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Modern organizations need to adapt quickly to on-going changes. The present study sought to examine employees' agility during periods of sudden, unplanned, and during periods of planned change. It was investigated to what extent one's trust in the organization and resistance to change could predict proactive agility and adaptive agility. Data came from employees (N = 188) in two different organizations, one undergoing an unplanned change and one undergoing a planned change. In both contexts, organizational trust had a negative relationship with resistance to change. In an unplanned change context (organization one), trust of employees in the organization had a positive effect on the adaptive component of agility through the (negative) mediation by affective resistance to change. In this context, trust did not have any (mediated) effect on the proactive component of agility. In contrast, in a planned change context (organization two), trust had a positive effect on the proactive component of agility, partially through the (negative) mediation by resistance to change. In this context, trust also had a positive effect on the adaptive component of agility, partially through the (negative) mediation by resistance to change. These results imply that trust works in different ways depending on the type of change. More trust through less resistance implies better adaptation during unplanned organizational change. More trust works directly and partially through less resistance to change to enhance employee proactivity and adaptability during planned change.

Objectives Self-reported criminal behaviour has the potential to provide clearer insights into patterns of criminality compared to using police statistics. The risk of inaccurate responses however forms a major obstacle to its validity. This study therefore examines underreporting bias of self-reported criminal behaviour among five ethnic groups and compares different methods to facilitate the creation of valid intergroup comparisons. Methods This study includes data from the Monitor on Youthful Delinquency (N = 6,218) which was connected to police suspect registrations. To identify patterns of underreporting, we compared self-reported and police recorded crime with a social desirability measure, which was adjusted to be invariant across ethnic groups. Three different methods to correct for underreporting bias were subsequently compared; partialling out the effect of social desirability, listwise deletion, and a novel technique which we named Social Desirability based Score Replacement (SDSR). Results The study reveals that police suspects with a high social desirability score display a low likelihood to self-report crime when they have an ethnic minority background, but not when they have a native Dutch background or when they have a moderate to low social desirability score. This finding points towards systematic differences in underreporting bias. Model outcomes are shown to be significantly impacted depending on the method that is used to address this issue. Conclusion Neglecting to correct underreporting-bias hinders the validity of intergroup comparisons of self-reported criminal behaviour. The inclusion of a social desirability measure is therefore recommended to help identify and correct underreporting bias, particularly through the use of SDSR.

Both older and younger job seekers face difficulties when entering the workforce. Qualification-based targeted recruitment (QBTR) might be used to attract older/younger job seekers, yet how this strategy is perceived by older/younger job seekers has not been considered before. The present study fills this gap and investigated effects of negatively metastereotyped information in job ads (i.e., personality requirements or traits) on application intention and self-efficacy of both older and younger job seekers. An experimental study (N-total = 556; 44.6% aged 50 or older, 55.4% aged 30 or younger) showed that negatively metastereotyped traits in job ads (e.g., "flexible") lowered older job seekers' application intention and that this effect was mediated by older job seekers' self-efficacy regarding that trait. No such effects were found among younger job seekers. Results showed that organizations can fail to attract older candidates because of the traits mentioned in job ads, which is particularly alarming when aiming to target age-diverse applicants. Suggestions for practitioners and future research are formulated.

Context: Medical students' clinical competencies are customarily assessed using convenience samples of performance from real practice. The question is how these convenience samples can be turned into purposeful samples to extrapolate students' overall competency profile at the end of medical school, particularly given the context specificity of clinical performance. In this paper, we will address this issue of inferring signs from samples using insights from the discipline of psychology. Theoretical perspective: We adapted Smith's theory of predictor validity of universals, occupationals and relationals to the context of clinical competency assessment. Universals are characteristics required by all working individuals and therefore not context dependent. Occupationals refer to characteristics required by certain jobs but not others and therefore are dependent on task-related features of an occupation. Relationals are required in a specific organisational context with habitual ways of working together. Application: Through seven propositions, we assert that generalising from samples of assessed clinical competencies during clerkships to generic competencies (i.e., signs) is dependent on whether characteristics are universals, occupationals and relationals, with universals most and relationals least generalisable. Conclusion: When determining what types of ratings to use to evaluate medical student competence, medical education has shown too little nuance in considering the degree to which particular characteristics are likely to be generalisable, approaching the issue in an all-or-none manner. Smith's distinction between universals, occupationals and relationals offers a promising way forward that has implications for assessment, student selection and career choice.

The current study compared the relationships between the dark triad traits and various work outcomes across a Chinese (N = 239) and a United States (N = 240) employee sample. The results of multigroup structural equation modeling analyses generally revealed a “dark” pattern across the two countries for psychopathy. Machiavellianism was generally “brighter” in China compared to the United States. Narcissism seemed to display a somewhat “brighter” pattern in the United States compared to China, as narcissism was more positively related to voice behavior and work engagement, and more negatively related to exhaustion and boredom at work in the United States than in China.

