Thesis (Ph. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 131 p. Includes abstract. Includes bibliographical references (p. 60-75).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Changing demographic characteristics of the American workforce include increased levels of education and increased numbers of females. In 1979, females became a majority in the workforce and in higher education. Little research has been conducted on the impact of education and gender on job satisfaction since these changes have occurred. The purpose of this study was to investigate the differences in job satisfaction associated with level of education and gender. The data of the National Longitudinal Study of the High School Class of 1972 were used to answer the research questions: (1) Were there significant differences among education levels when measured by any of three measures of job satisfaction? and (2) Were there significant differences between males and females on any of the three measures of job satisfaction? Three levels of education were used, these were: high school graduate, two year college graduate, and four-year college graduate were the independent variable for education. Since the literature indicated job level, ability, and socioeconomic status could influence job satisfaction, they were included in the analysis as covariates. Multivariate analyses were used to determine whether education, gender or the interaction of these independent variables resulted in significant differences in any of the three measures of job satisfaction. The multivariate analyses indicated that there were significant differences for both level of education and for gender on the job satisfaction variables considered simultaneously. There was no significant interaction between the education and gender variables. Univariate analyses indicated that there were significant differences for both education and gender on the internal job satisfaction measure, but not on the external or overall measures. The Scheffe post hoc test was used to identify which levels of the education variable were responsible for the significant differences found. Two-year college graduates and four-year college graduates were found to be more satisfied with the internal aspects of their jobs than high school graduates. Similarly, males were found to be more satisfied with the internal aspects of their jobs than were females.

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The limited body of research on the emotional tone of women's and men's written sexual fantasies has relied on qualitative and/or subjective measures of affect. In this study, the Dictionary of Affect in Language (Whissell, 1989) was used to obtain two quantitative measures, Activation and Evaluation, of the emotional tone of sexual fantasies written by male (n=71) and female (n=119) university students. It was hypothesized that men would score higher than women on Activation, which is associated with arousal and action, and women higher than men on Evaluation, which is associated with pleasant feelings. Only the latter hypothesis was confirmed. Men scored higher on a measure of erotophilia-erotophobia than did women (although not on a measure of sex guilt), but controlling for erotophilia did not eliminate the observed affective difference in written sexual fantasy. Limitations of the study and other possible uses of the Dictionary in sex research are discussed. / Department of Counseling Psychology and Guidance Services

The preponderance of female depression is a widespread phenomenon that emerges as early as adolescence. Two diverse lines of psychosocial research were explored in the present study with the aim of helping to explain these gender differences. The first concerned the role of two interpersonal problems, feeling overly responsible for the welfare of others and feeling unassertive in relationships, which have been linked to psychological distress in adolescents (Aube, Fichman, Saltaris, & Koestner, 1997). The second focused on the differential response styles of males and females, rumination and distraction (Nolen-Hooksema, 1987). Results demonstrated that feeling overly responsible for others, and engaging in a ruminative response style were most predictive of psychological distress. As well, gender differences emerged among the older adolescents in psychological distress, feeling too responsible, and in rumination. Overall, the present findings suggested that, between the ages of 16 and 18, females become more likely than males to feel overly responsible for the welfare of others and to adopt a ruminative response style, which appears to make them more vulnerable to psychological distress.

Thesis (B.A. Hons. 1972) from the Department of Psychology, University of Adelaide.