主管认知信任和情感信任对员工行为及绩效的影响

采用问卷调查法,检验主管认知信任与情感信任对员工行为及绩效影响的双路径模型。通过结构方程模型分析563份上下级配对数据,结果显示：主管认知信任通过注意聚焦的完全中介作用正向影响员工的任务绩效和组织公民行为。主管情感信任则通过情感承诺的部分中介作用正向影响员工的任务绩效和组织公民行为,即一方面直接影响员工的任务绩效和个体指向公民行为,另一方面通过情感承诺间接影响员工的任务绩效和组织公民行为。并且,主管情感信任对员工行为和绩效的影响作用要大于认知信任的作     

辱虐管理与员工表现：传统性与信任的作用

研究辱虐管理对员工表现包括任务绩效和组织公民行为的影响,并探讨员工对主管的信任和员工传统性在以上影响过程中所起的中介及调节作用。以北京6家电子制造企业中匹配的283名员工和112名主管为研究对象,层级回归分析表明：辱虐管理会破坏员工对上级主管的信任,继而降低任务绩效水平和组织公民行为;传统员工对辱虐管理的耐受力更强,相对于非传统员工,传统员工较少因为上级主管的辱虐管理而降低其对主管的信任。     

Core Self-Evaluations and Work Success

ABSTRACT— Core self-evaluations (CSE) is a broad, integrative trait indicated by self-esteem, locus of control, generalized self-efficacy, and (low) neuroticism (high emotional stability). While only a decade old, research on CSE suggests that it explains much of the overlap among these trait measures, while also predicting many work and other applied outcomes better than the individual traits. Individuals with high levels of CSE perform better on their jobs, are more successful in their careers, are more satisfied with their jobs and lives, report lower levels of stress and conflict, cope more effectively with setbacks, and better capitalize on advantages and opportunities. Though research on individual self-concept traits such as self-esteem and locus of control should continue, researchers interested in these traits should consider the advantages of CSE in its relation to success in work and in life.     

An intervention study of the effects of the coping strategy of "finding positive meaning" on positive affect and health

Previous research has shown that positive affect (PA) is associated with the coping strategies of "searching for and finding positive meaning." The purpose of this study was to investigate the relationship between the coping strategy of "finding positive meaning" and PA using an intervention method. Additionally, inasmuch as previous research has revealed that PA is associated with physical and mental health status, the current study measured health status in order to carry out a preliminary test as to whether PA increased by the intervention can also improve health. Participants in the intervention group (Japanese graduate students; 13 men and 16 women) reported the most stressful event during the past 3 days and its positive meaning, while those in the control group (13 men and 15 women) reported the most stressful event alone. Both groups reported twice a week for 5 successive weeks using e-mails. Three questionnaires, the Japanese version of the Positive and Negative Affect Schedule scales for measuring positive and negative affects (NA), the situational version of the General Coping Questionnaire for coping strategies, and the Japanese version of the General Health Questionnaire for health status, were administered to all participants just before the start of the intervention, after the conclusion of the intervention, and at the 5-week follow-up session. Results revealed that the "finding positive meaning" coping strategy and PA were enhanced by the intervention in the follow-up for men and women with no changes in NA. For the health scales of the General Health Questionnaire, no significant group-related effects were observed. Thus, the intervention had no significant influence on NA or health status. Implications of these findings for future research are discussed along with a few limitations in this study.     

New Testament studies in the 20th century

Considered diachronically, NT studies in the twentieth century is a story of vigorous scholarship. Especially after World War II, there is increasing diversification in approach and in the makeup of scholars, with a noticeable shift of centre to English-speaking settings (especially North America), and greater involvement of Roman Catholic, Evangelical, and Jewish scholars, a growing prominence of women, and a proliferation of approaches.     

Reflective and ruminative processing of positive emotional memories in bipolar disorder and healthy controls

Recent evidence suggests that reflective (i.e., distanced-why), as compared to ruminative (i.e., immersed-why), processing of negative memories is associated with reductions in negative affect. The present study extended this line of work by examining the effect of these two processing conditions on positive memories among persons with bipolar disorder (BD; n = 27) and a healthy control group (CT; n = 27). After a resting baseline period, participants were instructed to recall a happy autobiographical memory. Using a within-subjects design, participants were asked to process the happy memory in two different experimental conditions (reflective, ruminative) while their experiential, behavioral, and autonomic responses were measured. Consistent with hypotheses, reflective processing was associated with lower self-reported positive affect, positive thoughts, and heart rate compared to ruminative processing for all participants. When current symptoms were controlled for, BD participants reported greater positive affect across both conditions relative to CT participants. Prospective studies are needed to test the extent to which processing of positive emotion contributes to the course of symptoms in bipolar disorder.     

Cognitive, emotional, and behavioral components of civic action: Towards an integrated measure of civic engagement

Using data from 8th grade participants in the 4-H Study of Positive Youth Development, factor analytic procedures were used to explore a model of active, engaged citizenship, termed Civic Identity/Civic Engagement (CICE). We identified a higher order factor model in which CICE is a second-order latent variable that is comprised of several dimensions including civic duty, civic skills, and civic participation, adult social connection, peer social connection, and neighborhood social connection. Covariation was assessed between CICE scores and participation in youth development organizations, such as 4-H. Participation in 4-H was related to higher scores on five of the six factors as well as the overall CICE score. Both limitations of this study and the need for longitudinal assessments of CICE are noted and the implications of the presence of an integrated construct of civic engagement for the conduct of youth programs is discussed.     

The development of academic competence among adolescents who bully and who are bullied

Using data from the first three waves (Grades 5, 6, and 7) of the 4-H Study of Positive Youth Development, this study assessed if being a bully or being a victim accounts for an adolescent's academic competence, if selected contextual and individual variables impact an adolescent's academic competence, and if such impact differs in relation to an adolescent's bullying status. The results of random coefficient hierarchical regression analyses indicated that being a bully predicted lower grades across time, and that being a bully was more detrimental for girls than for boys. Being a bully and being a victim negatively predicted self-perceived academic competence, but these predictive effects did not change over time or differ by sex. Teacher support positively predicted grades and greater parent support and teacher support independently predicted higher self-perceive academic competence. Greater educational expectations and school engagement independently predicted higher self-reported grades, while these two predictors positively interacted in explaining self-perceived academic competence. Unexpectedly, peer support negatively predicted self-reported grades for victims, and negatively predicted self-perceived academic competence for bullies. We discuss the importance of addressing the issue of academic competence in bullying interventions, as well as the utility of capitalizing on developmental assets in promoting academic competence among adolescents who bully and who are bullied.     

Measuring happiness: The higher order factor structure of subjective and psychological well-being measures

The nature and structure of well-being is a topic that has garnered increasing interest with the emergence of positive psychology. Limited research to date suggests two separate but related factors of subjective well-being and psychological well-being. Subjective well-being comprises an affective component of the balance between positive and negative affect, together with a cognitive component of judgments about one’s life satisfaction. Psychological well-being is conceptualised as having six components, including positive relations with others, autonomy, environmental mastery, self-acceptance, purpose in life and personal growth. In the current study, we used exploratory factor analysis and confirmatory factor analysis to examine the higher order factor structure of subjective and psychological well-being in a series of large UK samples. Analyses showed that subjective well-being and psychological well-being loaded separately onto two independent but related factors, consistent with previous research. Further, we demonstrated that these loadings did not vary according to gender, age or ethnicity, providing further support for the robustness of this higher order factor structure. The discussion locates these findings in context and explores future research directions on the associations between subjective and psychological well-being over time.