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Data obtained through questionnaires sometimes respond to the items presented by social norms, so sometimes they do not suit themselves. High social desirability (SD) in non-cognitive measurements will cause item bias. Several ways are used to reduce item bias, including freeing respondents from not writing their names or being anonymous, explaining to the participants to respond to each statement honestly, as they are or according to themselves, and responding to the questionnaire online or offline. This research aims to prove that several methods can minimize the possibility of item bias SD and academic dishonesty (AD). The research was carried out with an experimental study using a factorial design. There were 309 respondents who were willing to be involved in this research. Data analysis was carried out using multivariate ANOVA. The research results show differences for all variables, Self-Deceptive Enhancement (SDE), Impression Management (IM), and AD in the anonymous group. There are differences in AD in the groups that provide a complete explanation and do not explain, and there is an interaction between the average AD based on the anonymous and explanation group.

Respect for teachers is a globally recognized educational issue. Compared with Western "equality-based" respect, the traditional Confucian "respect for teachers" is a kind of "hierarchical" or "reverential" respect. In the past, respect for teachers was an unquestioned ethical value in Confucian cultural contexts, and was considered beneficial for students. However, respect for teachers has been criticized as a symbol of authority and detrimental to learning and teacher-student relationships nowadays. To resolve the "controversy regarding respect for teachers," we used the conceptual framework of respect for teachers to investigate the predictive effects of respect-for-teachers' dual dimensions on teacher-student relationship and students' academic engagement. In Study 1, a scale for respect-for-teachers was developed. Two factors, reverence for teachers (RFT) and fear of teachers (FOT) were obtained, through exploratory and confirmatory factor analysis. Study 1 (a cross-sectional design) also shows that RFT is positively associated with good teacher-student relationships and students' academic engagement, while FOT is negatively associated these outcomes. Study 2 (a two-wave longitudinal design) reveals that controlling for social desirability, RFT at time 1 has a positive relationship with good teacher-student relationships and academic engagement at time 2, while FOT at time 1 has a negative relationship with good teacher-student relationships and academic engagement at time 2. Overall, this paper provides a solution to the "controversy regarding respect for teachers," that is, whether respect for teachers is beneficial or harmful depends on its dimensions. This paper also contributes to a broader understanding of the concept of "respect" and offers insights into educational issues within East Asia and across different cultures.

Indirect indices for faking detection in questionnaires make use of a respondent's deviant or unlikely response pattern over the course of the questionnaire to identify them as a faker. Compared with established direct faking indices (i.e., lying and social desirability scales), indirect indices have at least two advantages: First, they cannot be detected by the test taker. Second, their usage does not require changes to the questionnaire. In the last decades, several such indirect indices have been proposed. However, at present, the researcher's choice between different indirect faking detection indices is guided by relatively little information, especially if conceptually different indices are to be used together. Thus, we examined and compared how well indices of a representative selection of 12 conceptionally different indirect indices perform and how well they perform individually and jointly compared with an established direct faking measure or validity scale. We found that, first, the score on the agreement factor of the Likert-type item response process tree model, the proportion of desirable scale endpoint responses, and the covariance index were the best-performing indirect indices. Second, using indirect indices in combination resulted in comparable and in some cases even better detection rates than when using direct faking measures. Third, some effective indirect indices were only minimally correlated with substantive scales and could therefore be used to partial faking variance from response sets without losing substance. We, therefore, encourage researchers to use indirect indices instead of direct faking measures when they aim to detect faking in their data.

The forced-choice response format is often considered superior to the standard Likert-type format for controlling social desirability in personality inventories. We performed simulations and found that the trait information based on the two formats converges when the number of items is high and forced-choice items are mixed with regard to positively and negatively keyed items. Given that forced-choice items extract the same personality information as Likert-type items do, including socially desirable responding, other means are needed to counteract social desirability. We propose using evaluatively neutralized items in personality measurement, as they can counteract social desirability regardless of response format.

When the studies are examined, it is seen that social media addiction (SMA) increases in adolescents with high social desirability and social appearance anxiety (SAA). For this reason, the aim of this research is to examine SMA in adolescents in terms of SAA and social desirability and to determine at what level social desirability and SAA predict SMA. The research was designed as a descriptive study in the relational survey model. A total of 484 students, 338 of whom were girls (69.8%) and 146 (30.2%) were boys studying at secondary school institutions in the central districts of Hatay province, participated in the study using the convenience sampling method. The Social Media Addiction Scale, the Social Appearance Anxiety Scale, and the Social Desirability Scale were used as data collection tools. The T test and multiple regression analysis were used in the analysis of the data. As a result of the research, it was found that SMA and social desirability do not differ by gender, and it was also seen that SAA differed significantly according to gender, and girls were more concerned about their social appearance. In consequence of the research, it was also found that social desirability and SAA significantly predict SMA.

