Latest study http://www.surveymonkey.com/s.aspx?sm=bLzWrVxppRmBs7aakRvapA_3d_3d Supervisors: Willibald Ruch and René T. Proyer Phone: + 41 446 35 75 31 Address: Personality and Assessment BIN 5.B,1 Binzmühlestrasse 14/7 8050 Zurich
The current paper addresses the measurement of three dispositions towards ridicule and laughter; ... more The current paper addresses the measurement of three dispositions towards ridicule and laughter; i.e., gelotophobia (the fear of being laughed at), gelotophilia (the joy of being laughed at), and katagelasticism (the joy of laughing at others). These traits explain inter-individual differences in responses to humor, laughter, and social situations related to humorous encounters. First, an ultra-short form of the PhoPhiKat-45 (Ruch & Proyer, 2009) was adapted in two independent samples (Construction Sample N = 157; Replication Sample N = 1774). Second, we tested the validity of the PhoPhiKat-9 in two further independent samples. Results showed that the psychometric properties of the ultra-short form were acceptable and the proposed factor structure could be replicated. In Validation Sample 1 (N = 246), we investigated the relation of the three traits to responses in a ridicule and teasing scenario questionnaire. The results replicated findings from earlier studies by showing that gelotophobes assigned the same emotions to friendly teasing and malicious ridicule (predominantly low joy, high fear, and shame). Gelotophilia was mainly predicted by relating joy to both, teasing and ridicule scenarios, while katagelasticism was predicted by assigning joy and contempt to ridicule scenarios. In Validation Sample 2 (N = 1248), we investigated whether the fear of being laughed at is a vulnerability at the workplace: If friendly teasing and laughter of co-workers, superiors or customers are misperceived as being malicious, individuals may feel less satisfied and more stressed. The results from a representative sample of Swiss employees showed that individuals with a fear of being laughed at are generally less satisfied with life and work and experience more work stress. Moreover, gelotophilia went along with positive evaluations of one’s life and work, while katagelasticism was negatively related to work satisfaction and positively related to work stress. In order to establish good work practices and build procedures against workplace bullying, one needs to consider that individual differences impact on a person’s perception of being bullied and assessing the three dispositions may give important insights into team processes.
Well-functioning teamwork has frequently been linked to increased work satisfaction and performan... more Well-functioning teamwork has frequently been linked to increased work satisfaction and performance. However, there is a paucity of research on the different types of roles in teams. Recently, a new model of role behavior in teams was proposed (comprising seven such team roles: Idea creator, information gatherer, decision maker, implementer, influencer, energizer, and relationship manager), but an assessment instrument was lacking so far. The present study describes the construction of an instrument for the assessment of these roles in two samples (N = 291 and 274) and examines their relationships with character strengths and job satisfaction. Results show that the team roles are positively related to job satisfaction and most character strengths. The findings support the important role of character strengths in work-related settings and lay ground for further studies on team roles.
ABSTRACT
Well-functioning teamwork has frequently been linked to increased work satisfaction and ... more ABSTRACT Well-functioning teamwork has frequently been linked to increased work satisfaction and performance. However, there is a paucity of research on the di erent types of roles in teams. Recently, a new model of role behavior in teams was proposed (comprising seven such team roles: Idea creator, information gatherer, decision-maker, implementer, in uencer, energizer, and relationship manager), but an assessment instrument was lacking so far. The present study describes the construction of an instrument for the assessment of these roles in two samples (N = 291 and 274) and examines their relationships with character strengths and job satisfaction. Results show that the team roles are positively related to job satisfaction and most character strengths. The ndings support the important role of character strengths in work-related settings and lay ground for further studies on team roles.
Recent research (Ruch, Platt, & Hofmann, 2014) identified four dimensions of class clown behavior... more Recent research (Ruch, Platt, & Hofmann, 2014) identified four dimensions of class clown behavior (identifying as a class clown, comic talent, disruptive rule-breaker, and subversive joker). This study investigates whether these dimensions show differential relationships with school achievement, self-reported school satisfaction, positive experiences at school, and teacher-rated classroom behavior in a sample of 157 secondary school children (mean age: 15.4 years). School achievement showed a negative relation to two of the four dimensions of class clown behavior. Class clown behavior was related to less positive classroom behavior and with lower school satisfaction, which was mediated by the dimensions of school experiences. While class clowns experience positive emotions at school, their negative relationship with teachers might impair their school satisfaction and achievement. Positive psychology concepts give new insight into the field of class clown behavior and may also be able to offer some solutions.
