Thomas R Evans
Coventry University, Psychology, Faculty Member
Mestre, MacCann, Guil, and Roberts (2016) propose a model that suggests emotion regulation provides the mechanism through which ability emotional intelligence influences important outcomes. We argue that important nuance in our... more
Mestre, MacCann, Guil, and Roberts (2016) propose a model that suggests emotion regulation provides the mechanism through which ability emotional intelligence influences important outcomes. We argue that important nuance in our understanding of people’s choice of emotion regulation strategy can be gained by incorporating personality constructs such as trait emotional intelligence within this model.
Research Interests:
The current study is the first to explore the relationships between managerial humor and workplace facets using cluster analysis. Two-hundred and two employed adults rated their managers’ humor and workplace facets online. K-means cluster... more
The current study is the first to explore the relationships between managerial humor and workplace facets using cluster analysis. Two-hundred and two employed adults rated their managers’ humor and workplace facets online. K-means cluster analyses identified three managerial humor clusters, mostly replicating those found in the existing literature. A significant pattern of differences in stress, communication, creativity, perceptions of leader power, and job satisfaction were found between the clusters. Findings suggest negative humor use is most likely to be damaging to organizations when not used alongside positive humor types, and it is not merely the frequency with which a manager uses an individual humor type, but the holistic view of their humor, which is of importance in gauging valence of organizational facets. Using cluster analysis was beneficial in challenging assumptions from the existing literature, further contextualizing our understanding of humor and reinforcing the importance of humor use in the workplace.
Research Interests: Business, Management, Psychology, Social Psychology, Communication, and 16 moreAggression (Psychology), Humor (Psychology), Leadership, Humor, Clustering and Classification Methods, Human Resource Management, Work and Labour, Occupational Psychology, Work and Organizational Psychology, Business Psychology, Humor Studies, Fuzzy Clustering, Humour Studies, Aggression, Cluster, and K means Clustering
Emotions are fundamental to understanding many phenomena in psychology; however, there are currently no emotion-specific evidence-based teaching practices. The current study evaluates an innovative new active learning-based teaching... more
Emotions are fundamental to understanding many phenomena in psychology; however, there are currently no emotion-specific evidence-based teaching practices. The current study evaluates an innovative new active learning-based teaching activity, designed to provide a structure for discussions around emotion. Small groups of third-year psychology students were asked to produce an annotated design of a theme park that would evoke one of the basic emotions. Following completion of the activity, six interviews were conducted to explore the student’s views of the session, and these were subjected to thematic analysis. Results suggest the activity is an unexpected, enjoyable and memorable group experience that has the potential to facilitate understanding of emotions, and thus the self.
Keywords: Teaching emotions; active learning; higher education.
Keywords: Teaching emotions; active learning; higher education.
Research Interests:
Despite their increasing use, little is known about the purpose of word blends, e.g. chillax, which have near-synonymous composite words (relax and chill). Potential explanations for their existence and persistence include: use in... more
Despite their increasing use, little is known about the purpose of word blends, e.g. chillax, which have near-synonymous composite words (relax and chill). Potential explanations for their existence and persistence include: use in different sentence constructions, to provide unique meaning, and to create interest/identity. The current study used a vignette methodology with two-hundred and forty-one students to explore the relevance of such hypotheses for ‘guesstimate’, ‘chillax’, ‘ginormous’, and ‘confuzzled’. Our inconsistent results suggest that the semantics of the word blends may differ from their composites in very subtle ways. However further work is needed to acknowledge and determine the impact of context upon the use and consequences of these word blends.
