Personal factors and career adaptability in a call centre work environment: The mediating effects of professional efficacy

The study sought to assess the extent to which professional efficacy mediates the relationship between personal factors and career adaptability in a call centre work setting. The sample consisted of 409 early-career South African call centre workers (black females = 66%; age range 25 to 40). They completed measures of professional efficacy, career adaptability, sense of meaningfulness, and emotional intelligence. The results of the mediational analyses revealed that professional efficacy significantly mediate the personal meaningfulness (sense of coherence) and career adaptability relationship, but not the emotional intelligence-career adaptability relationship. Emotional intelligence independently predicted career adaptability. Call centre agents with professional efficacy are likely to be more work engaged as a result of their sense of meaningfulness and emotional intelligence.     

Comparing Fathers' Physical and Toy Play and Links to Child Behaviour: An Exploratory Study

Increasing amounts of research show that fathers' involvement in children's lives contributes to the child's social, emotional and cognitive development; however, much of the evidence comes from fathers' caregiving and object play. This exploratory study compared the characteristics of 24 Australian fathers' play in two contexts – toy play and physical play – and examined the association of these play contexts with children's development. Correlational analyses revealed few conceptual similarities between toy play and physical play (rough‐and‐tumble). Rough‐and‐tumble quality was associated with children's emotional and behavioural functioning and self‐regulation, while intrusiveness in toy play related only to self‐regulation. The findings are discussed in terms of widening the conceptual and methodological reach of fathering measures in order to better capture the range of fathers' parenting behaviours and to be able to determine mechanisms of influence. Copyright © 2016 John Wiley & Sons, Ltd.     

大学生情绪智力与感恩的交叉滞后分析

以修订后的情绪智力量表(EIS)中文版、青少年感恩量表（AGS）为研究工具,对1所普通高校的 406名大一至大三学生进行为期5个月的追踪,考察大学生情绪智力和感恩的发展变化,以及情绪智力与感恩之间的关系。结果发现：（1）大学生的情绪智力相对稳定,感恩存在一定的发展变化;（2）情绪智力与感恩之间呈显著正相关;（3）交叉滞后回归分析结果表明,前测的情绪智力可以显著预测后测的感恩,而前测的感恩不能显著预测后测的情绪智力。     

The Science of Emotional Intelligence

ABSTRACT— This article provides an overview of current research on emotional intelligence. Although it has been defined in many ways, we focus on the four-branch model by Mayer and Salovey (1997) , which characterizes emotional intelligence as a set of four related abilities: perceiving, using, understanding, and managing emotions. The theory provides a useful framework for studying individual differences in abilities related to processing emotional information. Despite measurement obstacles, the evidence in favor of emotional intelligence is accumulating. Emotional intelligence predicts success in important domains, among them personal and work relationships.     

多身份追踪中基于表情特征的分组效应

探讨了表情因素作为身份特征对多身份追踪中分组效应的影响。采用多身份追踪范式, 8个客体为表情图片(正性、负性、中性)其中4个为目标, 对45名被试进行了有无眉毛线索对追踪表现影响的测查。实验条件分别为：目标表情与非目标表情完全不相同组(4水平, 简称分组)、目标表情与非目标表情都由两种相同数量的表情混合组成(3水平, 简称配对)与基线组(8个客体表情相同)。发现分组水平的成绩显著优于基线组, 配对水平的成绩显著低于基线组, 并表现出了负性表情的追踪优势; 另外, 有无眉毛线索对追踪表现无显著影响。这一结果说明多身份追踪中存在基于表情特征的分组效应, 负性表情的分组知觉高于正性表情。     

视觉与听觉情绪信息关系判断中的交互作用

通过要求被试判断同时呈现的视听信息情绪效价的关系,考察视听情绪信息整合加工特点。实验一中词汇效价与韵律效价不冲突,实验二中词汇效价与韵律效价冲突。两个实验一致发现当面孔表情为积极时,被试对视听通道情绪信息关系判断更准确;实验二还发现,当面孔表情为消极时,相对于韵律线索,被试根据语义线索对视听信息关系判断更迅速。上述结果说明视听信息在同时呈现时,视觉信息可能先行加工,并影响到随后有关视听关系的加工。     

去焦点化提升体验幸福的积极意义及心理机制

去焦点化是指通过操纵个体对焦点以外的非焦点事件或因素的关注, 从而减少焦点事件对个体认知判断和情绪影响的一种策略。如何利用去焦点化减少聚焦错觉对体验幸福所造成的消极影响, 提升体验幸福, 是积极心理学关注的热点。研究发现, 可以通过去焦点化策略, 减少个体对不同类型消极情绪的聚焦错觉, 以达到提升体验幸福的目的。其心理机制可从注意分散假设和情感加工理论进行解释。未来研究可进一步关注: (1)一般去焦点化与自我相关去焦点化的比较与探讨; (2)去焦点化对后续体验幸福的影响; (3)重新聚焦对个体体验幸福的影响。     

The effect of laughter expression modulation on emotional experience in 4 to 10 year-old children

According to the literature, in adulthood, facial expression control unconsciously generates a congruent change in emotional experience (facial feedback). Although only a few studies have been conducted on this phenomenon with children, it is to be expected that the strength of the link between facial expression and emotional experience will diminish with age, and consequently, that the facial feedback effect will decrease with age. In order to test this hypothesis, we used an emotional induction paradigm (based on funny video-clips) with an expressive change paradigm (i.e., free expression vs. laughter restriction vs. laughter exaggeration). The emotional experience of 4–10-year-old children was assessed a posteriori based on analyses of their narratives about the video-clips. Results indicated that the children benefited from a facial feedback effect on their emotional experiences without an age effect. They are discussed in the light of the literature on emotional regulation and emotional development.