Purpose: A sublime social attitude ("brahmavihara") has been identified as a crucial aspect of Buddhist Education (BE) for fostering prosocial behavior. Therefore, this study aims to construct and establish the validity of a sublime social attitude scale for prospective teachers of BE, as well as to detect social desirability bias (SDB). Methodology: This is a development research through a survey method using a quantitative approach that produces a scale to measure the "brahmavihara" of prospective Buddhist education teachers. The content validity was quantitatively analysed by calculating and comparing three statistical methods for item relevance, namely content validity index, binomial test, and asymmetric score confidence interval, based on the evaluation of nine experts. Furthermore, empirical testing was conducted using second-order confirmatory factor analysis (CFA) with 233 respondents from a population 1012. The identification of item susceptibility to SDB was carried out through qualitative rating by three raters on a draft of a sublime social attitude scale and empirically confirmed by CFA. Findings: The results showed that "brahmavihara," a psychological attribute consisting of four dimensions, namely loving-kindness, compassion, sympathetic joy, and equanimity, were empirically proven by CFA. Empirical testing resulted in 24 valid items having a fit model with the goodness of fit criteria fulfilled. Further, five items were identified by the experts as potentially vulnerable to SDB, and only one was empirically confirmed to be vulnerable based on the CFA. Significance: The instrument developed in this study could serve as an effective assessment tool for BE instructors and a psychological scale for other stakeholders to measure "brahmavihara" in the recruitment of BE teachers.

This article employs critical discourse analysis of the Spear's Schools Index of 'the best private schools in the world', the first such global ranking of schools, to understand representations of elite education in globalised societies. It argues that the Index is a powerful text that exemplifies a global gaze -- an imagined perspective from which education is judged independent of context. Six assumptions about education inherent in this global gaze are identified, through which schools and parents are subjectified while students are objectified, namely that: good education can be judged independent of context; education is a competition; the best schools are supranational; private and Western schools are best; good parents choose globally; and children are an investment. The article demonstrates the fertility of analysing online sources to examine elite schools [Howard, Adam, and Jane Kenway. 2015. "Canvassing Conversations: Obstinate Issues in Studies of Elites and Elite Education." "International Journal of Qualitative Studies in Education" 28 (9): 1005--1032.].

Background: Fear of negative evaluation, defined as a sense of dread associated with being unfavorably evaluated in a social situation, is the primary factor underlying student anxiety in college science courses and is disproportionately experienced by students who are underserved in science. Yet, it is unknown why fear of negative evaluation disproportionately affects these students and what can be done to reduce student fear of negative evaluation. Academic social comparison describes how students perceive themselves compared to their peers with regard to desirability as a groupmate, the extent they fit in among others in their major, and academic talent. We hypothesize that academic social comparison mediates the relationship between student identities and fear of negative evaluation, where individuals with underserved identities in science may perceive themselves as "less than" their peers, contributing to their fear of negative evaluation. We surveyed 909 undergraduate science majors across 15 research-intensive institutions in the United States (U.S.) to assess: (1) To what extent do student identities predict fear of negative evaluation among science undergraduates? and (2) For identities that significantly predict fear of negative evaluation, to what extent does academic social comparison mediate the relationship? We used regression, single-mediator models, and multi-mediator models to address our research questions. Results: Women/non-binary and LGBTQ + science majors reported disproportionately high fear of negative evaluation compared to men and non-LGBTQ + science majors. Women/non-binary and LGBTQ + students also expressed lower academic social comparison relative to their respective counterparts, meaning they perceive themselves as less than their peers with regard to their desirability as a groupmate, the extent to which they fit in among others in their major, and their academic talent. Academic social comparison partially mediated the relationship between fear of negative evaluation and both gender and LGBTQ + status. Major fit, defined as the extent to which students perceive they fit in among others in their major, was found to be the primary mediating subconstruct of academic social comparison for both gender and LGBTQ + identities. Conclusions: Women/non-binary and LGBTQ + science majors perceive themselves as less than their peers to a greater extent than men and non-LGBTQ + science majors, contributing to their higher fear of negative evaluation in college science course. Major fit, defined as the extent to which students feel they fit in with others in their major, is the subconstruct of academic social comparison that had the strongest influence on fear of negative evaluation in our sample. Academic social comparison is a promising target for future efforts aimed at decreasing fear of negative evaluation in active learning college science courses.

