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AbstractA great deal of scholarship links leaders' psychological traits to their monadic tendency to use force abroad, but virtually no work considers how the interaction of leadership psychology influences the systematic likelihood of dyadic interstate conflict. We develop and test several competing explanations of how the interactive conceptual complexity of leaders—a psychological trait that consistently predicts monadic conflict propensity—might affect the ebb and flow of conflict within rivalries. Our time-series analyses of the US–Soviet Cold War rivalry, utilizing the leadership trait analysis coding scheme, demonstrate that, in accordance with the monadic logic, increases in the interactive conceptual simplicity between US presidents and Soviet premiers predict a significantly higher incidence of militarized interstate dispute initiation and a greater volume of conflictual dyadic (COPDAB, conflict and peace data bank) behavior. At the same time, however, the least conflict-prone pairing is one in which a conceptually complex leader interacts with a conceptually simplistic counterpart. This suggests that the presence of even one complex leader can increase empathy and diminish the aggressive misperception and retaliatory "downward spirals" that haunt rivalries.

A great deal of scholarship links leaders' psychological traits to their monadic tendency to use force abroad, but virtually no work considers how the interaction of leadership psychology influences the systematic likelihood of dyadic interstate conflict. We develop and test several competing explanations of how the interactive conceptual complexity of leaders - a psychological trait that consistently predicts monadic conflict propensity - might affect the ebb and flow of conflict within rivalries. Our time-series analyses of the US–Soviet Cold War rivalry, utilizing the leadership trait analysis coding scheme, demonstrate that, in accordance with the monadic logic, increases in the interactive conceptual simplicity between US presidents and Soviet premiers predict a significantly higher incidence of militarized interstate dispute initiation and a greater volume of conflictual dyadic (COPDAB, conflict and peace data bank) behavior. At the same time, however, the least conflict-prone pairing is one in which a conceptually complex leader interacts with a conceptually simplistic counterpart. This suggests that the presence of even one complex leader can increase empathy and diminish the aggressive misperception and retaliatory "downward spirals" that haunt rivalries.

Contents -- Time-Not Always the Same -- part i -- Temporality and the Necess ity of Cult ure in Psychology -- Developing With Time -- Temporality and the Boundary Between Present and Future -- Unaccomplished Trajectories -- part ii -- Living and Observing -- When Is Now -- part iii -- Durat ion and Experience -- Temporality, Lifetime, and the Afterdeath -- Times of Illness and Illness of Time -- part iv -- Heidegger, Temporality, and Dialogical Self Theory -- On Time and Temporality From a Clinic and Psychoanalytic Point of View -- Temporality -- Time or Not Time in Mind -- part v -- Living With the Belief in Cyclical Time -- Temporality in Cult ural Trajectories -- Repetition, Durat ion and Persista nce -- Black God, White Devil and Behind the Sun -- Part iv -- Temporality and the Challenge to Genetic Cult ural Psychology -- Temporality and Generalizat ion in Psychology -- The Temporality of Tradition -- About the Authors

AbstractThe flow construct has been influential within positive psychology, sport psychology, the science of consciousness, the philosophy of agency, and popular culture. In spite of its longstanding influence, it remains unclear [a] how the constituents of the flow state 'hang together'—how they relate to each other causally and functionally—[b] in what sense flow is an 'optimal experience,' and [c] how best to describe the unique phenomenology of the flow state. As a result, difficulties persist for a clear understanding of the flow state's structure and function. After explicating the standard view of the flow construct (section one), I articulate several basic questions regarding its nature and functional roles (section two), and I argue that these questions are best answered by integrating flow within broader streams of research on the dynamics of thought, on cognitive control resource allocation, and on creative thought (sections three and four).

Technological progress on the battlefield and the evaluation of the tactics of soldiers' actions entail a change in the philosophy of human resource management in military institutions, and thus a reorientation in the preparation of commanders-leaders to perform this mission. The modern soldier represents a different level of psychophysical resources. The new, more precise and at the same time more complicated to use equipment forces a change in the concept of preparing a soldier to perform tasks. Directing the development of the contemporary battlefield forces the continuous expansion of the cognitive level, both in the general and specialist area. This new approach to soldier formation shifts the centre of gravity in leadership formation to the area of cognitive resource development. This changes the emphasis of training and education towards the theory of social communication underlying the creation of psychophysical resources and issues related to the contemporary psychology of management in the military environment.

Immer wieder ist in den Medien von der Bildungsmisere, vom Desaster der PISA-Studien oder von Schulen voller "Problemschüler" die Rede. Wir sollten die Lernschwierigkeiten von Kindern und Jugendlichen jedoch nicht nur als ein Bildungsproblem betrachten. Es handelt sich dabei um viel mehr: Nicht zuletzt spiegeln sich in den Problemen der Jugendlichen die verdrängten gesellschaftlichen Probleme wider. Franziska Bernet findet einen neuen Ansatz, die Institution Schule grundlegend zu überdenken. Dabei setzt sie auf das von Mihaly Csikszentmihalyi entwickelte flow-Phänomen. Dieser beschreibt damit das völlige Aufgehen in einer intrinsisch motivierten Tätigkeit, die zwar eine gewisse Herausforderung darstellt, jedoch zu bewältigen ist. Eine nach dem flow-Prinzip ausgerichtete Erziehung kann dabei helfen, die aktuellen Probleme im Bildungswesen und in anderen Gesellschaftsbereichen zu lösen. Sie könnte schließlich nicht nur zur Förderung einer autotelischen Persönlichkeit beitragen, sondern auch die Bildung einer synergetischen Gesellschaft unterstützen.

PurposeThe purpose of this paper is to explore flow as an underlying mechanism linking psychological ownership (PO) and subjective happiness and identify how flow affects employees' subjective happiness.Design/methodology/approachTwo separate samples were used. Sample 1 examined the responses of 120 female spa workers. Sample 2 examined the responses of 334 male logistics technicians. Data were collected through paper-based questionnaires across two time points.FindingsPO was positively related to employees' subjective happiness across both samples. Furthermore, PO has distinct impacts on employees' subjective happiness through two distinct measures of flow: immersion and mastery. The authors found that immersion fully mediates the relationship between PO and employee subjective happiness in Sample 1, and mastery in Sample 2.Originality/valueThis is one of the first empirical studies to examine whether and how PO increases employees' subjective happiness. The results contribute to the literature by providing a theoretical rationale for and an empirical analysis of a model wherein flow mediates the linkage between employees' feelings of PO and their subjective happiness.

Current Issues in Work and Organizational Psychology is a series of edited books that reflect the state-of-the-art areas of current and emerging interest in the psychological study of employees, workplaces, and organizations. Each volume focuses on a particular topic and consists of chapters contributed by international experts, with an introductory overview written by the editors, who are leading figures in their areas. For the first time, this book offers a comprehensive new collection which gathers together some of the most influential chapters from the series into one volume, providing an essential overview of the hottest topics in work and organizational psychology. Including 24 chapters by many of the leading researchers in the field, the book is split into two parts; the individual in the workplace, and how individuals are organized at work. Topics such as burnout, recruitment, well-being and organizational change are covered, as well as research on emerging topics such as flow, humor, i-deals, and socialization. With an introduction and conclusion by Professor Sir Cary Cooper, this is the ideal companion for any student or practitioner looking for an insightful overview of the most researched topics in work and organizational psychology.