The Link between Parenting Behaviors and Emerging Adults’ Relationship Outcomes: The Mediating Role of Relational Entitlement

Previous research shows a link between parenting and children’s characteristics and interpersonal behaviors. However, little is known about the ways in which parenting tactics affect children’s romantic relationships and whether the children’s characteristics can mediate these associations. With this study, the aim was to test the associations between parents’ helicopter parenting/autonomy-supportive behaviors and emergent adults’ relational satisfaction and couple conflict. In addition, it was tested whether the sense of relational entitlement (excessive and restricted) mediated the links. Two hundred and twelve emergent adult–parent dyads participated in this study. Mediation analyses showed that parental autonomy-supportive behaviors had indirect effects on both the relational satisfaction and the couple conflict reported by the emerging adults through excessive relational entitlement. The link was positive for the former couple-related outcome and negative for the latter one. Helicopter parenting was not related to any variable reported by the emerging adults. In conclusion, positive parenting can increase relational stability and well-being by diminishing some potentially negative psychological characteristics of emerging adults.

Parent Provision of Choice Is a Key Component of Autonomy Support in Predicting Child Executive Function Skills

Although previous work has linked parent autonomy support to the development of children’s executive function (EF) skills, the role of specific autonomy-supportive behaviors has not been thoroughly investigated. We compiled data from four preschool-age samples in the Midwestern United States (N = 366; M age = 44.26 months; 72% non-Hispanic White, 19% Black/African American, 5% Multiracial) to examine three relevant autonomy-supportive behaviors (supporting competence, positive verbalizations, and offering choice) and their associations with child EF. We coded parent autonomy-supportive behaviors from a 10-min interaction between parent and child dyads working on challenging jigsaw puzzles together. Children completed a battery of EF. Overall, child EF was most consistently correlated with the offering choice subscale. Additionally, only the offering choice subscale predicted child EF while controlling for the other autonomy support subscales and child age. These results suggest that parent provision of choice is an especially relevant aspect of autonomy-supportive parenting and may be important to the development of EF in early childhood. Future research should directly measure children’s experience with choice and how it relates to emerging EF.

Nature and determinants of social actions during a mass shooting

Reactions to danger have been depicted as antisocial but research has shown that supportive behaviors (e.g., helping injured others, giving information or reassuring others) prevail in life-threatening circumstances. Why is it so? Previous accounts have put the emphasis on the role of psychosocial factors, such as the maintenance of social norms or the degree of identification between hostages. Other determinants, such as the possibility to escape and distance to danger may also greatly contribute to shaping people’s reactions to deadly danger. To examine the role of those specific physical constraints, we interviewed 32 survivors of the attacks at ‘Le Bataclan’ (on the evening of 13-11-2015 in Paris, France). Consistent with previous findings, supportive behaviors were frequently reported. We also found that impossibility to egress, minimal protection from danger and interpersonal closeness with other crowd members were associated with higher report of supportive behaviors. As we delved into the motives behind reported supportive behaviors, we found that they were mostly described as manifesting cooperative (benefits for both interactants) or altruistic (benefits for other(s) at cost for oneself) tendencies, rather than individualistic (benefits for oneself at cost for other(s)) ones. Our results show that supportive behaviors occur during mass shootings, particularly if people cannot escape, are under minimal protection from the danger, and feel interpersonal closeness with others. Crucially, supportive behaviors underpin a diversity of motives. This last finding calls for a clear-cut distinction between the social strategies people use when exposed to deadly danger, and the psychological motivations underlying them.

Design thinking teams and team processes: Creativity through discipline

Design thinking is hailed as a cornerstone for innovation. It has teamwork as a basis, yet we know little of how the design thinking team operates and collaborates. In this study, we investigate both quantitatively and qualitatively 51 design thinking teams as they work on an innovation project. We seek especially how they communicate and collaborate while working with design thinking tools. Teams are divided in three according to performance. Findings suggest that the highest performing groups utilize the design thinking method more disciplined than the other groups. To achieve this, they employ more authority behaviors and less supportive behaviors than the other groups. This disciplined approach to the method as a process and employed tools (such as brainstorming) in turn enable important team processes such as team reflexivity and psychological safety. Based on these findings, we suggest that a disciplined approach at the team level towards design thinking enhance innovative performance.

When and Why Perceived Organizational Environmental Support Fails to Work: From a Congruence Perspective

ABSTRACT Environmental responsibility has been increasingly emphasized in the management field. Perceived organizational environmental support is generally considered desirable within organizations. Nonetheless, both scholars and practitioners doubt that it is a panacea for enhancing employee green behavior (EGB), an important workplace behavior benefiting the environment and corporate sustainability. From a congruence perspective, this research explores when and why perceived organizational environmental support fails to increase EGB effectively. Drawing upon cue consistency theory and the corporate hypocrisy literature, we propose that perceived organizational environmental support backfires when it is incongruent with another critical cue signaling an organization's environmental stance – perceived supervisory environmental support (particularly when perceived organizational environmental support is higher than perceived supervisory environmental support). This is because the inconsistent signals of environmental support from the organization (in the form of policy commitment) and supervisor (in the form of supportive behaviors) arouse employees’ perception of corporate hypocrisy, which in turn inhibits EGB. Both the scenario experiment results (Study 1) and the polynomial regression results of the field survey data (Study 2) support our hypotheses. Theoretical contributions and managerial implications are discussed.

Developing Inquiry-Based Science Activities in Early Childhood Education: An Action Research

This study was carried out as collaborative action research aims to develop inquiry-based science activities in early childhood education. One volunteer teacher (T2) who desired to develop inquiry-based science activities, 14 of her students and the researcher participated in action research. The action phase consisted of six action cycles that reflect the progress over time. Data were collected through interviews and observations. Inductive thematic analysis was performed on the obtained qualitative data. Results showed that during the development of inquiry-based science activities, the teacher had supportive behaviors and utterances. At first, the teacher was planning and implementing at the confirmatory and structured inquiry level but afterwards, she could practice the guided inquiry and also achieved to activate all the inquiry skills during the fifth and sixth cycles. However, some difficulties originated from the teacher, school culture and parental involvement in the process. As a result, the teacher made significant progress in planning, implementing and evaluating inquiry-based science activities in her classroom for preschoolers. Finally, we conclude that inquiry-based science activities can be practicing at various inquiry levels in early childhood education.