Measuring epistemic authority: studies of politicians and professors

Two studies assessed the perception of epistemic authority (denoting a source of information which has a determinative influence on the acquisition of knowledge) by means of a scale (Epistemic Authority Scale) which was constructed for this purpose. The first study showed that individuals perceive political leaders with similar political orientations as greater epistemic authorities than political leaders with different political orientations. In addition, the study investigated the reasons used by the subjects to explain reliance or lack of reliance on political leaders. In general, the responses showed that leaders' expressed opinions and characteristics were important determinants in epistemic authority selection. The second study found that students of statistics departments have a greater tendency to perceive their professors as epistemic authorities in their disciplinary knowledge than students of psychology departments, while the latter are more likely than the former to perceive their professors as epistemic authorities in general knowledge domains. Analysis of the Reason scores for reliance on the professors in the two departments reveals that expertness received the highest ratings.     

Sexual harassment of women professors by students: Exploring the dynamics of power,authority, and gender in a university setting

Although much research on sexual harassment within the academy has been concerned with how prevalent this problem is, it continues to be very narrow in its scope by focusing almost entirely on the abuse directed toward subordinates. This study explores the sexual harassment of women professors by students to gain insight into how widespread the problem is, and to understand better how both gender and status define an individual's vulnerability to sexual harassment. Survey data from 208 female instructors employed at a major university revealed that women professors experience a variety of behaviors, mostly from male students, which range from sexist comments to sexual assault. Furthermore, most professors perceive such behaviors to be sexual harassment, despite the professor's formal power. Generally, women professors are able to deal effectively with these situations, usually by confronting the individual directly or trying to avoid the student, at least in relatively minor instances of sexual harassment.     

Professors are people too: The impact of informal evaluations of professors on students and professors

There are websites where individuals anonymously provide informal reviews of professors. What impact do such sites have on student and professor motivational factors? Research suggests that undergraduate students are affected (e.g. Edwards et?al. in J Comput Mediat Commun 14:368?C392, 2009; Kowai-Bell et?al. in Comput Hum Behav 27(5):1862?C1867, 2011). The goals of the present investigation are to (1) see if Master??s level students are also influenced and (2) investigate how professors are affected. We provided students (Study 1) and professors (Study 2) comments from an informal review website and they, respectively, took the perspective of a potential student or the professor described in the comments. In Study 1, consistent with prior research on undergraduates, Master??s level students were affected by the reviews (perceived control, outcome expectancies, affect toward taking the class, and likelihood of recommending to a friend), in accordance with the valence of the reviews. Among professors (Study 2), the valence of the reviews influenced affect and self-concept with respect to relational aspects of teaching (mood, affect toward teaching again, confidence that students liked them, and confidence that they would have rapport with future students) but did not have an effect on professor self-concept with respect to competence (teaching ability and teaching well in the future). Furthermore, preliminary evidence suggests that new professors are more susceptible than experienced professors. The results of these studies are relevant because of the degree to which students and instructors contribute to the socioemotional climate of the classroom (Frenzel et?al. in J Educ Psychol 103(3):705?C716, 2009; Radel et?al. in J Educ Psychol 102(3):577?C587, 2010).     

Closeness between female college students and their professors: A novel assessment technique

An empirical investigation was conducted using a technique developed by Adler to assess how close female college students felt toward their professors. The sample included mostly white college women enrolled in a psychology of women course. The women felt closer to their female professors than to their male professors. The findings have pedagogical implications.We would like to thank Susan Eckstein, Maria Narvaez, Kathleen Peets, Ann Pufall, Sue Rosenberg Zalk, and two anonymous reviewers for their help.     

Depressed and nondepressed students: differences in interpersonal perceptions

The purpose of this research was to study the patterns of interpersonal behavior of depressed students. Depressed participants rated themselves lower than non-depressed controls on assertiveness and initiation of interactions and significantly higher than controls on concern about what others think, introversion, and submissiveness. Depressed participants also scored significantly higher than controls on measures of dependency, self-criticism, and the need to please others. Ratings of depressed participants by their roommates were not correlated with depressed participants' self-reports. In contrast, most subscale self-ratings and roommate ratings for the nondepressed participants and their roommates were significantly correlated.     

Gender bias and individualism: Responses to case vignettes among psychologists, professors, and students

This study examined the extent to which psychologists, when compared to university professors and evening school students, employ individualist values differentially in their responses to vignettes describing males and females. The participants responded to 6 vignettes by choosing initial hypotheses that reflected either utilitarian (tradition-ally masculine) or expressive (traditionally feminine) themes. Two vignettes involved a sex of client manipulation, but neither resulted in a sex of client effect. An analysis of the responses to the remaining 4 vignettes indicated a marked preference for the masculine form of individualism for males, but were evenly divided for females in all three groups. These results suggest that psychologists were just as likely to engage in bias as others.     

