The Effect of Multiple Roles of South Korean Married Women Professors: Role Changes and the Factors Which Influence Potential Role Gratification and Strain

In this paper, we examine role gratification and role strain of married middle-class South Korean women by comparing a sample of women professors and a sample of housewives whose husbands are professors and researchers. The results show that the married women professors, compared with the housewives, experienced both greater gratification and greater strain. The findings also show that sociodemographic factors are not strongly related to role gratification and strain. It was found that married women professors have more nontraditional gender-role attitudes as compared with housewives. In addition, the research indicates that transnational resocialization from overseas experiences in a Western society has positive effects on role gratification among the married women professors.     

THE IMPACT OF ROLE STRESSORS AND PERSONAL RESOURCES ON THE STRESS EXPERIENCE OF PROFESSIONAL WOMEN

This study explored the contributions of role stressors and personal resources in predicting strain symptoms experienced by 117 professional women employed full-time in academia. Results of multiple regression analyses revealed that, while role stressors alone accounted for only a moderate amount of the variance in reported strain symptoms, 51 % of the variance was explained when both stressors and personal resources were combined. Womend, who experienced higher levels of personal control and social support as well as a greater number of roles occupied reported lower levels of strain symptoms. These results support the use of a transactional model of stress in future multiple role research.     

Results of a Study to Increase Savoring the Moment: Differential Impact on Positive and Negative Outcomes

Positive psychology has been increasingly moving towards testing interventions to increase positive outcomes and decrease negative outcomes. One of these possible interventions involves increasing savoring the moment. During savoring the moment, one focuses on positive events while they occur to increase, intensify, or prolong positive emotions in the present. This study tested a group savoring the moment intervention to increase positive outcomes and decrease negative outcomes over 2?weeks. The sample consisted of 193 undergraduate students who completed both sessions (94 intervention and 99 control condition). The intervention group experienced significant decreases in self-reported depressive symptoms and negative affect when compared to the control group. However, positive affect did not differ between the groups. Clinical and research implications are explored.     

Multiple peer victimization among elementary school students: relations with social-emotional problems

Research has indicated that children exposed to multiple risks often report worse mental health and academic performance than those experiencing only one risk. The present research examines whether exposure to more than one form of peer victimization (multiple peer victimization) at school is related to reports of negative outcomes. Eighty-six fourth and fifth grade students self-reported exposure to peer victimization and social-emotional problems. MANCOVAs indicated that children who experienced multiple peer victimization reported higher depressive symptoms, lower self-esteem, and self-blame attributions for their own victimization, than those who experienced victimization in only one form or none at all. Peer victimization to/from school was also investigated. While peer victimization was found to occur on the way to/from school, adding this to victimization at school did not show the same cumulative effects. Implications for schools are discussed.     

The experience of tedium in three generations of professional women

Tedium, defined as the experience of emotional, physical, and mental exhaustion, was studied in three generations of professional women, who were questioned extensively about their lifestyles, life stresses, and life attitudes. Results indicated that in spite of the differences in life features and pressures among the three groups, the similarities in their experiences, attitudes, and overall life satisfaction are rather impressive. The differences among the generations tended to cluster around the more stressful environment of college for the young preprofessional women, who experienced most tedium and were most overextended and conflicted, and around the more traditional attitudes toward women and women's issues expressed by the older postprofessional generation, who also had the least tedium. The midcareer professional women were characterized by more positive life attitudes, more satisfaction from their work, and by liberal feministic attitudes toward working women's issues. Three focal variables were hypothesized and documented to be important tedium correlates for all professional women. Of the three, role conflict rather than number of roles was found to be a positive tedium correlate. Sense of control and especially having social support systems emerged as significant negative tedium correlates.An earlier version of this article was presented as a paper at the Annual Convention of the American Psychological Association, San Francisco, August 26–30, 1977. The authors wish to thank Trudy Solomon, who assisted in the organizational aspects of the study, and Susan Reuss and the students of the University of California, Berkeley's social psychology course, who took part in the group research project and helped in the data collection.     

