Importance of having agreeable friends in adolescence (especially when you are not)

Using the actor–partner interdependence model, we examined whether adolescent's agreeableness, best friend's agreeableness, and the interaction between adolescent‐friend agreeableness are important for interpersonal functioning. Adolescents (N = 158) in fifth to eighth grades who were part of best friend pairs completed personality and friendship measures. Adolescents' adjustment and victimization experiences were assessed by peer nominations. For boys, best friend's agreeableness moderated the relationship between the target boy's agreeableness and overt victimization, relational victimization, and externalizing problems. For girls, best friend's agreeableness moderated the relationship between the target girl's agreeableness and internalizing problems and prosocial skills. This study provides an initial glimpse into how traits of friends can influence outcomes beyond what would be expected from adolescents' personality alone.     

Cyber peers’ influence for adolescent consumer in decision‐making styles and online purchasing behavior

Nowadays, there is a boom in online purchasing, especially by adolescents. In fact, scholars and marketers alike have long noticed the emergence of adolescent consumers and their consumption behaviors. This research aims at exploring the effect of adolescent decision‐making styles on online purchasing behavior, with peer influence as a moderating variable. An online questionnaire survey was conducted on 2,419 adolescents and further verified by regression analysis and analysis of covariance. Adolescents with planned purchase behaviors can be considered as rational consumers, in that they do not care about fashion, or recreational, hedonistic shopping consciousness, but rather focus on brand, price value, and high quality. Indeed, adolescent purchase decision making can be strengthened by peer influence.     

How immigrant adolescents' self‐views in school and family context relate to academic success in Germany

Immigrants' sense of self can be derived both from being members of their ethnic in‐group and their country of residence. We examined how the ways in which immigrant adolescents integrate these self‐views in relation to academic success in German schools. Students describe themselves at school and when with family. Using a standardized literacy performance test, analyses revealed that immigrants whose school‐related self‐view did not include Germany were less successful: Students who described their self as including both aspects of their ethnic group and Germany, and students who saw themselves predominantly as German, outperformed students with purely ethnic school‐related selves. As expected, though, an ethnic family‐related self‐view did not have a negative impact on scholastic achievements.     

Perceived emotional intelligence and its relationship with perceptions of effectiveness in negotiation

In this study, we examined possible connections between perceived emotional intelligence (PEI) and effectiveness during the negotiation process in a sample of 123 workers from different organizations. Participants completed a set of questionnaires, including an exploration of the predictive and incremental validity of PEI measured by Trait‐Meta‐Mood Scale. Moreover, personality traits were carefully controlled to test the percentage of variance that PEI accounted for in efficiency during negotiation. Multiple regression analyses revealed that emotional repair accounts for part of the variance in the balance of power and in procedural flexibility that cannot be explained by personality traits alone. Thus, our results show that emotional repair accounts for negotiation effectiveness in a way that is independent of personality traits.     

The role of self‐determination in the relationship between social support and physical activity intentions

Using the hierarchical model of intrinsic and extrinsic motivation (HMIEM) and self‐determination theory as theoretical frameworks, the purpose of the present study was to assess the role of motivation‐related variables in the relationship between perceptions of social support and intentions to be physically active. Undergraduate students completed surveys assessing perceptions of social support, psychological needs satisfaction, self‐determination, and future exercise intentions. Model fit with the data was examined and was considered acceptable, indicating that social support was positively related to the satisfaction of psychological needs, which, in turn, was related positively to self‐determination and then to physical activity intentions.     

The perceived legitimacy of statutory rape laws: the effects of victim age,perpetrator age,and age span

Statutory rape laws are intended to protect minors below the age of consent from engaging in behavior that, although not forceful, may be harmful. Two studies explored how individual judgments of adolescent sexual behavior and statutory rape are affected by victim age, perpetrator age, and the age span between partners. Across studies, respondents were significantly more critical of scenarios depicting younger victims, older perpetrators, and larger age spans between the two. These findings, using indirect measures, suggest that college students believe 16 is an appropriate age of consent and that sexual acts between adolescents who are within 2 years of age should not be criminalized.     

Academic attitudes and their antecedents

In today's competitive workplace, individuals who are best prepared will have the greatest chance of obtaining and retaining jobs. Students can better prepare by developing the maximum possible knowledge and skills during their college educations. Research has shown that attitudes and perceptual variables have significant effects on development activity in organizations. We extend that research by using structural equations modeling to examine influences on attitudes toward one's college education. We posited that Big Five personality factors influence personal growth, readiness to change, and the perceived instrumentality of a university education and that these factors influence attitudes toward education. Results supported the posited model. A better understanding of antecedents of attitudes can enhance educational intervention effectiveness.     

The Interactive Effects of Self‐Perceptions and Job Requirements on Creative Problem Solving

Over the years, researchers have focused on ways to facilitate creativity in the workplace by looking at individual factors and organizational factors that affect employee creativity (Woodman, Sawyer, & Griffin, 1993 ). In many cases, the factors that affect creativity are examined independently. In other words, it is uncommon for researchers to look at the interaction among individual and organizational factors. In this study, it is argued that to get a true understanding of how to maximize creativity in the workplace, organizational researchers must look at the interaction between organizational factors and individual factors that affect employee creativity. More specifically, the current study looked at an individual's perceptions about his or her ability to be creative (i.e., individual factor) and perceptions of requirements for creativity in the workplace (i.e., an organizational factor). The results indicated that individuals who have a high belief about their ability to be creative (an individual factor) were most creative when they also perceived requirements for creativity in the workplace (an organizational factor). Furthermore, individuals who had low perceptions of creative ability were still able to perform creatively when they had high perceptions of requirements for creativity. This suggests that, to maximize creativity, organizations should focus on both individual and organizational factors that affect employee creativity.     

Perceptions of Age and Creativity in the Workforce

As the workforce ages it becomes important to examine if there is misperception of creativity and age in work contexts. A laboratory experiment examined perceptions of the creativity of a team with both young and old workers and of a team composed entirely of young workers. Scripted videos portrayed such teams engaged in designing an outdoor advertising campaign. Altogether, 220 participants were randomly assigned to watch one of the video clips and complete a structured questionnaire. No significant differences were observed in the perceptions of the two teams' performance or of the quality of the resulting advertising proposal. In general, there was also no significant difference in the individual characteristics attributed to the four characters on the teams. However, participants aged 35 or above evaluated both teams and all four characters more favorably than participants aged 20–34.     

The Relationship Between Adult Happiness and Self-Appraised Childhood Happiness and Events

The primary purpose of the present research was to relate questionnaire-assessed self-reported childhood happiness and events to adulthood happiness in 387 nonclinical participants. Although childhood happiness and adult happiness were found to be significantly correlated (r = .28, p < .001), there was little relationship between reported adult happiness and reported specific childhood events and circumstances. Childhood events and circumstances, however, were much more highly correlated with childhood happiness (R = .64). Thirty-four percent of the persons who said they were unhappy or very unhappy as a child, but only 9% who said they were happy or very happy as a child, reported that they were unhappy or very unhappy as adults.