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Models of emotional labor suggest that emotional labor leads to strain and affects job performance. Although the link between emotional labor, strain, and performance has been well documented in cross-sectional field studies, not much is known about the causal direction of relationships between emotional labor, strain, and performance. Goal of the present study was therefore to test the direction of effects in a two-wave longitudinal panel study using a sample of 151 trainee teachers. Longitudinal lagged effects were tested using structural equation modeling. Results revealed that the emotional labor strategy of surface acting led to increases in subsequent strain while deep acting led to increases in job performance. In contrast, there was no indication of reverse causation: Neither strain nor job performance had a significant lagged effect on subsequent surface or deep acting. Overall, results support models of emotional labor suggesting that surface and deep acting causally precede individual and organizational well-being.

This research examined how implicit and self-attributed needs to achieve (labeled as n Ach and san Ach, respectively) combine with self-referenced and norm-referenced feedback to predict effort-related (task performance) and choice-related (task continuation) indexes of students' engagement in a mental concentration task. In Experiment 1 the authors found that in a task-focused setting, task performance was predicted by the joint effect of self-referenced feedback and n Ach, whereas task continuation was predicted by the joint effect of norm-referenced feedback and san Ach. In Experiment 2 the authors found that in an ego-focused setting, n Ach and san Ach interacted in the prediction of task performance but not of task continuation. In Experiment 3 the authors found that the effects of n Ach and san Ach on students' performance were mediated by the anticipated affective value of achievement outcomes. These findings are discussed in relation to a 2-system approach to achievement motivation.

The present study reports the results of a validation of a German version of the Core Self-Evaluations Scale (CSES) and its relationships with career success. Data were collected in three occupational samples to address various aspects of validation. Our results confirm the proposed one-factor structure of the scale as well as convergent, discriminant, criterion, and predictive validity. Furthermore, the German CSES shows incremental validity over the individual core traits (neuroticism, self-esteem, self-efficacy, and locus of control), the Big Five, and positive and negative affect. Thus, the German version of the Core Self-Evaluations Scale is a reliable, valid, and economic measure for both research and practical applications. Furthermore, hypothesised relationships of core self-evaluations with objective as well as subjective career success were confirmed. Possible explanations of these relationships are discussed.a pps_422 674..700On présente dans cet article une étude de validation d'une version allemande de la Core Self-Evaluation Scale (CSES) avec son rapport au succès professionnel. Les données ont été recueillies auprès d'échantillons relevant de trois métiers pour couvrir plusieurs aspects de la validation. Nos résultats confirment la structure unifactorielle attendue ainsi que les validités convergente, discrimi-

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