The Mediation Effect of Ethical Leadership and Creative Performance: A Social Information Processing Perspective

Drawing upon social information processing theory, the study examined how ethical leadership shapes creative performance. Specifically, we tested a theoretical model integrating the sequential roles of psychological safety and creative self‐efficacy. A two‐waved sample of 512 supervisor‐subordinate dyads from frontline employees of three service industries located in Ghana was administered. The results of the hierarchical linear modeling analysis revealed that there is a positive relationship between ethical leadership and creative performance and that psychological safety positively and significantly mediates the relationship between ethical leadership and creative performance. Similarly, creative self‐efficacy significantly and positively mediates the relationship between ethical leadership and creative performance. Moreover, both psychological safety and creative self‐efficacy sequentially mediate the relationship between ethical leadership and creative performance. We discuss the implications of these results for research and practice.     

The BDNF Val66Met polymorphism impacts victim's moral emotions following interpersonal transgression

Immoral behaviors make individuals abominate and punish transgressors. Inspired by the associations between the Val66Met polymorphism of brain‐derived neurotropic factor (BDNF) gene and emotional responses following negative events, we investigated whether this polymorphism was also associated moral emotions such as punishment and forgiveness following interpersonal transgression. To do so, we categorized 340 individuals according to the BDNF Val66Met and assessed moral emotions by using 12 hypothetic scenarios in different conditions of intention and interpersonal consequence. The results indicated that this polymorphism was significantly associated with moral aversion and punishment towards transgressors. Victims with the Val/Val genotype expressed less aversion and punishment than the Met carriers, regardless of intention and interpersonal consequence. Moreover, this polymorphism was associated with forgiveness. Victims with the Val/Val genotype expressed more forgiveness than the Met carriers. Taken together, these findings highlight the importance of the BDNF Val66Met to moral emotions.     

The fit between dignity self‐construal and independent university norms: Effects on university belonging,well‐being,and academic success

Universities struggle with students’ low well‐being and high dropout rates. High (compared to low) fit between students’ self‐construal and perceived university norms might help to prevent these problems. A strong dignity self‐construal (i.e., the understanding that one's worth is independent of others) is adaptive if university norms stress independence. The more a university norm is perceived as stressing independence, the better the fit for students with a strong (vs. weak) dignity self‐construal. Thus, if students with a strong dignity self‐construal perceive a university norm as stressing independence, they should develop a greater sense of belonging to the university and, in turn, experience higher well‐being, more motivation, and lower dropout intention. A longitudinal study with two measurement points conducted with students from 18 universities (N = 719) provided support for these predictions. This underlines the relevance of the fit between student and (perceived) school characteristics for the higher education sector.     

Attentional bias toward negative and positive pictorial stimuli and its relationship with distorted cognitions,empathy, and moral reasoning among men with intellectual disabilities who have committed crimes

The aims of this study were to examine: (a) whether men with intellectual disabilities who have a history of criminal offending attend to affective pictorial stimuli in a biased manner, and (b) whether there is a relationship between an affective attentional bias and offense‐supportive cognitions, empathy, and moral reasoning. Forty‐six men with intellectual disabilities who had a documented history of criminal offending, and 51 men who also had intellectual disabilities, but no such history, were recruited and asked to complete a computer‐based dot‐probe task using affective pictorial stimuli with randomization, along with measures of distorted cognitions, empathy, and moral reasoning. Those with a history of criminal offending endorsed significantly more offense‐supportive cognitions, had significantly lower general empathy, and more “mature” moral reasoning, as well as a significant attentional bias toward affective pictorial stimuli. Attentional bias significantly predicted offense‐supportive cognitions, and vice versa, having controlled for offense history, and Full‐Scale IQ, but this was not the case for empathy or moral reasoning. While the findings require replication, interventions that aim to modify attention bias with this population should be tested.     

道德困境研究的范式沿革及其理论价值

通过评述道德困境研究范式的发展过程, 系统阐释了经典两难法、加工分离法、CNI模型法和CAN算法的优缺点和理论价值。后来的研究范式均在一定程度上克服了之前研究范式的局限。加工分离法克服了经典两难法的加工纯粹性假设等局限, CNI模型法在加工分离法基础上进一步分离了道德困境决策的多种心理过程, CAN算法则修正了CNI模型法的序列加工的不恰当预设。研究范式的沿革启示研究者综合应用新方法来解决研究争议和重新审视以往道德理论, 合理应用新方法来探索其他具有潜在冲突性的研究议题。总之, 本文为道德困境及相关研究提供了方法学参考。     

得失不对称：跨期选择中自我-他人决策差异

采用跨期选择任务范式,考察得失情境下自我–他人决策差异。结果发现：（1）为自己决策比为他人决策更偏好于选择即刻选项;（2）损失情境比获益情境下更偏好于选择即刻选项;（3）获益情境下为自己决策与为他人决策在选择即刻选项上不存在显著差异,而损失情境下为自己决策比为他人决策更偏好于选择即刻选项,表明得失情境下自我–他人决策差异存在不对称性。     

The ethical dimension of analytical psychology

The centrality of the ethical dimension in Carl Gustav Jung's analytical psychology is demonstrated through careful reference to fundamental moments in the Jungian text. Tracking Jung's statements about the primacy of the ‘moral function’ (or ‘moral factor’) in the cure of neurosis as well as in the process of individuation, the ethical nature of the psychotherapeutic praxis proposed by Jung is highlighted. This allows us to see the ethical aspect of psychological conflicts, and thus to understand better why individuation can be seen as a ‘moral achievement’. Finally, the intelligible ethical structure of Jungian psychotherapeutic praxis is exposed.     

The Academic Productivist Regime: Affective Dynamics in the Moral-Political Economy of Publishing

With proliferating neoliberal modes of science governance, publishing has become more important. Recent studies point to researchers’ feeling of exhaustion and anxiety as responses to academic performance regimes. Yet how affects underpin publishing in scientific cultures and communities, and what this implies for STS scholarship has remained underexplored. Drawing on insights from ethnographic fieldwork and the cultural studies of affect, this article traces the role of emotions, including hope, contempt, and excitement for understanding the new academic productivist regime at a Czech research institution. While junior researchers’ orientations are fostered through rendering publications objects of hope, a moral-political economy intersects with geopolitical history and values of research organization to shape the publication practices of many senior scientists. An affective labor of combat and equanimity is necessary for managing these orientations that are corporeally energized by a dynamic of thrill. This four-pronged approach makes palpable how emotions render scientists’ bodies hopeful, combative and excited while intersecting with ideals of meritocratic research organization and assessment. Frustration and failure are never entirely absent but serve as an immanent driving force for a publishing culture that thrives on adrenaline, combativeness, and hope. This makes it difficult to leverage failures towards criticism of the academic productivist regime—both for the scientists differently affected within the institution and STS researchers. Different engagements with this regime require a more capacious accounting for the pleasure and thrill generated by the uncertainty of publication outcome as well as by unacknowledged practices of care.     

Self‐Regulatory Growth Effects for Young Children Participating in a Combined Social and Emotional Learning and Mindfulness‐Based Intervention

The authors analyzed findings from a counselor‐delivered social and emotional learning and mindfulness‐based intervention with twenty‐three 3‐ and 4‐year‐olds from economically disadvantaged backgrounds. Using a multilevel modeling approach to illustrate students' growth across multiple behavioral observations in a randomized controlled design, the authors found that the treatment group exhibited more self‐regulatory‐related behaviors on days when the intervention occurred. Qualitative analyses revealed that the students adopted kindness language consistent with the intervention. Implications for practice are suggested.