Past research on idea implementation has focused on employees trying to win social support for their own ideas, yet employees are often handed ideas to implement that were developed by others. We propose and test hypotheses on such handoffs, focusing on how handing employees relatively mature ideas to implement may lead them to build less creative final products. We tested our hypotheses using two studies: an archival study of 5,676 movies in the U.S. film industry and a complementary experiment. Results suggest that late handoffs yielded less creative final products than no or early handoffs, meaning it was costly to creativity when employees implemented relatively mature ideas without driving at least some of their prior development. However, serialized late handoffswherein implementers were handed relatively mature ideas after an earlier handoff between two other individualswere less costly to creativity than late handoffs from one other individual. Mediation results suggest that late handoffs reduced implementers creativity by restricting their sense of psychological ownership and the coherence of their final products. This research advances theory on idea implementation, handoffs, and psychological ownership in creative work.

Reciprocity implies equality in the giving and receiving of benefits. However, we find that reciprocity does not generate equal benefits, in terms of social status. Instead, across 7 studies (N = 3,426), observers conferred more status to individuals who initiated (i.e., initiators) than individuals who reciprocated (i.e., reciprocators) identical prosocial acts. Further, choosing not to reciprocate a prosocial act led to a more severe status penalty than choosing not to initiate a prosocial act. We find this discounting of reciprocity is driven by perceived obligation-observers view reciprocators as acting under constraint. When reciprocation appears less obligatory (e.g., given indirectly, or privately), the status discount is mitigated. Finally, we show that the discounting of a reciprocal act can be enduring-reciprocators still received less status after 2 successive, counterbalanced rounds of exchange. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

People often respond to others’ emotions using verbal acknowledgment (e.g., “You seem upset”). Yet, little is known about the relational benefits and risks of acknowledging others’ emotions in the workplace. We draw upon Costly Signaling Theory to posit how emotional acknowledgment influences interpersonal trust. We hypothesize that emotional acknowledgment acts as a costly signal of the perceiver’s willingness to expend personal resources to meet the needs of the expresser. Across six studies, we found convergent evidence that emotional acknowledgment led to greater perceptions of costliness, and in turn, to higher evaluations of trust. These effects were stronger for negative than positive emotions because acknowledging negative emotions involved a greater perceived cost. Moreover, inaccurate acknowledgment fostered greater trust than not acknowledging when positive emotions were mislabeled as negative, but not when negative emotions were mislabeled as positive. These findings advance theory on key dynamics between emotion and language in work-related relationships.

In a mixed‐methods study following 1551 adolescents from eight diverse schools across the US, a large majority demonstrated (a) strong norms of actively open‐minded thinking (AOT) and (b) a widespread capacity for AOT. Students from two public (government) schools, two private (public) schools, and two charter (academy) schools were followed for 18 months over the transition from middle school to high school, with data collected in each semester of the eighth grade and ninth grade year. The study included an unusually varied set of approaches to assess AOT values and habits, including a rating scale, two new multiple choice measures, teacher reports from three teachers per student, peer nomination, and interviews with subsets of the larger sample. These varied measures converged to reveal widespread openness to disagreement, desire for understanding, and pluralistic norms. In interviews, participants demonstrated AOT in three powerful ways: deep search for ideas, epistemic empathy, and pluralistic thinking. Moreover, repeated administration of measures indicated moderate intertemporal reliability of this trait, with six‐month test‐retest correlations ranging from .27 to .59 depending on the measure. This research suggests that existing capacities for AOT could be more fruitfully leveraged and supported by educators, helping students to capitalise on their own values and intuitions as they develop into mature critical thinkers. [Corrections made on 24 August 2020 after first online publication: ‘web search’ was incorrectly used throughout this article and it has now been corrected to ‘search’ in this version]

We tested the domain-specificity or domain-generality of academic diligence in middle-school students using the Academic Diligence Task (ADT), a performance task that assesses effort on tedious problems in the face of digital distractions. Students in 8th grade (N = 439) were randomly assigned to individually complete a math, verbal, or spatial ADT or to a combination of all three. Confirmatory factor analyses suggested domain-generality, as did the fact that ADT scores in a given domain did not differentially predict academic achievement in that domain. Results indicated that all three ADTs had adequate external and predictive validity, but convergent validity varied. Whereas both math and verbal ADT scores correlated with teacher-reports of grit and self-control, only math scores consistently correlated with self-reports of the same constructs; these measures did not correlate with spatial ADT scores. Thus, the math ADT is the best performance measure of diligence, followed by the verbal ADT.

