What Makes Retirees Happier: A Gradual or 'Cold Turkey' Retirement?

This study explores the factors that affect an individual’s happiness while transitioning into retirement. Recent studies highlight gradual retirement as an attractive option to older workers as they approach full retirement. However, it is not clear whether phasing or cold turkey makes for a happier retirement. Using longitudinal data from the Health and Retirement Study, this study explores what shapes the change in happiness between the last wave of full employment and the first wave of full retirement. Results suggest that what really matters is not the type of transition (gradual retirement or cold turkey), but whether people perceive the transition as chosen or forced

Direct and contextual effects of individual values on organizational citizenship behavior in teams

We utilize Schwartz’s values theory as an integrative framework for testing the relationship between individual values and peer-reported organizational citizenship behavior (OCB) in teams, controlling for sex, satisfaction, and personality traits. Utilizing hierarchical linear modeling in a sample of 582 students distributed across 135 class project teams, we find positive, direct effects for achievement on citizenship behaviors directed toward individuals (OCB-I), for benevolence on citizenship behaviors directed toward the group (OCB-O), and for self-direction on both OCB-I and OCB-O. Applying relational demography techniques to test for contextual effects, we find that group mean power scores negatively moderate the relationship between individual power and OCB-I, while group mean self-direction scores positively moderate the relationship between self-direction and both OCB-I and OCB-O

A CHANGING OF THE GUARD: EXECUTIVE AND DIRECTOR TURNOVER FOLLOWING CORPORATE FINANCIAL RESTATEMENTS

We would like to acknowledge the thoughtful contributions made by the Editor, Amy Hillman, and three anonymous reviewers in the development of this manuscript. 1 A CHANGING OF THE GUARD

The effects of life satisfaction on student performance

Although it seems intuitively obvious that the happy student will be a more productive student empirical tests of that assumption are curiously sparse. We tested a model that included satisfaction with various life domains, overall life satisfaction, cumulative college GPA, and ratings on an assessment center exercise. Results indicated that overall life satisfaction was a significant predictor of both GPA and assessment center ratings, even with traditional academic achievement predictors controlled (e.g., cognitive aptitude, gender). We discuss implications of the results for future research and educational practice

An examination of the structural, discriminant, nomological, and incremental predictive validity of the MSCEIT© V2.0

We examined the structural, discriminant, nomological, and incremental predictive validity of a behavioral measure of emotional intelligence, using data from two undergraduate student samples. Covariance structure modeling indicated that the eight subscales of the MSCEIT© V2.0 were best modeled with a solution consisting of three first-order factors, and supported the existence of one higher-order factor of overall emotional intelligence. Multi-group confirmatory factor analyses indicated that the higher-order factor had discriminant validity from personality and conformity. Contrary to prediction, the higher-order factor was more highly correlated to social desirability than to general mental ability or long term affect. Finally, hierarchical regression results indicated that overall emotional intelligence did not predict incremental variance in either GPA or life satisfaction

Direct and moderated effects of emotional intelligence and general mental ability on individual performance

We examined the direct and moderated effects of an ability-based measure of emotional intelligence (MSCEIT© V2.0) on individual performance in a sample of business undergraduates. Controlling for general mental ability and personality, emotional intelligence explained unique incremental variance in performance ratings on only one of two measures of interpersonal effectiveness (public speaking effectiveness). However, the interaction of emotional intelligence with conscientiousness explained unique incremental variance both in public speaking and group behavior effectiveness, as well as academic performance (cumulative GPA). We conclude that the effects of emotional intelligence on performance are more indirect than direct in nature. Individuals must not only have emotional intelligence, but also must be motivated to use it. Copyright © 2006 John Wiley & Sons, Ltd

The Subjective Well-being Construct: A Test of its Convergent, Discriminant, and Factorial Validity

construct validation, factor structure, subjective well-being,