Gender bias and individualism: Responses to case vignettes among psychologists, professors, and students

This study examined the extent to which psychologists, when compared to university professors and evening school students, employ individualist values differentially in their responses to vignettes describing males and females. The participants responded to 6 vignettes by choosing initial hypotheses that reflected either utilitarian (tradition-ally masculine) or expressive (traditionally feminine) themes. Two vignettes involved a sex of client manipulation, but neither resulted in a sex of client effect. An analysis of the responses to the remaining 4 vignettes indicated a marked preference for the masculine form of individualism for males, but were evenly divided for females in all three groups. These results suggest that psychologists were just as likely to engage in bias as others.     

Experiencing double-bind conflict: A semantic differential assessment of interaction perceptions

Four interaction-perception perspectives of the fictitious target of a double-bind conflict were provided by four groups of subjects. The perspectives included perceptions of a daughter about herself and her father (the double-bind source), and her estimates of his perceptions of both himself and her. As predicted, the target saw herself as weak but “good”, and as cooperative and highly frustrated, while attributing all the opposite characteristics to the source, who was seen as strong but “bad”, and uncooperative and not frustrated. Further, it was found that she believed he saw himself as strong and very good, but frustrated and moderately cooperative. These observations are consistent with a hypothesis that double-bind experiences result in frustration and mixed feelings toward one's self and the source of the dilemma. It was also concluded that the target's belief that her father would not recognize her weakness, nor her cooperativeness, nor her frustration, and would disinterestedly evaluate her as neither good nor bad resulted from the inconsistent and contradictory communications which had contributed to the double bind.     

Women as authority figures: The use and nonuse of authority

This paper reports the results of two experiments designed to investigate the effect of sex-role stereotypes on evaluations of authority figures. Female and male subjects read short accounts of various situations in which an authority figure confronted a subordinate who had transgressed in some way and then evaluated the authority figure on a variety of dimensions. Sex of the authority figure and of the subordinate were varied factorially. In Experiment 1, where the authority figure took a hard line with the transgressing subordinate, it was found that a female authority figure being firm with a male subordinate was evaluated most negatively. In Experiment 2, where the authority figure was lenient with the subordinate, it was found that a female authority figure being lenient with a female subordinate was evaluated most negatively. Implications of the results are discussed.     

Social perceptions of achieving students and achievement goals of students in Malaysia and the Philippines

The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and on their perceptions of hypothetical students who exemplify the different achievement goals. The perception questions related to social goals such as peer affiliation, personal qualities, and likeability. The achievement goals data indicated that Filipino students reported higher levels of mastery goals compared to their Malaysian counterparts, who in turn reported higher levels of performance approach goals. Hierarchical regression analysis indicate that country differences in mastery and performance goals can be accounted for by differences in perceptions of mastery- and performance-goal oriented peers, particularly those perceptions that relate to social affiliation and social approval. The results are discussed in terms of how achievement goal constructs are perceived in different countries, and how differences in perception may relate to some social dimensions in the adoption of achievement goals.     

Sharp Edges from Hedges: Fatalism, Vagueness and Epistemic Possibility

Mights plug gaps. If p lacks a truth-value, then ‘It might be that p’ should also lack truth-value. Yet epistemic hedges often turn an unassertible statement into an assertible one. The phenomenon is illustrated in detail for two kinds of statements that are frequently alleged to be counterexamples to the principle of bivalence: future contingents and statements that apply predicates to borderline cases. The paper concludes by exploring the prospects for generalizing this gap-plugging strategy.     

Multilevel modeling of two cyclical processes: extending differential structural equation modeling to nonlinear coupled systems

The authors present a dynamical multilevel model that captures changes over time in the bidirectional, potentially asymmetric influence of 2 cyclical processes. S. M. Boker and J. Graham's (1998) differential structural equation modeling approach was expanded to the case of a nonlinear coupled oscillator that is common in bimanual coordination studies in which participants swing hand-held pendulums but is also applicable to social systems in general. The authors' nonlinear coupled oscillator model decomposed the fluctuations into a competitive component, unique to each individual variable, and a cooperative component that captured bidirectional influence. The authors' model also generated an index of the symmetry/asymmetry of bidirectional influence. Together, the models are useful quantitative tools for the study of interacting, changing processes.     

Gender differences in adolescent concerns and emotional well-being: perceptions of Singaporean adolescent students

Although much has been written about adolescent adjustment and coping in Western countries, relatively little is known about similar issues in Asia. The authors examined the emotional adjustment of young adolescents in Singapore. They report adolescent concerns and how they influence adaptive functioning and emotional well-being. Data were obtained from three self-report measures: the Adolescent Concerns Measure (R. P Ang, W. H. Chong, V. S. Huan, & L. S. Yeo, in press), selected scales of the Behavioral Assessment System for Children Personality Self-Report (C. R. Reynolds & R. W. Kamphaus, 1998), and the Emotional Distress Scale of the Reynolds Adolescent Adjustment Screening Inventory (W. M. Reynolds, 2001). Emotional well-being emerged as a dominant concern for Singaporean youths with significant gender differences. Girls reported a more positive attitude toward school, better friendship skills, and stronger relationships with parents than did boys. However, girls registered significantly greater worries about self and emotional distress compared to boys. The authors discuss implications for teachers and mental health professionals.