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This chapter discusses how attachment theory, a theory that provides insight into the processes through which psychological and emotional bonds are developed in relationships, can be useful for understanding mentoring relationships. We develop a conceptual model emphasizing how attachment-related constructs and their relationships with mentors’ and protégés’ behaviors and emotions influence each phase of a mentoring relationship. Recognizing reciprocity in the mentoring process, the model also explains how the interpersonal dynamics of the mentor–protégé relationship influence the benefits gained by both partners. Propositions for future research on mentoring relationships are provided. We contend that examining mentoring through the lens of attachment theory can increase our understanding of the underlying factors or mechanisms that determine individuals’ involvement in mentoring relationships and differentiate successful from unsuccessful mentoring relationships. The research and practical implications are discussed.

We take an affect-based approach to theoretically introduce and explore the knowing-doing gap of leadership. We focus on the emotion of fear that managers may experience in the workplace, and how it may influence the transfer of their leadership knowledge into leadership action.

We use Affective Events Theory as our underlying theoretical lens, drawing on emotional, cognitive, and behavioral mechanisms to explain the role of fear in the widening and bridging of the knowing-doing gap of leadership.

We theoretically explore the interplay between leader fear, the leadership contexts, and the knowing-doing gap of leadership. From this, we develop a multidimensional theoretical framework on the influence of leader fear on the knowing-doing gap of leadership.

We highlight how fear and the knowing-doing gap of leadership may be influenced by and potentially impact on individual managers and their leadership contexts.

Our initial theoretical framework provides a starting point for understanding fear and the knowing-doing gap of leadership. It has implications for future research to enhance our understanding of the topic, and contributes toward existing approaches on leadership development as well as emotions and leadership.

In this chapter, we consider a number of issues that impact or are related to the identification and promotion of evidence-based practice (EBP) for students with emotional and behavioral disorders (EBD). Specifically, we offer (1) a brief overview of issues related to identifying EBP in special education generally; (2) some considerations about the prospects of identifying evidence-based practice for students with EBD in particular; (3) a discussion of the various sources from which information on EBPs can be drawn, and the issues and challenges associated with the search for EBPs; and (4) suggestions regarding reasonable expectations for practitioners in search of EBPs. We conclude with a discussion of several questions that must be addressed to ensure positive strides toward making EBPs available to practitioners in impactful ways for students with EBD.

To determine how the correlational structure of emotion differs for individuals age 60 and above, compared to those under age 60, and to discuss the profound implications these differences may have for the experience and management of emotion.

Structural equation modeling and shortest path analysis of emotion items from the General Social Survey (GSS)’s (1996) emotions module.

Some positive and negative emotion pairs are more distant for individuals over age 60, while others are in fact closer. This variability leads to differences in available shortest paths between emotions, especially when emotional transitions require segueing through intermediary feelings. The segueing emotions most readily available to those over 60 are limited to the poles of affective meaning, whereas those used by ones under age 60 are more variable. The majority of negative emotions are more tightly correlated, whereas the majority of positive emotions are less so, among those over age 60.

Although the measures are limited to 18 of the 19 emotions recorded by the GSS, and are based on self-report data regarding feelings felt over a period of seven days, these results suggest that attempts at intrapersonal and interpersonal emotion management may differ depending up the age of the actor/object.

Addresses the need for more nuanced analyses of emotional experience that goes moves beyond simple frequencies. Also suggests potential bridges between sociological and psychological approaches to the study of emotion.

This study examines the importance of income income-shifting arrangements of US multinational corporations (MNCs) on future stock price crash risk.

This study employs a sample of 7,641 corporation-year observations over the 2005–2017 period and uses ordinary least squares regression analysis.

The authors find that the income-shifting arrangements of MNCs are positively and significantly associated with stock price crash risk after controlling for corporate tax avoidance and other known determinants of stock price crash risk in the regression model. This result is robust to alternative measures of stock price crash risk and income-shifting, and several endogeneity tests. The authors also observe that income-shifting arrangements increase stock price crash risk both directly and indirectly through the information opacity channel. Finally, in cross-sectional analyses, the authors find that the positive association between income-shifting and stock price crash risk is more pronounced for MNCs that use tax haven subsidiaries and have weak corporate governance mechanisms.

The authors provide new empirical evidence that MNCs will likely face significant capital market consequences regarding their income-shifting arrangements.

Although there have been extensive studies on the hydrological and erosional impacts of logging, relatively little is known about the impacts of conversion into agricultural plantation (namely rubber and oil palm). Furthermore, studies on morphological impacts, sediment-bound chemistry and forensic attribution of deposited sediment to their respective sources are scarcer. This chapter introduces the potential for using the multi-proxy sediment fingerprinting technique in this context. Featuring pilot projects in two major flood-prone river systems in Malaysia, the studies explore application of geochemistry-based sediment source ascription. The geochemical signatures of sediment mixtures on floodplains were compared to sediments from upstream source tributaries. The tributaries were hypothesised to have different geochemical signatures in response to dominant land management. The first case study took place in the Segama River system (4,023 km²) of Sabah, Malaysian Borneo where a mixture of primary forest, logged-forests and oil palm plantations were predominant. The second case study was in the Kelantan River Basin (13,100 km²) with two major tributaries (Galas River and Lebir River) where logged-forests and rubber and oil palm plantations are dominant land-uses. Both case studies demonstrated the applicability of this method in ascribing floodplain deposited sediment to their respective upstream sources. Preliminary results showed that trace elements associated with fertilisers (e.g. copper and vanadium) contribute to agricultural catchment signatures. Alkaline and alkaline-earth elements were linked to recently established oil palm plantations due to soil turnover. Mixing model outputs showed that contributions from smaller, more severely disturbed catchment are higher than those from larger but milder disturbed catchments. This method capitalises on flood events to counter its adverse impacts by identifying high-priority sediment source areas for efficient and effective management.

This study proposes a multilevel framework to test the mechanisms and boundary conditions of the relationships between positive group affective tone (PGAT) and individual/team creativity.

Data are collected from 122 research and development (R&D) teams (including 305 members and 122 team leaders). Hierarchical linear modeling analyses and hierarchical regression analyses are performed to test hypotheses.

The results show that PGAT facilitates individual creativity via enhanced work engagement, and increases team creativity via team information exchange. Supporting the substituting perspective, we found that the positive indirect effects of PGAT on individual/team creativity were attenuated when supervisory support is high.

Although all variables were collected at the same time and the individual-level variables were collected from the same source, our findings highlight the mechanisms explaining the beneficial effects of PGAT on individual/team creativity, and how supervisory support can substitute for such effects.

In order to make the individuals and teams more creative, the organizations need to promote PGAT via the selection of appropriated leader and members or team social events. Moreover, supervisors support is particularly salient in enhancing team creativity when PGAT is low.

This study is the one of the first study to test the motivational/social mechanisms linking the relationship between PGAT and individual/team creativity, and the competing theoretical perspectives regarding how supervisory support can moderate the PGAT–creativity linkage.