Most past research on interpersonal forgiveness has emphasized qualities of the betrayed partner (e.g. trait forgiveness, dispositional empathy, narcissism) or relationship factors (e.g., relational closeness) in predicting forgiveness. However, research has rarely considered characteristics of the offender as predictors of forgiveness, as when a victim comes to wish the offender well and feel warmth toward him/her, and unforgiveness, as when a victim avoids or retaliates against an offender. Therefore the current project sought to assess the unique contribution of offenders’ personality over and above the aforementioned established predictors of forgiveness and unforgiveness outcomes on the Transgression-Related Interpersonal Motivations (TRIM) inventory. It was expected that offender variables (such as high narcissism, low dispositional empathy, low honesty-humility, and high agreeableness) would account for additional, unique variance in predicting forgiveness beyond the known correlates of forgiveness and unforgiveness (e.g., high relational closeness to offender, low betrayal severity, high trait forgiveness, low narcissism). Results for TRIM Benevolence and Avoidance, but not TRIM Revenge, were consistent with the study’s hypothesis, such that offender variables contributed significant unique variance above established predictors. Implications for the study of offender variables are discussed, as well as future directions research might consider.

This study examined the executive functioning skills as students with Autism Spectrum Disorder (ASD) entered college. The participants consisted of 95 college students with ASD who attended the Kelly Autism Program (KAP) on Western Kentucky University’s campus in Bowling Green, Kentucky. The individuals in the sample were categorized three groups: individuals who graduated from college, individuals who were still attending college, and individuals who dropped out of college. The results indicated that the executive functioning skills of inhibiting and initiation were statistically significantly different between the three groups and additional skills were significantly different when comparing only the group that graduated from college with the group that dropped out of college.

The current study developed a 40-item situational judgment test (SJT) to measure resilience in context. Undergraduate samples were used in the study and situational stems of the SJT consisted of both daily stressors and major life crises; each response alternative was designed to reflect one of five resilience-related factors. A crowd-sourcing method was utilized to create scoring keys for the SJT. The Resilience SJT demonstrated good psychometric properties, and showed evidence of construct and criterion-related validity. The SJT scores moderately correlated with scores from two resilience Likert scales, a hardiness scale as well as a negative affect scale. Compared to the two Likert-type resilience scales, the SJT demonstrated less overlap with hardiness, positive affect, and negative affect. Moreover, the SJT showed incremental validity in predicting global adjustment, but not academic achievement or college satisfaction, above and beyond the two other resilience measures. Lastly, the study examined different modes of resilient behavior and captured individuals’ mode choice tendencies for resilient responses to adverse situations. The Resilience SJT appears to be a viable alternative to capture resilience. Implications and limitations were discussed.

There was a gap in the current literature examining degree attainment, in that there was no research found on personality type and the highest degree level someone attains. The goal of this study was to understand if there was a correlation to an individual's personality classification as determined by their Myers Briggs Personality Inventory (MBTI) and the highest education level they achieve for the 225 people in the entire sample and 95 in the subsample (participants raised in poverty). The MBTI's theoretical foundation is based upon Dr. Carl Jung's personality typology and was later expounded upon by the tool's creators. Eight Mann-Whitney U tests were conducted to address each of the null hypotheses for each question. The 8 research questions asked if there were higher levels of degree attainment for those with a particular preference within the trait dichotomies as measured by the MBTI. The research questions asked if individuals classified as introverts (I), intuitive (N), judging (J) and thinking (T) within both groups would have higher levels of degree attainment than those classified as: extroverted (E), sensing (S), perceiving (P) and feeling (F). There was a statistically significant relationship between being extraverted (E) versus introverted (I) and the highest educational level achieved in the subsample. This result was opposite of the predicted relationship for this hypothesis. That is, individuals classified as extroverts (E) had higher degree attainment levels than those classified as introverts (I). None of the analysis for the other hypotheses were statistically significant. The social change implications may include strategies to develop marketing and recruitment programs that appeal to extraverts, to increase the likelihood that they will choose to attend their institutions.

The researchers in this study are concerned about what factors are involved in determining who actually does seek out adjunctive counseling for help in dealing with their diagnosis. In particular, personality factors of those who have cancer are examined. The more known about what motivates a patient to seek counseling, the easier it will be to develop rehabilitation and supportive programs to meet the needs of cancer patients. Hence, sanction for a research project such as this lies in the fact that the question of motivation regarding adjunctive counseling has not been dealt with specifically in the past.

The present study was designed to determine the reliability and validity of an observation code and rating scale developed by Smith (unpublished research) to measure prosocial behavior in young children.

Sixty-five college students completed the Profile of Nonverbal Sensitivity (PONS) and the Eysenck Personality Questionnaire. The results did not support the hypothesis that introverts would be found to be relatively more sensitive to negative nonverbal cues than to positive cues, and that this difference would be greater for introverts than for extroverts. The outcome did not support predictions concerning the relationship between sensitivity to nonverbal communication and extroversion- introversion based on either Gray's fear-frustration hypothesis or Eysenck's general conditionability hypothesis of extroversion-introversion.

No description available.

The purpose of this study was to examine the relationship among certain personality traits, vocational interests, and demographic factors with job satisfaction among secondary school natural science teachers. Implications for future research and educational practice were explored.;Volunteers teaching secondary school natural science classes in seven Virginia public school districts primarily in the Hampton Rhodes area were subjects for this study. Subjects completed the Myers-Briggs Type Indicator, the Vocational Preference Inventory, The Job Descriptive Index, and a biographical informational questionnaire.;It was hypothesized that (1) there would be a positive correlation between the predominant basic preference, INTJ, and job satisfaction, (2) there would be a positive correlation between congruence of the Holland code IRS and job satisfaction, (3) there would be a positive correlation between differentiation and job satisfaction, and (4) there would be a positive correlation between age, sex, years as natural science teacher, years in present position, total years in education, highest degree earned and job satisfaction.;Hypotheses 1, 2, and 3 were rejected. In hypothesis 4, years in present position and years as natural science teacher were negatively correlated with job satisfaction. Recommendations for further research and future educational practice were made.

No description available.