Negative emotionality and peer status: Evidence for bidirectional longitudinal influences during the elementary school years

Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade ( n = 90, mean age = 8.85) and fourth grade ( n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided support for a conceptual model in which high negative emotionality lowers peer status, and low peer status, in turn, through a feedback loop, increases negative emotionality over time. Bidirectional influences are interpreted as reflecting a transactional process involving the effects of negative emotionality on social behavior. The findings highlight the need for active efforts to help children with high negative emotionality gain acceptance from classmates.

Multi-Informant Assessment of Bullying in Austrian Schools

This study explores the agreement of bullying reports from different perspectives. Nominations and (self and peer) ratings of 721 students (50.5% boys, 49.5% girls, aged 9–11), 46 teachers (91.3% female, 8.7% male; Mage = 40.28 years, SDage = 1.6, teaching experience between 2 and 36 years, Mexperience = 15.16, SDexperience = 1.68), 439 mothers, and 363 fathers were analyzed. Measures included a modified version of the Revised Olweus Bully/Victim questionnaire (OBVQ) as well as nomination items, with variables on physical and relational bullying and victimization, and frequency of experience. For descriptive analyses, group comparisons and correlations were performed and to test the dimensional structure of the modified Revised OBVQ we fitted a categorical confirmatory factor analysis (CCFA) for all four raters. To estimate the degree of agreement between the four raters, we applied a simple multitrait-multimethod (MTMM) analysis in a CCFA framework. Results indicated that teachers are more likely to recognize physical bullying than relational bullying. Significant gender effects were found, with more frequent nominations for boys and a larger gender effect for physical bullying. Overall, teachers reported the highest levels of bullying, and students reported significantly higher levels of victimization compared to the other raters. In terms of bullying, the MTMM model revealed a slightly higher agreement between students and parents than between students and teachers. The findings further indicate a tendency for lower agreement between student and adult reports than among adults’ reports. The notably high agreement between the ratings of mothers and fathers for both bullying and victimization supports the research strategy to include only one parent. Although bullying is assessed from various perspectives, the study does not provide prevalence estimates of bullying in Austria.

Development of a Team Role Behavior Observation Tool: Insights and Considerations for Future Research

Today’s workforce is dependent on teams. Organizations are interested in positively influencing antecedents to team effectiveness such as team composition. While many factors have been studied thoroughly concerning team composition and effectiveness, team roles have not received comparable attention. Team roles refer to groups of generalizable, goal-directed behaviors that support team performance. Current team role assessments are reliant on surveys and peer ratings. To explore avenues that would enable comparisons between survey-based measures of team roles with benchmarks of observable behavior, we developed a behavior observation tool based on a team role taxonomy known as Team Role Experience and Orientation (TREO). We present the first iteration of this tool based on our review of team role literature, results of an inter-rater reliability assessment, and discuss its potential impact concerning future research and organizational utility. More work is needed to develop a construct-valid behavioral team role assessment.

Development of a Team Role Behavior Observation Tool: Insights and Considerations for Future Research

Today’s workforce is dependent on teams. Organizations are interested in positively influencing antecedents to team effectiveness such as team composition. While many factors have been studied thoroughly concerning team composition and effectiveness, team roles have not received comparable attention. Team roles refer to groups of generalizable, goal-directed behaviors that support team performance. Current team role assessments are reliant on surveys and peer ratings. To explore avenues that would enable comparisons between survey-based measures of team roles with benchmarks of observable behavior, we developed a behavior observation tool based on a team role taxonomy known as Team Role Experience and Orientation (TREO). We present the first iteration of this tool based on our review of team role literature, results of an inter-rater reliability assessment, and discuss its potential impact concerning future research and organizational utility. More work is needed to develop a construct-valid behavioral team role assessment.

Task engagement and comprehensibility in interaction

This exploratory study examined the relationship between second language (L2) English speakers’ comprehensibility and their interactional behaviors as they engaged in a conversation with fellow L2 speakers. Thirty-six pairs of L2 English university students completed a 10-minute academic discussion task and subsequently rated each other’s comprehensibility. Transcripts of their conversation were coded for eight measures of task engagement, including cognitive/behavioral engagement (idea units, language-related episodes), social engagement (encouragement, responsiveness, task and time management, backchanneling, nodding), and emotional engagement (positive affect). Speakers who showed more encouragement and nodding were perceived as easier to understand, whereas those who produced more frequent language-focused episodes and demonstrated more responsiveness were rated as harder to understand. These findings provide initial evidence for an association between L2 speakers’ interactional behaviors and peer-ratings of comprehensibility, highlighting L2 comprehensibility as a multifaceted and interaction-driven construct.

