How and when does humble leadership enhance newcomer well-being

PurposeMany studies have examined the positive outcomes of humble leadership for employees. However, its impact on newcomers' well-being has been rarely investigated. In this paper, based on affective events theory and the broaden-and-build theory of positive emotions, the authors proposed a moderated mediation model to explore the effect of humble leadership on newcomer well-being. In the model, we identified newcomers' pride as a mediating variable and newcomers' proactive personality as a moderating variable.Design/methodology/approachThe data were from a two-wave sample containing 213 newcomers. The hypothesized model was tested using partial least squares structural equational modeling.FindingsThe results demonstrated that humble leadership was positively related to newcomers' well-being, and newcomers' pride medicated this relationship. Additionally, newcomers' proactive personality moderated the relationship between humble leadership and newcomers' pride.Research limitations/implicationsThe authors adopted a cross-sectional research design, rendering it difficult to derive causal relationships between variables. In addition, all data were from self-reports of newcomers which would suffer from common method variance.Originality/valueThis research examined the role of humble leadership in promoting newcomers' pride and well-being.

Mitigating the consequences of negative news: How constructive journalism enhances self-efficacy and news credibility

An informed electorate is vital for a well-functioning democracy. Yet many citizens intentionally avoid the news because it evokes negative feelings of disempowerment and distrust. This study ( n = 270) investigated how social media exposure to a new journalistic approach, constructive journalism, influences news consumers. The results showed that constructive social media posts, as compared to negative posts, led to higher levels of positive affect, self-efficacy, and perceived news credibility. In line with the broaden-and-build theory of positive emotions, the effects on self-efficacy and news credibility were mediated by positive affect. A similar mediating role was found for negative affect, counter to the theoretical expectations. These findings shed new light on the broaden-and-build theory, suggesting parts of it generalize to the context of news exposure on social media. The findings also suggest that constructive journalism may be an effective way to mitigate some of the main drivers of news avoidance in the 21st century.

How Challenge Demands Have Offsetting Effects on Job Performance: Through the Positive and Negative Emotions

By combining the broaden-and-build theory of positive emotions (Fredrickson, 2001) and the transactional theory of stress (Lazarus and Folkman, 1984), this study examines how challenge demands (i.e., task complexity and time pressure) have dual effects on employees’ job performance through the mediating effects of positive and negative emotions. We collected data from 414 employees from three firms located in China, including two hi-tech firms and one financial firm. The results indicated that challenge demands (i.e., task complexity and time pressure) have an overall positive effect on employees’ job performance (i.e., task performance and contextual performance) by offsetting positive indirect effects with negative indirect effects. The theoretical and practical implications are also discussed.

Paying Gratitude Forward at Work

Since workers are increasingly suffering from burnout, there is a need for insights into how burnout can be decreased to improve subjective well-being. The broaden-and-build theory proposes that gratitude increases well-being through an upward spiral. Few studies have examined whether gratitude decreases burnout and what mediating behaviors explain this relationship. Using an international sample of employees ( N = 353), this study examines whether work-specific gratitude negatively relates to exhaustion and disengagement. Additionally, since gratitude stimulates helping through upstream reciprocity, this study investigates whether interpersonal helping behavior (IHB) mediates these relationships. Our study showed a negative effect of work-specific gratitude on disengagement and exhaustion and a negative relationship between work-specific gratitude and disengagement, mediated by IHB, suggesting that gratitude stimulates IHB, thereby alleviating disengagement.

Attention: Here, There and Everywhere: The Relationship between Emotional Images and Attention Distribution

