Listening

Listening to Understand: The Role of High-Quality Listening on Speakers’ Attitude Depolarization During Disagreements

Abstract

Disagreements can polarize attitudes when they evoke defensiveness from the conversation partners. When a speaker talks, listeners often think about ways to counterargue. This process often fails to depolarize attitudes and might even backfire (i.e., the Boomerang effect). However, what happens in disagreements if one conversation partner genuinely listens to the other’s perspective? We hypothesized that when conversation partners convey high-quality listening—characterized by attention, understanding, and positive intentions—speakers will feel more socially comfortable and connected to them (i.e., positivity resonance) and reflect on their attitudes in a less defensive manner (i.e., have self-insight). We further hypothesized that this process reduces perceived polarization (perceived attitude change, perceived attitude similarity with the listener) and actual polarization (reduced attitude extremity). Four experiments manipulated poor, moderate, and high-quality listening using a video vignette (Study 1) and live interactions (Studies 2–4). The results consistently supported the research hypotheses and a serial mediation model in which listening influences depolarization through positivity resonance and nondefensive self-reflection. Most of the effects of the listening manipulation on perceived and actual depolarization generalized across indicators of attitude strength, specifically attitude certainty and attitude morality. These findings suggest that high-quality listening can be a valuable tool for bridging attitudinal and ideological divides.
Netta Weinstein, Guy Itzchakov
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Listening
A live discussion experiment was designed to test the effects of highly empathic (vs. moderately empathic) listening on solitude experiences. Participants were assigned to three conditions in which they: 1) Discussed a negative personal experience with a confederate (ostensibly another participant) exhibiting highly empathic listening; 2) Discussed an experience with a confederate exhibiting moderately empathic listening; or, 3) Engaged in a positive reframing exercise. Building on previous listening theory (Weinstein et al., 2022) and research (Itzchakov & Weinstein, 2021; Itzchakov, Weinstein, et al., 2022). We then assessed the two posited mechanisms of autonomy and relatedness and tested the expectations to be in solitude. All participants were instructed to spend ten minutes alone, phones off, and distractions stored away. While highly empathic listening enhanced participants’ (i.e. speakers) autonomy and relatedness need satisfaction compared to the other two conditions and predicted initial increases in self- and social-connection, it did not subsequently improve solitude experiences, with no direct effects found predicting self-connection, peaceful affect, loneliness, or self-insight. Indirect effects linked empathic listening to self-connection and self-insight through autonomy satisfaction. While empathic listening fosters immediate psychological need satisfaction in social contexts, deeper listening interventions may be necessary to improve subsequent solitude periods.
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Yaara Turjeman-Levi, Guy Itzchakov and Batya Engel-Yeger
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Organizational Behavior and Social Psychology
Adults with Attention-Deficit/Hyperactivity Disorder (ADHD) often face significant deficits in executive function and adverse work-related outcomes. This study aimed to explore the role of executive function deficits in job burnout of employees with ADHD. We hypothesized that employees with ADHD, relative to employees without ADHD, will experience higher levels of job burnout and deficits in executive function. We also hypothesized that the ADHD-job burnout relationship would be mediated through executive function deficits, specifically by selfmanagement to time and self-organization/problem-solving. A field study with 171 employees provided support for the research hypotheses and mediation model in which the employees’ ADHD-job burnout relationship was mediated through executive function deficits. Additional mediation analyses indicated that the specific executive function of self-management to time and self-organization/problem-solving mediated the effect of ADHD on job burnout and its facets. Specifically, for physical fatigue, the mediation was realized through self-management to time, and for emotional exhaustion and cognitive weariness, the mediation was significant through selforganization/problem-solving. The present findings shed light on the relevance of referring ADHD among employees, their vulnerability to job burnout, and the role of executive function deficits in job burnout of employees with ADHD.
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