Samenvatting McCarthy et al. (2010) en Sacco et al. (2003) vonden geen effect van demografische gelijkenis tussen beoordelaar en kandidaat op beoordelingen van het selectie-interview. Beide studies onderzochten hierarchisch lineaire modellen (HLM). Gebruikmakend van eenzelfde HLM-procedure is binnen het huidige onderzoek nagegaan wat het effect is van gelijkenis op scores die gegeven zijn aan cultureel diverse kandidaten tijdens de selectie van politieagenten op een ander veelgebruikt instrument, namelijk het assessment center (AC). Meer specifiek onderzochten we het similar-to-me-effect van demografische gelijkenis (d.w.z. culturele gelijkenis van de beoordelaar ten aanzien van de kandidaat) en van waargenomen gelijkenis (d.w.z. gelijkenis ten aanzien van specifieke culturele groepen, zoals waargenomen door individuele beoordelaars) op scores op het AC. Demografisch similar-to-me bleek gerelateerd te zijn aan Agency-scores van autochtoon Nederlandse kandidaten en kandidaten met een migratieachtergrond, maar niet aan Communion-scores. Waargenomen similar-to-me had geen effect op de beoordelingen van het AC (d.w.z. Agency en Communion). In zijn algemeenheid bleken de effectgrootten erg klein (R2 < .015). Derhalve kan worden geconcludeerd dat we geen bewijs vonden voor een differentieel effect van gelijkenis op de beoordeling van het AC van cultureel diverse kandidaten, wat bevindingen van McCarthy et al. en Sacco et al. repliceert en uitbreidt.

Positive diversity beliefs are known to increase the effectiveness of diverse groups in organizations and society. Early cross-cultural experiences might facilitate developing these diversity beliefs. This study examined the relationship between being a third-culture kid (TCK) and one’s diversity beliefs, and the possible mediation of this relationship by intercultural competences. Data came from 1454 respondents, 17–19 years of age, who filled out the Intercultural Readiness Check (IRC) between 2011 and 2016 (49.1 % female, 50.9 % male). 65.0 % of the respondents had specified their nationality as Dutch, and 35.0 % had indicated a different nationality. 550 respondents (37.8 %) had spent one or more years abroad and were thus classified as TCKs. Their diversity beliefs were compared to 904 respondents (62.2 %) who had never lived abroad, and who therefore were classified as non-TCKs. A mediated regression analysis showed that TCKs had higher positive diversity beliefs than non-TCKs, and that this relationship was mediated by the degree to which they had developed specific intercultural competences, being intercultural sensitivity and building commitment. These findings show that early cross-cultural life experiences help individuals to develop intercultural competences and positive diversity beliefs. Equipped with these competences and beliefs, TCKs can add value to organizations and society

Abstract. We examined the effects of a (mis)match between learning opportunities and individuals’ mastery goal orientation (GO; approach and avoidance) on well-being (i.e., job satisfaction, task enjoyment, need for recovery, and absenteeism). Data from a sample of 212 employees of an organization that provides guardianship for youngsters were collected and analyzed by means of polynomial regression and surface plot analysis. Our results indicate that a person's mastery GO enhances the positive effects of perceived learning opportunities. Hence, to foster employee well-being, organizations should not only provide ample learning opportunities but also foster a mastery GO. Theoretical and practical implications are discussed.

Flourishing, a construct encompassing optimal human functioning, is an indicator of well-being. The purpose of this study was to examine the direct and indirect effects of employees’ achievement goal orientation (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goal orientation) on flourishing, through the appraisal of quantitative (concerns about continued existence of the job) and qualitative (concerns about continued existence of important job features) job insecurity. Data were collected from 275 employees in an organization on the brink of a substantive downsizing. The results of structural equation modelling showed that mastery approach and—avoidance goal orientation positively predicted flourishing. Furthermore, flourishing was negatively predicted by qualitative job insecurity but not by quantitative job insecurity. Qualitative job insecurity mediated the effects of mastery- and performance-approach goal orientation on flourishing but the effects were not significant. Hence, in an environment with a substantial threat of job loss, a mastery goal orientation contributed directly to flourishing. Our results plead for more attention for the effects of achievement goal orientation and qualitative job insecurity on flourishing under uncertainty.

Context: Ethnic minority students find that their ethnicity negatively affects the evaluation of their capacities and their feelings in medical school. This study tests whether ethnic minority and majority students differ in their ‘self-regulatory focus’ in clinical training, that is, their ways to approach goals, due to differences in social learning experiences. Self-regulatory focus consists of a promotion and prevention focus. People who are prone to stereotypes and unfair treatments are more likely to have a prevention focus and conceal certain identity aspects. The objectives of the study are to test whether ethnic minority students, as compared with ethnic majority students, are equally likely to have a promotion focus, but more likely to have a prevention focus in clinical training due to more negative social learning experiences (Hypothesis 1), and whether the relationship between student ethnicity and clinical evaluations can be explained by students' gender, social learning experiences, self-regulatory focus and impression management (Hypothesis 2). Methods: Survey and clinical evaluation data of 312 (71.2% female) clerks were collected and grouped into 215 ethnic majority (69.4%) and 95 ethnic minority students (30.6%). Students' social learning experiences were measured as perceptions of unfair treatment, trust in supervisors and social academic fit. Self-regulatory focus (general and work specific) and impression management were also measured. A parallel mediation model (Hypothesis 1) and hierarchical multiple regression analyses were used (Hypothesis 2). Results: Ethnic minority students had higher perceptions of unfair treatment and lower trust in their supervisors in clinical training. They were more prevention focused in clinical training, but this was not mediated by having more negative social learning experiences. Lower clinical evaluations for ethnic minority students were unexplained. Promotion focus in clinical training and trust in supervisors positively relate to clinical grades. Conclusion: Student ethnicity predicts social learning experiences, self-regulatory focus and grades in clinical training. The hidden curriculum plausibly plays a role here.

