Index
ISBN: 978-1-83867-202-7, eISBN: 978-1-83867-201-0
ISSN: 1746-9791
Publication date: 26 August 2019
This content is currently only available as a PDF
Citation
(2019), "Index", Emotions and Leadership (Research on Emotion in Organizations, Vol. 15), Emerald Publishing Limited, Leeds, pp. 249-256. https://doi.org/10.1108/S1746-979120190000015019
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
Acts of necessary evils, 72–73
Air cover, 239
Angel investors’ emotions, 180–181
opportunity evaluation, 180–181
in socially situated opportunity evaluations, 181–182
Attributions of intentions, 73
Attribution theory, 72
Babylonians, 90
Big Five personality, 91
Charismatic leadership, 72
Compensatory efforts, 212
Conservation of Resources (COR) theory, 94
Coping mechanism, 214
Corporate learning and development, 226
Culture of honor, 213
Daily dairy methodology, 92
Developmental experiences of executive leaders, study of
data analysis, 233–234
data collection, 232–233
discussions
awareness of others and self, 240–241
environmental esthetic, 239–240
life-long learners, 238–239
findings
comparison of outstanding competencies, 234–235, 236, 237–238
continuous learning, 235–236
environmental esthetic, 236–237
high integrity, 237
implications for future research, 241–242
implications for practice, 242–243
limitations of study, 243
methodology, 230–231
sample population, 231–232
Dignity, 212–213
Downward affiliative emotions, 215
Downward evaluation, 215
Downward evaluative emotions, 215
East Asians
approach-avoidance motivation, 214
dialectical reasoning about self, 214
incremental vs entity theories of abilities, 215
independent and interdependent views of self, 214
internal vs external frame of reference, 214
self-enhancement, 214–215
Emotional intelligence, 70
adults vs adolescents, 84
defined, 70–72
implications of, 70
for successful social interactions, 84
Emotional intelligence as moderator, study of, 73–74
findings, 82–84
hierarchical regression analyses, 77
hypothesis development, 74
emotional responses to attributions of charismatic behavior, 74
measures
attributions of manipulative intent, 77
attributions of personal charisma, 76–77
emotional reactions, 77
method
laboratory experiment, 75–76
measurements, 75
MSCEIT analysis, 75
participants, 75
procedure, 76
research design, 75
stimulus materials, 76
results
attributions of charismatic leader behavior and emotional responses, 80, 81–82, 83
attributions of leader intentionality and emotional responses, 79
descriptive statistics, 78
hypothesis testing, 79–82
regression analysis, 81–82
Emotional intelligence awareness of self, 240
Emotional labor, 22–23
role of leadership, 23
Emotional wellbeing, study of
Asian American vs European Americans, 212
construct definitions
dignity, 212–213
downward evaluation, 215
emotional well-being, 215–216
face, 212–213
honor, 212–213
psychological well-being, 215–216
self-uncertainty, 211–212
social comparison, 213–215
upward affiliation, 215
differential effects of honor, dignity, and face cultures, 211
implications for practice, 219
implications for research, 219
implications for theory, 218–219
limitations and boundary conditions, 219
model development and propositions, 216–217
Person x Situation framework, 211
result and discussion, 217–219
honor culture and levels of well-being, 217–218
social comparison in different cultures, 218
situational variables influencing, 210–211
Westerners vs East Asians, 216
Emotion in angel investment decisions, study of, 182
discussion of investment opportunity evaluation
action-oriented emotions, 196–197
distribution of emotions, 198–199
embodied emotions, 197
interplay between emotion and cognition, 196
role of emotion in social validation, 199
socially-situated cognition theory, 197–198, 199
implications for research, 200–201
investment opportunity evaluation process, 181–182
limitations of study, 201–202
methods, 184–189
phenomenological data analysis, 185–189
sample selection and data collection, 184–185, 186
results, 189–195
acceptance decision, 194
emotional arousal, 192–195
emotions (excitement, fear-of-missing out, passion, and trust), role of, 192–193
gut feeling, role of, 192–193
individual-level investment decisions, 194
rational multiple criteria, 192
rejection decision, 195
social validation, 193–194
subjective interpretation of opportunity evaluation process, 190–192
Emotion recognition accuracy (ERA), 4
associated with leadership processes and outcomes, 4
Empathy, 160–161
as a distal leadership trait, 168–169
empathic individuals, 161
influence and, 163, 170
leadership and, 162
training in, 169–170
Empathy–leadership relationship, study of
discussion and conclusions, 168–170
hypothesis development
influence as outcome of leadership, 163
positive relations, 162–163
relationship between empathy and influence, 163
relationship of cognitive ability and task leadership, 163
measures, 166–167
cognitive ability, 166
interactive dimension of empathy, 166
statistics, 167
task leadership and relations leadership scale, 167
procedure, 164–166
assessment of tasks, 165–166
Introductory Task Questionnaire, 165
set-up and preliminary questionnaire, 164–165
Wonderlic Personnel Test, 164
results, 167–168
mediation effects, 168
regression analysis, 169
structural equation modeling, 168
setting and participants, 163–164
Employee engagement, 91
extroversion, conscientiousness, and neuroticism, 95–96
Enduring engagement, 91
Entrepreneurial finance, 182–183
Environmental esthetic, 236–237, 239–240
Executive development, 242
Face, 212–213
Group-based emotions, 114–115
High activation positive affect (HAP), 216
Higher-power persons, 5
ERA and, 16
patterns of social thought and action, 6–7
stress-induced cognitive tendencies, 7–8
Honor, 212–213
Honor cultures, 210, 213, 216–217
Individual work engagement, 135
In-group collectivism, 213
In-group identification–intergroup schadenfreude, study of relationship between
design, 121
discussion, 125–129
hypothesis development, 120
limitations of study, 127–128
materials
aggressive behavior towards out-group member, 122
Domain Interest Scale measure, 122–123
group identification, 122
schadenfreude measure, 122
participants, 122
pilot study, 121
practical implications, 129
procedure, 123
results
relationship between in-group identification and intergroup schadenfreude, 123–124
relationship between in-group identification and tendency to aggress against out-group, 124–125
theoretical implications, 128–129
Intentional Change Theory (ICT), 229, 239
Intergroup emotion, 114–115
Intergroup Emotions Theory (IET), 114–115
Intrinsic motivation, 136–137
Investment opportunity evaluation, 183–184
Job satisfaction, study of impact of leaders’ emotional display
discussion, 62–63
implications for research and practice, 62–63
negative outcomes of leaders’ surface-acting, 62
positive outcomes of leaders’ deep-acting, 62
hypothesis development, 51–54
effect of leader’s emotional labor, 54–56
leadership style, role of, 51–52
negative outcomes of leaders’ surface-acting, 55
positive outcomes of leaders’ deep-acting, 55–56
subordinates’ job satisfaction, 51–52
subordinates’ perceived leaders’ creating value for community, 53, 56
limitations of study, 63
method
conceptual skills measurement, 57–58
creating value for community measurement, 57
data analysis, 59
deep-acting measurement, 58
emotional healing measurement, 57
empowerment measurement, 58
ethical behavior measurement, 58
job satisfaction measurement, 57
leaders’ emotional labor measurement, 58
measurement of helping attitude of leaders, 58
natural expression measurement, 59
putting subordinate first measurement, 58
sample and procedure, 56–57
servant leadership measurement, 57
surface-acting measurement, 58
organizational effectiveness, 48–49
results
association between leaders’ creating value for community and job satisfaction, 61, 62
correlation matrix, 59
descriptive statistics, 60
hierarchical linear modeling on job satisfaction, 59–62
servant leadership, 48–49, 52–54
Leader development, 227–228
Leader-Member Exchange (LMX) theory, 228
Leaders, 227
difference between managers and, 227
Leadership, 227
difference between management and, 227
empathy and, 162
influence and, 163
intelligence and, 163
Leadership authenticity–emotional labor relation, study of, 23–24
hypothetical framework, 23–27
limitations of study, 42
managerial implications, 41–42
measures
control variables, 31
emotional labor, 30
followers’ perceived authenticity, 31
leaders’ perceived authenticity, 31
positive and negative emotions, 30
method, 28–31
design and procedure, 29–30
diary study method, 29
reliability estimates, 30
respondents, 29–30
results
association between deep-acting and followers’ perceived authenticity, 38
association between genuine-acting and followers’ perceived authenticity, 38
association between negative emotions and deep-acting, 32, 40–41
association between positive emotions and genuine-acting, 32–37
association between surface-acting and followers’ perceived authenticity, 37
association between surface-acting and leaders’ self-perceived authenticity, 42
descriptive statistics, 31, 33, 34, 35, 36
emotion regulation strategy, effects of, 43
hypotheses testing, 31–38
see also traffic police officials
Leadership development, 226–227
authentic, 228–229
distinction between leader development and, 227–228
initiatives, 228
quantitative and qualitative studies on, 229–230
research review, 228–230
Leadership-related variables, 161–162
Leadership research and theory, 228
Life-long learners, 238–239
Lower-power persons, 5
cognitive and behavioral flexibility of, 7
stress-induced cognitive tendencies, 7–8
recognizing and deciphering social information, 8
“Manufactured” display of emotions, 22–23
Model of Leader Attributes and Leader Performance, 160
Negative group affective tone (NGAT), 152–153
Organizational citizenship behaviors (OCB), 228–229
Outstanding C-suite leaders, 242–243
Peer perceptions, 161
Positive Emotional Attractor (PEA), 240
Positive group affective tone (PGAT), 134–135
beneficial effect of, 135
creativity linkage, 135
team-level and individual-level effects of, 135
Positive group affective tone (PGAT)–team/individual creativity, study of relationship, 135–136
directions for future research, 152–153
