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This study used social cognitive career theory to predict the career aspirations and tenure expectations of untenured female science, technology, engineering, and math (STEM) assistant professors. We hypothesized that contextual variables (perceived career barriers and institutional support for work-life balance) would directly predict career aspirations and tenure expectations. We also expected that these contextual variables would be indirectly related to career aspirations and tenure expectations through our self-efficacy variables (faculty task-specific self-efficacy and impostor beliefs). Data were collected from 214 untenured female faculty in STEM departments. Path analyses indicated that the hypothesized model was a good fit for the data. Institutional support for work-life balance produced direct and indirect pathways to career aspirations through faculty task-specific self-efficacy and an indirect pathway to tenure expectations through impostor beliefs, whereas perceived career barriers produced a direct pathway to career aspirations. Implications for research and practice are discussed.

Objective: Research examining the relationship between alcohol use and relational ethics (fairness and trustworthiness in family and romantic relationships) among college students is lacking. Method: Participants were recruited from a Department of Psychology human subjects pool at a Midwestern university. A total of 421 participants were included in the current study and completed an online survey measuring demographics, hazardous alcohol use, and relational ethics. Results: Hierarchical linear regression analyses showed a statistically significant relationship between alcohol use and horizontal relational ethics (i.e. perceived fairness in their romantic relationships), Greek involvement, race, and veteran status. Conclusions: Findings indicated college students who approach their dating relationships with a stronger sense of trustworthiness and fairness are less likely to engage in hazardous drinking. Alcohol prevention and intervention programs on colleges campuses may consider the inclusion of relational components in their programing.

Computer self-efficacy (CSE) continues to be an important construct in research and application. Two measures of CSE, the Brief Inventory of Technology Self-Efficacy (BITS) and the Brief Inventory of Technology Self-Efficacy – Short Form (BITS-SF) were recently developed to correct for issues in other available measures. The BITS and BITS-SF were originally written in English, and their psychometric properties assessed in samples from the United States. The current two studies translated the BITS and BITS-SF into simplified Chinese (Mainland China) and traditional Chinese (Taiwan) and assessed their psychometric properties. In Study 1, 207 adults in Mainland China completed the simplified Chinese BITS and BITS-SF, as well as measures given to assess convergent, discriminant, and concurrent validity. In Study 2, 273 adults in Taiwan did the same, except that they completed the traditional Chinese BITS and BITS-SF. In both studies, the translated BITS showed evidence of a three-factor correlated structure, and the translated BITS-SF yielded several underlying classes consistent with theory and scoring interpretation. Additionally, the translated measures' scores showed solid evidence of convergent, discriminant, and concurrent validity. The results replicate the findings using the original BITS and BITS-SF and extend them to simplified Chinese and traditional Chinese translated versions. These versions are recommended for use in research and applied settings to assess CSE and are available for use. Both the original and translated measures are available for download at www.bitssurvey.com. [ABSTRACT FROM AUTHOR]

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Self-report survey-based data collection is increasingly carried out using the Internet, as opposed to the traditional paper-and-pencil method. However, previous research on the equivalence of these methods has yielded inconsistent findings. This may be due to methodological and statistical issues present in much of the literature, such as nonequivalent samples in different conditions due to recruitment, participant self-selection to conditions, and data collection procedures, as well as incomplete or inappropriate statistical procedures for examining equivalence. We conducted 2 studies examining the equivalence of paper-and-pencil and Internet data collection that accounted for these issues. In both studies, we used measures of personality, social desirability, and computer self-efficacy, and, in Study 2, we used personal growth initiative to assess quantitative equivalence (i.e., mean equivalence), qualitative equivalence (i.e., internal consistency and intercorrelations), and auxiliary equivalence (i.e., response rates, missing data, completion time, and comfort completing questionnaires using paper-and-pencil and the Internet). Study 1 investigated the effects of completing surveys via paper-and-pencil or the Internet in both traditional (i.e., lab) and natural (i.e., take-home) settings. Results indicated equivalence across conditions, except for auxiliary equivalence aspects of missing data and completion time. Study 2 examined mailed paper-and-pencil and Internet surveys without contact between experimenter and participants. Results indicated equivalence between conditions, except for auxiliary equivalence aspects of response rate for providing an address and completion time. Overall, the findings show that paper-and-pencil and Internet data collection methods are generally equivalent, particularly for quantitative and qualitative equivalence, with nonequivalence only for some aspects of auxiliary equivalence. (Contains 6 tables.)