Humor - International Journal of Humor Research, 2000
ABSTRACT: The current study examines whether the fear of being laughed at (gelotophobia) can be a... more ABSTRACT: The current study examines whether the fear of being laughed at (gelotophobia) can be assessed reliably and validly by means of a self-report instrument in different countries of the world. All items of the GELOPH (Ruch and Titze, GELOPH46, University ...
This study investigated which features of AVATAR laughter are perceived threatening for individua... more This study investigated which features of AVATAR laughter are perceived threatening for individuals with a fear of being laughed at (gelotophobia), and individuals with no gelotopho-bia. Laughter samples were systematically varied (e.g., intensity, laughter pitch, and energy for the voice, intensity of facial actions of the face) in three modalities: animated facial expressions, synthesized auditory laughter vocalizations, and motion capture generated puppets displaying laughter body movements. In the online study 123 adults completed, the GELOPH<15> (Ruch and Proyer, 2008a,b) and rated randomly presented videos of the three modalities for how malicious, how friendly, how real the laughter was (0 not at all to 8 extremely). Additionally, an open question asked which markers led to the perception of friendliness/maliciousness. The current study identified features in all modalities of laughter stimuli that were perceived as malicious in general, and some that were gelo-tophobia specific. For facial expressions of AVATARS, medium intensity laughs triggered highest maliciousness in the gelotophobes. In the auditory stimuli, the fundamental frequency modulations and the variation in intensity were indicative of maliciousness. In the body, backwards and forward movements and rocking vs. jerking movements distinguished the most malicious from the least malicious laugh. From the open answers, the shape and appearance of the lips curling induced feelings that the expression was malicious for non-gelotophobes and that the movement round the eyes, elicited the face to appear as friendly. This was opposite for gelotophobes. Gelotophobia savvy AVATARS should be of high intensity, containing lip and eye movements and be fast, non-repetitive voiced vocal-ization, variable and of short duration. It should not contain any features that indicate a down-regulation in the voice or body, or indicate voluntary/cognitive modulation.
Class clowns traditionally were studied as a type concept and identified via sociometric procedur... more Class clowns traditionally were studied as a type concept and identified via sociometric procedures. In the present study a variable-centered approach was favored and class clown behaviors were studied in the context of character strengths, orientations to happiness and satisfaction with life. A sample of 672 Swiss children and adolescents filled in an 18 item self-report instrument depicting class clown behaviors. A hierarchical model of class clown behaviors was developed distinguishing a general factor and the four positively correlated dimensions of " identified as a class clown, " " comic talent, " " disruptive rule-breaker, " and " subversive joker. " Analysis of the general factor showed that class clowns were primarily male, and tended to be seen as class clowns by the teacher. Analyses of the 24 character strengths of the VIA-Youth (Park and Peterson, 2006) showed that class clowns were high in humor and leadership, and low in strengths like prudence, self-regulation, modesty, honesty, fairness, perseverance, and love of learning. An inspection of signature strengths revealed that 75% of class clowns had humor as a signature strength. Furthermore, class clown behaviors were generally shown by students indulging in a life of pleasure, but low life of engagement. The four dimensions yielded different character strengths profiles. While all dimensions of class clowns behaviors were low in temperance strengths, the factors " identified as the class clown " and " comic talent " were correlated with leadership strengths and the two negative factors (" disruptive rule-breaker, " " subversive joker ") were low in other directed strengths. The disruptive rule breaking class clown was additionally low in intellectual strengths. While humor predicted life satisfaction, class clowning tended to go along with diminished satisfaction with life. It is concluded that different types of class clowns need to be kept apart and need different attention by teachers.
Being ridiculed and laughed at by others typically leads to shame that is emotionally painful and... more Being ridiculed and laughed at by others typically leads to shame that is emotionally painful and aversive. While some wipe this off more easily or even share the laughter, for others an anticipatory fear of being laughed at exist, which may go along with a generalized conviction of ones own ridiculousness. The aim of this chapter is to explore gelotophobia; i.e., the fear of being laughed at. It has long been common to distinguish between laughing with and laughing at, but while research investigated the positive use of laughter and humor in social interactions, the effects of laughing at or ridiculing were neglected. The chapter describes those with a fear of being laughed at and the development of the concept of gelotophobia from clinical observations to a worldwide- identified individual difference disposition towards laughter and ridicule, how it is measured and how it affects people who experience it. Special attention will be given to the humor of gelotophobes. The chapter wi...