hypothesis development
enhancing effect on individual creativity, 138–139
mediating role of individual work engagement, 136–137, 146–148
mediating role of team information exchange, 137–138, 148–149
role of supervisory encouragement, 138–140
substituting effect of supervisor support, 139–140
limitations of study, 152–153
difficulty of making causal inferences, 152
issues of common method variance (CMV), 152
measures
individual creativity, 142
positive group affective tone, 141
supervisory support, 143
team information exchange, 143
team’s creativity, 142
work engagement, 141–142
method
control variables, 143
data aggregation, 144
data analysis, 144–145
sample, 140–141
validity of measures, 143–144
practical implications, 151–152
results
Hierarchical Linear Modeling analysis, 146, 147
hypothesis testing, 146–149
statistics, 145–146
theoretical implications, 150–153
Power
association with emotion recognition, 4–5
defined, 4
Power–ERA linkage, study of, 4–6
with emotional intelligence, 16
individuals’ stress experiences, 7–8
under lower-stress conditions, 7–8
limitations and future research directions, 14–16
methodology
control variables, 10
individuals’ ERA measures, 9–10
measures, 9–10
power measures, 10
sample and data collection, 9
stress experiences at work, measurement of, 10
negative association, 16
practical implications, 16
results
descriptive statistics, 11, 12
hierarchical regression analysis, 13
hypothesis testing, 11
sociocognitive consequences, 15
theoretical background, 6–7
theoretical implications, 11–14
‘Professional’ vs ‘community-oriented’ policing dichotomy, 29
Psychological well-being, 215–216
Relationship-oriented leadership, 92–93
Relations-oriented leaders, 161–162
Schadenfreude, 114–115
in-group identification and intergroup, 116–118
and aggression towards out-group members, 118–119
intergroup, 129
in zero-sum environments, 129
see also in-group identification–intergroup schadenfreude, study of relationship between
Self-criticisism, 217
Self-defensive strategies, 211–212
Self-enhancement, 214–215, 217
Self-uncertainty, 211–212
emotional wellbeing and, 217
Servant leader, defined, 53
Social comparison, 213–215
Social intelligence awareness of others, 240
Societal collectivism, 213
State work engagement, 91
day-to-day fluctuations in, 93
Surface-acting emotional display, 37, 42
Talent strategies, 226
Task-oriented leaders, 161–162
Team information exchange, 135
Traffic police officials
developing leadership skills, 29
effect of emotional labor experienced by, 29
emotional vulnerability of, 42
see also leadership authenticity–emotional labor relation, study of
Trait-based leadership studies, 160
Transformational leadership, 92–93
United States presidential elections, 2016, 114
Upward affiliation, 215
Upward affiliative emotions, 215
“Upward drive” concept, 214
Upward evaluative emotions, 215
Vigor, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
Acts of necessary evils
, 72–73
Air cover
, 239
Angel investors’ emotions
, 180–181
opportunity evaluation
, 180–181
in socially situated opportunity evaluations
, 181–182
Attributions of intentions
, 73
Attribution theory
, 72
Babylonians
, 90
Big Five personality
, 91
Charismatic leadership, 72
Compensatory efforts, 212
Conservation of Resources (COR) theory, 94
Coping mechanism, 214
Corporate learning and development, 226
Culture of honor, 213
Daily dairy methodology, 92
Developmental experiences of executive leaders, study of
data analysis, 233–234
data collection, 232–233
discussions
awareness of others and self, 240–241
environmental esthetic, 239–240
life-long learners, 238–239
findings
comparison of outstanding competencies, 234–235, 236, 237–238
continuous learning, 235–236
environmental esthetic, 236–237
high integrity, 237
implications for future research, 241–242
implications for practice, 242–243
limitations of study, 243
methodology, 230–231
sample population, 231–232
Dignity, 212–213
Downward affiliative emotions, 215
Downward evaluation, 215
Downward evaluative emotions, 215
East Asians
approach-avoidance motivation, 214
dialectical reasoning about self, 214
incremental vs entity theories of abilities, 215
independent and interdependent views of self, 214
internal vs external frame of reference, 214
self-enhancement, 214–215
Emotional intelligence, 70
adults vs adolescents, 84
defined, 70–72
implications of, 70
for successful social interactions, 84
Emotional intelligence as moderator, study of, 73–74
findings, 82–84
hierarchical regression analyses, 77
hypothesis development, 74
emotional responses to attributions of charismatic behavior, 74
measures
attributions of manipulative intent, 77
attributions of personal charisma, 76–77
emotional reactions, 77
method
laboratory experiment, 75–76
measurements, 75
MSCEIT analysis, 75
participants, 75
procedure, 76
research design, 75
stimulus materials, 76
results
attributions of charismatic leader behavior and emotional responses, 80, 81–82, 83
attributions of leader intentionality and emotional responses, 79
descriptive statistics, 78
hypothesis testing, 79–82
regression analysis, 81–82
Emotional intelligence awareness of self, 240
Emotional labor, 22–23
role of leadership, 23
Emotional wellbeing, study of
Asian American vs European Americans, 212
construct definitions
dignity, 212–213
downward evaluation, 215
emotional well-being, 215–216
face, 212–213
honor, 212–213
psychological well-being, 215–216
self-uncertainty, 211–212
social comparison, 213–215
upward affiliation, 215
differential effects of honor, dignity, and face cultures, 211
implications for practice, 219
implications for research, 219
implications for theory, 218–219
limitations and boundary conditions, 219
model development and propositions, 216–217
Person x Situation framework, 211
result and discussion, 217–219
honor culture and levels of well-being, 217–218
social comparison in different cultures, 218
situational variables influencing, 210–211
Westerners vs East Asians, 216
Emotion in angel investment decisions, study of, 182
discussion of investment opportunity evaluation
action-oriented emotions, 196–197
distribution of emotions, 198–199
embodied emotions, 197
interplay between emotion and cognition, 196
role of emotion in social validation, 199
socially-situated cognition theory, 197–198, 199
implications for research, 200–201
investment opportunity evaluation process, 181–182
limitations of study, 201–202
methods, 184–189
phenomenological data analysis, 185–189
sample selection and data collection, 184–185, 186
results, 189–195
acceptance decision, 194
emotional arousal, 192–195
emotions (excitement, fear-of-missing out, passion, and trust), role of, 192–193
gut feeling, role of, 192–193
individual-level investment decisions, 194
rational multiple criteria, 192
rejection decision, 195
social validation, 193–194
subjective interpretation of opportunity evaluation process, 190–192
Emotion recognition accuracy (ERA), 4
associated with leadership processes and outcomes, 4
Empathy, 160–161
as a distal leadership trait, 168–169
empathic individuals, 161
influence and, 163, 170
leadership and, 162
training in, 169–170
Empathy–leadership relationship, study of
discussion and conclusions, 168–170
hypothesis development
influence as outcome of leadership, 163
positive relations, 162–163
relationship between empathy and influence, 163
relationship of cognitive ability and task leadership, 163
measures, 166–167
cognitive ability, 166
interactive dimension of empathy, 166
statistics, 167
task leadership and relations leadership scale, 167
procedure, 164–166
assessment of tasks, 165–166
Introductory Task Questionnaire, 165
set-up and preliminary questionnaire, 164–165
Wonderlic Personnel Test, 164
results, 167–168
mediation effects, 168
regression analysis, 169
structural equation modeling, 168
setting and participants, 163–164
Employee engagement, 91
extroversion, conscientiousness, and neuroticism, 95–96
Enduring engagement, 91
Entrepreneurial finance, 182–183
Environmental esthetic, 236–237, 239–240
Executive development, 242
Face, 212–213
Group-based emotions, 114–115
High activation positive affect (HAP), 216
Higher-power persons, 5
ERA and, 16
patterns of social thought and action, 6–7
stress-induced cognitive tendencies, 7–8
Honor, 212–213
Honor cultures, 210, 213, 216–217
Individual work engagement, 135
In-group collectivism, 213
In-group identification–intergroup schadenfreude, study of relationship between
design, 121
discussion, 125–129
hypothesis development, 120
limitations of study, 127–128
materials
aggressive behavior towards out-group member, 122
Domain Interest Scale measure, 122–123
group identification, 122
schadenfreude measure, 122
participants, 122
pilot study, 121
practical implications, 129
procedure, 123
results
relationship between in-group identification and intergroup schadenfreude, 123–124
relationship between in-group identification and tendency to aggress against out-group, 124–125
theoretical implications, 128–129
Intentional Change Theory (ICT), 229, 239
Intergroup emotion, 114–115
Intergroup Emotions Theory (IET), 114–115
Intrinsic motivation, 136–137
Investment opportunity evaluation, 183–184
Job satisfaction, study of impact of leaders’ emotional display
discussion, 62–63
implications for research and practice, 62–63
negative outcomes of leaders’ surface-acting, 62
positive outcomes of leaders’ deep-acting, 62
hypothesis development, 51–54
effect of leader’s emotional labor, 54–56
leadership style, role of, 51–52
negative outcomes of leaders’ surface-acting, 55
positive outcomes of leaders’ deep-acting, 55–56
subordinates’ job satisfaction, 51–52
subordinates’ perceived leaders’ creating value for community, 53, 56
limitations of study, 63
method
conceptual skills measurement, 57–58
creating value for community measurement, 57
data analysis, 59
deep-acting measurement, 58
emotional healing measurement, 57
empowerment measurement, 58
ethical behavior measurement, 58
job satisfaction measurement, 57
leaders’ emotional labor measurement, 58
measurement of helping attitude of leaders, 58
natural expression measurement, 59
putting subordinate first measurement, 58
sample and procedure, 56–57
servant leadership measurement, 57
surface-acting measurement, 58