Review of EducationVolume 8, Issue 3 p. 800-805 Context & Implications Context and Implications Document for: Actively open-minded thinking in American adolescents S. Emlen Metz, Corresponding Author S. Emlen Metz emlen.metz@berkeley.edu orcid.org/0000-0001-5401-6508 University of California, Berkeley, CA, USASearch for more papers by this authorRebecca N. Baelen, Rebecca N. Baelen Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USASearch for more papers by this authorAlisa Yu, Alisa Yu orcid.org/0000-0002-6185-673X Stanford School of Business, Stanford, CA, USASearch for more papers by this author S. Emlen Metz, Corresponding Author S. Emlen Metz emlen.metz@berkeley.edu orcid.org/0000-0001-5401-6508 University of California, Berkeley, CA, USASearch for more papers by this authorRebecca N. Baelen, Rebecca N. Baelen Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USASearch for more papers by this authorAlisa Yu, Alisa Yu orcid.org/0000-0002-6185-673X Stanford School of Business, Stanford, CA, USASearch for more papers by this author First published: 06 August 2020 https://doi.org/10.1002/rev3.3229Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume8, Issue3October 2020Pages 800-805 RelatedInformation

The purpose of this symposium is to share exciting, novel research on helping behavior at work. The collection of papers in this symposium offers new directions and insights – both theoretically and qualitatively – about the cognitive of processes of how, why, and when employees engage in helping behaviors. By exploring helping trajectories over time, the role of reciprocity in helping behavior, and how good citizens craft their roles, we gain a better understanding of helping behavior at work. An Examination of Newcomer Helping Behavior in Reaction to Veteran Helping Norms Presenter: Katrina Jia Lin; Hong Kong Polytechnic U. Presenter: Wei Wu; Hong Kong Polytechnic U. Presenter: Ying Xia; Nanjing U. Presenter: Kun Yu; Renmin U. of China Presenter: Peter Bamberger; Tel Aviv U. Returning the Favor: Examining Reciprocation of Help Received Presenter: Lauren Rachel Locklear; U. of Central Florida Presenter: Steven Whiting; U. of Central Florida Presenter: Mark G. Ehrhart; U. of Central Florida Better to Give than to Reciprocate: Status Conferrals and the Norm of Reciprocity Presenter: Alisa Yu; Stanford U. Presenter: Frank Flynn; Stanford U. Giving More than You Get: An Information Processing Model Explaining Under-Reciprocated Helpers Presenter: Anna Maria Zabinski; Oklahoma State U. Presenter: Kris Byron; Georgia State U. Presenter: Diane Bergeron; Case Western Reserve U. The Nature and Implications of Citizenship Crafting in Organizations Presenter: Thomas Keleman; U. of Oklahoma Presenter: Mark C Bolino; U. of Oklahoma

Little is known about the naturalistic development of mindfulness in adolescence and how it relates to changes in emotional well-being. The current longitudinal study examined the development of one dimension of mindfulness, nonreactivity to difficult inner experience (or in more colloquial terms, being able to notice, but "take a step back" from distressing thoughts), in a racially and socioeconomically diverse sample (N = 1,657) during the transition from middle school to high school. Students participated in up to four assessment waves, from fall of 8th grade through spring of 9th grade, in which they completed self-report measures assessing nonreactivity, perceived stress, and positive and negative affect. Latent growth curve models indicated that levels of nonreactivity increased during the 2-year study period. Developmental change in nonreactivity varied minimally by gender, socioeconomic status (SES), and race/ethnicity. Parallel process latent growth curve models showed that changes in nonreactivity were associated with concomitant reductions in perceived stress and negative affect, and increases in positive affect. Random intercept cross-lagged panel models showed that within-person nonreactivity prospectively predicted changes in perceived stress and positive affect, but not negative affect. This study is among the first to track the naturalistic development of mindfulness during adolescence. Results suggest that the nonreactivity dimension of mindfulness is associated with aspects of emotional well-being during the transition from middle school to high school. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Individual differences in grit and growth mindset predict effort and achievement in the face of challenges, but little is known about how the two traits influence each other during adolescence. In the current investigation, we analyzed data on grit and growth mindset collected from 1667 adolescents and their teachers on four occasions over 2 academic years. In autoregressive cross-lagged models, grit predicted rank-order increases in growth mindset and growth mindset predicted rank-order increases in grit. These findings suggest that during adolescence, grit and growth mindset are distinct but mutually reinforcing.