The role of househusband and housewife as perceived by a college population

The research literature frequently conveys the notion that gender roles are becoming less stereotypical. In this study the authors explored the question of how a college population views the role of househusband and housewife and if there are significant differences in role expectations. A 51-item questionnaire was constructed and administered to 526 college students. This sample was chosen because college students are likely to be assuming these roles in the near future. As predicted, the role expectations for househusbands and housewives are not the same. Women tended to question the current structure of household roles more than did men, and the role of househusband was generally more negatively perceived. Reasons for these findings are discussed.     

Black and White employed mothers' role experiences

This study examined the maternal, employment, and marital role consequences experienced by 40 Black and 65 White middle-class mothers. Analyses of variance showed that the Black compared to White respondents experienced significantly more marital conflict. However, the two samples reported similar levels of personal costs, personal rewards, marital benefits, insufficient time for husband, and emotional reactions to separation from their children. The similarity of role outcomes across ethnicity is discussed in the context of the similarity of roles. It is suggested that role engagement shapes actual role experiences.An earlier version of this paper was presented as a poster at the Annual Meeting of the American Psychological Society, June 1996, San Francisco. The research was supported by a grant from Eastern Connecticut State University. The authors thank Louis Boudreau for his service as a computer consultant.     

Examining college students' food security coping strategies and experiences during the COVID-19 pandemic

College students' food situations may have been disrupted by the COVID-19 pandemic, which could have affected their health and well-being. However, little is known about how the pandemic impacted students' food experiences and how students coped with food-related disruptions, particularly from the student's own perspective. This study reviews data from 571 undergraduates who attended public colleges during Fall 2021 and Spring 2022 and wrote a narrative about the pandemic's impact on their food experiences. Most students indicated they experienced a wide range of food difficulties and adapted new food practices. Despite these challenges, students emphasized proactive coping strategies and positive pandemic outcomes rather than difficulties and negative outcomes. These findings have implications for students' long-term health and well-being.     

Evaluative verbalization and delay maintenance behavior in children

An experiment is presented which examined the influence of verbalizations on children's tendencies to postpone immediate gratification in terms of increased delayed reward. Children's verbalizations were varied in terms of their evaluative valence and whether they focused upon the reward itself or the delay task. During a delay task children in experimental groups periodically verbalized evaluative statements that were either positive (I like …) or negative (I don't like …) and which focused upon either the reward itself (… the tokens) or the delay behavior (… to wait). Children who focused on reward, under conditions of either positive or negative evaluation, postponed immediate gratification less than control subjects who made no verbalization. Children who evaluated delay behavior positively postponed immediate gratification longer than silent subjects, though children who negatively evaluated delay behavior did not differ from subjects who did not verbalize. The results are interpreted in terms of the influence of evaluative valence and focus as parameters of plans for delay behavior.     

LGBTQ Adolescents’ Positive and Negative Emotions and Experiences in U.S. High Schools

In a national survey of more than 19,000 U.S. high school students, we compared how LGBTQ youth and their non-LGBTQ peers felt at school and how they perceived social and academic experiences. We examined differences in emotions and school experiences across gender identities, sexual identities, and their intersections. LGBTQ adolescents reported significantly more frequent negative emotions and bullying, consistent with previous research. LGBTQ students also reported less frequent experiences of positive emotions at school and less frequent positive school experiences (i.e., positive peer and teacher relationships, subjective task value, and persistence support). Students who were both gender and sexual identity minority reported the most frequent negative and least frequent positive experiences at school, compared to students who were neither a gender or sexual identity minority. Analyses of the intersection of gender and sexual identity showed that heterosexual male students experienced more frequent positive emotions and school experiences, and fewer negative emotions and bullying, compared to all other groups. We discuss how these differences might be addressed through school interventions and future research.     

