Beverley A. Kirk  Nicola S. Schutte  Donald W. Hine 《Journal of applied social psychology》2011,41(1):179-195

This study examined the effect of an expressive‐writing paradigm intervention designed to increase emotional self‐efficacy in employees. Participants in the intervention condition with lower pre‐test self‐efficacy scores showed significant increases in self‐efficacy. Further, participants in the writing intervention condition showed increased emotional intelligence and positive affect, and decreased workplace incivility perpetration compared to participants in the control writing condition. Overall, the results indicate that an expressive‐writing intervention may be an effective strategy for increasing positive workplace outcomes.  相似文献   

    

Nicola S. Schutte 《The journal of positive psychology》2014,9(1):66-74

Previous research indicates that increases in positive affect enhance personal resources and bring about improvements in various realms of life. The present study examined the role of general self-efficacy as a mediator between increases in positive affect and change in work and relationship satisfaction and mental health. Participants randomly assigned to a three-week intervention intended to increase positive affect showed significantly greater change in positive affect, ratio of positive to negative affect, self-efficacy, work satisfaction and mental health than participants in a control condition. Changes in affect were associated with changes in self-efficacy, work satisfaction, relationship satisfaction and mental health. Changes in self-efficacy were associated with increases in work satisfaction and mental health. The findings incorporate the concept of general self-efficacy into the broaden and build model and provide information regarding the utility of ratio of positive to negative affect indices.  相似文献   

    

Julia Schüler  Veronika Brandstätter  Nicola Baumann 《European journal of social psychology》2013,43(5):335-343

The present research investigates whether and how learned symbols for failure reduce task performance. We tested the effect of number priming in two countries with different learning histories for numbers. Priming numbers associated with failure (6 in Germany and 1 in Switzerland) were hypothesized to reduce performance. As expected, in Switzerland, priming with the failure number 1 reduced performance (Study 1), whereas in Germany, priming with the failure number 6 impaired performance in analogy tasks (Study 2). Study 2 additionally analyzed the mechanism and showed that the relationship between failure number priming and performance was mediated by evoked avoidance motivation and that dispositional fear of failure moderated this mediation. Copyright © 2013 John Wiley & Sons, Ltd.  相似文献   

    

Keith R. Lohse  Lara A. Boyd  Nicola J. Hodges 《Journal of motor behavior》2013,45(2):172-182

Engagement during practice can motivate a learner to practice more, hence having indirect effects on learning through increased practice. However, it is not known whether engagement can also have a direct effect on learning when the amount of practice is held constant. To address this question, 40 participants played a video game that contained an embedded repeated sequence component, under either highly engaging conditions (the game group) or mechanically identical but less engaging conditions (the sterile group). The game environment facilitated retention over a 1-week interval. Specifically, the game group improved in both speed and accuracy for random and repeated trials, suggesting a general motor-related improvement, rather than a specific influence of engagement on implicit sequence learning. These data provide initial evidence that increased engagement during practice has a direct effect on generalized learning, improving retention and transfer of a complex motor skill.  相似文献   

    

Abigail J.V. Thornton  Nicola Graham‐Kevan  John Archer 《Aggressive behavior》2013,39(3):171-181

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Rabea Krings  Nicola Jacobshagen  Achim Elfering  Norbert K. Semmer 《Journal of applied social psychology》2015,45(4):191-202

Providing acceptable negative feedback is difficult because it may threaten the receiver's self‐esteem. Studies have established that destructive feedback elicits stronger negative reactions than constructive feedback. However, these destructive conditions were quite strong, implying a clear threat to the self. Because of the importance of protecting one's self‐concept, negative evaluations might be provoked by more subtle cues. Such cues should also be detected by observers. We developed three variants of subtly offending feedback in which mistakes appeared disproportionately serious. In an experimental pilot study, 132 student observers judged the fairness of feedback given to another student. The subtly offending conditions were evaluated as less fair than constructive feedback but as more fair than destructive feedback.  相似文献   

    

Nicola Conners‐Burrow  Lorraine McKelvey  Latunja Sockwell  Jennifer Harman Ehrentraut  Skye Adams  Leanne Whiteside‐Mansell 《Infant mental health journal》2013,34(4):280-289

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Kamila Wojdylo  Nicola Baumann  Jacek Buczny  Glynn Owens  Julius Kuhl 《Basic and applied social psychology》2013,35(6):547-568

Obsessive-compulsive models of workaholism do not allow diagnosing it as an addiction. We introduce an empirical evidence for conceptualization and measurement of work addiction as work craving. The Work Craving Scale (WCS) comprises: (a) obsessive-compulsive desire for work, (b) anticipation of self-worth compensation, (c) anticipation of reduction of negative affect or withdrawal symptoms resulting from working, and (d) neurotic perfectionism. Results (N = 1,459) confirmed the four-factorial structure of the WCS and indicated its good validity and reliability. The conceptualization of work craving significantly contributes to understanding of workaholism as an addiction, and should stimulate future research on work craving.  相似文献   

    

Nicola Barden 《Psychoanalytic Psychotherapy》2013,27(4):282-289

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Nicola S. Schutte  Trudy Searle  Stephen Meade  Neill A. Dark 《Cognition & emotion》2013,27(1):144-152

Meaningfulness and integrative processing of expressive writing may influence the effect of expressive writing. Participants completed measures of positive affect, negative affect and life satisfaction before and after an expressive writing intervention. Participants were randomly assigned to one of four expressive writing instruction conditions, which combined higher and lower levels of meaning and integrative processing instructions. Meaningfulness and integrative processing instructions had significant effects in increasing positive affect and there was a significant interaction between meaningfulness instructions and integrative processing instructions; participants in the high meaningfulness and high integrative processing instruction condition showed the greatest increase in positive affect. Meaningfulness had a significant effect in decreasing negative affect. The intervention did not influence life satisfaction. Both meaningfulness and integrative processing instructions led to more self-reported personal meaningfulness of the writing and more cognitive, emotional, behavioural and situational changes. More self-reported meaningfulness of the writing and more cognitive, emotional, behavioural and situational changes made as a result of the writing were in turn associated with greater increases in positive affect. The results of the study affirm the importance of meaningfulness and processing in expressive writing and potentially provide information regarding how to increase the effectiveness of expressive writing.  相似文献