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727
Authentic leadership and eudaemonic well-being: Understanding leader-follower outcomes
- Leadership Quarterly
, 2005
"... We sought to examine the concept of authentic leadership and discuss the influences of authenticity and authentic leadership on leader and follower eudaemonic well-being, as well as examine the processes through which these influences are realized. This was accomplished in four ways. First, we provi ..."
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We sought to examine the concept of authentic leadership and discuss the influences of authenticity and authentic leadership on leader and follower eudaemonic well-being, as well as examine the processes through which these influences are realized. This was accomplished in four ways. First, we provide an ontological definition of authentic leadership, rooted in two distinct yet related philosophical approaches to human well-being: hedonism and eudaemonia. Second, we develop a multi-component model of authentic leadership based on recent theoretical developments in the area of authenticity. The resulting model consists of self-awareness, unbiased processing, authentic behavior/acting and authentic relational orientation. Third, we discuss the personal antecedents (leader characteristics) of authentic leadership as well as the outcomes of authentic leadership for both leaders and followers and examine the processes linking authentic leadership to its antecedents and outcomes. Fourth, we discuss the implications of this work for authentic leadership theory and then provide some practical implications for developing authentic leaders.
Behavioral ethics in organizations: A review
- Journal of Management
, 2006
"... The importance of ethical behavior to an organization has never been more apparent, and in recent years researchers have generated a great deal of knowledge about the management of individual ethical behavior in organizations. We review this literature and attempt to provide a coherent portrait of t ..."
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Cited by 65 (1 self)
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The importance of ethical behavior to an organization has never been more apparent, and in recent years researchers have generated a great deal of knowledge about the management of individual ethical behavior in organizations. We review this literature and attempt to provide a coherent portrait of the current state of the field. We discuss individual, group, and organization-al influences and consider gaps in current knowledge and obstacles that limit our understanding. We conclude by offering directions for future research on behavioral ethics in organizations.
What (and why) is positive psychology
- Review of General Psychology 9
, 2005
"... Positive psychology is the study of the conditions and processes that contribute to the flourishing or optimal functioning of people, groups, and institutions. In this brief introduction, the authors give examples of current work in positive psychology and try to explain why the positive psychology ..."
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Cited by 64 (2 self)
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Positive psychology is the study of the conditions and processes that contribute to the flourishing or optimal functioning of people, groups, and institutions. In this brief introduction, the authors give examples of current work in positive psychology and try to explain why the positive psychology movement has grown so quickly in just 5 years. They suggest that it filled a need: It guided researchers to understudied phenomena. The authors close by addressing some criticisms and shortcomings of positive psychology, such as the relative lack of progress in studying positive institutions. The gross national product does not allow for the health of our children, the quality of their education, or the joy of their play. It does not include the beauty of our poetry or the strength of our marriages; the intelligence of our public debate or the integrity of our public officials. It measures neither our wit nor our courage; neither our wisdom nor our learning; neither our compassion nor our devotion to our country; it
Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives
- Perspectives on Psychological Science
, 2006
"... ABSTRACT—We (Marsh&Craven, 1997) have claimed that academic self-concept and achievement are mutually re-inforcing, each leading to gains in the other. Baumeister, Campbell, Krueger, and Vohs (2003) have claimed that self-esteem has no benefits beyond seductive pleasure and may even be detriment ..."
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Cited by 62 (6 self)
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ABSTRACT—We (Marsh&Craven, 1997) have claimed that academic self-concept and achievement are mutually re-inforcing, each leading to gains in the other. Baumeister, Campbell, Krueger, and Vohs (2003) have claimed that self-esteem has no benefits beyond seductive pleasure and may even be detrimental to subsequent performance. In-tegrating these seemingly contradictory conclusions, we distinguish between (a) older, unidimensional perspectives that focus on global self-esteem and underpin the Bau-meister et al. review and (b) more recent, multidimen-sional perspectives that focus on specific components of self-concept and are the basis of our claim. Supporting the construct validity of a multidimensional perspective, studies show that academic achievement is substantially related to academic self-concept, but nearly unrelated to
The costs and benefits of writing, talking, and thinking about life’s triumphs and defeats
- Journal of Personality and Social Psychology
, 2006
"... Three studies considered the consequences of writing, talking, and thinking about significant events. In Studies 1 and 2, students wrote, talked into a tape recorder, or thought privately about their worst (N � 96) or happiest experience (N � 111) for 15 min each during 3 consecutive days. In Study ..."
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Cited by 49 (10 self)
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Three studies considered the consequences of writing, talking, and thinking about significant events. In Studies 1 and 2, students wrote, talked into a tape recorder, or thought privately about their worst (N � 96) or happiest experience (N � 111) for 15 min each during 3 consecutive days. In Study 3 (N � 112), students wrote or thought about their happiest day; half systematically analyzed, and half repetitively replayed this day. Well-being and health measures were administered before each study’s manipulation and 4 weeks after. As predicted, in Study 1, participants who processed a negative experience through writing or talking reported improved life satisfaction and enhanced mental and physical health relative to those who thought about it. The reverse effect for life satisfaction was observed in Study 2, which focused on positive experiences. Study 3 examined possible mechanisms underlying these effects. Students who wrote about their happiest moments—especially when analyzing them—experienced reduced well-being and physical health relative to those who replayed these moments. Results are discussed in light of current understanding of the effects of processing life events.
What Do People Value When They Negotiate? Mapping the Domain of Subjective Value in Negotiation
- Journal of Personality and Social Pyschology
, 2006
"... Four studies support the development and validation of a framework for understanding the range of social psychological outcomes valued subjectively as consequences of negotiations. Study 1 inductively elicited and coded elements of subjective value among students, community members, and practitioner ..."
