Both a curse and a blessing? A social cognitive approach to the paradoxical effects of leader narcissism

2021 ◽  
pp. 001872672110159
Author(s):  
Xin Liu ◽  
Xiaoming Zheng ◽  
Ning Li ◽  
Yu Yu ◽  
Peter D Harms ◽  
...  
Keyword(s):  
Job Performance ◽  
Social Cognitive ◽  
Leader Effectiveness ◽  
Leadership Perceptions ◽  
Collective Leadership ◽  
Cognitive Approach ◽  
Paradoxical Effects ◽  
Mixed Blessing ◽  
Necessary Evil ◽  
Organizational Literature

Narcissism is widely considered to be a trait that is commonly found in leaders, but also a characteristic that is frequently a source of problems for their organizations. However, there is accumulating consensus in the organizational literature that, rather than a necessary evil, narcissism can potentially be a mixed blessing for leaders. The present study sets out to reconcile the paradoxical effects of leader narcissism by exploring when and how leader narcissism hampers or helps follower job performance. Utilizing a social cognitive approach to leadership and drawing upon the inferential model of leadership perceptions, we propose that leader effectiveness can shape followers’ dual collective leadership perceptions in response to leader narcissism and that these shared perceptions in turn influence follower job performance in opposing manners. The results of multi-wave, multi-source, and multilevel data showed that when leader narcissism was accompanied by low levels of leader effectiveness, followers collectively tended to perceive their leaders as being more narcissistic. However, when leader narcissism was accompanied by high levels of leader effectiveness, followers collectively tended to perceive their leaders as more charismatic. Followers’ dual collective leadership perceptions then mediated the joint effects of leader narcissism and leader effectiveness on follower job performance.

Collective Human Agency in the Context of Organizational Participation

2017 ◽  
Vol 61 (2) ◽  
pp. 51-68 ◽  
Author(s):  
Wolfgang Georg Weber ◽  
Hans Jeppe Jeppesen
Keyword(s):  
Collective Efficacy ◽  
Social Cognitive ◽  
Work Motivation ◽  
Human Agency ◽  
Employee Participation ◽  
Ecological Approach ◽  
Cognitive Approach ◽  
Organizational Decision Making ◽  
Organizational Participation ◽  
The Social

Abstract. Connecting the social cognitive approach of human agency by Bandura (1997) and activity theory by Leontiev (1978) , this paper proposes a new theoretical framework for analyzing and understanding employee participation in organizational decision-making. Focusing on the social cognitive concepts of self-reactiveness, self-reflectiveness, intentionality, and forethought, commonalities, complementarities, and differences between both theories are explained. Efficacy in agency is conceived as a cognitive foundation of work motivation, whereas the mediation of societal requirements and resources through practical activity is conceptualized as an ecological approach to motivation. Additionally, we discuss to which degree collective objectifications can be understood as material indicators of employees’ collective efficacy. By way of example, we explore whether an integrated application of concepts from both theories promotes a clearer understanding of mechanisms connected to the practice of employee participation.

Understanding employees’ unused vacation days: A social cognitive approach.

2020 ◽  
Author(s):  
Lauren Kuykendall ◽  
Lydia Craig ◽  
Melissa Stiksma ◽  
Katie Guarino
Keyword(s):  
Social Cognitive ◽  
Cognitive Approach

Looking at Our STEM Teacher Workforce: How to Model Self-Efficacy

2020 ◽  
pp. 089124242097375
Author(s):  
Brandon Ofem ◽  
Samuel J. Polizzi ◽  
Gregory T. Rushton ◽  
Michael Beeth ◽  
Brock Couch ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Teaching Experience ◽  
The United States ◽  
High Turnover ◽  
Cognitive Approach ◽  
Gender And Age ◽  
Teacher Workforce ◽  
And Mathematics ◽  
Stem Teacher

There is currently a severe shortage of teachers in the U.S. workforce. The problem is especially acute among science, technology, engineering, and mathematics (STEM) teachers and exacerbated by high turnover among new teachers—those with less than 5 years of teaching experience. In this article, the authors investigate one piece of the puzzle. The authors model a social cognitive approach to understanding self-efficacy, a key precursor to job performance and retention. Their interactionist approach accounts for both demographic (i.e., gender and age) and relational variables (i.e., social networks). The authors test their ideas on a sample of 159 STEM teachers across five geographic regions in the United States. Their analysis reveals patterned differences in self-efficacy across gender that are contingent on the communities of practice in which the teachers are embedded. Together, their theory and findings highlight the value of taking a holistic, interactionist view in explaining STEM teacher self-efficacy.

