The purpose of this study is to provide a deeper understanding of uncivil meeting behaviors (UMBs) by exploring their frequency, potential predictors, and perceived impact on meeting outcomes. Five forms of UMBs were identified and examined. Key situational variables (meeting characteristics) and individual differences (Big Five factors and the Dark Triad of personality) were explored as potential predictors of UMBs.
Methodology
We collected data from two independent samples of meeting participants (Ns = 345, 170) via two online surveys. We used confirmatory factor analysis, correlations, hierarchical multiple regressions, and relative weight analyses to analyze the data.
Findings
The findings demonstrated that attendees’ perceptions of UMBs were linked to lower ratings of meeting satisfaction and effectiveness. In particular, the ratings were most affected by the observation of attendees who did not participate actively and who showed inappropriate interpersonal behavior. Results further suggest situational variables (meeting purpose and meeting norms) and individual differences (narcissism, psychopathy, and agreeableness) as potential predictors of UMBs.
Implications
By showing the consequences of UMBs on meeting outcomes and by providing insights into potential causes of engagement in UMBs, this study offers valuable input for running and leading work meetings.
Originality/Value
No previous study has empirically examined how different forms of UMBs affect meeting outcomes. Additionally, the paper introduces situational and personality variables that may act as potential predictors of UMBs.
Zooming into reduction‐oriented job crafting among employees, next to minimizing demands (i.e., making a job less strenuous), we introduced optimizing demands (i.e., simplifying the job and making work processes more efficient) and suggested that optimizing demands should be positively related to work engagement, whereas minimizing demands negatively related to work engagement. Moreover, we suggested that both forms of reduction‐oriented crafting can be transferred among colleagues, and this will particularly occur in jobs that are high on demands (workload and emotional demands), low on resources (autonomy), and when the colleagues have a high‐quality relationship. We examined these hypotheses among 65 dyads of employees who filled in a general questionnaire and a diary for three working days. Multilevel analyses supported the transmission of both job crafting dimensions among colleagues. Moreover, there is more transmission of minimizing demands among colleagues when workload and emotional demands are high and autonomy is low. Additionally, optimizing demands was transmitted among colleagues when autonomy was low and quality of relationship with colleague was high. Optimizing demands was positively related to work engagement, whereas minimizing demands was unrelated to work engagement. These findings imply that optimizing demands is a favourable behaviour and can be transmitted among colleagues under specific conditions.
Practitioner points
Working smarter is related to higher work engagement
Employees model their colleague's proactive behaviour
Unfavourable working conditions stimulate modelling behaviour of colleagues
Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked understanding of students learning over time through careful articulation of a curricular framework and progression, instructional sequence, assessments, and levels of sophistication in student learning. Under this broadened conceptualization, we advance a methodology for developing and validating learning progressions, and advance several design considerations that can guide research concerned with engendering forms of mathematics learning, and curricular and instructional support for that learning. We advance a two-phase methodology of (a) research and development, and (b) testing and revision. Each phase involves iterative cycles of design and experimentation with the aim of developing a validated learning progression. In particular, we gathered empirical data to revise our hypothesized curricular framework and progression and to measure change in students. thinking over time as a means to validate both the effectiveness of our instructional sequence and of the assessments designed to capture learning. We use the context of early algebra to exemplify our approach to learning progressions in mathematics education with a focus on the concept of mathematical equivalence across Grades 3-5. The domain of work on research on learning over time is evolving; our work contributes a broadened role for learning progressions work in mathematics education research and practice. 相似文献
