Heleen van Mierlo

Composing group-level constructs from individual-level survey data

Group-level constructs are often derived from individual-level data. This procedure requires a composition model, specifying how the lower level data can be combined to compose the higher level construct. Two common composition methods are direct consensus composition, where items refer to the individual, and referent-shift consensus composition, where items refer to the group. The use and selection of composition methods is subject to a number of problems, calling for more systematic work on the empirical properties of and distinction between constructs composed by different methods. To facilitate and encourage such work, the authors present a methodological framework for addressing the distinction between and the baseline psychometric quality of composed group constructs, illustrated by an empirical example in the group job-design domain. The framework primarily represents a developmental tool with applications in multilevel theory building and scale construction, but also in meta-analysis or secondary analysis, and more general, the validation of group constructs.

A diary study on work-related smartphone use, psychological detachment and exhaustion: examining the role of the perceived segmentation norm.

In this diary study, we examined the associations between daily work-related smartphone use and daily psychological detachment and daily work-related exhaustion within a group of smartphone owners. In addition, we studied the role of the perceived segmentation norm at the workplace as a moderator of the link between work-related smartphone use and detachment. A total of 70 employees using smartphones on initiative of their employer completed a diary questionnaire on 4 successive workdays (N = 268 data points). We hypothesized that work-related smartphone use is negatively related to psychological detachment and that psychological detachment, in turn, is negatively related to work-related exhaustion. Finally, we expected that especially employees who perceive a high segmentation norm at their workplace have difficulties to psychologically detach from work on days that they use their smartphone more intensively. Overall, the results of multilevel analyses supported these hypotheses. The findings emphasize the importance of a clear organizational policy regarding work-related smartphone use outside of work hours.

Autonomous teamwork and psychological well-being

Few studies investigated the assumed positive effects of autonomous groups on individual psychological well-being. In the present study we investigated the hypotheses that (1) group autonomy is positively related to psychological well-being, (2) this relationship is mediated by individual autonomy, individual task variety, individual workload, and social support. One hundred and thirty-eight members of autonomous teams in a supermarket chain completed questionnaires about their task perceptions and psychological well-being. The hypotheses were largely supported by structural equations analyses. Results are discussed and implications proposed.

An evaluation of an aggression management training program to cope with workplace violence in the healthcare sector

Workplace violence is a major occupational hazard for healthcare workers, generating a need for effective intervention programs. The purpose of this study was to evaluate the effectiveness of an aggression management training program. The evaluation design was based on the internal referencing strategy, an unobtrusive and applicable evaluation method that rules out some major threats to internal validity without the need for a control group. On three occasions, training participants completed a questionnaire containing experimental and control variables. As hypothesized, there was a significant improvement in the experimental variables that was larger than the non-significant change in the control variable. We conclude that aggression management training may be an effective instrument in the fight against workplace violence.

Goals, strategies, and group performance : some limits of goal setting in groups

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.

The burden of secrecy? No effect on hill slant estimation and beanbag throwing

Slepian, Masicampo, Toosi, and Ambady (2012, Experiment 1) reported that participants who recalled a big secret estimated a hill as steeper than participants who recalled a small secret. This finding was interpreted as evidence that secrets are experienced as physical burdens. In 2 experiments, we tried to replicate this finding, but, despite larger power, did not find a difference in slant estimates between participants who recalled a big secret and those who recalled a small secret. This finding was further corroborated by a meta-analysis that included 8 published data sets of exact replications, which indicates that thinking of a big secret does not affect hill slant estimation. In a third experiment, we also failed to replicate the effect of recalling a secret on throwing a beanbag at a target (Slepian et al., 2012, Experiment 2). Together, our findings question the robustness of the original empirical findings.

A group-level conceptualization of the 2 × 2 achievement goal framework: Antecedents and motivational outcomes

