Psychological Disengagement Research Articles

The rhetoric of norm evasion and its social psychological underpinnings: The case of colonial redress

Abstract The growing focus on the agency of norm violators has led to new insights on various rhetorical strategies that states accused of norm violation deploy. However, few studies have simultaneously examined both specific rhetorical devices that enable norm evasion and their social psychological underpinnings. Building on International Relations (IR) research on norm evasion and social psychological research on in-group wrongdoings, this paper conceptualises states’ rhetoric of norm evasion as a social psychological coping strategy: aimed at protecting in-group esteem. Empirically, the paper offers a systematic analysis of Japan’s rhetoric of norm evasion regarding its colonial and wartime past, as well as its social psychological underpinnings. Five rhetorical strategies of norm evasion are identified: (1) claiming legality, (2) claiming the inapplicability of relevant treaties, (3) claiming the inapplicability of relevant norms, (4) equivocating, and (5) citing non-disparagement pledges. These strategies, as well as the psychological disengagement they enable, have culminated in the promotion of non-remembrance, or behavioural manifestations of norm regress.

The Effect of Work Connectivity Behaviors on Work-Family Conflict among Operating Room Nurses - The Mediating Role of Psychological Disengagement

The Effect of Work Connectivity Behaviors on Work-Family Conflict among Operating Room Nurses - The Mediating Role of Psychological Disengagement

Academic failure and psychological disengagement: can belief in school meritocracy make a difference?

In academic contexts, failure, as compared to success, is likely to threaten self-esteem and thus, to increase the risk of psychological disengagement from one’s studies. The goal of the present research is to examine whether belief in school meritocracy (BSM) increases (vs. decreases) the effect of academic performance on self-esteem and psychological disengagement. In two pre-registered studies, university students reported their BSM. Their self-esteem and psychological disengagement were assessed following a manipulated (Study 1, N = 465) or actual (Study 2, N = 375) academic performance. Results indicated that, in both studies, BSM was positively related to performance self-esteem and negatively related to psychological disengagement. However, BSM also increased the effect of performance (manipulated or actual) on psychological disengagement. Indeed, failure led to more disengagement than success, but more so at a high level of BSM than at a lower level of BSM. The double-edge effects of belief in meritocracy are discussed.

Feeling low: How social media influences employees' knowledge hidings and innovative behavior

Prior research has identified both positive and negative consequences arising from the widespread integration of social media within the organizations. The present research suggests that upward social comparison (USC) in social media is related to psychological disengagement resulting in knowledge hiding and lower innovative behavior of individuals. It further suggests that mindfulness mitigates the impact of USC in social media. A two-wave longitudinal survey reveals that individuals who engage in comparative self-assessment with friends projecting an aura of unattainable success on social media unwittingly cause psychological disengagement, a phenomenon which, in turn, precipitates a palpable decline in their innovative behavior and rise in knowledge hiding. Furthermore, our exploration unravels an intricate layer of this narrative – mindfulness of employees for online social interactions reduces this adverse cascade. This study draws attention to the necessity for vigilant managerial oversight. It serves as a clarion call, illuminating the concealed facets of social media, dappled with the intricate interplay of online social comparisons. This research transcends traditional paradigms by introducing a unique perspective on employee engagement with social media, contemplated in the context of online social comparison. It augments the current body of knowledge by shedding light on the complex interplay of these variables within the modern workforce.

