A Meta‑analytic Systematic Review and Theory of the Efects of Perceived Listening on Work Outcomes
Abstract
The quality of listening in interpersonal contexts was hypothesized to improve a variety of work outcomes. However, research
of this general hypothesis is dispersed across multiple disciplines and mostly atheoretical. We propose that perceived listening improves job performance through its efects on afect, cognition, and relationship quality. To test our theory, we
conducted a registered systematic review and multiple meta-analyses, using three-level meta-analysis models, based on 664
efect sizes and 400,020 observations. Our results suggest a strong positive correlation between perceived listening and work
outcomes, r = .39, 95%CI=[.36, .43], 휌 = .44, with the efect on relationship quality, r =.51, being stronger than the efect
on performance, r =.36. These fndings partially support our theory, indicating that perceived listening may enhance job
performance by improving relationship quality. However, 75% of the literature relied on self-reports raising concerns about
discriminant validity. Despite this limitation, removing data solely based on self-reports still produced substantial estimates
of the association between listening and work outcomes (e.g., listening and job performance, r = .21, 95%CI=[.13, .29], 휌
= .23). Our meta-analyses suggest further research into (a) the relationship between listening and job knowledge, (b) measures assessing poor listening behaviors, (c) the incremental validity of listening in predicting listeners’ and speakers’ job
performance, and (d) listening as a means to improve relationships at work.
Listening and perceived responsiveness: Unveiling the significance and exploring crucial research endeavors
Guy Itzchakov and Harry T. Reis
Listening
Abstract
Listening and perceived responsiveness evoke a sense of
interpersonal connection that benefits individuals and groups
and is relevant to almost every field in Psychology, Management, Education, Communication, and Health, to name a few.
In this paper, we, researchers who have devoted their careers
to studying listening (first author) and perceived responsiveness (second author), address the necessity of integrating the
two constructs. Moreover, we offer several questions for future
research that we believe are crucial to produce a more profound and comprehensive understanding of this important
process. These research questions include empirical issues,
cross-cultural and inter-racial interactions, age differences, the
emergence of new technologies, and opportunities to bridge
political, ethnic, and social divides. By highlighting the undeniable impact of listening and perceived responsiveness on
interpersonal connection across diverse domains, we emphasize the need to integrate these constructs in future research.
Our proposed set of eight pivotal research questions is intended as a starting point for gaining a deeper and more holistic
understanding of this critical study area while building a strong
empirical foundation for interventions. By addressing these
questions, we can foster meaningful advances that have the
potential to bridge gaps, improve relationships, and enhance
the well-being of individuals and communities alike.
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High-Quality Listening Supports Speakers’ Autonomy and Self-Esteem when Discussing Prejudice
Guy Itzchakov, Netta Weinstein
Listening
We examined how the experience of high-quality listening (attentive, empathic, and nonjudgmental) impacts speakers’ basic psychological needs and state self-esteem when discussing the difficult topic of a prejudiced attitude. Specifically, we hypothesized that when speakers discuss a prejudiced attitude with high-quality listeners, they experience higher autonomy, relatedness, and self-esteem than speakers who share their prejudiced attitudes while experiencing moderate listening. We predicted that autonomy needs satisfaction would mediate the effect of listening on speakers’ self-esteem even when relatedness, a well-documented predictor of self-esteem, is controlled for in mediation models. Two experiments that manipulated listening through in-person interactions with high-quality or moderate listeners supported these hypotheses. Theoretical and practical implications are discussed, with a focus on the role of experiencing high-quality listening for speakers’ state self-esteem during difficult conversations.
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