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Cited by 48 (2 self)
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Four studies support the development and validation of a framework for understanding the range of social psychological outcomes valued subjectively as consequences of negotiations. Study 1 inductively elicited and coded elements of subjective value among students, community members, and practitioners, revealing 20 categories that theorists in Study 2 sorted into 4 underlying subconstructs: Feelings About the Instrumental Outcome, Feelings About the Self, Feelings About the Negotiation Process, and Feelings About the Relationship. Study 3 proposed a new Subjective Value Inventory (SVI) and confirmed its 4-factor structure. Study 4 presents convergent, discriminant, and predictive validity data for the SVI. Indeed, subjective value was a better predictor than economic outcomes of future negotiation decisions. Results suggest the SVI is a promising tool to systematize and encourage research on subjective outcomes of negotiation.
Distinction Bias: Misprediction and Mischoice Due to Joint Evaluation
"... This research identifies a new source of failure to make accurate affective predictions or to make experientially optimal choices. When people make predictions or choices, they are often in the joint evaluation (JE) mode; when people actually experience an event, they are often in the single evaluat ..."
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Cited by 48 (10 self)
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This research identifies a new source of failure to make accurate affective predictions or to make experientially optimal choices. When people make predictions or choices, they are often in the joint evaluation (JE) mode; when people actually experience an event, they are often in the single evaluation (SE) mode. The “utility function ” of an attribute can vary systematically between SE and JE. When people in JE make predictions or choices for events to be experienced in SE, they often resort to their JE preferences rather than their SE preferences and overpredict the difference that different values of an attribute (e.g., different salaries) will make to their happiness in SE. This overprediction is referred to as the distinction bias. The present research also specifies when the distinction bias occurs and when it does not. This research contributes to literatures on experienced utility, affective forecasting, and happiness. Suppose that a person is faced with two job offers. She finds one job interesting and the other tedious. However, the interesting job will pay her only $60,000 a year, and the tedious job will pay her $70,000 a year. The person wants to choose the job that will give her the greatest overall happiness. To make that choice, she tries to predict the difference in happiness between earning $60,000 a year
Mindfulness-based relationship enhancement. Behavior Therapy
, 2004
"... Using a randomized wait-list controlled design, this study evaluated the effects of a novel intervention, mindfulness-based relationship enhancement, designed to enrich the relationships of relatively happy, nondistressed couples. Results suggested the intervention was efficacious in (a) favorably i ..."
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Cited by 43 (0 self)
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Using a randomized wait-list controlled design, this study evaluated the effects of a novel intervention, mindfulness-based relationship enhancement, designed to enrich the relationships of relatively happy, nondistressed couples. Results suggested the intervention was efficacious in (a) favorably impacting couples ’ levels of relationship satisfaction, autonomy, relatedness, closeness, acceptance of one another, and rela-tionship distress; (b) beneficially affecting individuals ’ optimism, spirituality, relax-ation, and psychological distress; and (c) maintaining benefits at 3-month follow-up. Those who practiced mindfulness more had better outcomes, and within-person analyses of diary measures showed greater mindfulness practice on a given day was associated on several consecutive days with improved levels of relationship happi-ness, relationship stress, stress coping efficacy, and overall stress. The field of intimate relationships, while largely characterized by a focus on distressed or at-risk couples, has long harbored a prominent precursor to the current positive psychology movement (Seligman & Csikszentmihalyi, 2000). Couples researchers have elucidated the origins of love and inti-macy (e.g., Berscheid & Walster, 1978) and, more recently, have focused on the dynamics of well-functioning relationships (Wenzel & Harvey, 2001). Strengthening the relationships of even well-functioning couples may lead to This work is the result of a dissertation completed by James W. Carson in fulfillment of Ph.D.
Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning
- Educational Psychologist
, 2002
"... Intelligence, expertise, ability and talent, as these terms have traditionally been used in education and psychology, are socially agreed upon labels that minimize the dynamic, evolving, and contextual nature of individual–environment relations. These hypothesized constructs can instead be described ..."
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Cited by 43 (3 self)
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Intelligence, expertise, ability and talent, as these terms have traditionally been used in education and psychology, are socially agreed upon labels that minimize the dynamic, evolving, and contextual nature of individual–environment relations. These hypothesized constructs can instead be described as functional relations distributed across whole persons and particular contexts through which individuals appear knowledgeably skillful. The purpose of this article is to support a concept of ability and talent development that is theoretically grounded in 5 distinct, yet interrelated, notions: ecological psychology, situated cognition, distributed cognition, activity theory, and legitimate peripheral participation. Although talent may be reserved by some to describe individuals possessing exceptional ability and ability may be described as an internal trait, in our description neither ability nor talent are possessed. Instead, they are treated as equivalent terms that can be used to describe functional transactions that are situated across person-in-situation. Further, and more important, by arguing that ability is part of the individual–environment transaction, we take the potential to appear talented out of the hands (or heads) of the few and instead treat it as an opportunity that is available to all although it may be actualized more frequently by some.
Academic optimism of schools: A force for student achievement
- American Educational Research Journal
, 2006
"... Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while c ..."
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Cited by 40 (3 self)
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Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. The study focused on a diverse sample of 96 high schools. A random sample of teachers from each school provided data on the school’s academic optimism, and student achievement scores and demographic characteristics were obtained from the state department of education. A confirmatory factor analysis and hypothesis tests were conducted simultaneously via structural equation mod-eling. As predicted, academic optimism made a significant contribution to stu-dent achievement after controlling for demographic variables and previous achievement. The findings support the critical nature of academic optimism.