This article focuses on South African teenage girls' engagement with pornography. Using a decolonial approach and drawing upon new feminist materialism, this study focuses on the ways in which bodies, gender and sexuality configure to produce and constrain girls' capacities for sexual expression. The paper makes three claims. First, the article turns away from a one-sided representation of girls as only possible to know through the lens of sexual suffering while challenging childhood sexual innocence. Second, the online pornographic field is situated in a gendered and racialised system of organisation whereby the perfect body is naturalised as an esteemed object of desire. Third, the desire for the perfect, slim, blemish-free, hairless body through self-surveillance constricts capacities in line with normative standards of female beauty. A decolonial porn assemblage is harnessed to illustrate the contradictions produced as girls both desire and object to idealised bodies that are naturalised through heterosexual and racialised hierarchies. The paper concludes by considering the implications of approaching girls' engagement with pornography in relation to the expansion and limitation of their capacities and the body as an intense site of power.

Randomized response techniques (RRTs) are applied to reduce response biases in self-report surveys on sensitive research questions (e.g., on socially undesirable characteristics). However, there is evidence that they cannot completely eliminate self-protecting response strategies. To address this problem, there are RRTs specifically designed to measure the extent of such strategies. Here we assessed the recently devised unrelated question model - cheating extension (UQMC) in a preregistered online survey on intimate partner violence (IPV) victimization and perpetration during the first contact restrictions as containment measures for the outbreak of the coronavirus disease 2019 pandemic in Germany in early 2020. The UQMC accounting for self-protecting responses described the data better than its predecessor model which assumes instruction adherence. The resulting three-month prevalence estimates were about 10% and we found a high proportion of self-protecting responses in the group of female participants queried about IPV victimization. However, unexpected results concerning the differences in prevalence estimates across the groups queried about victimization and perpetration highlight the difficulty of investigating sensitive research questions even using methods that guarantee anonymity and the importance of interpreting the respective estimates with caution.

Indirect questioning techniques such as the randomized response technique aim to control social desirability bias in surveys of sensitive topics. To improve upon previous indirect questioning techniques, we propose the new Cheating Detection Triangular Model. Similar to the Cheating Detection Model, it includes a mechanism for detecting instruction non-adherence, and similar to the Triangular Model, it uses simplified instructions to improve respondents' understanding of the procedure. Based on a comparison with the known prevalence of a sensitive attribute serving as external criterion, we report the first individual-level validation of the Cheating Detection Model, the Triangular Model and the Cheating Detection Triangular Model. Moreover, the sensitivity and specificity of all models was assessed, as well as the respondents' subjective evaluation of all questioning technique formats. Based on our results, the Cheating Detection Triangular Model appears to be the best choice among the investigated indirect questioning techniques.

People with autism spectrum disorder (ASD) experience stigmatization rooted in negative attitudes or prejudice toward them due to social awkwardness. However, little is known about implicit attitudes toward ASD, especially differences in attitudes compared to those of more visible conditions; physical disabilities. In this study, we implemented implicit association tests (IATs) to assess implicit attitudes. Sixty-three university students participated in IATs and answered questionnaires that measured explicit attitudes, social desirability, knowledge about--and familiarity with--disorders. The results demonstrated that implicit attitude toward ASD was significantly less negative than toward physical disabilities. Regarding the discrepancy, not socially awkward behavior but appearance of people with ASD can be evaluated as 'in-group' members and lead to less negative attitude compared with physical disabilities.

This study investigated the application of item quadruplets to control social desirability in measuring socio-emotional competencies and their relationship with intelligence. Quadruplets involve four variations of an item, differing in the polarity of their descriptive content and evaluative content (social desirability): positive-desirable, negative-desirable, positive-undesirable, and negative-undesirable. The sample consisted of 431 individuals aged 18-67, predominantly female (71.1%). To control social desirability, items were manipulated in quadruplets. The results indicated a superior model fit when a general social desirability factor was estimated, with factor loadings reinforcing the presence of a general evaluative content factor. Additionally, controlling for this general factor led to more interpretable and enhanced loadings for the descriptive factors, affirming the hypothesis that controlling a general evaluative factor improves the theoretical congruence. The study also found negative correlations between intelligence and both social desirability and extroversion. The findings support the effectiveness of the quadruplets method in assessing social desirability.

This research introduces the "Mindfulness Mindset Scale," a concise and reliable tool designed to measure beliefs about the malleability of mindfulness skills. Study 1 (N = 285) revealed a single-factor structure through exploratory factor analysis, further validated in Study 2 (N = 286) using confirmatory factor analysis. Studies 3a (N = 266) and 3b (N = 320) revealed associations between the Mindfulness Mindset Scale and other measures of mindset, trait mindfulness, and coping, showing reasonable convergent and divergent validity. Study 4 (N = 470) showed the predictive validity of the mindfulness mindset, being correlated with behavioral persistence, effort, resilience, challenge-seeking, and academic grades. Study 5 (N = 320) supported the academic correlates of malleable beliefs of mindfulness beyond the mental health factors from Study 3 in two countries. In Study 6 (N[subscript French] = 613, N[subscript Hungarian] = 524), we demonstrated that a well-established learning mindset intervention can lead to changes in mindfulness mindset in two national contexts. Finally, a brief mindfulness mindset intervention designed for Study 7 (N = 208) also led to changes in malleability beliefs about mindfulness skills. These behavioral results suggest that beliefs about mindfulness being malleable are a novel construct distinct from trait mindfulness. Such beliefs are related to adaptive psychological mechanisms relevant in educational contexts, considering students' coping, mastery behavior, and academic performance. Importantly, these beliefs can be modified by brief interventions.

