Ch4 Full Test Bank Emotions, Attitudes, And Stress - Organizational Behavior Skill-Based 2e Test Bank by Christopher P. Neck. DOCX document preview.
Chapter 4: Emotions, Attitudes, and Stress
Test Bank
Multiple Choice
1. What label listed below is a broad term covering a wide range of feelings including emotions and moods?
A. affects
B. feeling
C. emotions
D. instinct
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Knowledge
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
2. As stated in the textbook, ______ are intense feelings directed at a specific object or person.
A. instinct
B. emotions
C. mood
D. affects
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Knowledge
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
3. Which of the following are described as numerous and intense, but usually short-lived?
A. mood
B. affects
C. instinct
D. emotions
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Comprehension
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
4. Which item below lasts longer than emotions?
A. emotions
B. instinct
C. mood
D. affects
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Comprehension
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
5. Which label consists of less intense and more generalized feelings not directed at a specific object or person?
A. mood
B. affects
C. instinct
D. emotions
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Knowledge
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
6. What are the two basic types of mood dimensions identified by organizational behavior researchers?
A. positive and negative mood
B. positive and negative emotion
C. positive and negative affect
D. positive and negative feeling
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Comprehension
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
7. Rocky had a great morning. He kissed his girlfriend goodbye and planned to see her that evening for dinner. His day was just as good. As he was leaving work for home, he ran into his old boss, Genevieve. Genevieve said some things that made his blood boil. He was still thinking about the encounter when he sat down to dinner with his girlfriend. During dinner, he recalled how pleasant the rest of his day had been and his anger quickly faded. This scenario illustrates the concepts of ______.
A. positive and appositive affect
B. mood and emotion
C. job and life satisfaction
D. emotional and social intelligence
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Application
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
8. Which feeling below is an example of positive affect?
A. restlessness
B. boredom
C. confidence
D. melancholy
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Comprehension
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
9. Generally speaking, Percy, the dog, is lethargic, ill tempered, and ornery. What type of mood dimension does Percy have?
A. appositive affect
B. positive affect
C. negative intelligence
D. negative affect
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Application
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
10. Simon is having a great week. This week his band won a contest, he did well on his calculus exam, and he received an interview for an internship. He feels so good that he can’t stop singing. This scenario best exemplifies the concept of ______.
A. restlessness
B. mood
C. emotions
D. emotional intelligence
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Application
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
11. Which feeling below is an example of positive affect?
A. cheerfulness
B. empathetic
C. lethargy
D. self-esteem
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Comprehension
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
12. Which element below describes emotions?
A. generalized feelings
B. usually directed at a specific object or person
C. last for a relatively long period of time
D. usually negative in nature
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Comprehension
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
13. Which concept below is a phenomenon in which emotions experienced by one or more individuals in a work group spread to the others?
A. emotional contagion
B. emotional intelligence
C. emotional affect
D. emotional labor
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Emotional Contagion
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
14. ______ refers to the process of managing our feelings so that we present positive emotions even when they are contrary to our actual feelings.
A. Emotional contagion
B. Emotional intelligence
C. Emotional affect
D. Emotional labor
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Emotional Labor
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
15. Different organizations have basic norms that govern which emotions should be displayed and which should be suppressed. What are these norms called?
A. emotional dissonance
B. display rules
C. house rules
D. emotional regulation
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Display Rules
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
16. Brant, a telemarketer, has been given a script to read to customers and was instructed to be enthusiastic and conceal any frustration he might have. Brant is using what?
A. emotional dissonance
B. display rules
C. house rules
D. emotional regulation
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Application
Answer Location: Display Rules
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
17. Lexie cannot make up her mind on which shoes she should pick for her winter formal. She has spent over an hour with the shoe salesperson, Kris, going back and forth from sandals to pumps then to wedges. Even though Kris feels annoyed, she has kept her composure. Kris has remained responsive and available. Kris is compelled to be polite regardless of her true feelings. This is an example of ______.
