Positive leadership:Relationships with employee inclusion, discrimination, and well‐being

The diverse nature of 21st‐century organizations has compelled leaders to minimize discrimination and bring about inclusion amongst their employees. One of the ways this can be achieved is through authentic, respectful, and inclusive leadership. The aim of the present paper was to (1) explore whether the three leadership styles can promote inclusion and curtail discrimination in the South African context and (2) ascertain whether this relationship has any bearing on well‐being across Dutch, German, Icelandic, Indonesian, and South African contexts. To reach these aims, two cross‐sectional studies have been conducted. In Study 1, 569 employees were surveyed, and results indicated that all three leadership styles loaded on a common latent factor (positive leadership) that was positively associated with both inclusion and discrimination. In Study 2, 1,926 employees were surveyed across the five countries. Results indicated that once again, the latent, positive leadership factor was positively associated with both inclusion and discrimination. Furthermore, inclusion, when compared to discrimination seemed to be a stronger mediator in the relationship between positive leadership and well‐being. We propose leadership development that will cultivate positive leadership behaviors for the benefit of employee well‐being and collaboration in increasingly diverse teams

Assessing the importance of internal and external self-esteem and their relationship to honor concerns in six countries

We assessed empirical support for (a) the widely held notion that across so-called “honor, dignity, and face cultures,” internal and external components of self-esteem are differentially important for overall self-esteem; and (b) the idea that concerns for honor are related to internal and external components of self-esteem in honor cultures but not in dignity and face cultures. Most importantly, we also set out to (c) investigate whether measures are equivalent, that is, whether a comparison of means and relationships across cultural groups is possible with the employed scales. Data were collected in six countries (N = 1,099). We obtained only metric invariance for the self-esteem and honor scales, allowing for comparisons of relationships across samples, but not scale means. Partly confirming theoretical ideas on the importance of internal and external components of self-esteem, we found that only external rather than both external and internal self-esteem was relatively more important for overall self-esteem in “honor cultures”; in a “dignity” culture, internal self-esteem was relatively more important than external self-esteem. Contrary to expectations, in a “face” culture, internal self-esteem was relatively more important than external self-esteem. We were not able to conceptually replicate earlier reported relationships between components of self-esteem and the concern for honor, as we observed no cultural differences in the relationship between self-esteem and honor. We point toward the need for future studies to consider invariance testing in the field of honor to appropriately understand differences and similarities between samples

Emotional experiences and psychological well-being in 51 countries during the covid-19 pandemic

The COVID-19 pandemic presents challenges to psychological well-being, but how can we predict when people suffer or cope during sustained stress? Here, we test the prediction that specific types of momentary emotional experiences are differently linked to psychological well-being during the pandemic. Study 1 used survey data collected from 24,221 participants in 51 countries during the COVID-19 outbreak. We show that, across countries, well-being is linked to individuals’ recent emotional experiences, including calm, hope, anxiety, loneliness, and sadness. Consistent results are found in two age, sex, and ethnicity-representative samples in the United Kingdom (n = 971) and the United States (n = 961) with preregistered analyses (Study 2). A prospective 30-day daily diary study conducted in the United Kingdom (n = 110) confirms the key role of these five emotions and demonstrates that emotional experiences precede changes in well-being (Study 3). Our findings highlight differential relationships between specific types of momentary emotional experiences and well-being and point to the cultivation of calm and hope as candidate routes for well-being interventions during periods of sustained stress

Positive leadership: Relationships with employee inclusion, discrimination, and well‐being

The diverse nature of 21st‐century organizations has compelled leaders to minimize discrimination and bring about inclusion amongst their employees. One of the ways this can be achieved is through authentic, respectful, and inclusive leadership. The aim of the present paper was to (1) explore whether the three leadership styles can promote inclusion and curtail discrimination in the South African context and (2) ascertain whether this relationship has any bearing on well‐being across Dutch, German, Icelandic, Indonesian, and South African contexts. To reach these aims, two cross‐sectional studies have been conducted. In Study 1, 569 employees were surveyed, and results indicated that all three leadership styles loaded on a common latent factor (positive leadership) that was positively associated with both inclusion and discrimination. In Study 2, 1,926 employees were surveyed across the five countries. Results indicated that once again, the latent, positive leadership factor was positively associated with both inclusion and discrimination. Furthermore, inclusion, when compared to discrimination seemed to be a stronger mediator in the relationship between positive leadership and well‐being. We propose leadership development that will cultivate positive leadership behaviors for the benefit of employee well‐being and collaboration in increasingly diverse teams

Raciolinguistic ideologies as experienced by racialized academics in South Africa

English remains a language of power in post-apartheid South Africa, providing access to goods, services, social status, and is indexical to White privilege. Raciolinguistic theoretical perspectives postulate that if “standard” English is used by racialized individuals, they are stigmatized as “language deficient’ and have fewer opportunities for inclusion and upward social mobility. In this study we examined the dynamics of raciolinguistic ideology and linguistic inequalities at work. Thematic analysis of interviews with 18 racialized academics produced several themes indicating that these individuals need English to succeed but that they are also marginalized based on how they speak it. We argue that raciolinguistic ideologies in higher education should be addressed to create a more inviting atmosphere for academics of color

Personality and behavior prediction and consistency across cultures: A multimethod study of Blacks and Whites in South Africa

The cross-cultural universality of behavior's consistency and predictability from personality, assumed in trait models though challenged in cultural psychological models, has usually been operationalized in terms of beliefs and perceptions, and assessed using single-instance self-reports. In a multimethod study of actual behavior across a range of situations, we examined predictability and consistency in participants from the more collectivistic Black ethnic group and the more individualistic White group in South Africa. Participants completed personality questionnaires before the behavior measurements. In Study 1, 107 Black and 241 White students kept diaries for 21 days, recording their behaviors and the situations in which they had occurred. In Study 2, 57 Black and 52 White students were video-recorded in 12 situations in laboratory settings, and external observers scored their behaviors. Across both studies, behavior was predicted by personality on average equally well in the 2 groups, and equally well when using trait-adjective-and behavior-based personality measures. The few cultural differences in situational variability were not in line with individualism-collectivism; however, subjective perceptions of variability, operationalized as dialectical beliefs, were more in line with individualism-collectivism: Blacks viewed their behavior as more variable than Whites. We propose drawing a distinction between subjective beliefs and objective behavior in the study of personality and culture. Larger cultural differences can be expected in beliefs and perceptions than in the links between personality and actual behavior