The Role of Authentic Leadership in Fostering Workplace Inclusion: A Social Information Processing Perspective

2014 ◽  
Vol 54 (2) ◽  
pp. 241-264 ◽  
Author(s):  
Janet A. Boekhorst
Keyword(s):  
Information Processing ◽  
Social Information Processing ◽  
Authentic Leadership ◽  
Social Information ◽  
Information Processing Perspective ◽  
Workplace Inclusion

Distinguished Scholars Invited Essay: Becoming a Good Sport and a Better Performer: A Social Information Processing View of Authentic Leadership

2017 ◽  
Vol 25 (2) ◽  
pp. 141-152
Author(s):  
Chester A. Schriesheim ◽  
Yonghong Liu
Keyword(s):  
Information Processing ◽  
Task Performance ◽  
Social Information Processing ◽  
High Performance ◽  
Authentic Leadership ◽  
Social Information ◽  
Social Information Processing Theory ◽  
Processing Theory ◽  
Contrast Analysis ◽  
And Behavior

Drawing on social information processing theory, this study investigates the mechanisms by which authentic leadership affects subordinate task performance through subordinate attitudes and behavior. Sportsmanship, conceptualized as a behavioral indicator of employee positivity and persistence in pursuing high performance, is argued to be a potentially important outcome for authentic leadership. Data collected from 203 matched subordinate–supervisor dyads in six organizations from six diverse industries were subjected to contrast analysis with bootstrapping. The results suggest that the indirect effect of authentic leadership on subordinate sportsmanship is mainly via a cognitive process, as opposed to an affective one. Furthermore, it is the employee’s sportsmanship that transmits the effects of authentic leadership on employee task performance. Implications and future directions are discussed.

Cognitive Schemas and Aggressive Behavior in Adolescents: The Mediating Role of Social Information Processing

2010 ◽  
Vol 13 (1) ◽  
pp. 190-201 ◽  
Author(s):  
Esther Calvete ◽  
Izaskun Orue
Keyword(s):  
Information Processing ◽  
Aggressive Behavior ◽  
Social Information Processing ◽  
Social Information ◽  
Reactive Aggression ◽  
Proactive Aggression ◽  
Cognitive Schemas ◽  
Mediating Role ◽  
Selection Of

This study assesses the association between cognitive schemas of justification of violence, grandiosity and abuse, and reactive and proactive aggressive behavior, and whether this association is mediated by social information processing (SIP). For this purpose, a sample of 1371 adolescents (638 girls and 580 boys) completed measures of cognitive schemas, SIP, and Reactive-Proactive Aggression. The results showed that the cognitive schemas of justification of violence and narcissism are more relevant for proactive aggression, whereas the abuse schema is more relevant for reactive aggression. SIP mediated particularly the association between cognitive schemas and reactive aggression. Each cognitive schema was shown to be associated with some particular SIP component: justification of violence and abuse with the component of interpretation, and narcissism with the experience of anger. Moreover, the abuse schema was negatively associated with the selection of aggressive responses. Lastly, a general model of paths between schemas, SIP, and aggression was found to be quite similar for boys and girls, although the former scored higher in proactive aggression, partly because of their higher scores in the justification of violence and narcissism schemas.

The Ambiguity of a Transgression and the Type of Apology Influence Immediate Reactions

2013 ◽  
Vol 41 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Leonard S. Newman ◽  
Lindsay R. Kraynak
Keyword(s):  
Information Processing ◽  
Social Information Processing ◽  
Process Model ◽  
Interactive Effect ◽  
Social Information ◽  
Dual Process ◽  
Dual Process Model ◽  
Immediate Reactions ◽  
As If

Apologies with explicit acknowledgements of wrongdoing are especially likely to be well received. An implication of Trope's (1986) dual process model of social information processing is that this may not be so when interpersonal transgressions are ambiguous. In such cases, full apologies primarily serve to identify behaviors as affronts. In Study 1, participants read vignettes involving clear or ambiguous transgressions for which 1 of 3 alternative forms of apology were received by the wronged person: no apology, a full apology, or an expression of sympathy offered as partial apology. For clear transgressions, participants expected full apologies to soothe the wronged person more than either partial apologies or no apologies, but when transgressions were ambiguous, full apologies were considered to be less likely to ameliorate the wronged person's bad feelings than were partial apologies. In Study 2 we replicated the effect for ambiguous transgressions even when participants had the vignette presented to them as if they were in the role of the wronged person, and the results of Study 3 indicate that these findings are not an artifact of differences in conclusions about whether a transgression had actually taken place. Reactions to apologies are an interactive effect of the nature of the apology and the nature of the transgression.

The role of emotion regulation in the predictive association between social information processing and aggressive behavior in adolescents

2012 ◽  
Vol 36 (5) ◽  
pp. 338-347 ◽  
Author(s):  
Esther Calvete ◽  
Izaskun Orue
Keyword(s):  
Emotion Regulation ◽  
Information Processing ◽  
Aggressive Behavior ◽  
Social Information Processing ◽  
Social Information ◽  
Behavior Interventions ◽  
The Social ◽  
The Relationship ◽  
Peer Reports

The primary aim of this study was to assess the moderating role of emotion regulation in the relationship between some components of social information processing (hostile interpretation and anger) and aggressive behavior. The secondary aim was to assess whether emotion regulation, hostile interpretation, and anger account for gender differences in aggressive behavior. A total of 1,125 adolescents (627 girls) filled out the social information processing questionnaire to assess hostile interpretation, anger, and emotion regulation. Reactive and proactive aggressive behaviors were assessed by self- and peer reports. The results showed that adaptive regulation negatively predicted aggressive behavior and moderated the relationship between anger and reactive aggressive behavior. Boys’ higher scores for aggressive behavior were accounted for by their higher scores for anger and lower scores for emotion regulation. However, the strength of the relationships among variables was similar for both boys and girls. Findings of this study indicate the importance of emotion regulation as a target for aggressive behavior interventions.

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