Gender role conflict: The interaction of gender,gender role,and occupation

One hundred forty-nine middle class individuals (69 males and 80 females), approximately 80% of whom were Caucasian, participated in the present study. The study was designed to test the hypothesis that individuals whose gender role and occupation did not match (i.e., feminine individuals in predominantly male occupations or masculine individuals in predominantly female occupations) would experience more gender role conflict than individuals whose gender role and occupation matched. The hypothesis was supported. A feminine gender role predicted higher gender role conflict in predominantly male occupations, and lower gender role conflict in predominantly female occupations than a masculine gender role. A masculine gender role predicted the lowest gender role conflict scores in predominantly male occupations, and the highest in predominantly female occupations. Furthermore, higher masculinity scores were related to greater gender role conflict for females than males in more predominantly male occupations.     

Analysis of the multidimensionality of hallucination-like experiences in clinical and nonclinical Spanish samples and their relation to clinical symptoms: implications for the model of continuity

Numerous studies have found that hallucinatory experiences occur in the general population. But to date, few studies have been conducted to compare clinical and nonclinical groups across a broad array of clinical symptoms that may co-occur with hallucinations. Likewise, hallucination-like experiences are measured as a multidimensional construct, with clinical and subclinical components related to vivid daydreams, intrusive thoughts, perceptual disturbance, and clinical hallucinatory experiences. Nevertheless, these individual subcomponents have not been examined across a broad spectrum of clinically disordered and nonclinical groups. The goal of the present study was to analyze the differences and similarities in the distribution of responses to hallucination-like experience in clinical and nonclinical populations and to determine the relation of these hallucination-like experiences with various clinical symptoms. These groups included patients with schizophrenia, non-psychotic clinically disordered patients, and a group of individuals with no psychiatric diagnoses. The results revealed that hallucination-like experiences are related to various clinical symptoms across diverse groups of individuals. Regression analysis found that the Psychoticism dimension of the Symptom Check List (SCL-90-R) was the most important predictor of hallucination-like experiences. Additionally, increased auditory and visual hallucination was the only subcomponent that differentiated schizophrenic patients from other groups. This distribution of responses in the dimensions of hallucination-like experiences suggests that not all the dimensions are characteristic of people hearing voices. Vivid daydreams, intrusive thoughts, and auditory distortions and visual perceptual distortions may represent a state of general vulnerability that does not denote a specific risk for clinical hallucinations. Overall, these results support the notion that hallucination-like experiences are closer to a quasi-continuum approach and that total scores on these scales explain a state of vulnerability to general perceptual disturbance.     

The role of career adaptability resources in dual career pathways: A person-oriented longitudinal study across elite sports upper secondary school

ObjectivesObtaining education is an important milestone in athletes’ preparation for their professional career after sport. Literature indicates that combining school and sport is not an easy task for many aspiring youth athletes. It has been proposed that career adaptability, which refers to psychosocial resources enabling individuals to solve complex occupational transitions, present and anticipated vocational development tasks, and career related challenges could be a relevant concept for applied work with student-athletes. In this study, we examined whether there are distinct developmental profiles of career adaptability among adolescent athletes across the upper secondary school years. We also investigated the associations between career adaptability and sport withdrawal and academic achievement.Design and methodsA total of 391 Finnish-speaking student-athletes completed the questionnaire on career adaptability (Career Adapt-Abilities Scale – Dual Career Form; Ryba & Aunola, 2015; Ryba et al., 2017) at the beginning and end of upper secondary school. The participants’ background information about their sport participation and grade point average were collected upon completion of each grade of upper secondary school. The data were analysed using cluster analysis, cross-tabulation, and one-way analysis of variance.ResultsFour distinct adaptability profiles were identified: higher adaptability, lower adaptability, increasing adaptability, and decreasing adaptability. Higher and lower adaptability profiles showed stable levels of adaptability across time, whereas the adaptability level either increased or decreased in the other two profiles. Student-athletes with a lower career adaptability profile were overrepresented among those who withdrew from competitive sports, and they reported lower grade point averages than those with higher scores of career adaptability.ConclusionsHigh scores of career adaptability were associated with high grades, whereas low scores of career adaptability were associated with low grades and a probability to withdraw from competitive sport. Therefore, it is recommended that career adaptability be considered as important self-regulation resources for sustaining dual career pathways over time.     