In the past decades, many studies have confirmed that specific personality traits correlate such that a general factor of personality (GFP) emerges. In order to test whether the characteristics of this general factor are universal, thorough tests in various cultures are required. Accordingly, we conducted a meta-analysis on the GFP in mainland China. After testing the sensitivity of the GFP, correction for attenuation, testing for samples' geographical distribution, types of samples, and types of questionnaires, we confirmed the GFP in the population of mainland China (N = 30,863, K = 53). To further examine the nature of the GFP, we tested whether it is indicative of general social effectiveness by studying the associations of the GFP with (1) leadership effectiveness and (2) abusive supervision. The results implied that high-GFP leaders indeed work more effectively (r = 0.17) and were less abusive (−0.20), as rated by their subordinates. This study among Chinese samples adds to the literature by showing the consistency of the GFP in a large Eastern country.

The world seems to be increasingly in demand of global leaders with a transformational leadership style who do business across borders with intercultural ease. To identify such leaders, this study explores whether third culture kids (TCKs) (n = 121) compared to non-TCKs (n = 116) exhibit a stronger set of multicultural personality traits and intercultural competences, and whether TCKs compared to non-TCKs, via their multicultural personality traits and intercultural competences, prefer transformational leadership more. Results from group comparisons indicated that TCKs display more intercultural sensitivity than non-TCKs. Parallel mediated regression analyses showed that being a TCK, compared to not being a TCK, had a positive indirect effect on their preference for transformational leadership through open-mindedness, while it had a negative indirect effect on their preference for transformational leadership through flexibility and emotional stability.

Abstract. Applicant fairness perceptions of asynchronous job interviews were assessed among panelists (Study 1, N = 160) and highly educated actual applicants (Study 2, N = 103). Furthermore, we also examined whether personality explained applicants’ perceptions. Participants, particularly actual applicants, had negative perceptions of the fairness and procedural justice of asynchronous job interviews. Extraverted applicants perceived more opportunity to perform with the asynchronous job interview than introverts. A trait interaction between Neuroticism and Extraversion was tested, but no significant results were found. Although the first selection stage is increasingly digitized, this study shows that applicant perceptions of asynchronous job interviews are relatively negative. The influence of personality on these perceptions appears to be limited.

This study explored the affect of Third Culture Kids (TCKs) towards their home and host culture(s) and how this affect may indicate possible cultural identity shifts as distinguished in Sussman’s (2000) cultural identity shift model. To this end, the method of poetic inquiry was used. The poems were concerned with TCKs’ affective experiences (Prendergast, 2009). We also investigated whether TCKs described their belonging in terms of personal relationships rather than in terms of geographical locations. Twenty TCKs, ranging in age from 26 to 70 years and from five ‘home cultures’, expressed their early cross-cultural experiences through the free verse poem of “Where I’m from”. A mixed method approach of qualitative and quantitative research was applied, by combining poetic inquiry using a free verse poem format and clustering these data by means of coding in Atlas.ti. TCKs’ poems were analyzed using belonging, affect, and practices-food-nature-events as key codes. Findings revealed that TCKs expressed stronger positive affect towards their host cultures than towards their ‘home’ cultures, indicating a subtractive cultural identity shift. We also found that TCKs defined their belonging more in terms of personal relationships than in terms of geographical locations. This study shows that TCKs’ sense of belonging seems more related to the question who than where I am from.

Considered as one of the cornerstones of work and organizational psychology, it is not surprising that the selection and recruitment literature is vast. In this review, we synthesize and integrate the findings from around 40 meta-analyses and literature reviews published in the last decade to identify the most recent meta-trends and future research directions in the selection and recruitment research and practice. We organize our key findings around three superordinate areas: a) recent developments in selection research, covering findings on validities of selection methods, expanding the criterion space, and applicant reactions and impression management; b) recent developments in recruitment research, paying attention to the evidence around recruitment methods and applicant attraction; and c) new technology in recruitment and selection. In our call for future research, we delineate a number of substantive issues and the need for more sophisticated theoretical developments in the field as well as methodological challenges that future efforts should address. We concur with the vast literature in that selection and recruitment research is a vibrant field, which we expect will address a number of ongoing political, cultural, technological, societal, and employment regulations-related issues to keep creating impact and providing meaningful findings for recruitment and selection practices in organizations.

