The interactive effects of conscientiousness, work effort, and psychological climate on job performance

Historically, conscientiousness-performance relationships have been modest, suggesting the need to examine theoretically-relevant moderating variables. Based on theory and empirical research suggesting that performance variance is maximally predicted in the presence of person and situation variables, we examined the moderating potential of work effort and psychological climate on the conscientiousness-performance relationship. Data gathered from 139 predominately part-time restaurant employees revealed that conscientiousness predicted performance in the simultaneous presence of high levels of work effort and positive psychological climate. Conversely, conscientiousness had no empirical association with performance when coupled with other combinations (e.g., high-negative; low-positive; low-negative) of work effort and psychological climate. Implications for research, strengths, limitations, and directions for future research are discussed.     

Job burnout and job leaving in public school teachers: Implications for stress management

This study addressed the questions of whether selected teacher and organizational variables contributed to (a) significant amounts of variance in teachers' scores on three components of burnout, and (b) teachers' intentions to leave special education teaching. Study participants (N =490) included a sample of respondents to a survey of all of the 1096 special education teachers in Hawaii. Instruments used in this study included the Maslach Burnout Inventory, the Porter Need Satisfaction Questionnaire, and the Special Education Teacher Survey. Results of multiple regression analyses indicated that for the burnout components, Emotional Exhaustion and Depersonalization, relatively large and significant amounts of variance could be accounted for by a set of predictor variables. For the third burnout component, Personal Accomplishment, the variance accounted for by a set of predictor variables was significant but small. Stepwise discriminant function analysis was used to distinguish between teachers who stated they did or did not intend to leave special education teaching. Eight variables were identified as predictors of Intention to leave special education teaching, correctly classifying 73% of teachers into the appropriate Yes-Leaving and No-Leaving groups.This research was conducted in partial fulfillment of requirements for the Doctoral dissertation by the first author.     

Development and validation of the verbal commentary on physical appearance scale: Considering both positive and negative commentary

Two studies describe the development and validation of the Verbal Commentary on Physical Appearance Scale (VCOPAS). In Study 1, 320 undergraduate female students completed the scale and factor analyses were conducted. Study 2 included 246 undergraduate female students and a confirmatory factor analysis (CFA) replicated the initial factor structure. The final VCOPAS consists of 21 items and contains three subscales (Negative Weight and Shape, Positive Weight and Shape, and Positive General Appearance). The total scale and subscales demonstrated good internal consistency and test–retest reliability (all >.70). Significant correlations were found between VCOPAS subscales and measures of physical appearance-related feedback, body image disturbance, and self-esteem. Regression analyses indicated the utility of the Negative Weight and Shape, Positive Weight and Shape, and Positive General Appearance subscales in explaining significant variance associated with body image disturbance and self-esteem. The VCOPAS is likely to be useful in future research examining the role of appearance-related commentary in the development and maintenance of body image dissatisfaction and eating disturbance.     

Shoemaker on Phenomenal Content

Sydney Shoemaker has given a sophisticated theory of phenomenal content, motivated by the transparency of experience and by the possibility of spectrum inversion without illusion (1994, 2000, 2001, 2002). It centers on the idea that color experiences represent what he calls “appearance properties”. I consider the different sorts of appearance properties that Shoemaker has suggested might enter into phenomenal content – occurrent appearance properties, dispositional appearance properties, and higher-order dispositional appearance properties – and argue that none of them are plausibly represented by color experiences. I argue that Shoemaker's theory faces a dilemma – either it makes misperception too difficult, or it does not truly accommodate veridical spectrum inversion. I then examine some alternative Russellian theories of phenomenal content that might be consistent with Shoemaker's motivations, including a different sort of proposal recently suggested by Shoemaker (forthcoming). I argue that these views are also lacking, for similar reasons as the appearance property view. Finally, I conclude that in order for a representationalist theory to properly accommodate spectrum inversion without illusion, phenomenal content must include an indexical element. Such a view requires the adoption of a broadly Fregean theory of phenomenal content, according to which sameness of phenomenal character does not entail sameness in extension. What phenomenally identical experiences have in common is not what they represent, but how they represent.     

The within-list distributed practice effect: Tests of the varied context and varied encoding hypotheses

The present studies provided separate tests of the varied context and varied encoding hypotheses of the MP-DP effect. The investigation of varied encoding used an incidental learning procedure in which the nature of the orienting task was manipulated such that the subject attended to different attributes of words (varied encoding) or only one attribute (same encoding). While the prediction that the recall of MP-DP items should be comparable under comparable levels of encoding was not supported, differences were obtained in recall of items under same and variable orienting task conditions. An MP-DP effect was obtained under the incidental learning procedure. Tests of varied context involved the presentation of target items in list contexts which were the same or different from list contexts on previous occurrences of the item. The prediction that recall of items surrounded by different context should exceed that of items surrounded by the same context was not supported.     

Sex differences in self-silencing

The construct of self-silencing was proposed to account for women's greater vulnerability to developing depression. This study of 1,117 students (795 women and 322 men) explored possible explanations for the empirical finding that men self-silence to the same or greater extent than women. Analysis showed that men reported more self-silencing than women. A factor analysis confirmed the subscale structure of the Silencing the Self Scale for women and men, with relatively few departures from the originally proposed subscales. Depression and self-silencing scores were correlated positively for both men and women. The results of two multiple regressions, performed separately for men and women, showed that depressive symptomatology accounted for a significant percentage of the variance in self-silencing but that social desirability did not account for a significant increment in the variance accounted for in silencing the self. The scores on the Care as Self-sacrifice and the Divided Self subscales were intercorrelated for women, but not for men, indicating that there may be a sex difference in perception of self-silencing behavior.     

Classical conditioning of the eyeblink response in the delay paradigm in adults aged 18-83 years

To determine if age differences in classical conditioning of the eyelid response begin to appear in middle age in humans as they do in animals, adult subjects aged 18-83 years were trained in the delay conditioning paradigm. Large age effects occurred. Statistically significant differences first appeared in the decade of the 40s. Within-age-group variability was large. To reduce variability, subjects were classified by the magnitude of their unconditioned response (UR). Regardless of age, subjects with low amplitude URs conditioned poorly. In the normal UR amplitude group, the correlation between age and total percentage conditioned responses (CRs) was -.58. Eyeblink rate and voluntary responding did not account for age differences in conditioning, and it was unlikely that hearing acuity or corneal sensitivity caused the differences. Parallels between human and animal eyelid conditioning are considered, and it is suggested that age changes in the cerebellum may affect conditioning in aging mammals, including humans.