Job crafting and extra-role behavior: The role of work engagement and flourishing

This study investigates whether crafting of job demands and resources relates positively to extra-role behavior (i.e. contextual performance and creativity) through work engagement and flourishing. We collected data from 294 employees and their supervisors regarding employees' contextual performance and creativity. Results show that seeking resources had a positive indirect relationship with contextual performance through work engagement, and with creativity through work engagement and flourishing. Reducing demands had negative indirect relationships with both contextual performance and creativity through work engagement. We conclude that particularly seeking resources has important implications for extra-role behavior and discuss the practical implications of these findings.     

Managing personal networks: An examination of how high self-monitors achieve better job performance

Structural holes are important network structures that have positive implications for individuals' job performance. Although the emergence of structural holes is closely related to self-monitoring, little is known about how chameleon-like high self-monitors manage to occupy brokerage positions. We posited that leader–member exchange (LMX) quality and network diversity might serve as two important mediating paths through which self-monitoring links to structural holes and sequential job performance. Using structural equation modelling to analyse 10 department networks, we found that high self-monitors were more likely to build high-quality LMX relationships and diversified co-worker networks, which helped to enhance structural holes and job performance. Theoretical contributions and managerial implications are discussed.     

Academic and Social Integration on Campus Among Sexual Minority Students: The Impacts of Psychological and Experiential Campus Climate

A heterosexist campus climate can increase risk for mental health problems for sexual minority students; however, the relationship between campus climate for sexual minorities and academic outcomes remains understudied. Using a sample of sexual minority respondents extracted from a campus climate survey conducted at a large university in the Midwest, we examine relationships between multiple dimensions of psychological and experiential campus climate for sexual minorities with academic integration (academic disengagement, grade‐point average [GPA]) and social integration (institutional satisfaction, acceptance on campus). We also investigate the protective role of engagement with informal academic and peer‐group systems. Findings suggest campus climate affects sexual minority students’ integration. In multivariate analyses, perceptions of whether lesbian, gay, and bisexual (LGB) people could be open about their sexual identity was positively associated with acceptance on campus; personal heterosexist harassment was positively associated with academic disengagement and negatively with GPA. Students’ informal academic integration (instructor relations) and informal social integration (LGB friends) demonstrated influential main effects but did not moderate any of the climate‐outcome relationships. Researchers should further explore the relationships between climate and academic outcomes among sexual minority students, both collectively and among specific sub‐groups, and address the role of other protective factors.     

The Prediction of Students’ Academic Performance With Fluid Intelligence in Giving Special Consideration to the Contribution of Learning

The present study provides a new account of how fluid intelligence influences academic performance. In this account a complex learning component of fluid intelligence tests is proposed to play a major role in predicting academic performance. A sample of 2, 277 secondary school students completed two reasoning tests that were assumed to represent fluid intelligence and standardized math and verbal tests assessing academic performance. The fluid intelligence data were decomposed into a learning component that was associated with the position effect of intelligence items and a constant component that was independent of the position effect. Results showed that the learning component contributed significantly more to the prediction of math and verbal performance than the constant component. The link from the learning component to math performance was especially strong. These results indicated that fluid intelligence, which has so far been considered as homogeneous, could be decomposed in such a way that the resulting components showed different properties and contributed differently to the prediction of academic performance. Furthermore, the results were in line with the expectation that learning was a predictor of performance in school.     

Création et validation d’une version française du questionnaire AttrakDiff pour l’évaluation de l’expérience utilisateur des systèmes interactifs

IntroductionWhile user experience (UX) evaluation is a core concern within the field of human–computer interaction (HCI), there is currently no valid self-administered UX evaluation tool in French. The AttrakDiff 2 scale (Hassenzahl, Burmester, & Koller, 2003) is a UX evaluation tool, which relies on a theoretical model distinguishing pragmatic and hedonic qualities of interactive systems.ObjectiveThis paper describes the translation and validation of the French version of the AttrakDiff 2 scale in order to ease UX assessment in French-speaking users.MethodFollowing the cross-cultural methodology developed by Vallerand (1989), the questionnaire was translated by trilingual researchers before being back-translated and validated by a panel of experts. A pre-test was conducted on 26 participants. The characteristics of the French version of the AttrakDiff 2 scale were then evaluated through a quantitative online study involving a sample of 381 users.ResultsThe results confirm the expected 3 factors structure and a good internal consistency of each subscale. The links between factors are consistent with Hassenzahl's theoretical model (2003) where pragmatic and hedonic perceived attributes combine to form a judgment of attractiveness.ConclusionThe current French version of the AttrakDiff 2 scale is globally reliable with regards to the initial German version and presents satisfactory levels of validity and reliability.     

