Accentuate the positive: Which discrete positive emotions predict which work outcomes?

Early childhood teachers' work satisfaction is an essential prerequisite for their work attainments and quality work outcomes. At the same time, besides their professional well-being, their personal well-being is of utmost importance, which raises the question about the nature of their relatedness. Therefore, this study was aimed to explore the personal and professional well-being among Croatian early childhood teachers. A total of 179 early childhood teachers from the Kindergarten “Rijeka” have participated in this research. Results showed that early education teachers were moderately satisfied with their work. Similarly, results about their personal well-being demonstrated moderate to high levels of optimism, positive emotions, flow, and life satisfaction. Correlation analyses revealed significant positive relationship between high levels of all personal well-being dimensions and high level of work satisfaction. Additionally, it was determined that older and highly experienced early childhood teachers are significantly less satisfied with work and less optimistic.

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Passion for work: What is it, who has it, and does it matter?

10.31219/osf.io/xhbu7 ◽

2019 ◽

Author(s):

Julia Moeller ◽

Zorana Ivcevic ◽

Arielle E. White ◽

Christa Taylor ◽

Jochen I. Menges ◽

...

Keyword(s):

Positive Emotions ◽

Turnover Intentions ◽

Work Outcomes ◽

Job Outcomes ◽

Single Item ◽

Mixed Feelings ◽

Job Experiences ◽

Relevant Work ◽

Variance Explained ◽

Passion For Work

That passion for work matters is a widespread assumption. But how many people are passionate about their work? How does passion for work feel? Does passion matter for relevant work outcomes? Who is likely to experience more passion for work, who less? We examined these questions with a sample of 14,645 employees from across the U.S. in a mixed-method approach. Passion for work was assessed through open-ended questions, a single item rating the frequency of feeling ‘passionate’ at work, and a multi-faceted passion scale. Self-reports about job experiences were obtained and jobs were classified using O*NET job descriptions.While employees almost never reported passion spontaneously in their open-ended responses, the majority endorsed passion on the rated measures. Highly passionate employees experienced more positive than negative emotions and job experiences, but one out of three highly passionate employees reported mixed feelings (co-occurring negative and positive emotions) in rated measures. Passion incrementally predicted job outcomes (e.g., creativity, turnover intentions, burnout), beyond the variance explained by related constructs (positive emotions, job satisfaction, engagement).Employees’ work passion was predicted by their socioeconomic status, rank in the organization, industry sector, and O*NET information about creativity required in their job.

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Positive Emotions at Work

Annual Review of Organizational Psychology and Organizational Behavior ◽

10.1146/annurev-orgpsych-012119-044908 ◽

2020 ◽

Vol 7 (1) ◽

pp. 451-477 ◽

Cited By ~ 6

Author(s):

Ed Diener ◽

Stuti Thapa ◽

Louis Tay

Keyword(s):

Positive Emotions ◽

Critical Role ◽

Organizational Outcomes ◽

Work Outcomes ◽

Dynamic Features ◽

Positive Coping ◽

Regulation Strategies ◽

Positive Valence ◽

And Performance ◽

Organizational Scholarship

Positive organizational scholarship has led to a growing interest in the critical role of positive emotions for the lives of both workers and organizations. We review and integrate the different perspectives on positive emotions (i.e., positive valence, positive emotion regulation strategies, and positive adaptive function) and the four main mechanisms (i.e., cognition, affect, behavior, and physiology) that lead to positive organizational outcomes. There is growing evidence that positive emotions influence variables vital for workplace success such as positive beliefs, creativity, work engagement, positive coping, health, teamwork and collaboration, customer satisfaction, leadership, and performance. We additionally review dynamic features of positive emotions (i.e., intraindividual variability, reactivity, inertia, cycles, feedback loops) and their relation to psychological and work outcomes. Finally, we discuss additional questions and future directions for consideration.

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The role of affect in feelings of obligation

Behavioral and Brain Sciences ◽

10.1017/s0140525x19002449 ◽

2020 ◽

Vol 43 ◽

Author(s):

Stefen Beeler-Duden ◽

Meltem Yucel ◽

Amrisha Vaish

Keyword(s):

Positive Emotions ◽

The Creation ◽

Sense Of Obligation

Abstract Tomasello offers a compelling account of the emergence of humans’ sense of obligation. We suggest that more needs to be said about the role of affect in the creation of obligations. We also argue that positive emotions such as gratitude evolved to encourage individuals to fulfill cooperative obligations without the negative quality that Tomasello proposes is inherent in obligations.