A. emotional dissonance
B. negative affect
C. house rules
D. emotional contagion
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Application
Answer Location: Emotional Dissonance
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
18. ______ is a discrepancy between the emotions a person displays and the emotions he or she actually feels.
A. Emotional regulation
B. Negative effect
C. House rules
D. Emotional dissonance
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Emotional Dissonance
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
19. What emotional labor technique occurs when a person suppresses his or her true feelings while displaying the organizationally desirable ones?
A. emotional regulation
B. deep acting
C. surface acting
D. emotional dissonance
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Surface Acting Versus Deep Acting
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
20. An example of ______ would be rather than expressing irritation at a demanding customer, you maintain your composure and attempt to empathize by putting yourself in the customer’s position and trying to feel his or her frustration.
A. emotional contagion
B. deep acting
C. surface acting
D. emotional dissonance
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Surface Acting Versus Deep Acting
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
21. Which element below is a set of processes through which people influence their own emotions and the ways in which they experience and express them?
A. emotional regulation
B. deep acting
C. surface acting
D. emotional dissonance
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Emotional Regulation
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
22. The two main kinds of emotional regulation strategies are ______.
A. situation and attention deployment
B. response and reappraisal focused
C. antecedent focused and situation focused
D. antecedent focused and response focused
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Emotional Regulation
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
23. Which of the following emotional regulation strategies is response-focused?
A. situation selection
B. suppression
C. attention deployment
D. cognitive change
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Response-Focused Strategies
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
24. To joke with his coworkers, Richard likes to pretend to trip when walking down the hallway at work. However, the last time that he tripped, he actually fell right on his chin. It was hard for Jackie and the rest of the office not to laugh at him. Trying not to laugh when a coworker trips is an example of what type of emotional regulation?
A. reappraisal
B. attention deployment
C. suppression
D. cognitive change
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Application
Answer Location: Response-Focused Strategies
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
25. Felicia is about to perform her first surgery, and recognizes that she is becoming sweaty and flushed. To calm her emotions, she walks herself through the steps of the surgery, and imagines the family’s positive reaction when the surgery is complete. Felicia is engaging in which of the following emotional regulation strategies?
A. reappraisal
B. attention deployment
C. suppression
D. cognitive change
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Application
Answer Location: Response-Focused Strategies
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
26. Which of the following emotional regulation strategies involves altering a situation to change its emotional impact?
A. situation modification
B. attention deployment
C. suppression
D. cognitive change
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Antecedent-Focused Strategies
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
27. Which of the following emotional regulation strategies involves reassessing an event or situation to see the bigger picture and bring about a more positive emotional reaction?
A. situation modification
B. attention deployment
C. suppression
D. cognitive change
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Antecedent-Focused Strategies
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
28. Denise predicted her boss would be late for the end of month meeting, as he typically was. She stopped to consider the bigger picture and decided that being calm would better help her meet her goals. Instead of becoming overly irritated, she took the extra time to do additional preparation and take a few relaxing deep breaths. Denise is practicing what type of emotional regulation?
A. situation modification
B. attention deployment
C. suppression
D. cognitive change
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Application
Answer Location: Response-Focused Strategies
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
29. ______ is the ability to understand emotions in ourselves and others in order to effectively manage our own behaviors and our interpersonal relationships.
A. Emotional intelligence
B. Emotional affect
C. Emotional labor
D. Emotional contagion
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Emotional Intelligence
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
30. Which one of the items listed below is one of the dimensions of emotional intelligence?
A. self-recognition
B. self-management
C. cognitive change
D. attention deployment
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Emotional Intelligence
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
31. Which of the following statements is true regarding appropriate emotional expression in the identified country?
A. It is considered appropriate to show enthusiasm for work in China.
B. It is considered appropriate to debate points with passion in the United States.
C. Debating points with passion is typically perceived as showing off in the United States.
D. People in the United Kingdom tend to show enthusiasm and emotion at work.
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Emotional Intelligence
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
32. ______ is the ability to manage the emotions of others to build strong and healthy relationships with them.
