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Reactive and proactive aggression as meaningful distinctions at the variable and person level in primary school‐aged children 下载免费PDF全文
Annemaree Carroll Molly McCarthy Stephen Houghton Emma Sanders O'Connor Corinne Zadow 《Aggressive behavior》2018,44(5):431-441
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Integrating proactivity and creativity literatures, we argue that people can perform more creatively at work when they proactively manage their levels of vitality. Proactive vitality management is defined as individual, goal-oriented behavior aimed at managing physical and mental energy to promote optimal functioning at work. We hypothesize that this process may be facilitated by being aware of one's own state and by support from others. A total of 242 employees participated in a weekly diary study for three consecutive weeks, yielding 610 observations. Results of multilevel analyses show that participants reported more creative work performance during weeks in which they had proactively used vitality management. In addition, in line with our predictions, self-insight and social support for creativity in the workplace acted as cross-level moderators and strengthened the relationship between proactive vitality management and creativity. We conclude that a proactive approach regarding physical and mental energy is an important bottom-up strategy that may foster creativity in work settings. 相似文献
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Fuli Li Tingting Chen Nancy Yi-Feng Chen Yun Bai J. Michael Crant 《Personnel Psychology》2020,73(3):459-489
Studies linking proactive personality to creativity have primarily taken a future-oriented perspective, describing a process where individuals assess future opportunities and risks of creative endeavors. Complementing this approach, we draw on an attribution theory perspective to delineate how proactive personality relates to employee creativity through the serial mediating effects of job reflective learning—a backward-looking cognitive process—and activated positive affective states. Job reflective learning captures backward-looking self-assessments and the underlying internal causal attributions, and it is differentiated into two valences: job reflective learning from successes and from failures. Based on two separate multi-wave, multi-source field studies, our findings consistently show a serial mediation process linking proactive personality to creativity through both valences of job reflective learning and activated positive affective states. Job reflective learning from successes breeds joviality, whereas job reflective learning from failures arouses attentiveness. Joviality and attentiveness—both types of activated positive affective states—in turn promote creativity. We discuss the theoretical and practical implications of how proactive employees manifest their proactivity trait into actual creativity through backward-looking cognitive and affective processes. 相似文献
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Preliminary evidence indicates that affective empathy is differentially related to proactive and reactive functions of aggression. However, additional longitudinal research is needed to understand the potential reciprocal nature of these links. The current study examined the bidirectional associations between affective empathy and proactive and reactive aggression over a 6-month period during middle childhood, with attention to potential gender differences. Data were collected from 294 elementary school children (52% girls; M = 9.25 years; SD = 0.944 years) and their homeroom teachers. Affective empathy was assessed using self-reports, and teachers provided ratings of children's functions of aggression. Data were collected during the fall and spring of one academic year. Overall, results suggest some evidence that affective empathy and functions of aggression are reciprocally linked over time. As predicted, Time 1 empathy was inversely associated with Time 2 proactive aggression and Time 1 reactive aggression was inversely associated with Time 2 empathy. Contrary to expectations, Time 1 proactive aggression was marginally positively associated with Time 2 empathy, and Time 1 empathy was not significantly associated with Time 2 reactive aggression. These prospective links did not differ according to gender. Implications and directions for future research are discussed. 相似文献
156.
