Positivity in peer perceptions over time: Personality explains variation at zero-acquaintance, popularity explains differential change.

People have characteristic ways of perceiving others' personalities. When judging others on several traits, some perceivers tend to form globally positive and others tend to form globally negative impressions. These differences, often termed perceiver effects, have mostly been conceptualized as a static construct that taps perceivers' personal stereotypes about the average other. Here, we assessed perceiver effects repeatedly in small groups of strangers who got to know each other over the course of 2-3 weeks and examined the degree to which positivity differences were stable versus developed systematically over time. Using second-order latent growth curve modeling, we tested whether initial positivity (i.e., random intercepts) could be explained by several personality variables and whether change (i.e., random slopes) could be explained by these personality variables and by perceivers' social experiences within the group. Across three studies (ns = 439, 257, and 311), personality variables characterized by specific beliefs about others, such as agreeableness and narcissistic rivalry, were found to explain initial positivity but personality was not reliably linked to changes in positivity over time. Instead, feeling liked and, to a lesser extent, being liked by one's peers partially explained changes in positivity. The results suggest that perceiver effects are best conceptualized as reflecting personal generalized stereotypes at an initial encounter but group-specific stereotypes that are fueled by social experiences as groups get acquainted. More generally, these findings suggest that perceiver effects might be a key variable to understanding reciprocal dynamics of small groups and interpersonal functioning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Investigating contributors to performance evaluations in small groups: Task competence, speaking time, physical expressiveness, and likability.

This study compared the impacts of actual individual task competence, speaking time and physical expressiveness as indicators of verbal and nonverbal communication behavior, and likability on performance evaluations in a group task. 164 participants who were assigned to 41 groups first solved a problem individually and later solved it as a team. After the group interaction, participants' performance was evaluated by both their team members and qualified external observers. We found that these performance evaluations were significantly affected not only by task competence but even more by speaking time and nonverbal physical expressiveness. Likability also explained additional variance in performance evaluations. The implications of these findings are discussed for both the people being evaluated and the people doing the evaluating.

Effects of Self-Talk Training on Competitive Anxiety, Self-Efficacy, Volitional Skills, and Performance: An Intervention Study with Junior Sub-Elite Athletes.

(1) Background: Self-talk (ST) is used to influence athletes' thoughts, feelings, and behaviors. Samples of squad and competitive athletes are underrepresented, although research has proven the positive effects of ST in the context of sports. Thus, the present study focused on the impact of ST on psychological and performance outcomes of junior sub-elite athletes. (2) Methods: N = 117 athletes (55 females, 62 males; M = 16.0 years) were randomly assigned to either one of two experimental groups or to a control group (n = 30). The experimental groups received an ST intervention for either one week (n = 36) or eight weeks (n = 38), and the control group received no ST training. The dependent variables (competitive anxiety, volitional skills, self-efficacy, and coaches' performance ratings) were assessed three times before and after the intervention. It was expected that (a) an ST intervention would reduce the competitive anxiety and increase volitional skills, self-efficacy, and performance; and, (b) long-term training would lead to higher effects than short-term training. (3) Results: As expected, ST training led to (less) somatic state anxiety and (higher) state self-confidence, self-optimization, self-efficacy, and performance. Additionally, long-term training was more effective than short-term training. (4) Conclusions: Targeted ST interventions may help to improve junior athletes' psychological states and performance.