Character Strengths and Job Satisfaction: Differential Relationships Across Occupational Groups and Adulthood

Character strengths are a central construct within positive psychology, and their importance for the workplace was supported recently. Little is known, however, which strengths matter the most at the workplace. The aim of the present investigation was thus to assess the relationship between the level of the 24 character strengths with overall job satisfaction in a general working population (N = 12,499) as well as in eight occupational subgroups (nurses, physicians, supervisors, office workers, clinical psychologists, social workers/educators, economists, and secondary-school teachers) and in six age groups (from 18 to 61+ years) and to compare the overall level of character strengths across the eight occupational subgroups. Results showed that, similar to life satisfaction, zest, hope, curiosity, love, and gratitude, and emotional strengths in general, related most strongly to overall job satisfaction. However, the relationships of the strengths with job satisfaction differed depending on the facet of job satisfaction, the occupational subgroup, and the age group under study. Knowing which individual strengths as well as strengths factors are more important for specific working populations can help to develop and apply more effective strength-based interventions in the workplace, thus improving positive and reducing negative work-related outcomes.

     

A longitudinal experimental study comparing the effectiveness of happiness-enhancing strategies in Anglo Americans and Asian Americans

Growing evidence suggests that well-being interventions can be effective. However, it is unclear whether happiness-increasing practices are equally effective for individuals from different cultural backgrounds. To investigate this question, Anglo Americans and predominantly foreign-born Asian Americans were randomly assigned to express optimism, convey gratitude, or list their past experiences (control group). Multilevel analyses indicated that participants in the optimism and gratitude conditions reported enhanced life satisfaction relative to those in the control condition. However, Anglo Americans in the treatment conditions demonstrated larger increases in life satisfaction relative to Asian Americans, while both cultural groups in the control condition showed the least improvement. These results are consistent with the idea that the value individualist cultures place on self-improvement and personal agency bolsters the efforts of Anglo Americans to become more satisfied, whereas collectivist cultures' de-emphasis of self-focus and individual goals interferes with the efforts of Asian Americans to pursue enhanced well-being.     

Differences between girls and boys in emerging language skills: Evidence from 10 language communities

The present study explored gender differences in emerging language skills in 13,783 European children from 10 non‐English language communities. It was based on a synthesis of published data assessed with adapted versions of the MacArthur‐Bates Communicative Development Inventories (CDIs) from age 0.08 to 2.06. The results showed that girls are slightly ahead of boys in early communicative gestures, in productive vocabulary, and in combining words. The difference increased with age. Boys were not found to be more variable than girls. Despite extensive variation in language skills between language communities, the difference between girls and boys remained. This suggests that the difference is caused by robust factors that do not change between language communities.     

The benefits of frequent positive affect: does happiness lead to success?

Numerous studies show that happy individuals are successful across multiple life domains, including marriage, friendship, income, work performance, and health. The authors suggest a conceptual model to account for these findings, arguing that the happiness-success link exists not only because success makes people happy, but also because positive affect engenders success. Three classes of evidence--crosssectional, longitudinal, and experimental--are documented to test their model. Relevant studies are described and their effect sizes combined meta-analytically. The results reveal that happiness is associated with and precedes numerous successful outcomes, as well as behaviors paralleling success. Furthermore, the evidence suggests that positive affect--the hallmark of well-being--may be the cause of many of the desirable characteristics, resources, and successes correlated with happiness. Limitations, empirical issues, and important future research questions are discussed.     

Shedding light on words and sentences: near-infrared spectroscopy in language research

Investigating the neuronal network underlying language processing may contribute to a better understanding of how the brain masters this complex cognitive function with surprising ease and how language is acquired at a fast pace in infancy. Modern neuroimaging methods permit to visualize the evolvement and the function of the language network. The present paper focuses on a specific methodology, functional near-infrared spectroscopy (fNIRS), providing an overview over studies on auditory language processing and acquisition. The methodology detects oxygenation changes elicited by functional activation of the cerebral cortex. The main advantages for research on auditory language processing and its development during infancy are an undemanding application, the lack of instrumental noise, and its potential to simultaneously register electrophysiological responses. Also it constitutes an innovative approach for studying developmental issues in infants and children. The review will focus on studies on word and sentence processing including research in infants and adults.     

Positive emotion impedes emotional but not cognitive conflict processing

Cognitive control enables successful goal-directed behavior by resolving a conflict between opposing action tendencies, while emotional control arises as a consequence of emotional conflict processing such as in irony. While negative emotion facilitates both cognitive and emotional conflict processing, it is unclear how emotional conflict processing is affected by positive emotion (e.g., humor). In 2 EEG experiments, we investigated the role of positive audiovisual target stimuli in cognitive and emotional conflict processing. Participants categorized either spoken vowels (cognitive task) or their emotional valence (emotional task) and ignored the visual stimulus dimension. Behaviorally, a positive target showed no influence on cognitive conflict processing, but impeded emotional conflict processing. In the emotional task, response time conflict costs were higher for positive than for neutral targets. In the EEG, we observed an interaction of emotion by congruence in the P200 and N200 ERP components in emotional but not in cognitive conflict processing. In the emotional conflict task, the P200 and N200 conflict effect was larger for emotional than neutral targets. Thus, our results show that emotion affects conflict processing differently as a function of conflict type and emotional valence. This suggests that there are conflict- and valence-specific mechanisms modulating executive control.     

Excel: An intensive and structured program of advising and academic support to assist minority freshmen to succeed at a large state university

It is a consistent observation that minority students graduate at much lower rates than majority students at our large state colleges and universities. The Excel program was designed to assist ethnic minority students adjust to the demands of university life and succeed both academically and personally. The program has three major components: a two semester two credit core seminar, weekly instructional support groups, and peer led tutorial/discussion groups. The results of the first two years of the program were evaluated in a number of studies comparing the performance of the Excel students to other minority and majority freshmen at the university. In all comparisons the Excel students were found to have performed significantly better than other minority groups and equal to or better than majority students. The results are discussed in terms of the variables that appear to affect minority student success at large universities.     

Perceived localizations and eye movements with action‐generated and computer‐generated vanishing points of moving stimuli

When observers localize the vanishing point of a moving target, localizations are reliably displaced beyond the final position, in the direction the stimulus was travelling just prior to its offset. We examined modulations of this phenomenon through eye movements and action control over the vanishing point. In Experiment 1 with pursuit eye movements, localization errors were in movement direction, but less pronounced when the vanishing point was self‐determined by a key press of the observer. In contrast, in Experiment 2 with fixation instruction, localization errors were opposite movement direction and independent from action control. This pattern of results points at the role of eye movements, which were gathered in Experiment 3. That experiment showed that the eyes lagged behind the target at the point in time, when it vanished from the screen, but that the eyes continued to drift on the targets' virtual trajectory. It is suggested that the perceived target position resulted from the spatial lag of the eyes and of the persisting retinal image during the drift.