Level of commitment,mutuality of commitment,and couple well-being

Interdependence theory identifies level of dependence and mutuality of dependence as two key properties of interdependent relationships. In ongoing relationships, these structural properties are subjectively experienced in terms of commitment–dependence level is experienced as greater or lesser commitment level, and mutuality of dependence is experienced as greater or lesser perceived mutuality in partners’commitment levels. We examined the associations of these variables with couple well-being using data from two three-wave longitudinal studies. One study examined partners in dating relationships and the second study examined partners in marital relationships. Consistent with predictions, both level of commitment and perceived mutuality of commitment accounted for unique variance in couple well-being: Couples exhibited greater adjustment to the degree that the partners were highly committed to their relationship and to the degree that their commitment levels were mutual. Mediation analyses revealed that the association of mutuality of commitment with couple well-being is partially mediated by negative affect (e.g., anxiety, guilt) and partially to wholly mediated by trust level; perceived mutuality of power is not a reliable mediator of this association.     

Enhancing transparency of the research process to increase accuracy of findings: A guide for relationship researchers

The purpose of this paper is to extend to the field of relationship science, recent discussions and suggested changes in open research practises. We demonstrate different ways that greater transparency of the research process in our field will accelerate scientific progress by increasing accuracy of reported research findings. Importantly, we make concrete recommendations for how relationship researchers can transition to greater disclosure of research practices in a manner that is sensitive to the unique design features of methodologies employed by relationship scientists. We discuss how to implement these recommendations for four different research designs regularly used in relationship research and practical limitations regarding implementing our recommendations and provide potential solutions to these problems.     

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.     

Situational and Individual Determinants of Teachers' Reported Use of Behavior Alteration Techniques

Tying together principles applicable to compliance-gaining from both interpersonal and instructional communication theory and research, this investigation focused on situational and individual difference determinants of teachers’ strategy selection in the classroom. Specifically, this study required teachers to focus on student misbehavior scenarios that reflected the situational determinants of misbehavior type (active/passive) and intensity (moderate/severe). Results indicated that teachers’ compliance-gaining message selection was influenced substantially by misbehavior type, and to a lesser extent, misbehavior intensity. Assessments of teachers’ and students’ gender confirmed stereotypic differences for male and female teachers’ reported technique use, but no student gender effect was obtained. These findings are compared with those obtained with prospective teachers (Plax, Kearney, & Tucker, 1986). Results are discussed in terms of cognitive scheme development for classroom management.     

Job Motivations of Professional and Technical Contingent Workers: Are They Different From Permanent Workers?

In the United States and Europe, the fastest growing segments of the temporary or contingent workforce have been In professional and technical fields. Yet little is known of the motivations of these workers. Accordingly, the authors administered the Hackman and Oldham (1980) Job Diagnostic Survey to professional and technical contingent and permanent employees of a major U.S. telecommunications company. Contingent workers had higher motivation potential scores, scored significantly higher in task identity and feedback from the job, and scored higher In combined need strength than did the permanent workers. The findings suggest that contingents can be a rich source of motivated workers.     

Facilitating Performance with Cued Wording: An Examination of Reasoning in the Tax Context

Researchers have consistently found increased accuracy for reasoning tasks that involve permission and obligation situations; however, little is known about the task characteristics that aid the reasoning processes in these situations. This study investigates the ability of cued wording (i.e., ‘is permitted’ or ‘is required’) to increase the accuracy of subjects' reasoning. Specifically, two experiments were conducted using versions of the Wason selection task to present tax rules involving permission and obligation situations. Results of both experiments generally support the use of cued wording to increase reasoning accuracy, especially for those subjects with no experience with the rule. These results have implications for rule-driven fields like taxation, where taxpayers must comply with numerous provisions containing permission and obligation situations. © 1997 John Wiley & Sons, Ltd.