Interactive lecture Dr Jolanta Babiak Winter semester 2017/2018 Psychology Interactive lecture Dr Jolanta Babiak Winter semester 2017/2018

Content of lectures Introduction to the science of Psychology Sensation, perception, attribution Mind and consciousness Learning and behavior styles Memory Cognitive processes Intelligence and its assessment Tacit knowledge, practical intelligence Emotion, stress and health Human personality Psychological disorders Test Make-up test

Grading 10 quizes – 5 questions 5 Content Points Final test – 1 question, answered in writing, January 17, 2018 50 points Make-up test January 24, 2018 Maximum number of points to gain 40 Participation 1 point per class totals 15 points

Grading Less than 60 Failing (2) Points’ threshold grade 60-70 Satisfctory (3) 71-75 Satisfactory+ (3+) 76-84 Good (4) 85-92 Good + (4+) 93 - 100 Very good (5)

Assigned readings Gerrig R.J. (2012). Psychology and Life, London, Pearson Education, Ltd. –

Assigned Reading for lecture 1 Gerrig R.J. (2012). Psychology and Life, London, Pearson Education, Ltd. – chapter 1 and 2

Whenever she is stressed out she overeats Why do I feel fearful in the presence of my brother-in-law? I don’t remember anything from berfore my accedint She is very intelligent I am always waiting until last moment to start working on my tasks He is understanding and empathetic towards his employees I love bungee jumping How to overcome fear of public speaking?

Psychology Scientific study of the behavior of individuals and their mental processes Scientific: psychological research is conducted according to specific standards Behavior: the means by which organisms adjust to environments: social or cultural contexts Individual: subject of psychological analysis (in a natural habitat or controlled conditions: laboratory)

Psychology Scientific study of the behavior of individuals and their mental processes Mental processes: the workings of the human mind like thinking, planning, reasoning, remembering, creating, dreaming Psychology draws from social sciences: sociology, anthropology; biological sciences – studies of brain processes and biochemical bases of behavior; cognitive science, health science

The goals of psychology Describe behavior – accurate observations about behavior: data e.g. interviews, questionnaires Explain behavior – how behavior works: e.g. what conditions lead people to great acts of heroism? Why do some people fear public speaking? – understanding combination of factors Predict behavior – making statements about the likelihood that a certain behvaior will take place or relationship will occur Control behavior – making behavior happen or not happen – the goal of some psychologists: improving peoples’ quality of life

Psychological research process Initial observation, belief or knowledge Hypothesis Designing the study running the study, data analysis, comclusions report the findings follow-up studies

Quantitative and qualitative approaches to research Quantitative: methods that measure psychological processes through numbers, e.g. scores on anxiety inventory Qualitative: methods that measure psychological phenomena non-numerically e.g. from conversations, interviews, obesravtions of behavior naturalistically The choice of theses methods depends on the purpose of the study

Research process – selected terms Scientist’s biases: the distortion of evidence because of the personal motives and expectations of the viewer Standardization Operationalization Variable Independent variable Dependent variable

Survey research Correlational studies Causal data analysis Reliability Validity Inferences

Managerial Styles of Leading Questionnaire Decide how much you agree with each statement. Use the following scale: 1: strongly disagree; 2: moderately disagree; 3: I don’t know; 4: moderately agree; 5: strongly agree   1 2 3 4 5 I believe that it is imperative to utilize well-tested methods in a work environment Not many people know what I truly think I demand followers to carefully analyse their tasks I personally provide feedback to followers about their job I clarify complex tasks so that they are completely understood by followers I correct followers’ errors before a problem occurs I explain in detail what my followers should be doing I know who needs my help while working on tasks I can foresee followers’ mistakes I support taking on demanding tasks by followers I prevent making mistakes by followers I frequently ask followers about tasks currently in progress I make sure that at work followers stick to my directives My followers are as close to me as a family

