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Person–Environment Fit From an Organizational Psychology Perspective  

Tomoki Sekiguchi and Yunyue Yang

Person–environment (PE) fit is broadly defined as the degree of congruence or match between a person and environment. It is relevant to various theoretical foundations, including the interactionist theory of behavior, the attraction–selection–attrition (ASA) theory, and the theory of work adjustment (TWA). PE fit is a complex and multidimensional construct that has different forms and dimensions, including person–vocation (PV) fit, person–organization (PO) fit, person–group (PG) fit, person–person (PP) fit, and person–job (PJ) fit. Accumulated research evidence shows that PE fit has separate and interactive effects on employee outcomes in terms of attitudes (e.g., satisfaction and commitment), well-being (e.g., stress and burnout), and work-related performance (e.g., task performance and organizational citizenship behavior). PE fit is inherently dynamic, and the level of PE fit changes over time when characteristics of the person and environment change. The change in PE fit also influences changes in work-related affect and behaviors. When employees perceive PE misfit, they tend to engage in change-oriented activities in order to reduce the pain of misfit or achieve a better fit. Finally, various organizational practices such as recruitment, selection, socialization, and training and development play important roles in determining the degree of PE fit.


Person–Environment Fit: Theoretical Perspectives, Conceptualizations, and Outcomes  

Rein De Cooman and Wouter Vleugels

The idea of person–environment (PE) fit builds upon interactional psychology, which suggests that the interplay between personal and environmental attributes is the primary driver of human behavior. The “environment” in PE fit research can take many different forms, with organizational environments being one of the most important settings with which people may fit or misfit. Henceforth, PE fit is defined as the compatibility that occurs when individuals match the characteristics of the work environment they inhabit. The notion that individuals with personal needs, values, goals, abilities, and personalities and organizational environments with distinctive demands, supplies, values, and cultures are differentially compatible and that “fitting in” is an evolving process that triggers behavioral, cognitive, and affective responses has been well accepted since PE fit was introduced as an independent theory in the mid-1970s. Presently, the PE fit idea has established itself as a firm research framework and has surfaced in many different literatures, ranging from applied and vocational psychology to human resource management, resulting in a plethora of theories that cover many different views on, and various conceptualizations of, PE fit. From an individual (i.e., employee) perspective, fit theories suggest that fit is a sought-after and rewarding experience in and of itself, especially when multiple types of fit (e.g., fit with the job and with the organization) co-occur. However, from a team, organizational, and societal perspective, the advantages of high levels of fit must be weighed against its potential costs, including favoritism, conformity, and homogeneity, which may eventually result in organizational inertia and the reproduction of inequality.



Mary Ellen Kondrat

The person-in-environment perspective in social work is a practice-guiding principle that highlights the importance of understanding an individual and individual behavior in light of the environmental contexts in which that person lives and acts. The perspective has historical roots in the profession, starting with early debates over the proper attention to be given to individual or environmental change. Theoretical approaches that have attempted to capture the meaning of person-in-environment are presented, as well as promising, conceptual developments.


Attributing Inferred Causes and Explanations to Behavior  

Gordon B. Moskowitz, Irmak Olcaysoy Okten, and Alexandra Sackett

Behavior is a reflection of the intentions, attitudes, goals, beliefs, and desires of a person. These intra-individual factors are coordinated with what opportunities the situation affords and the perceived constraints placed on the person by their context and the norms of the culture they are in. Further, the intentions, attitudes, goals, beliefs, and desires of a person are often not known to them in any given moment, and because they reside within the mind of that person they are almost always not known to the people who are perceiving that person. To know anything about other people we must observe and identify/classify their behavior and then attribute to the observed behavior inferences and judgments about the internal states of that person serving as the motivating force behind their behavior. This entry explores this process of attribution. Heider described attribution as the process that determines “how one person thinks and feels about another person, how he perceives him and what he does to him, what he expects him to do or think, how he reacts to the actions of the other.” The entry explores the rules that people follow in order to make sense of behavior, and the rational versus non-rational nature of the procedure. Even when highly motivated to think rationally, this process can be biased, and flaws can appear in the attribution process, such as from chronic differences among perceivers due to culture, experience, or personality. How the process would unfold if accurate and purely rational is contrasted with how it unfolds when biased. How we feel, and how we choose to act, are derived from how we make sense of the world. Thus, attribution processes are foundational for understanding how we feel, for establishing expectations, and planning how to act in turn.


