When Power Changes Hands: The Political Psychology of Leadership Succession in Democracies

Leadership succession in democratic governments and political parties is an ubiquitous but relatively understudied phenomen, where the political becomes intensely personal and vice versa. This article outlines the puzzles that leadership succession poses to political analysts, reviews the literature, and offers a conceptual framework deconstructing the process in terms of a flow from succession contexts and triggers via the role choices of key participants (incumbents and aspiring successors) through to the eventual succession outcomes. It concludes by presenting a series of testable hypotheses to describe and explain leadership successions.     

Bridging the Divide or Intensifying the Conflict? How Disagreement Affects Strong Predilections about Sexual Minorities

This study draws on a sample of participants in online groups that discussed legalization of same‐sex marriage, to examine whether exposure to perceived disagreement decreases—as the deliberative theorists hope—or rather increases—as the research on confirmation bias predicts—strongly held predilections. Overall, participants' views towards same‐sex marriage and sexual minority rights remained largely unchanged after deliberating, regardless of the ideological composition of their groups. Consistent with the confirmation bias model, those who strongly opposed same‐sex marriage and sexual minority rights prior to the discussions and who perceived that others disagreed with them became even more opposed, and this effect was not a short‐term shift. Strong proponents, on the other hand, did not polarize in their views, but instead became slightly less favorable towards same‐sex marriage and sexual minority rights as a result of disagreement. Implications of these findings for deliberation of contentious issues are discussed.     

The role of political skill in the stressor–outcome relationship: Differential predictions for self- and other-reports of political skill

The beneficial role of political skill in stress reactions and performance evaluations has been demonstrated in a substantial amount of empirical research. Most of the research, however, has focused on self-perceptions of political skill. This study examines the differential moderating effects of self- vs. other-rated political skill in the conflict – emotional burnout and performance relationships, using two samples including non-academic staff employees of a large university (N = 839) and a variety of office and retail employees from an automotive organization (N = 142). We argue that self-reported political skill moderates the relationship between conflict and a self-reported strain-related outcome that is important to the individual (i.e., emotional burnout), but that supervisor-rated political skill does not moderate this relationship. Further, we argue that supervisor-rated political skill moderates the relationship between conflict and an outcome important to the supervisor and the organization (i.e., job performance), but that self-reported political skill does not moderate this relationship. Findings partially support our hypotheses as both self and supervisor-rated political skill neutralized the negative effects of conflict on burnout, but only supervisor-rated political skill neutralized the negative effects of conflict on performance. Limitations and directions for future research are discussed.     

Influence of teachers’ political orientation and values on their success prediction toward students from different socioeconomic background

IntroductionTeachers tend to develop negative expectations and behaviours towards students coming from low socioeconomic backgrounds.ObjectiveThe objective of this study was to test the influence of teacher political orientation, as well as their attachment to power and universalism values, on their predictions of academic success towards students from different socioeconomic backgrounds.MethodEighty-eight high school teachers (M_age = 38.04 years; 44.3% men) responded to a questionnaire of political ideology and values, as well as to a questionnaire evaluating their prediction of success towards male high school students from different socioeconomic backgrounds.ResultsTeachers predicted a better academic success for students coming from a high socioeconomic background. Despite relatively small effect size, political ideology, as well as attachment to power and universalism values, predicted the bias of judgment.ConclusionTaking into consideration teachers’ ideology and values would deepen understanding of processes underlying expectations development.