AGEISM EXPERIENCED AND EXPRESSED: MANIFESTATIONS ACROSS CONTEXTS AND TRANSGRESSORS

Abstract Ageism was first defined more than fifty years ago, yet its expressions and effects on society continue today. In this symposium, we examine manifestations of ageism across contexts and transgressors in order to determine the effects of ageism in light of a pandemic as well as a post-pandemic world. Important social contexts in which ageism plays a part are examined, such as the workplace and COVID-19 vaccination. As well, efforts to reduce ageism through confrontation are investigated, particularly with respect to reactions to ageist behavior. Providing a window into ageist communication during the pandemic, Bascu and colleagues detail how ageism was expressed in social media regarding policies for COVID-19 vaccination. Delving into the factors that drive older workers’ decisions to remain or to leave an organization, both Lagacé et al and Swift investigate the role that perceived ageism plays. Lagacé and colleagues assess how older workers’ perceptions of being the target of ageism impacts their well-being, their psychological disengagement, and their intentions to leave their organization. Swift considers how experiences of ageism in the workplace predict older workers’ retirement intentions through reduced job satisfaction and lowered intrinsic motivation to work. Chasteen et al. test the impact of confronting ageism on perceptions of transgressors as well as how perceivers use characteristics of an older adult target as a normative cue for determining their reactions to ageist behavior. Taken together, these presentations illustrate the influence of ageism on vital life domains such as healthcare and the labor force.

Digital Module 33: Fairness in Classroom Assessment: Dimensions and Tensions

AbstractPerceptions of fairness are fundamental in building cooperation and trust, undermining conflicts, and gaining legitimacy in teacher‐student relationships in classroom assessment. However, perceptions of unfairness in assessment can undermine students’ mental well‐being, increase antisocial behaviors, increase psychological disengagement with learning, and threaten the belief in a fair society, fundamental to engaging in civic responsibilities. Despite the crucial role of perceived fairness in assessment, there are widespread experiences of unfairness reported by students internationally. To undermine these widespread unfair experiences, limited explicit education on promoting fairness in assessment is being delivered in graduate, preservice, and in‐service training. However, it seems that explicit education is the first step in capacity building for reducing unfair perceptions and related undesirable outcomes. The purpose of this module is thus to share the findings drawn from theoretical and empirical research from various countries to provide a space for further critical reflection on best practices in enhancing fairness in classroom assessment contexts.

Does status demotion in hierarchical loyalty programs foster relationship fading?

PurposeStatus demotion in hierarchical loyalty programs (HLPs) has received considerable academic attention. However, existing research is relatively silent on whether HLP status demotion fosters service relationship fading by influencing demoted customers’ psychological disengagement and the likelihood of patronage reduction. Drawing on the relationship fading literature and the stimulus–organism–response framework, this study aims to examine these effects. It further investigates the moderating role of psychological ownership on the links of status demotion with psychological disengagement and the likelihood of patronage reduction.Design/methodology/approachTwo studies (Studies 1 and 2) were conducted in the context of airline HLPs. Study 1 was a structured survey conducted among 213 demoted airline HLP customers in Australia, and Study 2 was an experiment conducted among 178 executive MBA students in Bangladesh. The PROCESS macro was used to test the moderated mediation model.FindingsThe results of both studies show that HLP status demotion significantly influences customers’ psychological disengagement and the likelihood of patronage reduction. The findings also reveal that psychological disengagement mediates the relationship between status demotion and the likelihood of patronage reduction. Further, customers with high (low) psychological ownership feel high (less) psychological disengagement and show high (less) likelihood of patronage reduction due to their HLP status demotion.Originality/valueThis study extends the existing literature on relationship marketing and HLPs by offering a better understanding of how and under what conditions status demotion elicits customers’ psychological disengagement and the likelihood of patronage reduction.

The Causes, Effects, and Interventions of Workplace Emotional Exhaustion

Emotional exhaustion is an unhealthy psychological state produced by individuals in the workplace. It is very common in the workplace. Emotional exhaustion that is not dealt with in time will produce adverse impacts on the work and daily life of individuals in the workplace. This study summarizes the causes, effects, and interventions that affect workplace emotional exhaustion by analyzing the research on workplace emotional exhaustion in the past three years. The results show that: personal characteristics, interpersonal relationships, and work itself are important factors that lead to emotional exhaustion of individuals in the workplace. Emotional exhaustion will lead to the decline of individual self-efficacy and work performance in the workplace, which will lead to the decline of organizational commitment and an increase in turnover intention. Correct career choices, work mindfulness training, and necessary psychological disengagement can help alleviate the emotional exhaustion state of professionals. This research helps workplace individuals realize that they are in a state of emotional exhaustion in time, and take corrective measures to intervene in time to minimize the adverse effects of emotional exhaustion.

