Alle Publikationen
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2017
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(2017): Enhancing managerial effectiveness via four core facets of emotional intelligence. Self-awareness, social perception, emotion understanding, and emotion regulation. In: Organizational Dynamics 46 (3), S. 140-147. DOI: 10.1016/j.orgdyn.2017.05.007
DOI: https://doi.org/10.1016/j.orgdyn.2017.05.007 Abstract: Emotional intelligence–—a concept proposed by academic researchers about 25 years ago–—is a set of capabilities that managers can leverage to be more effective. Equipped with emotional capabilities, managers can leverage opportunities and address challenges that they encounter on a daily basis. Managers can develop better relationships with their employees, influence them more effectively, and have better performing employees and teams to the extent that they leverage emotional intelligence. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Keywords: Arbeits - und Organisationspsychologie, Awareness, emotion regulation, emotion understanding, Emotional Intelligence, Emotional Regulation, Emotions, Emotionsforschung, Management Personnel, managerial effectiveness, Personalmanagement, self-awareness, Social intelligence, Social Perception, Soziale Intelligenz, Supervisor Employee Interaction 2016
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(2016): Social Anxiety and Socioemotional Functioning During Early Adolescence. The Mediating Role of Best Friend Emotion Socialization. In: The Journal of Early Adolescence 38 (2), S. 238-260. DOI: 10.1177/0272431616665212
DOI: https://doi.org/10.1177/0272431616665212 Abstract: Best friend expected emotion socialization responses were examined as a potential explanation for the link between social anxiety and youths’ friendship quality and dysfunctional emotion regulation (ER). A community sample of 202 young adolescents ( Xage = 12.66; 52.5% girls, 75.7% White) within 101 same-sex, reciprocated best friend dyads completed measures of social anxiety, friendship quality, dysfunctional ER, and how they expected their friend to respond to their negative emotions. Social anxiety was related to lower expectations of support (i.e., reward, override) responses from friends, and for boys, to greater expectations of unsupportive (i.e., neglect, aggression) responses from friends. Lower expected support responses mediated the relation between social anxiety and socioemotional functioning for girls. For boys, greater expectations of unsupportive responses mediated the relation between social anxiety and socioemotional functioning. Findings indicate that social a nxiety may disrupt emotion socialization processes within adolescent friendships with implications for youth socioemotional functioning. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 2
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(2016) : Interpersonal accuracy in relation to culture and ethnicity In: Hall, Judith A.; Schmid Mast, Marianne; West, Tessa v. (Hg.): The Social Psychology of Perceiving Others Accurately: Cambridge: Cambridge University Press, S. 328-349
DOI: https://doi.org/10.1017/CBO9781316181959.016 Abstract: Classic studies by Ekman and Izard provided early evidence for the cross-cultural universality of emotion recognition, through a set of studies that were later examined from the perspective of the cultural differences they also reveal. The body of evidence as a whole supports a middle ground, suggesting that both emotional expression and its perception show basic similarities across cultures and yet meaningful differences as well. We discuss both spontaneous and motivated processes in both emotional expression and recognition. Further, this chapter attempts to review this material in terms of Brunswik's lens model, which emphasizes the creation of observable cues and their interpretation by others. We also discuss cultural differences that can arise at multiple stages of the emotion process beyond emotional expression and recognition. Namely, individuals across groups can respond differently to nonverbal cues of emotion, which involves differences in the subjective interp retation of events via cognitive appraisal, differences in internal experience, and differences in emotion regulation. These, in turn, can influence accuracy in judging emotion cues across cultures. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
2012
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(2012): Affect and culture
Abstract: Discusses different approaches to explaining cultural similarities and differences. First, the ongoing debate between evolutionary and culture-relativistic approaches is addressed. Then, it is argued that an integrative developmental perspective on the ontogenetic emergence of emotions is of importance in identifying the ontogenetic roots of their cultural similarities and differences. It is further maintained that a developmental perspective can also serve as a validation of indigenous approaches, as well as for cross-cultural comparisons of adult emotions. This approach focuses on emotional expressions as a culturally constructed sign system that mediates between the cultural and psychological spheres.The acquisition of expression signs in interpersonal interaction is suggested to lead to a transformation of biologically determined precursor emotions of neonates into the culturally functional and differentiated emotions of adults. Such an approach is concluded to facilitate the identification of constitutive components of culturally differentiated emotions and their constitutive sociocultural factors that channel common and culture-specific pathways of emotional development. zitiert von 8
2009
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(2009): Die Intelligence and Development Scale Sozial-Emotionale Kompetenz (IDS-SEK). Psychometrische Eigenschaften eines Tests zur Erfassung sozial-emotionaler Fähigkeiten. In: Diagnostica 55 (4), S. 234-244. DOI: 10.1026/0012-1924.55.4.234
DOI: https://doi.org/10.1026/0012-1924.55.4.234 Abstract: Tested psychometric properties of the Intelligence and Development Scales Sozial-Emotionale Kompetenz Skala (IDS-SEK). To address a lack of adequate measures for capturing the social-emotional abilities of children, the IDS-SEK was constructed. The test measures social-emotional abilities on the dimensions (1) Emotion Recognition (EE), (2) Emotion Regulation (ER), (3) Understanding of Social Situations (SV), and (4) Social-Operation Competence (SH). Results of studies conducted with 839 5- to 10-year-olds from Switzerland support the scale's construct and criterion validity. Comparisons (matched for age, sex, and intelligence quotient) of children without behavioural problems, with Asperger syndrome (n = 38), and with aggressive-behavioral problems (n = 57) provided additional proof of the scale's differentiation ability. It is concluded that the IDS-SEK is well suited to measure capabilities and deficits in the social-emotional domain in a multidimensional way and can be used as the basis of specific interventions.
Keywords: Aggressionsverhalten, Aggressive Behavior, Aspergers Syndrome, Asperger-Syndrom, Autism Spectrum Disorders, Autismus-Spektrum-Störung, Developmental Scales & Schedules, emotion recognition, Emotional Regulation, Emotionen, Emotions, Emotionserkennung, Emotionsforschung, Emotionsregulation, Entwicklungstests, Personality Scales & Inventories, Persönlichkeitstests, psychometrics, Psychometrie, Psychosocial & Personality Development, Psychosoziale Entwicklung und Persönlichkeitsentwicklung, Social intelligence, Social Skills, Soziale Fertigkeiten, Soziale Intelligenz, Test Validity, Testvalidität, Verhaltensforschung
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