This paper reviews recent literature on gelotophobia (i.e., the fear of being laughed at) with an... more This paper reviews recent literature on gelotophobia (i.e., the fear of being laughed at) with an emphasis on age-specific aspects. Research with two instruments, the GELOPH and PhoPhiKat questionnaires, is presented with special attention being given to sociodemographic correlates and differences in intelligence, character strengths, personality, emotion, and humor. Quite consistently gelotophobes tend to misread positively motivated smiling and laughter (e.g. in social interactions, photographs or auditorily presented) and have lower values in many, but not all, components of humor. They have a low propensity to joy and a disposition to experience shame and fear. More generally they tend to describe themselves as being introverted and neurotic, and they underestimate their own potential while not actually being less capable. Furthermore, new data are presented suggesting that age-related vulnerabilities may be additional sources of ridicule making gelotophobia more of a problem for the elderly. Finally, the prevalence of this fear over the lifespan and potential cohort effects are discussed. It is concluded that more research into this fear and its adverse impact on social interactions, even humorous ones, of the elderly is needed.
Gelotophobia (the fear of being laughed at) was studied in a sample of N = 1,322 Danish adolescen... more Gelotophobia (the fear of being laughed at) was studied in a sample of N = 1,322 Danish adolescents aged 11 to 16. When using a measure of coping humor in three different respects (using humor to (1) overcome uncertainty and stress, (2) in relation to aggression and sexuality, and (3) to get cheered up), it was indicated that the fear of being laughed at existed independently from the use of humor as a coping strategy. It is suggested that interventions targeting the positive side of laughter and humor may have a potential for increasing the well-being of adolescents with high levels of the fear of being laughed at. In single item ratings higher levels of gelotophobia were associated with greater self-ascribed loneliness, lower perceived attractiveness, lower self-acceptance, and rather negative life expectancies. Findings are discussed in the light of current literature and with respect to potential implications for the school life of adolescents are highlighted.
The current paper addresses the measurement of three dispositions towards ridicule and laughter; ... more The current paper addresses the measurement of three dispositions towards ridicule and laughter; i.e., gelotophobia (the fear of being laughed at), gelotophilia (the joy of being laughed at), and katagelasticism (the joy of laughing at others). These traits explain inter-individual differences in responses to humor, laughter, and social situations related to humorous encounters. First, an ultra-short form of the PhoPhiKat-45 (Ruch & Proyer, 2009) was adapted in two independent samples (Construction Sample N = 157; Replication Sample N = 1774). Second, we tested the validity of the PhoPhiKat-9 in two further independent samples. Results showed that the psychometric properties of the ultra-short form were acceptable and the proposed factor structure could be replicated. In Validation Sample 1 (N = 246), we investigated the relation of the three traits to responses in a ridicule and teasing scenario questionnaire. The results replicated findings from earlier studies by showing that gelotophobes assigned the same emotions to friendly teasing and malicious ridicule (predominantly low joy, high fear, and shame). Gelotophilia was mainly predicted by relating joy to both, teasing and ridicule scenarios, while katagelasticism was predicted by assigning joy and contempt to ridicule scenarios. In Validation Sample 2 (N = 1248), we investigated whether the fear of being laughed at is a vulnerability at the workplace: If friendly teasing and laughter of co-workers, superiors or customers are misperceived as being malicious, individuals may feel less satisfied and more stressed. The results from a representative sample of Swiss employees showed that individuals with a fear of being laughed at are generally less satisfied with life and work and experience more work stress. Moreover, gelotophilia went along with positive evaluations of one’s life and work, while katagelasticism was negatively related to work satisfaction and positively related to work stress. In order to establish good work practices and build procedures against workplace bullying, one needs to consider that individual differences impact on a person’s perception of being bullied and assessing the three dispositions may give important insights into team processes.
