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ORGANIZATIONAL PSYCHOLOGY > CH4: WORKPLACE EMOTIONS, ATTITUDES AND STRESS > Flashcards

CH4: WORKPLACE EMOTIONS, ATTITUDES AND STRESS Flashcards

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1
Q

most Ob theories assume that a person’s thoughts and actions are guided by

A

logical thinking (cognition)

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2
Q

In fact, our behaviour is influenced by both _______________________ and _______________________

A
  • cognition
  • emotion
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3
Q

if emotions and cognition work together why then emotions have a greater influence?

A
  • because emotions occur BEFORE cognitive processes, hence influence them
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4
Q

emotions

A
  • physiological, behavioral, psychological episodes experienced toward an object, person or event that create a state of readiness
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5
Q

emotional episodes are very _______________________ and some last _______________________

A
  • brief
  • several seconds
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6
Q

what is the main difference between emotions and moods?

A

emotions are directed towards something moods are not - more general + moods are long-term

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7
Q

emotions are experiences that represents changes in which 3 states?

A
  • behavioral
  • physiological
  • psychological
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8
Q

facial expression is behavioral/physiological/psychological state

A

behavioral

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9
Q

example of the psychological state of the emotion

A

thought

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10
Q

most emotions are subtle meaning that _______________________. in reality, most emotions are _______________________ events that influence our _______________________

A

they occur without our awareness
- unconscious events
- conscious thinking and behavior

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11
Q

given that emotions are usually unconscious and last for several seconds, they are usually mistaken for _______________________

A

getting emotional

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12
Q

emotions put us in a state of

A

readiness

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13
Q

what is considered to be the engine of our motivation when it comes to emotions

A

state of readiness

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14
Q

two features of emotions

A
  1. activation
  2. valence (core effect)
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15
Q

core effect of emotions it the same as

A

valence

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16
Q

what is the primary source of person’s motivation?

A

state of readiness

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17
Q

some emotional experiences are strong enough to motivate us to act

A

without careful thought

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18
Q

valence

A
  • signal that perceived object or event should be approached or avoided
  • evaluation of situations as good or bad, positive or negative
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19
Q

(valency asymmetry) which emotions generate stronger level of activation - positive or negative

A

positive

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20
Q

why does valence asymmetry occur?

A

negative emotions are more critical for our survival

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21
Q

attitudes

A

cluster of beliefs, assessed feelings and behavioral intentions toward a person, object or event (attitude objects)

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22
Q

attitudes are _______________________, emotions are _______________________

A
  • judgements (evaluation)
  • experiences (events)
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23
Q

difference between attitudes and emotions

A
  • attitudes involve EVALUATION of the attitude object, while emotions operate as EVENTS, EXPERIENCES + usually without our awareness
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24
Q

can attitudes be unconscious?

A

yes

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25
Q

are attitudes usually conscious or non-conscious

A

conscious (another difference compared to emotions)

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26
Q

another distinction between emotions and attitudes is that

A

emotions happen briefly, while attitudes are more stable over time

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27
Q

today, it is understood that emotions and cognition operate _______________________

A

paralelly (3 cognitive components + parallel emotional process)

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28
Q

beliefs

A

established perceptions about the attitude object - what you believe to be true

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29
Q

beliefs are perceived factors that you acquire from _______________________ and other types of _______________________

A
  • experience
  • learning
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30
Q

each belief also has

A

valence (positive or negative feeling about each belief)

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31
Q

feelings are CONSCIOIUS/UNCONSCIOUS

A

conscious

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32
Q

feelings

A

conscious positive or negative evaluations of attitude objects

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33
Q

behavioral intentions

A

planning to engage in particular behavior regarding the attitude object

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34
Q

according to the traditional cognitive perspective of attitudes, feelings are calculated from your _______________________ and _______________________

A
  • beliefs
  • feelings associated with those beliefs
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35
Q

which actions you choose depends on

A
  1. past experience
  2. personality
  3. social norms
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36
Q

the cognitive model of attitudes gives impression that we can

A

predict behavior from each element of the individual’s attitude

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37
Q

what is the problem with the theory that we can predict behaviour from each element of the individual’s attitude

A

contingency at each level can weaken predictability

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38
Q

two employees might have the same belief, but different feeling depending on the

A

valence (that is valence for the beliefs!!! boss makes them work hard; positive or negative valence about the HARD WORK)

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39
Q

the effect of feelings on behavioral intentions depends on the

A

contingencies

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40
Q

if we just know that two people almost equally like/dislike someone, is it easy to predict behavior based on that?

A

no

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41
Q

people with the same feelings toward someone or something often develop different

A

behavioral attentions

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42
Q

why do people often develop different behavioral intentions based on the same feelings?