organizational effectiveness, 48–49
results
association between leaders’ creating value for community and job satisfaction, 61, 62
correlation matrix, 59
descriptive statistics, 60
hierarchical linear modeling on job satisfaction, 59–62
servant leadership, 48–49, 52–54
Leader development, 227–228
Leader-Member Exchange (LMX) theory, 228
Leaders, 227
difference between managers and, 227
Leadership, 227
difference between management and, 227
empathy and, 162
influence and, 163
intelligence and, 163
Leadership authenticity–emotional labor relation, study of, 23–24
hypothetical framework, 23–27
limitations of study, 42
managerial implications, 41–42
measures
control variables, 31
emotional labor, 30
followers’ perceived authenticity, 31
leaders’ perceived authenticity, 31
positive and negative emotions, 30
method, 28–31
design and procedure, 29–30
diary study method, 29
reliability estimates, 30
respondents, 29–30
results
association between deep-acting and followers’ perceived authenticity, 38
association between genuine-acting and followers’ perceived authenticity, 38
association between negative emotions and deep-acting, 32, 40–41
association between positive emotions and genuine-acting, 32–37
association between surface-acting and followers’ perceived authenticity, 37
association between surface-acting and leaders’ self-perceived authenticity, 42
descriptive statistics, 31, 33, 34, 35, 36
emotion regulation strategy, effects of, 43
hypotheses testing, 31–38
see also traffic police officials
Leadership development, 226–227
authentic, 228–229
distinction between leader development and, 227–228
initiatives, 228
quantitative and qualitative studies on, 229–230
research review, 228–230
Leadership-related variables, 161–162
Leadership research and theory, 228
Life-long learners, 238–239
Lower-power persons, 5
cognitive and behavioral flexibility of, 7
stress-induced cognitive tendencies, 7–8
recognizing and deciphering social information, 8
“Manufactured” display of emotions, 22–23
Model of Leader Attributes and Leader Performance, 160
Negative group affective tone (NGAT), 152–153
Organizational citizenship behaviors (OCB), 228–229
Outstanding C-suite leaders, 242–243
Peer perceptions, 161
Positive Emotional Attractor (PEA), 240
Positive group affective tone (PGAT), 134–135
beneficial effect of, 135
creativity linkage, 135
team-level and individual-level effects of, 135
Positive group affective tone (PGAT)–team/individual creativity, study of relationship, 135–136
directions for future research, 152–153
hypothesis development
enhancing effect on individual creativity, 138–139
mediating role of individual work engagement, 136–137, 146–148
mediating role of team information exchange, 137–138, 148–149
role of supervisory encouragement, 138–140
substituting effect of supervisor support, 139–140
limitations of study, 152–153
difficulty of making causal inferences, 152
issues of common method variance (CMV), 152
measures
individual creativity, 142
positive group affective tone, 141
supervisory support, 143
team information exchange, 143
team’s creativity, 142
work engagement, 141–142
method
control variables, 143
data aggregation, 144
data analysis, 144–145
sample, 140–141
validity of measures, 143–144
practical implications, 151–152
results
Hierarchical Linear Modeling analysis, 146, 147
hypothesis testing, 146–149
statistics, 145–146
theoretical implications, 150–153
Power
association with emotion recognition, 4–5
defined, 4
Power–ERA linkage, study of, 4–6
with emotional intelligence, 16
individuals’ stress experiences, 7–8
under lower-stress conditions, 7–8
limitations and future research directions, 14–16
methodology
control variables, 10
individuals’ ERA measures, 9–10
measures, 9–10
power measures, 10
sample and data collection, 9
stress experiences at work, measurement of, 10
negative association, 16
practical implications, 16
results
descriptive statistics, 11, 12
hierarchical regression analysis, 13
hypothesis testing, 11
sociocognitive consequences, 15
theoretical background, 6–7
theoretical implications, 11–14
‘Professional’ vs ‘community-oriented’ policing dichotomy, 29
Psychological well-being, 215–216
Relationship-oriented leadership, 92–93
Relations-oriented leaders, 161–162
Schadenfreude, 114–115
in-group identification and intergroup, 116–118
and aggression towards out-group members, 118–119
intergroup, 129
in zero-sum environments, 129
see also in-group identification–intergroup schadenfreude, study of relationship between
Self-criticisism, 217
Self-defensive strategies, 211–212
Self-enhancement, 214–215, 217
Self-uncertainty, 211–212
emotional wellbeing and, 217
Servant leader, defined, 53
Social comparison, 213–215
Social intelligence awareness of others, 240
Societal collectivism, 213
State work engagement, 91
day-to-day fluctuations in, 93
Surface-acting emotional display, 37, 42
Talent strategies, 226
Task-oriented leaders, 161–162
Team information exchange, 135
Traffic police officials
developing leadership skills, 29
effect of emotional labor experienced by, 29
emotional vulnerability of, 42
see also leadership authenticity–emotional labor relation, study of
Trait-based leadership studies, 160
Transformational leadership, 92–93
United States presidential elections, 2016, 114
Upward affiliation, 215
Upward affiliative emotions, 215
“Upward drive” concept, 214
Upward evaluative emotions, 215
Vigor, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
Charismatic leadership
, 72
Compensatory efforts
, 212
Conservation of Resources (COR) theory
, 94
Coping mechanism
, 214
Corporate learning and development
, 226
Culture of honor
, 213
Daily dairy methodology
, 92
Developmental experiences of executive leaders, study of
data analysis
, 233–234
data collection
, 232–233
discussions
awareness of others and self
, 240–241
environmental esthetic
, 239–240
life-long learners
, 238–239
findings
comparison of outstanding competencies
, 234–235, 236, 237–238
continuous learning
, 235–236
environmental esthetic
, 236–237
high integrity
, 237
implications for future research
, 241–242
implications for practice
, 242–243
limitations of study
, 243
methodology
, 230–231
sample population
, 231–232
Dignity
, 212–213
Downward affiliative emotions
, 215
Downward evaluation
, 215
Downward evaluative emotions
, 215
East Asians
approach-avoidance motivation, 214
dialectical reasoning about self, 214
incremental vs entity theories of abilities, 215
independent and interdependent views of self, 214
internal vs external frame of reference, 214
self-enhancement, 214–215
Emotional intelligence, 70
adults vs adolescents, 84
defined, 70–72
implications of, 70
for successful social interactions, 84
Emotional intelligence as moderator, study of, 73–74
findings, 82–84
hierarchical regression analyses, 77
hypothesis development, 74
emotional responses to attributions of charismatic behavior, 74
measures
attributions of manipulative intent, 77
attributions of personal charisma, 76–77
emotional reactions, 77
method
laboratory experiment, 75–76
measurements, 75
MSCEIT analysis, 75
participants, 75
procedure, 76
research design, 75
stimulus materials, 76
results
attributions of charismatic leader behavior and emotional responses, 80, 81–82, 83
attributions of leader intentionality and emotional responses, 79
descriptive statistics, 78
hypothesis testing, 79–82
regression analysis, 81–82
Emotional intelligence awareness of self, 240
Emotional labor, 22–23
role of leadership, 23
Emotional wellbeing, study of
Asian American vs European Americans, 212
construct definitions
dignity, 212–213
downward evaluation, 215
emotional well-being, 215–216
face, 212–213
honor, 212–213
psychological well-being, 215–216
self-uncertainty, 211–212
social comparison, 213–215
upward affiliation, 215
differential effects of honor, dignity, and face cultures, 211
implications for practice, 219
implications for research, 219
implications for theory, 218–219
limitations and boundary conditions, 219
model development and propositions, 216–217
Person x Situation framework, 211
result and discussion, 217–219
honor culture and levels of well-being, 217–218
social comparison in different cultures, 218
situational variables influencing, 210–211
Westerners vs East Asians, 216
Emotion in angel investment decisions, study of, 182
discussion of investment opportunity evaluation
action-oriented emotions, 196–197
distribution of emotions, 198–199
embodied emotions, 197
interplay between emotion and cognition, 196
role of emotion in social validation, 199
socially-situated cognition theory, 197–198, 199
implications for research, 200–201
investment opportunity evaluation process, 181–182
limitations of study, 201–202
methods, 184–189
phenomenological data analysis, 185–189
sample selection and data collection, 184–185, 186
results, 189–195
acceptance decision, 194
emotional arousal, 192–195
emotions (excitement, fear-of-missing out, passion, and trust), role of, 192–193
gut feeling, role of, 192–193
individual-level investment decisions, 194
rational multiple criteria, 192
rejection decision, 195
social validation, 193–194
subjective interpretation of opportunity evaluation process, 190–192
Emotion recognition accuracy (ERA), 4
associated with leadership processes and outcomes, 4
Empathy, 160–161
as a distal leadership trait, 168–169
empathic individuals, 161
influence and, 163, 170
leadership and, 162
training in, 169–170
Empathy–leadership relationship, study of
discussion and conclusions, 168–170
hypothesis development
influence as outcome of leadership, 163
positive relations, 162–163
relationship between empathy and influence, 163
relationship of cognitive ability and task leadership, 163
measures, 166–167
cognitive ability, 166
interactive dimension of empathy, 166
statistics, 167
task leadership and relations leadership scale, 167
procedure, 164–166
assessment of tasks, 165–166
Introductory Task Questionnaire, 165
set-up and preliminary questionnaire, 164–165
Wonderlic Personnel Test, 164
results, 167–168
mediation effects, 168
regression analysis, 169
structural equation modeling, 168
setting and participants, 163–164
Employee engagement, 91
extroversion, conscientiousness, and neuroticism, 95–96
Enduring engagement, 91