While achievement goal theory is well-represented in the individual motivation literature, we know little about its role in groups. In 2001, Elliot and McGregor proposed a 2 × 2 achievement goal framework, which consists of a mastery-performance goal distinction and an approach-avoidance goal distinction. In the present study, we define this 2 × 2 framework at the group level and examine antecedents and collective motivational outcomes of group-level achievement goals in a longitudinal study among 125 small student groups engaged in a debating course. Results support the group-level 2 × 2 framework, although the shared nature of group-level performance-avoidance requires further attention. Individual dispositional achievement goals, measured before group formation, predicted subsequent group-level achievement goals. Concerning group-level motivational outcomes, a group climate focused on learning and improvement seems especially beneficial, as it related positively to sustained collective effort, group reflexivity, and group task strategy effectiveness, and mitigated adverse effects of group performance-approach achievement goalsWhile achievement goal theory is well-represented in the individual motivation literature, we know little about its role in groups. In 2001, Elliot and McGregor proposed a 2 × 2 achievement goal framework, which consists of a mastery-performance goal distinction and an approach-avoidance goal distinction. In the present study, we define this 2 × 2 framework at the group level and examine antecedents and collective motivational outcomes of group-level achievement goals in a longitudinal study among 125 small student groups engaged in a debating course. Results support the group-level 2 × 2 framework, although the shared nature of group-level performance-avoidance requires further attention. Individual dispositional achievement goals, measured before group formation, predicted subsequent group-level achievement goals. Concerning group-level motivational outcomes, a group climate focused on learning and improvement seems especially beneficial, as it related positively to sustained collective effort, group reflexivity, and group task strategy effectiveness, and mitigated adverse effects of group performance-approach achievement goals.

Crossover of engagement in groups

Purpose The purpose of this paper is to extend the current knowledge on psychological contagion and crossover by investigating the crossover of task-specific engagement (a positive, fulfilling state of mind) among group members. The paper also examines whether this crossover process is reinforced by strong group cohesion or by higher a priori levels of task engagement of the most engaged group member. Design/methodology/approach The authors operationalized crossover as within-group convergence on individual engagement over time. The authors studied this process in 43 newly formed groups performing a dynamic, interactive building task under controlled laboratory conditions, allowing the authors to observe the crossover process from a “zero” point, before any mutual influences had occurred. Findings Group member engagement scores indeed converged over time, supporting the proposed crossover effect of engagement, especially when the most engaged group member was highly engaged at the beginning of the group task. Unexpectedly, the explanatory role of group cohesion was not convincingly supported; the crossover of engagement was no stronger in groups with high cohesion. Practical implications These findings show that task-specific engagement is indeed transferred among group members, particularly when the most engaged group member is highly engaged. Originality/value Previous studies on psychological contagion and crossover were mainly focused on dyadic relationships and specific emotions or impaired well-being. The findings add to this literature by addressing the crossover of engagement – a more complex, beneficial psychological state – among group members and provide new input for developing and sustaining engagement in and of groups.

The Effect of Subconscious Performance Goals on Academic Performance

ABSTRACT We investigated the impact of subconscious goals on academic performance in two field experiments. We show that unobtrusive priming of goals with regard to achievement motivation by means of a photograph improves performance in different educational contexts. High-school students who were exposed to an achievement-related photograph achieved higher grades than students in two control conditions. This effect was not affected by students’ prior performance. University students exposed to a photograph representing a specific, difficult goal reached even higher performance than students taking the exam with a general achievement photograph. For practice, subconscious goals may form a powerful, cost-effective tool to enhance academic performance. However, varying results across the experiments also prompt the need for further investigations of such effects.

When Teams Fail to Self-Regulate: Predictors and Outcomes of Team Procrastination Among Debating Teams

Models of team development have indicated that teams typically engage in task delay during the first stages of the team’s life cycle. An important question is to what extent this equally applies to all teams, or whether there is variation across teams in the amount of task delay. The present study introduces the concept of team procrastination as a lens through which we can examine whether teams collectively engage in unplanned, voluntary, and irrational delay of team tasks. Based on theory and research on self-regulation, team processes, and team motivation we developed a conceptual multilevel model of predictors and outcomes of team procrastination. In a sample of 209 student debating teams, we investigated whether and why teams engage in collective procrastination as a team, and what consequences team procrastination has in terms of team member well-being and team performance. The results supported the existence of team procrastination as a team-level construct that has some stability over time. The teams’ composition in terms of individual-level trait procrastination, as well as the teams’ motivational states (i.e., team learning goal orientation, team performance-approach goal orientation in interaction with team efficacy) predicted team procrastination. Team procrastination related positively to team members’ stress levels, especially for those low on trait procrastination. Furthermore, team procrastination had an indirect negative relationship with team performance, through teams’ collective stress levels. These findings add to the theoretical understanding of self-regulatory processes of teams, and highlight the practical importance of paying attention to team-level states and processes such as team goal orientation and team procrastination.