A. Self-awareness
B. Self-management
C. Social awareness
D. Relationship management
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Emotional Intelligence
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
33. ______ is having skills in perceiving, empathizing with, and reacting appropriately to the emotions of others.
A. Self-awareness
B. Self-management
C. Social awareness
D. Relationship management
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Emotional Intelligence
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
34. ______ is a learned tendency to consistently respond positively or negatively to people or events.
A. Moral
B. Behavior
C. Virtue
D. Attitude
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Knowledge
Answer Location: Attitudes and Behavior
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
35. As stated in the textbook, what item below determines our likes and dislikes and helps us to make judgments about other people or events?
A. behaviors
B. virtues
C. attitudes
D. cognitions
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Comprehension
Answer Location: Attitudes and Behavior
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
36. Our beliefs provide us with the necessary information to shape our attitudes, which in turn shape our ______.
A. virtues
B. behaviors
C. cognitions
D. attitudes
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Comprehension
Answer Location: Attitudes and Behavior
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
37. There have been many times that Niall was overheard stating that his fans were so beautiful and smart. Of the elements that form attitudes, which element does Niali’s statement represent?
A. behavioral intention
B. affective evaluation
C. cognitive appraisal
D. self-awareness
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Application
Answer Location: Attitudes and Behaviors
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
38. Harry has made the statement, “I don’t like concert tours!” Of the elements that form attitudes, which element does this represent?
A. behavioral intention
B. affective evaluation
C. cognitive appraisal
D. self-awareness
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Application
Answer Location: Attitudes and Behaviors
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
39. To the dismay of thousands of girls, Liam said, “I am not going on tour to promote my fifth album.” Of the elements that form attitudes, which element does this represent?
A. behavioral intention
B. affective evaluation
C. cognitive appraisal
D. self-awareness
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Application
Answer Location: Attitudes and Behaviors
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
40. What is the difference between behavioral intention and actual behavior?
A. Behavior is what you want to do. Behavioral intention is what you actually do.
B. Behavior is what you want to do. Behavioral intention reflects a person’s feelings toward a specific object or person.
C. Behavioral intention is the sum of underlying beliefs. Behavior is what you actually do.
D. Behavioral intention is what you want to do. Behavior is what you actually do.
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Comprehension
Answer Location: Attitudes and Behaviors
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
41. Riley really hates to work out. She does not have the time in her day nor the energy, even though she knows it is good for her to do so. She feels bad about not exercising so she tells herself that she does not believe the research about the benefits of working out. What is Riley doing to make herself feel better?
A. rationalizing the inconsistency
B. changing her behavior
C. changing her belief
D. having congruous thoughts
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Application
Answer Location: Cognitive Dissonance
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
42. Marco’s parents never used a calendar and constantly referred to planning as stifling. In his sales role, his boss always wants to see his calendar. When he first agreed to keep a calendar, he was reluctant and felt stifled, and experienced cognitive dissonance between his beliefs and his actions. Overtime, he began to recognize that keeping a calendar helped with communication with his boss, and even had a positive effect on his sales. Marco’s cognitive dissonance was reduced by which of the following?
A. change the behavior
B. change the belief
C. have congruous thoughts
D. rationalize the inconsistency
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Application
Answer Location: Cognitive Dissonance
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
43. What is the inconsistency called that creates discomfort that leads us to alter our attitudes, beliefs, or behaviors in order to restore harmony?
A. cognitive appraisal
B. congruous thoughts
C. cognitive dissonance
D. self-awareness
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Comprehension
Answer Location: Cognitive Dissonance
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
44. ______ is the degree to which an individual feels positive or negative about a job.
A. Job satisfaction
B. Organizational culture
C. Employee engagement
D. Organizational commitment
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Knowledge
Answer Location: Common Workplace Attitudes
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
45. Rachel is frustrated with her boss, Ross, at the Vitamin Villa. She has expressed an interest in reorganizing the shelves to spiff up the store. She knows that if she could do this, then it would be easier for customers to find what they are looking for. She doesn’t feel listened to or valued by Ross. Rachel has a ______.
