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Anger has been shown to be associated with aggression and violence in adults with learning disabilities in both community and secure settings. Emerging evidence has indicated that cognitive behavioural anger treatment can be effective in reducing assessed levels of anger in these patient populations. However, it has been suggested that the effectiveness of these interventions is significantly affected by verbal ability. In this service evaluation study the pre‐ and post‐treatment and 12‐month follow‐up assessment scores of 83 offenders with learning disabilities who received cognitive behavioural anger treatment were examined in order to investigate whether participants' responsiveness to treatment was a function of measured verbal IQ. The results indicate that, overall, the effectiveness of anger treatment was not the result of higher verbal ability as reflected in verbal IQ scores. It is concluded that cognitive behavioural therapy for anger control problems can be effective for people with moderate, mild and borderline levels of intellectual functioning and forensic histories.

This study aims to explore and empirically examine an integrative model of the customer revenge process by linking two well-established theories of self-determination theory (SDT) and appraisal theory.

A survey of 901 respondents, followed by a post-hoc survey of 712 individuals, was conducted to examine the autonomous versus controlled orientations for revenge motivation.

The results show that customers’ orientation of motivation (OM) can regulate their revenge behavior (direct versus indirect) in case of service failures. Specifically, the interaction of OM components (i.e. autonomy, relatedness and competence) can play a significant role in the relationship between revenge predictors and revenge behavior. Implications for research and practice are discussed.

This paper offers a novel conceptual framework to explain the moderating effects of OM on the relationship between revenge predictors and revenge behavior. This study extends the application of SDT to the context of customer anger and revenge.

This paper elucidates the role of anger in error management (EM) and organizational learning behaviors. The study explores how anger can catalyze learning, emphasizing its strategic implications.

A double-layered moderated-mediated model was developed and tested using data from 744 Chinese CEOs. The psychometric properties of the survey instrument were rigorously examined through structural equation modeling, and hypotheses were tested using Hayes's PROCESS macros.

The findings reveal that anger is a precursor for recognizing the value of significant errors, leading to a positive association with learning behavior among top management team members. Additionally, the study uncovers a triple interaction effect of anger, EM culture and supply chain disruptions on the value of learning from errors. Extensive experience and positive grieving strengthen the relationship between recognizing value from errors and learning behavior.

This study uniquely integrates affect-cognitive theory and organizational learning theory, examining anger in EM and learning. The authors provide empirical evidence that anger can drive error value recognition and learning. The authors incorporate a more fine-grained approach to leadership when including executive anger as a trigger to learning behavior. Factors like experience and positive grieving are explored, deepening the understanding of emotions in learning. The authors consider both negative and positive emotions to contribute to the complexity of organizational learning.

The purpose of this study was to explore school principals' sources of felt anger and to trace their forms of anger regulation in the workplace.

Based on semi-structured interviews with 30 elementary and secondary school principals in Israel, a typology of anger regulation is presented and analyzed.

The typology includes three types of perceived anger regulation: anger and surface acting, a moderate expression of anger and an authentic expression of anger. While teachers and students may provoke the principal's anger, most commonly external constituencies (e.g. Ministry of Education, Local Education Authorities) trigger their intense anger. Concluding the paper are suggestions for further research on anger in educational leadership and practical recommendations.

study fills the gap in knowledge about emotion regulation in educational leadership, in general, and increases our insights into the values and norms that delineate the degree to which anger expression is appropriate in the school, in particular.

The purpose of this paper is to illustrate how emotion display rules are influenced by relational, occupational, and cultural expectations.

The authors compare these influences by assessing anger and happiness display rules toward customers, coworkers, and supervisors across four cultures.

Overall, the findings suggest that anger can be expressed with coworkers, can be slightly leaked to supervisors, but must be almost completely suppressed with customers. In contrast, happiness expression is most acceptable with coworkers. Moreover, though culture dimensions (i.e. power distance and collectivism) do predict display rules with organizational members, display rules with customers are fairly consistent across culture, with two exceptions. French respondents are more accepting of anger expression with customers, while American respondents report the highest expectations for expressing happiness to customers.

The results support that several countries share the “service with a smile” expectations for customers, but these beliefs are more strongly held in the USA than in other cultures. Thus, importing practices from the USA to other culturally distinct countries may be met with resistance. Management must be aware of cultural differences in emotions and emotion norms, as outlined here, to improve the experience of employees of globalized service organizations.

The authors integrate social, occupational, and cultural theoretical perspectives of emotional display rules, and build on the small but growing research identifying variation in display rules by work target, specifically speaking to the globalized “service culture.”

This paper presents an attribution appraisal framework for venting anger in conflict and empirically tests moderating and mediating variables previously overlooked in the literature.

This takes the form of a 2 (offender status: high or equal)×3 (target of venting: offender, third‐party, or no venting) between‐subjects factorial design. Qualitative and quantitative methods were employed.

