THELMA GWINN THURSTONE

This paper examines the life and career of Thelma Gwinn Thurstone—her career strategies and her contributions to psychological testing, intelligence theory, and instruction—based on her publications and a series of personal interviews with her and her colleagues. Thurstone's contributions, with her husband, L. L. Thurstone, included the development of the American Council on Education's Psychological Examinations and the Primary Mental Abilities test batteries. Her own work included the development of instructional materials using the common factor theory of intelligence. Thurstone, wife of a preeminent scholar and mother of three sons, pursued career strategies that facilitated her continued professional activity for six decades. Further research on measurement history and also on women's career strategies are suggested.     

Causal Attributions of Male and Female Performance by Young Children

Males and females in kindergarten and third grade predicted whether a boy or a girl would succeed on a masculine or a feminine task. Some predictions were confirmed; others were not. The children were asked to explain the winner's success by choosing among four determinants of achievement: ability, effort, task ease, and luck. For third graders, luck was more important in determining the success of an unpredicted winner than a predicted winner. For both ages, female success on a masculine task was attributed more to effort than to ability. These findings support attribution theory and indicate that differential perceptions of male and female performance exist in young children.     

International and Domestic Students,Perceived Burdensomeness,Belongingness, and Suicidal Ideation

Suicide is the second leading cause of death for traditional‐age college students, and the interpersonal theory of suicide (ITS; Joiner, 2005) provides a cogent framework for predicting which students may be at highest risk. However, little is known about how constructs of ITS operate in cross‐cultural contexts. Findings, based on a sample of international and domestic undergraduate students (N = 254), indicated that the ITS construct of perceived burdensomeness was positively associated with suicidal ideation (SI) for both groups. However, campus belongingness emerged as connected with SI for international students, whereas family belongingness emerged as connected with SI for domestic students.     

Job crafting mediates how empowering leadership and employees’ core self-evaluations predict favourable and unfavourable outcomes

ABSTRACT

Based on job crafting theory and workplace resources theories, the present study develops a model of both antecedents and consequences of job crafting. We hypothesized subordinates’ perceptions of empowering leadership and core self-evaluations influence employee job crafting behaviours, which subsequently influence four outcomes: improving three employee well-being outcomes, (a) work-family enrichment, (b) flourishing, and (c) life satisfaction; and simultaneously reducing the organizational outcome of (d) deviant behaviours. Three-waves of data over nine months were collected from U.S. full-time employees (n = 276). Results showed empowering leadership and core self-evaluations positively related to expansive/approach forms of job crafting behaviours, which in turn related to the three different well-being outcomes. However, job crafting did not affect employee deviant behaviour. Instead, empowering leadership and core self-evaluations directly predicted less deviant behaviour. With the imputed data, we also found job crafting had a significant but weak relationship with deviant behaviour. These findings provide an integrated understanding of how and why employees engage in job crafting, and the important influence that job crafting has on employees’ subjective well-being. The present study advances leadership and job crafting theories, providing practical recommendations for promoting employee well-being and decreasing undesirable behaviours in the form of workplace deviance.     

The Recovery of Correlation Between Latent Abilities Using Compensatory and Noncompensatory Multidimensional IRT Models

This research examined correlation estimates between latent abilities when using the two-dimensional and three-dimensional compensatory and noncompensatory item response theory models. Simulation study results showed that the recovery of the latent correlation was best when the test contained 100% of simple structure items for all models and conditions. When a test measured weakly discriminated dimensions, it became harder to recover the latent correlation. Results also showed that increasing the sample size, test length, or using simpler models (i.e., two-parameter logistic rather than three-parameter logistic, compensatory rather than noncompensatory) could improve the recovery of latent correlation.