<p>Within the field of cognitive psychology there are two opposing theoretical frameworks, the conceptual metaphor theory and the broaden-and-build theory, which attempt to explain the influence of emotionally valenced stimuli on attention distribution. The conceptual metaphor theory (Lakoff & Johnson, 1999) asserts that concrete concepts (e.g. vertical distance or brightness) are used as metaphors to scaffold mental representations of abstract concepts (e.g. love and power). These metaphors rely on sensorimotor information in order to be understood, and therefore are said to be embodied. The focus of this thesis is the “Good is Up, Bad is Down” conceptual metaphor. A central prediction of this theory is that emotionally valenced stimuli should activate the “Good is Up, Bad is Down” metaphor, and automatically shift vertical attention congruently. In contrast, the broaden-and-build theory (Fredrickson, 2004) is based on evolutionary principles (Frijda, 1986), with negative emotions associated with specific-action tendencies and positive emotions associated with diffuse-action tendencies. The main prediction derived from this theory is that when individuals are induced into positive emotions their attention is broadened, whereas when induced into negative emotions their attention is narrowed. The central aim of this thesis was to gather experimental data in support for either the conceptual metaphor theory or the broaden-and-build theory when using emotionally laden images to induce affect, compared to prior research, which has utilised valenced words. This thesis also aimed to examine the influence, if any, of both valence and arousal of the emotional images. The literature provides conflicting views on whether these constructs are orthogonal or interconnected, and as such what effect they have on evaluative processing. To date, research examining the conceptual metaphor theory or the broaden-and-build theory has not controlled for both valence and arousal in their experimental design. Two experiments were designed to assess both aims. In Experiment 1, emotionally valenced images were presented in either the upper or lower visual field, and participants were asked to categorise the image as “positive” or “negative” by pressing a designated key on a keyboard. In Experiment 2, the emotional images were displayed in the centre of the visual field for a fixed period of time, followed by the presentation of a target letter in either the upper or lower visual field. Participants responded by pressing the corresponding key to the target letter on a keyboard. Across both experiments no shifts in attention were congruent with the “Good is Up, Bad is Down” conceptual metaphor theory, indicating that the conceptual metaphor theory is not supported when utilising images. In contrast, Experiment 2 provided experimental data in support of the broaden-and-build theory, with participants responding faster to all target letters following high valenced images regardless of their position. Finally, this thesis provides support to the notion that valence and arousal are orthogonal constructs, independently influencing higher order cognitive processes such as attention.</p>

The power of positivity: Do emotions influence attentional breadth?

<p>Fredrickson's (2001) broaden and build theory describes how experiencing positive emotions, such as happiness, broadens our 'thought-action repertoire' leading us to be more likely to go out and act on our positive emotions. This results in the building of new relationships, resources and skills, which we can draw on in times of need throughout life. In contrast, the experience of negative emotion is thought to narrow our 'thought-action repertoire', leading to specific actions to aid in survival (Fredrickson, 2001). The current experiments aimed to explore the effect of briefly presented schematic faces (happy, sad, and neutral) on attentional scope using the flanker task. Based on the broaden and build theory it was hypothesised that there would be an increase in reaction time in trials primed with a happy face due to a broadening of attention, leading to increased flanker interference. A decrease in reaction time was predicted for trials primed with a sad face, due to a narrowing of attention leading to less flanker interference. Results lend partial support to the broaden and build hypothesis, with reaction times being slower following happy primes in incongruent flanker trials in Experiment 1. Recent research is discussed in regards to potential mediators of the relationship between emotion and attention.</p>

Attention: Here, There and Everywhere: The Relationship between Emotional Images and Attention Distribution

<p>Within the field of cognitive psychology there are two opposing theoretical frameworks, the conceptual metaphor theory and the broaden-and-build theory, which attempt to explain the influence of emotionally valenced stimuli on attention distribution. The conceptual metaphor theory (Lakoff & Johnson, 1999) asserts that concrete concepts (e.g. vertical distance or brightness) are used as metaphors to scaffold mental representations of abstract concepts (e.g. love and power). These metaphors rely on sensorimotor information in order to be understood, and therefore are said to be embodied. The focus of this thesis is the “Good is Up, Bad is Down” conceptual metaphor. A central prediction of this theory is that emotionally valenced stimuli should activate the “Good is Up, Bad is Down” metaphor, and automatically shift vertical attention congruently. In contrast, the broaden-and-build theory (Fredrickson, 2004) is based on evolutionary principles (Frijda, 1986), with negative emotions associated with specific-action tendencies and positive emotions associated with diffuse-action tendencies. The main prediction derived from this theory is that when individuals are induced into positive emotions their attention is broadened, whereas when induced into negative emotions their attention is narrowed. The central aim of this thesis was to gather experimental data in support for either the conceptual metaphor theory or the broaden-and-build theory when using emotionally laden images to induce affect, compared to prior research, which has utilised valenced words. This thesis also aimed to examine the influence, if any, of both valence and arousal of the emotional images. The literature provides conflicting views on whether these constructs are orthogonal or interconnected, and as such what effect they have on evaluative processing. To date, research examining the conceptual metaphor theory or the broaden-and-build theory has not controlled for both valence and arousal in their experimental design. Two experiments were designed to assess both aims. In Experiment 1, emotionally valenced images were presented in either the upper or lower visual field, and participants were asked to categorise the image as “positive” or “negative” by pressing a designated key on a keyboard. In Experiment 2, the emotional images were displayed in the centre of the visual field for a fixed period of time, followed by the presentation of a target letter in either the upper or lower visual field. Participants responded by pressing the corresponding key to the target letter on a keyboard. Across both experiments no shifts in attention were congruent with the “Good is Up, Bad is Down” conceptual metaphor theory, indicating that the conceptual metaphor theory is not supported when utilising images. In contrast, Experiment 2 provided experimental data in support of the broaden-and-build theory, with participants responding faster to all target letters following high valenced images regardless of their position. Finally, this thesis provides support to the notion that valence and arousal are orthogonal constructs, independently influencing higher order cognitive processes such as attention.</p>

The power of positivity: Do emotions influence attentional breadth?