As a crucial method in organizational and social behavior research, self-report surveys must manage method bias. Method biases are distorted scores in survey response, distorted variance in variables, and distorted relational estimates between variables caused by method designs. Studies on method bias have focused on "post hoc" statistical control, but integrated analyses of the sociopsychological mechanism of method bias are lacking. This review proposes a framework for method bias and offers a relatively complete and detailed review of the sociopsychological and statistical mechanisms of four main types of method bias and their procedural remedies. This review proposes "reduce, remove, and rectify" as a guideline for researchers in survey design to address method bias. Finally, this review presents two directions for future methodology research.

Culturally responsive instruction is recommended to mitigate disparities in the retention of racially and ethnically diverse students in gifted programs. However, the endorsement of colorblind racial ideology is associated with lower multicultural teaching competency and the adoption of deficit perspectives of students of color. The present study examined the relationship between colorblind racial ideology and multicultural teaching competency among a sample of 2,323 Texas teachers who report providing instruction for students identified as gifted and talented in either general or gifted-specific settings. Multiple regression analysis found that racial colorblindness, sex, and multicultural teaching knowledge predicted the self-reported implementation of culturally responsive instruction when teaching gifted students, while gifted-specific training and school diversity had no effects. Implications relate to the necessity of addressing teachers' racial beliefs and ensuring that gifted-specific professional development equips teachers with the knowledge and skills necessary for meeting the needs of diverse gifted students.

Social desirability bias (SDB) has been a major concern in educational and psychological assessments when measuring latent variables because it has the potential to introduce measurement error and bias in assessments. Person-fit indices can detect bias in the form of misfitted response vectors. The objective of this study was to compare the performance of 14 person-fit indices to identify SDB in simulated responses. The area under the curve (AUC) of receiver operating characteristic (ROC) curve analysis was computed to evaluate the predictive power of these statistics. The findings showed that the agreement statistic (A) outperformed all other person-fit indices, while the disagreement statistic (D), dependability statistic (E), and the number of Guttman errors (G) also demonstrated high AUCs to detect SDB. Recommendations for practitioners to use these fit indices are provided.

Sport is an important tool in terms of the health, social, and well-being of the person. Especially the types of sports that are increasing in popularity, such as yoga and fitness, are considered important. This study aims to examine the health culture and social desirability levels of university students who do yoga and fitness. The quantitative method was used in the study. In the first part, as demographic information; There are questions about gender, age, the type of sport he does, and how many days a week he is involved in sports. In the second part, the culture of being healthy scale developed by Alfrey et al. (2019) and adapted into Turkish by Ugras et al. (2021) was used. In the third part, the social desirability scale developed by Erzen et al. (2021) was used. After the data were collected in the study, first of all, the skewness-kurtosis homogeneity test and the Cronbach alpha reliability test were performed. In the homogeneous data, an independent t-test for paired groups and anova test for groups of three or more were performed with the SPSS program. According to the results of the study; in the subdimension of criticism of individual actions; It is seen that being male, being between the ages of 18-23, and doing yoga have a significantly higher mean value than the others.

To inform teaching practices, we examined elementary learners who were anxious-withdrawn within their naturally occurring affiliation groups at school. Hypotheses addressed the degree to which affiliation group characteristics moderate the relation between individual levels of anxious-withdrawal and internalizing distress. Data from 447 fourth and fifth graders who belonged in peer-reported affiliation groups at school were used. Peer reports assessed the degree to which participants' affiliation groups were characterized as anxious-withdrawn, fun, and agreeable along with individual levels of anxious-withdrawal. Students also self-reported social dissatisfaction, and teachers reported students' internalizing problems. Results indicate the impact of poor person-group fit on distress. For children with higher levels of anxious-withdrawal, affiliating with peers who have perceived socially desirable characteristics is associated with more internalizing distress and social dissatisfaction. In contrast, affiliating with anxious-withdrawn peers predicts increased distress only for those with low to average levels of anxious-withdrawal. Implications for peer-partnering in classrooms are discussed.

This article provides a meta-analysis of studies using the crosswise model (CM) in estimating the prevalence of sensitive characteristics in different samples and populations. On a data set of 141 items published in 33 either articles or books, we compare the difference ([delta]) between estimates based on the CM and a direct question (DQ). The overall effect size of [delta] is 4.88; 95% CI [4.56, 5.21]. The results of a meta-regression indicate that [delta] is smaller when general populations and nonprobability samples are considered. The population effect suggests an education effect: Differences between the CM and DQ estimates are more likely to occur when highly educated populations, such as students, are studied. Our findings raise concerns to what extent the CM is able to improve estimates of sensitive behavior in general population samples.