Well-functioning teamwork has frequently been linked to increased work satisfaction and performan... more Well-functioning teamwork has frequently been linked to increased work satisfaction and performance. However, there is a paucity of research on the different types of roles in teams. Recently, a new model of role behavior in teams was proposed (comprising seven such team roles: Idea creator, information gatherer, decision maker, implementer, influencer, energizer, and relationship manager), but an assessment instrument was lacking so far. The present study describes the construction of an instrument for the assessment of these roles in two samples (N = 291 and 274) and examines their relationships with character strengths and job satisfaction. Results show that the team roles are positively related to job satisfaction and most character strengths. The findings support the important role of character strengths in work-related settings and lay ground for further studies on team roles.
ABSTRACT
Well-functioning teamwork has frequently been linked to increased work satisfaction and ... more ABSTRACT Well-functioning teamwork has frequently been linked to increased work satisfaction and performance. However, there is a paucity of research on the di erent types of roles in teams. Recently, a new model of role behavior in teams was proposed (comprising seven such team roles: Idea creator, information gatherer, decision-maker, implementer, in uencer, energizer, and relationship manager), but an assessment instrument was lacking so far. The present study describes the construction of an instrument for the assessment of these roles in two samples (N = 291 and 274) and examines their relationships with character strengths and job satisfaction. Results show that the team roles are positively related to job satisfaction and most character strengths. The ndings support the important role of character strengths in work-related settings and lay ground for further studies on team roles.
Recent research (Ruch, Platt, & Hofmann, 2014) identified four dimensions of class clown behavior... more Recent research (Ruch, Platt, & Hofmann, 2014) identified four dimensions of class clown behavior (identifying as a class clown, comic talent, disruptive rule-breaker, and subversive joker). This study investigates whether these dimensions show differential relationships with school achievement, self-reported school satisfaction, positive experiences at school, and teacher-rated classroom behavior in a sample of 157 secondary school children (mean age: 15.4 years). School achievement showed a negative relation to two of the four dimensions of class clown behavior. Class clown behavior was related to less positive classroom behavior and with lower school satisfaction, which was mediated by the dimensions of school experiences. While class clowns experience positive emotions at school, their negative relationship with teachers might impair their school satisfaction and achievement. Positive psychology concepts give new insight into the field of class clown behavior and may also be able to offer some solutions.
Humor - International Journal of Humor Research, 2000
ABSTRACT: The current study examines whether the fear of being laughed at (gelotophobia) can be a... more ABSTRACT: The current study examines whether the fear of being laughed at (gelotophobia) can be assessed reliably and validly by means of a self-report instrument in different countries of the world. All items of the GELOPH (Ruch and Titze, GELOPH46, University ...
This study investigated which features of AVATAR laughter are perceived threatening for individua... more This study investigated which features of AVATAR laughter are perceived threatening for individuals with a fear of being laughed at (gelotophobia), and individuals with no gelotopho-bia. Laughter samples were systematically varied (e.g., intensity, laughter pitch, and energy for the voice, intensity of facial actions of the face) in three modalities: animated facial expressions, synthesized auditory laughter vocalizations, and motion capture generated puppets displaying laughter body movements. In the online study 123 adults completed, the GELOPH<15> (Ruch and Proyer, 2008a,b) and rated randomly presented videos of the three modalities for how malicious, how friendly, how real the laughter was (0 not at all to 8 extremely). Additionally, an open question asked which markers led to the perception of friendliness/maliciousness. The current study identified features in all modalities of laughter stimuli that were perceived as malicious in general, and some that were gelo-tophobia specific. For facial expressions of AVATARS, medium intensity laughs triggered highest maliciousness in the gelotophobes. In the auditory stimuli, the fundamental frequency modulations and the variation in intensity were indicative of maliciousness. In the body, backwards and forward movements and rocking vs. jerking movements distinguished the most malicious from the least malicious laugh. From the open answers, the shape and appearance of the lips curling induced feelings that the expression was malicious for non-gelotophobes and that the movement round the eyes, elicited the face to appear as friendly. This was opposite for gelotophobes. Gelotophobia savvy AVATARS should be of high intensity, containing lip and eye movements and be fast, non-repetitive voiced vocal-ization, variable and of short duration. It should not contain any features that indicate a down-regulation in the voice or body, or indicate voluntary/cognitive modulation.