情绪、职业数量对不同职业生涯延迟满足大学生职业决策过程的影响

为探究情绪与职业数量对不同职业生涯延迟满足个体职业决策过程的可能潜在影响,分别对40名高、低职业生涯延迟满足倾向的大学生被试诱发正、负性情绪并完成信息板技术模拟的职业决策任务。结果显示:1)高延迟满足个体的搜索深度和搜索模式显著大于低延迟满足个体;2)不同延迟满足的个体在正性情绪或低职业数量条件下都表现出更好的搜索深度和搜索模式;3)在不同情绪及职业数量条件下,高延迟满足个体在不同职业属性间的搜索更多。职业生涯延迟满足倾向作为与未来规划密切联系的概念,揭示了个体职业生涯规划对其职业决策过程可能存在的影响。     

青少年的自我同情对创伤后应激障碍与创伤后成长的影响:感恩的中介作用

采用自我同情量表、感恩问卷、创伤后应激障碍症状核查表和创伤后成长问卷对雅安地震4.5年后的499名中学生进行调查,以考察自我同情对创伤后应激障碍(PTSD)和创伤后成长(PTG)的影响,并检验感恩在其间的中介作用。结果发现,积极自我同情可以直接负向预测PTSD、正向预测PTG,消极自我同情可以直接正向预测PTSD;积极自我同情可以通过感恩负向预测PTSD、正向预测PTG,消极自我同情可以通过感恩正向预测PTSD、负向预测PTG。研究显示,积极的自我同情可以缓解青少年的PTSD、促进PTG的发展,而消极自我同情会加重青少年的PTSD;感恩在自我同情与PTSD和PTG之间发挥了显著的中介作用。     

Wives' work and psychological well-being: An extension of gove's social role theory of depression

The effectiveness of social role theory in explaining the relationship between wives' work (inside and outside the home) and psychological well-being is examined in reference to existing empirical patterns and alternative explanations. The theory is extended by the reorientation of its assumptions around central concepts and premises of the rational choice and social exchange framework: rewards, costs, cost reduction, alternative sources of gratification, and subjective evaluation of behavioral outcomes. Several mediating factors are integrated into the revised theory: help with housework and child care, work satisfaction, and participation in voluntary associations and social networks. The explanatory utility of the additional causal links proposed in the expanded theory is explored in a comparison of 50 employed wives and 50 housewives, all of whom have at least one preschool child living at home. The validity of the revised propositions is supported by the findings, which reveal no significant difference between the employed wives and the housewives in depression, health anxiety, or life satisfaction.     

The outcomes of effective career discussion at work

This article examines the outcomes that resulted from career discussions experienced by 104 employees. Employees appeared to benefit from discussions about their careers with individuals in a wide range of roles. Many effective career discussions produced multiple outcomes, and some of these were long-lasting. The most common types of outcomes experienced were a clearer view of future direction, self-insight, awareness of opportunities, and feeling reassured or better about self or work. The findings highlight the need for future research into the effectiveness of career interventions to take more account of multiple outcomes and how these evolve over time. Also, organizations need to encourage informal career discussions and informal mentoring.     

Positive Life Events as a Moderator of Stress‐Related Depressive Symptoms

This study examines the relationships among positive life events, negative life events, and depressive symptoms in a sample of college students. Consistent with predictions, the results of a hierarchical multiple regression indicated a significant main effect for negative life events in predicting depressive symptoms such that increases in negative life events were associated with increases in depressive symptoms. There was also significant interaction between positive and negative life events such that the depressive effects of higher levels of negative life events seem to be reduced for subjects who had also experienced higher levels of positive life events.     