Anchoring Effects in Simulated Academic Promotion Decisions: How the Promotion Criterion Affects Ratings and the Decision to Support an Application

Six experiments investigated the effect of the promotion criterion in simulated academic promotion decisions. In total, 547 undergraduate students and 33 university faculty members rated a promotion application, and some also indicated their decisions to support or to reject it. Performance ratings were reliably affected by the criterion, with a high criterion resulting in higher ratings than a low criterion, and this criterion effect was found regardless of the evaluator's expertise, whether he or she took the role of an independent assessor or the line manager to the applicant, or whether the criterion was provided by the experimenter or randomly generated by the participant. The criterion also affected the level of support for a candidate when the position applied for was perceived to be extremely competitive, or when a lesser position was considered at a later time. These results provide evidence that the use of a criterion, a fairly common practice in decision‐making processes, may bias performance evaluations, which in turn may have ripple effects that affect the outcome of a chain of events. Our results also shed light on the possible mechanisms that underlie the rating biases in performance appraisal. Copyright © 2014 John Wiley & Sons, Ltd.     

Distance‐Based Measures of Specialization and Balance in Multi‐Criteria: A DEA‐Integrated Method

Decision makers pursuing several distinct goals may differ in their behaviour. Some try to achieve all goals simultaneously, whereas others concentrate on only certain ones and are therefore specialized. We present a new method of measuring the specialization degree with respect to a given standard balanced relation of the goals. The measurement is integrated into data envelopment analysis (DEA) methodology, uses a non‐compensative distance measure, permits optional convex polyhedral cones as predefined balance sets and guarantees feasible solutions. Geometrically, it is based on the angle between the balance cone and the ray through the point of investigation. The proposed models can be used to support and complement the usual effectiveness and efficiency analysis in multi‐criteria decision analysis and DEA. They are motivated and illustrated by a simple numerical example, compared with an alternative method recently published and applied to real data from the literature. Copyright © 2014 John Wiley & Sons, Ltd.     

The effects of music tempo on simulated driving performance and vehicular control

The automobile is currently the most popular and frequently reported location for listening to music. Yet, not much is known about the effects of music on driving performance, and only a handful of studies report that music-evoked arousal generated by loudness decreases automotive performance. Nevertheless, music tempo increases driving risks by competing for attentional space; the greater number of temporal events which must be processed, and the frequency of temporal changes which require larger memory storage, distract operations and optimal driving capacities. The current study explored the effects of music tempo on PC-controlled simulated driving. It was hypothesized that simulated driving while listening to fast-paced music would increase heart rate (HR), decrease simulated lap time, and increase virtual traffic violations. The study found that music tempo consistently affected both simulated driving speed and perceived speed estimates: as the tempo of background music increased, so too did simulated driving speed and speed estimate. Further, the tempo of background music consistently affected the frequency of virtual traffic violations: disregarded red traffic-lights (RLs), lane crossings (LNs), and collisions (ACs) were most frequent with fast-paced music. The number of music-related automobile accidents and fatalities is not a known statistic. Police investigators, drivers, and traffic researchers themselves are not mindful of the risks associated with listening to music while driving. Implications of the study point to a need for drivers' education courses to raise public awareness about the effects of music during driving.     

The five connections: A human rights framework for psychologists

This article provides a brief introduction to human rights, describes why human rights are intrinsic to psychology, and introduces the “Five Connections Framework,” which was adopted by the American Psychological Association in 2021. This framework articulates five distinct relationships between human rights and psychology: (a) Psychologists possess rights by virtue of being human, as well as specific rights essential to their profession and discipline; (b) Psychologists apply their knowledge and methods to the greater realisation of human rights; (c) Psychologists respect human rights and oppose the misuse of psychological science; (d) Psychologists ensure access to the benefits of psychological science and practice; and, (e) Psychologists advocate for human rights. Each of the five connections is described, highlighting implications for psychological research, practice, training and advocacy, with suggestions for how these connections can guide and inspire individual psychologists and psychological associations worldwide.