Testing the Work Environment Hypothesis of Bullying on a Group Level of Analysis: Psychosocial Factors as Precursors of Observed Workplace Bullying

The present paper scrutinises the work environment hypothesis of bullying by examining relationships between psychosocial factors at work and bullying within departments on a group level of analysis, as compared to the many studies executed on an individual level of analysis. Relationships between quantitative demands, job control, role demands, leadership behaviour and social climate, and observed bullying were studied in a convenience sample consisting of 276 departments with a total of 4,064 respondents. Between‐group bivariate correlations showed relatively strong relationships (r > .52) between the predictors social climate, leadership behaviour, and role demands, respectively, and observed bullying in the department. A two‐factor higher‐level model was formulated for the independent variables yielding two latent factors reflecting an interpersonal domain and a task‐oriented domain, where the former was strongly associated with observed bullying at a group level of analysis (Beta =?.73), while the last factor yielded an insignificant contribution. The results confirm that a poor social work environment exists within departments in which bullying takes place, hence, yielding further support to the work environment hypothesis. In line with the present results, future studies on workplace bullying should include a group level of analysis.     

SPATIAL COGNITION AND GENDER Instructional and Stimulus Influences on Mental Image Rotation Performance

Recent research has demonstrated that "sex differences" on mental image rotation (MIR) tasks may be attenuated through manipulations of instructional or stimulus conditions. The interaction of these variables was examined in two experiments. In the first, subjects received instructions that emphasized or de-emphasized the spatial nature of the MIR task. In the second, instructions emphasized the use of MIR abilities in stereotypically "masculine" or "feminine" occupations. The relevant interactions were significant in both experiments. Men performed at higher levels than women in the spatial instruction conditions, but no sex differences were observed under nonspatial instructions. These effects were further shown to be mediated by stimulus type; simpler or more familiar stimuli were less deleterious to the performance of women. These results add to the evidence that instructional and stimulus effects may exacerbate or eliminate sex differences in spatial cognition.     

The role of prevention focus under stereotype threat: Initial cognitive mobilization is followed by depletion

Previous research has demonstrated that stereotype threat induces a prevention focus and impairs central executive functions. The present research examines how these 2 consequences of stereotype threat are related. The authors argue that the prevention focus is responsible for the effects of stereotype threat on executive functions and cognitive performance. However, because the prevention focus is adapted to deal with threatening situations, the authors propose that it also leads to some beneficial responses to stereotype threat. Specifically, because stereotype threat signals a high risk of failure, a prevention focus initiates immediate recruitment of cognitive control resources. The authors further argue that this response initially facilitates cognitive performance but that the additional cognitive demands associated with working under threat lead to cognitive depletion over time. Study 1 demonstrates that stereotype threat (vs. control) facilitates immediate cognitive control capacity during a stereotype-relevant task. Study 2 experimentally demonstrates the process by showing that stereotype threat (vs. control) facilitates cognitive control as a default, as well as when a prevention focus has been experimentally induced, but not when a promotion focus has been induced. Study 3 shows that stereotype threat facilitates initial math performance under a prevention focus, whereas no effect is found under a promotion focus. Consistent with previous research, however, stereotype threat impaired math performance over time under a prevention focus, but not under a promotion focus.     

The dynamic role of personality States in mediating the relationship between extraversion and positive affect

One of the most noteworthy and robust findings in personality psychology is the relationship between extraversion and positive affect. Existing theories have debated the origins and nature of this relationship, offering both structural/fixed and environmental/dynamic explanations. We tested the novel and straightforward dynamic hypothesis that part of the reason trait extraversion predicts trait positive affect is through an increased propensity to enact extraverted states, which in turn leads to experiencing more positive affect states. We report 5 experience sampling studies (and a meta‐analysis of primary studies) conducted in natural environments and laboratory settings in which undergraduate participants (N = 241) provided ratings of trait extraversion, trait positive affect, extraversion states, and positive affect states. Results of primary studies and the meta‐analysis showed that relationships between trait extraversion and trait positive affect were partially mediated by aggregated extraversion states and aggregated positive affect states. The results supported our dynamic hypothesis and suggested that dynamic explanations of the relationship between trait extraversion and trait positive affect are compatible with structural explanations. An important implication of these findings is that individuals might be able to increase their happiness by self‐regulating their extraverted states.     