Individual-level interventions for reducing occupational stress in healthcare workers.

Individual-level interventions for reducing occupational stress in healthcare workers.

Disability Severity, Professional Isolation Perceptions, and Career Outcomes: When Does Leader–Member Exchange Quality Matter?

Employees with disability-related communication impairment often experience isolation from professional connections that can negatively affect their careers. Management research suggests that having lower quality leader relationships can be an obstacle to the development of professional connections for employees with disabilities. However, in this paper we suggest that lower quality leader–member exchange (LMX) relationships may not be a uniform hurdle for the professional isolation of employees with disability-related communication impairment. Drawing on psychological disengagement theory, we predict that employees with more severe, rather than less severe, communication impairment develop resilience to challenges in lower quality LMX relationships by psychologically disengaging from professional connections and, in turn, bear fewer negative consequences of professional isolation on career outcomes. In two studies of deaf and hard of hearing employees, we find that in lower quality LMX relationships employees with more severe communication impairment perceive being less isolated than employees with less severe communication impairment, and, in turn, report better career outcomes. Overall, our findings suggest that employees with more severe communication impairment may develop effective coping strategies to manage challenges of perceived professional isolation for career outcomes when in lower quality LMX relationships.

Job stressors and coping strategies among Japanese workers during the COVID-19 pandemic

Workplace changes, such as remote work during the COVID-19 pandemic, have caused serious psychological distress for workers. The aim of this study was to examine job stressors and coping strategies among Japanese workers during the pandemic. The study was a qualitative methods approach using a web-based survey for Japanese workers in May 2020. We asked about job stressors and coping strategies with free text comments. We performed context analysis and categorized job stressors and coping strategies. Of the participants, 59.2 % suffered psychological stress from workplace changes during the pandemic. We identified 11 categories of job stressors including “work-life balance,” “lack of communication,” “overwork,” and “diminishing work role.” We also identified 16 categories of coping strategies including “distraction,” “dealing with work tasks,” “looking for ways to communicate,” “environmental coordination of work-at-home,” “online chatting,” and “psychological disengagement.” This study shows that Japanese workers tried many ways to manage their job stressors under the burden of the state of emergency. In the future, we should examine the association between coping strategies and psychological distress during the COVID-19 pandemic.

Playing-Dumb Behavior of Trainers During Online Streaming and Trainee's Burnout Behavior: Mediating Role of Psychological Disengagement.

A trainer’s behavior is a crucial factor, and it can affect the cognitive engagement of trainees in parts of training and development programs; thus, playing-dumb behavior by a trainer can cause lower attachment and less interested trainees during courses. This study was planned to investigate the impact of trainers’ playing-dumb behavior on trainees’ burnout behavior under the mediating role of psychological disengagement in online broadcasting. This study followed a convenience sampling technique under a cross-sectional research design, and data are collected from 371 trainees through a questionnaire. This study follows structural equation modeling to model the path relationship among study constructs. Results of this study indicate the presence of a relationship between trainers’ dumb behavior and its impact on trainee psychological disengagement, which leads to burnout. Findings of this study contribute to the inclusive body of knowledge pertaining to playing-dumb behavior and trainees’ burnout during the course.

