Listening

A Possible Dark Side of Listening? Teachers Listening to Pupils Can Increase Burnout

Abstract

A growing body of the literature on interpersonal listening has revealed numerous positive outcomes in the workplace. For example, employees wholisten well are perceived as leaders, perform better at work, gain trust, and succeed in negotiations, among other benefits. However, there is a gap in the literature regarding the potential negative consequences of listening in the workplace, especially when it is effortful and challenging. This study explored the potential relationship between teachers listening to their pupils and burnout. Conducted in 2024, this field study involved 106 middle and high school teachers from Israel. We used multiple regression analysis to control for well-known predictors of job burnout: motivation, job satisfaction, and competence. The results indicated that teachers’ perception of their listening quality significantly and positively predicted job burnout, even whenaccounting for these variables as well as seniority and school-type; 0.24 ≤ βs ≤ 0.36. This study highlights the potential negative consequences of workplace listening and contributes to the less explored aspect of listening in the literature with important implications for work-related outcomes.
Guy Itzchakov, Geoffrey Haddock and Sarah Smith
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Listening
Listening is essential in shaping social interactions, relationships and communication. While listening research has generated significant insights on how speakers benefit from good listening, one fundamental question has been largely overlooked: how do people perceive listeners? This gap is crucial for understanding how perceptions of listeners impact relational dynamics. In three studies (two preregistered; total N = 1509), we assessed the attributes and behaviours associated with good and bad listeners, and whether the favourability of these attributes and behaviours impact downstream consequences. In Study 1, participants identified an acquaintance they judged as a good or bad listener. Good listeners were rated higher in positive listening attributes and behaviours, which mediated their perceived warmth, competence and values. Study 2 replicated this using a reverse correlation technique: one sample generated faces of a good or bad listener, which were then evaluated by a second, naïve sample. Consistent with Study 1, good listener faces were rated higher in positive listening attributes and behaviours, mediating perceptions of warmth, competence, humility and values. Study 3 extended Study 2 by showing that the effects were not due to a general positivity bias, demonstrating the significant interpersonal consequences of being perceived as a good or bad listener.
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Guy Itzchakov, Niv Navon, Jarret T. Crawford, Netta Weinstein, Kenneth G. DeMarree
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Listening
Conversations with people who hold opposite partisan attitudes can elicit defensiveness, reinforce extreme attitudes, and undermine relationships with those with opposing views. However, this might not be the case when speakers experience high-quality (attentive, 2 understanding, and non-judgmental) listening from their conversation partners. We hypothesized that high-quality listening will increase speakers’ positive views toward, and their willingness to further interact with, others who hold politically opposed attitudes, and that these effects will be mediated by greater state openness. We conducted three experiments using different modalities to manipulate listening. In Study 1 (N = 379), participants recalled a conversation with an opposing political party member, with listening quality described as high-quality, low-quality, or control. Study 2 (N = 269) used imagined interactions, with participants reading vignettes describing either high-quality listening or a control condition. In Study 3 (preregistered; N = 741), participants watched a video of a listener modeling high-quality or moderate-quality listening and imagined themselves engaging in a similar interaction. Across studies, we found that high-quality listening consistently increased speakers’ state openness to politically opposed others, but did not change political attitudes. We found inconsistent evidence for speakers’ increased willingness to engage in future interactions (meta-analytic effect: 𝑑 = 0.20, p = .015). However, the indirect effect of listening on positive attitudes and willingness for future interactions through increased openness was consistently significant.
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