Also available at: http://www.degruyter.com/view/j/plc.2015.19.issue-1/plc-2015-0002/plc-2015-0002.xml?format=INT
Also available at: http://www.degruyter.com/view/j/plc.2015.19.issue-1/plc-2015-0002/plc-2015-0002.xml?format=INT
Research Interests:
Research Interests:
The field of Emotional Intelligence (EI) appears to be a minefield of theoretical obscurities, inaccuracies, over-exaggerations and inappropriate or unethical applications. The current study explores the degree to which there are... more
The field of Emotional Intelligence (EI) appears to be a minefield of theoretical obscurities, inaccuracies, over-exaggerations and inappropriate or unethical applications. The current study explores the degree to which there are established consensuses on the definition and value of EI in a sample of researching and teaching academics. Preliminary results suggest EI is perceived as a ‘common-sense construct’, with very few participants having any detailed knowledge of the construct despite incorporating it into their own research or teaching. Consensuses on EI is lacking and thus greater attention is needed to ensure self-perpetuating misconceptions are replaced with the clear dissemination of the theoretical grounding to, and robust empirical evidence for, EI.
Research Interests:
Objectives/purpose The aim of the presentation is to inspire a more critical attitude towards theory, using the Organisational Humour Model as an applied example. Design The Organisational Humour Model is a theoretical framework... more
Objectives/purpose
The aim of the presentation is to inspire a more critical attitude towards theory, using the Organisational Humour Model as an applied example.
Design
The Organisational Humour Model is a theoretical framework that aims to predict the relationships between managerial humour use and organisational outcomes, and is used in the current presentation as an example of a widely-adopted but poorly-evaluated theory. The current presentation presents the results of a literature review which evaluates the predictions of the Organisational Humour Model.
Background
Both students and academics are prone to discussing theories without a completely comprehensive critical understanding. Analysing an applied example in great detail, the current presentation aims to demonstrate why this is problematic, and the strategies that may be useful to support more responsible engagement with theory.
Methods
The current paper presents a literature review of studies that have presented empirical data for the relationships proposed by the Organisational Humour Model. These findings, alongside other theoretical developments, will be considered with respect to the original predictions of the model.
Results
The Organisational Humour Model is problematic as it does not facilitate the understanding of managerial humour. Relationships suggested by the theory have been directly contradicted by empirical data, and the theoretical foundations of the work are questioned both theoretically and empirically.
Conclusions
Taking for granted the level of empirical support for theoretical frameworks or models is problematic, and we must remain vigilant and critical to ensure we do not perpetuate misinformation.
The aim of the presentation is to inspire a more critical attitude towards theory, using the Organisational Humour Model as an applied example.
Design
The Organisational Humour Model is a theoretical framework that aims to predict the relationships between managerial humour use and organisational outcomes, and is used in the current presentation as an example of a widely-adopted but poorly-evaluated theory. The current presentation presents the results of a literature review which evaluates the predictions of the Organisational Humour Model.
Background
Both students and academics are prone to discussing theories without a completely comprehensive critical understanding. Analysing an applied example in great detail, the current presentation aims to demonstrate why this is problematic, and the strategies that may be useful to support more responsible engagement with theory.
Methods
The current paper presents a literature review of studies that have presented empirical data for the relationships proposed by the Organisational Humour Model. These findings, alongside other theoretical developments, will be considered with respect to the original predictions of the model.
Results
The Organisational Humour Model is problematic as it does not facilitate the understanding of managerial humour. Relationships suggested by the theory have been directly contradicted by empirical data, and the theoretical foundations of the work are questioned both theoretically and empirically.
Conclusions
Taking for granted the level of empirical support for theoretical frameworks or models is problematic, and we must remain vigilant and critical to ensure we do not perpetuate misinformation.
Research Interests:
Objectives/purpose: The current poster aims to explore student perceptions surrounding use of a theme park design activity as a method of learning about, and creating discussion on, emotions. Design: Adopting the principles of active... more
Objectives/purpose: The current poster aims to explore student perceptions surrounding use of a theme park design activity as a method of learning about, and creating discussion on, emotions.
Design: Adopting the principles of active learning, small groups of third-year psychology students were asked to produce an annotated diagram of a theme park that was designed to evoke one of the universal emotions (happiness, sadness, fear, surprise, contempt, anger, or disgust).
Background: Affect-based skills are not often included within university degree curriculum, and when emotion is taught it is often faced with bemusement due to misconceptions that emotions are ‘soft’. Emotions are fundamental to the understanding of many phenomena however, yet there are no emotion-specific evidence-based teaching practices.