Associations between depressive complaints and indicators of labour participation among older Dutch employees: a prospective cohort study

PurposeEuropean policy measures have led to an increased net labour participation of older employees. Yet, via different routes (for instance disability schemes) employees still often leave the labour market early. Mental health may be an important factor hindering labour participation. Aims of this study are twofold: first, to examine the relationship between mental health—particularly depressive complaints—and indicators of labour participation among older employees over a 2-year follow-up period and second, to explore the impact of different work contexts when studying this relation.MethodsA subsample of older employees (aged > 45 years; n = 1253) from the Maastricht Cohort Study was studied. Depressive complaints were assessed using the Hospital Anxiety and Depression scale. Logistic and Cox regression analyses covered 2 years of follow-up and were also stratified for relevant work-related factors.ResultsEmployees with mild depressive complaints showed statistically significantly higher risks for poor mental workability (HR 2.60, 95% CI 1.14–5.92) and high psychological disengagement levels (HR 2.35, 95% CI 1.21–4.57) over time compared to employees without depressive complaints. Within various work contexts, for instance in which employees perform physically demanding work or have high psychological job demands, significantly stronger associations were found between depressive complaints and poor mental workability over time.ConclusionsThis study shows strong longitudinal associations between depressive complaints and indicators of labour participation, also within different work contexts over time. Results provide valuable input for developing preventive measure aiming to enhance sustainable labour participation of older employees.

Links between psychological disengagement from school and different forms of self-esteem in the crucial period of early and mid-adolescence

The purpose of this study was to test the links between psychological disengagement from academics and self-esteem during two different periods of adolescence. Previous research provided mixed findings on the links between both psychological disengagement mechanisms (i.e., discounting and devaluing) and self-esteem. To clarify this relationship, global self-esteem as well as self-esteem in school attainment and social domains were assessed among 142 early-adolescents (aged 11 to 12) and 172 mid-adolescents (aged 13 to 15). According to the Psychological Disengagement Model, it was predicted that experience of personal deprivation due to perceived relative academic underachievement would be associated with discounting of academic grades. In turn, a link between discounting and devaluing from school was expected. Both psychological disengagement mechanisms were predicted to harm global self-esteem and self-esteem in the school attainment domains. However, discounting and devaluing were expected to increase self-esteem in the social domains among mid- rather than early-adolescents. Path analyses support in part prediction. Both psychological disengagement mechanisms played a different role on global and domain-specific self-esteem. Among early-adolescents, discounting reduced global self-esteem and self-esteem in school attainment domains. Findings pointed to the self-protective role of discounting on self-esteem in social domains among mid-adolescents as well as the non-protective function of devaluing on global self-esteem, school attainment and social domains of self-esteem. This study contributes by clarifying the links between psychological disengagement from academics and self-esteem at two distinct periods in adolescence and the specific domains of self-esteem.

Mediation of Academic Self-esteem on Relationship between Grades and Psychological Disengagement

<p>The motivational basis for students’ school outcomes remains an area of great concern. The purpose of the present study was to investigate whether academic self-esteem mediates the influence of grades on psychological disengagement. Data for 453secondary school students whose age ranged from 15-19 years (M<sub>age</sub> = 17.20, SD = 1.09; 53.6% females) were collected using a questionnaire and analyzed using SPSS. Findings show significantly higher discounting than discounting, and no significant differences in discounting and devaluing between the highest and lowest achievers. Academic self-esteem significantly mediated the influence of grades on discounting and devaluing. Practical implications of findings in school contexts are discussed.</p>

Influence of Performance Attributions on Discounting and Devaluing Among High School Students: Does Academic Self-esteem Mediate?

Although considerable research on psychological disengagement exists, there is less focus on the influence of performance attributions. The purpose of the present study was to investigate the extent to which performance attributions influence psychological disengagement, measured as discounting and devaluing; and whether academic self-esteem mediates the relationship. Four hundred and forty nine students (206 males and 243 females) whose age ranged from 15-19 years (M = 17.20, SD = 1.09) from 12 urban high schools in Mombasa, Kenya participated in the study. Using a questionnaire, participants’ performance attributions, academic self-esteem, discounting and devaluing were measured. Data collected were analyzed using SPSS. Findings show significantly higher discounting than devaluing; significant indirect effects of external attributions on devaluing; and of stable and unstable attributions on discounting and devaluing through academic self-esteem. Practical implications of findings and directions for future research are discussed.