The turn to language in social psychology is closely related to the study of prejudice as racist discourse has been the subject matter of some of the ground‐breaking discourse analytic work. A widely accepted argument was that there seems to be a norm against prejudice informing Western societies: people commonly engage in denials of prejudice when they make negative comments about minorities. Recent work has argued that, due to ideological shifts in the wider societal context or because denying prejudice may not be people's only rhetorical concern, it is possible to find people admitting prejudice. We examine how people in Greece, Greek majority and immigrants, formulate admissions of racism in interviews on migration and citizenship in Greece. Drawing on Ideological Dilemmas and Critical Discursive Social Psychology, we argue that these admissions ironically operate within the norm against prejudice and discuss our findings in relation to the wider socio‐political Greek context. 相似文献
Cross-species behavioral research suggests that a single nucleotide polymorphism (SNP) in the brain-derived neurotrophic factor (BDNF) gene (rs6265, Val66Met), influences behavioral inflexibility. This SNP has not yet been linked to variability in emotion-related behaviors, despite broader evidence suggesting an association may be present. This investigation explored the role of the BDNF Val66Met polymorphism in emotion response behaviors measured during a lab-based emotional provocation. Specifically, the influence of BDNF Val66Met in emotion flexibility was explored in a sample of healthy adults (N?=?120), emotion responses were recorded during the emotional provocation on multiple dimensions, in response to emotionally-evocative videos of negative then positive valence. These results suggest that Met carriers exhibit decreased parasympathetic responding, and reduced ability to generate positive emotion, relative to Val homozygotes. These findings are the first to suggest an association between the Met allele and a pattern of responding indicative of emotion inflexibility that might afford greater risk for psychopathology. 相似文献
Few studies have investigated simple discrimination and discrimination reversal learning by children younger than 2 years. Extant research has shown that teaching discrimination reversals may be challenging with this population. We used social reinforcement and correction procedures to teach simple simultaneous discrimination and discrimination reversal tasks involving three pairs of animal pictures displayed in a paper notebook. Participants were eight typically developing toddlers aged 15-23 months. All learned at least one simple discrimination/discrimination reversal problem. Four children learned all problems and showed evidence of learning set formation. Perhaps surprisingly, discrimination reversals were sometimes learned more rapidly than original discriminations. The procedures suggest a potentially efficient methodology for investigating more complex aspects of relational learning in toddlers.
The effects of the magnitude of nonverbal consequences, monitoring, and social consequences on instruction-following were evaluated. Twenty-four undergraduates were exposed to a matching-to-sample procedure. The undergraduates underwent four experimental phases that differed regarding the presence or absence of the observer and the correspondence or non-correspondence of the instructions with the nonverbal contingency. In Experiments 1 and 2, the magnitudes of the nonverbal consequences were manipulated, and in Experiment 3, the effects of verbal reprimands on instruction-following were evaluated. The results revealed that alterations in the magnitudes of nonverbal consequences did not influenced the performances of the participants and that monitoring increased the probability that the participants would follow the instructions but not to an extent sufficient to maintain performance when the consequences did not correspond to the nonverbal contingency. The inclusion of verbal reprimands was necessary to achieve this effect. These results support the proposition that social control is important for maintaining instruction-following.
Overexcitability corresponds to an overall response to stimulations in 5 domains: psychomotor, sensual, intellectual, imaginational, and emotional. The aim of this study was to develop a French version of the Overexcitability Questionnaire 2 (OEQ2) and to expand its psychometric properties. Two studies were conducted: one with a sample of 474 adolescents and another with a sample of 436 adults. Internal consistency, factorial structure, and validity (correlations with intelligence, personality, and alexithymia) were examined. The French OEQ2 showed satisfactory psychometric properties, thus advocating for its use in further research on overexcitability and in clinical practice. 相似文献
It is unclear what factor structure best represents the Positive and Negative Affect Schedule (PANAS) from childhood to adulthood. The PANAS structure was examined in a sample of 555 children (M age = 11.66, SD = 1.24), 608 adolescents (M age = 15.45, SD = 1.09), and 553 young adults (M age = 18.75, SD = 1.00). A partially invariant model consisting of Positive Affect, Fear, and Distress factors best represented the PANAS across all age groups, indicating that the underlying constructs are the same across age but that the factors become increasingly interrelated with increasing age. 相似文献