This cross-cultural study examined Koreans' and Americans' explicit stigma and implicit biases toward autism to examine potential mechanisms underlying recent evidence for heightened explicit autism stigma in South Korea relative to the United States. This evidence is somewhat at odds with other evidence that individuals living in collectivistic cultures such as South Korea may be more prone to present themselves favorably than those living in relatively individualistic cultures such as the United States. A total 224 American and 536 Korean non-autistic adult participants completed an online survey. Implicit biases were measured using the implicit association test. Koreans reported greater explicit stigma and exhibited more implicit biases toward autism than Americans. Explicit stigma was not correlated with implicit biases in either country. Less autism knowledge and pleasant contact with autistic people predicted greater explicit stigma among both Koreans and Americans. Less frequent contact and heightened assimilation ideology toward ethnic minorities predicted greater stigma only among Koreans. The variance in implicit biases explained by predictors was small, emphasizing the need for follow-up research investigating predictors of implicit biases. Informing Koreans about the shortcomings of assimilationist approaches and fostering an appreciation of the plurality of cultures may reduce stigma toward autistic individuals in South Korea.

Several forced-choice (FC) computerized adaptive tests (CATs) have emerged in the field of organizational psychology, all of them employing ideal-point items. However, despite most items developed historically follow dominance response models, research on FC CAT using dominance items is limited. Existing research is heavily dominated by simulations and lacking in empirical deployment. This empirical study trialed a FC CAT with dominance items described by the Thurstonian Item Response Theory model with research participants. This study investigated important practical issues such as the implications of adaptive item selection and social desirability balancing criteria on score distributions, measurement accuracy and participant perceptions. Moreover, nonadaptive but optimal tests of similar design were trialed alongside the CATs to provide a baseline for comparison, helping to quantify the return on investment when converting an otherwise-optimized static assessment into an adaptive one. Although the benefit of adaptive item selection in improving measurement precision was confirmed, results also indicated that at shorter test lengths CAT had no notable advantage compared with optimal static tests. Taking a holistic view incorporating both psychometric and operational considerations, implications for the design and deployment of FC assessments in research and practice are discussed.

Multidimensional forced-choice (FC) questionnaires have been consistently found to reduce the effects of socially desirable responding and faking in noncognitive assessments. Although FC has been considered problematic for providing ipsative scores under the classical test theory, item response theory (IRT) models enable the estimation of nonipsative scores from FC responses. However, while some authors indicate that blocks composed of opposite-keyed items are necessary to retrieve normative scores, others suggest that these blocks may be less robust to faking, thus impairing the assessment validity. Accordingly, this article presents a simulation study to investigate whether it is possible to retrieve normative scores using only positively keyed items in pairwise FC computerized adaptive testing (CAT). Specifically, a simulation study addressed the effect of (a) different bank assembly (with a randomly assembled bank, an optimally assembled bank, and blocks assembled "on-the-fly" considering every possible pair of items), and (b) block selection rules (i.e., T, and Bayesian D and A-rules) over the estimate accuracy and ipsativity and overlap rates. Moreover, different questionnaire lengths (30 and 60) and trait structures (independent or positively correlated) were studied, and a nonadaptive questionnaire was included as baseline in each condition. In general, very good trait estimates were retrieved, despite using only positively keyed items. Although the best trait accuracy and lowest ipsativity were found using the Bayesian A-rule with questionnaires assembled "on-the-fly," the T-rule under this method led to the worst results. This points out to the importance of considering both aspects when designing FC CAT.

This article reports on a research study of the perception of work stress among twelve participant primary school teachers in the Wellington region in New Zealand. Specifically, it focuses on the way the participants' perceive work stress and its contributing factors, and the coping strategies they employ. Interpretative phenomenological analysis (IPA) was chosen to analyse semi-structured interview data. The interviews examined the way teachers make sense of their stress experiences and five overarching themes emerged: (i) teaching as relentless work, (ii) intrinsic motivation as sustaining factor, (iii) reality of high stress levels, (iv) emotional elements of teaching, and (v) lack of desirability of teaching role. This study shows that the participant teachers' perceived stress ranged from moderate to high levels due to high workload, multiple sources of stress, the emotional demands of the role and the frustration and constraints they face in role performance. In contrast, however, the participants also derived joy from their role and used positive coping mechanisms to cope with work demands. This study found that certain positive coping strategies, such as teaching experience, cognitive reframing, and seeking social support, are learned over time and come with experience. This article contributes to the literature on teacher stress in the New Zealand context and offers recommendations for mitigating stress and supporting the well-being of primary school teachers.