Samenvatting In dit onderzoek staat de begripsvalidering van een virtual reality (VR) situationele beoordelingstest (of zogeheten situational judgment test; SJT) centraal. Voor zover bekend is dit de eerste keer dat VR-technologie wordt toegepast om een SJT te construeren. De VR-SJT beoogt het inzicht in effectief leiderschap te meten en rapporteert naast een totaalscore iemands scores op taaken persoonsgericht leidinggeven. De betrouwbaarheid en de begripsvaliditeit van het instrument werden onderzocht bij 121 assessmentkandidaten. De convergente validiteit werd bestudeerd met een video-SJT met een vergelijkbare meetpretentie. Verder werd onderzocht hoe de VR-SJT verband houdt met cognitieve capaciteiten en persoonlijkheid en werd de ervaring van deelnemers bestudeerd. De convergente en discriminante validiteit werden aangetoond voor persoonsgericht leidinggeven. De VRSJT vertoonde geen relatie met cognitieve capaciteiten en vertoonde een onverwachte negatieve relatie met de persoonlijkheidsfactoren integriteit, extraversie en verdraagzaamheid. Tot slot werd gevonden dat deelnemers de VR-SJT ervaren als leuk, duidelijk, realistisch, modern en relevant. De video-SJT, die op deze aspecten eveneens positief werd beoordeeld, werd door de VR-SJT overtroffen op de aspecten ‘leuk’ en ‘modern’.

Summary Recovery from stress is essential for employees’ well-being, even more so in jobs where high stress is inevitable. The purpose of this study was to examine the influence of achievement goal orientation on recovery from stress (i.e. need for recovery and vigour) over several years. We followed a sample of social workers in the Netherlands (N = 238) across four years, with three measurement points (T1–T3). Data were analysed with latent growth curve modelling. Findings Results showed that need for recovery and vigour were fairly stable over time and therefore we could not examine the effects of achievement goal orientation on change in vigour and need for recovery over time. However, level of mastery goal orientation (mastery-approach and mastery-avoidance goal orientation) at T1 was positively related to the initial level of vigour at T1, even after controlling for job autonomy and workload. Our results indicate that mastery goal orientation is relevant for employees to feel energetic and vital in a job with high stress. Practical implications Our results showed that organizations can prevent depletion among social workers by ensuring an acceptable workload, while vigour can be enhanced by selecting employees with high mastery goal orientation. Organizations can also contribute to the vitality of social workers by stimulating and fostering mastery goal orientation.

In dit artikel zetten we uiteen wat de toepassing van machine learning-algoritmes voor personeelsselectie inhoudt en hoe deze data-gedreven werkwijze overeenkomt met en verschilt van de klassieke selectiepsychologie. Aansluitend bespreken we of, en op welke manier, er bias en discriminatie kan optreden bij het gebruik van algoritmes gebaseerd op machine learning voor personeelsselectie. Hiervoor voerden we een literatuurstudie uit (periode 2016-2019), waarbij we 41 artikelen selecteerden. De resultaten geven aan dat algoritmes mogelijkerwijs leiden tot minder (indirecte) discriminatie vergeleken met sommige andere selectiemethoden. Dat is een van de redenen waarom de ontwikkeling van algoritmes voor selectie zo snel is gegaan en het aantal aanbieders is toegenomen. Het is echter onvoldoende mogelijk om vast te stellen of de belofte ook wordt ingelost. Dit komt deels doordat algoritmes vaak bedrijfsgeheim zijn (geen transparantie) en vanwege onduidelijkheden over de validiteit en betrouwbaarheid van data die gebruikt worden om algoritmes te ontwikkelen. Selectiepsychologische vraagstukken rondom diversiteit en validiteit zijn (nog) niet opgelost via de ontwikkeling van algoritmes. De toenemende aandacht voor het onderwerp, getuige de sterke groei van het aantal publicaties, stemt hoopvol. We besluiten met aanbevelingen voor het traceren en verminderen van bias en discriminatie bij het gebruik van algoritmes voor selectie.

This paper introduces a theoretical framework for research on the dynamics of self- and otherfocused emotional intelligence (EI). The EI-framework focuses specifically on the interplay between different EI dimensions when individuals are processing their own emotions and the emotions of others. The framework captures different phases of processing self- and otheremotions. The first phase consists of situational cues (e.g., an argument) that elicit interdependent emotions in the self and others. The next phase specifies differential and interacting effects of EI dimensions when processing these emotions, and the third phase describes what proximal and distal consequences this processing may have. In addition, the framework includes candidate dispositional and contextual factors (e.g., emotion-type, motivation) that may qualify the process.

textabstractOur goal was to develop a commensurate measure of personality-based person-organization fit and examine its criterion-related validity for two retention-related attitudes: job satisfaction and intention to stay. At T0, 637 employees completed our questionnaire. Two years later, at T1, 171 of the original respondents completed our questionnaire again. Results showed that the organizational personality perceptions are relatively stable. Polynomial regression analyses and surface plots revealed that job satisfaction and intention to stay are higher when there is perfect fit between the person and the organization compared to when the person and the organization differ in traits. However, in most cases, we found the work attitudes to be maximized when both the person and the organization score high on the personality traits.

textabstractThe fast-paced and changeable nature of contemporary society results in organizations that increasingly need to train their employees to become more energetic, flexible, and adaptable: the so called “agile” employees. This study used personal development portfolios including frequent feedback interviews (with mentors and peers) over 2.5 years to assist 32 employees working in an organization undergoing change to become more agile. A portfolio implies setting agility goals, recording and assessing progress in one's agility. Data were collected on employees' agility, and were related to their portfolio. Results showed that the portfolio use significantly increased employees' agility and significantly enhanced the agreement between self-rated and other-rated agility. Findings favor the use of development portfolios by organizations in improving agility among their employees. Therefore, this study gives tools for the practice of Human Resources Development (HRD).

