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.     

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.     

Physical "Phantasies" and Family Functions: Overcoming the Mind/Body Dualism in Somatization

In this article, we examine some of the ways in which family therapists have conceptualized the experience of illness of unexplained physical origin. We argue that opinions about the etiology of somatic symptoms should not be the primary focus of therapeutic work with people who share the prototypical characteristics of what has been defined as "somatization disorder." We suggest that current research in neurobiology can expand the linguistic resources of clinicians and help them avoid perpetuating unhelpful dichotomies between the mind and the body.     

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.