Overqualification in the Workplace  

Berrin Erdogan, Talya N. Bauer, and Aysegul Karaeminogullari

Overqualification is a unique form of underemployment, which represents a state where the employee’s education, abilities, knowledge, skills, and/or experience exceed job requirements and are not utilized on the job. Potentially conflicting upsides and downsides of the phenomenon created a fruitful area of research. Thus, overqualification has received considerable attention both in the academic literature and popular press. Studies of overqualification have emerged and received considerable attention in diverse fields including education, labor economics, sociology, management, and psychology. Antecedents of overqualification include individual differences (such as education, personality, age, sex, job search attitudes, previous work experience, past employment history, vocational training and type of degree, migrant status) and environmental dynamics (such as the characteristics of the position held and size of the job market). Commonly studied outcomes of overqualification include job attitudes, performance, proactive behaviors and creativity, counterproductive behaviors, absenteeism and turnover, health and well-being, feelings of job security, wages, upward mobility, and interpersonal relationships. While the effects are typically negative, there are some contemporary findings revealing the potential benefits of overqualified employees for their work groups and organizations. In recent years, boundary conditions shaping the effects of overqualification have also been identified, including factors such as empowerment and autonomy, overqualification of referent others, personality traits, and values. Despite the accumulating research on this topic, many unanswered questions remain. Conflicting findings on some of the outcomes and limited empirical investigations of theory-based mediators promise a lively and still developing field of research.


Economic Development in Spain, 1815–2017  

Leandro Prados de la Escosura and Blanca Sánchez-Alonso

In assessments of modern-day Spain’s economic progress and living standards, inadequate natural resources, inefficient institutions, lack of education and entrepreneurship, and foreign dependency are frequently blamed on poor performance up to the mid-20th century, but no persuasive arguments were provided to explain why such adverse circumstances reversed, giving way to the fast transformation that started in the 1950s. Hence, it is necessary to first inquire how much economic progress has been achieved in Spain and what impact it had on living standards and income distribution since the end of the Peninsular War to the present day, and second to provide an interpretation. Research published in the 2010s supports the view that income per person has improved remarkably, driven by increases in labor productivity, which derived, in turn, from a more intense and efficient use of physical and human capital per worker. Exposure to international competition represented a decisive element behind growth performance. From an European perspective, Spain underperformed until 1950. Thereafter, Spain’s economy managed to catch up with more advanced countries until 2007. Although the distribution of the fruits of growth did not follow a linear trend, but a Kuznetsian inverted U pattern, higher levels of income per capita are matched by lower inequality, suggesting that Spaniards’ material wellbeing improved substantially during the modern era.


Moral and Character Education  

David Ian Walker and Stephen J. Thoma

At core, moral and character education aims to develop the moral person. How this end state develops has been hindered by interest from different theoretical positions, differences between practitioners and theoreticians, different assumptions about how far character is educable, and associated measurement problems. Traditionally, moral education is concerned with the interpretation and strategies one uses to understand moral phenomenon and defines the moral person as a predominantly thinking entity, whereas character education emphasizes the development of habits and dispositions as a precondition for the moral person. Current interest is in finding commonalities across these traditions towards the achievement of human flourishing. These points of intersection have often been overlooked, but current work is demonstrating the importance of interdisciplinary and multidisciplinary approaches for practitioners, researchers and policymakers.


