Dual pathways of emotional competence towards incremental and radical creativity: resource caravans through feedback-seeking frequency and breadth

ABSTRACT

This study examined how employees’ emotional competence predicts feedback-seeking behaviour (FSB) and consequently incremental and radical creativity on the basis of conservation of resource (COR) theory. We posit that emotional competence enhances the two types of creativity by generating resource caravans through distinct patterns of FSB. Our analysis based on the data collected from 206 employees from 85 work teams revealed that emotional competence has a significant indirect effect on the incremental creativity of team members, as rated by leaders, through frequent feedback seeking. Emotional competence also exhibited a considerable direct effect on radical creativity. In addition, emotional competence predicted source variety, namely, feedback-seeking breadth, which in turn contributed to radical creativity. This study offers new and useful theoretical and practical insights regarding the different types of creativity in the workplace by employing COR theory and the resource caravan perspective.     

安全依恋启动效应的内在机制：非安全依恋风格调节下情绪与认知的协同作用

安全依恋启动具有一系列积极心理效应,且表现出启动效应普遍性与特异性的共存。两种属性的区别在于个体非安全依恋风格是否参与调节,这一调节与个体的依恋策略使用和概念联结程度紧密相关。当前,对于安全依恋启动内在机制的探讨集中在情绪缓冲与认知调控过程,本文回顾现有关于安全依恋启动的主要结论与解释,整合安全依恋启动的神经基础,并纳入依恋风格的调节因素,提出一个安全依恋启动的情绪/认知协同作用模型。最后围绕需要深入探讨的关键问题进行了展望。     

Children Expressing Mixed Emotion in a Nonsocial Context

Abstract

Efforts to demonstrate children’s ability to report experiencing mixed emotions have typically used an allocentric approach, asking children to report on emotions of other individuals in response to stories or movie clips demonstrating social themes. In contrast, literature examining children’s personal experiencing and understanding of their own mixed emotions, typified as an egocentric approach, in nonsocial situations remains underdeveloped. The current study examined the development of children’s reported understanding and experience of mixed emotions egocentrically. By examining a nonsocial context, this investigation extends existing gender- and age-related research on expressing egocentric mixed emotion. Using a computerized game with a disappointing wins paradigm, egocentric mixed emotional experience was elicited in 142 children (80 boys, 62 girls) aged 6 to 12?years. Results revealed that age, but not gender, was a statistically significant predictor of expressing egocentric mixed emotion experience and understanding. When studying mixed emotion development in a nonsocial context, gender did not contribute to differences in child reports. A significant positive relationship between egocentric mixed emotion experiencing and understanding also emerged. These findings contribute to our understanding of children’s emotion development and offer future directions for examining the broad domain of nonsocial contexts in youth expression of mixed emotions.     

Physical aggression toward teachers: Antecedents,behaviors, and consequences

School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long-term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers’ experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these incidents. This qualitative investigation used an antecedent-behavior-consequence (A-B-C) framework to understand how incidents of physical aggression directed toward teachers unfold. The sample included 193 elementary and secondary teachers who completed an anonymous, online survey and described events leading up to and following their experiences with physical aggression. Using conventional content analysis, we identified common antecedents, such as breaking up fights, discipline, and directives, and common consequences, such as student removal, school staff involvement, positive outcomes, and inaction. Further analyses revealed seven common A-B-C patterns among physical aggression incidents that are highlighted and discussed. Utility of the A-B-C framework for teacher-directed violence is described, along with implications for research, practice, and policy. Exploring the context surrounding incidents of physical aggression directed against teachers provides useful information for violence prevention and interventions.     

Antecedent-Focused Emotion Regulation,Response Modulation and Well-Being

The aim of the research was to examine the full range of emotion regulation strategies proposed by the Gross and John (Journal of Personality and Social Psychology 85:348–362, 2003; John, O. P., & Gross, J. J. (2007). Individual differences in emotion regulation. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 351–372). New York: Guilford) process model of emotional regulation. Seventy-three participants from Australia provided information on their use of emotion regulation strategies, well-being, and emotional intelligence. As predicted by the process model of emotional regulation, antecedent focused regulation strategies were associated with greater well-being. Response-modulation strategies predicted no additional variance in well-being beyond antecedent-regulation strategies. In contrast to past research on the selected response modulation strategy of suppression, in the present research response modulation was not associated with negative well-being outcomes. Individuals higher in emotional intelligence showed more antecedent-focused regulation, a finding congruent with model-based predictions.     

上下级情绪智力对LMX、员工工作结果变量的作用研究

本研究探讨员工情绪智力对领导一成员交换（LMX）和员工工作结果变量的影响,并分析了上级情绪智力在其间的作用。研究通过对银行业员工及其直接领导进行280份问卷调查,运用相关分析、回归分析等统计方法。发现员工情绪智力和LMX、员工的情感承诺、组织公民行为、工作绩效正相关,上级情绪智力对员工情绪智力和LMX之间的关系有缓冲作用,LMX对员工情绪智力和员工情感承诺、组织公民行为之间的关系起到部分中介作用。     

Children and Political Violence from a Social Ecological Perspective: Implications from Research on Children and Families in Northern Ireland

The effects on children of political violence are matters of international concern, with many negative effects well-documented. At the same time, relations between war, terrorism, or other forms of political violence and child development do not occur in a vacuum. The impact can be understood as related to changes in the communities, families and other social contexts in which children live, and in the psychological processes engaged by these social ecologies. To advance this process-oriented perspective, a social ecological model for the effects of political violence on children is advanced. This approach is illustrated by findings and methods from an ongoing research project on political violence and children in Northern Ireland. Aims of this project include both greater insight into this particular context for political violence and the provision of a template for study of the impact of children’s exposure to violence in other regions of the world. Accordingly, the applicability of this approach is considered for other social contexts, including (a) another area in the world with histories of political violence and (b) a context of community violence in the US.     

Children and Violence: The Role of Children’s Regulation in the Marital Aggression–Child Adjustment Link

Exposure to marital psychological and physical abuse has been established as a risk factor for children’s socio-emotional, behavioral, and cognitive problems. Understanding the processes by which children develop symptoms of psychopathology and deficits in cognitive functioning in the context of marital aggression is imperative for developing efficient and effective treatment programs for children and families, and has far-reaching mental health implications. The present paper outlines our research program, Child Regulation and Exposure to Marital Aggression, which focuses on children’s emotional and physiological reactivity and regulation as pathways in the marital aggression–child development link. Findings from our research program, which highlight the importance of children’s regulatory processes for understanding children’s adjustment in contexts of intimate partner violence, are presented, and future directions in this line of inquiry are outlined.     

Rejection sensitivity and disruption of attention by social threat cues

Two studies tested the hypothesis that Rejection Sensitivity (RS) increases vulnerability to disruption of attention by social threat cues, as would be consistent with prior evidence that it motivates individuals to prioritize detecting and managing potential rejection at a cost to other personal and interpersonal goals. In Study 1, RS predicted disruption of ongoing goal-directed attention by social threat but not negative words in an Emotional Stroop task. In Study 2, RS predicted attentional avoidance of threatening but not pleasant faces in a Visual Probe task. Threat-avoidant attention was also associated with features of borderline personality disorder. This research extends understanding of processes by which RS contributes to a self-perpetuating cycle of interpersonal problems and distress.