Entrepreneurial finance, 182–183
Environmental esthetic, 236–237, 239–240
Executive development, 242
Face, 212–213
Group-based emotions, 114–115
High activation positive affect (HAP), 216
Higher-power persons, 5
ERA and, 16
patterns of social thought and action, 6–7
stress-induced cognitive tendencies, 7–8
Honor, 212–213
Honor cultures, 210, 213, 216–217
Individual work engagement, 135
In-group collectivism, 213
In-group identification–intergroup schadenfreude, study of relationship between
design, 121
discussion, 125–129
hypothesis development, 120
limitations of study, 127–128
materials
aggressive behavior towards out-group member, 122
Domain Interest Scale measure, 122–123
group identification, 122
schadenfreude measure, 122
participants, 122
pilot study, 121
practical implications, 129
procedure, 123
results
relationship between in-group identification and intergroup schadenfreude, 123–124
relationship between in-group identification and tendency to aggress against out-group, 124–125
theoretical implications, 128–129
Intentional Change Theory (ICT), 229, 239
Intergroup emotion, 114–115
Intergroup Emotions Theory (IET), 114–115
Intrinsic motivation, 136–137
Investment opportunity evaluation, 183–184
Job satisfaction, study of impact of leaders’ emotional display
discussion, 62–63
implications for research and practice, 62–63
negative outcomes of leaders’ surface-acting, 62
positive outcomes of leaders’ deep-acting, 62
hypothesis development, 51–54
effect of leader’s emotional labor, 54–56
leadership style, role of, 51–52
negative outcomes of leaders’ surface-acting, 55
positive outcomes of leaders’ deep-acting, 55–56
subordinates’ job satisfaction, 51–52
subordinates’ perceived leaders’ creating value for community, 53, 56
limitations of study, 63
method
conceptual skills measurement, 57–58
creating value for community measurement, 57
data analysis, 59
deep-acting measurement, 58
emotional healing measurement, 57
empowerment measurement, 58
ethical behavior measurement, 58
job satisfaction measurement, 57
leaders’ emotional labor measurement, 58
measurement of helping attitude of leaders, 58
natural expression measurement, 59
putting subordinate first measurement, 58
sample and procedure, 56–57
servant leadership measurement, 57
surface-acting measurement, 58
organizational effectiveness, 48–49
results
association between leaders’ creating value for community and job satisfaction, 61, 62
correlation matrix, 59
descriptive statistics, 60
hierarchical linear modeling on job satisfaction, 59–62
servant leadership, 48–49, 52–54
Leader development, 227–228
Leader-Member Exchange (LMX) theory, 228
Leaders, 227
difference between managers and, 227
Leadership, 227
difference between management and, 227
empathy and, 162
influence and, 163
intelligence and, 163
Leadership authenticity–emotional labor relation, study of, 23–24
hypothetical framework, 23–27
limitations of study, 42
managerial implications, 41–42
measures
control variables, 31
emotional labor, 30
followers’ perceived authenticity, 31
leaders’ perceived authenticity, 31
positive and negative emotions, 30
method, 28–31
design and procedure, 29–30
diary study method, 29
reliability estimates, 30
respondents, 29–30
results
association between deep-acting and followers’ perceived authenticity, 38
association between genuine-acting and followers’ perceived authenticity, 38
association between negative emotions and deep-acting, 32, 40–41
association between positive emotions and genuine-acting, 32–37
association between surface-acting and followers’ perceived authenticity, 37
association between surface-acting and leaders’ self-perceived authenticity, 42
descriptive statistics, 31, 33, 34, 35, 36
emotion regulation strategy, effects of, 43
hypotheses testing, 31–38
see also traffic police officials
Leadership development, 226–227
authentic, 228–229
distinction between leader development and, 227–228
initiatives, 228
quantitative and qualitative studies on, 229–230
research review, 228–230
Leadership-related variables, 161–162
Leadership research and theory, 228
Life-long learners, 238–239
Lower-power persons, 5
cognitive and behavioral flexibility of, 7
stress-induced cognitive tendencies, 7–8
recognizing and deciphering social information, 8
“Manufactured” display of emotions, 22–23
Model of Leader Attributes and Leader Performance, 160
Negative group affective tone (NGAT), 152–153
Organizational citizenship behaviors (OCB), 228–229
Outstanding C-suite leaders, 242–243
Peer perceptions, 161
Positive Emotional Attractor (PEA), 240
Positive group affective tone (PGAT), 134–135
beneficial effect of, 135
creativity linkage, 135
team-level and individual-level effects of, 135
Positive group affective tone (PGAT)–team/individual creativity, study of relationship, 135–136
directions for future research, 152–153
hypothesis development
enhancing effect on individual creativity, 138–139
mediating role of individual work engagement, 136–137, 146–148
mediating role of team information exchange, 137–138, 148–149
role of supervisory encouragement, 138–140
substituting effect of supervisor support, 139–140
limitations of study, 152–153
difficulty of making causal inferences, 152
issues of common method variance (CMV), 152
measures
individual creativity, 142
positive group affective tone, 141
supervisory support, 143
team information exchange, 143
team’s creativity, 142
work engagement, 141–142
method
control variables, 143
data aggregation, 144
data analysis, 144–145
sample, 140–141
validity of measures, 143–144
practical implications, 151–152
results
Hierarchical Linear Modeling analysis, 146, 147
hypothesis testing, 146–149
statistics, 145–146
theoretical implications, 150–153
Power
association with emotion recognition, 4–5
defined, 4
Power–ERA linkage, study of, 4–6
with emotional intelligence, 16
individuals’ stress experiences, 7–8
under lower-stress conditions, 7–8
limitations and future research directions, 14–16
methodology
control variables, 10
individuals’ ERA measures, 9–10
measures, 9–10
power measures, 10
sample and data collection, 9
stress experiences at work, measurement of, 10
negative association, 16
practical implications, 16
results
descriptive statistics, 11, 12
hierarchical regression analysis, 13
hypothesis testing, 11
sociocognitive consequences, 15
theoretical background, 6–7
theoretical implications, 11–14
‘Professional’ vs ‘community-oriented’ policing dichotomy, 29
Psychological well-being, 215–216
Relationship-oriented leadership, 92–93
Relations-oriented leaders, 161–162
Schadenfreude, 114–115
in-group identification and intergroup, 116–118
and aggression towards out-group members, 118–119
intergroup, 129
in zero-sum environments, 129
see also in-group identification–intergroup schadenfreude, study of relationship between
Self-criticisism, 217
Self-defensive strategies, 211–212
Self-enhancement, 214–215, 217
Self-uncertainty, 211–212
emotional wellbeing and, 217
Servant leader, defined, 53
Social comparison, 213–215
Social intelligence awareness of others, 240
Societal collectivism, 213
State work engagement, 91
day-to-day fluctuations in, 93
Surface-acting emotional display, 37, 42
Talent strategies, 226
Task-oriented leaders, 161–162
Team information exchange, 135
Traffic police officials
developing leadership skills, 29
effect of emotional labor experienced by, 29
emotional vulnerability of, 42
see also leadership authenticity–emotional labor relation, study of
Trait-based leadership studies, 160
Transformational leadership, 92–93
United States presidential elections, 2016, 114
Upward affiliation, 215
Upward affiliative emotions, 215
“Upward drive” concept, 214
Upward evaluative emotions, 215
Vigor, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
East Asians
approach-avoidance motivation
, 214
dialectical reasoning about self
, 214
incremental vs entity theories of abilities
, 215
independent and interdependent views of self
, 214
internal vs external frame of reference
, 214
self-enhancement
, 214–215
Emotional intelligence
, 70
adults vs adolescents
, 84
defined
, 70–72
implications of
, 70
for successful social interactions
, 84
Emotional intelligence as moderator, study of
, 73–74
findings
, 82–84
hierarchical regression analyses
, 77
hypothesis development
, 74
emotional responses to attributions of charismatic behavior
, 74
measures
attributions of manipulative intent
, 77
attributions of personal charisma
, 76–77
emotional reactions
, 77
method
laboratory experiment
, 75–76
measurements
, 75
MSCEIT analysis
, 75
participants
, 75
procedure
, 76
research design
, 75
stimulus materials
, 76
results
attributions of charismatic leader behavior and emotional responses
, 80, 81–82, 83
attributions of leader intentionality and emotional responses
, 79
descriptive statistics
, 78
hypothesis testing
, 79–82
regression analysis
, 81–82
Emotional intelligence awareness of self
, 240
Emotional labor
, 22–23
role of leadership
, 23
Emotional wellbeing, study of
Asian American vs European Americans
, 212
construct definitions
dignity
, 212–213
downward evaluation
, 215
emotional well-being
, 215–216
face
, 212–213
honor
, 212–213
psychological well-being
, 215–216
self-uncertainty
, 211–212
social comparison
, 213–215
upward affiliation
, 215
differential effects of honor, dignity, and face cultures
, 211
implications for practice
, 219
implications for research
, 219
implications for theory
, 218–219
limitations and boundary conditions
, 219
model development and propositions
, 216–217
Person x Situation framework
, 211
result and discussion
, 217–219
honor culture and levels of well-being
, 217–218
social comparison in different cultures
, 218
situational variables influencing
, 210–211
Westerners vs East Asians
, 216
Emotion in angel investment decisions, study of
, 182
discussion of investment opportunity evaluation
action-oriented emotions
, 196–197
distribution of emotions
, 198–199
embodied emotions
, 197
interplay between emotion and cognition
, 196
role of emotion in social validation
, 199
socially-situated cognition theory
, 197–198, 199
implications for research
, 200–201
investment opportunity evaluation process
, 181–182
limitations of study
, 201–202
methods
, 184–189
phenomenological data analysis