Policing and Missing Persons  

Lorna Ferguson and Aiden Sidebottom

Each year millions of people go missing across the globe. They do so for a number of reasons, including social conflict, natural disasters, political unrest, various personal and economic stressors, mental health issues, and as a result of an accident, foul play, or natural death. In most countries, and for most incidents, it is the police who are called upon to investigate reports of missing persons. This typically involves a process of risk assessment, investigation, and search and rescue, similar in many ways to a criminal investigation. Responding to reports of missing persons is a major source of demand for the police service, and a significant challenge, owing to common weaknesses in relevant data, the complexities in assessing risk, and a general lack of police-oriented applied research on the subject of missing people. Moreover, although most missing persons return swiftly, safely, and without the need for police intervention, a small but considerable proportion of missing people experience harm when missing, including an immediate threat to life. Further research is needed to better identify what works to reduce missing incidents and associated harms.


Theorizing the Subject  

Sidonie Smith

Ever since the Greek philosophers and fabulists pondered the question “What is man?,” inquiries into the concept of the subject have troubled humanists, eventuating in fierce debates and weighty tomes. In the wake of the Descartes’s cogito and Enlightenment thought, proposals for an ontology of the idealist subject’s rationality, autonomy, and individualism generated tenacious questions regarding the condition of pre-consciousness, the operation of feelings and intuitions, the subject-object relation, and the origin of moral and ethical principles. Throughout the 19th and 20th centuries, Marx, and theorists he and Engels influenced, pursued the materialist bases of the subject, through analyses of economic determinism, self-alienation, and false consciousness. Through another lineage, Freud and theorists of psychic structures pursued explanations of the incoherence of a split subject, its multipartite psychodynamics, and its relationship to signifying systems. By the latter 20th century, theorizations of becoming a gendered woman by Beauvoir, of disciplining power and ideological interpellation by Foucault and Althusser, and of structuralist dynamics of the symbolic realm expounded by Lacan, energized a succession of poststructuralist, postmodern, feminist, queer, and new materialist theorists to advance one critique after another of the inherited concept of the liberal subject as individualist, disembodied (Western) Man. In doing so, they elaborated conditions through which subjects are gendered and racialized and offered explanatory frameworks for understanding subjectivity as an effect of positionality within larger formations of patriarchy, slavery, conquest, colonialism, and global neoliberalism. By the early decades of the 21st century, posthumanist theorists dislodged the subject as the center of agentic action and distributed its processual unfolding across trans-species companionship, trans-corporeality, algorithmic networks, and conjunctions of forcefields. Persistently, theorists of the subject referred to an entangled set of related but distinct terms, such as the human, person, self, ego, interiority, and personal identity. And across diverse humanities disciplines, they struggled to define and refine constitutive features of subject formation, most prominently relationality, agency, identity, and embodiment.


Person in Morphology  

Michael Daniel

The category of person is a linguistic expression of reference to a role in a speech act, including the speaker, the addressee, or a combination thereof. The values of the person category commonly, if not universally, include the opposition of first person (reference to the speaker) versus second person (reference to the addressee). Reference to neither the speaker nor the addressee is commonly—though not always—considered to be the third value of the category, third person. This article is an overview of person indexation on the verb and in possessive constructions, interaction of the category of person with other categories such as number and moods, the issue of person hierarchies as reflected in the categories of clusivity and direct-inverse systems, and some topics in the pragmatics of person. The discussion includes some topics disregarded or less touched upon in other surveys of the category of person, such as a discussion of the person relationship to commands (imperative paradigms) or logophoricity. The main focus is on the morphology of person, and other aspects of personal reference are discussed with respect to how they are expressed or differentiated by morphological material. On the other hand, personal reference in grammar and lexicon show strong affinity, making it both difficult and unnecessary to separate independent personal pronouns from person affixes in a typological perspective. In this sense, person-related lexicon and inflectional morphology are treated together.


