Samples in applied psychology: over a decade of research in review

This study examines sample characteristics of articles published in Journal of Applied Psychology (JAP) from 1995 to 2008. At the individual level, the overall median sample size over the period examined was approximately 173, which is generally adequate for detecting the average magnitude of effects of primary interest to researchers who publish in JAP. Samples using higher units of analyses (e.g., teams, departments/work units, and organizations) had lower median sample sizes (Mdn ≈ 65), yet were arguably robust given typical multilevel design choices of JAP authors despite the practical constraints of collecting data at higher units of analysis. A substantial proportion of studies used student samples (~40%); surprisingly, median sample sizes for student samples were smaller than working adult samples. Samples were more commonly occupationally homogeneous (~70%) than occupationally heterogeneous. U.S. and English-speaking participants made up the vast majority of samples, whereas Middle Eastern, African, and Latin American samples were largely unrepresented. On the basis of study results, recommendations are provided for authors, editors, and readers, which converge on 3 themes: (a) appropriateness and match between sample characteristics and research questions, (b) careful consideration of statistical power, and (c) the increased popularity of quantitative synthesis. Implications are discussed in terms of theory building, generalizability of research findings, and statistical power to detect effects.     

Personality and Dutch Emigrants' Reactions to Acculturation Strategies

This experimental questionnaire study examined individual differences in affective and normative reactions to acculturation strategies. A sample of 265 Dutch emigrants with a dual cultural background read scenarios describing the experiences of an emigrant. Eight (4 × 2) different scenario versions were developed, each referring to 1 of 4 acculturation strategies ( Berry, 1997 ) and representing either the Frisian or the Dutch native culture. Participants reacted most positively to the integration strategy. There were no differences in reactions to Frisian or Dutch original culture. With respect to the influence of personality, as measured with the Multicultural Personality Questionnaire ( van der Zee & van Oudenhoven, 2000 ), individuals high in flexibility responded more positively to the assimilation strategy than did individuals who scored low on this dimension.     

Why Do You Ask? The Effects of Perceived Motives on the Effort that Managers Allocate Toward Delivering Feedback

Journal of Business and Psychology - Although people are generally motivated to perform well at work, there is often ambiguity regarding whether they are meeting their organization’s...     

Black–White mean differences in job satisfaction: A meta-analysis

Studies examining Black–White mean differences in job satisfaction have provided little clarity regarding whether there are meaningful differences between the two racial/ethnic groups on this job attitude. The present study sought to reconcile prior inconsistent findings via a meta-analytic synthesis of this literature (N = 753,791; K = 63 independent samples from 55 studies) and examined whether moderators explained the observed variability in effects. Using Hedges and Vevea's (1998) random-effects meta-analytic approach, we found that, on average, White workers were slightly more satisfied with their jobs than Black workers (g_corrected = .09; 95% credibility interval = −.21 to .39) and this effect was larger in more nationally representative samples (g_corrected = .24). The substantial true variability around this effect suggests the presence of moderators and the need for caution in interpreting the overall effect as it likely does not generalize across all work settings. Data collection year, geographic location within the U.S., job sector, and measure type were not found to moderate Black–White mean differences in job satisfaction. However, job complexity and sample demographic composition did significantly moderate this relationship. Our results show that the magnitude and direction of Black–White mean differences in job satisfaction are influenced by the context.     

The Role of Socioeconomic Status in SAT-Grade Relationships and in College Admissions Decisions

This article examines the role of socioeconomic status (SES) in the relationships among college admissions-test scores, secondary school grades, and subsequent academic performance. Scores on the SAT (a test widely used in the admissions process in the United States), secondary school grades, college grades, and SES measures from 143,606 students at 110 colleges and universities were examined, and results of these analyses were compared with results obtained using a 41-school data set including scores from the prior version of the SAT and using University of California data from prior research on the role of SES. In all the data sets, the SAT showed incremental validity over secondary school grades in predicting subsequent academic performance, and this incremental relationship was not substantially affected by controlling for SES. The SES of enrolled students was very similar to that of specific schools' applicant pools, which suggests that the barrier to college for low-SES students in the United States is a lower rate of entering the college admissions process, rather than exclusion on the part of colleges.     

The Effects of US Presidential Elections on Work Engagement and Job Performance

We predicted that presidential election results would spill over to influence the work domain. Individuals who voted for the winning candidate were expected to experience increased engagement, whereas individuals who voted for the losing candidate were expected to experience decreased engagement. We tested these predictions within the context of the 2016 US presidential election. Using a sample of 232 working Americans, work engagement and job performance were assessed one week prior to the election, the day after the election, and one week after the election. Contrary to our prediction, individuals who voted for Trump (the winning candidate) did not report increased work engagement, thereby providing no evidence of positive spillover. However, individuals who voted for Clinton (the losing candidate) were less engaged on the day after the election compared to baseline, demonstrating negative spillover. Downstream, work engagement was positively related to job performance. However, these effects were relatively short-lived, as engagement returned to baseline levels within one week following the election. Our results suggest that elections can have important implications for work-related outcomes. From a practical perspective we suggest that to the extent possible it may be prudent to avoid scheduling important work tasks for the days following presidential elections.