Work valence is derived from expectancy-valence theory and the literature on children's vocational development and is presumed to be a general appraisal of work that emerges during the childhood period. Work valence serves to promote and inhibit the motivation and tasks associated with vocational development. A measure of work valence, composed of perceptions about future work experiences and affects, is developed and tested employing samples of high school and university students. Multi-group confirmatory factor models demonstrated that the Work Valence Scale (WVS) conformed to a hierarchical measurement model and may be employed to yield a general work valence construct or more specific positive and negative work valences. The WVS demonstrated metric invariance across the high school and university years. Criterion validity tests demonstrated that the general work valence was positively associated with work approach motivation and in-depth career exploration and negatively associated with work avoidance. Discriminant validity tests demonstrated that the positive and negative work valences and affectivities were only weakly correlated with general measures of affectivity. (Contains 1 figure and 4 tables.)

International students in higher education represent a diverse population with unique mental health needs. Foreign students commonly experience a host of adjustment issues, including acculturative stress, language difficulties, cultural misunderstandings, racial discrimination, and loss of social support. Despite their challenges, few international students seek individual counseling. The purpose of this article is to present counseling groups as a treatment modality for addressing international students' adjustment concerns. Special attention is directed to the practical, ethical, and cultural challenges of conducting group counseling with this population, in addition to presenting recommendations for future practice and research.

Higher levels of personal growth initiative (PGI; C. Robitschek, 1998) are associated with lower negative and higher positive affect (e.g., C. Robitschek & S. Kashubeck, 1999; C. Robitschek & C. L. M. Keyes, 2004). Two hypotheses that have been suggested for such findings are that (a) PGI moderates the relation between problems and affect and (b) successful resolution of potential problems mediates the relation between PGI and affect (C. Robitschek & S. Kashubeck, 1999). The current research tested these two hypotheses, using self-discrepancies (E. T. Higgins, 1987) as problems or sources of distress. Using a sequential design and a sample of predominantly European American college students (N = 134), the authors found that PGI was associated with lower social anxiety and negative affect, higher positive affect, and lower self-discrepancies. No support for the first (moderation) hypothesis was found. However, there was partial support for the second (mediational) hypothesis. The results suggest that those higher in PGI experience less social anxiety in part by maintaining lower self-discrepancies.

This study aimed to examine how internalized weight bias (IWB), body surveillance, and body shame relate to eating pathology in women with diagnosed eating disorders (EDs) across the weight spectrum. Previous research has examined these variables in primarily non-clinical populations, binge eating disorder, and higher weight populations. In a sample of 98 women with diagnosed EDs, the association of IWB, body surveillance, and body shame on the severity of ED symptoms was examined with hierarchical multiple regression analyses. Results indicate that IWB, body surveillance, and body shame significantly predicted global eating pathology, F (4, 93) = 40.74, p <.001. IWB, body surveillance, and body shame related to global eating pathology, even after controlling for previous weight bias experiences. Analyses with specific symptom clusters found that only body surveillance predicted dietary restraint, only IWB and body shame predicted overvaluation of shape/weight, and only IWB predicted body dissatisfaction. The findings in this study provide initial support for internalized stigma variables (IWB, body surveillance, and body shame) related to ED pathology in a transdiagnostic clinical eating disorder sample across the weight spectrum. Results suggest that further examination of internalized stigma is needed within ED treatment. [ABSTRACT FROM AUTHOR]