Methods: The study received ethical approval from the Coventry University Ethics Committee and was conducted in accordance with the BPS Code of Ethics and Conduct. Following completion of the theme-park design activity, six interviews were conducted to explore the student’s views of the session, and these were subjected to thematic analysis.
Results: Four discursive themes were identified. The activity was seen as an unexpected yet memorable and enjoyable group experience. Comments from the tutors, and the diagrams themselves, also indicate the activity was successful in initiating discussions on emotions.
Conclusions: Teaching emotions is key to facilitating meaningful development in understanding, and thus personal growth. The current poster hopes to provide a structure to facilitate the teaching of emotions, and inspire a greater range of emotion-specific evidence-based active learning activities.
This paper has since been published in Psychology Teaching Review, see: https://www.academia.edu/14814370/Teaching_Emotions_in_Higher_Education_An_Emotional_Rollercoaster
Design: Adopting the principles of active learning, small groups of third-year psychology students were asked to produce an annotated diagram of a theme park that was designed to evoke one of the universal emotions (happiness, sadness, fear, surprise, contempt, anger, or disgust).
Background: Affect-based skills are not often included within university degree curriculum, and when emotion is taught it is often faced with bemusement due to misconceptions that emotions are ‘soft’. Emotions are fundamental to the understanding of many phenomena however, yet there are no emotion-specific evidence-based teaching practices.
Methods: The study received ethical approval from the Coventry University Ethics Committee and was conducted in accordance with the BPS Code of Ethics and Conduct. Following completion of the theme-park design activity, six interviews were conducted to explore the student’s views of the session, and these were subjected to thematic analysis.
Results: Four discursive themes were identified. The activity was seen as an unexpected yet memorable and enjoyable group experience. Comments from the tutors, and the diagrams themselves, also indicate the activity was successful in initiating discussions on emotions.
Conclusions: Teaching emotions is key to facilitating meaningful development in understanding, and thus personal growth. The current poster hopes to provide a structure to facilitate the teaching of emotions, and inspire a greater range of emotion-specific evidence-based active learning activities.
This paper has since been published in Psychology Teaching Review, see: https://www.academia.edu/14814370/Teaching_Emotions_in_Higher_Education_An_Emotional_Rollercoaster
Research Interests: Psychology, Emotion, Teaching and Learning, Social Sciences, Higher Education, and 8 moreEmotional intelligence, Learning and Teaching, Active Learning, Emotions (Social Psychology), Experiential Learning (Active Learning), Learning And Teaching In Higher Education, Emotions, and Teaching of Psychology
Emotional Intelligence currently suffers an identity crisis, plagued by both the jingle and jangle fallacy. Many questions have been posed: Is it an intelligence? Can it really be measured? Is it of any value or are we really talking... more
Emotional Intelligence currently suffers an identity crisis, plagued by both the jingle and jangle fallacy. Many questions have been posed: Is it an intelligence? Can it really be measured? Is it of any value or are we really talking about personality or intelligence? (Pfeiffer 2001, Zeidner, Roberts and Matthews 2008, Van Rooy, Viswesvaran and Pluta 2005, Daus and Ashkanasy 2003, to name but a few). Directly addressing these questions, the current paper will present an overview of the latest literature in the field that will reduce the inconsistency and confusion currently experienced, and educate on the appropriate use of emotional intelligence. Rejecting the ‘mixed’ model of intelligence that has significantly weakened the reputation of emotional intelligence, the key focus of the current paper is in presenting the empirical evidence supporting three distinct models: ability, trait and competency (Cherniss 2010).
