Zeitschrift für Psychologie最新文献_第6页

Daily Work Role Stressors and Dark Triad States 日常工作角色压力源和黑暗三合一状态

Zeitschrift für Psychologie Pub Date : 2022-10-01 DOI: 10.1027/2151-2604/a000505

Annika Nübold, Suzanne van Gils, H. Zacher

引用次数: 2

Connecting Dark Personality Research With Workplace Issues 将黑暗人格研究与工作场所问题联系起来

Zeitschrift für Psychologie Pub Date : 2022-10-01 DOI: 10.1027/2151-2604/a000507

B. Schyns, Susanne Braun, P. Neves

引用次数: 0

How to Deal With a Difficult Boss 如何对付难相处的老板

Zeitschrift für Psychologie Pub Date : 2022-10-01 DOI: 10.1027/2151-2604/a000503

T. Fehn, A. Schütz

{"title":"How to Deal With a Difficult Boss","authors":"T. Fehn, A. Schütz","doi":"10.1027/2151-2604/a000503","DOIUrl":"https://doi.org/10.1027/2151-2604/a000503","url":null,"abstract":"Abstract. As abusive supervision entails negative outcomes for individuals and organizations, a better understanding of leader- and follower-related antecedents of abusive supervision can help organizations prevent destructive leadership. In an experimental vignette study with 140 leaders, we tested an integrative model that includes leaders’ narcissism as an antecedent of their abusive supervision intentions. We also tested for the moderating role of followers’ behavior and indirect effects via leaders’ evaluations of followers. We employed the narcissistic admiration and rivalry concept (NARC) to distinguish between adaptive and maladaptive dimensions of grandiose narcissism and found that the maladaptive dimension, narcissistic rivalry, predicted abusive supervision intentions. This effect was strongest when followers behaved dominantly. Finally, we found preliminary evidence that leaders’ evaluations of followers’ likeability, but not of followers’ competence, mediated the relationship between leaders’ narcissistic rivalry and abusive supervision intentions. These indirect effects were not conditional on followers’ behavior. We discuss these findings in light of theoretical and practical implications for individuals and organizations.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125160487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Me, Me, Me 我，我，我

Zeitschrift für Psychologie Pub Date : 2022-10-01 DOI: 10.1027/2151-2604/a000504

Birgit Schyns, U. Lagowska, S. Braun

引用次数: 1

A Consequential Partnership 相应的合伙关系

Zeitschrift für Psychologie Pub Date : 2022-07-01 DOI: 10.1027/2151-2604/a000497

L. Bilz, Saskia M. Fischer, Anne-Cathrin Hoppe-Herfurth, N. John

引用次数: 6

The Gender-Specific Role of Social Relationships for School Well-Being in Primary School 小学社会关系对学校幸福感的性别作用

Zeitschrift für Psychologie Pub Date : 2022-07-01 DOI: 10.1027/2151-2604/a000500

Stefan Markus, Svenja Rieser, S. Schwab

{"title":"The Gender-Specific Role of Social Relationships for School Well-Being in Primary School","authors":"Stefan Markus, Svenja Rieser, S. Schwab","doi":"10.1027/2151-2604/a000500","DOIUrl":"https://doi.org/10.1027/2151-2604/a000500","url":null,"abstract":"Abstract. Since learning at school is always embedded in a social context, students’ social relationships are considered key variables for their school well-being. But especially studies at the primary school level that examine gender-specific linkages between students’ relationships with peers and teachers and components of their school well-being are lacking. Therefore, a longitudinal study with 351 primary school students was conducted. Girls indicated a better relationship with their teacher, a more positive attitude toward school, and predominantly more beneficial achievement emotions than boys. Manifest multi-group path models suggest that students’ perceived teacher-student-relationship seems to predict their attitude toward school for both genders positively, while its’ connections with particular achievement emotions differ between boys and girls. Student-student-relationships in the sense of comfortableness among classmates showed beneficial connections with positive emotions for girls and negative links with unpleasant emotions for boys. The results suggest that linkages between different social relationships and various dimensions of school well-being are gender-specific and should be considered in their broad variety both in research and instructional practice.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122086448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