, 185–189
sample selection and data collection
, 184–185, 186
results
, 189–195
acceptance decision
, 194
emotional arousal
, 192–195
emotions (excitement, fear-of-missing out, passion, and trust), role of
, 192–193
gut feeling, role of
, 192–193
individual-level investment decisions
, 194
rational multiple criteria
, 192
rejection decision
, 195
social validation
, 193–194
subjective interpretation of opportunity evaluation process
, 190–192
Emotion recognition accuracy (ERA)
, 4
associated with leadership processes and outcomes
, 4
Empathy
, 160–161
as a distal leadership trait
, 168–169
empathic individuals
, 161
influence and
, 163, 170
leadership and
, 162
training in
, 169–170
Empathy–leadership relationship, study of
discussion and conclusions
, 168–170
hypothesis development
influence as outcome of leadership
, 163
positive relations
, 162–163
relationship between empathy and influence
, 163
relationship of cognitive ability and task leadership
, 163
measures
, 166–167
cognitive ability
, 166
interactive dimension of empathy
, 166
statistics
, 167
task leadership and relations leadership scale
, 167
procedure
, 164–166
assessment of tasks
, 165–166
Introductory Task Questionnaire
, 165
set-up and preliminary questionnaire
, 164–165
Wonderlic Personnel Test
, 164
results
, 167–168
mediation effects
, 168
regression analysis
, 169
structural equation modeling
, 168
setting and participants
, 163–164
Employee engagement
, 91
extroversion, conscientiousness, and neuroticism
, 95–96
Enduring engagement
, 91
Entrepreneurial finance
, 182–183
Environmental esthetic
, 236–237, 239–240
Executive development
, 242
Face
, 212–213
Group-based emotions, 114–115
High activation positive affect (HAP), 216
Higher-power persons, 5
ERA and, 16
patterns of social thought and action, 6–7
stress-induced cognitive tendencies, 7–8
Honor, 212–213
Honor cultures, 210, 213, 216–217
Individual work engagement, 135
In-group collectivism, 213
In-group identification–intergroup schadenfreude, study of relationship between
design, 121
discussion, 125–129
hypothesis development, 120
limitations of study, 127–128
materials
aggressive behavior towards out-group member, 122
Domain Interest Scale measure, 122–123
group identification, 122
schadenfreude measure, 122
participants, 122
pilot study, 121
practical implications, 129
procedure, 123
results
relationship between in-group identification and intergroup schadenfreude, 123–124
relationship between in-group identification and tendency to aggress against out-group, 124–125
theoretical implications, 128–129
Intentional Change Theory (ICT), 229, 239
Intergroup emotion, 114–115
Intergroup Emotions Theory (IET), 114–115
Intrinsic motivation, 136–137
Investment opportunity evaluation, 183–184
Job satisfaction, study of impact of leaders’ emotional display
discussion, 62–63
implications for research and practice, 62–63
negative outcomes of leaders’ surface-acting, 62
positive outcomes of leaders’ deep-acting, 62
hypothesis development, 51–54
effect of leader’s emotional labor, 54–56
leadership style, role of, 51–52
negative outcomes of leaders’ surface-acting, 55
positive outcomes of leaders’ deep-acting, 55–56
subordinates’ job satisfaction, 51–52
subordinates’ perceived leaders’ creating value for community, 53, 56
limitations of study, 63
method
conceptual skills measurement, 57–58
creating value for community measurement, 57
data analysis, 59
deep-acting measurement, 58
emotional healing measurement, 57
empowerment measurement, 58
ethical behavior measurement, 58
job satisfaction measurement, 57
leaders’ emotional labor measurement, 58
measurement of helping attitude of leaders, 58
natural expression measurement, 59
putting subordinate first measurement, 58
sample and procedure, 56–57
servant leadership measurement, 57
surface-acting measurement, 58
organizational effectiveness, 48–49
results
association between leaders’ creating value for community and job satisfaction, 61, 62
correlation matrix, 59
descriptive statistics, 60
hierarchical linear modeling on job satisfaction, 59–62
servant leadership, 48–49, 52–54
Leader development, 227–228
Leader-Member Exchange (LMX) theory, 228
Leaders, 227
difference between managers and, 227
Leadership, 227
difference between management and, 227
empathy and, 162
influence and, 163
intelligence and, 163
Leadership authenticity–emotional labor relation, study of, 23–24
hypothetical framework, 23–27
limitations of study, 42
managerial implications, 41–42
measures
control variables, 31
emotional labor, 30
followers’ perceived authenticity, 31
leaders’ perceived authenticity, 31
positive and negative emotions, 30
method, 28–31
design and procedure, 29–30
diary study method, 29
reliability estimates, 30
respondents, 29–30
results
association between deep-acting and followers’ perceived authenticity, 38
association between genuine-acting and followers’ perceived authenticity, 38
association between negative emotions and deep-acting, 32, 40–41
association between positive emotions and genuine-acting, 32–37
association between surface-acting and followers’ perceived authenticity, 37
association between surface-acting and leaders’ self-perceived authenticity, 42
descriptive statistics, 31, 33, 34, 35, 36
emotion regulation strategy, effects of, 43
hypotheses testing, 31–38
see also traffic police officials
Leadership development, 226–227
authentic, 228–229
distinction between leader development and, 227–228
initiatives, 228
quantitative and qualitative studies on, 229–230
research review, 228–230
Leadership-related variables, 161–162
Leadership research and theory, 228
Life-long learners, 238–239
Lower-power persons, 5
cognitive and behavioral flexibility of, 7
stress-induced cognitive tendencies, 7–8
recognizing and deciphering social information, 8
“Manufactured” display of emotions, 22–23
Model of Leader Attributes and Leader Performance, 160
Negative group affective tone (NGAT), 152–153
Organizational citizenship behaviors (OCB), 228–229
Outstanding C-suite leaders, 242–243
Peer perceptions, 161
Positive Emotional Attractor (PEA), 240
Positive group affective tone (PGAT), 134–135
beneficial effect of, 135
creativity linkage, 135
team-level and individual-level effects of, 135
Positive group affective tone (PGAT)–team/individual creativity, study of relationship, 135–136
directions for future research, 152–153
hypothesis development
enhancing effect on individual creativity, 138–139
mediating role of individual work engagement, 136–137, 146–148
mediating role of team information exchange, 137–138, 148–149
role of supervisory encouragement, 138–140
substituting effect of supervisor support, 139–140
limitations of study, 152–153
difficulty of making causal inferences, 152
issues of common method variance (CMV), 152
measures
individual creativity, 142
positive group affective tone, 141
supervisory support, 143
team information exchange, 143
team’s creativity, 142
work engagement, 141–142
method
control variables, 143
data aggregation, 144
data analysis, 144–145
sample, 140–141
validity of measures, 143–144
practical implications, 151–152
results
Hierarchical Linear Modeling analysis, 146, 147
hypothesis testing, 146–149
statistics, 145–146
theoretical implications, 150–153
Power
association with emotion recognition, 4–5
defined, 4
Power–ERA linkage, study of, 4–6
with emotional intelligence, 16
individuals’ stress experiences, 7–8
under lower-stress conditions, 7–8
limitations and future research directions, 14–16
methodology
control variables, 10
individuals’ ERA measures, 9–10
measures, 9–10
power measures, 10
sample and data collection, 9
stress experiences at work, measurement of, 10
negative association, 16
practical implications, 16
results
descriptive statistics, 11, 12
hierarchical regression analysis, 13
hypothesis testing, 11
sociocognitive consequences, 15
theoretical background, 6–7
theoretical implications, 11–14
‘Professional’ vs ‘community-oriented’ policing dichotomy, 29
Psychological well-being, 215–216
Relationship-oriented leadership, 92–93
Relations-oriented leaders, 161–162
Schadenfreude, 114–115
in-group identification and intergroup, 116–118
and aggression towards out-group members, 118–119
intergroup, 129
in zero-sum environments, 129
see also in-group identification–intergroup schadenfreude, study of relationship between
Self-criticisism, 217
Self-defensive strategies, 211–212
Self-enhancement, 214–215, 217
Self-uncertainty, 211–212
emotional wellbeing and, 217
Servant leader, defined, 53
Social comparison, 213–215
Social intelligence awareness of others, 240
Societal collectivism, 213
State work engagement, 91
day-to-day fluctuations in, 93
Surface-acting emotional display, 37, 42
Talent strategies, 226
Task-oriented leaders, 161–162
Team information exchange, 135
Traffic police officials
developing leadership skills, 29
effect of emotional labor experienced by, 29
emotional vulnerability of, 42
see also leadership authenticity–emotional labor relation, study of
Trait-based leadership studies, 160
Transformational leadership, 92–93
United States presidential elections, 2016, 114
Upward affiliation, 215
Upward affiliative emotions, 215
“Upward drive” concept, 214
Upward evaluative emotions, 215
Vigor, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
Group-based emotions
, 114–115
High activation positive affect (HAP)
, 216
Higher-power persons
, 5
ERA and
, 16
patterns of social thought and action
, 6–7
stress-induced cognitive tendencies
, 7–8
Honor
, 212–213
Honor cultures
, 210, 213, 216–217
Individual work engagement, 135
In-group collectivism, 213
In-group identification–intergroup schadenfreude, study of relationship between
design, 121
discussion, 125–129
hypothesis development, 120
limitations of study, 127–128
materials
aggressive behavior towards out-group member, 122
Domain Interest Scale measure, 122–123
group identification, 122
schadenfreude measure, 122
participants, 122
pilot study, 121
practical implications, 129
procedure, 123
results
relationship between in-group identification and intergroup schadenfreude, 123–124
relationship between in-group identification and tendency to aggress against out-group, 124–125
theoretical implications, 128–129
Intentional Change Theory (ICT), 229, 239
