THE INTERACTION OF BIASES IN THE EVALUATION OF MANAGERS IN SINGAPORE

In this study, independent samples from the same population responded to three simulated situations in which sex and other independent variables were manipulated. In the first two cases, discriminatory decisions against women managers by male respondents were clearly discerned. However, in the third case where sex as an independent variable interacted with developmental potential, the pattern of evaluative decisions changed. A high-potential female was treated as favourably as a high-potential male while the low-potential male received the lowest selection rate from the male respondents. While the finding is not altogether surprising in a meritocratic society like Singapore, the study points to the need to explore the interactive effects which sex bias may have with other attitudes in a specific social context.     

The long arm of job insecurity: Its impact on career-specific parenting behaviors and youths' career self-efficacy

Applying a multiple-mediator model, we examine the mediating effect of three types of career-specific parenting behaviors: lack of engagement, support, and interference, on the relationship between paternal job insecurity and youths' career self-efficacy. Data were collected from a sample of undergraduate students and their fathers. Results of the full sample analysis showed that paternal job insecurity was positively related to lack of engagement and negatively related to support. The relationship between paternal job insecurity and interference was not significant. Sub sample analysis showed that the relationship between paternal job insecurity and career self-efficacy was mediated by lack of engagement for sons and mediated by support for daughters.     

Factor structure of the Korean version of Wong and Law's Emotional Intelligence Scale

This study reports the factor structure of a Korean version of the 16-item Wong and Law Emotional Intelligence Scale (WLEIS) for a sample of 161 Korean university students. Confirmatory factor analysis supported the four-factor model of the WLEIS: (1) self-emotional appraisal, (2) others' emotional appraisal, (3) use of emotion, and (4) regulation of emotion. However, improvement of the model fit after removing three items suggests the need for future research on the cross-cultural measurement invariance of the WLEIS.     

Development of a simple pressure and heat stimulator for intra- and interdigit functional magnetic resonance imaging

For this study, we developed a simple pressure and heat stimulator that can quantitatively control pressure and provide heat stimulation to intra- and interdigit areas. The developed stimulator consists of a control unit, drive units, and tactors. The control unit controls the stimulation parameters, such as stimulation types, intensity, time, and channel, and transmits a created signal of stimulation to the drive units. The drive units operate pressure and heat tactors in response to commands from the control unit. The pressure and heat tactors can display various stimulation intensities quantitatively, apply stimulation continuously, and adjust the stimulation areas. Additionally, they can easily be attached to and detached from the digits. The developed pressure and heat stimulator is small in total size, easy to install, and inexpensive to manufacture. The new stimulator operated stably in a magnetic resonance imaging (MRI) environment without affecting the obtained images. A preliminary functional magnetic resonance imaging (fMRI) experiment confirmed that differences in activation of somatosensory areas were induced from the pressure and heat stimulation. The developed pressure and heat stimulator is expected to be utilized for future intra- and interdigit fMRI studies on pressure and heat stimulation.     

Assessments of learning‐related skills and interpersonal skills constructs within early childhood environments in Singapore

Social skills are necessary for developing successful relationships and promoting learning. Interpersonal skills (IPS) are needed for maintaining friendships while learning‐related skills (LRS) are required for positive classroom behaviours. In this study, we investigated the construct validity of LRS and IPS within two existing assessments: the Child Behavior Rating Scales (CBRS) and the Preschool and Kindergarten Behavior Scales—2nd edition (PKBS‐2). Teachers completed the CBRS and PKBS‐2 for 117 Singaporean children aged 3–6 years. Rasch analysis was used to identify items that fit the unidimensional constructs of LRS and IPS within each instrument. Specific items from within the CBRS were found to measure LRS and IPS. Within the PKBS‐2, items were found to measure IPS and a new construct labelled Compliance. Instead of creating new assessment tools to measure new constructs, this study innovatively demonstrated how Rasch analysis can be used to document the existence of new constructs within already existing tools. The identification of new constucts and the use of these tools in an Asian context are presented. Copyright © 2010 John Wiley & Sons, Ltd.