The current paper will discuss the key properties, measurement requirements, and empirical trends within the literature for each of the three emotional intelligence models. Each model will first be theoretically and empirically differentiated from the others (e.g. through relationships to personality or intelligence; Van Rooy and Viswesvaran 2004). The aforementioned criticisms of the emotional intelligence concept will then be addressed, demonstrating how the adoption of the three models resolves such problematic claims (e.g. as a second-stratum facet of intelligence, the ability model modestly correlates with other cognitive tasks and ‘g’, as expected). Recommendations will then be made for measurement techniques for each model, with the empirical justifications for such, alongside recommendations for the ways in which the different emotional intelligence models can be used e.g. trait emotional intelligence for selection and recruitment,
emotional intelligence competencies for training and development. Finally, the ways in which models interact e.g. the ability and competency models as apples and applesauce respectively, and plans for future research using the different models are introduced, before questions/discussions are held. The current paper hopes to revolutionise delegates’ understanding and use of emotional intelligence through the presentation, explanation and evaluation of three clear and distinct emotional intelligence models.
The current paper will discuss the key properties, measurement requirements, and empirical trends within the literature for each of the three emotional intelligence models. Each model will first be theoretically and empirically differentiated from the others (e.g. through relationships to personality or intelligence; Van Rooy and Viswesvaran 2004). The aforementioned criticisms of the emotional intelligence concept will then be addressed, demonstrating how the adoption of the three models resolves such problematic claims (e.g. as a second-stratum facet of intelligence, the ability model modestly correlates with other cognitive tasks and ‘g’, as expected). Recommendations will then be made for measurement techniques for each model, with the empirical justifications for such, alongside recommendations for the ways in which the different emotional intelligence models can be used e.g. trait emotional intelligence for selection and recruitment,
emotional intelligence competencies for training and development. Finally, the ways in which models interact e.g. the ability and competency models as apples and applesauce respectively, and plans for future research using the different models are introduced, before questions/discussions are held. The current paper hopes to revolutionise delegates’ understanding and use of emotional intelligence through the presentation, explanation and evaluation of three clear and distinct emotional intelligence models.
Research Interests:
Managerial use of aggressive humour has been associated with numerous consequences for subordinates, including greater stress and poorer communication, creativity and job satisfaction. Research has not yet explored how use of different... more
Managerial use of aggressive humour has been associated with numerous consequences for subordinates, including greater stress and poorer communication, creativity and job satisfaction. Research has not yet explored how use of different humour types operate not in isolation, but as a collection of behavioural tendencies. The current study reanalyses data collected from 202 working adults reporting their work environment and managers’ aggressive, affiliative, self-enhancing and self-defeating humour use. Participants’ managers were clustered according to their use of the four humour types, and an ‘aggressive’ identity clearly emerged. This group of managers were perceived to be significantly less powerful in comparison to others, and were associated with significantly worse working environments, compared to all others sampled. Results suggest that use of negative humour styles may be particularly damaging in the absence of other (positive) humour styles. Of note, no significant differences were found between clusters on participant sex or manager sex, work type (PT/FT), work environment or time working together. Both significant and non-significant results challenge many previously-accepted assumptions e.g. that aggressive humour is only used by males, and raise the question as to how the unique effect of humour can be separated from other workplace activities, and can thus be better understood.
Research Interests:
The paper will address the existing literature on meaningful work by first detailing existing assessments currently used e.g. Steger, Dik and Duffy (2012) and Lips-Wiersma and Wright (2012). Concurrent themes will be highlighted e.g. work... more
The paper will address the existing literature on meaningful work by first detailing existing assessments currently used e.g. Steger, Dik and Duffy (2012) and Lips-Wiersma and Wright (2012). Concurrent themes will be highlighted e.g. work giving meaning to life, and the role of social motivation, in addition to the role of spirituality or higher powers. Meaningful work will also be differentiated from similar fields such as calling and job satisfaction. Following this, the methodology of the current study will be presented. In this empirical study, participants were asked to complete a battery of questionnaires on calling, intrinsic motivation, job satisfaction and job commitment, in addition to all meaningful work measures currently available. This questionnaire, containing 12 established psychometric
measures and over 100 questions. Results aim to validate factor structure of meaningful work measures, explore relationships between meaningful work factors within and between measures, explore structure of meaningful work as a construct and explore relationships to similar constructs, and analyse regressions to assess the predictive value of meaningful work factors alongside organisational outcomes. The paper will finish with a summary of practical recommendations for the measurement, study, and applied use of meaningful work as a construct and more general conclusions e.g. on factor structure and nomological net of meaningful work.
measures and over 100 questions. Results aim to validate factor structure of meaningful work measures, explore relationships between meaningful work factors within and between measures, explore structure of meaningful work as a construct and explore relationships to similar constructs, and analyse regressions to assess the predictive value of meaningful work factors alongside organisational outcomes. The paper will finish with a summary of practical recommendations for the measurement, study, and applied use of meaningful work as a construct and more general conclusions e.g. on factor structure and nomological net of meaningful work.