Intergroup emotion, 114–115
Intergroup Emotions Theory (IET), 114–115
Intrinsic motivation, 136–137
Investment opportunity evaluation, 183–184
Job satisfaction, study of impact of leaders’ emotional display
discussion, 62–63
implications for research and practice, 62–63
negative outcomes of leaders’ surface-acting, 62
positive outcomes of leaders’ deep-acting, 62
hypothesis development, 51–54
effect of leader’s emotional labor, 54–56
leadership style, role of, 51–52
negative outcomes of leaders’ surface-acting, 55
positive outcomes of leaders’ deep-acting, 55–56
subordinates’ job satisfaction, 51–52
subordinates’ perceived leaders’ creating value for community, 53, 56
limitations of study, 63
method
conceptual skills measurement, 57–58
creating value for community measurement, 57
data analysis, 59
deep-acting measurement, 58
emotional healing measurement, 57
empowerment measurement, 58
ethical behavior measurement, 58
job satisfaction measurement, 57
leaders’ emotional labor measurement, 58
measurement of helping attitude of leaders, 58
natural expression measurement, 59
putting subordinate first measurement, 58
sample and procedure, 56–57
servant leadership measurement, 57
surface-acting measurement, 58
organizational effectiveness, 48–49
results
association between leaders’ creating value for community and job satisfaction, 61, 62
correlation matrix, 59
descriptive statistics, 60
hierarchical linear modeling on job satisfaction, 59–62
servant leadership, 48–49, 52–54
Leader development, 227–228
Leader-Member Exchange (LMX) theory, 228
Leaders, 227
difference between managers and, 227
Leadership, 227
difference between management and, 227
empathy and, 162
influence and, 163
intelligence and, 163
Leadership authenticity–emotional labor relation, study of, 23–24
hypothetical framework, 23–27
limitations of study, 42
managerial implications, 41–42
measures
control variables, 31
emotional labor, 30
followers’ perceived authenticity, 31
leaders’ perceived authenticity, 31
positive and negative emotions, 30
method, 28–31
design and procedure, 29–30
diary study method, 29
reliability estimates, 30
respondents, 29–30
results
association between deep-acting and followers’ perceived authenticity, 38
association between genuine-acting and followers’ perceived authenticity, 38
association between negative emotions and deep-acting, 32, 40–41
association between positive emotions and genuine-acting, 32–37
association between surface-acting and followers’ perceived authenticity, 37
association between surface-acting and leaders’ self-perceived authenticity, 42
descriptive statistics, 31, 33, 34, 35, 36
emotion regulation strategy, effects of, 43
hypotheses testing, 31–38
see also traffic police officials
Leadership development, 226–227
authentic, 228–229
distinction between leader development and, 227–228
initiatives, 228
quantitative and qualitative studies on, 229–230
research review, 228–230
Leadership-related variables, 161–162
Leadership research and theory, 228
Life-long learners, 238–239
Lower-power persons, 5
cognitive and behavioral flexibility of, 7
stress-induced cognitive tendencies, 7–8
recognizing and deciphering social information, 8
“Manufactured” display of emotions, 22–23
Model of Leader Attributes and Leader Performance, 160
Negative group affective tone (NGAT), 152–153
Organizational citizenship behaviors (OCB), 228–229
Outstanding C-suite leaders, 242–243
Peer perceptions, 161
Positive Emotional Attractor (PEA), 240
Positive group affective tone (PGAT), 134–135
beneficial effect of, 135
creativity linkage, 135
team-level and individual-level effects of, 135
Positive group affective tone (PGAT)–team/individual creativity, study of relationship, 135–136
directions for future research, 152–153
hypothesis development
enhancing effect on individual creativity, 138–139
mediating role of individual work engagement, 136–137, 146–148
mediating role of team information exchange, 137–138, 148–149
role of supervisory encouragement, 138–140
substituting effect of supervisor support, 139–140
limitations of study, 152–153
difficulty of making causal inferences, 152
issues of common method variance (CMV), 152
measures
individual creativity, 142
positive group affective tone, 141
supervisory support, 143
team information exchange, 143
team’s creativity, 142
work engagement, 141–142
method
control variables, 143
data aggregation, 144
data analysis, 144–145
sample, 140–141
validity of measures, 143–144
practical implications, 151–152
results
Hierarchical Linear Modeling analysis, 146, 147
hypothesis testing, 146–149
statistics, 145–146
theoretical implications, 150–153
Power
association with emotion recognition, 4–5
defined, 4
Power–ERA linkage, study of, 4–6
with emotional intelligence, 16
individuals’ stress experiences, 7–8
under lower-stress conditions, 7–8
limitations and future research directions, 14–16
methodology
control variables, 10
individuals’ ERA measures, 9–10
measures, 9–10
power measures, 10
sample and data collection, 9
stress experiences at work, measurement of, 10
negative association, 16
practical implications, 16
results
descriptive statistics, 11, 12
hierarchical regression analysis, 13
hypothesis testing, 11
sociocognitive consequences, 15
theoretical background, 6–7
theoretical implications, 11–14
‘Professional’ vs ‘community-oriented’ policing dichotomy, 29
Psychological well-being, 215–216
Relationship-oriented leadership, 92–93
Relations-oriented leaders, 161–162
Schadenfreude, 114–115
in-group identification and intergroup, 116–118
and aggression towards out-group members, 118–119
intergroup, 129
in zero-sum environments, 129
see also in-group identification–intergroup schadenfreude, study of relationship between
Self-criticisism, 217
Self-defensive strategies, 211–212
Self-enhancement, 214–215, 217
Self-uncertainty, 211–212
emotional wellbeing and, 217
Servant leader, defined, 53
Social comparison, 213–215
Social intelligence awareness of others, 240
Societal collectivism, 213
State work engagement, 91
day-to-day fluctuations in, 93
Surface-acting emotional display, 37, 42
Talent strategies, 226
Task-oriented leaders, 161–162
Team information exchange, 135
Traffic police officials
developing leadership skills, 29
effect of emotional labor experienced by, 29
emotional vulnerability of, 42
see also leadership authenticity–emotional labor relation, study of
Trait-based leadership studies, 160
Transformational leadership, 92–93
United States presidential elections, 2016, 114
Upward affiliation, 215
Upward affiliative emotions, 215
“Upward drive” concept, 214
Upward evaluative emotions, 215
Vigor, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
Individual work engagement
, 135
In-group collectivism
, 213
In-group identification–intergroup schadenfreude, study of relationship between
design
, 121
discussion
, 125–129
hypothesis development
, 120
limitations of study
, 127–128
materials
aggressive behavior towards out-group member
, 122
Domain Interest Scale measure
, 122–123
group identification
, 122
schadenfreude measure
, 122
participants
, 122
pilot study
, 121
practical implications
, 129
procedure
, 123
results
relationship between in-group identification and intergroup schadenfreude
, 123–124
relationship between in-group identification and tendency to aggress against out-group
, 124–125
theoretical implications
, 128–129
Intentional Change Theory (ICT)
, 229, 239
Intergroup emotion
, 114–115
Intergroup Emotions Theory (IET)
, 114–115
Intrinsic motivation
, 136–137
Investment opportunity evaluation
, 183–184
Job satisfaction, study of impact of leaders’ emotional display
discussion
, 62–63
implications for research and practice
, 62–63
negative outcomes of leaders’ surface-acting
, 62
positive outcomes of leaders’ deep-acting
, 62
hypothesis development
, 51–54
effect of leader’s emotional labor
, 54–56
leadership style, role of
, 51–52
negative outcomes of leaders’ surface-acting
, 55
positive outcomes of leaders’ deep-acting
, 55–56
subordinates’ job satisfaction
, 51–52
subordinates’ perceived leaders’ creating value for community
, 53, 56
limitations of study
, 63
method
conceptual skills measurement
, 57–58
creating value for community measurement
, 57
data analysis
, 59
deep-acting measurement
, 58
emotional healing measurement
, 57
empowerment measurement
, 58
ethical behavior measurement
, 58
job satisfaction measurement
, 57
leaders’ emotional labor measurement
, 58
measurement of helping attitude of leaders
, 58
natural expression measurement
, 59
putting subordinate first measurement
, 58
sample and procedure
, 56–57
servant leadership measurement
, 57
surface-acting measurement
, 58
organizational effectiveness
, 48–49
results
association between leaders’ creating value for community and job satisfaction
, 61, 62
correlation matrix
, 59
descriptive statistics
, 60
hierarchical linear modeling on job satisfaction
, 59–62
servant leadership
, 48–49, 52–54
Leader development, 227–228
Leader-Member Exchange (LMX) theory, 228
Leaders, 227
difference between managers and, 227
Leadership, 227
difference between management and, 227
empathy and, 162
influence and, 163
intelligence and, 163
Leadership authenticity–emotional labor relation, study of, 23–24
hypothetical framework, 23–27
limitations of study, 42
managerial implications, 41–42
measures
control variables, 31
emotional labor, 30
followers’ perceived authenticity, 31
leaders’ perceived authenticity, 31
positive and negative emotions, 30
method, 28–31
design and procedure, 29–30
diary study method, 29
reliability estimates, 30
respondents, 29–30
results
association between deep-acting and followers’ perceived authenticity, 38
association between genuine-acting and followers’ perceived authenticity, 38
association between negative emotions and deep-acting, 32, 40–41
association between positive emotions and genuine-acting, 32–37
association between surface-acting and followers’ perceived authenticity, 37
association between surface-acting and leaders’ self-perceived authenticity, 42
descriptive statistics, 31, 33, 34, 35, 36
emotion regulation strategy, effects of, 43
hypotheses testing, 31–38
see also traffic police officials
Leadership development, 226–227
authentic, 228–229
