Rejection Sensitivity,Social Withdrawal,and Loneliness in Young Adults

Rejection sensitivity (RS) has significant negative impacts on individuals' social cognitions, feelings, and interpersonal behaviors. The present research assessed the hypothesis that the effect of RS on young adults' loneliness is mediated by their tendency to withdraw from social contact so as to avoid possible rejection. Participants completed measures of their RS, their tendencies to engage in social withdrawal to avoid rejection, and their loneliness; as well as measures of their social avoidance and distress, self‐esteem, and social self‐efficacy. Results confirmed the main hypothesis and also indicated that RS is positively related to social avoidance and distress, and negatively related to self‐esteem and social self‐efficacy. Implications of the findings for understanding and counteracting RS are discussed.     

Fixation and Commitment While Designing and its Measurement

This paper introduces the notion that fixation and commitment while designing can be measured by studying the protocol of the design session. It is hypothesized that the dynamic entropy of the linkograph of the protocol provides the basis for such a measurement. The hypothesis is empirically tested using a design protocol and the results demonstrate that the dynamic entropy of the design protocol's linkograph may form the basis of the measurement of fixation and commitment.     

STATUS AND ORGANIZATIONAL ENTRY: HOW ORGANIZATIONAL AND INDIVIDUAL STATUS AFFECT JUSTICE PERCEPTIONS OF HIRING SYSTEMS

Despite the fact that cognitive ability tests are highly predictive of job applicants’ future performance, these tests are often viewed as procedurally unfair by both hiring managers and job applicants. In this paper, we build on existing rationales by theorizing that status—both personal and organizational—may affect individuals’ procedural justice perceptions of selection tests. In 2 quasi‐experimental studies representing 435 managers and executives across both the United States and United Kingdom, we demonstrate that status is a double‐edged sword: helpful for high‐status organizations that use demanding selection tests to choose applicants but harmful because high‐status job applicants view these selection tests as more procedurally unjust than low‐status applicants.     

Support marshaling for romantic relationships: Empirical validation of a support marshaling typology

Research has demonstrated that network support for a romantic relationship often plays a crucial role in the relationship's success. Despite this knowledge, it is not uncommon for romantic couples to encounter network opposition for their relationship, and little research has evaluated what the romantic partners do in this situation. Using “social contextual theory” as its foundation (M. R. Parks, 2007 , 2011 ), this study evaluates a previously proposed typology (J. P. Crowley, 2012 ) explicating the variety of strategies an individual can use to marshal support for his or her romantic relationship. In addition, the study examines different variables that can influence an individual's decision to use certain support marshaling strategies. Future applications of the typology and its implications are also explored.     

Where should the balance be between “scientist” and “practitioner” in Australian undergraduate psychology?

The scientist—practitioner model of training in psychology has been widely influential in the development of undergraduate curricula in Australia. The model had its origins in post‐war America and has formed the basis for accreditation of psychology courses in Australia since the late 1970s. Recently a reconsideration of the model in Australian undergraduate psychology was argued for, suggesting that the absence of significant practical skills development in most curricula is detrimental to the discipline's graduates and their employers. The authors agree that the need for some practical skills development in undergraduate curricula is becoming increasingly important for psychology. Many of the exemplars of curriculum revision provided, however, are impractical and are unlikely to make significant contributions to Australian programs. There is an urgent need to consider the graduate attributes desired for 3‐year and 4‐year trained psychology graduates who will go on to employment without completing postgraduate study. Curriculum innovation to enhance graduates' employability will flow from this development, and will be likely to incorporate information technology solutions, rather than placement experience. This process is entirely compatible with the scientist—practitioner model of training and education in psychology.     

CANDIDATE PERSISTENCE AND PERSONALITY TEST PRACTICE EFFECTS: IMPLICATIONS FOR STAFFING SYSTEM MANAGEMENT

Candidates persist in selection settings for numerous reasons, prompting several concerns regarding staffing-system management. Predictors of the propensity to retest and personality test practice effects were investigated among a sample of 15,338 candidates who applied for supervisory positions (and 357 who repeated the selection process) over a 4-year period with a large organization in the service industry. Results reveal greater likelihood of retesting among internal candidates and overall evidence of small-to-moderate personality test practice effects. Compared to passing candidates who retested for various reasons, failing candidates pursued alternative response strategies upon retesting and generated dimension-level practice effects that reached .40 to .60, whereas passing candidates generally replicated their initial profiles. For several subscales, low initial scores were associated with practice effects that exceeded a full standard deviation. Implications for research, practice, and policy are discussed.