The idea that influential factors for two subtypes of aggression (reactive and proactive aggression) should be different is popular, but the common influential factors have not been examined. Such an examination could help understand the influential factors of aggression from the perspective of multiple motivations affecting the development of aggressive motivations over time. The present study argued that angry rumination would be a common influential factor for both reactive and proactive aggression. In addition, consideration of future consequences (CFC) may moderate the longitudinal effect of angry rumination on proactive aggression. Two studies were conducted to test these hypotheses. In Study 1, a cross-lagged analysis with a 6-month interval was employed. A total of 505 undergraduate students (46% males) completed the questionnaires twice. Results indicated that after a 6-month period, angry rumination predicted reactive aggression but not proactive aggression. Furthermore, reactive aggression predicted angry rumination over time. In Study 2, a moderation analysis was performed with another 437 participants (130 males). The results partly supported our hypotheses, indicating that CFC-immediate (CFC-I) moderated the longitudinal effect of angry rumination on proactive aggression. The present results extended prior research regarding the predictors of proactive and reactive aggression and may contribute to a greater understanding of the development of aggressive motivation. In addition, our research suggested that high CFC-I may be an important factor for the motivation change from reactive aggression to proactive aggression. 相似文献
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Models are presented describing how bullying others and being bullied are related to proactive and reactive aggressiveness. This was investigated among 1801 pupils in Norwegian schools at the end of grade five and among 2083 pupils at the end of grade eight. Pupils in the two samples were approximately 11 and 14 years old, respectively. The procedure of structural equation modeling with latent variables was followed using LISREL 8.30 to estimate the parameters. Analyses were conducted for boys and girls separately at fifth and eighth grades. Support for the assumptions of factor solution and factorial invariance of the concepts across gender and age was obtained independently from estimating structural parameters. Both proactive and reactive aggressiveness were related to bullying others and to being bullied at Level 5. Among the older pupils, there was a strong relationship between proactive aggressiveness and bullying others, while reactive aggressiveness was much more weakly related to bullying others. Being bullied, on the other hand, was only weakly related to proactive and reactive aggressiveness among the older pupils. Age was therefore an important factor in determining how proactive and reactive aggressiveness were related to bullying. When pupil gender is concerned, power‐related proactive aggressiveness in predicting bullying was a more important factor for boys, while affiliation‐related proactive aggressiveness was a more powerful factor for girls. Aggr. Behav. 27:446–462, 2001. © 2001 Wiley‐Liss, Inc. 相似文献
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This article adds several conceptual and theoretical reflections to the article “Career proactivity: A bibliometric literature review and a future research agenda” by Jiang et al. The authors conducted a timely and relevant study by analyzing and integrating literature on career proactivity from the domains of organizational and vocational behavior. Prior research has clearly demonstrated that these areas are still largely operating as separate “islands,” both conceptually and methodologically. As such, systematically analyzing the literature and synthesizing the many existing proactivity-related constructs are important steps forward in taking research on career proactivity to the next level. Though their bibliometric analysis confirms the gap between vocational psychology and OB research, there is also a hopeful message in the article, as several clusters showed considerable connections. Thus, it seems that scholars are starting to build bridges between the islands. Building on their analysis and future research suggestions, in this article, we further explore three specific considerations related to (1) conceptual issues, (2) theoretical issues, and (3) additions to their future research agenda. 相似文献
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Teng Zhao Jiayi Liu Alissa M. Zawacki Jesse S. Michel Hairong Li 《Journal of Occupational & Organizational Psychology》2023,96(1):1-32
Organizational researchers and practitioners have shown increasing interest in how newcomer proactivity contributes to socialization. This meta-analysis synthesizes the existing empirical research that examines the relationships between frequently performed newcomer proactive behaviours (sensemaking, relationship building, positive framing and job change negotiation) and proximal and distal socialization outcomes. Proximal outcomes include role clarity, task mastery and social integration; distal outcomes include job performance, job satisfaction, organizational commitment and turnover intention. Based on 45 independent samples (N = 11,508), proactive behaviours were found to be generally beneficial for newcomer socialization. Relative weight analyses identified positive framing as the strongest predictor of five of the seven reviewed outcomes while relationship building accounted for the greatest part of the variance in social integration. Job change negotiation was the weakest predictor of socialization outcomes. The study also explored the impact of boundary conditions, including culture, study design and sample type, on the magnitude of these effects. The paper concludes by discussing the theoretical and practical implications of these findings, along with the study's limitations and suggestions for future research. 相似文献
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采用大学生生涯适应力、主动性人格与成就动机三个量表对864名大学生进行问卷调查,考察成就动机在大学生主动性人格和生涯适应力间的中介作用及其性别差异。结果发现:(1)成就动机在主动性人格和生涯适应力之间起部分中介作用;(2)成就动机的中介作用存在性别差异:追求成功的动机在主动性人格和生涯适应力间的中介作用在男生样本中为完全中介,在女生样本中为部分中介;避免失败的动机在主动性人格和生涯适应力间的中介作用在男生样本中不显著,在女生样本中为部分中介。研究结果显示,主动性人格可以通过成就动机的中介作用影响生涯适应力。 相似文献