In the study, it was aimed to examine whether the levels of authenticity of the parents are predicted by the need for social approval, self-liking, and self-competence. 308 parents (223 females, 85 males), whose children attend kindergarten and primary schools, participated in the study. Research data were collected by researcher applying the measurement tools (Authenticity Scale, Need for Social Approval Scale, Two-Dimensional Self-Esteem Scale). Pearson correlation and independent samples t-test were used to data analyse. It was concluded that the authenticity levels of the parents were predicted by the need for social approval, self-liking and self-competence. In addition, it was found that the authenticity levels of the parents did not differ significantly according to gender, education level and the state of sharing their child's photo on social media.

The aim of study is to examine the relationship between social appearance anxiety, automatic thoughts and depression, anxiety, and stress in university students. The research was carried out on a total of 381 participants, 214 of whom were women and 167 were men. The ages of the participants were between 18 and 35 and the mean age was 22. Data were collected via Social Appearance Anxiety Scale, Automatic Thoughts Scale and Depression, Anxiety and Stress Scale and Personal Information Form. Pearson Correlation was used to examine whether there is a relationship between social appearance anxiety, automatic thoughts, and depression, anxiety, and stress. Independent sample t-test was conducted to examine whether the automatic thoughts levels differed in terms of having an emotional relationship. Analysis of variance was used to reveal whether social appearance anxiety differentiated at the level of weight and height satisfaction. Hierarchical regression analysis was conducted to examine whether automatic thoughts and social appearance anxiety predicted depression, anxiety, and stress symptoms. It was concluded that there are positive and significant relationships between social appearance anxiety, automatic thoughts, depression, anxiety, and stress. The automatic thought averages of who had an emotional relationship were found to be significantly lower than the averages of who did not have. It was determined that there is a difference in social appearance anxiety levels according to height satisfaction. It is thought that studies to reduce automatic thoughts may be effective in reducing psychological symptoms.

This exploratory study sought to investigate how beginning teacher educators (BTEs hereafter) constantly examine and reframe their identities when transitioning from being a classroom teacher to being a teacher educator of pre-service teachers. Through interviews of nine participants selected from Jamaica, England and the United Arab Emirates (UAE), the paper presents a cross-cultural discourse. Beginning teacher educator identities were examined using Goffman's Impression Management Framework (1968). Findings presented highlight the experiences and expectations that underpinned the beginning teacher educators' period of transition from K-12 teaching to teaching pre-service teachers. Although educational research acknowledges that social perception processes are relevant in understanding and evaluating situations, impression management has not been used as a lens to understand beginning teacher educator experiences so far. This study attempts to open new perspectives in understanding how BTE identities are shaped and redefined in the higher education context and discusses implications for teacher education.

The purpose of the study was to construct a Leadership Mindset Scale (LMS) and to assess its reliability and construct validity. Participants were 100 employees in a variety of leadership and non-leadership positions at various organizations in three states. An item and factor analysis on the 13 LMS items led to a scale with 11 items (Cronbach [alpha] = 0.80). A Principal Axis Factor analysis with Promax rotation suggested three factors: Leadership Mindset Teachability (LMS-T), a belief in leadership teachability; Leadership Mindset Improvability (LMS-I), a belief in leadership improvability over time; and Leadership Mindset Predictability (LMS-P), a belief that leadership cannot be predicted at an early age. Convergent validity of LMS-Total and Teachability was evidenced by significant correlations with the implicit theories of intelligence and anxiety scales, and developmental leadership and transactional leadership scales. Divergent validity was evidenced by a non-significant correlation with social desirability. The results suggest that the LMS measures a construct different from those of other leadership scales used in the study. The LMS can be helpful in leadership training programs to promote a growth mindset about the trainability of leadership skills.

This study explored the psychometric characteristics of the Alcohol Use Disorders Identification Test (AUDIT) on a sample of 414 university undergraduate students (M age = 19.07, SD = 0.95). Internal consistency ([alpha] = 0.83), external divergent validity, and internal structural validity were adequate; the 2-factor model provided the best fit to the data.

The Social Justice Scale (SJS) and various subscales were studied on a sample of 414 human services university undergraduates. Internal consistency ([alpha] = 0.93), discriminant validity, and response bias were adequate. The 4-factor model demonstrated an excellent fit. Implications were discussed for use of the SJS in practice and research.

Background: The importance of understanding the needs of older people with intellectual disabilities (IDs) is obvious, but the research available is limited. This study identifies the self-reported needs of older adults with IDs and compares them with staff reported needs regarding the same older adults with ID, therefore specifying and explaining agreements and disagreements. Method: The needs of 96 older adults with IDs were assessed through the Inventory of Identification of Needs (informant and self-report versions). Results: Both older people with IDs and staff reported quite diverse needs related to all the domains assessed by the IIN: physical health, literacy, information, meaningful activity, participation in the community, mental health, basics needs and accommodation. All the mean scores of the informant version of the IIN were higher than the ones of the self-report version. Agreement amongst informants was influenced by the prominence of needs, the accessibility to and the subjectivity of the information, and social desirability. Conclusions: A consumer-driven approach implies that services should be based on the needs identified.

