| On the consequences of Neglecting to Include Both Dimensions of Affectivity in Research |
| | Misangyi, Vilmos F. | U. of Florida | misangvf@chip.cba.ufl.edu | (352) 392-3737 |
| | Erez, Amir | U. of Florida | ereza@dale.cba.ufl.edu | (325) 392-3716 |
| | Despite the fact that a continuous debate exists among personality
researchers about the structure of affectivity, researchers in the I/O
psychology field chose to adopt the "independence" model and ignore the
"bipolar" model. As a result, authors tend to include in their studies
only the positive or the negative dimensions of affectivity as predictors
of organizational dependent variables but not both. In this paper we
demonstrate how using the independence assumption and including only one
dimension of affectivity may lead to inaccurate predictions and biased
coefficients. Based on our results we recommend that researchers always
include in their studies both positive and negative affectivity as
predictors. |
| | Keywords: Affectivity; Personality; Measures |
| The Mediating Role of Task Cognition and Strategies in the Relationship Between the Big Five Personality Dimensions and Achievement |
| | Mone, Mark A. | U. of Wisconsin, Milwaukee | mone@uwm.edu | (414) - 229-4355 |
| | Moss, Michael C. | George Mason U. | | |
| | White, Leonard A. | OPM Personnel Resources and Development | | |
| | This study examines the mediating role of task cognition and strategies in relations between the “Big Five” personality dimensions and achievement. Whereas extant research often examines the effects of a limited number of personality dimensions on specific cognition or behavior, we study the effects of each of the Big Five dimensions on self-efficacy, personal goals, goal commitment, cognitive and behavioral strategies, and academic achievement. Both direct and indirect significant effects of the personality dimensions were found which inform theory, have implications for practice, and suggest directions for future research. |
| | Keywords: Big Five personality dimension; Task cognition; Personal Goals |
| Relationships Between Personality Traits and Psychological Empowerment Among Job Changers |
| | Vardi, Yoav M. | Tel Aviv U. | yvardi@spirit.tau.ac.il | 972-3-6409535 |
| | Data from 120 professionals in new jobs, obtained via telephone interviews and from a placement and
testing center, were used to test the proposition that psychological empowerment could serve as
a job-adjustment criterion for profrssional and managerial job changers. The dependent variables were
overall psychological empowerment as well as the four dimensions: Meaning, Competence,
Self-determination, and Impact, as defined as Spreitzer (1996). The pedictor variables,
independently measured during placement testing and evaluationprior to the job change, were:
Locus of control, Endurance, Self-steem, and Achievement. In addtion, subjects were asked about
their perceptions concerning the support they have received from their new superiors. Results showed
that empowerment was indeed related to personality traits and that these relationships were
partly moderated by the perceived managerial support. We concluded that organizations that
recruit new professional and/or managerial staff may consider psychological empowerment (either as
an overall measure or as a facet measure) as an important subjective adjustment criterion, in
addition to conventional indicators of socialization and job performance. This is especially relevant
to industries that experience high interjob mobility. |
| | Keywords: Personality traits; Job adjustment; Psychological empowerment |
| Expected Evaluation and Creative Performance: Effects of Evaluation Type, Approach, and Individuals' Creative Personality Characteristics |
| | Zhou, Jing | Texas A&M U., College Station | jing-zhou@tamu.edu | (409)-845-4801 |
| | Oldham, Greg R. | U. of Illinois, Urbana-Champaign | g-oldham@uiuc.edu | (217)-333-6340 |
| | This study examined the independent and joint effects of two expected evaluation types (developmental vs. judgmental),
three evaluation approaches (self vs. external-private vs. external-public), and creative personality
characteristics on individuals' creative performance. Data were collected from 124 participants who
performed a role-playing task in a laboratory setting. Results demonstrated that individuals exhibited
the highest creative performance when they expected a self-developmental evaluation (i.e., a form of evaluation
in which individuals are given the opportunity to assess their own creative performance in order to develop
their creativity-relevant skills) and had creative personality characteristics. Implications of these results for
future research are discussed. |
| | Keywords: creativity; evaluation; personality |
| Does Emotional Intelligence Give You An Edge? An Exploration of the Impact of EQ and IQ on Individual Performance |
| | Lam, Laura Thi | Texas Tech U. | ltlam@earthlink.net | (806) 742-2826 |
| | Kirby, Susan L. | Texas Tech U. | slkirby@hotmail.com | 956-381-2987 |
| |
Emotional intelligence (EQ) is an increasing popular consulting tool. According to popular opinion and workplace testimonials, emotional intelligence increases performance and productivity, however, there has been a general lack of independent, systematic analysis substantiating this claim. The purpose of this study is to answer the question, does emotional intelligence account for increases in individual cognitive-based performance over and above traditional, general intelligence? For the purpose of this study, we measure emotional intelligence with the Multifactor Emotional Intelligence Scale (MEIS) developed by Mayer, Salovey, and Caruso (1997). As measured by the MEIS, overall emotional intelligence is a composite of the three distinct emotional reasoning abilities: perceiving, understanding, and regulating emotions (Mayer & Salovey, 1997). While further psychometric analysis of the MEIS scale is warranted, our findings indicate that overall emotional intelligence, emotional perception, and emotional regulation uniquely explain individual cognitive-based performance outcomes over and above that of general intelligence. As emotional intelligence is a set of abilities that can be learned and improved with instruction and practice, training implications are discussed.
|
| | Keywords: Emotional intelligence; General intelligence; Perfromance |