A
  • unique experiences
  • personal values
  • self-concept
  • individual-differences
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43
Q

according to the cognitive perspective of attitudes, the best predictor for behavior is

A

behavioural intentions

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44
Q

factors that affect the link between behavioral intentions and behavior

A

MARS model factors

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45
Q

MARS model factors affect which link from the cognitive perspective of attitudes?

A

behavioral intentions –> behavior

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46
Q

both emotional and cognitive processes start with _______________________

A

perception of the world around us

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47
Q

our brain tags incoming sensory information with _______________________ based on the _______________________ and _______________________ evaluation of whether the information supports or threatens our innate drives

A

emotional markers
- quick and imprecise

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48
Q

are emotional markers calculated feelings?

A

no! they are automatic and non conscious

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49
Q

is the informational input for the emotional markers big?

A

no!

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50
Q

while we are logically analysing the information (whether is it good or bad), our emotions already send _______________________ and those signals sway _______________________

A
  • core effect (valence)
  • cognitive evaluation
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51
Q

we often deliberately _______________________ our emotions to help us consciously decide whether to support or oppose sth

A

listening in

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52
Q

when is the influence of both cognitive reasoning and emotions most apparent?

A
  • when they disagree with each other
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53
Q

conflicting experience between emotions and cognitive reasoning indicate that _______________________ generates _______________________ that are different from the _______________________

A
  • logical analysis of situation
  • feelings
  • emotional reaction
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54
Q

are big companies aware of the cognitive - emotion parallel processing? how is that seen

A

yes
- by trying to inject more positive experiences in the workplace

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55
Q

research has found that _______________________ and _______________________ may counteract negative emotions

A
  • humor
  • fun at work
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56
Q

why is it almost impossible for every job through itself to create positive emotions?

A

some jobs produce negative emotions by itself

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57
Q

emotions influence our behavior _______________________, without _______________________

A

-directly
- conscious processing

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58
Q

even _______________________ emotions can change our facial expression

A

low-intensity

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59
Q

why some critics say no for the ‘fun at work’ campaign

A
  • some types of fun are not fun at all for some groups of people (employees offended by the silliness of the staff, for instance)
  • resentment of having fun forced on them => anger and frustration
  • variation through generation
  • taking eye of bottom line (making job too fun => it’s the Job)
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60
Q

meaning and value often vary through

A

generation

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61
Q

cognitive dissonance

A

an emotional experience caused by a perception that our BELIEFS, FEELINGS and BEHAVIOR are incongruent with one another

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62
Q

the inconsistency between three attitdude components generates _______________________ that _______________________ us to create more _______________________ by _______________________

A
  • emotions
  • motivate
  • consistency
  • changing one of them
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63
Q

the dissonance occurs because your _______________________ is inconsistent with your _______________________

A
  • attitude
  • behavior
64
Q

when it comes to cognitive dissonance, reversing behaviours might be helpful, but the problem is that most behaviours _______________________

A

cannot be undone

65
Q

more often, people reduce their cognitive dissonance by _______________________

A

changing their beliefs and feelings

66
Q

three dissonance-reducing strategies

A
  1. developing more favourable attitudes toward specific features of the decision
  2. discovering positive features of decisions they did not notice earlier + discovering subsequent problems with the alternatives they did not choose
  3. emphasising how your other decisions have been frugal (more indirect)
67
Q

what has a strong effect on attitudes and behaviour - actual situation in which people work or personality

A

actual situation in which people work

68
Q

which personality traits from the Big 5 are associated with more positive emotions?

A
  • higher extraversion
  • higher emotional stability
69
Q

emotional labor

A

the effort, planning and control needed to express organisationally desired emotions during INTERPERSONAL situations

70
Q

while working, almost everyone is required to abide by _______________________

A

display rules

71
Q

abiding by the display rules requires employees to engage in

A

emotions performance

72
Q

engaging in emotions performance

A

display behaviours representing specific emotions and hide observable evidence of other emotions

73
Q

emotional labour demands are higher when

A
  1. emotions are more intense
  2. a variety of emotions is required
  3. longer and more frequent interactions with customer
  4. precisely and not casually abiding by the rules
74
Q

emotional labour is most common in

A

service industries (face-to-face interactions with customers)

75
Q

the incongruence between real emotion and the emotions required by the job can result in

A
  1. stress
  2. exhaustion
76
Q

emotional labour may require employees to _______________________

A

act contrary to their self-concept

77
Q

the consequences of acting contrary to your self-concept due to the emotional labour

A
  1. psychological separation
  2. job dissatisfaction
78
Q

some strategies to display desired emotions may lead to _______________________

A
  • lower job performance
79
Q

example of what people do I countries where expressing emotions is encouraged

A
  1. being dramatic in their conversation tones
  2. being animated in the use of non-verbal behavior
80
Q

which case experiences more stress and lower life satisfaction - encouraged or discouraged emotional expressions

A
  • encouraged
81
Q

what is the difference between surface and deep acting

A
  • surface acting - we fake emotions
  • deep - actually experiencing those emotions
82
Q

surface acting

A

we pretend to be experiencing the expected emotions even though we are actually experiencing different emotions (consciously engaging in verbal and nonverbal behaviours that represent the expected emotions

83
Q

is surface acting always a poor strategy for emotional labour?

