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Passion for work is highly coveted, but many employees report struggling to maintain their passion over time. In the current research, we explain the challenge of pursuing passion by conceptualizing passion as an attribute with temporal variation. Viewed through a daily lens, we argue that self-regulation plays a critical role in understanding the challenges underlying the daily maintenance of passion. More specifically, we hypothesize that—unless employees adequately regulate their passion on any given day—higher levels of passion will lead them to invest more time and energy into their work, decreasing their psychological detachment from work after the workday, and consequently resulting in higher levels of emotional exhaustion the next day. Higher levels of emotional exhaustion on a given day subsequently prompt a greater need for recovery, shifting employees' focus away from devoting time and energy into work, thereby eroding their passion on the following day. Two daily-diary studies covering 30 and 10 consecutive working days provided support for our predictions (Ntotal = 798; ktotal = 15,702). Employees who felt more in charge of their passion on any given day engaged in self-regulation during their workday, increasing their psychological detachment from work and subsequently being less likely to suffer the detrimental consequences of higher daily passion. Our theory and findings demonstrate the daily interplay between passion and emotional exhaustion and specify why passion may be self-limiting unless employees adequately manage it, reflecting a challenge they need to navigate each day in pursuing their passion. Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2023.1673. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic constitutes a prolonged global crisis, but its effects on mental health seem inconsistent. This inconsistency highlights the importance of considering the differential impact of the pandemic on individuals. There is some evidence that mental health trajectories are heterogeneous and that both sociodemographic and personal characteristics are associated with higher risk for mental health issues. By contrast, information on the role of social factors as potential determinants of initial reactions to the pandemic and on heterogeneous trajectories over time is lacking. We analysed seven assessments of a large‐scale (N = 2203) longitudinal study across 1.5 years, beginning in March 2020. Using self‐report data on mental health and life satisfaction, we applied latent change models to examine initial reactions and mean changes across the pandemic. In addition, we applied latent class growth analyses to investigate whether there were distinct groups with different patterns of change. Results showed that on average, levels of life satisfaction and anxiety decreased (d = −0.31 and d = −0.11, respectively), levels of depressive symptoms increased (d = 0.13), and stress levels remained unchanged (d = −0.01) during the first year of the pandemic. For each outcome, we identified four distinct mental health trajectories. Between 5% (for anxiety) and 11% (for life satisfaction) of the sample reported consistently high—and even increasing—impairments in mental health and well‐being. The trajectories of a sizeable number of people covaried with the course of the pandemic, such that people experienced better mental health when the number of COVID cases was low and when fewer restrictions were placed on public life. Low emotional support, high instrumental support, and the tendency to compare oneself with others were associated with more mental health issues. Findings show that whereas a substantial portion of people were largely unaffected by the pandemic, some individuals experienced consistently high levels of psychological distress. Social factors appear to play a crucial role in the maintenance of well‐being. [ABSTRACT FROM AUTHOR]

The COVID‐19 lockdowns represent a major life event with an immense impact on university students' lives. Findings prior to the pandemic suggest that changes in personality and subjective well‐being (SWB) can occur after critical life events or psychological interventions. The present study examined how university students' extraversion, neuroticism, and SWB changed during two COVID‐19 lockdowns in Germany. To this end, we conducted a partly preregistered, two‐cohort study with four measurement points each from October 2019 to May 2021 (NStudy 1 = 81–148, NStudy 2 = 82–97). We used both multilevel contrast analyses and multi‐group random‐intercept cross‐lagged panel models to examine within‐person changes over time. Levels of life satisfaction, extraversion, and, unexpectedly, neuroticism were lower during both lockdowns. Students' affect improved during the first but deteriorated during the second lockdown, suggesting that similar experiences with the deceleration of daily life were associated with different affective outcomes during the two lockdown periods. Following the introduction or termination of a lockdown, changes in extraversion (neuroticism) were consistently positively (negatively) associated with changes in SWB. Our results stress the importance of disentangling between‐ and within‐person processes and using pre‐COVID baseline levels to examine changes in personality and SWB. [ABSTRACT FROM AUTHOR]

It is well documented that training the rules employed in figural matrices tests enhances test performance. Previous studies only compare experimental conditions in which all or no rules were trained and therefore ignore the particular influence of knowledge about the easy and difficult rules. With the current study, we wanted to provide some first insights into this topic. Respondents were assigned to four groups that received training for no rules, only the easy rules, only the difficult rules, or for all rules. The results show that a training only for the difficult rules was more effective than the other trainings. This applies also to performance in the easy rules that were actually not part of the training. A possible explanation for this finding is a facilitation of the solution process that is primarily driven by knowledge about the difficult rules. In conclusion, our results demonstrate that taking differences between the rules into account may provide a deeper understanding of the effects of trainings for figural matrices tests. [ABSTRACT FROM AUTHOR]

Recovering from work is essential for maintaining occupational well-being, health, motivation, and performance, but recovery is often difficult to achieve. In this study, we evaluated and compared the effectiveness of two (parallel) interventions aimed at promoting recovery: one based on mindfulness and one involving applying cognitive-behavioral strategies. Both interventions were embedded in a measurement burst design, which allowed us to examine the mechanisms underlying change or intervention success. To explore mechanisms of change, we used the stressor-detachment model as a theoretical framework. We operationalized the interventions' effects in three ways: as changes from pretest to posttest, as changes in daily states, and as changes in daily associations. To this end, we used intensive longitudinal data to examine the roles that daily negative activation plays in detachment and strain. In a randomized controlled trial (N = 393), we administered three assessments of traits: pretest, posttest (8 weeks later), and follow-up (3 months after the posttest). We also administered 2 work weeks of experience sampling questionnaires (preintervention and postintervention). Latent change models and Bayes factor equivalence tests revealed that both interventions substantially-and to a similar extent-increased detachment. Bayesian multilevel path models showed improvements in all state variables, including improvements in negative activation, and provided some evidence that mindfulness-based and cognitive-behavioral approaches might tackle different processes at the daily level. We discuss theoretical implications for the literature on recovery from work and specifically for the stressor-detachment model. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Passion is stereotypically expressed through animated facial expressions, energetic body movements, varied tone, and pitch-and met with interpersonal benefits. However, these capture only a subset of passion expressions that are more common for extraverts. Indeed, in an initial dyadic study of supervisors and their subordinates ( N = 330), extraverts expressed their passion more strongly through these stereotypical expressions of passion, and observers perceived extraverts as more passionate than introverts. Across three studies ( N total = 1,373), we subsequently developed a more comprehensive passion expressions and behaviors scale (PEBS). Using this measure in a daily diary study ( N = 206, k = 1,862), we found that extraverts not only expressed their passion in more stereotypical ways, but through a broader variety of expressions in general. Extraverts are perceived as more passionate because they have a broader behavioral repertoire, express their passion more frequently and diversely, and thereby attain greater interpersonal rewards., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship., Competing Interests: We declare we have no competing interests., (© 2023 The Authors.)