Regulatory competence and social communication in term and preterm infants at 12 months corrected age. Results from a randomized controlled trial

Temperamental regulatory competence and social communication in term and preterm infants at 12 months corrected age was studied in a randomized controlled intervention trial aimed at enhancing maternal sensitive responsiveness. Surviving infants <2000 g from a geographically defined area were randomized to an intervention (71) or a control group (69), and compared with term infants (74). The intervention was a modified version of the "Mother-Infant Transaction Program". Regulatory competence was measured with the Infant Behavior Questionnaire, and social communication with the Early Social Communication Scales. Preterm intervention infants with low regulatory competence had higher responding to joint attention than preterm control infants. A sensitizing intervention may moderate the association between temperament and social communication, and thus allow an alternative functional outlet for preterm infants low in regulatory competence. The finding may have implications for conceptualizations of the role of early sensitizing interventions in promoting important developmental outcomes for premature infants.     

How do people with cognitive functional limitations post-stroke manage the use of buses in local public transport?

People with cognitive functional limitations (CFLs) have rarely been the focus of research dealing with road users and their needs. The aim of the present study was to describe how people with CFL post-stroke manage in their use of buses in the framework of their outdoor mobility, and to find out what difficulties, but also what opportunities, they experienced when moving from origin to destination using buses in public transport. Semi-structured interviews combined with participant observations during bus trips with eight persons were performed. Several barriers that have the potential to restrict autonomous outdoor mobility were identified. These barriers were not only represented by well-known infrastructure problems (high pavement curbs, etc.) or ergonomic shortcomings in the buses but, even more so, by specific issues relevant for persons with CFL, e.g. having to cross a road on their way to the bus stop, which poses problems of interaction with fast-moving car traffic. Obtaining all the necessary information prior to and during the trip is difficult and produces insecurity. Often, communication with the bus drivers, not least in connection with the search for information, causes extra stress. Lack of self-confidence and feelings of inferiority add to these problems. Measures to control vehicle speeds, to optimise the communication style of bus drivers with their customers, and to improve customers’ access to information are recommended. Training measures to reassure persons with CFL in connection with their use of the public space are suggested.     

Inspire but don't interfere: Managerial influence as a double-edged sword for innovation

Managers play a pivotal role in the innovation process; yet, the mechanisms through which managers enhance or undermine innovation are not well understood. Drawing upon self-concordance theory, we argue that managers can augment employees' self-concordance—defined as the congruence of goals and actions with inner values and preferences—through transformational behavior and thereby contribute to innovation. However, transformational behavior is closely coupled to another form of influence, namely, process management, the attempt to directly manage innovation-related activities. This form of managerial influence reduces employees' self-concordance and thereby undermines innovation. We test our conceptual model in a sample of 188 innovation projects using a contextualized method that asked employees to assess their self-concordance and their managers' behavior during each project. Managers evaluated for each project the innovativeness of the outcome. Multilevel path-analysis provided support for our hypotheses. We discuss future research implications to disentangle innovation-facilitating and innovation-undermining facets of managerial influence.     

Early communicative gestures and play as predictors of language development in children born with and without family risk for dyslexia

The present study investigated early communicative gestures, play, and language skills in children born with family risk for dyslexia (FR) and a control group of children without this inheritable risk at ages 12, 15, 18, and 24 months. Participants were drawn from the Tromsø Longitudinal study of Dyslexia (TLD) which follows children's cognitive and language development from age 12 months through Grade 2 in order to identify early markers of developmental dyslexia. Results showed that symbolic play and parent reported play at age 12 months and communicative gestures at age 15 months explained 61% of the variance in productive language at 24 months in the FR group. These early nonlinguistic measures seem to be potentially interesting markers of later language development in children born at risk for dyslexia.