Alle Publikationen
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2016
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(2016): Dear computer, teach me manners: Testing virtual employment interview training. In: International Journal of Selection and Assessment 24 (4), S. 312-323
Abstract: Introduced and evaluated virtual employment interview (VI) training with a focus on nonverbal behavior. In the present study, participants in the VI training group took part in a simulated interview with a virtual character. Simultaneously, the computer analyzed participants' nonverbal behavior and provided real-time feedback. A control group received parallel interview training. Following training, participants took part in mock interviews, where interviewers rated participants' nonverbal behavior, and interview performance. A total of 70 college students (mean age 24 years) participated. Measures included the Measurement of Anxiety in Selection Interviews (MASI). Results revealed (1) that participants of VI training showed better interview performance, (2) that this effect was mediated by nonverbal behavior, and (3) that VI training had a positive influence on interview anxiety. These results have important practical implications for applicants, career counseling centers, and organizations.
Keywords: Angst, Anxiety, Arbeits - und Organisationspsychologie, Berufliche Interessen, berufliche Laufbahn und Berufsberatung, Bewerbungsgespräche, Einzelstudie / spezifisch, Feedback, interpersonal communication, Interpersonale Kommunikation, interview anxiety, Job Applicant Interviews, Manieren, MASI, job interviews: virtual employment interview training, Nonverbal behavior, Kommunikation, Nonverbal communication, Nonverbale Kommunikation, Occupational Interests & Guidance, performance, Specialized Interventions, Spezielle Interventionen, Test Coaching, Testtraining, Training, Verhaltensforschung, Virtual Classrooms, Virtuelle Klassenzimmer, Wirtschaftspsychologie 2015
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(2015): Learning (by) Feeling. A Cross-Cultural Comparison of the Socialization and Development of Emotions. In: Ethos 43 (2), S. 187-220. DOI: 10.1111/etho.12080
Abstract: Examined cross-cultural differences in socialization and development of feelings. Drawing on approaches from developmental psychology and cultural anthropology, it was analyzed how cultural models of emotion and their corresponding emotionally arousing child-rearing practices lead to culture-specific pathways of emotion development among the Bara (Madagascar) and the Tao (Taiwan). After introducing cultural models of ontogenesis and child rearing, phases of development, interaction patterns, and sanctioning practices are reflected and culture-specific pathways of emotional development are discussed. The focus is set especially on socializing emotions, which are defined in terms of their function to orient individuals toward cultural norms and values and to inculcate social conformity. Based on empirical data gathered in two long-term ethnographic field studies, evidence is provided that the Bara emphasize fear and the Tao anxiety as focal socializing emotions. zitiert von 15
2009
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(2009): Social competence and social skills training and intervention for children with Autism Spectrum Disorders. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 39 (9), S. 1268-1277. DOI: 10.1007/s10803-009-0741-4
DOI: http://www.ncbi.nlm.nih.gov/pubmed/19365716 Abstract: This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7-11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence Development Scale. Each received the 30-week intervention program. For comparison, a matched sample of ten non-ASD children was also assessed, but received no treatment. The findings indicated that each ASD intervention group demonstrated significant gains on the WMS and significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions. Results suggest that this approach can be effective in improving core social deficits in individuals with ASD.
Keywords: Anxiety, Attention, Autistic Disorder, Awareness, Behavior Therapy, Character development, Child, Communication, Diagnosis, Disziplin, Erziehung, Erziehungswissenschaften, Female, Follow-Up Studies, (Freiheit von) Ängsten, Group, Group Processes, Humans, Interpersonal Relations, Kinder, Kognitive Skills, Male, Mensch mit Behinderung, Methods, Negotiating, Personal Construct Theory, Personality Assessment, Postkasten, Problem Solving, PSYCHOLOGY, Psychotherapie, Social Adjustment, Social Behavior, Social Cognition, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapy -
(2009): Emotional anguish at work: The mediating role of perceived rejection on workgroup mistreatment and affective outcomes. In: Journal of occupational health psychology 14 (1), S. 34-45. DOI: 10.1037/a0013288
DOI: https://doi.org/10.1037/a0013288 Abstract: In this study, the authors pay particular attention to mistreatment directed toward an organizational member from fellow workgroup members. The study contributes to the growing body of literature that examines the mistreatment of employees in the workplace. The authors propose that mistreatment by the workgroup would contribute to feelings of rejection, over and above mistreatment by the supervisor. In addition, the authors tested the mediating role of perceived rejection between workgroup mistreatment and affective outcomes such as depression and organization-based self-esteem. Part-time working participants (N = 142) took part in the study, which required them to complete a questionnaire on workplace behaviors. Results indicated that workgroup mistreatment contributed additional variance to perceived rejection over and above supervisory mistreatment when predicting depression and organization-based self-esteem. The results also indicated that perceived rejection mediates the relationship between mistreatment and affective outcomes. Results are discussed and implications for research and practice are considered.
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