大学生的角色期望研究

采用自编的大学生角色期望调查问卷和大学生人格健康调查表(UPI),对650名1-3年级大学生进行测试。结果表明:1、大学生角色期望集中体现在9个方面:整合性期望、就业性期望、志向性期望、评价性期望、学业性期望、恋爱性期望、悖离性期望、环境性期望、独立性期望;2、三个年级在角色期望多数因子上的平均分表现出"V"形结构,各年级之间存在显著差异(p<.05);3、就业性期望、学业性期望、独立性期望存在显著的性别差异,女生在前两个因子上的平均分明显高于男生,在后一个因子上的平均分明显低于男生;4、心理健康组在整合性期望因子的平均分显著高于心理不健康组(p<.05),在悖离性期望因子的平均分极显著低于心理不健康组(p<.01)。     

中学生学业羞愧:测量、生理唤醒及其与学业成绩的关系

测量中学生学业羞愧情绪,探讨诱发学业羞愧时的生理唤醒及其与学业成绩的关系。调查191名中学生学业羞愧体验和情境基础上,用自编的中学生学业羞愧问卷从292名施测中学生中选取34人作为高分组,30人为低分组,使用16导生理记录仪记录他们产生学业羞愧和自豪情绪时的生理变化;又从347名施测中学生中选取问卷得分前后各20%的学生,比较问卷得分高低组的学业成绩,然后又将他们的成绩分段计算了学业羞愧问卷得分与学业成绩之间的关系。结果表明:中学生学业羞愧问卷具有较好的信效度;学业羞愧有较明显的生理唤醒;学业成绩较好和最好的学生体验到较多的学业羞愧。未来研究应注意学业羞愧对学生行为、学业成绩等影响的相关因素,发挥羞愧的积极作用。     

Is response adaptation a threat to the high-low reactor distinction among female college students?

Examined cardiovascular-response adaptation patterns in high- versus low-cardioreactive women. Responses to a mental-arithmetic-plus-noise task were compared within trials (3 min each), across trials (three per session), and across two sessions separated by a 4-week interval. Forty-four normotensive women (mean age = 22.5 years) completed the study. Heart rate (HR), systolic blood pressure (SBP), and diastolic blood pressure (DBP) were monitored. Analyses of variance were employed to analyze the repeated-measures design and indicated consistent decreases in HR, SBP, and DBP response magnitudes across visits, trials, and minutes. Decreases in HR were greatest from Minute 1 to Minute 2 within each trial and, similarly, from Trial 1 to Trial 2 within each visit. BP responses showed a delayed onset of within-trial adaptation. Reactivity groups were formed for (a) SBP reactivity for HR and DBP analyses and (b) HR reactivity for SBP analyses. Although high reactors (top tercile) showed greater adaptation to task repetition in all responses compared to low reactors (lowest tercile), they also consistently displayed greater responses. Even during the final task, SBP and HR responses discriminated between high and low reactors.     

社会服务实践对中学生公民行动意向的影响——社会服务观念的中介作用

本研究对6203名参与过不同形式的社会服务实践的中学生进行调查,考察了中学生参与社会服务实践的现状及其对公民行动意向的影响机制。结果发现:(1)我国中学社会服务实践的质量各维度差异较大,内外调控、深化与拓展、课程关联和自主性得分依次显著降低。(2)中学生参与的社会服务实践在城乡、学校类型、年级上存在显著差异,学校类型和年级的交互作用显著。城市、示范学校、低年级的学生参与的社会服务实践的质量较好,示范学校的优势主要体现在低年级阶段。(3)中学生的社会服务实践经历影响其公民行动意向,而社会服务观念在其中起到部分中介作用。高质量的社会服务实践经历有助于改进中学生的社会服务观念,进而增强其公民行动意向。     

Are Quantitative Skills Critical for Business Education Program or an Entry-Barrier for Diversity?

