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In this chapter, we seek to resolve the long-running controversy as to whether moods foster or inhibit creativity. We base our arguments on a new theory, which we refer to as “creativity-as-mood-regulation,” where employees experiencing moods are envisaged to engage in creative behavior in the hope of regulating their moods. We further suggest that employees with different goal orientations will have different likelihoods of choosing creative activities to regulate their moods. Finally, we identify the specific goal-orientation conditions under which positive and negative moods may facilitate or depress creativity, and develop and discuss six related propositions.

David Ahlstrom is a professor at The Chinese University of Hong Kong. He obtained his PhD in management and international business in 1996, after having spent several years in start-up firms in the data communications field. His research interests include management in Asia, entrepreneurship, and management and organizational history. He has published over 60 peer-reviewed articles in journals such as the Strategic Management Journal, Academy of Management Review, Journal of International Business Studies, Journal of Business Venturing, and Asia Pacific Journal of Management. He also co-authored the textbook International management: Strategy and Culture in the Emerging World. He has served on the editorial boards of the Journal of International Business Studies and Journal of Small Business Management in addition to APJM. Professor Ahlstrom has guest edited two special issues of Entrepreneurship: Theory & Practice. At APJM, he has also guest edited two special issues (turnaround in Asia in 2004 and Managing in Ethnic Chinese Communities, forthcoming in 2010), and served as a senior editor during 2007–2009. He became editor-in-chief of the Asia Pacific Journal of Management in 2010.

Work experience is increasingly seen as an important complement to traditional higher education. There are a variety of forms of these educational programs, such as internships, sandwich programs, field work, and cooperative education, that are referred to generically as Work-Integrated Learning (WIL). As yet, however, there is relatively little research on the concept of work experience and considerable inconsistency in its definition and measurement. This chapter describes some of the research and writing from the industrial and organizational psychology field and its relevance to WIL. Based on the previous work, a model of work experience, specifically developed to aid our understanding of the role of work experience in WIL, is proposed. Three dimensions are suggested: level of specificity (task, job, organization, and career), measurement mode (number, time, relation to program, density, timing, and type), and version of WIL (cooperative education, sandwich, etc.). The model also includes individual factors and contextual factors as influences on work experience. Both immediate and secondary outcomes are described. Finally, the applicability of the model to several examples of WIL research are discussed and suggestions for future research are offered.

In a multicultural context like the one that can be found in Dallas (Texas), foreign language teachers must be prepared to deal with an ever-growing group of multicultural, multilingual students. This chapter discusses the work done in a university MA classroom that teaches Spanish-as-a-foreign-language school, high-school, and university instructors how to improve their teaching methods by including real literature examples in their classrooms. As the class included a particularly diverse multicultural group, the authors provide concrete examples on how to approach such a classroom. By outlining the different methodologies used by the main professor and some of the techniques employed by the students themselves, this chapter explores some of the major translanguaging strategies that can be used in a multilingual classroom.

This chapter explores the emergence, growth, and current status of the sociology of sport in Canada. Such an endeavour includes acknowledging the work and efforts of Canadian scholars – whether Canadian by birth or naturalization or just as a result of their geographic location – who have contributed to the vibrant and robust academic discipline that is the sociology of sport in Canadian institutions coast-to-coast, and who have advanced the socio-cultural study of sport globally in substantial ways. This chapter does not provide an exhaustive description and analysis of the past and present states of the sociology of sport in Canada; in fact, it is important to note that an in-depth, critical and comprehensive analysis of our field in Canada is sorely lacking. Rather, this chapter aims to highlight the major historical drivers (both in terms of people and trends) of the field in Canada; provide a snapshot of the sociology of sport in Canada currently; and put forth some ideas as to future opportunities and challenges for the field in Canada.

Purpose: The present study examines how relationship status and gender are associated with social network experiences among older adults. Two relationship status groupings were examined: comparisons of (1) marrieds, divorced, and widowed individuals and (2) never marrieds, cohabiters, and daters.

Methodology: Data from the second wave of the National Social Life, Health, and Aging Project (NSHAP), a nationally representative dataset, was used. Of the final sample of respondents, 10.3% identified as Black, 6.8% identified as Hispanic, 52.9% identified as female, and the mean age of respondents was 72.54 (SD = 7.52). Linear mixed models were conducted.

Results: Overall, men reported talking less and received less family and friend support than women. For only those who were divorced, widowed, or married, men were less close with their social networks and had less friend support than women. Widows were closer to their social networks than married and divorced individuals. Among women, divorced women were less close to their social network than married or widowed women. Those who were married talked less to their social networks than those who were divorced or widowed and cohabiters talked less than daters. Widows reported receiving greater family support than those who were married. Cohabiters had lower neighborhood social ties than those who were dating. Several significant interaction effects between gender and relationship status also occurred.

Value: The present study found that both gender and relationship status plays a role in how social network experiences and lends some support to marriage and cohabitation serving as “greedy” institutions.

This study examines the relative influence of adolescent job characteristics upon girls’ and boys’ educational and occupational aspirations.

Using data from the 2010 Monitoring the Future Project, a nationally representative sample of high school seniors in the United States, descriptive statistics and multivariate analyses are used to examine variations in girls’ and boys’ aspirations. The analyses are conducted with a life-course theoretical framework.

Overall, girls are shown to have greater aspirations for attaining a college degree and a professional career, as compared to boys. However, the relationship between teenagers’ job characteristics and adult statuses is shown to be substantially stronger among boys. For both sexes, work hours are associated with lower aspirations, yet the particular type of job responsibilities, such as office work, increased the aspirations for both females and males.

The findings strongly support the contention that the development of educational and occupational aspirations is readily influenced by the context of work experiences during the teen years. Given the variations shown in the aspirations and work experiences of adolescent girls and boys, future researcher should attempt to more precisely examine the work experiences of teens and discern how these may affect other developmental processes.

This study extends the current research literature by examining the distinct differences in the work experiences of adolescent girls and boys and how those experiences potentially influence the development of educational and occupational goals.