Class clowns traditionally were studied as a type concept and identified via sociometric procedur... more Class clowns traditionally were studied as a type concept and identified via sociometric procedures. In the present study a variable-centered approach was favored and class clown behaviors were studied in the context of character strengths, orientations to happiness and satisfaction with life. A sample of 672 Swiss children and adolescents filled in an 18 item self-report instrument depicting class clown behaviors. A hierarchical model of class clown behaviors was developed distinguishing a general factor and the four positively correlated dimensions of " identified as a class clown, " " comic talent, " " disruptive rule-breaker, " and " subversive joker. " Analysis of the general factor showed that class clowns were primarily male, and tended to be seen as class clowns by the teacher. Analyses of the 24 character strengths of the VIA-Youth (Park and Peterson, 2006) showed that class clowns were high in humor and leadership, and low in strengths like prudence, self-regulation, modesty, honesty, fairness, perseverance, and love of learning. An inspection of signature strengths revealed that 75% of class clowns had humor as a signature strength. Furthermore, class clown behaviors were generally shown by students indulging in a life of pleasure, but low life of engagement. The four dimensions yielded different character strengths profiles. While all dimensions of class clowns behaviors were low in temperance strengths, the factors " identified as the class clown " and " comic talent " were correlated with leadership strengths and the two negative factors (" disruptive rule-breaker, " " subversive joker ") were low in other directed strengths. The disruptive rule breaking class clown was additionally low in intellectual strengths. While humor predicted life satisfaction, class clowning tended to go along with diminished satisfaction with life. It is concluded that different types of class clowns need to be kept apart and need different attention by teachers.
Being ridiculed and laughed at by others typically leads to shame that is emotionally painful and... more Being ridiculed and laughed at by others typically leads to shame that is emotionally painful and aversive. While some wipe this off more easily or even share the laughter, for others an anticipatory fear of being laughed at exist, which may go along with a generalized conviction of ones own ridiculousness. The aim of this chapter is to explore gelotophobia; i.e., the fear of being laughed at. It has long been common to distinguish between laughing with and laughing at, but while research investigated the positive use of laughter and humor in social interactions, the effects of laughing at or ridiculing were neglected. The chapter describes those with a fear of being laughed at and the development of the concept of gelotophobia from clinical observations to a worldwide- identified individual difference disposition towards laughter and ridicule, how it is measured and how it affects people who experience it. Special attention will be given to the humor of gelotophobes. The chapter wi...
This paper reviews recent literature on gelotophobia (i.e., the fear of being laughed at) with an... more This paper reviews recent literature on gelotophobia (i.e., the fear of being laughed at) with an emphasis on age-specific aspects. Research with two instruments, the GELOPH and PhoPhiKat questionnaires, is presented with special attention being given to sociodemographic correlates and differences in intelligence, character strengths, personality, emotion, and humor. Quite consistently gelotophobes tend to misread positively motivated smiling and laughter (e.g. in social interactions, photographs or auditorily presented) and have lower values in many, but not all, components of humor. They have a low propensity to joy and a disposition to experience shame and fear. More generally they tend to describe themselves as being introverted and neurotic, and they underestimate their own potential while not actually being less capable. Furthermore, new data are presented suggesting that age-related vulnerabilities may be additional sources of ridicule making gelotophobia more of a problem for the elderly. Finally, the prevalence of this fear over the lifespan and potential cohort effects are discussed. It is concluded that more research into this fear and its adverse impact on social interactions, even humorous ones, of the elderly is needed.
Gelotophobia (the fear of being laughed at) was studied in a sample of N = 1,322 Danish adolescen... more Gelotophobia (the fear of being laughed at) was studied in a sample of N = 1,322 Danish adolescents aged 11 to 16. When using a measure of coping humor in three different respects (using humor to (1) overcome uncertainty and stress, (2) in relation to aggression and sexuality, and (3) to get cheered up), it was indicated that the fear of being laughed at existed independently from the use of humor as a coping strategy. It is suggested that interventions targeting the positive side of laughter and humor may have a potential for increasing the well-being of adolescents with high levels of the fear of being laughed at. In single item ratings higher levels of gelotophobia were associated with greater self-ascribed loneliness, lower perceived attractiveness, lower self-acceptance, and rather negative life expectancies. Findings are discussed in the light of current literature and with respect to potential implications for the school life of adolescents are highlighted.