Two prominent criticisms of business education programs are that they disproportionately focus on cultivating quantitative skills (i.e., the ability to use and analyze numerical/mathematical concepts) and that the programs lack diversity in terms of gender, social class, and undergraduate backgrounds of students. We tested whether the emphasis on quantitative skills is linked to this lack of diversity in business education programs. We drew data from a Master of Business Administration (MBA) program from a leading business school in India (N?=?275). We analyzed three key outcomes (entrance test scores, program grades, and salary offers) for three attributes (gender, social class, and quantitative undergraduate degree) before and after partitioning of the quantitative and non-quantitative components of the academic outcomes. Before the partitioning of components, our regression models explained 63% of variance in entrance test scores, 42% in program grades, and 21% in salary offers, which was suggestive of the suitability of our predictor variables. Post-partitioning of the outcomes into quantitative and non-quantitative components, the key results were: (a) social class disadvantage was in both the quantitative and non-quantitative components of the entrance test, and in course grades; (b) female-disadvantage was in the quantitative coursework of the MBA program, but not in the entrance test, or in salary offers (p?<?.05); (c) individuals with a quantitative undergraduate education had no advantage in the quantitative section of the entrance test, or of the coursework; (d) social class, gender, and quantitative undergraduate had no effect on salary offers. However, salary offers were higher for those with work experience (p?<?.01), and most notably, for those who performed well in the non-quantitative courses (p?<?.01). On addressing lack of diversity, the results suggest that unlike individuals from a more marginalized social class, females’ deficit is selective and identifiable in the form of lower scores on the quantitative component of MBA coursework. Apart from identifying entry-barriers for diversity, our results are also helpful in discarding certain unfounded beliefs surrounding business education. For example, contrary to popular belief, quantitative undergraduate training has no advantage in business education. Moreover, quantitative course grades are not disproportionately valued in the job market for MBAs.     

个人自立与自我图式、他人图式

根据前期系列研究的结果提出了高个人自立者的自我图式、他人图式均比低个人自立者积极的假设, 从外显和内隐两个方面分别设计实验对个人自立高分组和低分组各30名大学生进行了研究, 以检验该假设。研究1采用形容词4级评定任务, 结果发现：①在反应时指标上, 高、低个人自立组的差异不显著; ②在评价等级指标上, 个人自立高分组对积极词的评价等级显著高于低分组, 对消极词的评价等级边缘显著的低于低分组。研究2采用外来情绪Simon任务(extrinsic affective Simon task, EAST), 结果发现：①在反应时指标上, 在过去自我和将来自我条件下, 高、低个人自立组的EAST分数没有显著差异, 在现在自我条件下, 个人自立高分组的EAST分数显著高于低分组; 在过去、现在和将来他人条件下, 个人自立高分组的EAST分数均显著高于低分组。②在错误率指标上, 高、低个人自立组的差异不显著。总的来看, 两个子研究的结果均支持了研究假设。     

An examination of age and cognitive test performance across job complexity and occupational types

In this study, job complexity and occupational type were examined as potential moderators of the relationship between age and cognitive ability. Data included general, verbal, and numerical ability scores for 21,646 individuals in the General Aptitude Test Battery (GATB) data base. These individuals comprised 102 unique samples and 10 major occupational groups. Differences in the relationship between age and cognitive ability test scores were observed across occupational types but not for different levels of job complexity. Findings were discussed in terms of a need for research that examines specific life and work experiences and how such experiences may influence an individual's cognitive abilities across the life span.     

Expanding the topography of social anxiety. An experience-sampling assessment of positive emotions, positive events, and emotion suppression

The relation between social anxiety and hedonic activity remains poorly understood. From a self-regulatory perspective, we hypothesized that socially anxious individuals experience diminished positive experiences and events on days when they are unable to manage socially anxious feelings adequately. In this 21-day experience-sampling study, we constructed daily measures of social anxiety and emotion regulation. Greater dispositional social anxiety was associated with less positive affect and fewer positive events in everyday life. Among individuals defined as socially anxious from their scores on a global self-report measure of social anxiety, the number of positive events was lowest on days when they both were more socially anxious and tended to suppress emotions and highest on days when they were less socially anxious and more accepting of emotional experiences. Irrespective of dispositional social anxiety, participants reported the most intense positive emotions on the days when they were both least socially anxious and most accepting of emotional experiences. Possible clinical implications are discussed.     

