Alle Publikationen
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2018
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(2018): Computer scoring of emotional awareness in a nonclinical population of young adults. In: Journal of Personality Assessment 100 (1), S. 107-115. DOI: 10.1080/00223891.2017.1282866
DOI: https://doi.org/10.1080/00223891.2017.1282866 Abstract: The Levels of Emotional Awareness Scale (LEAS; Lane, Quinlan, Schwartz, Walker, & Zeitlin, 1990) is an open-ended measure of the ability to describe emotional reactions. Scoring the LEAS by hand is complex and time consuming (Barchard, Bajgar, Leaf, & Lane, 2010). Therefore, Program for Open-Ended Scoring (POES; Leaf & Barchard, 2010) was designed to score the LEAS quickly and easily. Using 268 undergraduates, this article compares traditional LEAS hand scoring to 6 POES methods, 2 of which are holistic methods that have never before been examined. Based on split-half reliability, correlations with measures of emotional and social intelligence, and partial correlations once response length and vocabulary were partialed out, we recommend 3 of the POES methods when testing nonclinical samples of young adults. Because POES scoring is fast and efficient, it allows more researchers and clinicians to use the LEAS, thus moving away from self-report measures of emotional awareness. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Keywords: Awareness, College Students, computer scoring, Emerging Adulthood, Emotional awareness, emotional reactions, Emotional Responses, Emotionsforschung, Levels of Emotional Awareness Scale, psychometrics, Scoring (Testing), Social intelligence, Soziale Intelligenz, Statistical Reliability, Statistical Validity, Test Reliability, young adults 2016
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(2016): An Action Learning Perspective on Effective Implementation of Academic Honor Codes. In: Group & Organization Management 29 (2), S. 201-218. DOI: 10.1177/1059601103261472
DOI: https://doi.org/10.1177/1059601103261472 Abstract: Facing mounting evidence of academic dishonesty on America's college campuses, many schools in the 1990s implemented academic honor codes to stem the tide. Previous research concerning academic honor codes and other ethics codes highlight the importance of enacting a more ethical organizational culture as well as involving many organizational members in the process. Through the illustrative case of a major public university that struggled to meet this normative goal as it implemented an academic honor code, this article introduces an action learning perspective on how the design and implementation of ethics codes can help effect change in the ethical culture by instilling and reinforcing the values of honesty and integrity. It is argued that codes must be designed with full acknowledgement of the traditions and culture present in the student body, with the involvement of virtually all organization members, to elicit a full understanding of the ethical culture system. (Psy cINFO Da tabase Record (c) 2016 APA, all rights reserved) zitiert von 43
2015
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(2015): Moral identity: Identification and validation of moral traits.. In: Developmental Psychology: Journal of Iranian Psychologists 11 (44), S. 367-378
Abstract: In order to construct a moral identity scale primarily based on Aquino and Reed (2002) model, two pilot studies were conducted. The first study aimed to identify moral traits among college students. One hundred and twenty two students (56% females) participated in a free-listing task. The participants were asked to list characteristics that a moral person possessed. A content analysis of the traits based on five criteria (Hardy et al, 2011) resulted in 26 non-redundant traits. In order to obtain further evidence that these 26 traits had sufficient content validity, in a sample different from the first study 217 students (58% females) were asked to rate each trait using a scale ranging from 1(absolutely unnecessary) to 5 (absolutely necessary). The results indicated that 24 traits were judged to be above the midpoint of the scale. Investigating the results of females and males students led to identification of nine traits that had the highest ratings: polite, trustworthy, honest, self-respect, rational, loyal, fair, religious, and patient. These nine traits were considered as identity-invoking stimuli for constructing moral identity scale. The implications of the findings were discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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(2015): Emotional and social intelligence. A study of interpersonal, intrapersonal, social awareness, and social facility skills of information technology professionals in higher education. ProQuest Information & Learning, US.
