@article{pond_2018, title={FLOW AT WORK: MEASUREMENT AND IMPLICATIONS}, volume={71}, ISSN={["1744-6570"]}, DOI={10.1111/peps.12287}, abstractNote={Personnel PsychologyVolume 71, Issue 3 p. 481-482 BOOK REVIEW SECTION Clive Fullagar and Antonella Delle Fave. Flow at work: Measurement and implications. New York: Routledge, 2017, 206 pages, $160 hardback S. B. Pond III, S. B. Pond III Associate Professor, NC State University, Raleigh, NCSearch for more papers by this author S. B. Pond III, S. B. Pond III Associate Professor, NC State University, Raleigh, NCSearch for more papers by this author First published: 01 August 2018 https://doi.org/10.1111/peps.12287Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume71, Issue3Autumn 2018Pages 481-482 RelatedInformation}, number={3}, journal={PERSONNEL PSYCHOLOGY}, author={Pond, S. B., III}, year={2018}, pages={481–482} }
 @article{ward_pond_2015, title={Using virtual presence and survey instructions to minimize careless responding on Internet-based surveys}, volume={48}, ISSN={0747-5632}, url={http://dx.doi.org/10.1016/J.CHB.2015.01.070}, DOI={10.1016/J.CHB.2015.01.070}, abstractNote={Internet-based survey data inform knowledge creation in research and justify work activities in organizations. While there are advantages to online surveys, this mode of administration comes with its own set of challenges. Survey respondents may engage in careless responding (i.e. insufficient effort responding or satisficing) by intentionally or unintentionally responding in a manner that does not accurately reflect their true sentiments. Careless responding can create psychometric problems even after correctly removing careless respondents (i.e. mischievous responders). This study aimed to improve survey methodology by preventing careless responding. Using a 3 × 3 between-subjects experimental design, we manipulated both virtual presence (none, animated shape, and virtual human) and type of instructions (anonymous, warning, and feedback). Indicators of careless responding were the dependent variables. Results showed that beyond characteristics of survey items, survey design elements can prevent careless responding. The effects of interventions differed by type of careless responding. Instructions, and the interaction of instructions and virtual presence significantly reduced careless responding, but not virtual presence alone. Virtual human presence increased the salience of instructions. Although currently effective, instructions warning of punitive consequences may create difficulty in recruiting participants. Future research should continue investigating non-aversive ways to prevent careless responding on Internet-based surveys.}, journal={Computers in Human Behavior}, publisher={Elsevier BV}, author={Ward, M.K. and Pond, Samuel B., III}, year={2015}, month={Jul}, pages={554–568} }
 @article{lobene_meade_pond_2014, title={Perceived Overqualification: A Multi-Source Investigation of Psychological Predisposition and Contextual Triggers}, volume={149}, ISSN={0022-3980 1940-1019}, url={http://dx.doi.org/10.1080/00223980.2014.967654}, DOI={10.1080/00223980.2014.967654}, abstractNote={ABSTRACT. Although employee (subjective) perceived overqualification (POQ) has recently been explored as a meaningful organizational construct, further work is needed to fully understand it. We extend the theoretical psychological underpinnings of employee POQ and examine both its determinants and outcomes based on established and newly proposed theoretical developments. Four-hundred and fifteen employees completed an online questionnaire and 208 of their supervisors completed corresponding surveys about the employees’ withdrawal behaviors and job-related attitudes, in order to explore potential predictors and outcomes of subjectively experienced POQ. Among the predictors, work conditions (uniform requirements and repetitive tasks) were most strongly associated with POQ. In terms of individual differences, narcissism predicted higher POQ while general mental ability only did when holding other variables constant. In addition, among the outcomes, higher POQ was related to lower job satisfaction and organizational commitment, but was not related to withdrawal behaviors such as truancy, absenteeism, and turnover intentions.}, number={7}, journal={The Journal of Psychology}, publisher={Informa UK Limited}, author={Lobene, Eleni V. and Meade, Adam W. and Pond, Samuel B., III}, year={2014}, month={Oct}, pages={684–710} }
 @article{stanhope_pond_surface_2013, title={Core self-evaluations and training effectiveness: Prediction through motivational intervening mechanisms.}, volume={98}, ISSN={1939-1854 0021-9010}, url={http://dx.doi.org/10.1037/A0032599}, DOI={10.1037/A0032599}, abstractNote={Understanding the processes through which trainee characteristics influence learning is important for identifying mechanisms that drive training effectiveness. We examine the direct and indirect paths through which core self-evaluations (CSE) impact learning. We also include general cognitive ability (GCA) to explore whether CSE's paths to effectiveness differ from those of a well-documented predictor of learning. We proposed a model in which CSE contributes to training effectiveness through its influence on motivational intervening mechanisms, and we tested this model empirically with military personnel (N = 638) who participated in job-required training. The data supported a partially mediated model. Irrespective of inclusion of GCA as a control variable, motivation and effort allocation (MEA) process variables (i.e., training motivation, midtraining self-efficacy, and midtraining goal setting) mediated (or partially mediated) the relationship between CSE and training outcomes that included affective (e.g., intentions to transfer), cognitive (e.g., declarative knowledge), and skill-based (e.g., proficiency) learning. Conversely, GCA had neither direct nor indirect effects on affective learning but did demonstrate direct effects on cognitive and skill-based learning. Results support the utility of including CSE in training research and practice, suggest that MEA serves as an explanatory mechanism for CSE's relation to learning outcomes, and demonstrate that CSE and GCA differentially influence training effectiveness and do so through different explanatory mechanisms.}, number={5}, journal={Journal of Applied Psychology}, publisher={American Psychological Association (APA)}, author={Stanhope, Daniel S. and Pond, Samuel B. and Surface, Eric A.}, year={2013}, pages={820–831} }