Using item-level covariance to detect response distortion on personality measures

The covariance index is a response validity scale created with the purpose of detecting intentional distortion in self-report measures. Based on evidence that strong response sets increase the covariance between responses, a method was developed to identify increased covariance at the individual level. Two studies were conducted to evaluate the validity of this new measure across laboratory and field settings. Results showed that individuals who scored higher on the covariance index in situations where strong response sets were present were those who had distorted responses the most and whose scores on personality measures had worse validity. In addition, the new validity scales improved identification of distorted responses beyond traditional social desirability scales.     

Students' Preferences for Information About Their Test Performance: A Social Comparison Study1

College students received their test scores and letter grades for an actual examination and were asked to indicate their degree of interest in obtaining information (average score, highest score, etc.) in order to evaluate their performance. Overall, the students were most interested in knowing the average test score and least interested in knowing the lowest test score and the number of others who received worse test scores. There was some evidence supporting Festinger's unidirectional drive hypothesis in that most of the students were moderately interested in knowing how many others obtained better scores. Surprisingly, students who failed the examination displayed the greatest interest in the available information. There was little evidence suggesting defensive comparison on the part of low scorers. The results have implications for the self evaluation of ability, for social comparison research, and for educational practice.     

Development of occupational aspiration prestige: A piecewise latent growth model of selected influences

Using the National Education Longitudinal Study of 1988 (NELS:88) data sets, the complex phenomenon of intra-individual and inter-individual differences in and the potential predictors of those differences on career aspirations development over a 12-year period was analyzed. Results indicated that 73.1% of the total growth (change) in adolescents’ occupational aspiration prestige scores were achieved between grades 8-10, while 26.9% of growth was achieved between grades 10 and 12. One-third of the total growth in the occupational aspiration scores of these individuals as young adults was observed between high school graduation and 2 years after graduation, while 67.4% of the total growth was obtained during the period between 2 and 8 years after high school graduation. Individuals with higher initial aspiration scores experienced slower growth in aspirations than those with lower initial aspirations. A negative association between career aspiration prestige scores in grade 12 and 8 years post-graduation existed.     

An approach to the problem of differential prediction

A procedure for maximizing selective efficiency is developed for application to situations in which it is desired to select from a single group of applicants for several possible assignments. The problem of comparable units for the several criteria whose values must be compared to each other for differential assignment purposes is discussed. It is demonstrated that, assuming linear regressions, maximal selection is obtained if individuals in any given assignment are differentiated from those rejected according to critical rejection scores on the multiple weighted sum of the predictors and from another possible assignment by critical difference scores which are merely the differences between the two critical rejection scores. Since the relationships just indicated give no way of determining the magnitude of the critical scores required to select the required number of persons for each assignment, a successive approximation procedure for accomplishing this purpose has been devised and a computational example is worked out.The opinions expressed are those of the author and are not to be construed as official or as those of the War Department.     

Effects of communication skills on stress responses while speaking Japanese and English

The present study was conducted to examine the effects of communication skills on stress responses, such as physiological (blink and heart rate), emotional (state of anxiety and mood), and behavioral responses (smiling and expressing an opinion) in stressful communication situations, specifically answering questions and giving a speech in Japanese and English. Participants were 32 students (16 men and 16 women; Mage = 19.5 yr., SD = 1.3) attending a Japanese university. A high communication skills group was selected from the upper tertile scores of the Social Skills Inventory, and a low communication skills group was selected from the lower tertile scores. Analysis indicated that individuals who had high communication skills performed without heart-rate increase and with more positive attitude during stressful communication tasks. Individuals who had low communication skills displayed higher anxiety prior to the experiment than those who had high communication skills.     

Alternative Techniques for Predicting Success in Air Controller School

The Armed Services Vocational Aptitude Battery (ASVAB) is the principal cognitive test battery used for military classification-that is, for assignment of individuals to specific job categories. Successful entrance into a specific job category requires satisfactory completion of relevant training. Therefore, it is necessary that the ASVAB accurately predict the likelihood that individuals will complete training. Presently, the U.S. Navy classifies enlisted personnel based on a unit-weighted linear combination of scores derived from a subset of tests currently composing the ASVAB test battery. This research explored the development of new classification models estimated by using linear regression, logistic regression, discriminant analysis, and artificial neural networks, and it compared their classification accuracy with models developed using unit- weighted regression. Models were estimated and cross-validated using data from individuals admitted into the Navy's Air Controlman training during fiscal years 1988 and 1989. Accuracy was measured by the proportion of individuals correctly classified as graduates or as academic failures and by the ability to rank students-that is, to predict the highest scores for graduates and the lowest scores for attrites.     