Abstract: Technology is exponentially growing at a rapid pace across all industries, including higher education. Those who support these technologies, information technology (IT) professionals, are susceptible to job pressure factors, such as stress, due to labor shortages and a need for more communication with people other than IT professionals across campuses. This raises concern about their ability to interact according to emotional intelligence (EI). Very little is known about two EI aspects of IT professionals (interpersonal and intrapersonal skills) and their relationship to professional roles. The purpose of the study was to examine the relationships between various roles of IT professionals in higher education and their interpersonal and intrapersonal skills of EI. The study employed an ex-post facto design. The independent variable consisted of IT personnel's professional roles, education, and social intelligence. The dependent variable was emotional intelligence, consisting of interpersonal and intrapersonal EI. Data were analyzed according to t-test, ANOVA, and correlation statistics. The participants were IT professionals at 20 four-year public universities in the Texas A&M and University of Texas systems. There were 94 IT professionals who participated in the study. The findings showed that IT professionals with a degree in technology had lower stress levels and lower self-esteem than IT professionals whose degree was in business. However, there were no statistical differences in IE among IT professionals as it related to job titles, number of years on the job, or highest degree earned. Further analyses revealed social intelligence was correlated to emotional intelligence, although the relationship was weak. The study showed that IT professional are socially awkward. Since results revealed that as social intelligence decreased so did their emotional intelligence, IT leaders should be cautious about which IT professionals they want to interact directly with students, staff, faculty, and administrators. Furthermore, IT departments may need to change hiring practices. Those IT professionals who have technical expertise coupled with good people skills can be called upon to interact with other campus personnel. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2015): Can we learn to treat one another better? A test of a social intelligence curriculum. In: PLoS one 10 (6)
Abstract: This paper reports on the first test of the value of an online curriculum in social intelligence (SI). Built from current social and cognitive neuroscience research findings, the 50 session SI program was administered, with facilitation in Spanish by classroom instructors, to 207 students from Universidad Rey Juan Carlos in Madrid as part of their undergraduate classes. All materials were translated into Castilian Spanish, including outcome measures of SI that have been used in prior studies to provide valid estimates of two key components of social intelligence: 1) Sensitivity to others and 2) confidence in one’s capacity to manage social situations. Pre- and Posttest were administered to participants in the SI training, and also to 87 students in similar classes who did not receive the program who served as the control group. Gender and emotional intelligence levels at pretest also were examined as potential individual differences that might affect the impact of the program on study outcomes. Repeated measures ANOVAs on study outcomes revealed significant increases, from pre to post, in most measures of social intelligence for program participants in comparison to controls, with no effects of gender or age on program effectiveness. Prior scores on emotional intelligence were not a prerequisite for learning from the program. Some findings suggest ways the program may be improved to have stronger effects. Nonetheless, the findings indicate that the SI program tested here shows considerable promise as a means to increase the willingness of young adults to take the perspective of others and enhance their efficacy for initiating and sustaining positive social connections. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Adult, Analysis of Variance, College Students, Curriculum, Emotional Intelligence, Female, Humans, Intelligence, Interaktionsforschung, Lerntheorien, Male, online curriculum, positive social connections, Self Concept, Social intelligence, Social Skills, Soziale Intelligenz, Surveys and Questionnaires, Young Adult 2013
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(2013): Development and validation of Social Intelligence Scale for university students. In: Pakistan Journal of Psychological Research 28 (1), S. 65-83
Abstract: The present research was undertaken to develop and validate the social intelligence scale. Attributes of social intelligence were elicited from 35 university students. After empirical validation, 431 university students were asked to rate themselves on the 98 item on a 4-point scale. Factor analysis revealed five factors namely; Social Manipulation (SM), Social Facilitation (SF), Social Empathy (SE), Extroversion (E), and Social Adaptability (SA). SM and SA appeared to be the two ends of social skills judged to be negative and positive. SM comprising rather devious set of items used to exploit others for selfish ends. SA represented honest and sincere interaction with others resulting in mutual benefit. SF was positively related to SE and SA whereas SM was not. Extroversion correlated highly with all factors. Construct validity was established with the help of Bar-On Emotional Quotient Inventory (Bar-On, 1997) and test retest reliability was also found to be satisfactory. The findings are discussed in terms of the factor structure and function of SI in the context of the culture. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
1979
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(1979): Perceptions of assertion: An empirical analysis. In: Behavior Therapy 10 (3), S. 404-411. DOI: 10.1016/S0005-7894(79)80028-3
DOI: https://doi.org/10.1016/S0005-7894(79)80028-3 Abstract: 321 undergraduates took part in an investigation comparing perceptions of assertive communication with reactions to other styles of communication. In the 1st of 2 experiments, assertion was rated as more appropriate and efficacious than either nonassertion or aggression. Assertion was viewed as more polite, less neurotic, less hostile, and more satisfying to the recipient than aggression. Assertion was viewed, relative to nonassertion, as less polite, more hostile, and less satisfying to the recipient. In Exp II, 96 Ss rated the 3 communication styles employed in Exp I, using the same dependent measures, plus a 4th style, assertion plus ’extra consideration.’ Results replicated the findings of Exp I. The assertion plus extra consideration condition was perceived as comparable in effectiveness and appropriateness to assertion, while being rated as kinder, less hostile, and more satisfying to recipients. (11 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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