Previous research has shown that teachers are at risk of experiencing significant work-related stress. Recovery is seen as a way to unwind from work stress caused by a myriad of stressors. This study examines the mechanisms of teacher recovery and their relationship to physical stress symptoms. Fifty high school teachers were recruited to participate from schools in South Florida. Physical stress symptoms were measured using a self-report survey called the Physical Symptoms Inventory (PSI) , which took place directly after the open-ended question portion of the survey. A multiple linear regression analysis was conducted to assess any connection between the appearance of barrier and facilitator related words in the open-ended questions to the rating of physical symptoms. The analysis showed that facilitators did not significantly predict PSI scores (β = -.17, ns). However, barriers did significantly predict PSI scores (β = .49, p < .001). Grounded theory was used alongside theoretical sampling to develop themes related to the barriers and facilitators of recovery from participant open-ended question answers. Data was analyzed and coded using constant comparison tactics. After data analysis, data showed that the most prevalent barriers described by teachers were workload, off-job workload, the constant need to plan, and constant rumination. These results can help pave the way for future research in this area, as well as the development of comprehensive intervention programs used to assist in promoting recovery in teachers.

The effort-reward imbalance model allows us to see disparity in effort and reward and how this can be a predictor for a variety of constructs. The present study seeks to gather data utilizing the ERI modal in the nursing profession. Previous research has utilized the ERI model but methods for gathering data were not quick and efficient. This study seeks to utilize a database called Glassdoor to rapidly and effectively gather data. The researchers are interested in seeing the likelihood of nurses to recommend their company to a friend based on perceived effort and rewards. The sample included a random selection of 40 reviews from 40 randomly selected hospitals. To collect these random samplings, we used an excel random generator formula. We selected the 40 hospitals based on the corresponding number of the excel random generator and utilized the same method to select the 40 reviews. Sample words were developed through reviewing previous research. The frequency of each type of word was summed to create a numerical variable for effort and reward. Not only was the actual content of the review assessed, but the overall rating the user gave on Glassdoor for each particular variable was also used as reference to maintain accuracy. Bivariate correlations were conducted on the data to determine the strength of the effort-likelihood to recommend relationship and the reward-likelihood to recommend relationship. Results indicated that nurses who reported putting more effort into their company, were significantly more likely to recommend their company to a friend. Results also indicated that nurses who reported more rewards such as raises, compensation, and benefits were significantly more likely to recommend their company to a friend.

The effects of training in halo reduction on cognitively complex and noncomplex individuals were studied. Three main hypotheses were tested: 1) There would be a significant negative relationship between cognitive complexity and halo. 2) Training would significantly reduce halo. 3) Training would significantly reduce the amount of halo in the ratings of cognitively noncomplex individuals, but not in the ratings of complex individuals. Forty undergraduate students were given a cognitive complexity test, and high and low complexity groups were identified. Subjects were randomly assigned to either the Training or the No-Training condition. The training groups participated in a lecture-discussion session aimed at rating improvement. The No-Training groups worked on a Sentence-Completion exercise. All subjects viewed a videotaped discussion and rated two discussion participants. The relationship between halo and complexity was not significant for either of the rates; however, for one rate, the results were in the expected negative direction (the product moment correlation coefficient between the rating variance and complexity was .3987, .05

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Previous research has found that the structural makeup of the face influences the manner by which individuals perceive others and attribute characteristics to them. In addition, support has been provided for the hypothesis that nonverbal cues significantly influence an interviewer's perception of a job candidate and the pending hiring decision. Taken together, this study hypothesized that the nonverbal cues emitted from the structural makeup of the face would impact the decision to hire and the perceptions of the job applicant's personality. It was also expected that variations in facial structure would influence an employer's decision in hiring the applicant for a high visibility position versus a low visibility position. The analysis failed to provide support for the hypothesis. Specifically, manipulated changes in eye shape, lip shape and job type failed to significantly effect hiring decisions. The personality ratings, as measured by the four 7-point behaviorally anchored ratings scales, additionally failed to significantly correlate with eye shape and lip shape. The personality ratings, however, were significantly correlated with the decision to hire. Regression analyses performed for each of the job type groups indicated that interviewers have preconceived notions as to the personality of the applicant.

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The escalation of commitment to a particular course of action has, in the past eleven years, become an increasingly popular area for research in the psychological aspects of decision making. The major question posed by this line of research is: "Does an individual become so committed to a particular course of action that he/she can no longer analyze the situation objectively and, consequently, makes irrational decisions to continue investing when such activity is no longer advisable?" Staw (1981) states that the escalation phenomenon can occur when an individual becomes overly committed to a chosen course of action. He adds that the underlying assumption of this line of research is "that individuals may go beyond the passive distortion of adverse consequences in an effort to rationalize a behavioral error" (p. 579). In other words, if an individual is committed to a particular course of action, then he/she may commit a greater amount of resources, following negative feedback, in order to "turn the situation around" and in an attempt to eventually appear competent.