Responses to professional identity threat: Identity management strategies in incident narratives of health care professionals.

Purpose: The purpose of this paper is to explore sensemaking of incidents by health care professionals through an analysis of the role of professional identity in narratives of incidents. Using insights from social identity theory, the authors argue that incidents may create a threat of professional identity, and that professionals make use of identity management strategies in response to this identity threat.

Design/methodology/approach: The paper draws on a qualitative analysis of incident narratives in 14 semi-structured interviews with physicians, nurses, and residents at a Dutch specialist hospital.

Proximal antecedents and correlates of adopted error approach: a self-regulatory perspective.

The current study aims to further investigate earlier established advantages of an error mastery approach over an error aversion approach. The two main purposes of the study relate to (1) self-regulatory traits (i.e.

The carrot and the stick: affective commitment and acceptance anxiety as motives for discretionary group efforts by respected and disrespected group members.

Previous research has demonstrated that intragroup respect can strengthen people's commitment to the group and encourage them to exert themselves on behalf of it. In the present research, the authors argue that similar behavior can ensue from self-focused concerns when group members are disrespected. Experiment 1 (N = 174) confirms that high respect as well as low respect motivates people to increase their actual discretionary efforts on behalf of the group.

The underrepresentation of women in science: differential commitment or the queen bee syndrome?

We examined possible explanations for the underrepresentation of women among university faculty, in two different national contexts. In the Netherlands, a sample of doctoral students (N = 132) revealed no gender differences in work commitment or work satisfaction. Faculty members in the same university (N = 179), however, perceived female students to be less committed to their work and female faculty endorsed these gender-stereotypical perceptions most strongly.