A

usually, but NOT always

84
Q

why is surface acting stressful?

A
  1. considerable mental effort required
  2. psychological separation from the self-role
85
Q

what is yet another problem with surface acting?

A

our real emotions tend to show without our awareness (example: through gestures) - observers usually NOTICE this (when we are faking emotions)

86
Q

when actually experience emotions, we naturally display

A

behavioral indications of those emotions

87
Q

five main strategies in regulating our emotions

A
  1. changing the situation
  2. modifying the situation
  3. suppressing or amplifying emotions
  4. shift attention
  5. reframing the situation
88
Q

changing the situation

A

moving out of or into work setting that affect our emotions

89
Q

examples of changing the situation

A
  • changing the jobs that causes you negative emotions
  • having a short walk for a break to regain vigour
  • keeping yourself away from the annoying client
90
Q

modifying the situation

A

adapting the environment so it alters our emotional state

91
Q

modifying the situation examples

A
  • stop working on a task that makes you feel anxious and move to the more relaxing one
  • altering the topic of conversation (negative –> positive)
92
Q

suppressing or amplifying emotions

A

CONSCIOUSLY trying to block out dysfunctional emotions or to increase intensity of the expected emotion

93
Q

shifting attention

A

changing the FOCUS of our attention (skretanje misli)

94
Q

reframing the situation

A
  • cognitive re-evaluation of particular event that generates more appropriate emotions
95
Q

deep acting

A

actively trying to experience emotions )actually PRODUCING/EXPERIENCING emotion)

96
Q

which strategies of deep acting are most common?

A
  1. reframing
  2. shifting attention
97
Q

no matter which strategy is applied to manage emotions, they all require _______________________

A

emotional intelligence

98
Q

changing and modifying the situation can be applied when _______________________, but seldom when _______________________

A
  • employee is working alone
  • social interactions are required
99
Q

suppressing and amplifying emotions may also require

A
  • reframing of the situation and shifting attention
100
Q

emotional intelligence (EI)

A

a set of abilities to perceive and express emotion in thought, understand and reason with emotion and regulate the emotion in ONESELF AND OTHERS

101
Q

EI includes a set of

A

abilities

102
Q

recognition of emotions

A

AWARENESS of yours/others emotions

103
Q

regulation of emotions

A

MANAGEMENT of yorus/others emotions

104
Q

EI includes:

A
  1. awareness of our own emotions
  2. management of our own emotions
  3. awareness of other’s emotions
  4. management of other’s emotions
105
Q

awareness of our own emotions

A

ability to PERCEIVE and UNDERSTAND the meaning of own emotions

106
Q

people with higher EI use the emotional awareness as

A

conscious information

107
Q

do we all manage our emotions to some extent?

A

yes

108
Q

management of own emotions does not only include enacting desired emotions, but also

A
  • generating and suppressing emotions
109
Q

deep acting requires _______________________ which is a component of EI

A

self-regulation component

110
Q

awareness of other’s emotions is related to _______________________

A

empathy

111
Q

does empathy include experiencing one’s emotion or knowing their needs even when they are unstated?

A

yes

112
Q

awareness of other’s emotions includes being

A

organisationally aware

113
Q

being organisationally aware includes

A
  1. sensing office politics
  2. existence of informal social networks
114
Q

consoling people who feel sad is a par of

A

management of other’s emotions

115
Q

the form dimensions of EI form

A

hierarchy

116
Q

what is the lowest part of the EI hierarchy

A

awareness of your own emotions

117
Q

the highest level of EI

A

managing other’s emotions

118
Q

people with high EI are

A
  1. more effective team members
  2. perform better in jobs that require emotional labor
  3. make better decisions involving other people
  4. maintain more positive mindset for creative work
  5. effective leadership
119
Q

why is high EI connected to better leadership?

