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Cristea T, Snijders C, Matzat U, Kleingeld A. Do 21st-century skills make you less lonely? The relation between 21st-century skills, social media usage, and students' loneliness during the COVID-19 pandemic. Heliyon 2024; 10:e25899. [PMID: 38356530 PMCID: PMC10865394 DOI: 10.1016/j.heliyon.2024.e25899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Revised: 01/26/2024] [Accepted: 02/05/2024] [Indexed: 02/16/2024] Open
Abstract
21st-century skills are a new category of competencies recommended for people to adapt to the digital era. Digital communication skills, particularly, are regarded as an important facet in a progressively moving online society. Empirical evidence of their actual value, however, is largely missing. Recently, the COVID-19 pandemic offered an appropriate testing ground for the possible beneficial role that such skills might play. Our results show that digital communication skills correlate with loneliness. However, social media usage, online contacts, and offline contacts only partially mediate the relationship between digital communication skills and the loneliness levels of students. In addition, we found substantial differences between the two waves of data collection and the types of contacts that influenced loneliness. While skills may have reduced loneliness, the precise mechanism of this effect needs to be clarified more. We offer suggestions for future research to examine the potential benefits of 21st-century skills.
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Affiliation(s)
- T.S. Cristea
- Eindhoven University of Technology, Department of Industrial Engineering and Innovation Sciences, Atlas 9.407, Groene Loper 3, 5612, AE, Eindhoven, the Netherlands
| | - C. Snijders
- Eindhoven University of Technology, Department of Industrial Engineering and Innovation Sciences, Atlas 9.407, Groene Loper 3, 5612, AE, Eindhoven, the Netherlands
| | - U. Matzat
- Eindhoven University of Technology, Department of Industrial Engineering and Innovation Sciences, Atlas 9.407, Groene Loper 3, 5612, AE, Eindhoven, the Netherlands
| | - A. Kleingeld
- Eindhoven University of Technology, Department of Industrial Engineering and Innovation Sciences, Atlas 9.407, Groene Loper 3, 5612, AE, Eindhoven, the Netherlands
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Nicolau A, Candel OS, Constantin T, Kleingeld A. The effects of executive coaching on behaviors, attitudes, and personal characteristics: a meta-analysis of randomized control trial studies. Front Psychol 2023; 14:1089797. [PMID: 37333584 PMCID: PMC10272735 DOI: 10.3389/fpsyg.2023.1089797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Accepted: 05/09/2023] [Indexed: 06/20/2023] Open
Abstract
Background A growing number of studies emphasize executive coaching as an effective developmental tool that managers can use to increase their performance in organizational settings. However, the coaching research suggests a large variety of processes and outcomes, lacking clarity on the primary psychological dimensions most impacted. Method Reviewing 20 studies with a rigorous methodological design that used control trials and pre-post tests, we evaluated and compared the relative effects of coaching on different types and sub-types of outcomes by means of a classification of coaching outcomes based on previously used taxonomies. Results The results indicate that the impact of coaching on behavioral outcomes was higher compared to attitudes and person characteristics outcomes, suggesting that behavioral coaching outcomes, especially cognitive behavioral activities, are the most impacted by executive coaching. Moreover, we found significant positive effects for some specific outcomes, such as self-efficacy, psychological capital, and resilience, indicating that executive coaching is effective in producing change even on dimensions considered relatively stable over time. The results show no moderation effects of the number of sessions. The length of the coaching program was a significant moderator only for the attitudes outcomes. Discussion These findings provide evidence that executive coaching is a powerful instrument for organizations to support positive change and personal development.