To avoid conflict with friends, colleagues, or acquaintances, we must often tread lightly and choose our words carefully. This symposium brings together novel research papers that investigate the links among conflict, interpersonal relationships, and communication. For instance, what if telling people about your achievements means your friend feels threatened by you? Would asking sensitive personal questions offend others? Could apologies and gratitude mitigate conflict? In such situations, communication strategies trade-off costs and benefits, both interpersonal and material. We demonstrate that individuals choose communication strategies they think will prevent conflict (hide success, avoid gathering information) – but that these strategies may in fact backfire. Next, we showcase several communication strategies (expressing gratitude or taking responsibility, surfacing underlying interests, or keeping quiet) that can indeed minimize conflict, and improve both social and material outcomes. Taken together, this set of research papers highlights the dilemmas we must navigate to keep the peace, and underscores the importance of communication for impressions and conflict management, for negotiations, and for organizational outcomes. Hiding Success Presenter: Annabelle Roberts; - Presenter: Emma Levine; U. Of Chicago Presenter: Ovul Sezer; Kenan-Flagler Business School, U. of North Carolina at Chapel Hill Don't Ask, Don't Tell? Willingness to Ask Sensitive Questions Presenter: Einav Hart; U. of Pennsylvania Presenter: Eric VanEpps; Carnegie Mellon U. Should Teams Surface Underlying Interests during Intra-team Conflicts? Presenter: Lindred L. Greer; U. of Michigan, Ross School of Business Presenter: Alisa Yu; Stanford U. Presenter: Preeti Srinavasan; Stanford GSB Silence is Golden: Silence, Deliberative Mindset, and Value Creation in Negotiation Presenter: Jared R. Curhan; MIT Sloan School of Management Presenter: Yeri Cho; U. of La Verne Presenter: Teng Zhang; Penn State Harrisburg Presenter: Yu Yang; ShanghaiTech U. Responsibility Exchange Theory and the Currency of Communication Presenter: Shereen J. Chaudhry; U. of Chicago Booth School of business Presenter: George Loewenstein; Carnegie Mellon U. - Dietrich College of Humanities and Social Sciences

Emotions are powerful tools that enable employees to navigate their organizational environments and shape their relationships with others. In this symposium, we highlight the sustaining, empowering, and motivating potential of emotions by showcasing novel research from both intrapersonal and interpersonal perspectives. Across five empirical papers, our symposium covers a broad range of topics on emotions (e.g., emotional intelligence, emotional regulation, emotional expression, emotional acknowledgment) using a diverse set of research settings and methodologies. Our discussant, Sigal Barsade, will conclude the session by synthesizing these papers and offering practical implications and potential future directions in the study of workplace emotions. Through this symposium, we seek to challenge existing assumptions and generate novel and important insights about how we manage our own emotions and the emotions of others at work. Is Self-Insight into Emotional and Cognitive Abilities Related to Adjustment? Presenter: Joyce He; U. of Toronto Presenter: Stephane Côté; U. of Toronto Surface Acting Can be Good... or Bad: Exploring the Influence of Expressing Inauthentic Emotion Presenter: Matthew LaPalme; The Wharton School, U. of Pennsylvania Presenter: Felipe Rojas; Pontificia U. Católica de Chile Presenter: Julio A. Pertuze; Pontificia U. Católica de Chile Presenter: Pilar Espinoza; U. San Sebastian, Chile How Music Teachers' Emotional Expressions Shape Students' Musical Performance Presenter: Gerben Alexander Van Kleef; U. of Amsterdam Presenter: Eftychia Stamkou; U. of Amsterdam Emotion as Performance Feedback: (Mis)inferring Work Quality from Evaluators' Expressions Presenter: Elizabeth Baily Wolf; INSEAD Signaling Recognition of Emotions: The Influence of Emotional Acknowledgment on Interpersonal Trust Presenter: Alisa Yu; Stanford U. Presenter: Julian Jake Zlatev; Harvard Business School Presenter: Justin M. Berg; Stanford GSB