distinction between leader development and, 227–228
initiatives, 228
quantitative and qualitative studies on, 229–230
research review, 228–230
Leadership-related variables, 161–162
Leadership research and theory, 228
Life-long learners, 238–239
Lower-power persons, 5
cognitive and behavioral flexibility of, 7
stress-induced cognitive tendencies, 7–8
recognizing and deciphering social information, 8
“Manufactured” display of emotions, 22–23
Model of Leader Attributes and Leader Performance, 160
Negative group affective tone (NGAT), 152–153
Organizational citizenship behaviors (OCB), 228–229
Outstanding C-suite leaders, 242–243
Peer perceptions, 161
Positive Emotional Attractor (PEA), 240
Positive group affective tone (PGAT), 134–135
beneficial effect of, 135
creativity linkage, 135
team-level and individual-level effects of, 135
Positive group affective tone (PGAT)–team/individual creativity, study of relationship, 135–136
directions for future research, 152–153
hypothesis development
enhancing effect on individual creativity, 138–139
mediating role of individual work engagement, 136–137, 146–148
mediating role of team information exchange, 137–138, 148–149
role of supervisory encouragement, 138–140
substituting effect of supervisor support, 139–140
limitations of study, 152–153
difficulty of making causal inferences, 152
issues of common method variance (CMV), 152
measures
individual creativity, 142
positive group affective tone, 141
supervisory support, 143
team information exchange, 143
team’s creativity, 142
work engagement, 141–142
method
control variables, 143
data aggregation, 144
data analysis, 144–145
sample, 140–141
validity of measures, 143–144
practical implications, 151–152
results
Hierarchical Linear Modeling analysis, 146, 147
hypothesis testing, 146–149
statistics, 145–146
theoretical implications, 150–153
Power
association with emotion recognition, 4–5
defined, 4
Power–ERA linkage, study of, 4–6
with emotional intelligence, 16
individuals’ stress experiences, 7–8
under lower-stress conditions, 7–8
limitations and future research directions, 14–16
methodology
control variables, 10
individuals’ ERA measures, 9–10
measures, 9–10
power measures, 10
sample and data collection, 9
stress experiences at work, measurement of, 10
negative association, 16
practical implications, 16
results
descriptive statistics, 11, 12
hierarchical regression analysis, 13
hypothesis testing, 11
sociocognitive consequences, 15
theoretical background, 6–7
theoretical implications, 11–14
‘Professional’ vs ‘community-oriented’ policing dichotomy, 29
Psychological well-being, 215–216
Relationship-oriented leadership, 92–93
Relations-oriented leaders, 161–162
Schadenfreude, 114–115
in-group identification and intergroup, 116–118
and aggression towards out-group members, 118–119
intergroup, 129
in zero-sum environments, 129
see also in-group identification–intergroup schadenfreude, study of relationship between
Self-criticisism, 217
Self-defensive strategies, 211–212
Self-enhancement, 214–215, 217
Self-uncertainty, 211–212
emotional wellbeing and, 217
Servant leader, defined, 53
Social comparison, 213–215
Social intelligence awareness of others, 240
Societal collectivism, 213
State work engagement, 91
day-to-day fluctuations in, 93
Surface-acting emotional display, 37, 42
Talent strategies, 226
Task-oriented leaders, 161–162
Team information exchange, 135
Traffic police officials
developing leadership skills, 29
effect of emotional labor experienced by, 29
emotional vulnerability of, 42
see also leadership authenticity–emotional labor relation, study of
Trait-based leadership studies, 160
Transformational leadership, 92–93
United States presidential elections, 2016, 114
Upward affiliation, 215
Upward affiliative emotions, 215
“Upward drive” concept, 214
Upward evaluative emotions, 215
Vigor, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
Leader development
, 227–228
Leader-Member Exchange (LMX) theory
, 228
Leaders
, 227
difference between managers and
, 227
Leadership
, 227
difference between management and
, 227
empathy and
, 162
influence and
, 163
intelligence and
, 163
Leadership authenticity–emotional labor relation, study of
, 23–24
hypothetical framework
, 23–27
limitations of study
, 42
managerial implications
, 41–42
measures
control variables
, 31
emotional labor
, 30
followers’ perceived authenticity
, 31
leaders’ perceived authenticity
, 31
positive and negative emotions
, 30
method
, 28–31
design and procedure
, 29–30
diary study method
, 29
reliability estimates
, 30
respondents
, 29–30
results
association between deep-acting and followers’ perceived authenticity
, 38
association between genuine-acting and followers’ perceived authenticity
, 38
association between negative emotions and deep-acting
, 32, 40–41
association between positive emotions and genuine-acting
, 32–37
association between surface-acting and followers’ perceived authenticity
, 37
association between surface-acting and leaders’ self-perceived authenticity
, 42
descriptive statistics
, 31, 33, 34, 35, 36
emotion regulation strategy, effects of
, 43
hypotheses testing
, 31–38
see also traffic police officials
Leadership development
, 226–227
authentic
, 228–229
distinction between leader development and
, 227–228
initiatives
, 228
quantitative and qualitative studies on
, 229–230
research review
, 228–230
Leadership-related variables
, 161–162
Leadership research and theory
, 228
Life-long learners
, 238–239
Lower-power persons
, 5
cognitive and behavioral flexibility of
, 7
stress-induced cognitive tendencies
, 7–8
recognizing and deciphering social information
, 8
“Manufactured” display of emotions
, 22–23
Model of Leader Attributes and Leader Performance
, 160
Negative group affective tone (NGAT), 152–153
Organizational citizenship behaviors (OCB), 228–229
Outstanding C-suite leaders, 242–243
Peer perceptions, 161
Positive Emotional Attractor (PEA), 240
Positive group affective tone (PGAT), 134–135
beneficial effect of, 135
creativity linkage, 135
team-level and individual-level effects of, 135
Positive group affective tone (PGAT)–team/individual creativity, study of relationship, 135–136
directions for future research, 152–153
hypothesis development
enhancing effect on individual creativity, 138–139
mediating role of individual work engagement, 136–137, 146–148
mediating role of team information exchange, 137–138, 148–149
role of supervisory encouragement, 138–140
substituting effect of supervisor support, 139–140
limitations of study, 152–153
difficulty of making causal inferences, 152
issues of common method variance (CMV), 152
measures
individual creativity, 142
positive group affective tone, 141
supervisory support, 143
team information exchange, 143
team’s creativity, 142
work engagement, 141–142
method
control variables, 143
data aggregation, 144
data analysis, 144–145
sample, 140–141
validity of measures, 143–144
practical implications, 151–152
results
Hierarchical Linear Modeling analysis, 146, 147
hypothesis testing, 146–149
statistics, 145–146
theoretical implications, 150–153
Power
association with emotion recognition, 4–5
defined, 4
Power–ERA linkage, study of, 4–6
with emotional intelligence, 16
individuals’ stress experiences, 7–8
under lower-stress conditions, 7–8
limitations and future research directions, 14–16
methodology
control variables, 10
individuals’ ERA measures, 9–10
measures, 9–10
power measures, 10
sample and data collection, 9
stress experiences at work, measurement of, 10
negative association, 16
practical implications, 16
results
descriptive statistics, 11, 12
hierarchical regression analysis, 13
hypothesis testing, 11
sociocognitive consequences, 15
theoretical background, 6–7
theoretical implications, 11–14
‘Professional’ vs ‘community-oriented’ policing dichotomy, 29
Psychological well-being, 215–216
Relationship-oriented leadership, 92–93
Relations-oriented leaders, 161–162
Schadenfreude, 114–115
in-group identification and intergroup, 116–118
and aggression towards out-group members, 118–119
intergroup, 129
in zero-sum environments, 129
see also in-group identification–intergroup schadenfreude, study of relationship between
Self-criticisism, 217
Self-defensive strategies, 211–212
Self-enhancement, 214–215, 217
Self-uncertainty, 211–212
emotional wellbeing and, 217
Servant leader, defined, 53
Social comparison, 213–215
Social intelligence awareness of others, 240
Societal collectivism, 213
State work engagement, 91
day-to-day fluctuations in, 93
Surface-acting emotional display, 37, 42
Talent strategies, 226
Task-oriented leaders, 161–162
Team information exchange, 135
Traffic police officials
developing leadership skills, 29
effect of emotional labor experienced by, 29
emotional vulnerability of, 42
see also leadership authenticity–emotional labor relation, study of
Trait-based leadership studies, 160
Transformational leadership, 92–93
United States presidential elections, 2016, 114
Upward affiliation, 215
Upward affiliative emotions, 215
“Upward drive” concept, 214
Upward evaluative emotions, 215
Vigor, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
Negative group affective tone (NGAT)
, 152–153
Organizational citizenship behaviors (OCB)
, 228–229
Outstanding C-suite leaders
, 242–243
Peer perceptions, 161
Positive Emotional Attractor (PEA), 240
Positive group affective tone (PGAT), 134–135
beneficial effect of, 135
creativity linkage, 135
team-level and individual-level effects of, 135
Positive group affective tone (PGAT)–team/individual creativity, study of relationship, 135–136
directions for future research, 152–153
hypothesis development
enhancing effect on individual creativity, 138–139
mediating role of individual work engagement, 136–137, 146–148
mediating role of team information exchange, 137–138, 148–149
role of supervisory encouragement, 138–140
substituting effect of supervisor support, 139–140
limitations of study, 152–153
difficulty of making causal inferences, 152
issues of common method variance (CMV), 152
measures
individual creativity, 142
positive group affective tone, 141
supervisory support, 143
team information exchange, 143
team’s creativity, 142
work engagement, 141–142
method
control variables, 143
data aggregation, 144
data analysis, 144–145
sample, 140–141
