ORIGINAL RESEARCH article
Front. Psychol.
Sec. Personality and Social Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1654463
Of First Impressions, Shattered Trust, and Apology: Interpersonal Trust and Team Dynamics
Provisionally accepted- 1Faculty of Psychology, University of Basel, Basel, Switzerland
- 2Faculty of Psychology and Educational Sciences, Universite de Geneve, Geneva, Switzerland
- 3FernUni Schweiz Fakultat Psychologie, Brig, Switzerland
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This paper seeks to shed light on the dynamics of trust formation in the work context. Specifically, the study aims to test how first impressions and new information about a new team member (1) interact to determine interpersonal trust in this person, and (2) influence perceptions of the wider work team. We present the findings of a preregistered experimental study conducted amongst employees in Northwestern Switzerland (N = 204). We relied on a hiring paradigm, using a bogus job interview video to manipulate first impressions of a job candidate through her response to an accusation of past trust violation (denial vs. apology). This was followed by new positive information about the job candidate. Outcomes were perceived trustworthiness of and trust in the job candidate, as well as anticipated team dynamics, were this person to join the participant’s work team. Contradicting a congruence bias hypothesis, results showed a sustained positive effect of first impressions (that is, of apology over denial) with an additive – but not multiplicative – positive effect of the new information, for (1) perceived trustworthiness and interpersonal trust as well as (2) collaborative culture, perceived performance, and satisfaction with team functioning. We highlight theoretical implications for belief updating research and suggest applications for workplace trust interventions.
Keywords: congruence bias, Belief updating, first impressions, Trust, trustworthiness
Received: 26 Jun 2025; Accepted: 18 Jul 2025.
Copyright: © 2025 Maliqi, Lalot and Quiamzade. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Alain Quiamzade, Faculty of Psychology and Educational Sciences, Universite de Geneve, Geneva, Switzerland
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