Emotion Regulation Tendencies and Leadership Performance: An Examination of Cognitive and Behavioral Regulation Strategies.

Emotion regulation is advocated to be an important factor underlying effective leadership given the task demands and interpersonal stressors facing organizational leaders. Despite the recognition of emotion regulation processes in leadership literature, there is a need for additional theorizing and empirical research on the specific cognitive and behavioral strategies utilized by leaders. This effort attempts to address this gap by examining individual tendencies in four emotion regulation strategies, situation modification, attentional deployment, cognitive reappraisal, and suppression, and their association with leadership task performance.

Effective Practices in the Delivery of Research Ethics Education: A Qualitative Review of Instructional Methods.

In order to delineate best practices for courses on research ethics, the goal of the present effort was to identify themes related to instructional methods reflected in effective research ethics and responsible conduct of research (RCR) courses. By utilizing a qualitative review, four themes relevant to instructional methods were identified in effective research ethics courses: active participation, case-based activities, a combination of individual and group approaches, and a small number of instructional methods. Three instructional method themes associated with less effective courses were also identified: passive learning, a group-based approach, and a large number of instructional methods.

A Meta-analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.

Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses (i.e., face-to-face, online, hybrid).

Curricular Approaches in Research Ethics Education: Reflecting on More and Less Effective Practices in Instructional Content.

Over the past decade, the effectiveness of ethics education programs has increased with regard to trainee outcomes, such as knowledge, awareness, and ethical decision making. However, despite the overall improvement in training effectiveness, considerable variability still exists across programs. One potential source of variability arises from the substantial range in instructional training content utilized across ethics training courses.

Cross-Field Comparison of Ethics Education: Golden Rules and Particulars.

Research misconduct negatively impacts the scientific community and society in general. Providing training in the responsible conduct of research (RCR) to researchers is one viable approach to minimizing research misconduct. Although recent evidence suggests ethics training can indeed be effective, little empirical work has examined the similarities and differences across fields.