Objective: Gelotophobes (those who fear being laughed at) often recall being mobbed. This study a... more Objective: Gelotophobes (those who fear being laughed at) often recall being mobbed. This study aims to test in English and German adults if they are unable to differentiate between playful or hurtful laughter by examining the emotions likely to be felt during teasing and ridicule. A scenario test was developed by sampling laypeople and pretesting by 10 experts who judged the prototypicality.Method: Sample I consisted of 102 English-speaking adults (38 males, 64 females; M=39.72, SD=14.51 years). Sample II comprised 164 German-speaking adults (82 males, 82 females; M=32.18, SD=13.71 years). Both samples filled in instruments containing 15 items in a four-point answer format aimed at assessing gelotophobia. Subsequently, groups of people with no, slight, and high fear of being laughed at were formed based on cut-off points. They also filled in the RTSq (Platt, 2008), which presents prototypical ridicule and teasing scenarios. Participants indicated on 9-point scales (0= least, 8= most) how strongly they would fear six basic emotions plus shame.Results: Repeated measures ANOVAs with type of scenario and emotion on the repeated measurement factor and degree of gelotophobia as a grouping variable yielded highly comparable effects in both samples. While ridicule primarily led to high anger and sadness among those with no fear of being laughed at, marked gelotophobes additionally experienced shame and fear. Teasing led to high joy and surprise among non-gelotophobes. However, those with a marked fear of being laughed at primarily experienced shame and fear. In fact, while teasing and ridicule led to almost mirroring emotions for the non-gelotophobes, the emotion profiles of gelotophobes for teasing and ridicule were highly parallel. Conclusion: Gelotophobes display the same emotions in interaction involving teasing and ridicule. They are at risk of misinterpreting good-natured intentions of others and feel ridiculed. Consequences for bullying research will be discussed.
This study confronted gelotophobes, gelotophiles and katagelasticist, with teasing and ridicule s... more This study confronted gelotophobes, gelotophiles and katagelasticist, with teasing and ridicule scenarios to examine how intense are their emotional responses. N=167 adults completed the PhoPhiKat (Ruch & Proyer, 2009) and the brief Ridicule Teasing Scenarios questionnaire (German version: Platt, 2008) in an online survey. The PhoPhiKat contains 45 items measuring the fear of being laughed at (gelotophobia), the joy of being laughed at (gelotophilia), and the joy of laughing at others (katagelasticism). In the RTSq participants stipulate the expected intensity of emotions scenarios of prototypical ridicule and teasing. A 2 (ridicule vs. teasing scenario) x 7 (type of emotion) repeated measures ANOVA yielded a significant interaction (F[6.972]=86.029; p<.001) confirming ridicule and teasing create different emotion patterns. Ridicule led to anger and sadness, followed by fear, shame, and disgust. Teasing led to shame and surprise, followed by happiness and anger (p<.05). In both situations the level of fear and shame increased with the amount of gelotophobia while joy decreased. The opposite pattern was seen for gelotophilia. For lower levels of katagelasticism ridicule induced more shame and fear than joy, the high katagelasticists experienced all three emotions in the same intensity. While for lower levels of katagelasticism, the three emotions did not differ in intensity in response to teasing, for the very high katagelasticists joy was very high, followed by shame which was, in turn, still significantly higher than fear (all p<.01). This study confirms gelotophilia and katagelasticism have unique variations in intensity of emotions in response to teasing and ridicule.
Uploads
Well-functioning teamwork has frequently been linked to increased work satisfaction and performance. However, there is a paucity of research on the di erent types of roles in teams. Recently, a new model of role behavior in teams was proposed (comprising seven such team roles: Idea creator, information gatherer, decision-maker, implementer, in uencer, energizer, and relationship manager), but an assessment instrument was lacking so far. The present study describes the construction of an instrument for the assessment of these roles in two samples (N = 291 and 274) and examines their relationships with character strengths and job satisfaction. Results show that the team roles are positively related to job satisfaction and most character strengths. The ndings support the important role of character strengths in work-related settings and lay ground for further studies on team roles.
Well-functioning teamwork has frequently been linked to increased work satisfaction and performance. However, there is a paucity of research on the di erent types of roles in teams. Recently, a new model of role behavior in teams was proposed (comprising seven such team roles: Idea creator, information gatherer, decision-maker, implementer, in uencer, energizer, and relationship manager), but an assessment instrument was lacking so far. The present study describes the construction of an instrument for the assessment of these roles in two samples (N = 291 and 274) and examines their relationships with character strengths and job satisfaction. Results show that the team roles are positively related to job satisfaction and most character strengths. The ndings support the important role of character strengths in work-related settings and lay ground for further studies on team roles.