The article concludes with a discussion identifying synergies with current developments of psychological research in leadership and the social impact of science. Copyright © 2020 Campos, Aubert, Guo and Joanpere.Research on workplace bullying has largely focused on individual and organizational factors that place individuals in a vulnerable position. Although theorists have highlighted social aspects of workplace bullying and its antecedents, the role of individuals' social relations with other members of their organization has rarely been examined empirically. Drawing on insights from social network research and research on social rejection, the purpose of this study was to examine the relationship between exposure to bullying and employees' informal social relationships (here friendships; negative relationships) with other members of their organization. Data from two waves of surveys among 249 employees in eight organizations in Finland were analyzed using stochastic actor-oriented modeling. We found that employees' centrality (i.e., the number of their relationships) had no effect on exposure to bullying. However, exposure to bullying affected targets' perceptions of their relationships with colleagues employees who had experienced bullying subsequently reported significantly more friendship relationships, but not significantly more negative relationships, suggesting that aggressive or antisocial responses may be more muted in field settings than in experimental settings. Our study contributes to research on workplace bullying by providing a more detailed understanding of the relationship between workplace bullying and employees' social relations, and by offering insights about the consequences of workplace bullying for targets' social relations. Copyright © 2020 Pauksztat and Salin.Background Eating disorders (EDs) during the transition to adulthood can derail social, psychological, and vocational development. Effective treatment is of paramount importance, yet young adults' treatment needs are typically less well met than those of adolescents. In recent years, there has been a considerable shift in how developmental psychologists understand the transition to adulthood, with this life-phase reconceptualized as "emerging adulthood" (EA) (~18-25 years). Engagement with burgeoning developmental research is likely key to providing more effective care for young people experiencing EDs. Aims To review ED research which has utilized the concept of EA, and to assess the usefulness of this concept for ED research and practice. Methods A systematic scoping review was conducted in accordance with the Joanna Briggs Institute guidelines for scoping reviews. https://www.selleckchem.com/products/gne-781.html Three databases (Psychinfo, PubMed, Embase) were searched for papers which explicitly focused on EDs during EA. No restrictions as to publicatio the EA concept is relevant for understanding EDs during the transition to adulthood, and ED services should implement adaptations which exploit the opportunities and overcome the challenges of this developmental stage. EA is currently an underused concept in ED research, and future engagement with the developmental literature by both researchers and clinicians may be key to understanding and treating EDs during transition to adulthood. Copyright © 2020 Potterton, Richards, Allen and Schmidt.Interactive controls that focus on communication and continuous learning are very important to achieve a competitive advantage. To better understand the underlying mechanism of how performance measurement systems (PMSs) improve job performance, a mediation model was constructed in the current study to examine organizational learning as a possible mediating variable. Data were collected using a questionnaire in China with a sample size of 191 managers. Structural equation model and Smart-PLS methods were used to test the hypotheses. Results yielded significant direct effects between the interactive use of PMS on organizational learning and job performance. Additionally, organizational learning was found to play a mediating role in the relationship between interactive use of PMS and job performance. These findings highlight the importance of interactive PMS use, as well as the underlying mechanisms among PMS, organizational learning, and job performance, and further help the management clarify how organizational learning affects performance, providing a framework for building a sustainable competitive advantage. Copyright © 2020 Zhang and Yu.This paper discusses the widely held idea that the building blocks of languages (features, categories, and architectures) are part of an innate blueprint for Human Language, and notes that if one allows for convergent cultural evolution of grammatical structures, then much of the motivation for it disappears. I start by observing that human linguisticality (=the biological capacity for language) is uncontroversial, and that confusing terminology ("language faculty," "universal grammar") has often clouded the substantive issues in the past. I argue that like musicality and other biological capacities, linguisticality is best studied in a broadly comparative perspective. Comparing languages like other aspects of culture means that the comparisons are of the Greenbergian type, but many linguists have presupposed that the comparisons should be done as in chemistry, with the presupposition that the innate building blocks are also the material that individual grammars are made of. In actual fact, the structural uniqueness of languages (in lexicon, phonology, and morphosyntax) leads us to prefer a Greenbergian approach to comparison, which is also more in line with the Minimalist idea that there are very few domain-specific elements of the biological capacity for language. Copyright © 2020 Haspelmath.In search of positive strengths that bolster athletes' reaction to stress, the purpose of this study was to examine the moderating effects of athletic mental energy on the athletes' life stress-burnout relationship. This study recruited two samples (Study 1 = 230; Study 2 = 159) and administered the College Student-Athlete's Life Stress Scale (CSALSS; Lu et al., 2012), Athletic Mental Energy Scale (AMES; Lu et al., 2018), and Athlete Burnout Questionnaire (ABQ; Raedeke and Smith, 2001). Two separate hierarchical multiple regression analyses found that the emotional and cognitive components of athletic mental energy moderated the athletes' life stress-burnout relationship across the two studies. Results provided the initial evidence that athletic mental energy can be positive strengths in buffering the stress-burnout relationship. Theoretical implications, limitations, practical applications, and future research directions are discussed. Copyright © 2020 Chiou, Hsu, Chiu, Chou, Gill and Lu.