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We evaluated a Web-Based Emotional Intelligence Training (WEIT) program that was based on the four-branch model of emotional intelligence (EI) and which aimed at improving emotion perception (EP) and emotion regulation (ER) in future leaders. Using a controlled experimental design, we evaluated the short-term (directly after the WEIT program) and long-term (6 weeks later) effects in a sample of 134 (59 training group [TG], 75 wait list control group [CG]) business students, and additionally tested whether WEIT helped to reduce perceived stress. For EP, WEIT led to a significant increase in the TG directly after training (whereas the wait list CG showed no change). Changes remained stable after 6 weeks in the TG, but there were no significant differences between the TG and CG at follow-up. By contrast, ER did not show an increase directly after WEIT, but 6 weeks later, the TG had larger improvements than the CG. The results mostly confirmed that emotional abilities can be increased through web-based training. Participants' perceived stress did not decrease after the training program. Further refinement and validation of WEIT is needed.

We conducted a preregistered multilaboratory project (k = 36; N = 3,531) to assess the size and robustness of ego-depletion effects using a novel replication method, termed the paradigmatic replication approach. Each laboratory implemented one of two procedures that was intended to manipulate self-control and tested performance on a subsequent measure of self-control. Confirmatory tests found a nonsignificant result (d = 0.06). Confirmatory Bayesian meta-analyses using an informed-prior hypothesis (δ = 0.30, SD = 0.15) found that the data were 4 times more likely under the null than the alternative hypothesis. Hence, preregistered analyses did not find evidence for a depletion effect. Exploratory analyses on the full sample (i.e., ignoring exclusion criteria) found a statistically significant effect (d = 0.08); Bayesian analyses showed that the data were about equally likely under the null and informed-prior hypotheses. Exploratory moderator tests suggested that the depletion effect was larger for participants who reported more fatigue but was not moderated by trait self-control, willpower beliefs, or action orientation.

In the Human Penguin Project (N = 1755), 15 research groups from 12 countries collected body temperature, demographic variables, social network indices, seven widely-used psychological scales and two newly developed questionnaires (the Social Thermoregulation and Risk Avoidance Questionnaire (STRAQ-1) and the Kama Muta Frequency Scale (KAMF)). They were collected to investigate the relationship between environmental factors (e.g., geographical, climate etc.) and human behaviors, which is a long-standing inquiry in the scientific community. More specifically, the present project was designed to test principles surrounding the idea of social thermoregulation, which posits that social networks help people to regulate their core body temperature. The results showed that all scales in the current project have sufficient to good psychometrical properties. Unlike previous crowdsourced projects, this dataset includes not only the cleaned raw data but also all the validation of questionnaires in 9 different languages, thus providing a valuable resource for psychological scientists who are interested in cross-national, environment-human interaction studies.

We examined whether people can accurately judge the experienced power, dominance, and prestige of others based on short texts, and what linguistic cues are related to these hierarchy-related variables. Past research suggests that personality is reflected in language, but hierarchy—another important feature in human relationships—has not been fully considered. In two studies with a zero-acquaintance setting, judges (N 1/2 = 105/202) read self-descriptions of speakers (N 1/2 = 200/200) and completed peer ratings of speakers' power, dominance, and prestige. Speakers completed the same scales as self-ratings. We found substantial associations between the hierarchy concepts and several word categories (e.g., sense of power was negatively related to tentative words in self- and peer reports). For power and prestige, judges and speakers used the same linguistic cues for their assessments. Further, judges converged strongly in their assessments and showed high self-other agreement for all variables. We conclude that social hierarchy concepts are enacted in language and can be perceived from minimal verbal information. The findings show the importance of distinguishing between various hierarchy concepts when analyzing language correlates and have implications for testing power theories with linguistic material and the understanding of perceptions regarding hierarchy differences and following downstream consequences. [ABSTRACT FROM AUTHOR]

Do expansive body postures increase self-esteem in children? Power posing is a popular but also controversial topic. Still, there has been no research on the possible effects in children. To investigate the influence of power posing in children, 108 German fourth graders were randomly assigned to a high versus a low power posing group. Self-esteem was self-reported; feelings were assessed indirectly. There was an effect of power posing on self-reported global and school self-esteem. Furthermore, children who had performed high power poses in comparison with those who had performed low power poses mentioned more positive feelings, higher power feelings, and a more positive student--teacher relationship. Results are interpreted with regard to the context and the cultural dependency of the power posing effect. Implications for school practice are addressed.

The aim of the present studies was to investigate how high and low power posing influence self-esteem. High power posing is understood as the nonverbal expression of power through open, expansive body postures, whereas low power posing is marked by contractive and closed body postures. We conducted three studies with different methodological designs to test the effects of power posing. In Study 1, we randomly assigned 120 students to one of two power posing groups or a control group. All participants completed the State Self-Esteem Scale before and after the intervention. In Study 2, we examined effects outside the laboratory in a natural environment. We asked 49 participants to engage in high power posing in their homes. In Study 3, a total of 98 participants took part in an independent-groups posttest design (low power posing vs. high power posing). We also controlled for participants' awareness of the research hypotheses. Consistent with our hypotheses, high power posing significantly affected self-esteem in all three studies. Contrary to our expectations, low power posing had no effect on self-esteem in Study 1. Possible explanations and implications are discussed., Author(s): Robert Körner [sup.1] , Lars-Eric Petersen [sup.2] , Astrid Schütz [sup.1] Author Affiliations: (1) grid.7359.8, 0000 0001 2325 4853, Department of Psychology, Otto-Friedrich-University of Bamberg, , Markusplatz 3, 96047, [...]