Validity of Stimulus and Response Components in a Video Test of Social Competence

Various stimulus components (video, orally-presented questions) and response components (multiple-choice, written, orally-given replies) of situational judgement tests of occupational social competency were investigated as to their impact upon the validity for a behavior-oriented role playing criterion while keeping test content constant. The stimulus component video alone had no impact upon validity. The response components contributed to validity. Validity increased with improved fidelity of response components. Concerning stimulus-response-combinations, the validity of two video tests (r = 0.17 and r = 0.36) was not higher than the validity of similar oral questioning (r = 0.13 and r = 0.37) but was significantly lower than a situational interview (r = 0.59). Response fidelity proved to be a bottleneck regarding validity of video tests. As a result, it is recommended that, in order to maximize validity of video and multimedia efforts, the developers of video- and multimedia tests focus special attention on response fidelity.     

Book Reviews

Schabracq, Marc J., Winnibst, Jacques A.M. and Cooper, Cary L., Handbook of Work and Health Psychology Bandura, Albert, Self-efficacy: the exercise of control Wiggins, Jerry S. The Five-Factor Model of Personality. Theoretical Perspectives Arredondo, Patricia, Successful diversity management initiatives: a blueprint for planning and implementation     

Rational Thinking and Stress Management in Health Workers: A Psychoeducational Program

The paper describes the rationale and contents of a graduate-level practicum on stress management. The course objective is consistent with the current call for improved training in psychological issues in medical education. Participants were 39 occupational health practitioners (physicians, industrial hygienists, nurses, and physiotherapists) in the Tel-Aviv University Medical School graduate program in occupational health. Twenty-five students in the same program who did not participate in the practicum were included as comparison subjects. The course was based on a cognitive-behavioral model (Rational-Emotive Behavior Training) developed by Ellis. The one-semester practicum aimed to reduce irrational/dysfunctional thinking patterns which are considered to be causal factors in stress etiology. Irrationality was significantly reduced by the end of the course and perceived psychosocial professional efficacy was increased. The improvements in such personal anti-stress resources may benefit health workers and clients alike. It is recommended to include such courses to the professional training of all health care practitioners.     

DOES USE OF TANGIBLE REWARDS WITH INDIVIDUAL CHILDREN AFFECT PEER OBSERVERS?1

The common assumption that employing tangible rewards with individual children will have adverse effects upon peer observers was studied in the preschool setting. Multiple-subject, multiple-baseline procedures were applied to two classes of children, aged 3.5 to 6 yr. In each group, three consecutive children with low base rates of in-seat behavior received a verbal contingency and food rewards for sitting, while peers (with either low or high rates of in-seat behavior) received neither food nor teacher attention for sitting. Peer reactions measured were in-seat behavior, aggression, nonaggressive disruptive behavior, and complaints. The procedures neither decreased the in-seat behavior of peer observers, nor increased their aggressive or disruptive behavior. On the contrary, peers with low base rates of sitting initially displayed an abrupt, but temporary, increase in sitting. Moreover, although no compensatory attention was delivered, all children exhibited improved sitting by the end of the study. Complaints, which consisted mainly of requests for rewards, decreased in frequency with successive program phases, and within each phase. It is suggested that the class improvement in sitting behavior and the absence of negative effects on observers may be partially due to the high frequency of attention the teacher maintained for other desired behavior and the lack of attention to children's complaints.     

Predictors of media multitasking in Chinese adolescents

We examined predictors of media multitasking in Chinese adolescents from 3 contexts: characteristics of the media user, types of media use and family media contexts. Three hundred and twenty adolescents, 11–18 years of age, completed questionnaires to measure media use, impulsivity, sensation seeking, time management disposition and family media environment. The results showed that media multitasking was positively correlated with age and total media use time. Participants with high levels of impulsivity and sensation seeking reported more multitasking behaviour. Multitasking was negatively correlated with time management. Children from media‐oriented families often engage in more multitasking. What's more, social networking sites use and music use can mediate the effect of individual and family factors on media multitasking.     

Can Civility Norms Boost Positive Effects of Management Commitment to Safety?