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Effects of Provocation on Emotions and Aggression: An Experimental Study with Aggressive Children

Swiss Journal of Psychology ◽

10.1024/1421-0185.65.2.117 ◽

2006 ◽

Vol 65 (2) ◽

pp. 117-124 ◽

Cited By ~ 5

Author(s):

Christina Stadler ◽

Sonja Rohrmann ◽

Sibylle Steuber ◽

Fritz Poustka

Keyword(s):

Experimental Study ◽

Positive Emotions ◽

Skin Conductance Level ◽

Physiological Measures ◽

Competitive Reaction ◽

Experimental Conditions ◽

Conduct Disordered ◽

Physiological Variables ◽

Aggressive Children ◽

Conductance Level

In this study, the effects of an experimental-induced provocation on emotions and aggression were examined in 34 aggressive conduct-disordered children using a competitive reaction time paradigm. Two experimental conditions were created, an increasing provocation and a low constant provocation condition. Self-rated anger was assessed directly after provocation on a 5-point-visual scale. In addition, negative and positive emotions as well as physiological measures (heart rate and skin conductance level) were measured at baseline and after provocation. Results revealed that participants’ aggressive behaviour and subjective emotions differed as a function of the opponent’s level of provocation. Concerning physiological parameters, no significant differences were found between the experimental conditions. These results suggest that affective, but not physiological variables characterize reactive aggression in conduct-disordered children.

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Does Ego-Resilience Impact Friendship Outcomes?

Journal of Individual Differences ◽

10.1027/1614-0001/a000197 ◽

2016 ◽

Vol 37 (2) ◽

pp. 128-134 ◽

Cited By ~ 3

Author(s):

Elizabeth B. Lozano ◽

Mahzad Hojjat ◽

Judith Sims-Knight

Keyword(s):

Social Support ◽

Young Adults ◽

Indirect Effects ◽

Positive Emotions ◽

Positive Outcomes ◽

Ego Resilience ◽

Maintenance Behaviors ◽

Received Social Support ◽

Trait Resilience ◽

The Relationship

Abstract. The present study examined the relationship between resilience and positive outcomes in friendships of young adults. SEM and bootstrapping analyses were performed to test whether positive emotions mediate the relationship between ego-resilience and enhanced friendship outcomes. Findings revealed indirect effects for friendship closeness, maintenance behaviors, and received social support. Our findings demonstrate the importance of positive emotions and its connection with trait resilience in the realm of friendships.

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Differences in the Way to Conceive Happiness Relate to Different Reactions to Negative Events

Journal of Individual Differences ◽

10.1027/1614-0001/a000246 ◽

2018 ◽

Vol 39 (1) ◽

pp. 27-38 ◽

Cited By ~ 1

Author(s):

Giulia Fuochi ◽

Chiara A. Veneziani ◽

Alberto Voci

Keyword(s):

Positive Emotions ◽

Satisfaction With Life ◽

Well Being ◽

Protective Role ◽

Stressful Events ◽

Interactive Effects ◽

Negative Events ◽

Orientations To Happiness ◽

Specific Reactions ◽

The Way

Abstract. This paper aimed to assess whether differences in the way to conceive happiness, measured by the Orientations to Happiness measure, were associated with specific reactions to negative events. We hypothesized that among orientations to pleasure (portraying hedonism), to meaning (representing a eudaimonic approach to life), and to engagement (derived from the experience of flow), orientation to meaning would have displayed a stronger protective role against recent negative and potentially stressful events. After providing a validation of the Italian version of the Orientations to Happiness measure (Study 1), we performed regression analyses of the three orientations on positive and negative emotions linked to a self-relevant negative event (Study 2), and moderation analyses assessing the interactive effects of orientations to happiness and stressful events on well-being indicators (Study 3). Our findings supported the hypotheses. In Study 2, meaning was associated with positive emotions characterized by a lower activation (contentment and interest) compared to the positive emotions associated with pleasure (amusement, eagerness, and happiness). In Study 3, only meaning buffered the effect of recent potentially stressful events on satisfaction with life and positive affect. Results suggest that orientation to meaning might help individuals to better react to negative events.

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Don’t Put Me in This Group

Social Psychology ◽

10.1027/1864-9335/a000363 ◽

2019 ◽

Vol 50 (2) ◽

pp. 80-93

Author(s):

Jort de Vreeze ◽

Christina Matschke

Keyword(s):

Positive Emotions ◽

Negative Emotions ◽

Negative Information ◽

The Self ◽

The Other ◽

Other Hand ◽

Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

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