Trait emotional intelligence and job performance evaluations: evidence from self, manager, team and peer ratings

Purpose The study aims to look at whether trait emotional intelligence (EI) was related to the job performance level of a manager, their immediate team and their peers. Design/methodology/approach This study looked at the relationship between trait EI and performance appraisals, as evaluated by the person themselves, their peers, manager and team. Trait EI facets of 903 employees were compared to evaluated performance appraisals of the different groups four months later. Findings All 15 of the correlations (20 < r < 0.42) between the emotional intelligence facets and self-ratings were significantly positive whilst for managers 10, peers 6 and team only 4 were significant, though all were positive. In line with affective primacy theory, structural equation modelling revealed performance was rated higher by non-manager colleagues when employees exhibited traits associated with positive interpersonal interactions. Originality/value There are very few studies using multi-source ratings to explore the consequences of EI on a manager’s team and peers.

Integrasi Pendidikan Karakter Dalam Pembelajaran Kimia Materi Minyak Bumi Pada Siswa Kelas XI MIPA SMA Negeri 5 Palangka Raya

Character education will be the basis in the formation of nation-quality character.The Indonesian nation is currently facing the problem of the character of the nation's next generation. Therefore the 2013 curriculum emphasizes the importance of character education. SMA Negeri 5 Palangka Raya has established character education to produce students who have superior personalities who not only have cognitive abilities but have characters that are able to realize success. This study aims to describe the integration of character education in the learning of petroleum materi chemistry in class XI MIPA SMA Negeri 5 Palangka Raya 2019/2020 school year. Integrasi of character education in the learning process of petroleum material chemistry is carried aut starting from the planning, implementation, and evaluation stages. Character are: 1) be grateful, 2) honest, 3) discipline, 4) collaboration, 5) creative, 6) environmental care, and 7) responsible. The research method used is descriptive method with the research subjects 144 students of class XI MIPA SMA Negeri 5 Palangka Raya. Data gainet through observation assessment by teachers, self-assessment and peer assessment. The predicate and average character score obtained are 1) Good teacher observation assessment (73); 2) Good self-assessment (75); 3) Good peer ratings (75).

The Fear of Being Laughed at, Social Anxiety, and Paranoid Ideation: A Multilevel Confirmatory Factor Analysis of Multitrait–Multimethod Data

The GELOPH-15 is a self-report measure that assesses individual differences in the fear of being laughed at (i.e., gelotophobia), a relatively understudied but important trait that is closely related to social anxiety. Using a multitrait–multimethod (MTMM) approach, the convergent and discriminant validity of the GELOPH-15 scale was examined based on 217 self- and 651 peer ratings (of three close acquaintances per target) of the traits gelotophobia, social anxiety, and paranoid ideation. Participants completed the Spanish versions of the GELOPH-15, the Social Interaction Anxiety Scale, and the Paranoia Scale. Applying MTMM models of multilevel confirmatory factor analyses (ML-CFA-MTMM) revealed relatively high associations between the self- and peer ratings, supporting the convergent validity of the GELOPH-15. Discriminant validity analyses confirmed the expected relationship patterns of gelotophobia with social anxiety and paranoid ideation (i.e., strong, but not perfect associations). The results showed that the ML-CFA-MTMM models might be a useful tool for analyzing the convergent and discriminant validity based on self- and peer ratings.

Direct versus image-based digit ratio (2D:4D) measurement compared: Performance indicators and associations with candidate traits

Direct vs computer-assisted image-based measurements of the second-to-fourth digit ratio (2D:4D), a widely studied assumed negative correlate of prenatal testosterone, were compared in a sample of 96 men. Both methods yielded comparable associations of 2D:4D with a range of sexually differentiated personality measures, including the Big Five, aggression, hypermasculinity, and self-esteem (partly additionally assessed with implicit tasks and peer-ratings complementing the self-report measures). Directly ascertained 2D:4D was significantly less precisely measurable and significantly higher than 2D:4D ascertained from images by the same observers. In particular, measurement method impacted fingers differentially: directly measured index vs ring fingers were 1% vs 2% shorter, thereby yielding higher 2D:4D than when measured from images. Finger differences in fingertip size have been hypothesized to account for such discrepancies. However, fingertip size is unrelated to 2D:4D. Alternatively, diminished finger extensibility in supinated hand position (when taking direct measurements), as compared with finger extensibility in pronated hand position (when taking palmar-view hand images), might account for these observations. For anatomical reasons, this effect should be stronger for ring fingers than for index fingers and moreover should increase with age. The present data supported this novel hypothesis for explaining measurement-dependent differences in 2D:4D.