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Affiliation(s)
- Andreea Nicolau
- Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University, Iaşi, Romania
| | - Octav Sorin Candel
- Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University, Iaşi, Romania
| | - Ticu Constantin
- Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University, Iaşi, Romania
| | - Ad Kleingeld
- Department of Industrial Engineering and Innovation Sciences, Eindhoven University of Technology, Eindhoven, Netherlands
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Abstract
In two studies, we investigated the role of self-regulatory behavior in terms of achievement goals and goal progress for work engagement. Study 1 (N = 205) revealed that trait learning goals were positively related to work engagement and performance-approach and performance-avoidance goals were unrelated to work engagement. In a second study, employees were asked to either set a (state) learning, performance-approach, or performance-avoidance goal for the upcoming work week. Goal progress and work engagement were measured one week later (N = 106). Learning goals at the trait and state level were associated with higher work engagement and performance-avoidance goals were unrelated to work engagement. We found a positive relationship of goal progress with work engagement, in particular for employees who pursued learning or performance-approach goals. Our studies contribute to theory building by delineating the (combined) role of goal orientations (trait), state achievement goals, and goal progress for work engagement, as well as generating practical implications for the design of effective interventions to enhance work motivation in organizational practice.
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Affiliation(s)
- Tanja Bipp
- 9144Heidelberg University, Germany; Open University, the Netherlands
| | - Ad Kleingeld
- Eindhoven University of Technology, the Netherlands
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Bipp T, Kleingeld A, Snijders C. Aberrant personality tendencies and academic success throughout engineering education. J Pers 2019; 88:201-216. [PMID: 30982969 DOI: 10.1111/jopy.12479] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2018] [Revised: 04/04/2019] [Accepted: 04/08/2019] [Indexed: 12/16/2022]
Abstract
OBJECTIVE In a longitudinal field study, we investigated the predictive associations between six aberrant personality tendencies (schizotypal, avoidant, borderline, antisocial, narcissistic, obsessive-compulsive) and academic success of science, technology, engineering, and mathematics students. METHOD Bachelor students of Industrial Engineering at a Dutch technical university (N = 432, Mage = 18.45; 87.3% male) filled out the NEO-PI-R and aberrant tendencies were operationalized by the five-factor model (FFM) compound technique. Indicators of academic achievement (grades) and persistence (credit points earned per year, re-enrollment, study duration) were made available by the academic office. RESULTS Validities across the 3 years of the study program consistently support the role of two aberrant tendencies: Individuals with high antisocial tendency reached lower academic achievement, took longer to finish their study, and had a higher risk of dropout. The obsessive-compulsive tendency was associated with higher grade-point average, faster study progress, and higher retention rates and effects were still visible while controlling for known predictors (high school grades, Conscientiousness). Contrary to our expectations, we found no evidence for inverted U-shaped relationships. CONCLUSIONS We used the compound technique for aberrant tendencies based on the FFM in the academic context and our findings support the importance of personality-based psychopathological tendencies for academic success.
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Affiliation(s)
- Tanja Bipp
- Department of Psychology, University of Würzburg, Würzburg, Germany.,Department of Industrial Engineering & Innovation Sciences, Eindhoven University of Technology, Eindhoven, The Netherlands
| | - Ad Kleingeld
- Department of Industrial Engineering & Innovation Sciences, Eindhoven University of Technology, Eindhoven, The Netherlands
| | - Chris Snijders
- Department of Industrial Engineering & Innovation Sciences, Eindhoven University of Technology, Eindhoven, The Netherlands
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Affiliation(s)
- Tanja Bipp
- Julius-Maximilians-University of Würzburg, Würzburg, Germany
- Eindhoven University of Technology, Eindhoven, the Netherlands
| | - Ad Kleingeld
- Eindhoven University of Technology, Eindhoven, the Netherlands
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Abstract
Abstract. In four studies, we investigated the factorial structure and the construct and predictive validity of the approach-avoidance temperament questionnaire (ATQ; Elliot & Thrash, 2010 ) for attitudes and behavior at work. In Study 1 (N = 395 university students), we showed that a Dutch translation of the ATQ can be best described by a two-factorial structure. In Study 2 (N = 295 senior-year students), we documented approach and avoidance temperament as predictor of students’ career adaptability and engagement. In Study 3 (N = 103 employees), we demonstrated that approach and avoidance temperament have incremental predictive validity for work engagement beyond goal orientation (three-dimensional model). In Study 4 (N = 93 employees), approach temperament was positively related to peer ratings of job performance, independent of achievement goals (four-dimensional model). Overall, we showed that individual differences in terms of a predisposition for the orientation and reaction to positive/negative stimuli across situations can be used to increase our understanding of behavior at work. Our results support the practical utility of approach and avoidance temperament for work settings.