Does binge eating play a role in the self-regulation of moods?

Self-reported emotional experiences and eating behaviors were studied in college students in an attempt to determine what types of emotional experiences precede and follow binge eating and how specific types of compensatory behaviors modify these experiences. First-year male and female students (N=390) were surveyed for depression, anxiety, health status, life satisfaction, and eating attitudes (EAT-26). Those reporting recurrent binge eating episodes were asked to describe their emotional feelings before and after bingeing and before and after compensatory activities. EAT-26 scores corresponding to scores previously reported for eating disordered patients were found in 9.7% of students. Binge eating was nearly twice as frequent among females (16.4%) as males (8.6%). Among females, positive relationships were found between specific EAT-26 factors scores and both anxiety and depression scores. The emotional antecedents and consequences of binge eating and of compensatory activities were compared in three sub-groups of individuals who reported recurrent bingeing with loss of self-control during binges. The three sub-groups consisted of individuals who reported, 1) bingeing without engaging in compensatory activities, 2) bingeing and compensating by means other than vomiting (fasting, exercising, or use of laxatives or diuretics), and 3) bingeing and compensating by vomiting. Regardless of the type of activity, those individuals who engaged in compensatory activities reported greater negative affect preceding binge episodes than those who did not compensate. In addition, contrary to expectations, negative affect did not decrease, but instead increased significantly, following binge episodes and decreased immediately before and after compensatory activities.     

Self-esteem uncertainty and depression vulnerability

Previous research has typically failed to show a difference between the self-esteem ratings of persons who are at-risk for depression and those who are not. Despite these null findings, it is possible that problems with self-esteem do precede depression but are masked by thought suppression. The present research investigated the possibility that at-risk individuals' relatively positive self-appraisals belie uncertainty about the self that is related to high levels of thought suppression and reassurance seeking. To test this idea, participants completed Rosenberg's (1965) Self-Esteem Scale and immediately reported certainty of their responses. Participants then completed measures of excessive-reassurance seeking and chronic thought suppression. Participants also reported past and present experiences with depression. The results indicated that at-risk individuals did not differ from never-depressed individuals in their reported levels of trait self-esteem. However, at-risk individuals were more uncertain about their beliefs than were never-depressed individuals. Moreover, this uncertainty was associated with high levels of thought suppression and excessive reassurance seeking.     

Does binge eating play a role in the self-regulation of moods?

Self-reported emotional experiences and eating behaviors were studied in college students in an attempt to determine what types of emotional experiences precede and follow binge eating and how specific types of compensatory behaviors modify these experiences. First-year male and female students (N=390) were surveyed for depression, anxiety, health status, life satisfaction, and eating attitudes (EAT-26). Those reporting recurrent binge eating episodes were asked to describe their emotional feelings before and after bingeing and before and after compensatory activities. EAT-26 scores corresponding to scores previously reported for eating disordered patients were found in 9.7% of students. Binge eating was nearly twice as frequent among females (16.4%) as males (8.6%) Among females, positive relationships were found between specific EAT-26 factors scores and both anxiety and depression scores. The emotional antecedents and consequences of binge eating and of compensatory activities were compared in three sub-groups of individuals who reported recurrent bingeing with loss of self-control during binges. The three sub-groups consisted of individuals who reported, 1) bingeing without engaging in compensatory activities, 2) bingeing and compensating by means other than vomiting (fasting, exercising, or use of laxatives or diuretics), and 3) bingeing and compensating by vomiting. Regardless of the type of activity, those individuals who engaged in compensatory activities reported greater negative affect preceding binge episodes than those who did not compensate. In addition, contrary to expectations, negative affect did not decrease, but instead increased significantly, following binge episodes and decreased immediately before and after compensatory activities.