Research Interests:
Building upon principles of the Social Identity Approach, the New Psychology of Leadership suggests successful leadership is based upon creating, advancing, representing and embedding a social identity. Greater use of collective pronouns... more
Building upon principles of the Social Identity Approach, the New Psychology of Leadership suggests successful leadership is based upon creating, advancing, representing and embedding a social identity. Greater use of collective pronouns (we/us), but not personal pronouns (I/me), appears to engender an ‘us and them’ which positively contributes to a shared social identity and, as such, has been associated with greater election success.
The current study is an applied experiment to determine the impact of these communication types upon work efficiency and perceptions of leadership. Participants who volunteered to carry out research work were randomly allocated to receive one of two emails containing the work instructions. The emails were identical apart from use of either collective (we) or personal (I) pronouns. Participants carried out coding of research abstracts and completed the recently-developed Identity Leadership Inventory as part of a questionnaire designed to evaluate the work experience.
Results compared coding accuracy and questionnaire responses between groups to determine how a simple change in communication style, and thus social identity, can impact perceptions of leadership and subsequent work behaviours. The current study, although presenting only preliminary results, provides additional insight into the specific processes underlying identity management in the workplace. Further rhetorical strategies of interest are noted, along with a discussion on the applications of the current results for occupational, political and academic practices.
The current study is an applied experiment to determine the impact of these communication types upon work efficiency and perceptions of leadership. Participants who volunteered to carry out research work were randomly allocated to receive one of two emails containing the work instructions. The emails were identical apart from use of either collective (we) or personal (I) pronouns. Participants carried out coding of research abstracts and completed the recently-developed Identity Leadership Inventory as part of a questionnaire designed to evaluate the work experience.
Results compared coding accuracy and questionnaire responses between groups to determine how a simple change in communication style, and thus social identity, can impact perceptions of leadership and subsequent work behaviours. The current study, although presenting only preliminary results, provides additional insight into the specific processes underlying identity management in the workplace. Further rhetorical strategies of interest are noted, along with a discussion on the applications of the current results for occupational, political and academic practices.
Research Interests:
Word blends are becoming increasingly popular, especially those with near-synonymous source words, for example, ‘chillax’ (chill and relax), which was recently used by David Cameron. Little is understood about the role these words play in... more
Word blends are becoming increasingly popular, especially those with near-synonymous source words, for example, ‘chillax’ (chill and relax), which was recently used by David Cameron. Little is understood about the role these words play in the English language, however, and why they persist despite appearing to hold little or no semantic differentiation. Four perspectives could explain such results: they have a unique meaning; can be used in different circumstances; provide insight into the identity of the speaker; or simply provide variety to the words available to communicate.
The current study uses a vignette methodology to determine whether the words guestimate, chillax, ginormous and confuzzled have unique meanings, or communicate something different about the users’ identities than their source words. Two-hundred-and-forty-one participants were randomly allocated to conditions where they would read four vignettes, each containing either a blended word or one of its source words. Participants responded to eight questions about each vignette, gauging the semantic value of the word and their interest in the speaker.
No significant differences were found in questions exploring ginormous or chillax. Significant semantic differences were found for guestimate and confuzzled, compared to their source words. Guestimating also caused significantly greater interest in the speaker than estimating. Future research plans are discussed, along with the meaningful questions the current study raises about our theoretical understanding of language, and how we use it to achieve personal, political and social goals.