textabstractWe examined the occurrence of faking on a rating situational judgment test (SJT) by comparing SJT scores and response styles of the same individuals across two natu‐ rally occurring situations. An SJT for medical school selection was administered twice to the same group of applicants (N = 317) under low‐stakes (T1) and high‐stakes (T2) circumstances. The SJT was scored using three different methods that were differ‐ entially affected by response tendencies. Applicants used significantly more extreme responding on T2 than T1. Faking (higher SJT score on T2) was only observed for scoring methods that controlled for response tendencies. Scoring methods that do not control for response tendencies introduce systematic error into the SJT score, which may lead to inaccurate conclusions about the existence of faking.

Learning the local language is important for the successful integration of immigrants. Previous research has identified a number of sociodemographic factors that are associated with the effectiveness of local language acquisition among immigrants, but little is known about the influence of psychological differences on immigrants’ local language acquisition. In the present research, individual differences in general mental ability (GMA), work search intention, and personality traits Conscientiousness and Openness were studied among recently arrived Syrian (n = 1054) and Eritrean (n = 500) refugees in the Netherlands. The results revealed that in addition to the effects of age of arrival, local length of stay, premigration educational attainment, and psychological distress, GMA and work search intention were positively associated with refugees’ local language proficiency. Additionally, work search intention was found to strengthen the effect of GMA on local language proficiency. No positive linear effects were observed for Conscientiousness and Openness. Some evidence was found for curvilinear relationships between psychological predictors and local language proficiency. Implications are discussed.

Using data from the Berlin diary study (N = 1223), we examined associations between the General Factor of Personality (GFP) and daily social experiences, self-esteem, and mood (positive and negative affect). As predicted, high-(vs. low) GFP individuals reported fewer daily interpersonal conflicts, better relationship quality, and better impressions on others. Also, relationship quality and daily impressions both mediated the relation between the GFP and mood and self-esteem. Multilevel analyses showed that, compared to low-GFP participants, high-GFP participants seemed less disturbed when experiencing conflict. In sum, the results were in line with the notion of the GFP as social effectiveness, with important consequences for people's daily social life and well-being.

In Nederland en Vlaanderen wordt veelvuldig gebruikgemaakt van interessevragenlijsten bij (studie)loopbaanvraagstukken. In tegenstelling tot de populariteit van deze vragenlijsten in de praktijk wordt er relatief weinig wetenschappelijk onderzoek gedaan naar beroepsinteresses in het Nederlandse taalgebied. In dit artikel wordt het Sferische model van beroepsinteresses geïntroduceerd, evenals de Nederlandse vertaling van de Personal Globe Inventory(PGI; Tracey, 2002) als een meetinstrument voor dit model. Het Sferische model voegt Prestige-interesse als derde interessedimensie toe aan de traditionele tweedimensionale circumplex van beroepsinteresses. Verder deelt het Sferische model de traditionele circumplex op in acht in plaats van zes interessegebieden. Aan de hand van 12 steekproeven uit Nederland en Vlaanderen is de kwaliteit van de PGI-lang en PGI-kort onderzocht. De psychometrische kenmerken van de Nederlandse vertaling van de PGI-lang en PGI-kort bleken acceptabel tot uitstekend: de items van de vragenlijst laadden grotendeels op de bedoelde schalen, de schalen correleerden volgens een circumplexordening, en de betrouwbaarheden waren acceptabel. De grootste sekseverschillen werden gevonden op mensen-versus-dingen interesse en Prestige-interesse was iets sterker bij jongere deelnemers en hoogopgeleiden. Toekomstig onderzoek kan zich richten op het beter begrijpen van de inhoud van Prestige-interesse en de betekenis van deze dimensie voor (studie)loopbaanprocessen en -uitkomsten.

The present study tests a process model of emotional intelligence (EI) which distinguishes how individuals deal with their own and others' emotions during work – from week to week. Using dynamic EI theory, we hypothesize that the appraisal of self-emotions versus other-emotions elicits different emotion management strategies, respectively proactively seeking social job resources (job crafting) or self- or other-focused emotion regulation. These strategies, in turn, are expected to affect one's level of energy and active learning behavior. In addition, we predict that self-focused emotion regulation qualifies these self- and other-focused EI processes. Multilevel path analyses of 638 weekly diaries filled out by 226 trainees revealed that weekly appraisal of others' emotions was positively related to weekly active learning, through (a) other-focused emotion regulation and (b) crafting social job resources. Further, weekly appraisal of trainees' own emotions was positively related to their weekly level of energy, through (a) self-focused emotion regulation and (b) crafting social job resources. Consistent with the proposed model, the appraisal of own emotions only fostered job crafting when trainees regulated their emotions. These findings contribute to the literature by showing the enactment of EI during weekly working life.