scholarly journals Social Cognitive Approach through Interactive Multimedia for Early Reading Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 32
Author(s):  
Indah Nurmahanani
Keyword(s):  
Reading Skills ◽  
Interactive Multimedia ◽  
Social Cognitive ◽  
Cognitive Learning ◽  
Early Reading ◽  
Cognitive Approach ◽  
Early Reading Skills ◽  
Social Cognitive Learning ◽  
Skill Scores ◽  
Post Test

This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.

scholarly journals Factors Influencing Employees’ Subjective Wellbeing and Job Performance During the COVID-19 Global Pandemic: The Perspective of Social Cognitive Career Theory

2021 ◽  
Vol 12 ◽  
Author(s):  
Tzai-Chiao Lee ◽  
Michael Yao-Ping Peng ◽  
Lin Wang ◽  
Hao-Kai Hung ◽  
Din Jong
Keyword(s):  
Job Performance ◽  
Organizational Support ◽  
Social Cognitive Career Theory ◽  
Subjective Wellbeing ◽  
Social Cognitive ◽  
Mainland China ◽  
Work Conditions ◽  
Career Theory ◽  
Novel Coronavirus ◽  
Social Cognitive Career

The novel coronavirus disease that emerged at the end of 2019 began threatening the health and lives of millions of people after a few weeks. However, social and economic problems derived from COVID-19 have changed the development of individuals and the whole country. This study examines the work conditions of Taiwanese versus mainland China employees, and evaluates the relationship between support mechanisms and subjective wellbeing from a social cognitive career theory perspective. In this study, a total of 623 Taiwanese questionnaires and 513 mainland China questionnaires were collected to compare the two sample groups in terms of the development of employees’ subjective wellbeing. The results show that the Taiwanese sample had more significant development paths compared to mainland China employees in terms of prior knowledge, perceived organizational support, self-efficacy, employee employability, subjective wellbeing, and job performance. Finally, based on the conclusions, this study proposes some specific suggestions on theoretical mode for future studies.

scholarly journals Attachment Orientations Guide the Transfer of Leadership Judgments: Culture Matters

2019 ◽  
Vol 46 (4) ◽  
pp. 525-546 ◽  
Author(s):  
Dritjon Gruda ◽  
Konstantinos Kafetsios
Keyword(s):  
Cognitive Process ◽  
Social Cognitive ◽  
Leader Effectiveness ◽  
Anxious Attachment ◽  
Treatment Expectations ◽  
Attachment Orientations ◽  
Behavioral Expectations ◽  
Specific Attachment ◽  
Individualistic Culture

Two experiments tested the role of global and relationship-specific attachment orientations in leader transference, a social-cognitive process in which mental representations of past leaders are associated with the evaluations of new, similar leaders. Individuals scoring higher on anxious attachment were more likely to hold high just treatment expectations of new leaders who were similar to their previous leaders. Conversely, avoidant individuals evaluated new similar leaders low on just treatment expectations and perceived them as less effective. Relationship-specific attachment orientations predicted transfer of behavioral judgments of just treatment, while global attachment orientations predicted transfer of perceived leader effectiveness. These effects were moderated by culture. In two collectivistic cultures (Greece and India), avoidant individuals demonstrated low just treatment expectations of their new similar leader. In an individualistic culture (United States), avoidant participants showed high behavioral expectations of their new, similar, leader. The results inform emerging views on relational social-cognitive processes in leader–follower interactions.

Ragnar Rommetveit: A full life

2020 ◽  
Vol 26 (3) ◽  
pp. 528-539
Author(s):  
Bente Eriksen Hagtvet ◽  
Per Linell ◽  
James V Wertsch ◽  
Astri Heen Wold
Keyword(s):  
Social Cognitive ◽  
Human Cognition ◽  
Second Phase ◽  
Cognitive Approach ◽  
Social Sciences And Humanities ◽  
Message Structure ◽  
1960S And 1970S ◽  
The 1960S ◽  
University Of Oslo ◽  
The University

Over a long professional lifetime, Ragnar Rommetveit contributed to numerous disciplines in the social sciences and humanities, reflecting discussions in global social science and his own unending quest to understand social and individual life. His remarkable career and impact can be outlined in terms of four main phases. The first involved general social psychology in the 1950s and was reflected in Social Norms and Roles (1953/1955). In the second phase during the 1960s and 1970s, he focused on language-related psycholinguistic research leading to publications such as his 1968 volume Words, Meanings and Messages. The third phase came in the 1970s and 1980s and was motivated by his critique of formal linguistics and resulted in his short, magisterial 1974 volume On Message Structure. The fourth phase between 1980 and 2010 focused on “dialogism,” giving rise to works such as his 1992 article “Outlines of a dialogically based social-cognitive approach to human cognition and communication.” Along with his intellectual accomplishments, Rommetveit’s brilliance and generosity inspired students and colleagues at the University of Oslo, as well as from around the world. His capacity to engage with others in unending mediations on communication and mental life ranks among his most important legacies.

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