Two of the most popular populations for convenience sampling used in the psychological sciences are college students and Mechanical Turk (MTurk) workers. College students represent a traditional type of convenience sample, whereas MTurk workers provide a more modern source of data. However, little research has examined how these populations differ from each other in salient characteristics. Additionally, no research to date has investigated how MTurk college students (a traditional sample collected using modern methods) compare to either population. The current study examined 1,248 participants comprising three samples: MTurk noncollege workers (n = 533), MTurk college students (n = 385), and traditional college students (n = 330). We compared the samples on demographic characteristics, study completion time, attention, and individual difference variables (i.e., personality, social desirability, need for cognition, personal values, and social attitudes). We examined the individual difference variables in terms of mean responses, internal consistency estimates, and subscale intercorrelations. Results indicated the samples were distinct from each other in terms of all variables assessed; in addition, adding demographic characteristics as covariates to the analyses of individual difference variables did not effectively account for sample differences. We conclude that research using convenience samples should take these differences into account. [ABSTRACT FROM AUTHOR]

This study used social cognitive career theory to predict the career aspirations and tenure expectations of untenured female science, technology, engineering, and math (STEM) assistant professors. We hypothesized that contextual variables (perceived career barriers and institutional support for work–life balance) would directly predict career aspirations and tenure expectations. We also expected that these contextual variables would be indirectly related to career aspirations and tenure expectations through our self-efficacy variables (faculty task-specific self-efficacy and impostor beliefs). Data were collected from 214 untenured female faculty in STEM departments. Path analyses indicated that the hypothesized model was a good fit for the data. Institutional support for work–life balance produced direct and indirect pathways to career aspirations through faculty task-specific self-efficacy and an indirect pathway to tenure expectations through impostor beliefs, whereas perceived career barriers produced a direct pathway to career aspirations. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Personality judgments based on facial features are a common occurrence. The face familiarity overgeneralization hypothesis states that people make judgments of unknown faces based on their similarity to known faces. However, there is a dearth of research regarding how face familiarity relates to perceptions of personality and intelligence in strangers. The current article used two studies to provide evidence for the relationship between face familiarity and judgments of personality and intelligence. Study 1 showed that photographs perceived as familiar by one set of participants were rated more positively regarding personality and intelligence by a second group of participants. Study 2 found that high perceived familiarity resulted in positive judgments of personality and intelligence, whereas familiarity based on exposure did not. These findings indicate both that perceived familiarity significantly impacts positive judgments of personality and intelligence and that the face familiarity overgeneralization hypothesis is a useful framework for this area of research. Keywords Face familiarity * Perceived familiarity * Episodic familiarity * Personality judgments * Face familiarity overgeneralization hypothesis, When first meeting someone, humans infer that individual's characteristics and likely behaviors from appearance, with facial appearance playing a particularly important role. For instance, Willis and Todorov (2006) found that [...]

Higher levels of personal growth initiative (PGI; C. Robitschek, 1998) are associated with lower negative and higher positive affect (e.g., C. Robitschek & S. Kashubeck, 1999; C. Robitschek & C. L. M. Keyes, 2004). Two hypotheses that have been suggested for such findings are that (a) PGI moderates the relation between problems and affect and (b) successful resolution of potential problems mediates the relation between PGI and affect (C. Robitschek & S. Kashubeck, 1999). The current research tested these two hypotheses, using self-discrepancies (E. T. Higgins, 1987) as problems or sources of distress. Using a sequential design and a sample of predominantly European American college students (N = 134), the authors found that PGI was associated with lower social anxiety and negative affect, higher positive affect, and lower self-discrepancies. No support for the first (moderation) hypothesis was found. However, there was partial support for the second (mediational) hypothesis. The results suggest that those higher in PGI experience less social anxiety in part by maintaining lower self-discrepancies. Keywords: personal growth initiative, self-discrepancies, PGI, social anxiety, affect

Research examining the relationship between alcohol use and relational ethics (fairness and trustworthiness in family and romantic relationships) among college students is lacking. Participants were recruited from a Department of Psychology human subjects pool at a Midwestern university. A total of 421 participants were included in the current study and completed an online survey measuring demographics, hazardous alcohol use, and relational ethics. Hierarchical linear regression analyses showed a statistically significant relationship between alcohol use and horizontal relational ethics (i.e. perceived fairness in their romantic relationships), Greek involvement, race, and veteran status. Findings indicated college students who approach their dating relationships with a stronger sense of trustworthiness and fairness are less likely to engage in hazardous drinking. Alcohol prevention and intervention programs on colleges campuses may consider the inclusion of relational components in their programing. [ABSTRACT FROM AUTHOR]