The Role of Job Challenge and Organizational Identification in Enhancing Creative Behavior among Employees in the Workplace

Organizations recognize the importance of creative employees and constantly explore ways to enhance their employees' creative behavior. Creativity research has directed substantial efforts to understanding how work environment fosters creativity. Yet, this research has paid little attention to the importance of specific characteristics of the work environment and organizational identification in augmenting creative behavior in employees at work. The present study examines the influence of job challenge on employees' creative behavior, arguing that organizational identification plays a mediating role in this relationship. The results show that organizational identification mediates the relationship between job challenge and employees' creative behavior.     

Approach‐Avoidance Motivation and the Use of Affect as Information

Individuals often rely on their affect for information. However, positive or negative affect may not be informative for individuals who are more prone to feel affect of this particular valence in general, unless they chronically monitor their internal states. A series of studies demonstrates that differences in individuals’ internal versus external focus of attention and in trait affective valence associated with their approach versus avoidance motivation determine reliance on affect as information. Specifically, our findings show that while positive affect is used as an input in product satisfaction judgments regardless of individuals’ approach versus avoidance motivation, negative affect is used only by individuals with a predominant approach motivation.     

An evaluation of in situ training to teach sexual abuse prevention skills to women with mental retardation

The current study evaluated a behavioral skills training (BST) program in combination with in situ training to teach sexual abuse prevention skills to five women with mild to moderate mental retardation. In situ assessments were conducted following BST and in situ training sessions were conducted for those who were unable to demonstrate the skills in the natural setting. The results showed that generalization of the safety skills to the natural setting occurred for three of the five participants following one to two in situ training sessions. One participant required 12 in situ training sessions and three booster training sessions to reach criterion level. Three of four participants assessed 1 month following training maintained the skills. Copyright © 2007 John Wiley & Sons, Ltd.     

Empathic accuracy of intimate partners in violent versus nonviolent relationships

This study compared the empathic accuracy of men and women who had perpetrated physical intimate partner violence with that of partners in nonviolent but distressed and nonviolent and nondistressed relationships. Examined was the empathic accuracy (a) of partners for one another’s thoughts and feelings during a relationship problem discussion in the laboratory, (b) of partners’ empathic accuracy for each other with the empathic accuracy of objective observers who watched the couples’ interactions, and (c) the males’ empathic accuracy for their female partner to their empathic accuracy for female strangers. No significant group differences were found among women’s empathic accuracy, but the data suggest that violent men exhibit poor empathic accuracy when attempting to understand their female partner’s thoughts and feelings.     

Self‐regulation of Group Members: The Case of Regulatory Focus

For a long time, research on motivation and (inter)group behaviour mainly focused on needs and motives, but did not take self‐regulation (i.e., the processes underlying motivated action) into account. Similarly, self‐regulation research concentrated on the regulation of the personal self, but did not study the regulation of the social self. The current article summarizes work applying self‐regulation approaches to intergroup behaviour. Within this approach, it has been shown (a) that the social self is regulated based on the same mechanisms as the personal self, (b) that intergroup contexts impact on group members’ self‐regulation strategies, and (c) that the fit between an individual's self‐regulation strategy and the behavioural options provided by the group impact on group liking and potentially also on the integration of the group into the self‐concept. The relation between current and earlier approaches to motivation in groups and further avenues for research on group‐based self‐regulation are discussed.     

Executive disorders and perceived socio‐emotional changes after traumatic brain injury

Although socio‐emotional changes are very frequently encountered after traumatic brain injury (TBI), the psychological mechanisms underlying these disorders are still poorly understood. This study aimed to explore the relationships between dysexecutive syndrome (assessed with the Behavioural Assessment of the Dysexecutive Syndrome [BADS]) and socio‐emotional changes assessed by the Iowa scales of personality change (ISPC) in patients with TBI. The BADS was thus administered to 25 patients with TBI and to 25 healthy controls. Simultaneously, a close relative of each patient was given the ISPC in order to assess socio‐emotional changes. Results indicated that patients displayed significantly lower executive performances than controls and experimented significant socio‐emotional changes. The Modified Six Elements Test was the only subtask of the BADS to be significantly related to behavioural changes, and more specifically to externalizing disorders. It is concluded that executive functions, and especially multitasking, encompass processes whereby one can consciously control one's emotional reactions and behaviours.     

Lack of strategy holding: A new pattern of learning deficit in cortical dementias

The aim of this study was to demonstrate, by means of systematic research and qualitative data analysis, the presence, among a group of patients with fronto‐temporal lobar degeneration of a subgroup that, at variance with the standard pattern, is able to devise and implement learning strategies, but appear impaired at carrying them on from a trial to the next. In order to provide evidence of the existence of a group of patients showing this type of learning disability, that we refer to as lack of strategy holding, we performed a stepwise hierarchical cluster analysis of a set of variables whose scores were selected from the subject's performance at the Test de Aprendizaje Verbal España‐Complutense. Results substantiate the segregation of three groups of subjects characterized by the following patterns of performance: normal elderly individuals, who show a quite preserved ability to discover a semantic strategy along the learning trials and to carry it from a trial to the next, patients presenting with a deficit in implementing semantic learning strategies and possibly use of serial and/or phonological strategies to perform the task, and to patients who, although able to generate and implement appropriate learning strategies, appear unable to carry them over the learning trials. The presence of this new pattern raises a few questions that seem worth trying to address.