In this paper, we build upon the model of authenticity proposed by Lehman and colleagues, which includes the dimensions consistency, conformity, and connection. We expand this “3C-view” by adding a fourth dimension, continuity, which results in what we have come to call “4C-view of authenticity.” We discuss our proposal from a process perspective and emphasize that congruence might be a reasonable candidate for a concept that unifies the four dimensions of authenticity.
ZusammenfassungIn Anlehnung an Gruhl gehen wir im Beitrag von 3 Resilienzfacetten aus, welche die Fähigkeiten beschreiben, dynamisch Veränderungen gestalten zu können, flexibel auf Erfordernisse reagieren zu können sowie sich angemessen von den Erwartungen anderer abgrenzen zu können, d. h., resistent zu sein. Da kein Instrument zur Erfassung dieser Resilienzfacetten vorliegt, setzt sich der Beitrag das Ziel, ein solches fragebogenbasiertes Instrument vorzustellen und interindividuelle Unterschiede herauszuarbeiten. Zur Bearbeitung der Fragestellung wird auf Daten von 200 Personen zurückgegriffen. In den Ergebnissen ließen sich auf Grundlage des multifaktoriellen Resilienzmodells mittels explorativer und konfirmatorischer Faktorenanalyse die 3 Resilienzfacetten Resistenz, Dynamik und Flexibilität identifizieren, welche mit jeweils 4 Items gemessen werden. Zur Identifikation verschiedener Personengruppen, die sich hinsichtlich ihrer Resilienzfacetten unterscheiden, kam eine latente Klassenanalyse zum Einsatz. Implikationen aus unseren Befunden ergeben sich u. a. für die Resilienzförderung in Lern- und Arbeitskontexten, da hieraus erste Ansatzpunkte einer personen- bzw. organisationsspezifischen Förderung gewonnen werden können.
Effectively managing to-do lists and getting things done is a desirable competence. However, when things get difficult or demanding, many individuals struggle to put their intentions into subsequent actions. According to Personality Systems Interactions (PSI) theory, changes in positive affect are decisive for efficient intention enactment. Based on this understanding, in the present study we designed and evaluated an affect-focused intervention that practices shifting between high and low positive affect. In a control group design (N = 252, M age = 26.40 , SD = 10.24, range 18-66) the affective shifting intervention was contrasted against two other conditions (affective boosting and neutral). To test our assumptions, personal real-life intentions were assessed, and multifaceted measures (self-report, nonreactive) were applied and measured at different time points. To evaluate affective shifting, we tested interindividual benefits in the Stroop task. Additionally, we analyzed intervention effects on positive affect and intention enactment in real life. In line with our assumptions, we found that specifically those individuals who struggle with intention enactment (i.e., state-oriented) benefited in terms of better intention enactment ability in the Stroop task. Further, affective shifting fostered the decisive self-regulation of positive affect that directly improved intention enactment 3 weeks after the intervention. Lastly, affective shifting led to more selfcoherent intention enactment, meaning a greater integration of Expectancy 3 Value considerations 3 weeks after the intervention. Discussion of our findings highlights the importance of theory-driven and affectrelated interventions to close the gap between intention and action.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.