A conflict of interest (COI) places people in ethical dilemma when providing consultation in a field of business, medical/pharmaceutical industry, research etc. Disclosure is a commonly adopted strategy for the adverse effect of COI, but previous studies have reported inconsistent results. This investigated whether individual differences in pursuing self-interest influence differently on consultation behavior during voluntary- or no-disclosure of COI conditions. A total of 190 adults participated in an on-line experiment which consisted of two tasks. On the 1st task, participants were divided into either a role-oriented group or a self-interest group depending on their consultation choice on the task. On the 2nd task, participants were required to choose whether to disclose COI to his/her virtual partner and provided consultation to them. No group differences were found in frequency of choosing voluntary disclosure. For the role-oriented group, the voluntary disclosure group provided unbiased information to the virtual partners than the no disclosure group. However, no group difference between voluntary- and no-disclosure group in the self-interest group. Implications and limitations are further discussed.
Though research has shown that public transportation drivers experience greater burnout than other drivers, the sources of their burnout and possible mediators remain largely unknown. In response, in this study we investigate the relationships among sensation seeking, Type A driving behavior, and meaning of work to elucidate the burnout experienced by bus drivers in Gyeonggi-do, South Korea. To collect data regarding these relationships, 188 bus drivers answered a questionnaire involving the sensation seeking scale, burnout scale, and meaning of work scale. Results showed that Type A driving behavior mediated the relationship between sensation seeking and burnout, while meaning of work moderated the mediated model. These findings demonstrate that sensation-seeking bus drivers tend to experience greater burnout given their tendency to exhibit Type A driving behavior, and this relationship depends on perceived meaning of work. This study therefore contributes meaningful information and outlines significant implications in understanding drivers’ burnout.
In two experiments, we compared envy with admiration in attentional and motivational benefits. In addition, we tested whether individual differences in working memory capacity (WMC) have consequences for emotion regulation. In Study 1, following WMC tasks, the participants were primed either with envy or with admiration through a recall task, in which they had to recall their own experiences about envy or admiration. The participants in the envy condition considered it more undeserved that another person had an advantage over them, than in the admiration condition. Additionally, in the envy condition, WMC was related to happiness, and anxiety was related to the motivation to study more. In contrast, there were no significant relationships between WMC, emotion and study hours in the admiration condition. Study 2 (N=43) found greater memory for the envy scenario in the envy condition than in the admiration and in the control condition. Additionally, there were significant relationships between WMC, anxiety and recall accuracy in the envy condition. However, these relations were not found in the admiration and in the control condition. Findings implicate that envy may play an important role in memory systems and that WMC is related to emotion regulation abilities.
In this study, we examined the longitudinal change of multicultural acceptability, peer relationship, and teacher relationship using latent growth curve modeling. This study used data from the second, third, and fourth waves of the middle school student cohort (N=2,178) of the Korean Children-Youth Panel Survey (KCYPS). The dependent variable was multicultural acceptability. The independent variables were peer relationship and teacher relationship. The major longitudinal findings of this study are as follows: First, peer relationships, teacher relationships and multicultural acceptability increased with time. Second, peer relationship showed a significant effect on the multicultural acceptability over time. Finally, the teacher relationship showed a significant effect on the multicultural acceptability over time. These results show differentiation with previous cross-sectional studies of multicultural acceptability. Furthermore, it is expected that this study will provide educational implications for the cultivation of multicultural acceptability.
The purpose of this present study was to investigate the influence of abusive supervision on strain-based work interference with family and interpersonal deviance. In addition, this study examined the mediating effect of subordinates' emotional labor toward supervisors and the moderating effect of hierarchical organizational climates on emotional labor, perceived organizational family support on strain-based work-family conflict, and social network on interpersonal deviance. The results are summarized as follows: (1) abusive supervision was positively related to subordinates' emotional labor toward supervisors. (2) Emotional labor was positively related to strain-based work-family conflict and interpersonal deviance. (3) Subordinates' emotional labor mediated the relationship between abusive supervision and the two outcome variables. (4) Hierarchical organizational climates moderated the relationship between abusive supervision and emotional labor. (5) Perceived organizational family did not have moderating effect between emotional labor and strain-based work-family conflict. (6) Social network had moderating effect but it did not influence interpersonal deviance as predicted by the hypothesis. Based on the results, implications of findings, limitations, and suggestions for future research were discussed.
We tried to develop the school violence prevention program which focuses on the bystanders. In the context of school violence, most students are bystanders. They can either reinforce the violence or stop the violence. We hypothesized that the students who know their own temperament dimensions such as novelty seeking, harm avoidance, and reward dependence (Cloninger, 1994) will show more tendencies to defend victims from school violence when they learned the methods to prevent school violence in accordance to their temperament dimensions. 351 Korean middle school students participated the 4 sessions of school violence prevention program. The students completed the questionnaires to identify their own behavior in school violence situations. In the experimental group(temperament group), students learned the methods to help the victims that suits with their own temperaments. Whereas, the comparison group just attend the class regardless of their temperaments. Both groups showed significant increase in the trend of defending the victims. However, the temperament group showed more tendency to protect/defend the victims than the comparison group when they faced with school violence. These results show that students can learn the methods of defending victims from school violence more easily by knowing their own temperament dimensions, and can be the prepared and the effective defenders.