Feeling torn and fearing rue: Attitude ambivalence and anticipated regret as antecedents of biased information seeking
Abstract
Theoretical work on attitudinal ambivalence suggests that anticipated regret may play a role in causing
awareness of contradictions that subsequently induce a feeling of an evaluative conflict. In the present paper we empirically examined how the anticipation of regret relates to the association between the simultaneous pre-
sence of contradictory cognitions and emotions (objective ambivalence), and the evaluative conflict associated with it (subjective ambivalence), in the context of decision-making. Across three studies (Ns = 204,127,244), manipulating both objective ambivalence and regret, we consistently found that when a dichotomous ambiva-
lent choice had to be made, (objectively) ambivalent attitude holders for whom feelings of anticipated regret were made salient reported higher levels of subjective-attitude ambivalence than participants in the other
conditions. Moreover, in Studies 2 and 3 we found that the effect of anticipated regret on subjective ambivalence
had consequences on information processing. Specifically, anticipating regret made ambivalent participants
search for attitude-congruent information. This effect was mediated by the increase in subjective ambivalence. This work provides the first empirical evidence for the role of regret in the association between objective-and-
subjective attitude ambivalence, and its consequences.
A Meta‑analytic Systematic Review and Theory of the Efects of Perceived Listening on Work Outcomes
Avraham N. Kluger · Michal Lehmann · Herman Aguinis · Guy Itzchakov · Galit Gordoni · Jetmir Zyberaj · Cafer Bakaç
Listening
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.
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High-quality listening in the age of COVID-19: A Key to better dyadic communication for more effective organizations
Guy Itzchakov, Jennifer Grau
Listening
Consider the following scenario. You are preparing for a team discussion about an important project. The meeting was scheduled for 15:00 p.m., but due to technical problems, it starts at 15:15. Your next meeting begins at 16:00. You notice two team members have joined by smartphones rather than computers. This is because their kids use the family’s laptops for virtual school. Three other employees are working from their bedrooms, the only private place in their apartments. You also see a side conversation in the chat room that has nothing to do with the meeting topic. During the meeting, several people turn the cameras off. You forge ahead. After introducing the project’s goals, you realize you were muted and need to start over. This situation would have seemed completely unrealistic just a few months ago. However, since COVID-19, these kinds of challenges are now commonplace. While listening was never easy in the best of times, it is even more challenging today. In part because we are all learning to do old things in new ways. Ann Richards famously contrasted challenges facing men and women, noting,“ ... Ginger Rogers did everything that Fred Astaire did. She just did it backward and in high heels.” A similar comparison of the pre and post-pandemic workplace listening is apt. For many, virtual listening feels like dancing backwards in high heels, a bit off balance. We are all seeking to regain equilibrium in our communication. This article is intended to facilitate better virtual listening in the post-pandemic era. First, we introduce and define listening. Second, we present empirical evidence on the dyadic and organizational benefits of listening and listening training. Third, we discuss the challenges of virtual listening by providing specific examples from managers. Finally, we offer detailed recommendations for what managers and employees can do to improve their virtual listening skills and practices to support virtual listening.
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