An Affective Events Theory-Based Conceptual Model of Emotional Ambivalence in the Context of Personal Web-Usage Monitoring

Stratton, Micheal T.

doi:10.1016/s1746-9791(05)01103-x

Cited by 6 publications

(11 citation statements)

References 40 publications

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“…Existing research does not adequately explain the mechanisms of how affective ambivalence influences individuals’ psychological states; it is not clear whether affective ambivalence has positive or negative effects on individuals’ development. In addition, Stratton (2015) proposed an affective events theory-based conceptual model of emotional ambivalence that describes the determinants of emotional ambivalence and their effects. This model depicts the process that individuals undergo after experiencing emotional ambivalence: paralysis, reappraisal, and finally affective-driven behavior(s).…”

Section: Discussionmentioning

confidence: 99%

Relationship between higher education teachers’ affect and their psychological adjustment to online teaching during the COVID-19 pandemic: an application of latent profile analysis

Zou

Ding

Xie

et al. 2021

PeerJ

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Background The COVID-19 outbreak has forced teachers to transition to online teaching, requiring them to adapt their courses and pedagogical methods to an online format rapidly without relevant training. This has presented a formidable challenge to higher education teachers. The present study uses a person-centered approach to identify heterogeneity among higher education teachers’ affective experiences and the relationship between this heterogeneity and their psychological adjustment to online teaching. Methods In total, 2,104 teachers in higher education institutions in Southern China were surveyed using the Positive and Negative Affect Schedule and the Psychological Adjustment to Online Teaching Scale (a measure developed for this study) between March 25 and March 31, 2020. The collected data were analyzed using latent profile analysis. Results Based on their affective experiences during online teaching immediately after the COVID-19 outbreak, higher education teachers were divided into three latent classes: the common, ambivalent, and positive types. Among them, the positive type accounted for the largest proportion (44.85%), while the ambivalent type accounted for the smallest proportion (23.93%). The rest was the common type, which accounted for 31.15%. Significant differences in psychological adjustment to online teaching were found between the three latent classes. Regarding positive psychological adjustment, teachers belonging to the ambivalent type had significantly lower scores than those belonging to the other two types. Further, the common type had a significantly lower score than the positive type. Regarding negative psychological adjustment, the ambivalent type had a significantly higher score than the other two types, and the common type had a significantly higher score than the positive type. Conclusion Based on a novel person-centered perspective, this study revealed the differences and complexity in higher education teachers’ affective experiences of online teaching immediately after the COVID-19 outbreak. The three different types of affective experiences (common, ambivalent, and positive) had a significant influence on psychological adjustment, with teachers belonging to the ambivalent type showing the worst psychological adjustment. This study provides a new perspective for the discussion of the relationship between teachers’ affective experiences and their psychological adjustment to online teaching.

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Section: Discussionmentioning

confidence: 99%

Relationship between higher education teachers’ affect and their psychological adjustment to online teaching during the COVID-19 pandemic: an application of latent profile analysis

Zou

Ding

Xie

et al. 2021

PeerJ

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“…First, managers that are involved extensively in both cooperation and competition will feel torn apart between the high demands of both contradictions, and might become paralyzed and indecisive (c.f. Raza-Ullah & : Stratton, 2005. The difficulty increases and thus also the tension when managers have to keep a balance between simultaneous high contradictory demands.…”

Section: Coopetition Paradox and Tensionsmentioning

confidence: 99%

“…These managers can deal with both high and low tensions in a constructive manner as they can utilize their paradoxical thinking to reduce the higher levels of coopetitive tension that might cause managers to become ambivalent or indecisive (c.f. Raza-Ullah & Stratton, 2005). Thus, paradoxical thinking brings down the high levels of tension to a moderate level, retaining sufficient pressure to accommodate simultaneous contradicting demands in their minds, while still functioning effectively.…”

Section: Tensions and Managers' Coopetition Capabilitymentioning

confidence: 99%

“…We refer the reader back to Figure 3, which illustrates that firms with higher levels of coopetition capability maintain a moderate level of external tension, almost irrespective of the strength of coopetition paradox (as the slope coefficient is positive but not significant by conventional levels). The flip side of the result shows that firms with underdeveloped coopetition capability would either disregard the tension when the paradox strength is low, or become paralyzed by experiencing exceedingly high tension when the paradox becomes stronger Stratton, 2005). Either of these situations is detrimental and not desirable from the point of benefiting from the relationship (c.f.…”

Section: Contributions and Implications For The Coopetition Literaturementioning

confidence: 99%

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The coopetition paradox and tension: The moderating role of coopetition capability

Bengtsson

Raza-Ullah

Vanyushyn

2016

Industrial Marketing Management

208

159

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In this study, we apply a paradox perspective on coopetition to investigate the effects of coopetition paradox on managers' experience and perception of coopetitive tensions, and the role of coopetition capability in managing such tensions. We propose a theoretical model to posit that the intensity of coopetition paradox positively associates with managers' experience of external tension, which in turn lead them to perceive internal tension. Further, coopetition capability plays a dual role-moderates the relation between coopetition paradox and external tension, and reduces internal tension. We tested hypotheses on a representative multi-industry sample of 1532 firms in Sweden and the results confirm them. Our study contributes to understanding the critical role of coopetition capability that enables firms to maintain a moderate level of tension regardless of the intensity of coopetition paradox.

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“…It is not only a tool to balance work-life demands (Wallace, 2004), such as connecting with family members through e-mail or conducting personal banking, it has also become a source of illicit behavior that benefits the user and/or harms the organization. Visiting sites that are benign to the user as being inappropriate, such as news or e-mail Web sites, and the traditionally insecure pornographic and gambling Web sites may pose a considerable risk to an organization's information security and legal and fiduciary interests (Stratton, 2005). The vulnerabilities associated with virus infection and data access and manipulation are also likely to increase when users inside the organization open the doors to those outside the computer network (Kuchment & Springen, 2008).…”

Section: The Nature Of Pwu At Workmentioning

confidence: 99%

Uncovering a New Guilty Pleasure: A Qualitative Study of the Emotions of Personal Web Usage at Work

Stratton

2010

Journal of Leadership & Organizational Studies

Self Cite

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This longitudinal field study uncovers the emotional meaning that defines personal Web usage (PWU) at work. To explore this emergent workplace phenomenon, the author conducted 67 semistructured interviews and collected archival documents at a local government municipality in the United States. After a phenomenological analysis of the informants' emotion-laden narratives, the findings suggest that users defined their PWU as a guilty pleasure. For some informants, this type of emotional ambivalence was resolved and manifested into continued PWU devoid of guilt. For others, however, they continued to define their PWU behaviors as a push-and-pull battle between self-control and short-term benefit. Nevertheless, PWU persisted. Based on the themes analyzed in the data, two models are presented that depict the characteristics of the ambivalence and the overarching emotion-behavior process, respectively. The author concludes by discussing the contributions to existing research and directions for further inquiry.

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An Affective Events Theory-Based Conceptual Model of Emotional Ambivalence in the Context of Personal Web-Usage Monitoring

Cited by 6 publications

References 40 publications

Relationship between higher education teachers’ affect and their psychological adjustment to online teaching during the COVID-19 pandemic: an application of latent profile analysis

Relationship between higher education teachers’ affect and their psychological adjustment to online teaching during the COVID-19 pandemic: an application of latent profile analysis

The coopetition paradox and tension: The moderating role of coopetition capability

Uncovering a New Guilty Pleasure: A Qualitative Study of the Emotions of Personal Web Usage at Work

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