Insecure attachment and career indecision: Mediating effects of anxiety and pessimism

The purpose of this study was to examine a theoretically-based model in which insecure attachment is related to career indecision through the mediation of negative emotions. Two hundred college students completed questionnaires measuring anxious and avoidant dimensions of insecure attachment, negative emotions (trait and career-choice anxiety, trait and career-choice pessimism), and career indecision. Path analysis indicated that anxious attachment was indirectly related to career indecision through a full mediation of career-choice anxiety and career-choice pessimism (but not through the trait emotions). Avoidant attachment was neither related to the negative emotions nor to career indecision. These findings contribute to the understanding of the linkage between internalized relationships with significant others and career planning and development, and highlight the important role that career-choice-related emotions play in the process of career decision making. In light of the findings, implications and recommendations regarding career development, career counseling interventions, and preventive measures aimed at reducing career indecision are presented.     

Psychology and the National Medal of Science

When Congress created the National Medal of Science in 1959 to be awarded by the president of the United States, psychology was not among the eligible sciences. A concerted lobbying effort in the late 1970s changed that situation, adding social and behavioral sciences to the listing of eligible disciplines. This article describes how the award program was created with more restricted eligibility and the behind-the-scenes actions that led to eligibility being broadened, noting particularly the efforts of one very prominent psychologist who was angry about the exclusion of his science.     

Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls

An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.     

Is burnout static or dynamic? A career transition perspective of employee burnout trajectories

Despite decades of theory and empirical research on employee burnout, its temporal and developmental aspects are still not fully understood. This lack of understanding is problematic because burnout is a dynamic phenomenon and burnout interventions may be improved by a greater understanding of who is likely to experience changes in burnout and when these changes occur. In this article, we advance existing burnout theory by articulating how the 3 burnout dimensions should differ in their pattern of change over time as a result of career transition type: organizational newcomers, internal job changers (e.g., promotions or lateral moves), and organizational insiders (i.e., job incumbents). We tested our model in a broad sample of 2,089 health care employees, with 5 measurement points over 2 years. Using random coefficient modeling, we found that burnout was relatively stable for organizational insiders but slightly dynamic for organizational newcomers and internal job changers. We also found that the dimensions of emotional exhaustion and depersonalization were more sensitive to career transition type than reduced personal accomplishment. Finding some differences among different types of employees as well as the dimensions of burnout may begin to explain longstanding inconsistencies between theory and research regarding the dynamics of burnout, offering directions for future research that address both dynamism and stability.     

Visuospatial attention in schizophrenia: deficits in broad monitoring

Although selective attention is thought to be impaired in people with schizophrenia (PSZ), prior research has found no deficit in the ability to select one location and withdraw attention from another. PSZ and healthy control subjects (HCS) performed a stimulus detection task in which one, two, or all four peripheral target locations were cued. When one or two locations were cued, both PSZ and HCS responded faster when the target appeared at a cued than uncued location. However, increases in the number of validly cued locations had much more deleterious effects on performance for PSZ than HCS, especially for targets of low contrast whose detection was more dependent on attention. PSZ also responded more slowly in trials with four cued locations relative to trials with one or two invalidly cued locations. Thus, visuospatial attention deficits in schizophrenia arise when broad monitoring is required rather than when attention must be focused narrowly.     

Positive intelligence illusions: on the relation between intellectual self-enhancement and psychological adjustment

The relation between self‐enhancement and psychological adjustment has been debated for over 2 decades. This controversy is partly due to the variety of approaches implicated in the assessment of mainly self‐enhancement but also psychological adjustment. We adopted a face‐valid approach by statistically removing actual intellectual ability variance from self‐rated intellectual ability variance. Study 1 (N = 2,048), a concurrent Internet investigation, provided initial insight into the relation between intellectual self‐enhancement and psychological adjustment. Study 2 (N = 238), a longitudinal round‐robin investigation, allowed a closer examination of the dynamic processes underlying this relation. Self‐enhancement was positively linked to multiple indicators of intrapersonal and interpersonal adjustment, and predicted rank‐order increases in adjustment over time. The links between intellectual self‐enhancement and intrapersonal adjustment were mediated by self‐esteem. Finally, the interpersonal costs and benefits of self‐enhancement systematically varied depending on methodology.     

The role of listening in interpersonal influence

Using informant reports on working professionals, we explored the role of listening in interpersonal influence and how listening may account for at least some of the relationship between personality and influence. The results extended prior work which has suggested that listening is positively related to influence for informational and relational reasons. As predicted, we found that: (1) listening had a positive effect on influence beyond the impact of verbal expression, (2) listening interacted with verbal expression to predict influence (such that the relationship between listening and influence was stronger among those more expressive), and (3) listening partly mediated the positive relationships between each of the Big Five dimensions of agreeableness and openness and influence.