This presentation has now been published in 'Psychology of Language and Communication'; For a free-to-access copy click here: https://www.academia.edu/12767074/Why_Do_Word_Blends_with_Near-Synonymous_Composites_Exist_and_Persist_The_Case_of_Guesstimate_Chillax_Ginormous_and_Confuzzled
The current study uses a vignette methodology to determine whether the words guestimate, chillax, ginormous and confuzzled have unique meanings, or communicate something different about the users’ identities than their source words. Two-hundred-and-forty-one participants were randomly allocated to conditions where they would read four vignettes, each containing either a blended word or one of its source words. Participants responded to eight questions about each vignette, gauging the semantic value of the word and their interest in the speaker.
No significant differences were found in questions exploring ginormous or chillax. Significant semantic differences were found for guestimate and confuzzled, compared to their source words. Guestimating also caused significantly greater interest in the speaker than estimating. Future research plans are discussed, along with the meaningful questions the current study raises about our theoretical understanding of language, and how we use it to achieve personal, political and social goals.
This presentation has now been published in 'Psychology of Language and Communication'; For a free-to-access copy click here: https://www.academia.edu/12767074/Why_Do_Word_Blends_with_Near-Synonymous_Composites_Exist_and_Persist_The_Case_of_Guesstimate_Chillax_Ginormous_and_Confuzzled
Research Interests:
"Objectives: The current paper adopts a discursive psychological approach to explore the themes of discourse and strategies used to construct gender and sexuality through humour. As no clear line between ‘sexist’ and ‘innocent’ humour... more
"Objectives: The current paper adopts a discursive psychological approach to explore the themes of discourse and strategies used to construct gender and sexuality through humour. As no clear line between ‘sexist’ and ‘innocent’ humour prevails, the current paper explores the discursive negotiation of parameters.
Design: A qualitative design was used to allow for a detailed understanding of the way in which arguably sexist and heterosexist jokes are constructed.
Method: After receiving negative press for being ‘crass and misogynistic’, the 97-minute long Channel4 comedy quiz: ‘The Big Fat Quiz of the Year 2012’ was chosen for analysis. The current paper applies Discourse Analysis to examine the use of gender-based and sexual humour in this male dominated comedy panel show (consisting of 6 males and 1 female).
Results: Four gender-based strategies were identified: 1) sexual objectification; 2) ‘masculine voice’ construction through expletives or derogatory sexual language; 3) mocking gender-role violations; and 4) mundane heterosexism by ridiculing homosexuality. Gender-based humorous events were ‘normalised’ by inclusion of techniques commonly found in comedic performer’s discourse: characterisation, exaggeration, and themes/subject repetition (re-incorporation).
Conclusion: Constructing gender through humour provides an opportunity for domination and oppression, often becoming harder to dispute by drawing upon societal expectations about biological sex and gender roles. Findings are discussed with reference to the power of humour to reject or reinforce traditional gender roles, and associated social stigmas. The current paper examines humour for gender-identity negotiation, and findings will be developed beyond the single comedy panel show during later works with broader corpora."
Design: A qualitative design was used to allow for a detailed understanding of the way in which arguably sexist and heterosexist jokes are constructed.
Method: After receiving negative press for being ‘crass and misogynistic’, the 97-minute long Channel4 comedy quiz: ‘The Big Fat Quiz of the Year 2012’ was chosen for analysis. The current paper applies Discourse Analysis to examine the use of gender-based and sexual humour in this male dominated comedy panel show (consisting of 6 males and 1 female).
Results: Four gender-based strategies were identified: 1) sexual objectification; 2) ‘masculine voice’ construction through expletives or derogatory sexual language; 3) mocking gender-role violations; and 4) mundane heterosexism by ridiculing homosexuality. Gender-based humorous events were ‘normalised’ by inclusion of techniques commonly found in comedic performer’s discourse: characterisation, exaggeration, and themes/subject repetition (re-incorporation).
Conclusion: Constructing gender through humour provides an opportunity for domination and oppression, often becoming harder to dispute by drawing upon societal expectations about biological sex and gender roles. Findings are discussed with reference to the power of humour to reject or reinforce traditional gender roles, and associated social stigmas. The current paper examines humour for gender-identity negotiation, and findings will be developed beyond the single comedy panel show during later works with broader corpora."