The Scope of Rape Victimization and Perpetration Among National Samples of College Students Across 30 years

Research Questions: Rape prevention practice and policy have roots in data from 1985. This study uses 2015 national data to project recent prevalence, assesses whether rates now differ from those of 30 years ago, and disaggregates 2015 prevalence into rape of alcohol incapacitated victims, rapes combining both alcohol and physical tactics, and violent rape. Methods: Cross-sectional analyses were conducted comparing two national samples. The first was collected in 1984-85 (Koss, Gidycz, & Wisniewski, 1987); the second was collected 30 years later in 2014-2015. Both surveys used in-person administration and measurement by the most current version at the time of the Sexual Experiences Survey (SES). Prevalence rates were compared using Bayesian binomial tests. Results: In 2015, 33.4% (1 in 3) of women reported experiencing rape or attempted rape and 12.7% of men reported perpetration (1 in 8). Using Jeffreys' label for effect size of the Bayes binomial (1961), both results are “decisively” greater than expected given the 1985 benchmarks of 27.9% for victimization and 7.7% for perpetration. Victimization when incapacitated characterized approximately 75% of incidents in 2015 up from 50% in 1985. Cautions apply as cross-sectional data does not establish causality and the recent data set involved the revised SES. Conclusions: Across 30 years, neither containment nor reduction of rape was demonstrated and the increasingly prominent association with alcohol was apparent. Among the men who disclosed raping, 9 of 10 incidents were alcohol-involved. Prevention focus might profitably be directed to constraining alcohol environments and policies that facilitate rape of incapacitated persons and on misconduct responses that are proportional to the harm caused to rape victims, thereby raising the perceived risks of perpetration.

The paradoxical consequences of leader feedback seeking for subordinates: a theoretical framework

Purpose Scholars in the feedback seeking domain have predominantly focused on subordinate feedback seeking. The authors still know very little about feedback seeking when the leader is the “seeker” and subordinates are the “targets” of such seeking. This paper aims to develop a theoretical framework that explores the potential benefits and costs of leader feedback seeking, specifically, leader feedback inquiry for subordinates. Design/methodology/approach The authors draw upon the transactional theory of stress to propose a framework in which leader feedback inquiry influences two subordinate behaviors (in-role and proactive skill development behaviors) via appraisal processes (challenge and threat appraisals). With insights from regulatory focus theory, the authors propose that individual characteristics, namely, the regulatory focus of subordinates (promotion and prevention focus), determine the appraisals of leader feedback inquiry, subsequently influencing subordinate behavioral outcomes. Findings The authors contend that leader feedback inquiry can be appraised as a challenge which then produces beneficial subordinate behaviors (i.e. higher in-role and proactive skill development behaviors). However, leader feedback inquiry can also be appraised as a threat which then elicits detrimental subordinate behaviors (i.e. lower in-role and proactive skill development behaviors). The authors then argue that subordinates with a high promotion focus appraise leader feedback inquiry as challenging, thereby enabling beneficial behaviors. Subordinates with a high prevention focus, by contrast, appraise leader feedback inquiry as threatening, thereby prompting detrimental behaviors. Originality/value The authors shed light on the benefits and costs of leader feedback seeking for subordinates. The resulting framework underlines the importance of including individual characteristics and cognitive appraisal processes in research investigating the effects of leader feedback inquiry on subordinate outcomes.

The role of regulatory focus and team mindfulness in megaproject conflicts

PurposeProject conflicts are inevitable. Megaproject conflicts need to be managed across different levels. The purpose of this study is to investigate the role of individual-level regulatory focus and organization-level team mindfulness in managing megaproject conflicts.Design/methodology/approachBy combining the individual motivation basis and organizational background of conflict resolution, this study constructed a multi-level structural equation model. The hypothesis is tested based on data collected from 182 respondents.FindingsThe findings of this study show that project manager's promotion focus has a direct positive effect on task conflict and a negative effect on relationship conflict. Prevention focus has a positive effect on relationship conflict and a negative effect on task conflict and process conflict. Team mindfulness has a negative effect on relationship conflict and process conflict and a positive effect on task conflict. Task conflict was negatively affected by the interaction between team mindfulness and promotion focus. The interaction between team mindfulness and prevention focus had a positive effect on relationship conflict.Originality/valueThis study verifies the positive role of project manager's promotion focus and prevention focus in conflict management and clarifies the strengthening role of team mindfulness in constructive conflict and the prevention role in destructive conflict. This study also confirms that team mindfulness can act as a reinforcement and complementary factor of regulatory focus in megaproject conflict, contributing to the current understanding of the project manager's role in megaproject mindfulness contexts.

Motivation and Second Language Pragmatics: A Regulatory Focus Perspective

This study investigates how learners’ chronic motivational characteristics, that is their regulatory focus (Higgins, 1997), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-one L1-Mandarin learners of English as a second language completed a regulatory focus questionnaire and a discourse completion task focusing on two types of speech acts: request and opinion. Multiple regression results showed that learners’ promotion focus, concerned with advancement, growth, accomplishments, positively predicted their pragmatic production in general, and especially in situations where the learner is subject to a higher degree of imposition, has lower power and is socially distant from the interlocutor. On the other hand, the prevention focus, which is concerned with safety, security, and calmness, negatively predicted pragmatic production, especially in those situations. The findings provide support for the role of motivational dispositions in the level of learners’ L2 pragmatic competence. Theoretical and instructional implications are discussed.

How Does Group Climate Foster or Hinder Employee Voice? A Cross-Level Examination

Although empirical evidence has accumulated showing that group climate has a significant impact on employee voice, knowledge about how different types of climates may influence voice is limited. Drawing upon the theory of planned behavior, we develop and test a model that explains whether and how the two group climates, cooperation and sanction, differentially predict employee promotive and prohibitive voice. We test the hypotheses using data collected from a sample of 274 full-time employees nested in 58 workgroups across two time periods. The empirical results show that group climate predicts employee voice in different ways: Group cooperation climate has a positive effect on both types of employee voice, whereas group sanction climate shows a negative effect on promotive voice. Individuals’ psychological capital is a cross-level mediator in the relationship between group climate and employee voice. Employees’ prevention focus negatively moderates the relationship between psychological capital and employee voice. These results highlight the important effect of group climate on employee voice in organization and calls on managers to create a favorable environment to increase employees’ psychological capital and voice behaviors.

Regulatory Focus, Boundaryless Mindset, and Creativity Among Chinese College Students: A Trait Activation Perspective

We explored the impact of two types of regulatory focus on creativity among 330 college students in China, along with the mediating role of boundaryless mindset and moderating role of stressful life events. A three-wave survey showed that both promotion focus and prevention focus positively predicted the creativity in college students, but the positive effect of promotion focus on the creativity in college students was greater than that of prevention focus; boundaryless mindset mediated the relationship between regulatory focus and creativity; stressful life events moderated the direct effect that promotion focus has on boundaryless mindset, and it also moderated the indirect effect that promotion focus has on creativity via boundaryless mindset. These results extend the existing research on creativity and establish a new mediating mechanism and boundary conditions between regulatory focus and creativity in college students. Finally, we hope to provide a reference for innovation education.