Finite Verb Morphology in the Romance Languages  

Louise Esher, Franck Floricic, and Martin Maiden

The term finite morphology corresponds to the morphological expression of person and number and of tense, mood, and aspect in the verb. In Romance languages, these features are typically expressed “synthetically,” that is, in single word forms. These latter generally comprise a ‘root’, usually leftmost in the word, which conveys the lexical meaning of the verb, and material to the right of the root which conveys most of the grammatical meaning. But lexical and grammatical information is also characteristically ‘compressed’, or ‘conflated’ within the word, in that it can be impossible to tease apart exponents of the grammatical meanings or to extricate the expression of lexical meaning from that of grammatical meaning. The range of grammatical meanings encoded in Romance finite verb forms can vary considerably cross-linguistically. At the extremes, there are languages that have three tenses of the subjunctive, and others that have no synthetic future-tense form, and others that have two future-tense forms or no (synthetic) past-tense forms. There can also be extreme mismatches between meanings and the forms that express them: again, at the extremes, meanings may be present without formal expression, or forms may appear which correspond to no coherent meaning. Both for desinences and for patterns of root allomorphy, variation is observed with respect to the features expressed and their morphological exponence. While some categories of Latin finite synthetic verb morphology have been entirely lost, many forms are continued, with or without functional continuity. An innovation of many Romance varieties is the emergence of a new synthetic future and conditional from a periphrasis originally expressing deontic modality.


Sacks, Oliver Wolf  

Amanda Sorrent-Diaczenko

Oliver Wolf Sacks, MD, FRCP, CBE (1933–2015), was a brilliant and unconventional neurologist, scientist, university educator, and acclaimed author. With unquieted scientific curiosity, openness to new ideas, and a profound sense of humanism, Sacks worked to increase understanding of the brain and neurological conditions, while advocating for persons affected to be listened to, considered, and included, in treatment. A person-centered practitioner, Sacks is best known for his literary collections of case histories and empathic narratives, which document his scientific explorations in neurology and illustrate the personal aspects of neurological diseases.


the self in Greek literature  

Christopher Gill

The notion of “self” is a non-technical one, bridging the areas of psychology and ethics or social relations. Criteria for selfhood include psychological unity or cohesion, agency, responsibility, self-consciousness, reflexivity, and capacity for relationships with others. “Self” is a modern concept with no obvious lexical equivalent in Greek (or Latin); the question therefore arises of the relationship between the modern concept and ancient thinking, as embodied in Greek literature. Three approaches to this question can be identified. One focuses on the idea that there is development within Greek literature towards an understanding of the self or person as a cohesive unit and bearer of agency and responsibility. Another approach sees certain aspects of Greek literature and philosophy as prefiguring some features of the modern concept of self. A third approach underlines the difference between the Greek and modern thought worlds in the formulation of concepts in this area, while also suggesting that Greek ideas and modes of presenting people can be illuminating to moderns, in part because of the challenge posed by their difference. These approaches draw on a range of evidence, including psychological vocabulary, characterization in Greek literature, and Greek philosophical analyses of ethical psychology. There are grounds for maintaining the credibility of all three approaches, and also valid criticisms that can be made of each of them.


The Convention on the Rights of Persons With Disabilities as a Global Tipping Point for the Participation of Persons With Disabilities  

Paul Harpur and Michael Ashley Stein

The United Nations Convention on the Rights of Persons with Disabilities (CRPD) is a historical tipping point, globally precipitating and enabling persons with disabilities to exercise their rights. Prior to the CRPD, laws and practices restricted the capacity of persons with disabilities to be present, let alone empowered, within society. By contrast, leveraging the call of “nothing about us without us,” the disability rights movement precipitated a participatory dynamic throughout the CRPD’s drafting sessions. Disabled peoples’ organizations (DPOs), as nongovernmental organizations, selected their own spokespeople, attended all public meetings, made statements, received copies of official documents, and distributed their own position papers. This involvement has had profound and continuing lasting effects, with participation enshrined in the CRPD’s text and precipitating a new global norm. The CRPD requires full and effective participation and inclusion in society and equality of opportunity. It further requires states to closely consult with and involve persons with disabilities, through DPOs, in decisions, policies, and laws affecting them and to promote DPO development. DPOs are also authorized to implement and monitor the CRPD, thereby facilitating the work of the Committee on the Rights of Persons with Disabilities, which to date has been dominated by independent experts with disabilities. Collectively, these requirements are intended to ensure that persons with disabilities can fully participate in the CRPD’s visionary agenda.


