Do we look happy? Perceptions of romantic relationship quality on Facebook

Does the information that people share about their romantic relationships on Facebook influence how other people perceive their relationship quality? Across 2 studies, people's accuracy at inferring others' relationship quality based on their Facebook profiles and how Facebook profiles influenced others' judgments of people's relationship quality and likability were investigated. Perceived relationship quality corresponded to self‐reported relationship quality (Study 1), and people with more visible relationships were perceived as having greater relationship satisfaction and commitment (Studies 1 and 2) and being more likable (Study 2). High disclosure about the relationship predicted greater perceived relationship quality but lower likability (Study 2). These findings illuminate how sharing information about one's relationship influences other people's impressions of the individual and the relationship.     

THE RELATIONSHIP BETWEEN FORMAL MENTORING PROGRAM CHARACTERISTICS AND PERCEIVED PROGRAM EFFECTIVENESS

Formal mentoring programs continue to gain popularity within organizations despite limited empirical research regarding how these programs should be designed to achieve maximum effectiveness. This study examined design features of formal mentoring programs and perceived program effectiveness from both mentor and protégé perspectives. Mentor commitment and program understanding were examined as mediators. Substantial support for the proposed path analytic model was found. These results help begin to bridge the gap between science and practice concerning the design of formal mentoring programs.     

UNDERSTANDING REACTIONS TO JOB REDESIGN: A QUASI-EXPERIMENTAL INVESTIGATION OF THE MODERATING EFFECTS OF ORGANIZATIONAL CONTEXT ON PERCEPTIONS OF PERFORMANCE BEHAVIOR

Redesigning jobs from a traditional workgroup structure to a semi-autonomous team structure has become increasingly popular, but the impact of such redesigns on employee effectiveness criteria has been mixed. The present longitudinal quasi-experimental study showed that although such a redesign had positive effects on 3 performance behaviors (effort, skill usage, and problem solving), its effectiveness also depended on aspects of the organizational context. In conditions where the organizational reward and feedback and information systems were effective, redesigning work into a semi-autonomous team structure had no discernible effect on performance behaviors. In conditions where these systems were poor, however, such a redesign produced large positive benefits. This suggests that work redesigns that enhance worker autonomy are most effective in contexts where other supportive management systems are absent.     

Teachers' Conceptions of Creativity and Creative Students

Teachers' conceptions of creativity and creative students were investigated. Questionnaires were administered to elementary school teachers to examine their attitudes, beliefs, and current classroom practices. Teachers were found to possess inaccurate concepts regarding what constitutes creativity and revealed conflicts with the classroom behaviors demonstrated by creative students. The paradox between teachers' reported support for creativity enrichment and virtual lack of related classroom practice is explored as a result of multiple misconceptions and contributing variables.     

Kate Hevner Mueller: Woman for a Changing World

Kate Hevner Mueller was a pioneer, not only in student affairs administration but also in the graduate-level preparation of student affairs staff and in the education of women for diverse roles in society. At the same time, she was a scholar of many interests, from psychometrics to aesthetic expression, who made a lasting contribution to the knowledge and literature of student affairs. Mueller's personal papers included extensive autobiographical reflections on her life and her experiences as a teacher, researcher, and mentor. These writings, as well as the recollections of her students and colleagues, were fashioned into the “interview” that follows.     

The New Scholarship on Women

Biklen, S.K., & Dwyer, C. (Eds.). (1986). The new scholarship on women in education [Special issue]. Educational Researcher, 15(6). McHugh, M.C., Koeske, R.D., & Frieze, I.H. (1986). Issues to consider in conducting nonsexist psychological research. American Psychologist, 41, 879–890.     

Beatrice A. Wright: Broad Lens,Sharp Focus

Beatrice A. Wright, a prominent rehabilitation psychologist, was interviewed about various aspects of her personal life, scholarly contributions, professional development, and the field of rehabilitation psychology and counseling in general.