validity of measures, 143–144
practical implications, 151–152
results
Hierarchical Linear Modeling analysis, 146, 147
hypothesis testing, 146–149
statistics, 145–146
theoretical implications, 150–153
Power
association with emotion recognition, 4–5
defined, 4
Power–ERA linkage, study of, 4–6
with emotional intelligence, 16
individuals’ stress experiences, 7–8
under lower-stress conditions, 7–8
limitations and future research directions, 14–16
methodology
control variables, 10
individuals’ ERA measures, 9–10
measures, 9–10
power measures, 10
sample and data collection, 9
stress experiences at work, measurement of, 10
negative association, 16
practical implications, 16
results
descriptive statistics, 11, 12
hierarchical regression analysis, 13
hypothesis testing, 11
sociocognitive consequences, 15
theoretical background, 6–7
theoretical implications, 11–14
‘Professional’ vs ‘community-oriented’ policing dichotomy, 29
Psychological well-being, 215–216
Relationship-oriented leadership, 92–93
Relations-oriented leaders, 161–162
Schadenfreude, 114–115
in-group identification and intergroup, 116–118
and aggression towards out-group members, 118–119
intergroup, 129
in zero-sum environments, 129
see also in-group identification–intergroup schadenfreude, study of relationship between
Self-criticisism, 217
Self-defensive strategies, 211–212
Self-enhancement, 214–215, 217
Self-uncertainty, 211–212
emotional wellbeing and, 217
Servant leader, defined, 53
Social comparison, 213–215
Social intelligence awareness of others, 240
Societal collectivism, 213
State work engagement, 91
day-to-day fluctuations in, 93
Surface-acting emotional display, 37, 42
Talent strategies, 226
Task-oriented leaders, 161–162
Team information exchange, 135
Traffic police officials
developing leadership skills, 29
effect of emotional labor experienced by, 29
emotional vulnerability of, 42
see also leadership authenticity–emotional labor relation, study of
Trait-based leadership studies, 160
Transformational leadership, 92–93
United States presidential elections, 2016, 114
Upward affiliation, 215
Upward affiliative emotions, 215
“Upward drive” concept, 214
Upward evaluative emotions, 215
Vigor, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
Peer perceptions
, 161
Positive Emotional Attractor (PEA)
, 240
Positive group affective tone (PGAT)
, 134–135
beneficial effect of
, 135
creativity linkage
, 135
team-level and individual-level effects of
, 135
Positive group affective tone (PGAT)–team/individual creativity, study of relationship
, 135–136
directions for future research
, 152–153
hypothesis development
enhancing effect on individual creativity
, 138–139
mediating role of individual work engagement
, 136–137, 146–148
mediating role of team information exchange
, 137–138, 148–149
role of supervisory encouragement
, 138–140
substituting effect of supervisor support
, 139–140
limitations of study
, 152–153
difficulty of making causal inferences
, 152
issues of common method variance (CMV)
, 152
measures
individual creativity
, 142
positive group affective tone
, 141
supervisory support
, 143
team information exchange
, 143
team’s creativity
, 142
work engagement
, 141–142
method
control variables
, 143
data aggregation
, 144
data analysis
, 144–145
sample
, 140–141
validity of measures
, 143–144
practical implications
, 151–152
results
Hierarchical Linear Modeling analysis
, 146, 147
hypothesis testing
, 146–149
statistics
, 145–146
theoretical implications
, 150–153
Power
association with emotion recognition
, 4–5
defined
, 4
Power–ERA linkage, study of
, 4–6
with emotional intelligence
, 16
individuals’ stress experiences
, 7–8
under lower-stress conditions
, 7–8
limitations and future research directions
, 14–16
methodology
control variables
, 10
individuals’ ERA measures
, 9–10
measures
, 9–10
power measures
, 10
sample and data collection
, 9
stress experiences at work, measurement of
, 10
negative association
, 16
practical implications
, 16
results
descriptive statistics
, 11, 12
hierarchical regression analysis
, 13
hypothesis testing
, 11
sociocognitive consequences
, 15
theoretical background
, 6–7
theoretical implications
, 11–14
‘Professional’ vs ‘community-oriented’ policing dichotomy
, 29
Psychological well-being
, 215–216
Relationship-oriented leadership
, 92–93
Relations-oriented leaders
, 161–162
Schadenfreude, 114–115
in-group identification and intergroup, 116–118
and aggression towards out-group members, 118–119
intergroup, 129
in zero-sum environments, 129
see also in-group identification–intergroup schadenfreude, study of relationship between
Self-criticisism, 217
Self-defensive strategies, 211–212
Self-enhancement, 214–215, 217
Self-uncertainty, 211–212
emotional wellbeing and, 217
Servant leader, defined, 53
Social comparison, 213–215
Social intelligence awareness of others, 240
Societal collectivism, 213
State work engagement, 91
day-to-day fluctuations in, 93
Surface-acting emotional display, 37, 42
Talent strategies, 226
Task-oriented leaders, 161–162
Team information exchange, 135
Traffic police officials
developing leadership skills, 29
effect of emotional labor experienced by, 29
emotional vulnerability of, 42
see also leadership authenticity–emotional labor relation, study of
Trait-based leadership studies, 160
Transformational leadership, 92–93
United States presidential elections, 2016, 114
Upward affiliation, 215
Upward affiliative emotions, 215
“Upward drive” concept, 214
Upward evaluative emotions, 215
Vigor, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
Schadenfreude
, 114–115
in-group identification and intergroup
, 116–118
and aggression towards out-group members
, 118–119
intergroup
, 129
in zero-sum environments
, 129
see also in-group identification–intergroup schadenfreude, study of relationship between
Self-criticisism
, 217
Self-defensive strategies
, 211–212
Self-enhancement
, 214–215, 217
Self-uncertainty
, 211–212
emotional wellbeing and
, 217
Servant leader, defined
, 53
Social comparison
, 213–215
Social intelligence awareness of others
, 240
Societal collectivism
, 213
State work engagement
, 91
day-to-day fluctuations in
, 93
Surface-acting emotional display
, 37, 42
Talent strategies
, 226
Task-oriented leaders
, 161–162
Team information exchange
, 135
Traffic police officials
developing leadership skills
, 29
effect of emotional labor experienced by
, 29
emotional vulnerability of
, 42
see also leadership authenticity–emotional labor relation, study of
Trait-based leadership studies
, 160
Transformational leadership
, 92–93
United States presidential elections, 2016, 114
Upward affiliation, 215
Upward affiliative emotions, 215
“Upward drive” concept, 214
Upward evaluative emotions, 215
Vigor, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
United States presidential elections, 2016
, 114
Upward affiliation
, 215
Upward affiliative emotions
, 215
“Upward drive” concept
, 214
Upward evaluative emotions
, 215
Vigor
, 136–137
Western, educated, industrialized, rich, and democratic (WEIRD) societies, 218–219
Work engagement, 92–93
core components, 92–93
daily diary studies, 93
personality and, 95–97
predictor of, 92–93
weekday patterns, 93–94
Work engagement, study of predictable pattern in
diary survey measures, 98
discussion, 102–106
patterns of absorption and engagement, 103
relation between neuroticism and pattern of engagement, 102–103, 104, 106
hypothesis development, 94, 96, 97
methods
participants and procedure, 97
practical implications, 105–106
pre-diary measures
Big Five personality traits, 98
control variables, 98
results
daily diary reports, 99
descriptive statistics and inter-correlations, 99
multilevel models predicting changes in work engagement, 99, 100, 101
personality traits as predictors in work engagement, 99–102
strengths and limitations of study, 104–105
Workplace resources, 92–93
Western, educated, industrialized, rich, and democratic (WEIRD) societies
, 218–219
Work engagement
, 92–93
core components
, 92–93
daily diary studies
, 93
personality and
, 95–97
predictor of
, 92–93
weekday patterns
, 93–94
Work engagement, study of predictable pattern in
diary survey measures
, 98
discussion
, 102–106
patterns of absorption and engagement
, 103
relation between neuroticism and pattern of engagement
, 102–103, 104, 106
hypothesis development
, 94, 96, 97
methods
participants and procedure
, 97
practical implications
, 105–106
pre-diary measures
Big Five personality traits
, 98
control variables
, 98
results
daily diary reports
, 99
descriptive statistics and inter-correlations
, 99
multilevel models predicting changes in work engagement
, 99, 100, 101
personality traits as predictors in work engagement
, 99–102
strengths and limitations of study
, 104–105
Workplace resources
, 92–93
- Prelims
- Part I Leaders and Members
- Chapter 1 Power and Emotion Recognition: The Moderating Role of Work Stress
- Chapter 2 A Diary Investigation of Daily Emotions, Emotional Display, and Leaders’ Authenticity in a Cohort of City Traffic Police
- Chapter 3 A Multilevel Study of Leaders’ Emotional Labor on Servant Leadership and Job Satisfaction
- Chapter 4 Emotional Intelligence as a Moderator of Emotional Responses to Leadership
- Chapter 5 Entrained Engagement? Investigating If Work Engagement Follows a Predictable Pattern across the Work Week and the Role of Personality in Shaping Its Pattern
- Part II Leaders and Teams
- Chapter 6 Identifying with the In-group Increases Aggressive Tendencies against the Out-group: The Mediating Role of Schadenfreude
- Chapter 7 Is Support Always Good? Exploring whether Supervisory Support Enhances or Attenuates the Beneficial Effect of Positive Group Affective Tone on Team and Individual Creativity
- Chapter 8 The Importance of Empathy as a Distal Leadership Attribute in the Emergence of Leaders in Small Groups
- Part III Leaders, Organizations, and Culture
- Chapter 9 The Role of Angel Investors’ Emotions in Socially Situated Investment Opportunity Evaluations
- Chapter 10 Self-uncertainty and Emotional Well-being across Cultures: The Mediating Roles of Social Comparison
- Chapter 11 Developmental Factors Influencing Effective Leaders: A Life Story View of Executive Leadership Development
- Appendix
- Index