A
  • leaders engage in emotional labour
  • actively relagulating emotions of others
120
Q

EI is does not improve tasks that require

A

minimal social interaction

121
Q

what can increase EI

A
  1. age (maturity)
  2. training
122
Q

EI program used _______________________ to teach EI dimensions

A

case studies

123
Q

job satisfaction

A

a person’s EVALUATION of his or her JOB and WORK CONTEXT

124
Q

job satisfaction is best viewed as a

A

collection of attitudes

125
Q

how satisfied are employees at work depends on the

A
  1. person
  2. workplace
  3. country
126
Q

what is the problem with survey about the job satisfaction accross the cultures

A
  1. many surveys - single direct questions => reluctant employees who don’t want openly to admit that they are NOT satisfied
  2. cultural values - subduing emotions in public + avoiding extremes (Japan)
  3. Job satisfaction changes with economic conditions
127
Q

speaking about the survey of job satisfaction, why many employees don’t want to say that they are not satisfied?

A
  • don’t want to admit that they made a poor job choice and not enjoying life
128
Q

speaking about the survey of job satisfaction, many employees don’t want to say that they are not satisfied and one evidence for this is that employees tend to

A

report much less satisfaction wish specific aspects of job

129
Q

economic conditions and job satisfaction

A

higher job satisfaction in countries with currently better economy

130
Q

EVLN is a for

A

exit-voice-loyalty-neglect

131
Q

EVLN model

A

the four ways employees respond to dissatisfaction

132
Q

the effect of job dissatisfaction and satisfaction depends on

A
  1. person
  2. situation
133
Q

exit

A
  • leaving the organization
  • transferring to another work unit
  • trying to get away from the dissatisfying situation at least
134
Q

traditional theory says that job satisfaction builds _______________ and is eventually strong enough to _______________

A
  • over time
  • motivate employees to search for better work opportunities
135
Q

regarding, exit the most recent opinion is that _______________ QUICKLY energise employees to think about and engage in exit behaviour.

A
  • ‘shock events’
136
Q

motivation to speak with the friends about the job opportunities where they work or wanting to change a job begins the process of

A
  • emotionally withdrawing yourself from the current employer
  • visualising yourself working at another company
137
Q

voice

A

any attempt to change rather than escape from dissatisfying situation

138
Q

three types of voice

A
  1. constructive response
  2. confrontational
  3. counterproductive behavior (getting attention + forcing change)
139
Q

example of the constrictive response (voice)

A

recommending ways of management to improve the situation

140
Q

confrontational response example (voice)

A

forming a coalition to oppose decision

141
Q

loyalty

A

predicts whether people choose exit or voice

142
Q

loyalty predicts whether people choose exit or voice is an OLD/MOST RECENT

A

old

143
Q

more recent writers describe loyalty as an_______________ . what is the problem with that?

A
  • outcome of dissatsifaction
  • unclear description
144
Q

according to the most recent views, ‘loyalists’ are employees who respond to dissatisfaction by _______________ for the problem to be

A
  • patiently waiting (‘suffering in silence’)
  • resolved by others or work itself out
145
Q

neglect

A
  • reducing work effort
  • paying less attention to quality
  • being more absent and late
146
Q

an example of PASSIVE CWB

A

neglect

147
Q

neglect is passive CWB because _______________

A

it has negative consequences for organization

148
Q

voice is more frequent among those who have higher _______________ and _______________

A
  • extraversion and conscientiousness
149
Q

why extraverted and C engage in voice?

A
  • assertiveness
  • dutifulness
  • outgoing nature
150
Q

responses to job satisfaction depend on

A
  1. personality
  2. past experiences
  3. loyalty
  4. situation
151
Q

employees who were unsuccessful with VOICE are likely to engage in _______________ or _______________ in the future

A
  • exit
  • neglect
152
Q

exit option is less likely when there are

A

few alternative job prospects

153
Q

voice is more likely among employees when

A
  1. they know employees are dependent on them
  2. when they believe someone else will speak out
  3. when leaders encourage employees to discuss their concerns in work-inclusive env
154
Q

is ‘happy worker hypothesis’ true?

A
  • to some extent => moderate correlation (.3) between job satisfaction and performance
155
Q

explanation for moderate correlation between job performance and job satisfaction

A
  1. general attitudes (job satisfaction) don’t predict specific behaviours very well (e.g., 4 possible responses to satisfaction)
  2. employees have little control over their performances - their work is paced by technology or independence with cowoerker in production
  3. job satisfaction might causes job performance rather than vice versa
  4. many organizations do not reward good performance very well
156
Q

regrading happy worker hypothesis, employees have little control over their performance because

A
  • their work is paced by technology
  • interdependence with cowoerker in production
157
Q

regarding happy worker hypothesis, higher performances tend to have higher satisfaction because they

A
  • receive more awards and recoigniton than do low-performing

ORGANIZATIONAL PSYCHOLOGY (4 decks)

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