Physiological reactions to and recovery from acute stressors: the roles of chronic anxiety and stable resources.

BACKGROUND: Research has shown that employees subjected to acute stressors at work can suffer devastating repercussions. However, little is known about how employees who are experiencing ongoing chronic anxiety or have stable resources respond to acute stressors, particularly regarding their physiological responses to these situations. This study examines the physiological effects of an acute stressor when workers are already under chronic anxiety (i.e., cognitive anxiety and somatic anxiety) or when they have a stable resource (i.e., job control). PARTICIPANTS AND PROCEDURE: Data were collected from 230 full-time employees working at three major oil companies in Brazil. First, demographic, anxiety, and job control measures were collected via questionnaire. Later, muscle tension, skin temperature, and heart rate were collected during a simulated task to assess the physiological response to stress. Hypotheses were tested by repeated measures general linear modeling. RESULTS: The findings indicated that when employees were exposed to an acute stressor, those with chronic cognitive and somatic anxiety exhibited more heightened physiological responses than those lower on chronic anxiety. Further, compared to those with low control, employees with stable, high control over their work experienced a lower physiological reaction to the acute stressor. CONCLUSIONS: Chronic anxiety generates high levels of physiological arousal and hyper-responsiveness to acute environmental stressors. Also, employees possessing stable resources, such as job control, experience reduced physiological responsivity to an acute stressor.

Refining the Openness-Performance Relationship: Construct Specificity, Contextualization, Social Skill, and the Combination of Trait Self- and Other-Ratings.

Scholars have raised concerns that openness to experience has ambiguous relationships with performance. In this study, we examine both openness and one of its more narrow dimensions, learning approach. In addition, the research context was made narrow (i.e., higher education academic performance in science), and social skill was interactively combined with peer- and self-rated personality in the prediction of academic performance (i.e., grades). We found that those high on learning approach, but not openness, 1 year later performed better academically than those lower on learning approach. Furthermore, for those high and average on social skill, increased peer-rated learning approach was associated with higher performance. Finally, the combination of self- and other-ratings of learning approach was a better predictor of academic performance than the combination of self- and other-ratings of openness. The relationship of openness with academic performance benefits from narrowing predictors and criteria, framing the study within a relevant context, accounting for social skill, and combining self- and other trait ratings.

Do networking activities outside of the classroom protect students against being bullied? A field study with students in secondary school settings in Germany.

Research has shown that having close relationships with fellow classmates can provide a buffer for students against bullying and the negative outcomes associated with it. But, research has not explicitly examined the potential benefits of social networking behaviors outside of the classroom for those who could be bullied. This study addresses this gap and finds that, although a bullying climate in the classroom increases overall bullying, students high on external networking activities did not experience an increase in the bullying they received when in a classroom with a high bullying climate. However, the same group of students reported the largest degree of received bulling under conditions of a low bullying climate. We discuss the implications of our results and provide directions for future research.

Reacting to and recovering from a stressful situation: the negative affectivity-physiological arousal relationship.

Although it is one of the most widely researched personality correlates of psychological reactions, the relationship between negative affectivity (NA) and physiological arousal has received little attention. This study examined the associations between NA and physiological outcomes of heart rate, skin temperature, and muscle tension. The authors hypothesized that when individuals are in a stressful situation, persons high in NA experience more heightened physiological arousal than those low in NA. After personality and demographic data were collected, 230 individuals participated in a stressful intervention. Individuals high in NA experienced a significantly greater rate of increase in electromyogram during the stress intervention and a lesser rate of decrease in electromyogram after the stressful event than those low in NA. In regard to skin temperature, those high in NA did not recover from the stress intervention as well as those low in NA. Negative affectivity was not related to heart rate.

The interactive effects of work-induced guilt and ability to manage resources on job and life satisfaction.

American workers are spending more time at work and less time at home than ever before--a consequence of which is an inability to devote adequate attention to nonwork activities. Utilizing a literal replication format (Lykken, 1968), the authors conducted two studies to examine the effects of work-induced guilt and the ability to manage work resources on job and life satisfaction. The authors found that work-induced guilt had its most negative association on job and life satisfaction when individuals were unable to manage work resources. Interestingly, the authors also found that work-induced guilt led to increases in job and life satisfaction when coupled with the ability to manage resources. Implications for theory and practice, strengths and limitations, and future research directions are discussed.