The role of delay of gratification,substance abuse,and violent behavior on academic achievement of disciplinary alternative middle school students

Disciplinary alternative education programs are academic environments where students are detained for 45 days by the county or court for delinquent and/or deviant behavior in their traditional schools. This study examined individual differences in academic performance, violence, willingness to delay gratification, and substance abuse of 391 students enrolled in a disciplinary alternative middle school program. Results revealed that students who reported a high propensity to delay gratification and low tendencies towards violent behavior and substance abuse obtained high math scores on the state standardized test. In addition, the negative association between violent behavior on math scores was attenuated by race/ethnicity status. Socio-economic status was not significantly associated with math test scores. Implications for further studies and educational implications are discussed.     

Parentification and mental health symptoms: mediator effects of perceived unfairness and differentiation of self

Existing research indicates that parentification can result in positive and negative outcomes for individuals; however, little is known about the mechanisms that account for the variability. This study tested a theoretical model of the relation between parentification tasks and mental health symptoms, with perceived unfairness and differentiation of self (DoS) as mediators. The results supported the proposed model in a sample of 783 college students. A significant total indirect effect existed between the latent construct of parentification and that of mental health symptoms. Significant specific indirect effects were observed between parentification and mental health symptoms with perceived unfairness as a mediator; between parentification and DoS with perceived unfairness as a mediator and between perceived unfairness and mental health symptoms mediated by DoS. Implications for clinical work with adult clients who have experienced parentification in their family of origin are addressed.     

New wave or second stage? Attitudes of college women toward feminism

The attitudes of female subjects toward gender roles, gender inequality, and the women's movement were measured using a 24-item attitudinal inventory. Subjects tended to hold nontraditional but only moderately feminist attitudes toward gender roles. They were, however, highly aware of gender inequality and supportive of the women's movement, although they were also reluctant to identify themselves as feminists. T tests revealed that subjects most supportive of feminism were advanced students (juniors and seniors) and students who had personally experienced discrimination. But when personal experience of sex discrimination was controlled for, the strength of the relationships between class level and gender role attitudes, and between class level and support for the women's movement, diminished. Students who had personally experienced sex discrimination are less traditional and more feminist in their gender role attitudes, and show stronger support for the women's movement, regardless of their class level, than students who have not had such experiences. These findings are interpreted and their implications for the future of the women's movement are discussed.     

Expectancy Disconfirmation and Negotiator Reactions Across Negotiation Episodes

In the negotiation literature, relatively little attention has been paid to the impact of negotiator goals and expectancy disconfirmations on negotiator behaviors and affective outcomes. We found that negotiators with larger negative expectancy disconfirmations were less satisfied; set lower targets for a subsequent negotiation; and were more likely to settle with the other party in the second negotiation, rather than requiring third-party imposition of a settlement. Those negotiators who settled had more positive feelings and perceptions about the negotiation and set higher targets for a third negotiation. Further, negotiators who experienced repeated high levels of negative expectancy disconfirmation also experienced the greatest decrements in their feelings and perceptions across negotiation episodes. Implications of study findings for future research are discussed.     

Self-Efficacy,Emotions and Work Engagement Among Teachers: A Two Wave Cross-Lagged Analysis

The aim of this study was to examine the reciprocal relations between teachers’ work engagement and their emotions, both positive and negative, and experienced in relation to their students, by implementing a two-wave panel design. The predictive role of self-efficacy with respect to teachers’ emotions and work engagement was also explored. The study included a sample of 941 teachers from various state schools in Croatia. A cross-lagged analysis demonstrated the reciprocal nature of the relationship between emotions and work engagement. Teachers who reported higher levels of positive emotions of joy, pride and love at first time point, tended to be more engaged in their work at subsequent assessment. The association between negative emotions and work engagement showed the opposite direction—teachers who experienced more anger, fatigue, and hopelessness in the first measurement point, were also less engaged at second time of assessment. Furthermore, teachers who were more engaged in their work in the first time point, also reported about lower levels of negative emotions but higher levels of positive emotions 6 months later. At last, teachers with higher perceived self-efficacy are more engaged in their work, experience more joy, pride and love, and less anger, fatigue and hopelessness, towards their students. However, these effects did not hold upon control of baseline levels of emotions and work engagement.