Decision making and job satisfaction among youth workers in community-based agencies

Sixty-four counselors and 32 alternative school teachers in 13 grass-roots agencies reported on levels of participation, influence, and competence in making clinical and administrative decisions. The data supported predictions that (a) professionals would report greater decision-making opportunities and abilities than nonprofessionals, and (b) that workers in general would report higher levels of participation, influence, and competence in clinical than in administrative domains, and higher levels of competence than influence in both domains. However, regression analyses testing the effects of the decision-making variables on different aspects of job satisfaction did not support predicted interactions among participation, influence, and competence. Rather, decision-making involvements had positive effects and decision-making abilities had negative effects on worker morale. The discussion high-lights the need for further research to identify the underlying processes involved in the observed relationships.     

A factor analysis of the Eysenck personality questionnaire and the Strelau temperament inventory

The relationship of the Eysenck Personality Questionnaire and the Strelau Temperament Inventory was examined. Correlation analyses of test scores and items provided little evidence of an identity between the scales of these tests.     

Individual differences in process outcomes for verbal analogy and classification solution

Adult performance on verbal analogy and classification problems was assessed in terms of the outcomes of process execution. Measures were obtained for the accuracy of stem processing and subsequent alternative processing. The process-outcome measures obtained within each task accounted for overall performance scores and were differentially related to ability. This was shown by ability differences in the models accounting for subjects' overall accuracy and in the correlational patterns. Analogy and classification problem forms differed in the measures most important for predicting individual differences. Specifically, measures of alternative processing were more important in classification than analogy solution and application was shown to be important for analogy solution. In addition, common process-outcome measures showed the highest correlations across problem forms, consistent with the assumption that both induction tasks tap similar psychological processes. The results are discussed with respect to previous studies assessing commonality and individual differences among children in process-outcomes.     

Sex differences in bases of power in dating relationships

The relationships between relative and absolute contributions of resources and perceiving oneself as being powerful in the dating relationship were examined for 50 dating couples. Unlike past research examining resources as bases of power, a wide range of resources was examined—including more traditional “feminine” resources such as affection and companionship. Also unlike past studies, perceived contributions of resources, rather than the control of resources, were examined. How access to alternative relationships relates to power was also examined in this study. Contrary to research examining control of resources, it was found in this study that contributing more to the relationship tended to be negatively correlated with perceiving oneself as having power. Closer analysis revealed that this was particularly true for traditionally feminine resources. It was also found that the more men perceived themselves as having access to alternatives, the more powerful they perceived themselves. For women, on the other hand, an important basis of power appeared to be the control of the reciprocation of love in the relationship.     

A meta-analysis and conceptual critique of research on role ambiguity and role conflict in work settings

Although role ambiguity and role conflict have been studied extensively in the organizational sciences, there remain numerous empirical discrepancies among the reported research results. Consequently, disagreement exists as to what can be concluded about the role ambiguity and role conflict research. Coupled with this empirical impasse has been a persistent and relatively singular approach to conceptually studying role ambiguity and role conflict. In response to this empirical and conceptual situation, a meta-analysis and a conceptual reevaluation of the role ambiguity and role conflict research were performed. Using the Hunter, Schmidt, and Jackson (1982, Meta-analysis: Cumulating research findings across studies, Beverly Hills, CA: Sage) meta-analysis procedures, this study analyzed 29 correlates of role ambiguity and role conflict. These correlates include ten organizational context variables, five individual characteristics, ten affective reactions, and four behavioral reactions. Meta-analysis procedures were used to measure the strength and consistency of the relationship found between each of the 29 correlates and role ambiguity and role conflict. Meta-analysis was also used to determine where moderator variables should play a critical part in future role ambiguity and role conflict research. Based on the results of the meta-analysis, several empirical summaries and conclusions are presented. Along with these, several conceptual observations and reconceptualizing suggestions are offered. It is concluded that while a great deal is known about role ambiguity and role conflict in the organizational sciences much remains to be learned.     

Comparability of peer-assessment measures: A multitrait-multimethod and selection analytic approach

This research attempted to assess the relationship among the Pupil Evaluation Inventory (PEI), sociometric nominations, and sociometric ratings in terms of (1) a multitrait-multimethod analysis, (2) selection agreement indices of extreme individuals, and (3) stability over an 8-week period. Subjects were members of four second-grade classrooms at a regional school serving a diverse population of children. While stability estimates for measures were adequate and evidence for convergent validity was reasonably good, evidence for divergent validity was weaker. Selection agreement analyses yielded highly variable results, indicating that different samples of children tend to be selected by different instruments despite the similarity in dimensions being tapped. Methodological and theoretical implications of these findings are discussed.This work was based on the first author's M.S. thesis under the direction of the second author.     

Microcomputer analyses of performance on a portable,simple visual RT task during sustained operations

The Institute of Pennsylvania Hospital and University of Pennsylvania, Philadelphia, Pennsylvania There is a need for brief, portable performance measures that are free of practice effects but that reliably show the impact of sleep loss on performance during sustained work. Reaction time (RT) tasks hold considerable promise in meeting this need, if the extensive number of responses they typically yield can be processed in ways that quickly provide the essential analyses. While testing the utility of a portable visual RT task during a sustained, quasi-continuous work schedule of 54 h, we developed a microcomputer software system that inputs, edits, transforms, analyzes, and reduces the data from the RT portable audiotapes, for each 10-min trial on the task. With relatively minor modifications, the software system can be used on a minimally configured microcomputer system that supports BASIC. The software is flexible and capable of retrieving distorted data, and it generates a variety of dependent variables reflecting intratrial optimum response capacity, lapsing, and response slowing.     

Language familiarity effects in short-term memory: The role of output delay and long-term knowledge

Four experiments examined the origins of language familiarity effects in bilingual short-term recall. In Experiments 1A and 1B, bilingual adults were tested on serial recall and probed serial recall of words and nonwords in their first and second languages. A first-language advantage was obtained on both measures, indicating that the beneficial effects of language familiarity are not exclusively attributable to lesser output delay during overt recall. In Experiments 2A and 2B, the same group of bilinguals was tested on serial recall and serial recognition of word lists in both languages. Although a sizeable first-language advantage was obtained on the serial recall measure, recognition performance was comparable in the two languages. On the basis of these results it is suggested that language differences in bilingual immediate memory arise in large part as a consequence of the differential availability of language-specific long-term knowledge with which to support retrieval processes in serial recall.