In the Midst of a Pandemic 在大流行期间

Zeitschrift für Psychologie Pub Date : 2022-07-01 DOI: 10.1027/2151-2604/a000502

S. Beltman, T. Hascher, Caroline F. Mansfield

引用次数: 4

Promoting Student Teachers’ Well-Being 促进学生教师的福祉

Zeitschrift für Psychologie Pub Date : 2022-07-01 DOI: 10.1027/2151-2604/a000495

Anna Hartl, D. Holzberger, J. Hugo, K. Wolf, Mareike Kunter

{"title":"Promoting Student Teachers’ Well-Being","authors":"Anna Hartl, D. Holzberger, J. Hugo, K. Wolf, Mareike Kunter","doi":"10.1027/2151-2604/a000495","DOIUrl":"https://doi.org/10.1027/2151-2604/a000495","url":null,"abstract":"Abstract. Student teachers’ well-being is particularly important in times of teacher shortage. To prevent student dropout and promote students’ well-being, demands and resources within university teacher education need to be identified. Demands like workload or time pressure can lead to emotional exhaustion in the long-term, while resources like emotional support may foster well-being. By conducting a quantitative, longitudinal study on 903 student teachers from German universities, we investigate the relationship between the emotional support of peers (as a resource) and emotional exhaustion (an indicator of well-being). In addition, we conducted a qualitative study to analyze demands as possible reasons for dropout during teacher education. Latent change score models indicate that emotional exhaustion first increases and then slightly decreases over the course of three semesters. Emotional support by peers remains stable over time. The bivariate latent change model suggests that social support is not a predictor of later emotional exhaustion. The qualitative study analyzed three main dropout intentions: performance problems, lack of study motivation, and study conditions. Especially study conditions at university can be adjusted and act as a resource to increase students’ well-being.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122705314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Profiles of School-Related Well-Being and Their Links to Self-Esteem and Academic Achievement 与学校相关的幸福感及其与自尊和学业成就的关系

Zeitschrift für Psychologie Pub Date : 2022-07-01 DOI: 10.1027/2151-2604/a000498

Julia Holzer, Selma Korlat, Sarah Bürger, C. Spiel, Barbara Schober

{"title":"Profiles of School-Related Well-Being and Their Links to Self-Esteem and Academic Achievement","authors":"Julia Holzer, Selma Korlat, Sarah Bürger, C. Spiel, Barbara Schober","doi":"10.1027/2151-2604/a000498","DOIUrl":"https://doi.org/10.1027/2151-2604/a000498","url":null,"abstract":"Abstract. School represents an essential developmental context for adolescents. Accordingly, understanding well-being in school is of utmost importance. While it has long been common to measure well-being on a general level, more recent conceptualizations emphasize its multidimensionality and context-specificity. Therefore, the present study took a person-oriented approach and investigated how profiles of adolescents’ school-related well-being differ regarding two relevant goals of schooling: academic achievement and self-esteem. School-related well-being was assessed along five dimensions: engagement, perseverance, optimism, connectedness, and happiness among Austrian students ( N = 1,484). By applying latent profile analyses, we obtained four profiles that differed primarily regarding their total school-related well-being scores and the expression of connectedness. Generally, groups with a higher total score displayed higher academic achievement and self-esteem. However, there are also exceptions standing out from that pattern. Different constellations are discussed, aiming to contribute to further differentiating research on well-being in the school-context.","PeriodicalId":263823,"journal":{"name":"Zeitschrift für Psychologie","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121149428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Promoting Well-Being in Students Through an Art-of-Living Intervention 通过生活艺术干预促进学生的福祉

Zeitschrift für Psychologie Pub Date : 2022-07-01 DOI: 10.1027/2151-2604/a000501

Rebekka Tavakoli, Ronja Müller, Enya Jeske, Nina Schäfbuch, B. Schmitz

引用次数: 1