A. low level of job gratification
B. high level of job satisfaction
C. low level of job satisfaction
D. low level of depression
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Application
Answer Location: Common Workplace Attitudes
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
46. Which of the following statements is true of job satisfaction?
A. There is a positive correlation between job satisfaction and job security.
B. There is a negative correlation between job satisfaction and employee engagement.
C. There is a positive correlation between job satisfaction and on-the-job stress.
D. There is a negative correlation between job satisfaction and relationships with coworkers.
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Comprehension
Answer Location: Common Workplace Attitudes
Difficulty Level: Medium
TOP: AACSB Standard: Interpersonal relations and teamwork
47. Which item below is defined as a connection with the organization and passion for the job?
A. employee engagement
B. organizational culture
C. organizational commitment
D. job satisfaction
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Knowledge
Answer Location: Common Workplace Attitudes
Difficulty Level: Easy
TOP: AACSB Standard: Interpersonal relations and teamwork
48. The corporation where Chandler works closely with the local food bank. The food bank has been having trouble finding volunteers to fill their staffing needs. Chandler has decided that he and his wife Monica would like to help out for a few hours on the weekends. Chandler knows that he will not be rewarded for stepping out of his specific role requirements at work, but he wants to go above and beyond for his corporation. This is an example of ______.
A. productive work behaviors
B. organizational commitment
C. counterproductive work behavior
D. organizational citizenship behavior
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Application
Answer Location: Common Workplace Attitudes
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
49. A discretionary and voluntary behavior that is not a part of the employee’s specific role requirements and is not formally rewarded is called ______.
A. employee engagement
B. organizational citizenship behavior
C. productive work behaviors
D. organizational commitment
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Knowledge
Answer Location: Common Workplace Attitudes
Difficulty Level: Easy
TOP: AACSB Standard: Interpersonal relations and teamwork
50. Avoiding work or taking shortcuts, creating conflict, harassing coworkers, being physical or verbally aggressive, and stealing or sabotaging work efforts are all examples of ______.
A. employee disengagement
B. organizational liability
C. counterproductive work behaviors
D. constructive commitment
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Comprehension
Answer Location: Common Workplace Attitudes
Difficulty Level: Medium
TOP: AACSB Standard: Interpersonal relations and teamwork
51. If an employee refuses to abandon their company even though their level of job satisfaction is very low, then they likely have ______.
A. low organizational citizenship behavior
B. low employee engagement
C. high counterproductive work behavior
D. high employee engagement
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Comprehension
Answer Location: Common Workplace Attitudes
Difficulty Level: Medium
TOP: AACSB Standard: Interpersonal relations and teamwork
52. Christian’s manager says that he creates conflict, takes shortcuts, and generally has a bad attitude. Christian exhibits ______.
A. employee disengagement
B. organizational liability
C. counterproductive work behaviors
D. constructive commitment
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Application
Answer Location: Common Workplace Attitudes
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
53. Which of the following is an example of counterproductive work behaviors?
A. showing up late to work
B. showing up early to meetings
C. fixing a broken copier
D. ordering supplies for the break room
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Comprehension
Answer Location: Common Workplace Attitudes
Difficulty Level: Medium
TOP: AACSB Standard: Interpersonal relations and teamwork
54. ______ is a response that occurs when a person perceives a situation as threatening to his or her well-being when his or her resources have been taxed or exceeded.
A. Strain
B. Counterproductive work behavior
C. Tension
D. Stress
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Stress in the Workplace
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
55. ______ are environmental stimuli that place demands on individuals.
