Lack of voice as a manifestation of false self-behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted

Harter, Susan; Waters, Patricia L.; Whitesell, Nancy Rumbaugh

doi:10.1207/s15326985ep3203_2

Cited by 98 publications

(90 citation statements)

References 43 publications

(63 reference statements)

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“…The few empirical papers that have examined authenticity have used unidimensional measures that have equated authenticity with the feeling of being close to one's true self or expressing this true self (e.g., Harter, Waters, & Whitesell, 1997;Sheldon, Ryan, Rawsthorne, & Ilardi, 1997).…”

Section: Authenticity As a Personality Characteristicmentioning

confidence: 99%

“…According to Pinder and Harlos (2001), consecutive experiences of distinterest and rejection result in a state of acquiescent silence. Remaining silent due to external forces or limitations has been mentioned by Morrison and Milliken (2000) and Harter et al (1997) with respect to different contexts. Van Dyne, Ang, and Botero (2003) complemented the spectrum of potential causes of silence by suggesting forms of employee silence that are more strongly rooted in the individual motive structure.…”

Section: Prohibitive Voice and Employee Silencementioning

confidence: 99%

“…Our findings regarding the moderating effect of organizational identification provided a first step in this endeavor. We believe that such research would benefit from building on the research that has been conducted in developmental psychology on the interplay between voice and authenticity over time (e.g., Harter et al, 1997). The findings of Harter et al (1997), for example, suggest that sticking to the organization despite a perceived incongruence between the self and organizational practices might, in turn, decrease employees' sense of authenticity over time.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

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Authenticity, employee silence, prohibitive voice, and the moderating effect of organizational identification

Knoll

Dick

2013

The Journal of Positive Psychology

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Authenticity is an important concept in positive psychology and has been shown to be related to well-being, health, and leadership effectiveness. The present paper introduces employee authenticity as a predictor of relevant workplace behaviors, namely, employee silence and prohibitive voice. Converging evidence across two studies using cross-sectional and longitudinal designs demonstrates that when responding to hypothetical problematic workplace events (Study 1) or actual workplace experiences (Study 2), individual differences in employees' authenticity predicted more self-reported voice behaviors and less silence that emanated from various motivations. Furthermore, authenticity scores consistently yielded predictive utility over and above the contribution of a broad set of individual and organization-based characteristics. Finally, organizational identification moderated the relation between authenticity and silence, such that for employees with high levels of identification, the relation between authenticity and silence was stronger.Keywords: authenticity, character strengths, employee silence, organizational identification, positive organizational behavior, positive organizational scholarship, voice Authenticity, employee silence, and prohibitive voice 2 Authenticity, employee silence, prohibitive voice, and the moderating effect of organizational identification Authenticity, one of the key concepts in positive psychology research (Seligman & Csikszentmihalyi, 2000, p. 12), "involves owning one's personal experiences, be they thoughts, emotions, needs, wants, preferences, or beliefs" and "expressing oneself in ways that are consistent with inner thoughts and feelings" (Harter, 2002, p.382). Although practitioners and researchers agree that authenticity is important for psychological well-being (e.g., Rogers, 1961;Schlegel & Hicks, 2011), they question the appropriateness of authenticity at work. Studies have revealed that employees are often required to act in specific ways (e.g., Grandey, 2003;Hewlin, 2009;Hochschild, 1983) and that adjusting to others' expectations might be advantageous with regard to supervisor evaluations (Blickle et al., 2011 We think that the potential benefits of authenticity may lie dormant because in some situations, employees who are true to themselves could be beneficial for organizations. One such situation is when employees face problematic situations at work (e.g., transgressions, ineffectiveness). If employees engage in prohibitive voice ...

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Section: Authenticity As a Personality Characteristicmentioning

confidence: 99%

Section: Prohibitive Voice and Employee Silencementioning

confidence: 99%

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

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Authenticity, employee silence, prohibitive voice, and the moderating effect of organizational identification

Knoll

Dick

2013

The Journal of Positive Psychology

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“…It is the rationale which creates instrumental learning, i.e., the kind of learning which shows no interest in the content itself, but which is due to some showing off, demonstrating some knowledge, in order to obtain the teacher's praise and subsequently a good mark or degree (Mellin-Olsen, 1981, p. 357 &359) The above rationales bring to mind two concepts that have appeared in mathematics education: foreground and background. (Harter, Waters, and Whitesell, 1997).…”

Section: Identitymentioning

confidence: 99%

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

Ngcobo

Julie

2012

African Journal of Research in Mathematics, Science and Technol

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“…For example, numerous researchers have argued that some gender differences in social, personality, and academic variables may actually be a function of gender orientation -the stereotypic beliefs about gender that students hold-rather than of gender (see Eisenberg, Martin, & Fabes, 1996). Gender differences in variables such as moral voice tend to disappear when gender stereotypical beliefs are accounted for (Harter, Waters, & Whitesell, 1997). Eccles's (1987) model of educational and occupational choice posits that cultural milieu factors such as students' gender role stereotypes are partly responsible for differences in course and career selection and in confidence beliefs and perceived value of tasks and activities.…”

mentioning

confidence: 99%

Students' Self-Efficacy in Their Self-Regulated Learning Strategies: A Developmental Perspective

Pajares

Valiante

2002

An International Journal of Psychological Sciences

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The purpose of this study was to provide a developmental perspective on students' self-efficacy in their self-regulatory learning strategies using data obtained from cohort groups of students ranging from age 9 to 17 (N=1257), to determine whether this confidence differs as a function of gender, and to discover whether these differences are a function of gender orientation beliefs rather than of gender. Confidence in self-regulation decreased as students progressed from elementary school to high school, and the decrease was steeper than a similar decrease in selfperceptions of academic competence. Gender differences favored girls, but these differences were rendered nonsignificant when gender orientation beliefs were controlled. Instead, a feminine orientation was particularly adaptive. Findings support the contentions of researchers who have argued that gender differences in academic motivation may be a function of the stereotypical beliefs that students hold about gender.

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Lack of voice as a manifestation of false self-behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted

Cited by 98 publications

References 43 publications

Authenticity, employee silence, prohibitive voice, and the moderating effect of organizational identification

Authenticity, employee silence, prohibitive voice, and the moderating effect of organizational identification

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

Students' Self-Efficacy in Their Self-Regulated Learning Strategies: A Developmental Perspective

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