School counselors may choose to pursue clinical supervision after they graduate from a master's program even though they are not required to do so. This quantitative study utilized a survey research design to examine the differences between school counselor professional identity (SCPI) development and post-master's supervision. Results from this study indicate significant differences in components of SCPI between school counselors who participated in post-master's supervision and those who did not. School counselors who pursued post-master's supervision had stronger identity scores focused on roles and responsibilities, leadership, and social justice advocacy.

Background: Explaining individual differences in people's attitudes toward individuals with intellectual disability (ID) is important for increasing social inclusion of people with ID. The aim of the current study was to replicate and extend past research by formulating a single model of attitudes toward individuals with ID with several predictors: personality traits, quality and quantity of contact, perceived knowledge of ID, social desirability, and demographics. Background: Methods: A sample of 221 undergraduate students in the United States completed several surveys in a lab setting: the Mental Retardation Attitude Inventory--Revised, the Big Five Inventory, McManus et al.'s measures of contact with and perceived knowledge of ID, and the Marlowe-Crowne Social Desirability Scale. Methods: et al. Results: Results replicated previous findings by showing quality of contact was the strongest predictor of attitudes. Additionally, we found openness to experience and agreeableness remained significant predictors after holding all other variables constant. A follow-up mediation analysis demonstrated that quality of contact mediated the relations from openness and agreeableness to attitudes. Results: Conclusions: Findings suggest personality factors can influence attitudes toward individuals with ID, and further emphasize the importance of quality of contact. Implications for the social inclusion of individuals with ID are discussed. Conclusions: Findings suggest personality factors can influence attitudes toward individuals with ID, and further emphasize the importance of quality of contact. Implications for the social inclusion of individuals with ID are discussed.

The purpose of this study was to examine the effects of community service participation on undergraduates' social capital development, including whether any potential effects are conditional on students' race/ethnicity, parents' or guardians' education, and social class. I used a propensity score analysis on a multi-institutional sample of students enrolled at 69 colleges and universities in spring 2021 to construct matched pairs of students who did and did not participate in community service (n = 8,964). The results of ordinary least squares regressions suggest that community service has significant and positive effects on students' social capital development; however, while the results were uniform for students based upon their parents' or guardians' education and social class, the results were not uniform based upon students' race/ethnicity.

The purpose of this study was to examine the opinions of teachers regarding the use of impression management tactics. Phenomenological pattern from qualitative research patterns was used in this study. The study group was comprised of 13 teachers working at the secondary schools in the province of Gaziantep during the 2017-2018 academic year. Semi-structured interview form was used in the study for data acquisition. Based on the findings obtained from the analyses. Teachers use different impression management tactics at school. The teachers expressed their opinions on constructing an impression that they will be successful at a task, avoiding considerations of incompetence, giving importance to friendly relations and being an exemplified employee by taking part in out of work hour tasks. It was determined as a result of the study that teachers use different tactics for generating the desired impression on others by using different tactics subject to cases and individuals and that they put in an effort to manage the impressions related with themselves. Teachers who take on important roles and responsibilities with regard to adding new knowledge, skills and values to themselves, students and society should generate a positive impression on individuals around them with their attitudes and behaviors.

This study was carried out to examine the social appearance anxiety of the faculty of sports sciences and faculty of education in terms of some variables. In this context, the social appearance anxiety scale was applied to the students of the sports sciences who received sports education and the students of the education faculty who did not receive sports education. Independent samples t-test, one-way ANOVA, and LSD tests were used to analyze the data. As a result of the analysis, the social appearance anxiety scale score was found 34.43 in women and 35.11 in men. On the other hand, the social appearance anxiety scale score was found to be 32.89 in students of faculty of sport sciences and 36.68 in students of faculty of education. There was no significant difference in social appearance anxiety scale scores in terms of gender variable (p>0.05). A significant difference was observed in the social appearance anxiety scale scores in terms of sport education status variable (p<0.001). The social appearance anxiety scores of the students who were satisfied with their own body weight and height were found lower than those who were not satisfied, which was found statistically significant (p<0.001). The results of this research showed that the social appearance anxiety of students of the faculty of sport sciences who receive sports education is lower than those of the faculty of education students who do not receive sports education.