Learning Identity, Flexibility, and Lifelong Experiential Learning  

Mai P. Trinh

The world is changing faster than ever before. Recent advances in technology are constantly making old knowledge, skills, and abilities (KSAs) obsolete while also creating new KSAs and increasing the demand for jobs that have never existed before. These advances place tremendous pressure on people to learn, adapt, and innovate in order to keep up with these changes. Kolb’s Experiential Learning Theory (ELT) has been widely and effectively applied in various settings in the last four decades. This theory posits that learning is a proactive process, coming from the holistic integration of all learning modes in the human being: experiencing, reflecting, thinking, and acting. Learners must own and drive this process, because ownership of their own experiential learning process empowers learners to do far more than an external person—whether a parent, a teacher, or a friend—can accomplish. More than just a way to learn, experiential learning is a way of being and living that permeates all aspects of a person’s life. Given the demands of the fast-changing world we live in, what do individuals need to do to make sure they stay ahead of the change curve, remain fit with the changing environment, survive, and thrive? At the individual level, a number of important competencies need to be developed, including learning identity and learning flexibility. At the system level, learning and education as a whole must be treated differently. Education should be an abductive process in which learners are taught to ask different types of questions and then connect new knowledge with their own personal experiences. The outcome of education, likewise, should be adaptive and developmental. Instead of promoting global learning outcomes that every student needs to achieve, educators need to hold each student individually responsible for incrementally knowing more than he or she previously knew, and teach students not only how to answer questions but also how to ask good questions to extract knowledge from future unknown circumstances. Helping students foster a learning identity and become lifelong learners are among the most important tasks of educators in today’s fast-changing world.


Social Categorization  

Craig McGarty

Categorization is a process whereby we make sense of the world around us by separating things into different classes or groups. When we learn which categories that objects belong to, we also learn about relationships between those objects. Social categorization involves applying that same process to people, including ourselves. It is not only a cognitive process for understanding and explaining the world, but it is part of the way we organize the world. That is, the groups we belong to such as genders, ethnicities, religions, and nations are based on social categories, and thus phenomena such as stereotyping and person perception rest on social categorization. The study of social categorization has drawn heavily on the study of object categorization and many of the core insights from that field are relevant, but there are also some important differences that suggest social categorization is more, indeed much more, than object categorization. The first key difference is that social categories, unlike object categories, are made up of people who can choose to unite or divide. Social categorization can help us not only to understand why other people are similar to each other and different from us but also to predict when they will be similar and different to us. The second key difference is that when we categorize ourselves, we learn who we can cooperate with, who shares our goals and interests, and who we might cooperate with. It is hard to imagine effective human functioning without the abilities that social categorization grants us.


Injury Prevention in Sport and Performance Psychology  

Monna Arvinen-Barrow

This article aims to provide a narrative overview on injury prevention in sport and performance psychology. Research and applied interest in psychological injury prevention in sport and performance psychology has risen in popularity over the past few decades. To date, existing theoretical models, pure and applied research, and practice-based evidence has focused on conceptualizing and examining psychological injury occurrence and prevention through stress-injury mechanisms, and predominantly in sport injury settings. However, given the inherited similarities across the different performance domains however, it is the authors’ belief that existing injury prevention knowledge can be transferable beyond sport but should be done with caution. A range of cognitive-affective-behavioral strategies such as goal setting, imagery, relaxation strategies, self-talk, and social support have been found beneficial in reducing injuries, particularly when used systematically (a) prior to injury occurrence as part of performance enhancement program and/or as a specific injury prevention measure, (b) during injury rehabilitation, and (c) as part of a return-to-activity process to minimize the risk of secondary injuries and reinjuries. Existing theoretical and empirical evidence also indicates that using cognitive-affective-behavioral strategies for injury prevention are effective when used as part of a wider, multi-modal intervention. Equally, such interventions may also need to address possible behavioral modifications required in sleep, rest, and recovery. Considering the existing empirical and anecdotal evidence to date, this paper argues that injury prevention efforts in sport and performance psychology should be cyclical, biopsychosocial, and person-centered in nature. In short, injury prevention should be underpinned by recognition of the interplay between personal (both physical and psychological), environmental, and contextual characteristics, and how they affect the persons’ cognitive-affective-behavioral processes before, during, and after injury occurrence, at different phases of rehabilitation, and during the return to activity or retirement from activity process. Moreover, these holistic injury prevention efforts should be underpinned by a philosophy that injury prevention is inherently intertwined with performance enhancement, with the focus being on the individual and their overall well-being.