<p>Fredrickson's (2001) broaden and build theory describes how experiencing positive emotions, such as happiness, broadens our 'thought-action repertoire' leading us to be more likely to go out and act on our positive emotions. This results in the building of new relationships, resources and skills, which we can draw on in times of need throughout life. In contrast, the experience of negative emotion is thought to narrow our 'thought-action repertoire', leading to specific actions to aid in survival (Fredrickson, 2001). The current experiments aimed to explore the effect of briefly presented schematic faces (happy, sad, and neutral) on attentional scope using the flanker task. Based on the broaden and build theory it was hypothesised that there would be an increase in reaction time in trials primed with a happy face due to a broadening of attention, leading to increased flanker interference. A decrease in reaction time was predicted for trials primed with a sad face, due to a narrowing of attention leading to less flanker interference. Results lend partial support to the broaden and build hypothesis, with reaction times being slower following happy primes in incongruent flanker trials in Experiment 1. Recent research is discussed in regards to potential mediators of the relationship between emotion and attention.</p>

The Structure of Adolescent and Adult Savoring and Its Relationship to Feeling Good and Functioning Well

<p>I sought to contribute to the understanding of positive health, in particular savoring and wellbeing, by conducting concurrent and longitudinal studies with adolescents and adults. The thesis begins with a review of the literature including savoring theory (Bryant & Veroff, 2007) and the broaden-and-build theory of positive emotions (Fredrickson, 2001); these theories led to the key expectations that the psychometric structure of everyday savoring would be similar for adolescents and adults, and that amplifying savoring would positively predict wellbeing. Data obtained from two surveys, a paper-and-pencil survey with New Zealand adolescents (13 to 15 years old) and an internet-based survey with international adults (16 to 88 years old), were investigated in four studies across four empirical chapters (Chapters 2 through 5). Study 1 (Chapter 2) explored the similarities and differences in the psychometric structure of an abridged Ways of Savoring Checklist, labelled everyday savoring, between adolescents (N = 463) and adults (N = 980), as well as mean group differences in adolescents' and adults' degree of savoring. Study 2 (Chapter 3) investigated the concurrent relationships between adolescent and adult everyday savoring and hedonic and eudaimonic wellbeing as well as the ability of savoring to moderate wellbeing. Then, Study 3 and Study 4 investigated the relationships between savoring and wellbeing across time for adolescents (N = 265; Study 3, Chapter 4) and adults (N = 1858; Study 4, Chapter 5), including savoring as a mediator of the relationship between everyday positive events and wellbeing (Chapter 4), and orientations to happiness as a moderator of savoring and everyday positive events (Chapter 5). Results indicated that adolescents and adults yielded a similar four-factor structure of everyday savoring: dampening ("I don‘t deserve it"), low arousal ("I tried to slow down"), high arousal ("I jumped up and down"), and self-focus ("I reminded myself how lucky I was") savoring strategies, which proved to be invariant across time. The adolescent group, however, manifested a stronger association between amplifying (i.e. low arousal, high arousal, and self-focused savoring) and dampening savoring. Adolescents also reported higher levels of dampening compared to the adult group, whereas adults reported higher amplifying than adolescents. As expected, high arousal and self-focused savoring were positively, and dampening was negatively, associated with wellbeing indicators for adolescents and adults. However, low arousal savoring was negatively associated with hedonia for adolescents, but positively associated with eudaimonia for adults. The longitudinal analyses indicated that amplifying savoring predicted increases in wellbeing whereas dampening savoring predicted decreases in wellbeing for both age groups. The direction of effect, however, was not always as expected, questioning general assumptions of savoring theory and the broaden-and-build theory of positive emotions. These exceptions are most noted and explored in the final empirical chapter, Chapter 5. Overall the findings suggest that savoring is similar and similarly important for wellbeing over the age range incorporating adolescence to adulthood, although potential developmental differences are important to consider. The contribution of this thesis to the study of savoring, the field of positive psychology, and positive health development are reviewed in Chapter 6, as are the implications, limitations, and future directions.</p>