PSYCHOLOGICAL CLIMATE: IMPLICATIONS FROM COGNITIVE SOCIAL LEARNING THEORY AND INTERACTIONAL PSYCHOLOGY

Abstract

Underlying assumptions and rationale of psychological climate are addressed from the perspectives of cognitive social learning theory and interactional psychology. Major emphasis is placed on the implications of these theoretical models for psychological climate. It is suggested that psychological climate (a) reflects psychologically meaningful, cognitive representations of situations rather than automatic reflections of specific situational events; (b) is generally more important than the objective situation in the prediction of many salient individual dependent variables; (c) is predicated on developmental experience, and frequently involves conflicting orientations generated by the preservation of valued and familiar schemas, on one hand, and openness to change in the interest of achieving adaptive and functional person‐environment fits, on the other; and (d) is related reciprocally to memory, affect, and behavior in a causal model which predicts a reciprocal causation between perception and affect, and between individuals and environments. The suggestions above are employed to provide recommendations for future research.