A. Nuisances
B. Stressors
C. Pressures
D. Counterproductive work behaviors
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Stressors
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
56. According to the textbook, the two main types of stressors are ______.
A. hindrance and task
B. confront and address
C. challenge and hindrance
D. address and avoid
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
57. The complexity and demands of a job are examples of what type of stressor?
A. avoidance stressor
B. obstruct stressor
C. challenge stressor
D. task stressor
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
58. What type of stressor inhibits progress toward objectives?
A. task
B. hindrance
C. challenge
D. obstruct
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
59. Conflict, red tape, and highly political environments are all examples of what type of stressor?
A. task
B. hindrance
C. challenge
D. obstruct
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
60. Challenge stressors are ______.
A. positively related to motivation and performance
B. positively related to ambition and inefficiency
C. negatively related to motivation and performance
D. negatively related to ambition and inefficiency
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
61. Hindrance stressors are ______.
A. positively related to motivation and performance
B. positively related to ambition and inefficiency
C. negatively related to motivation and performance
D. negatively related to ambition and inefficiency
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
62. Which item below is a hindrance stressor?
A. job complexity
B. workload
C. deadlines
D. role ambiguity
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
63. Ezra is up against a tight deadline. He is stressed because his boss, Emily, just gave him two more tasks associated with a very complex project. He thinks Emily is a little passive-aggressive because she likes to throw red tape his way just to add to his stress. Ezra is feeling what?
A. challenge stressors from Emily and hindrance stressors from the job
B. challenge stressors from the job and hindrance stressors from Emily
C. only hindrance stressors
D. only challenge stressors
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Application
Answer Location: Stressors
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
64. Lily’s boss asks her to complete menial and irrelevant tasks, which in turn gets in the way of helping customers. Lily is experiencing ______.
A. challenge stressors
B. job satisfaction
C. employee engagement
D. hindrance stressors
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Application
Answer Location: Stressors
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
65. Over time, hindrance stressors can lead to ______.
A. strains
B. stress
C. eustress
D. job satisfaction
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stress-Strain-Outcomes Model
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
66. What element below is defined as moderate level of stressors that have constructive and positive effects on effort and performance?
A. strain
B. distress
C. stress
D. eustress
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Knowledge
Answer Location: Stress-Related Outcomes and Wellness
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
67. ______ comprises high levels of stressors that have destructive and negative effects on effort and performance.
A. Distress
B. Stress
C. Eustress
D. Strain
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Knowledge
Answer Location: Stress-Related Outcomes and Wellness
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
68. Which element below is associated with eustress?
A. high performance
B. exhaustion
C. job burnout
D. cynicism
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Comprehension
Answer Location: Stress-Related Outcomes and Wellness
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
69. Howie has been burning the candle at both ends because he had to get another job to help pay for his expensive new car. He can’t sleep at night and is just too exhausted to make it to the gym. Howie is experiencing a ______.
A. intellectual element of stress
B. psychological element of stress
C. physiological element of stress
D. job burnout element of stress
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Application
Answer Location: Stress-Related Outcomes and Wellness
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
70. Negative physical health effects are relevant to what element of distress?
A. intellectual element of stress
B. psychological element of stress
C. physiological element of stress
D. job burnout element of stress
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Comprehension
Answer Location: Stress-Related Outcomes and Wellness
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
71. Negative attitudes and emotions that can lower job satisfaction are called ______.
A. intellectual element of stress
B. psychological element of stress
C. physiological element of stress
D. job burnout element of stress
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Comprehension
Answer Location: Stress-Related Outcomes and Wellness
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
72. Emotional exhaustion, cynicism, and loss of interest in the job that can result from ongoing exposure to high levels of stressors is what element of distress?
A. intellectual element of stress
B. psychological element of stress
C. physiological element of stress
D. job burnout element of stress
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Comprehension
Answer Location: Stress-Related Outcomes and Wellness
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
73. Which coping mechanism aims at reducing or eliminating stressors by attempting to understand the problem and seek practical ways in which to resolve it?
A. problem-focused coping
B. intuition-focused coping
C. emotion-focused coping
D. complication-focused coping
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Managing Stress
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
74. Which coping mechanism is an effort to try to change a person’s emotional reaction to a stressor by using positive language and distracting techniques?