The present study aimed to develop an instrument to measure emotional intelligence (EI). This novel scale distinguishes between four factors, namely, self- and other-focused emotion appraisal and emotion regulation. In Study 1, the Rotterdam Emotional Intelligence Scale (REIS) was developed and examined with respect to its factorial structure and reliability ( N = 383). In Study 2, the factorial structure of the REIS was validated in two new samples ( N = 2728 and N = 590). Study 3 examined convergent and discriminant validity by comparing the REIS dimensions with other EI instruments, cognitive intelligence, and personality ( N = 108 and N = 105). The criterion validity of the REIS was examined in Study 4 ( N = 73, N = 95, and N = 103). The results indicate that the REIS follows a four-factorial structure and can be reliably measured with 28 items. The REIS was strongly correlated with other self-reported EI instruments and weakly to moderately correlated with an ability EI test, cognitive intelligence, and personality. Moreover, self-focused emotion regulation was negatively associated with tutors' perceived stress, whereas other-focused emotion regulation was positively associated with tutors' work engagement, jobseekers' other-rated interview performance, and leaders' transformational leadership style.

In de doelorientatieliteratuur bestaat discussie over de inconsistente relaties tussen leer- en prestatiedoelorientatie en (werk)prestaties. In de huidige studie wordt beargumenteerd dat deze inconsistente bevindingen wat betreft werkprestatie deels kunnen worden verklaard door de verschillende manieren waarop prestaties worden gemeten. In een steekproef van 117 werknemers werden door middel van clusteranalyse vier profielen van objectieve en subjectieve indicatoren van werkprestatie samen met doelorientatie geidentificeerd. De resultaten lieten zien dat leer- en prestatiedoelorientatie samengingen met specifieke combinaties van werkprestatie-indicatoren. Werknemers met een sterke leerdoelorientatie hadden goede financiele prestaties maar gaven zichzelf een relatief lage beoordeling, terwijl werknemers met een sterke prestatiedoelorientatie minder goede financiele prestaties leverden, maar zichzelf wel goed beoordeelden en ook positief beoordeeld werden door hun leidinggevenden. De verschillende werknemersprofielen geven daarmee een beter inzicht in de samenhang tussen doelorientatie en werkprestatie. ___ Within achievement goal orientation theory there is an ongoing debate regarding the ambiguous relationship of mastery and performance goal orientation with (work) performance outcomes. This study focused on job performance, arguing that the ambiguous relationships between achievement goal orientation and job performance can be explained by measuring job performance. Based on a sample of 117 employees, cluster analyzes identified four profiles of objective and subjective job performance indicators in collaboration with employees' achievement goal orientation. The findings showed that mastery and performance goal orientation are related to specific performance profiles, indicating very good financial performance and an average self-rating of performance for employees with high scores on mastery goal orientation. In contrast, financial performance was worse for employees with high scores for performance goal orientation, although they rated themselves and were rated by their supervisors as good performers. Such profiles can only be uncovered when different performance indicators are considered simultaneously.

The current study investigated how self- and other-ratings of vocational interests converge among student–parent dyads. Using the Personal Globe Inventory–Short, we obtained data from a pooled sample of 271 (high school senior and university) student–parent dyads. Participants rated their own vocational interests and those of the other dyad member. First, profile correlations revealed high levels of self-other agreement, moderate levels of assumed similarity, and low levels of similarity and reciprocity in vocational interests. These correlations are highly similar to those found in personality research. Second, profile elevation showed a reversed pattern compared to interest perceptions, with high levels of self-other agreement and moderate levels of assumed similarity, indicating that profile elevation may mostly be an artifact/rater bias and not a substantive factor. Ipsatization of the vocational interest scales somewhat reduced profile elevation bias. Third, same-gender dyads overestimated their similarity in vocational interests more than different-gender dyads.

This study examined trait emotional intelligence (EI) in relation to the ability to fake on personality tests. Undergraduate students (N = 129) were first instructed to fill out a personality inventory honestly, and subsequently in such a way as to maximize their chances of obtaining two distinctive job positions (lawyer and file clerk). Participants were able to change their scores in line with the hypothesized job profiles. Regression analyses showed that EI statistically predicted faking ability to an equal degree in both job scenarios. Finally, EI showed incremental validity over general mental ability and the Big Five personality traits in predicting the ability to fake. Possible implications of the results for the predictive validity of personality tests are discussed.

The relationship between the General Factor of Personality (GFP) and several work-related outcomes such as job performance and organizational citizenship behavior was examined using meta-analytic data. Confirmatory factor analyses showed sizeable relationships between the GFP and various performance indicators (r =.34), larger than for any of the Big Five dimensions. Controlling for social desirability did not change the relationship between the GFP and job performance. Moreover, regression analyses showed that the GFP accounted for a larger part of the explained variance in the outcome measures than the unique variances of the Big Five. The results add to the evidence for the GFP as a social effectiveness factor and highlight the validity of the GFP in organizational contexts.

markdownabstractDespite the growing interest in dispositional reasoning as a construct and determinant of good raters ("good judges"), its measurement still requires attention. We address two measurement issues in the present study. First, this study tests a hierarchical model as a more parsimonious account for dispositional reasoning than component- or general factor-models that were examined in earlier studies. So, this provides a more comprehensive test of the different measurement models underlying dispositional reasoning data. Second, we assess the measurement invariance of dispositional reasoning measure scores across two different populations of assessors that are often trained and used in workplace assessments, namely psychology students (N = 161) and managers (N = 160). Results showed that dispositional reasoning is well represented as componential in nature, with a higher-order construct underlying three lower-order components. A comparison of managers and psychology students through measurement invariance analysis showed relatively similar factor structures underlying dispositional reasoning scores across these groups, but metric invariance could be only partially established.

