It's not my fault, but I know how you feel: Influences of leader empathy on trust repair following an integrity-based trust violation

Prior research on trust repair has focused primarily on investigating verbal and substantive responses to breaches of trust. Although consistently implicated in violations, the role of affect in the repair process has been mostly ignored. Using a scenario-based paradigm, we conducted an experimental study to examine the value of leader empathy, specific responses to an integrity-based violation (apology vs. denial), and nature of consequences (personal vs. organizational), as well as their interactive effects, on trust repair. Findings indicated that presence of leader empathy functioned to repair trust better than its absence and, when coupled with a denial of culpability, produced markedly increased perceptions of integrity and overall trust in the leader. These findings contribute to our understanding of how leaders influence followers through expression of emotion, informing both leadership and trust theory

Denial and Empathy: Partners in Employee Trust Repair?

Prior research on trust repair has focused primarily on investigating verbal responses to breaches of trust. Although consistently implicated in violations, the role of affect in the repair process has been mostly ignored. Using a scenario-based paradigm, we conducted an experimental study to examine the value of mistrusted party’s empathy, specific responses to an integrity-based violation (apology vs. denial), and nature of consequences (personal vs. organizational), as well as their interactive effects, on trust repair. Consequently, we sought to merge work on verbal responses with affect. Major findings indicated that presence of mistrusted party’s empathy functioned to repair trust better than its absence and, when coupled with a denial of culpability, produced markedly increased perceptions of violator’s integrity. These findings contribute to our understanding of how leaders influence followers through affect, informing both emotion and trust theory

Developing and validating a measure of cognitive complexity: the role of cognitive complexity in processing of health messages

The present three-part study investigated the links between cognitive complexity, message processing, and extremity of attitudes. The focus of the first two studies was to create and validate a self-report measure of cognitive complexity. The development of a reliable and easy to administer instrument will further clarify the investigation in the area of cognitive complexity and message processing. In Study 3, social judgment theory was utilized to provide a theoretical framework for examining the relationship between cognitive complexity, message processing and outcome variables. Study 3 used a repeated measure design with two weeks between pre- and posttests. Participants were randomly assigned to one of the eight different experimental groups, varying by topic (alcohol vs. sleep) and message evidence (narrative vs. statistical; two message replication each), with a control group. The project concluded with analysis of the performance of the new measure and the potential role of cognitive complexity in health message design. The results confirmed previous findings that cognitive complexity is not a static trait variable, but rather a function of the interaction of psychological, contextual, and environmental variables. In addition, results from this study indicated that although message evidence types do not have a direct impact on attitudes and behaviors, some do affect message perception variables. Implications and directions for future research are discussed.Ph.D.Includes bibliographical references (p. 201-217)by Zhanna Bagdasaro

'My friends love to tan': examining sensation seeking and the mediating role of association with friends who use tanning beds on tanning bed use intentions

Abstract This paper explored how sensation seeking contributes to the likelihood of tanning bed use intentions both directly and indirectly through the way it shapes interaction with peers who use tanning beds and attitudes toward tanning bed. Eight hundred and ninety six (n 5 896) male and female college students were recruited for the study. Measured variables included sensation seeking, association with friends who use tanning beds, attitudes toward tanning and tanning bed use intentions. Structural equation modeling was performed to test the hypotheses. In general, results supported the proposed hypotheses and documented that sensation seeking is indirectly associated with tanning bed use intentions through the mediation of association with peers who use tanning beds and attitudes toward tanning. The article discusses theoretical and methodological implications of the findings demonstrating the pathways of influence of sensation seeking on tanning bed use intentions

I am what I watch: Voyeurism, sensation seeking and television viewing partners

This article investigates the role of viewers' personality traits, sensation-seeking, and voyeurism in relation to reported consumption of voyeuristic program content in various television genres. A uses and gratifications approach was employed to identify factors predicting appeal of particular TV programs. The study combines two types of media research: survey and content analysis. Results were combined to create the Voyeurism Television Consumption Index (VTCI) for each genre of TV programming. Both sensation-seeking and voyeurism predict media selection, with voyeuristic personality a better predictor of VTCI across genres. Implications of the findings are discussed

Improving Case-Based Ethics Training with Codes of Conduct and Forecasting Content

Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts. whereas content embedding codes within context was more effective when combined with long-term forecasts, leading to greater knowledge acquisition and sensemaking strategy use

Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness

This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be too much of a good thing when structuring case-based ethics education. Implications for designing ethics training programs are discussed

Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction

Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts from the effectiveness of the learning approach. Implications regarding the use of instructional techniques in training programs are discussed

An Investigation of Case-based Instructional Strategies on Learning, Retention, and Ethical Decision-making

Case-based instruction has been successfully employed by educators across various fields; however, little is known about how individuals work with cases during the learning process. We examined two well-established instructional strategies: elaboration and self-development of narratives. Participants were randomly assigned to (1) elaborate on a given case, (2) develop their own case, (3) elaborate on a self-developed case, or (4) a control condition. Findings indicated that those who elaborated on a given case and the control group outperformed the other treatment groups in terms of case-based knowledge acquisition, execution of sense-making processes, utilization of ethical decision-making (EDM) strategies, and performance on two EDM measures. Implications for use of instructional strategies in ethics training programs are discussed