Managerial Styles of Leading Questionnaire Decide how much you agree with each statement. Use the following scale: 1: strongly disagree; 2: moderately disagree; 3: I don’t know; 4: moderately agree; 5: strongly agree My frequent achievements are the result of my cleverness   I assign tasks according to followers’ skills and competences There is always someone to blame I can manage to hide my true intentions I do not tolerate mistakes at work, hence I hold on to the principle: “better to prevent than remedy” My followers identify with me I impose my will on followers I believe that exemplary punishment disciplines staff My authority is a result of the formal position I hold within the organization I provide followers with “step by step” instructions on how to accomplish tasks I discuss followers’ individual mistakes during departmental meetings My followers realize that lack of goal attainment may result in being expelled from the department I make my decisions together with followers

Managerial Styles of Leading Questionnaire Decide how much you agree with each statement. Use the following scale: 1: strongly disagree; 2: moderately disagree; 3: I don’t know; 4: moderately agree; 5: strongly agree It matters to me that followers support my ideas   Any of my decisions are preceded by a debate with followers I encourage followers to come up with their own solutions I manipulate my image I lie if it’s necessary to reach a goal I intentionally behave in unpredictable ways I don’t consult followers in regard to work matters I reward followers’ efforts My followers know that they will be rewarded for their achievements Successful accomplishment of assignments is associated with my acknowledgment I often let my followers know that they are great I often explain company’s vision of development to followers I don’t get preoccupied with followers’ mistakes I see mistakes only after followers have completed the task I accept any result of the followers’ work

I spend time educating followers about the organization’s vision and mission Managerial Styles of Leading Questionnaire Decide how much you agree with each statement. Use the following scale: 1: strongly disagree; 2: moderately disagree; 3: I don’t know; 4: moderately agree; 5: strongly agree I only recognize followers’ accomplishments   I’m convinced that the objectives of followers and those of superiors are different, but only I know this I turn a blind eye, when my followers act “unethically”, as long as they attain their goals I intervene only when a problem has already occurred I consider working meetings as a waste of time I usually agree with the majority during decision making I am interested in the end-result of a task as opposed to its progress My daily communication with followers is “short and to the point”

Descriptive statistics for MSL scales 1 2 3 4 5 6 M 49.17 22.28 21.49 27.71 23.53 22.54 SD 5.66 4.73 3.54 6.98 3.62 5.10 Skew -.29 -.03 -.55 .38 -.64 .43 Kurt .05 -.37 .49 -.11 .69 .75 Note. n = 477. 1 = Structuring; 2 = Autocratic; 3 = Participative; 4 = Machiavellian; 5 = Rewarding; 6 = Distant;

Cronbach’s  estimates of MSL scales CFA (n = 477) Structuring .79 Autocratic .68 Participative .62 Machiavellian .74 Rewarding .64 Distant .61

Intercorrelations among MSL scales (n = 477)   1 2 3 4 5 6 1. Structuring – 2. Autocratic .47** (.61) 3. Participative .26** (.35) .09 4. Machiavellian .14** .32**(.36) -.11* (-.19) 5. Rewarding .37** (.38) .17** .39** (.39) -.01 6. Distant -.14** (-.33) .23** (.24) .06 .31** (.40) -.08 Note. ** p < .01, two-tailed. * p < .05, two-tailed. Correlations between latent factors are presented in parentheses.

Correlations between personality traits (NEO-FFI) and leadership styles (MSL), Cronbach’s  estimates and descriptive statistics for MSL and NEO-FFI (n = 333 Measure N E O A C    .82 .72 .65 .66 .77 Structuring -.11 .24** .05 .03 .39** Autocratic .62 .20** -.03 -.26** -.14* .16** Participative .57 -.01 .32** .12* Machiavellian .74 .23** -.13* -.41** -.06 Rewarding .59 -.16 .34** .22** .08 .25** Distant .60 .33** -.15** -.29** -.08 -.18** M 26.51 45.33 40.24 43.25 47.75 SD 8.12 5.96 6.62 5.71 5.10 Note. n = 333. N = Neuroticism; E = Extraversion; O = Openness; A = Agreeableness; C = Conscientiousness * p < .5, two-tailed. ** p < .01, two-tailed.