Objectives As diversity management activities become more prominent worldwide it is important to understand psychological reactions to them to ensure success, but empirical evidence is lacking. This study investigated employees' and managers' intentions and behavior to promote cultural diversity at work in a variety of organizations in the Netherlands, using Ajzen's theory of planned behavior. Method Predictors of intentions to promote cultural diversity at work (N = 670) and actual behavior after 6 months were assessed among managers and employees using self-reports in a 2-wave survey design. Participants' average age at Time 1 was 38.26 years (SD = 11.86), 56% was female, and there were 78.1% Dutch ethnic majority and 21.9% ethnic minority participants. Results Attitude to cultural diversity promotion at work and perceived behavioral control (PBC) related positively to both individuals' intentions to promote cultural diversity at work, which in turn predicted behavior. The strongest driver, however, was attitude. Managers' reported PBC and behavior were higher compared to employees. Conclusions This study supported the applicability of the theory of planned behavior to predict intentions and behavior to promote cultural diversity at work. With an increasingly diverse workforce, this study aimed to advance our understanding of drivers of individual reactions and behavior to support cultural diversity at work. (PsycINFO Database Record

We compared the predictive validity of two types of Frame-of-Reference personality measures to each other and to a baseline generic measure. Each version of the measures used a unique response-format referred to as frequency-based estimation that allowed the behavioral consistency of responses to be gauged. Generic personality scales, tagged scales with “at school”, and completely modified scales were compared in their prediction of academic performance, counterproductive academic behavior, and participant reactions. Results showed that completely contextualized measures were the most predictively valid and, contrary to our expectations, behavioral consistency did not moderate the relationships. Face validity and to a lesser extent perceived predictive validity improved with increasing contextualization. We discuss the implications of our results for personality assessment in applied settings.

de Leng et al. argue that feedback communicators can be made more comfortable delivering unpleasant messages if clinical training settings promote trainees’ learning‐goal orientation.

This chapter discusses how individuals can use emotional intelligence (EI) to deal with daily emotions at work. The authors link EI to the emotional labor literature, and explain why and how it may benefit employee well-being and job performance. They also discuss potential downsides of EI in work settings. In addition, they introduce a new approach that may be useful when studying the role of EI in daily working life: The enacted approach to EI. They argue that it is important to distinguish how employees deal with their own emotions from how they deal with the emotions of others and propose a new instrument that can be used to measure self- and other-focused EI.

In light of the pivotal importance of judgments and ratings in human resource management (HRM) settings, a better understanding of the individual differences associated with being a good judge is sorely needed. This review provides an overview of individual difference characteristics that have been associated with the accurate judges in HRM. We review empirical findings over >80 years to identify what we know and do not know about the individual difference correlates of being an accurate judge. Overall, findings suggest that judges' cognitive factors show stronger and more consistent relationships with rating accuracy than personality-related factors. Specific intelligences in the social cognition domain, such as dispositional reasoning (complex understanding of traits, behaviors and a situation's potential to manifest traits into behaviors) show particular promise to help understanding what makes an accurate judge. Importantly, our review also highlights the scarcity of research on HRM context (selection vs. performance appraisal settings) and judges' motivation to distort ratings. To guide future research, we present a model that links assessor constructs to key processes required for accurate judgment and ratings in HRM contexts. The discussion suggests twenty questions for future work in this field.

Socially desirable responding may affect the factor structure of personality questionnaires and may be one of the reasons for the common variance among personality traits. In this study, we test this hypothesis by investigating the influence of the motivational test-taking context (development vs. selection) and the opportunity to distort responses (forced-choice vs. Likert response format) on personality questionnaire scores. Data from real selection and assessment candidates (total N = 3,980) matched on gender, age, and educational level were used. Mean score differences were found between the selection and development groups, with smaller differences for the FC version. Yet, exploratory structural equation models showed that the overall factor structures as well as the general factor were highly similar across the four groups. Thus, although socially desirable responding may affect mean scores on personality traits, it does not appear to affect factor structures. This study further suggests that the common variance in personality questionnaires is consistent and appears to be little influenced by motivational pressures for response distortion.

Drawing on leader−member exchange and crossover theory, this study examines how leaders’ work engagement can spread to followers, highlighting the role of leader−member exchange as an underlying explanatory process. Specifically, we investigate if leaders who are highly engaged in their work have better relationships with their followers, which in turn can explain elevated employee engagement. For this purpose, we surveyed 511 employees nested in 88 teams and their team leaders in a large service organization. Employees and supervisors provided data in this multi-source design. Furthermore, we asked the employees to report their annual performance assessment. We tested our model using multilevel path analyses in Mplus. As hypothesized, leaders’ work engagement enhanced leader−member exchange quality, which in turn boosted employee engagement (mediation model). Moreover, employee engagement was positively linked to performance and negatively linked to turnover intentions. As such, our multilevel field study connects the dots between work engagement research and the leadership literature. We identify leaders’ work engagement as a key to positive leader−follower relationships and a means for promoting employee engagement and performance. Promoting work engagement at the managerial level may be a fruitful starting point for fostering an organizational culture of engagement.