Face Value: Facial Appearance and Assessments of Politicians  

Colleen M. Carpinella and Kerri L. Johnson

The facial appearance of political candidates provides information to voters that can be vital to the impression-formation process. Traditionally, psychological research in the field of appearance-based politics has concentrated on investigating whether politicians’ physical appearance impacts perceptions of them. Recently, the focus has shifted from examining whether facial cues matter for impression formation to determining (1) which facial cues matter for voters’ perceptions of politicians and (2) how such visual cues are utilized within the political decision-making process. This shift in research focus has ushered in an appreciation of facial competence and physical attractiveness, and it has been marked by a renewed interest in studying how gender stereotypes impact the influence of politician appearance on perceptions of male and female politicians. In addition, this renewed interest in studying underlying mechanisms in appearance-based politics has spurred on research that includes a broader range of downstream consequences such as evaluations of leadership potential, voting behavior, and even basic political party affiliation categorizations.



Naoki Amano

The modern history of Sakhalin Island, a border island between Russia and Japan, has been one of demarcation, colonization, re-demarcation, and refugee resettlement, with a total of four demarcations and re-demarcations since the late 19th century, the first through diplomatic negotiations and the remaining three through war. One of the most significant features of the modern history of the border island is that each time the sovereignty of the islands changed, the population was completely replaced. Four major events shaped the history of Sakhalin Island: the Treaty of St Petersburg of 1875, which de-bordered the island from the traditional international system of East Asia and incorporated it into the modern international system of the West; the Russo-Japanese War of 1905, which resulted in the Japanese acquisition of the southern half of the island; the end of the five-year military occupation of northern Sakhalin by the Japanese in 1925; and the Soviet occupation of southern Sakhalin in 1945. Through each of these occasions, a holistic picture of the modern history of the Russo-Japanese border island can be discerned by focusing on the mobility of its inhabitants, how the inhabitants became displaced and were forced to leave their homes, and how the island was settled by the new sovereigns who replaced them.


Civil Wars and Displacement  

Ayşe Betül Çelik

The growing number of civil wars in the post-Cold War era has been accompanied by a rising number of forcibly displaced people, who either stay within the borders of their own countries, becoming internally displaced persons (IDPs), or cross borders to become refugees. Although many studies have been conducted on the reasons of conflict-induced displacement, various questions remain of interest for the scholars of international relations, especially questions pertaining but not limited to the (a) gendered aspects of conflict, displacement, and peace processes, (b) predicting possible future displacement zones, and (c) best political and social designs for returnee communities in post-civil war contexts. Most studies still focus on the negative consequences of forced migration, undermining how refugees and IDPs can also contribute to the cultural and political environment of the receiving societies. Considering that there is a huge variation in types of conflict, motivations for violence, and the resulting patterns of displacement within the category of civil war, more research on the actors forcing displacement, their intentions, and subsequent effects on return dynamics can benefit research in this field. Similarly, research on return and reconciliation needs to treat displacement and return as a continuum. Paying attention to conflict parties in civil war bears the potential for new areas of exploration whose outcomes can also shed light on policies for post-civil war construction and intergroup reconciliation.