A. complication-focused coping
B. problem-focused coping
C. intuition-focused coping
D. emotion-focused coping
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Managing Stress
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
75. Robin and Ted are feeling distressed about the number of patrons that attend their dance club. Even though Robin has worked tirelessly on creating theme nights and sprucing up the club, the attendance has been low. Ted has decided that he needs to advertise in the local college newspaper and promote the theme evenings that Robin has created. What type of coping has Ted used?
A. complication-focused coping
B. problem-focused coping
C. intuition-focused coping
D. emotion-focused coping
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Application
Answer Location: Managing Stress
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
76. ______ is a personal or organizational effort to promote health and well-being.
A. Problem-focused coping
B. Emotion-focused program
C. Wellness program
D. Eustress
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Wellness
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
77. When an organization provides access to services, such as medical screenings, weight management, health advice, and exercise programs, they are implementing a/an ______.
A. wellness program
B. weakness repairing
C. well-being program
D. wholeness training
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Wellness
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
78. Studies have shown that effective wellness programs ______.
A. increase employee turnover
B. cost more money than they save
C. reduce hospital admissions
D. reduce morale
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Comprehension
Answer Location: Wellness
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
True/False
1. Because of the clear differences between emotions and moods, they do not influence each other.
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Comprehension
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
2. Emotions are usually intense and moods are more generalized.
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Comprehension
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
3. Researchers have found that negative emotions tend to spread more quickly than positive emotions, which can affect morale, productivity, and motivation in a work environment.
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Discuss the Various Roles of Emotions in the Workplace
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
4. Reappraisal is a type of antecedent-focused strategy within emotional regulation.
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Antecedent-Focused Strategies
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
5. Affective evaluation, one of the main elements that form our attitudes, reflects a person’s positive and negative feelings toward a specific object, person, or event.
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Knowledge
Answer Location: Attitudes and Behaviors
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
6. “Rationalizing the inconsistency” is the term for when there is inconsistency between a person’s beliefs, attitudes, or behaviors.
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Knowledge
Answer Location: Cognitive Dissonance
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
7. If an employee has low job satisfaction, they are also likely to have high organizational commitment and high employee engagement.
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Comprehension
Answer Location: Common Workplace Attitudes
Difficulty Level: Easy
TOP: AACSB Standard: Interpersonal relations and teamwork
8. Job satisfaction and job performance are significantly related.
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Comprehension
Answer Location: Common Workplace Attitudes
Difficulty Level: Easy
TOP: AACSB Standard: Interpersonal relations and teamwork
9. Hindrance stressors are positively related to motivation and performance.
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
10. Challenge stressors are positively related to motivation and performance.
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
11. Research shows that people who can mentally detach themselves from work during their leisure time experience more psychological strains at work.
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stress-Strain-Outcomes Model
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
12. Eustress comprises a high level of stressors that have destructive and negative effects on effort and performance.
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Knowledge
Answer Location: Discuss Different Outcomes of Stress and the Benefits of Wellness Programs
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
13. Stress is always negative.
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Knowledge
Answer Location: Discuss Different Outcomes of Stress and the Benefits of Wellness Programs
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
Short Answer
1. What are the two basic types of mood dimensions that organizational behavior researchers have identified?
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Knowledge
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors ! Interpersonal relations and teamwork
2. People or events elicit a variety of ______, a broad term covering a wide range of feelings, including emotions and moods.
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Knowledge
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Medium
TOP: AACSB Standard: Interpersonal relations and teamwork
3. What are the two emotional labor techniques used to control ones real emotions?
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Surface Acting Versus Deep Acting
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
4. The discrepancy between the emotions a person displays and the emotions he or she actually feels is called ______.
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Knowledge
Answer Location: Emotional Dissonance
Difficulty Level: Medium
TOP: AACSB Standard: Group and individual behaviors
5. ______ is discretionary and voluntary behavior that is not a part of the employee’s specific role requirements and is not formally rewarded.
Learning Objective: 4.4: Identify some common workplace attitudes and related outcomes.