We proposed that civility norms would strengthen relationships between management commitment to safety and workers' safety motivation, safety behaviors, and injuries. Survey data were obtained from working adults in hazardous jobs—those for which physical labor is required and/or a realistic possibility of physical injury is present (N = 290). Results showed that management commitment positively related to workers' safety motivation, safety participation, and safety compliance, and negatively related to minor injuries. Furthermore, management commitment to safety displayed a stronger positive relationship with safety motivation and safety participation, and a stronger negative relationship with minor worker injuries when civility norms were high (versus low). The results confirm existing known relationships between management commitment to safety and worker safety motivation and behavior; furthermore, civility norms facilitate the relationships between management commitment to safety and various outcomes important to worker safety. In order to promote an optimally safe working environment, managers should demonstrate a commitment to worker safety and promote positive norms for interpersonal treatment between workers in their units.     

A crowdsourced nickel‐and‐dime approach to analog OBM research: A behavioral economic framework for understanding workforce attrition

Incentives are a popular method to achieve desired employee performance; however, research on optimal incentive magnitude is lacking. Behavioral economic demand curves model persistence of responding in the face of increasing cost and may be suitable to examine the reinforcing value of incentives on work performance. The present use‐inspired basic study integrated an experiential human operant task within a crowdsourcing platform to evaluate the applicability of behavioral economics for quantifying changes in workforce attrition. Participants included 88 Amazon Mechanical Turk Workers who earned either a $0.05 or $0.10 incentive for completing a progressively increasing response requirement. Analyses revealed statistically significant differences in breakpoint between the two groups. Additionally, a novel translation of the Kaplan‐Meier survival‐curve analyses for use within a demand curve framework allowed for examination of elasticity of workforce attrition. Results indicate greater inelastic attrition in the $0.05 group. We discuss the benefits of a behavioral economic approach to modeling employee behavior, how the metrics obtained from the elasticity of workforce attrition analyses (e.g., P _max) may be used to set goals for employee behavior while balancing organizational costs, and how economy type may have influenced observed outcomes.     

On the formation of favourable impressions: Associations between self-presentation motives,task behaviour,and others’ evaluations of the self in a team-sport setting

Individuals adopt self-presentation motives in sport settings to shape others’ perceptions of the self. However, the effectiveness of different types of motives in shaping favourable evaluations has not been explored. We examined pathways from 2 × 2 self-presentation motives to others’ evaluative perceptions via task behaviour. Participants (N = 112) reported their self-presentation motives immediately prior to a basketball game, had their behaviours (i.e., shots, time spent on the sideline) recorded via video during the game, then completed agentic (e.g., competent) and communal (e.g., supportive) ratings of their teammates following the game. Structural equation modeling revealed positive pathways from acquisitive motives to behaviour (i.e., acquisitive agency) and favourable evaluations (i.e., acquisitive-agency and -communion). Negative pathways were observed from protective communion to behaviour and others’ evaluations. The findings indicate that different types of self-presentation motives may differ in their impression management effectiveness and may either promote or suppress task behaviour.     

“Nobody Wants to Be an Outsider”: From Diversity Management to Diversity Engagement

This article develops an analysis of diversity in two ways. We start with a theoretical discussion of the ways in which diversity has been approached within psychology, showing the competing arguments that have been developed that connect diversity, community, and multiculturalism. We show that not only are there psychological consequences to contemporary experiences of increased diversity but also that fundamental psychological capacities—such as self‐consciousness, identity, and dialogue—actually stem from the experience of diversity. This has important implications for diversity management policies. The second part of the article gives an empirical illustration of how diversity is experienced in schools across England drawing on 13 interviews with senior staff and 11 focus groups with pupils aged between 12 and 14 years old. We discuss three themes related to experiences of diversity: (1) from difference to diversity, (2) real and imagined mobility across communities, and (3) collaborative practices, projects, and knowledge. What the empirical examples show is that critically engaging with diversity can be a more productive project than practices which construct diversity in terms of distinct groups that need respect and tolerance. Hence we argue approaches that promote engaging with diversity rather than traditional diversity management are more in line with foundational psychological insights as well as empirical research findings.