Results showed that attributions were greater when venting was directed at a third‐party than when venting was directed to the offender. Venting to a third‐party when the offender was of equal status yielded the greatest expressed attributions of responsibility and post‐venting anger. Venting to a third‐party resulted in greater anger than not venting, whereas venting to the offender directly did not show a significant difference from not venting. In general, greater post‐venting anger was found for equal status offenders than high status offenders. Attributions of responsibility were found to mediate the relationship between target and post‐venting anger.

Greater participant gender balance and obtaining a pre‐venting anger measure would have improved the generalizabilty and rigor of the study. Future research should investigate responses to venting and additional measures of venting effectiveness.

Venting is just steaming; anger is not reduced through the act of venting. Furthermore, what is said (and thought) during venting matters.

The paper demonstrates that the target of anger expression and the status of the offender are critical factors in venting. Additionally, it highlights the importance of attributions in the venting process.

The purpose of this study is to examine whether emotional deviance in response to customer aggression and employees’ feelings of anger is likely to be influenced by perceived job autonomy. To date, studies on emotional labor have focused primarily on emotional regulation strategies. Little is known about the factors that may serve to increase emotional deviance (i.e. situations in which felt and expressed emotions match but are at odds with organizational display rules).

Three samples of service workers were recruited from northern Israel, and data were collected using self-reported questionnaires. Research hypotheses were tested using hierarchical regression analyses.

Study 1 revealed that under conditions of frequent exposure to customer aggression, more perceived job autonomy was associated with more frequent instances of emotional deviance. The results of Study 2 and Study 3 demonstrated that the relationship between anger and emotional deviance was stronger for employees reporting high levels of perceived job autonomy.

Given the potentially negative impact of emotional deviance on customer satisfaction, organizations should find a balance between satisfying employees’ desire for control and discretion and ensuring employee compliance with display rules.

This study contributes to the existing literature by pointing out that job autonomy may have a “dark side”, in the sense that it provides employees with a certain level of perceived freedom, which might then be extended to include freedom from rule compliance, especially when negative emotions are experienced.

Regarding the interpersonal influence of customer anger on frontline employees (FLEs) in service encounters, existing findings remain mixed. Building on emotion as a social information model and appraisal theory, this study aims to focus on two dimensions of customer anger – intensity and relevance with FLEs and examined their divergent effects on FLEs’ immediate recovery performance.

This study conducted a questionnaire survey of 366 Chinese FLEs in the hospitality and tourism industries. Hierarchical regressions and bootstrap analysis for nonlinear mediated relationships were used to test the hypotheses.

The results suggested a U-shaped curvilinear relationship between the intensity of customer anger and FLEs’ recovery performance and a positive linear relationship between relevance with FLEs of customer anger and FLEs’ recovery performance. Moreover, the mediating effects of FLEs’ emotional anger and cognitive perceived threat were confirmed.

Service managers should improve FLEs’ awareness of unconscious emotional contagion and encourage them to shoulder responsibility actively even if customer anger is not related to them. In addition, complaining customers can learn how to strategically express anger to get good remedies.

This paper examines the divergent effects of two dimensions of customer anger on FLEs, advancing the understanding of customer anger in the service interaction. It is also the first to suggest the U-shaped nonlinear effect of customer anger intensity on employees’ service outcomes and its underlying mechanisms, reconciling mixed findings.

High levels of anger have been associated with forensic learning disabled populations. The role of gender within the experience of anger is not clear. This study aims to start exploring the question “Do female forensic patients with learning disabilities have different needs in relation to anger?”

This study used a between‐subjects design with one independent variable: gender. The Novaco Anger Scale and Provocation Inventory was applied. Scores obtained by 12 females were compared with those of 23 males within a forensic psychiatric service for learning disabled patients.

Significant differences were found between scores, suggesting female forensic patients with learning disabilities experience higher levels of anger than do males, particularly in the arousal domain, and demonstrate difficulties in regulating anger.

The use of a single measure of anger and the small, forensic nature of the sample limits this study. It is recommended that further research address these issues and extend the exploration of this issue to non‐forensic populations.

Gender specific differences, and the potential influence of learning disabilities should be considered when assessing and treating anger difficulties. Female forensic patients with learning disabilities may benefit from a greater emphasis on anger arousal reduction work.

This study highlights how the impact of gender and learning disabilities on the experience of anger is currently insufficiently understood.

This study forms a preliminary study of anger in the under‐researched population of females with learning disabilities.

The purpose of this study is to examine a moderated mediation relationship between customer incivility and employee retaliation.

This study tested the hypotheses using data from 459 hospitality industry employee responses. Data was collected by using Amazon’s MTurk.

The study results suggest that employee anger mediates the customer incivility and employee retaliation relationship. Further, the employee’s regulatory focus (namely, promotion and preventive regulatory focus) moderates this mediated relationship. Specifically, employee promotion regulatory focus positively moderates the relationship between customer incivility and employee anger, whereas prevention regulatory focus negatively moderates the relationship.

Extant study has not explored customer incivility and employee retaliation relationship under moderated mediation influence of regulatory focus and employee anger, respectively.