European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee最新文献

Introduction

Objective

Method

Results

Conclusion

Introduction

To explore the link between the personality predisposition of guilt and self-management behaviours, and from a contingent perspective, the boundary condition for the above relationship is also examined.

Objective

This article examines the relation of guilt-proneness to self-management behaviours and the moderating effects of a sense of belonging on the relationships between guilt-proneness and self-management behaviour.

Method

Data are collected from 368 employees from different organizations in Taiwan.

Results

The results of this study show that guilt-proneness is positively correlated with self-management behaviour. Furthermore, regression analyses indicate that sense of belonging plays a significant moderating role in the relationships between guilt-proneness and self-management behaviour.

Conclusion

Finally, based on the results, the implications and limitations of this study and the directions for future research are discussed.

Introduction

Objectives

Methods

Results

Conclusion

Introduction

Objective

Method

Results

Conclusion

Introduction

Objective and method

Results

Conclusion

Introduction

Objective

Method

Results

Conclusion

Introduction

Trait authenticity has been defined as a dispositional individual difference, and it refers to people's experience of living in accordance with their true Self. Despite research conducted in working contexts has found that trait authenticity is related to people's work engagement, it is not clear if this association may be mediated by other variables.

Objective

Framing trait authenticity within the job demands-resources model, we hypothesized that trait authenticity allows the release of human full potential in terms of personal resources that, in turn, promote work engagement, especially in highly challenging work settings, such as educational ones.

Method

We administered a self-report questionnaire composed of several measurement scales to 446 teachers working in kindergartens, primary schools, and middle schools.

Results and conclusions

A moderated mediation analysis revealed that trait authenticity can promote teachers’ emergence of personal resources, which in turn enhances their work engagement. The study highlights that the role of trait authenticity and personal resources on work engagement acquires a particular salience when teachers face high (vs. low) challenge job demands (i.e., workload), that is when this reservoir of potential is needed the most.

Introduction

Emotion regulation is thought to develop significantly during adolescence. However, there is no appropriate measure to cover the whole period, from early to late adolescents.

Objective

This study reports the validation of the CESAER-A, a measure of emotion regulation that specifically targets early to late adolescents in a context-specific (social interaction at school) and emotion-specific (anger, sadness, fear) approach.

Method

The CESEAR-A was administered to a sample of 1,527 adolescents (51% girls) aged between 11 and 19 (M = 13.97, SD = 2.19).

Results

Confirmatory factor analyses indicated that a three-factor model provided the best fit to the data, whatever the emotion considered. It consisted of inhibition, adaptive regulation and dysregulation. Measurement invariance was also established across gender and age groups (early, middle and late adolescents).

Conclusion

The CESEAR-A appears to be a relevant measure for transversal and longitudinal studies of emotion regulation over the full range of adolescence. We discuss its practical implications and make suggestions for future research on emotion regulation based on a context- and emotion-specific approach.

Introduction

The presented research explored the impact of positive emotions on inferences production during reading comprehension in children of 9 to 11 years old.

Objective

Experiment 1 was designed to assess the validity of the emotional induction method used. The aim of Experiments 2 and 3 was to evaluate the influence of reader's positive emotional state on inferences production.

Method

The experiments consisted of inducing a positive emotion by a knitting session (versus neutral) then proposing a reading/comprehension task of narrative text in which the strength of the context underlying an inference was manipulated. Inferential abilities were assessed at two distinct stages of reading: when inferred concepts were activated during reading (Experiment 2) and after inferential processes were completed (Experiment 3).

Results

While the results indicate a beneficial impact of positive emotions on children's’ inferential abilities, they also show that it is not systematic. It depends on how the properties of textual material and the complexity of the task interact.

Conclusion

This study confirmed the importance of taking into account students’ emotional state during school activities.

Introduction

Personal cultural orientations are influenced by the range of cultural beliefs and values that university students encounter during this developmental period. Personal cultural orientations may be related to relational aggression, which is a form of adverse behaviour that inflicts harm or manipulates others, particularly within the context of close relationships or social groups. However, the association between relational aggression and personal cultural orientations has been a relatively understudied research area. Previous studies have mainly focused on exploring potential differences in relational aggression across distinct cultures.

Objective

This study aimed at examining the associations between five personal cultural orientations (i.e., power distance, uncertainty avoidance, collectivism, masculinity, and long-term orientation) and functions of relational aggression (i.e., proactive and reactive) by applying a person-centered approach.

Method

The sample consisted of 730 Greek University students, 547 (i.e., 74.9% of the sample) were females, aged from 18 to 62 years (M = 24.42, SD = 7.92), who completed an online survey.

Results

The results of a latent profile analysis identified three profiles of personal cultural orientations, namely Consensus-oriented moderates; Consensus-oriented egalitarians; and Rules-based competitors. The latter group has higher scores compared to the other groups on both proactive and reactive relational aggression.

Conclusion

The findings can have important implications in university settings, as distinct intervention strategies could be developed to target students based on their personal cultural orientations profile and their engagement in relational aggression.