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Affiliation(s)
- Tanja Bipp
- Eindhoven University of Technology, Eindhoven, The Netherlands
- Open University, Heerlen, The Netherlands
| | | | - Karen van Dam
- Eindhoven University of Technology, Eindhoven, The Netherlands
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Bipp T, Kleingeld A, Van Den Tooren M, Schinkel S. THE EFFECT OF SELF-SET GRADE GOALS AND CORE SELF-EVALUATIONS ON ACADEMIC PERFORMANCE: A DIARY STUDY. Psychol Rep 2015; 117:917-30. [PMID: 26595291 DOI: 10.2466/11.07.pr0.117c26z0] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The aim of this diary study was to examine the effect of self-set grade goals and core self-evaluations on academic performance. Data were collected among 59 university students (M age = 18.4 yr., SD = 0.8) in a 2-wk. exam period on up to five exam days. Multilevel analyses revealed that the individual grade goals students set for their exams were positively related to the grades they obtained for these exams. However, the goal-performance relationship only applied to students scoring high on core self-evaluations. The results of this study contribute to the understanding of the effect of self-set grade goals and core self-evaluations on academic performance and imply important practical applications to enhance academic performance.
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Affiliation(s)
- Tanja Bipp
- 1 Eindhoven University of Technology, The Open University, The Netherlands
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Abstract
An experiment that investigated the interaction effect of Neuroticism and the comparison to different reference groups on self-estimates of intelligence is reported. University students (100 men, 15 women) were randomly assigned to two experimental groups and asked to rate their own intelligence on a one-item measure, in IQ points, having been provided with reference values for either the general population or a student sample. Analysis of data confirmed that the accuracy of self-estimates of intelligence was influenced by the variation of the instruction. Participants provided more accurate estimations when confronted with comparison information about fellow students than about the general population. Persons scoring high on Neuroticism estimated their intelligence lower, but only when their estimation was based on a general reference group. Theoretical and practical implications were discussed.
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Affiliation(s)
- T Bipp
- Eindhoven University of Technology, The Netherlands.
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Kleingeld A, van Mierlo H, Arends L. The effect of goal setting on group performance: A meta-analysis. Journal of Applied Psychology 2011; 96:1289-304. [DOI: 10.1037/a0024315] [Citation(s) in RCA: 174] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
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Abstract
Based on Mitchell and Silver’s (1990) tower-building paradigm, the authors performed two experiments on multilevel quantity goals, strategies, and performance in task-interdependent groups. The study compared four goal types: IG (individual goal), GG (group goal), IG + GG (individual + group goal), and NSG (nonspecific goal). IG yielded low cooperation and performance, whereas, unexpectedly, NSG yielded high cooperation and performance. To explain this finding, we discerned two goal-setting components: Goal referent (performance-level targeted; individual/group) and goal specificity. Mediation analyses suggest that referent triggers a cooperation/competition mechanism, explaining the lower IG performance, whereas specificity triggers a speed/ accuracy mechanism, explaining the higher NSG performance. We conclude that individual goals can interfere with cooperative processes and group performance, and, for time-constrained interdependent tasks requiring speed and accuracy, specific difficult quantity goals may promote risk taking, thereby obstructing goal attainment.
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Affiliation(s)
| | - Ad Kleingeld
- Eindhoven University of Technology, Eindhoven, The Netherlands
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Kleingeld A. Book review. European Journal of Work and Organizational Psychology 2009. [DOI: 10.1080/13594320802536125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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van Vijfeijken H, Kleingeld A, Tuijl HV, Algera JA, Thierry H. Task complexity and task, goal, and reward interdependence in group performance management: A prescriptive model. European Journal of Work and Organizational Psychology 2002. [DOI: 10.1080/13594320244000193] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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van Tuijl H, Kleingeld A, Schmidt K, Kleinbeck U, Pritchard RD, Algera JA. Measuring and Enhancing Organizational Productivity by Means of ProMES: Three Practical Implications. European Journal of Work and Organizational Psychology 1997. [DOI: 10.1080/135943297399079] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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