The Moderating Effect of Machiavellianism on the Psychological Contract Breach–Organizational Identification/Disidentification Relationships

Purpose

We explore whether Machiavellianism—a personality trait which describes the extent to which individuals ignore values and ethical considerations when the ends justify the means—will influence their responses to their employing organizations’ failure to fulfil promised obligations (psychological contracts). Specifically, we draw on psychological contracts theory and the group value model to argue that Machiavellianism will moderate the relationships between psychological contract breach and (1) organizational identification; and (2) organizational disidentification.

Design/Methodology/Approach

We tested our hypotheses in a study of 262 employees from various organizations at two points in time.

Findings

We found that psychological contract breach was negatively related to organizational identification and positively related to organizational disidentification. Furthermore, employees with higher levels of Machiavellianism tended to disidentify with their organizations to a greater extent (at Time 2) in response to psychological contract breach (at Time 1) than did employees with low levels of Machiavellianism. Machiavellianism did not moderate the relationship between psychological contract breach and organizational identification.

Implications

Our study contributes to extant research exploring the importance of Machiavellianism in the workplace. Specifically, we show that employees with high levels of Machiavellianism are more likely to disidentify in response to psychological contract breach but do not tend to identify to a lesser degree.

Originality/Value

This study builds on the extant research exploring individual differences in the psychological contract dynamics by considering Machiavellianism as a moderator of the breach–outcome relationship.     

Priming the mental time-line: effects of modality and processing mode

The notion of a mental time-line (i.e., past corresponds to left and future corresponds to right) supports the conceptual metaphor view assuming that abstract concepts like “time” are grounded in cognitively more accessible concepts like “space.” In five experiments, we further investigated the relationship between temporal and spatial representations and examined whether or not the spatial correspondents of time are unintentionally activated. We employed a priming paradigm, in which visual or auditory prime words (i.e., temporal adverbs such as yesterday, tomorrow) preceded a colored square. In all experiments, participants discriminated the color of this square by responding with the left or the right hand. Although the temporal reference of the priming adverb was task irrelevant in Experiment 1, visually presented primes facilitated responses to the square in correspondence with the direction of the mental time-line. This priming effect was absent in Experiments 2, 3, and 5, in which the primes were presented auditorily and the temporal reference of the words could be ignored. The effect, however, emerged when attention was oriented to the temporal content of the auditory prime words in Experiment 4. The results suggest that task demands differentially modulate the activation of the mental time-line within the visual and auditory modality and support a flexible association between conceptual codes.     

Encouraging Inquiring Men and Women: Teaching,Windsurfing, and Duck à l’Orange

Fay Fransella set up the Centre for Personal Construct Psychology as a bold experiment to make the theory more accessible to whoever might find it useful. The process of its establishment and its changing nature are outlined in this article. In its implementation and promotion of the theory, the Centre had important impacts on people's professional and personal lives, as evidenced in my own life. Fransella's pragmatic approach to life, her bold experiments, and her creative solutions were reflective of an adoption of a theory as something to be lived, not just an intellectual pursuit.     

Visual mental representations supporting object drawing: How naming a novel object with a novel count noun impacts on young children's object drawing

Object drawing can be supported by a number of cognitive resources, each making available visual information about the object being drawn. These resources include perceptual input, short-term visual memory, and long-term visual memory. Each of these resources has the potential to make available distinct forms of visual representation, including viewpoint-specific and viewpoint-independent representations, object-specific and category representations, and separate representations of object colour. We review neuropsychological and developmental evidence supporting these claims, including evidence that the same drawing can reflect the influence of multiple forms of visual representation. Seven experiments are then reported, investigating object drawing by 4- to 6-year-old children, to confirm the support for drawing provided by different forms of visual representation. Young children are selected for investigation because their drawing is relatively unconstrained by culturally determined norms which, in our culture, dictate that objects should be drawn just as they appear from the vantage point of the drawer. To distinguish the support provided by object and category representations, the experiments exploit the privileged links between count nouns as object labels, and representations of object categories. In addition, pre-established representations, visual or otherwise, are precluded from influencing drawing by asking the children to draw novel objects, and by creating novel count nouns with which to label the objects. The results reveal how viewpoint-specific perceptual representations, object-specific representations of shape and of colour, and category representations of shape can each impact on object drawing, and in some circumstances on the same drawing. It appears that simple drawing tasks have the potential to reveal some of the distinct types of representation able to support visual cognition.     

Psychological and criminological factors associated with desistance from violence: A review of the literature

Ample evidence exists that offenders eventually terminate their criminal careers, and this holds true for violent offenders. The causal mechanisms responsible for triggering and maintaining this process remain unclear; meaning that desistance from violence is poorly understood. This comprehensive review of the literature revealed that research in this area is hampered by definitional, operational, and measurement inconsistencies. Several of the conceptual frameworks used to explain desistance from delinquency have not been specifically applied in relation to violence. However, it was found that criminological enquiry suggests that informal social control (e.g., stable relationship and employment) play a role in desistance from violence and that theoretical frameworks which examine both internal and external change seem to show promise as an aid to understanding the desistance process. Psychological research has tended to focus on the role of risk and protective factors in relation to desistance but this, particularly protective factors, is currently under-researched. More knowledge needs to be assembled about how: (1) the mechanics of protective factors mitigate risk of future violence, and (2) how they play a role in the maintenance of violent free behaviors. Findings from criminology and psychology need to be expanded and integrated to extend our understanding of desistance from violence.     

You don't have to go to church to be a good Christian: the implicit religion of the cathedral carol service congregation

The notion that you don't have to go to church to be a good Christian is accepted as an indicator of the form of implicit religiosity espoused by those who (in Bailey's analysis) say that they “believe in Christianity.” The present paper builds on the findings of a recently published survey of rural Anglican churchgoers celebrating harvest which suggested that de-institutionalised implicit religion may be superseding commitment to conventional explicit religious attendance. The responses of 1081 people who attended Christmas carol services in two English cathedrals in 2009 and 2010 are analysed. The findings of the previous paper that implicit religiosity is more prevalent among younger people and among those who attend church less frequently are replicated. Evidence is also found that women are more inclined to this view than men and that those who have a loose historical connection through baptism are more likely to endorse it than those with either no historical connections or stronger ones. Suggestions are made for further research.     

A test of two methods of arithmetic fluency training and implications for educational practice

Children are exposed to multiple training tasks that are intended to support acquisition of basic arithmetic skills. Surprisingly, there is a scarcity of experimental research that directly compares the efficacy of those tasks, raising the possibility that children may be spending critical instructional time on tasks that are not effective. We conducted an experiment with 1st through 6th grade children comparing two arithmetic training tasks that are widely used: answer production training and fact triangle training. Results show that answer production training produces substantial fluency gains, whereas fact triangle training does not. Further, we show that, despite theoretical considerations that suggest otherwise, fact triangle training does not produce more flexibly applicable learning. Implications for memory representation, arithmetic fluency training, and broader educational strategy are discussed.