REF: Cognitive Domain: Knowledge
Answer Location: Common Workplace Attitudes
Difficulty Level: Easy
TOP: AACSB Standard: Interpersonal relations and teamwork
6. ______ stressors are associated with workload, job demands, job complexity, and deadlines.
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
7. ______ stressors, like role ambiguity and conflict, inhibit progress toward objectives.
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
8. What are the two types of coping as explained in the textbook?
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Comprehension
Answer Location: Stressors
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
9. ______ comprise a moderate level of stressors that have constructive and positive effects on effort and performance.
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Knowledge
Answer Location: Stress-Related Outcomes and Wellness
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
10. A ______ is a personal or organizational effort to promote health and well-being.
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Knowledge
Answer Location: Wellness
Difficulty Level: Easy
TOP: AACSB Standard: Group and individual behaviors
Essay
1. Explain how emotions and moods are interrelated.
Learning Objective: 4.1: Describe the basic concept of emotions in the context of organizational behavior.
REF: Cognitive Domain: Knowledge
Answer Location: Emotions in Organizational Behavior
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
2. Why is it important to have emotional labor and how does it relate to emotional contagion?
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Analysis
Answer Location: Emotions in the Workplace
Difficulty Level: Hard
TOP: AACSB Standard: Analytical thinking
3. Why might it be more effective to use deep acting instead of surface acting when engaging in emotional labor?
Learning Objective: 4.2: Discuss the various roles of emotions in the workplace.
REF: Cognitive Domain: Analysis
Answer Location: Surface Acting Versus Deep Acting
Difficulty Level: Hard
TOP: AACSB Standard: Analytical thinking
4. Which two elements that form our attitudes are represented with these two statements and why?
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Analysis
Answer Location: How Attitudes Are Created
Difficulty Level: Hard
TOP: AACSB Standard: Analytical thinking
5. Even though we may have a strong positive or negative attitude about something or someone, behavior intention does not necessarily predict our behavior. As stated in the textbook, what two elements may intervene? Give an example.
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Analysis
Answer Location: Attitudes and Behaviors
Difficulty Level: Hard
TOP: AACSB Standard: Analytical thinking
6. What is cognitive dissonance, and what choices do people have to alleviate the psychological discomfort associated with cognitive dissonance? Give an example.
Learning Objective: 4.3: Explain the ways in which attitudes influence behavior in organizations.
REF: Cognitive Domain: Analysis
Answer Location: Cognitive Dissonance
Difficulty Level: Hard
TOP: AACSB Standard: Group and individual behaviors
7. Why is it important to have an understanding of stress in the workplace?
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Analysis
Answer Location: Stress in the Workplace
Difficulty Level: Hard
TOP: AACSB Standard: Analytical thinking
8. Spencer is up against a tight deadline. He is stressed because his boss, Aria, just gave him two more tasks associated with a very complex project. He thinks Aria is a little passive-aggressive because she likes to throw red tape his way just to add to his stress. What are the two stressors that Spencer is feeling? What are the likely impacts of these stressors on motivation and performance?
Learning Objective: 4.5: Illustrate the ways in which stress can affect behavior in the workplace.
REF: Cognitive Domain: Analysis
Answer Location: Stress in the Workplace
Difficulty Level: Hard
TOP: AACSB Standard: Analytical thinking
9. Hillary is responsible for her company’s supplies. She has noticed that there has been a drastic decrease with supplies this last quarter. This causes her distress because she is worried that she did something wrong within her position or that there has been theft in the company. What are the two types of coping mechanisms and how might Hillary apply them to help relieve her distress?
Learning Objective: 4.6: Discuss different outcomes of stress and the benefits of wellness programs.
REF: Cognitive Domain: Analysis
Answer Location: Managing Stress
Difficulty Level: Hard
TOP: AACSB Standard: Analytical thinking
Document Information
Connected Book
Organizational Behavior Skill-Based 2e Test Bank
By Christopher P. Neck