Achieving important goals is widely assumed to require confronting obstacles, failing repeatedly, and persisting in the face of frustration. Yet empirical evidence linking achievement and frustration tolerance is lacking. To facilitate work on this important topic, we developed and validated a novel behavioral measure of frustration tolerance: the Mirror Tracing Frustration Task (MTFT). In this 5-min task, participants allocate time between a difficult tracing task and entertaining games and videos. In two studies of young adults (Study 1: N = 148, Study 2: N = 283), we demonstrated that the MTFT increased frustration more than 18 other emotions, and that MTFT scores were related to self-reported frustration tolerance. Next, we assessed whether frustration tolerance correlated with similar constructs, including self-control and grit, as well as objective measures of real-world achievement. In a prospective longitudinal study of high-school seniors (N = 391), MTFT scores predicted grade-point average and standardized achievement test scores, and-more than 2 years after completing the MTFT-progress toward a college degree. Though small in size (i.e., rs ranging from .10 to .24), frustration tolerance predicted outcomes over and above a rich set of covariates, including IQ, sociodemographics, self-control, and grit. These findings demonstrate the validity of the MTFT and highlight the importance of frustration tolerance for achieving valued goals. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Little is known about the naturalistic development of mindfulness in adolescence, and whether changes in this mental faculty are associated with perceived stress and emotional well-being. The current longitudinal study examined the development of one dimension of mindfulness, nonreactivity to inner experience, in a racially and socioeconomically diverse sample (N = 1,657) during the transition from middle school to high school. Students participated in up to four assessment waves, from fall of 8th grade through spring of 9th grade, during which they completed self-report measures assessing nonreactivity, perceived stress, and positive affect. Latent growth curve models indicated that levels of nonreactivity increased linearly during the two-year study period. Developmental change in nonreactivity varied minimally by gender, socioeconomic status, and race/ethnicity. Parallel process latent growth curve models showed that changes in nonreactivity were associated with concomitant reductions in perceived stress and increases in positive affect. Random intercept cross-lagged panel models showed that within-person nonreactivity prospectively predicted changes in perceived stress and positive affect. This is the first study to track naturalistic developmental change in mindfulness during adolescence. Results suggest that the nonreactivity dimension of mindfulness may boost resilience during the transition from middle school to high school.

In this mixed-methods study, we examine students' gratitude for their teachers and the implications of that gratitude for their psychological adaptation. We report findings that gratitude for teachers (GT) is, in fact, a resource for students facing difficult circumstances outside school. More specifically, our hierarchical multiple regression models demonstrate that this form of gratitude decreases the negative association between adverse life events and students' life satisfaction. GT also decreases the positive association between negative life events and students' perceived stress. Then, we use coded material from student interviews to illustrate how they understand the ways that their GT helps them manage challenges in their personal lives. We conclude that students' GT buffers the negative impact of adverse life events, because it helps students attend to the positive interactions and mentorship they have with their teachers and maintain focus on their future-oriented goals.

Grit, the inclination to pursue long-term goals with passion and perseverance, predicts academic achievement and professional success, but how to encourage grit in students remains an open question. The goal of the current study was to understand how perceptions of school culture influence the development of grit in middle school students. We conducted a year-long, prospective, longitudinal study (N= 1,277) examining grit, perceived goal structures (mastery vs. performance), and academic achievement. In cross-sectional analyses, we found that students who perceived their schools as more mastery goal-oriented were grittier and earned higher report card grades. In contrast, students who perceived their schools as more performance goal-oriented were less gritty and earned lower report card grades. In longitudinal analyses, changes in perceived mastery school goal structure predicted changes in grit over the school year, which in turn predicted changes in grades. Changes in perceived performance school goal structure, in contrast, did not reliably predict changes in grit. These findings suggest that school environments that emphasize the value of learning for learning's sake may encourage children to sustain interest in and effort toward long-term goals.

Prior research has shown that adverse events in the lives of adolescents precipitate psychological distress, which in turn impairs self‐control. This study (N = 1,343) examined the protective effects of stress mindsets—beliefs about the extent to which stress might be beneficial or strictly detrimental. The results confirmed that increasing the number of adverse life events across the school year predicted rank order increases in perceived distress, which in turn predicted rank order decreases in self‐control. Adolescents who believed in the potential benefits of stress were less prone to feeling stressed in the wake of adverse life events. These findings suggest that changing the way adolescents think about stress may help protect them from acting impulsively when confronted with adversity.