Given the poorer academic outcomes of non-Western ethnic minority students compared to ethnic majority students, we investigated whether differences exist in work–study interface between ethnic groups. We tested a work–study interface model, in which the work-related factors work–study congruence, job control, job demands, work hours, job involvement and job support were antecedents to work–study facilitation (WSF) and work–study conflict (WSC). WSC and WSF, in turn, were expected to predict students’ study effort and subsequently students’ grades. This model fitted well for the full sample and both non-Western ethnic minority students (N = 167) and ethnic majority students (N = 666) separately at a large Dutch university. Results showed that work–study congruence, job control, job involvement and job support led to WSF, which in turn led to more study effort and higher grades. Job control decreased WSC and both job demands and the number of work hours increased WSC. WSC was negatively associated with study effort which resulted in lower grades. These structural relationships, as depicted in the conceptual model of work–study interface, were similar for both the group of non-Western ethnic minority students and the group of ethnic majority students. However, ethnic minority students worked more hours per week than ethnic majority students, which partly explained—via WSC and study effort—the lower academic outcomes for this group.

Emotional intelligence (EI) contributes to good performance and well-being in jobs that involve frequent interpersonal contact. However, as EI is composed of self- and other-focused dimensions, it remains unclear which dimensions are responsible for better performance and well-being. We hypothesized that other-focused EI dimensions in particular relate to task performance, whereas self-focused EI dimensions relate to employees' subjective stress and physiological responses to emotional job demands. We asked Dutch secretaries (N = 110) to professionally respond to five emotionally demanding work-related phone calls. The secretaries' skin conductance levels were recorded during the calls, and the secretaries had to indicate their stress levels after each call. Two independent raters coded the secretaries' effectiveness and the number of emotion regulation attempts during the phone calls. The results showed that other-focused emotion regulation was positively related to only one of the task performance indicators during three phone calls. In line with the hypotheses, self-focused emotion appraisal was negatively related to the secretaries' subjective stress levels after all the phone calls. Self-focused emotion regulation was positively related to the secretaries' skin conductance levels during all but one of the phone calls. This outcome suggests that self-focused EI dimensions decrease the subjective experience of stress but are accompanied by physiological costs, whereas other-focused emotion regulation may be positively but weakly related to task performance in emotionally demanding contexts. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Context Ethnicity‐related differences in clinical grades exist. Broad sampling in assessment of clinical competencies involves multiple assessments used by multiple assessors across multiple moments. Broad sampling in assessment potentially reduces irrelevant variances and may therefore mitigate ethnic disparities in clinical grades. Objectives Research question 1 (RQ1): to assess whether the relationship between students’ ethnicity and clinical grades is weaker in a broadly sampled versus a global assessment. Research question 2 (RQ2): to assess whether larger ethnicity‐related differences in grades occur when supervisors are given the opportunity to deviate from the broadly sampled assessment score. Methods Students’ ethnicity was classified as Turkish/Moroccan/African, Surinamese/Antillean, Asian, Western, and native Dutch. RQ1: 1667 students (74.3% native Dutch students) were included, who entered medical school between 2002 and 2004 (global assessment, 818 students) and between 2008 and 2010 (broadly sampled assessment, 849 students). The main outcome measure was whether or not students received ≥3 times a grade of 8 or higher on a scale from 1 to 10 in five clerkships. RQ2: 849 students (72.4% native Dutch students) were included, who were assessed by broad sampling. The main outcome measure was the number of grade points by which supervisors had deviated from broadly sampled scores. Both analyses were adjusted for gender, age, (im)migration status and average bachelor grade. Results Research question 1: ethnicity‐related differences in clinical grades were smaller in broadly sampled than in global assessment, and this was also seen after adjustments. More specifically, native Dutch students had reduced probabilities (0.87–0.65) in broadly sampled as compared with global assessment, whereas Surinamese (0.03–0.51) and Asian students (0.21–0.30) had increased probabilities of having ≥3 times a grade of 8 or higher in five clerkships. Research question 2: when supervisors were allowed to deviate from original grades, ethnicity‐related differences in clinical grades were reintroduced. Conclusions Broadly sampled assessment reduces ethnicity‐related differences in grades., van Andel et al. demonstrate that ethnicity‐related differences in clinical grades can be reduced using multiple assessors, multiple assessments and multiple evaluation moments.

Although self-regulated learning (SRL) is assumed to benefit learning outcomes, gaps in the literature make it difficult to describe what constitutes effective SRL in higher education. That is, SRL that relates positively to learning outcomes. In accordance, at present it is unclear how to train effective SRL in higher education. The current systematic review breaks down SRL into self-regulatory processes (SRPs) and reviews the evidence for teaching adolescents effective SRPs. Of the wide variety of SRPs which are known in the field, the following were investigated in the studies: metacognitive strategies, motivation, self-efficacy, handling task difficulty and demands, and resource management. The studies included (k = 10; N = 906) generally affirmed that all SRL interventions that were investigated related positively to SRPs. These SRPs also related positively to learning outcomes. Research is needed to advance the field's understanding of how adolescents develop the wide array of effective SRPs.