Keeping Calm and Carrying On: Relating Affect Spin and Pulse to Complex Skill Acquisition and Adaptive Performance

The relative importance of affect variability and mean levels of affect in predicting complex task performance

Although research indicates affect variability-the extent to which an individual's emotions fluctuate-is associated with behavioral outcomes related to adjustment and adaptability, it is unclear to what extent findings make important contributions to the literature when past research has failed to account for the role of mean levels of emotion. Accordingly, we conducted a repeated-measures laboratory study of college students (N = 253) learning to perform a complex computer task to examine the relative importance of affect variability indices (i.e., spin, pulse, and flux) compared to mean levels in explaining variance in off-task attention and task performance before and after changes in task demands (i.e., skill acquisition and adaptation). In doing so, we also disentangled valence and arousal (i.e., activating versus deactivating) aspects of emotion. Relative importance analyses showed mean levels of emotion were the most dominant predictors (i.e., explained the most variance)-negative deactivating emotions for off-task attention and positive activating emotions for performance. However, flux in negative activating and negative deactivating emotions also explained enough variance to be considered important, suggesting that flux has been overlooked in empirical research. Our findings also highlight that future research must account for mean levels when examining relationships between affect variability and outcomes of interest.

Focusing on the positive or the negative: Self-construal moderates negativity bias in impression updating

Negativity bias refers to the phenomenon whereby people put more weight on negative information. Although evolutionarily favorable for survival, negative bias in impression processing is detrimental to relationships and cooperation. To explore whether the motivation to maintain relationships, indicated by self-construal, mitigates negativity bias, two studies were conducted. In study 1, participants interacted with three agents (worsened, improved, baseline) in a modified social learning task and evaluated the moral level of these agents. Results showed that positivity bias appeared among interdependent individuals, with larger updating for the improved agent than for the worsened agent. Moreover, interdependent individuals exhibited less immediate decreases toward the worsened agent and steeper increases toward the improved agent than did independent individuals. To validate the results of study 1, we used a narrative description paradigm in study 2. Participants read the behavior descriptions of agents and rated them on morality. The negativity bias was significantly mitigated among individuals with high interdependence, though it did not reverse. These results indicate that interdependent individuals focus more on positive information when others change, yielding a more positive pattern in impression updating. This flexible interpersonal coping strategy can bring advantages to social interaction and cooperation.

A Process Perspective on Adaptive Performance: Research Insights and New Directions

Given its acceptance and value as an important facet of workplace behavior, research has primarily attempted to understand adaptive performance by way of examining its antecedents. Although useful, these findings provide little insight into the in-situ, intra-individual processes that occur during adaptive performance (i.e., How do people adapt to change? What determines the speed at which people adapt? How do failures to adapt occur?). The current paper develops and presents a process model of adaptation in order to provide a framework for organizing, understanding, and investigating the in-situ process involved when individuals adapt to changes in job demands. In particular, we suggest that in order to successfully adapt to a changing task environment, individuals must go through a series of processes in order to detect the nature of a change, diagnose its cause, develop or refine strategies, learn additional knowledge or skills, and enact appropriate performance behaviors. At the same time, dynamic emotional, cognitive, motivational, and situational factors serve as proximal inputs and outputs of these processes. In doing so, they shape the success and speed with which people adapt and suggest a broadened set of outcomes of adaptive performance. We describe how this model can be leveraged to stimulate dynamic adaptive performance research and to promote adaptive performance in applied settings.

The Mechanism of an Individual’s Internal Process of Work Engagement, Active Learning and Adaptive Performance

This paper aims to investigate the mechanism linking an individual’s internal processes, work engagement, active learning, and adaptive performance in three of Indonesia’s digital technology-based companies. The research uses a mixed-method approach. The first study used a quantitative research method in which the data is based on a survey of 185 employees and the collected survey data is then analyzed using the Structural Equation Modeling technique. The second study used a qualitative research method where the data is gathered from 17 managers through semi-structured interviews. We found from the quantitative research that work engagement fully mediates the relationship between self-efficacy and a growth mindset toward active learning. Meanwhile, a partial mediating effect of active learning between work engagement and adaptive performance was also discovered. Based on our literature study, previous research has shown inconsistent findings on the relationship between growth mindset and work engagement. Our findings contribute to the existing literature by clarifying the direct relationship between growth mindset and work engagement. Meanwhile, the qualitative findings emphasized that there are two mechanisms underlies individual adaptive performance (i.e., work engagement and active learning). Additionally, the active learning process promotes continuous new knowledge accumulation to produce new innovation inside an organization.

Design and Validation of the Adaptation to Change Questionnaire: New Realities in Times of COVID-19

Emotional and cognitive-behavioral factors influence people's adaptability to change. Based on this premise, the objective of this study was to develop, evaluate and validate the Adaptation to Change Questionnaire (ADAPTA-10) for identifying those who show poor adaptability to adverse situations, such as those caused by COVID-19. This study was carried out in a sample of 1160 adults and produced a 10-item instrument with good reliability and validity indices. It is an effective tool useful in research and in clinical practice. Calculation tables are provided for the general Spanish population and by sex to evaluate adaptability to change. The two-dimensional structure proposed in the original model was confirmed. This instrument will enable the needs for adaptation to the new reality associated with COVID-19 to be detected and also other situations in which the subject becomes immersed which demand adaptation strategies in the new situation lived in.