The use of Likert scale items for measuring teachers' beliefs quantitatively is criticized. In this study, two quantitative methods to measure teachers' beliefs, a Likert scale instrument as well as a new instrument employing rank-then-rate items, are each compared with a qualitative approach at obtaining beliefs, i.e. interviews along with observations. In the first comparison, teachers' responses to the Likert scale instrument seem to not fit the beliefs interpreted from the qualitative approach, particularly regarding beliefs about teaching and learning. Further analyses show that a tendency to respond according to social desirability as well as unspecific teaching contexts seem to be responsible for these inconsistencies. In the second comparison, since the rank-then-rate instrument also takes students' abilities as a teaching context into account, we observed a better fit between teachers' responses to the instrument and the qualitative approach. The results of both comparisons indicate the importance of considering teaching contexts as well as alternatives to Likert scale items because of social desirability in order to have a better prediction about teachers' beliefs.

Body image is an important component of the complex mechanism of personal identity. The subjective component of body image refers to a person's satisfaction with their body size or specific parts of your body. The aim of this study was to verify the ability to correlate body image with the actual image of others. This study presents empirical characteristics and cross-sectional study. Twenty-nine subject adults, students in Physical Education course and volunteers were selected randomly. The instrument used was based on the Scale of Silhouettes specially constructed for this study. Results showed that women were statistically different from men with average responses always with higher values. While we treat only the individual and their weight, the social standards accepted continue to exert a negative influence on people and their behavior.

In this paper, we describe a case study conducted with graduate students in a major diverse university and suggest the addition of a more contemporary facet to the Openness to Diversity and Challenge (ODC) scale created by Pascarella and colleagues in 1996 which rests on sharing and symmetry. The intriguing behavior of students relating an assignment about multiculturalism, led us to review and update the ODC scale by integrating a self-oriented symmetric side to the scale previously based exclusively on others-oriented measure. Our research was composed of two phases. The first one was based on a case study using the direct-observation approach as the data collection method. The second one was testing the symmetric ODC scale through a 5-point Likert scale on a sample of 56 graduate business students in order to identify the relevance of the suggested update of the 25 year-old ODC scale. Results demonstrated that the main factor intervening in the use of scales remains the Social Desirability Bias (SDB) which comforted us in the accuracy of the direct observation method as an appropriate approach to study Openness to Diversity. Our findings also confirmed that the widespread use of the ODC scale created in 1996 does not reflect the contemporary young mindsets and reality.

This study examined whether attitudes based on labels and counselor demographics predicted empathy and rape myth acceptance in counselors. A difference in attitudes based on the labels of either "prostitute" or "sex trafficking" was found. Attitudes based on labels and counselor demographics additionally predicted scores of empathy and rape myth acceptance. The importance of obtaining training on human sex trafficking was identified. The implications of these findings are discussed within the areas of counseling, counselor education, and counselor supervision, including challenging stigmatizing beliefs about individuals who have experienced commercial sexual exploitation, incorporating discussions about human sex trafficking into counselor education courses, and learning about resources and trauma-informed techniques that empower trafficked clients and support counseling supervisees.

Starting from an understanding of contemporary society as occupied with a dominant trend in image-boosting, the study explores how school-age educare centers engage in edu-business when promoting themselves through self-presentations on their websites. Using a qualitative method with an analytical attention directed towards unexpected angles, these self-presentations are problematized in terms of discursive impression management and with a focus on how messages are communicated by using different discursive resources to make the presentations trustworthy and selling. The edu-business logic found on the websites is not primarily about competition between different school-age educare centers, but is instead about competition between compulsory school and school-age educare, as well as the choice to participate or not in the education offered in the school-age educare centers.

Math anxiety--negative feelings toward math--is hypothesized to be associated with the avoidance of math-related activities such as taking math courses and pursuing STEM careers. However, there is little experimental evidence for the math anxiety-avoidance link. Such evidence is important for formulating how to break this relationship. We hypothesize that math avoidance emerges when one perceives the costs of effortful math engagement to outweigh its benefits and that this perception depends on individual differences in math anxiety. To test this hypothesis, we developed an effort-based decision-making task in which participants chose between solving easy, low-reward problems and hard, high-reward problems in both math and nonmath contexts. Higher levels of math anxiety were associated with a tendency to select easier, low-reward problems over harder, high-reward math (but not word) problems. Addressing this robust math anxiety-avoidance link has the potential to increase interest and success in STEM fields.

The purpose of the current study was to extensively investigate not only bystander roles but also individual bystanders' moral emotional responses in the context of cyberbullying based on the perpetrator's perceived popularity and the message type. Data from 566 adolescents in grade 7 attending six middle schools in South Korea were used to identify their bystander behavior and moral emotions in response to vignettes about cyber scenarios. Using latent profile analysis, the current study identified five types of bystanders: limited bystanders, pro-bullies, outsiders, defenders, and inconsistent bystanders. Moreover, multinomial logistic regressions were performed to determine the predictive power of the moral emotions of each bystander type. The findings indicated the importance of understanding bystanders' roles for designing effective intervention strategies regarding moral emotions, leading to adolescents' improved moral sensitivity.