Does Stereotype Threat Deteriorate Academic Performance of High School Students With Learning Disabilities? The Buffering Role of Psychological Disengagement

The academic underperformance of high school students with learning disabilities may reduce their access to higher education and decrease their employment opportunities. Based on stereotype threat hypothesis, the present study examined the role of stereotype threat in academic performance among adolescents with learning disabilities and the moderating role of psychological disengagement in this relation. In Study 1, 120 students with learning disabilities finished the measures of stereotype threat vulnerability and psychological disengagement, and their academic score at two time points were collected. Results showed that students who are more vulnerable to stereotype threat tend to have a lower academic score at Time 2 even after controlling for academic score at Time 1, and this relation was moderated by psychological disengagement. In Study 2, 62 sophomore students with learning disabilities finished measures of stereotype threat, academic persistence, and psychological disengagement. The results showed that the effect of stereotype threat on academic persistence was significant among students who were of low psychological disengagement, while this effect was not significant among students who were psychologically disengaged in academics. These results emphasize the individual differences of learning disabled students’ response to stereotype threat and have significant implications for framing targeted interventions.

Early Retirement: A Meta-Analysis of Its Antecedent and Subsequent Correlates.

Early or voluntary retirement (ER) can be defined as the full exit from an organizational job or career path of long duration, decided by individuals of a certain age at the mid or late career before mandatory retirement age, with the aim of reducing their attachment to work and closing a process of gradual psychological disengagement from working life. Given the swinging movements that characterize employment policies, the potential effects of ER—both for individuals and society—are still controversial. This meta-analysis examined the relationships between ER and its antecedent and subsequent correlates. Our review of the literature was generated with 151 empirical studies, containing a total number of 706,937 participants, with a wide range of sample sizes (from N = 27 to N = 127,384 participants) and 380 independent effect sizes (ESs), which included 171 independent samples. A negligible ES value for antecedent correlates of early retirement (family pull, job stress, job satisfaction, and income) was obtained (which ranged from r = −0.13 to 0.19), while a fair ES was obtained for workplace timing for retirement, organizational pressures, financial security, and poor physical and mental health, (ranging from r = 0.28 to 0.25). Regarding ER subsequent correlates, poor ESs were obtained, ranging from r = 0.08 to 0.18 for the relationships with subsequent correlates, and fair ESs only for social engagement (r = −0.25). Examination of the potential moderator variables has been conducted. Only a reduced percentage of variability of primary studies has been explained by moderators. Although potential moderator factors were examined, there are several unknown or not measurable factors which contribute to ER and about which there are very little data available. The discussion is aimed to offer theoretical and empirical implications suggestion in order to improve employee's well-being.

Barriers to Mindfulness: a Path Analytic Model Exploring the Role of Rumination and Worry in Predicting Psychological and Physical Engagement in an Online Mindfulness-Based Intervention

Little is known about the factors associated with engagement in mindfulness-based interventions (MBIs). Moreover, engagement in MBIs is usually defined in terms of class attendance (‘physical engagement’) only. However, in the psychotherapy literature, there is increasing emphasis on measuring participants’ involvement with interventions (‘psychological engagement’). This study tests a model that rumination and worry act as barriers to physical and psychological engagement in MBIs and that this in turn impedes learning mindfulness. One hundred and twenty-four participants were given access to a 2-week online mindfulness-based self-help (MBSH) intervention. Self-report measures of mindfulness, rumination, worry, positive beliefs about rumination, positive beliefs about worry and physical and psychological engagement were administered. A path analysis was used to test the linear relationships between the variables. Physical and psychological engagement were identified as two distinct constructs. Findings were that rumination and worry both predicted psychological disengagement in MBSH. Psychological engagement predicted change in the describe, act with awareness, non-judge and non-react facets of mindfulness while physical engagement only predicted changes in the non-react facet of mindfulness. Thus, rumination and worry may increase risk of psychological disengagement from MBSH which may in turn hinder cultivating mindfulness. Future suggestions for practice are discussed.

Writing for publication; reconceptualizing disengagement

Writing for publication; reconceptualizing disengagement