<p>As more organizations adopt varying work arrangements (e.g., remote, in-person work), it is increasingly important to understand factors that associate with employee’s job satisfaction under different work contexts. Previous studies, based almost entirely on in-person work contexts, have mixed findings on whether certain personality traits relate to job satisfaction. The current meta-analysis investigates the potential moderating role of work context on the relation between personality and job satisfaction. Specifically, I examine how personality traits are associated with job satisfaction differently under remote and in-person work contexts. I first compiled an integrated definition of remote work and identified the unique characteristics that contrast remote from in-person work contexts. Drawing from interactionist theories, I then highlighted how the characteristics of work context could moderate the relation between the Big Five personality traits and job satisfaction. I conducted a meta-analysis, quantitatively summarizing findings from 246 studies (<em>N</em> = 260,492). Results suggested that all five Big Five personality traits are significantly related to job satisfaction, however work context did not moderate the relation. Overall, findings from the current study suggest that the personality-job satisfaction relation is statistically significant and robust across contextual differences.</p>

Augmented reality is a field of technology in which the real world is overlaid with additional information from a computer generated display. Enhancements to augmented reality technology presently support limited mobility which is expected to increase in the future to provide much greater real world functionality. This work reports on a set of experiments that investigate performance in search and rescue navigating tasks using augmented reality. Augmentation consisted of a spatially and temporally registered map of a maze that was overlaid onto a real world maze. Participants were required to traverse the maze, answer spatially oriented questions in the maze, acquire a target object, and exit. Pre and post hoc questionnaires were administered. Time and accuracy data from one hundred twenty participants were collected across six treatments. The between subject treatments, which had an equal number of male and female participants, were a control condition with only a compass, a control condition with a paper map available prior to maze traversal and four experimental conditions consisting of combinations of egocentric and exocentric maps, and a continuously on and on demand map display. Data collected from each participant consisted of time to traverse the maze, percent of the maze covered, estimations of euclidian distance and direction, estimations of cardinal direction, and spatial recall. Data was also collected via pre and post hoc questionnaires. Results indicate that best performance with respect to time was in the control condition with a map. The small size of the maze could have facilitated this result through route memorization. Augmented reality can offer enhancement to performance as navigational tasks become more complex and saturate working memory. Augmented reality showed best performance in accuracy by facilitating participants' coverage of the maze. Exocentric maps generally exhibited better performance than egocentric maps. On demand displays also generally resulted in better performance than continuously on displays. Gender differences also were evident with males exhibiting better performance than females. Participants reporting an initial tendency to not rotate maps exhibited better performance than those reporting a tendency to rotate maps. Enhancements being made to augmented reality and related technologies will result in more features, improved form factor for users, and improved performance in the future. Guidelines provided in this work seek to ensure augmented reality systems continue to progress in enhancing performance

Creating engaging, interactive, and immersive synthetic characters is a difficult task and evaluating the success of a synthetic character is often even more difficult. The later problem is solved by extending Turing's Imitation Game thusly: computational construct should be evaluated based on the criteria of how well the character can mimic a human. In order to accomplish a successful evaluation of the proposed metric, synthetic characters must be consistently believable and capable of role-appropriate emotional expression. The author believes traditional synthetic characters must be improved to meet this goal. For a synthetic character to be believable, human users must be able to perceive a link between the mental state of the character and its behaviors. That is to say, synthetic characters must possess intentionality. In addition to intentionality, the mental state of the character must be human-like in order to provide an adequate frame of reference for the human users' internal simulations, to wit, the character's mental state must be comprised of a synthetic model of personality, of personality dynamics, and of cognition, each of which must be psychologically valid and of sufficient fidelity for the type of character represented. The author proposes that synthetic characters possessing these three models are more accurately described as synthetic personalities. The author proposes and implements computational models of personality, personality dynamics, and cognition in order to evaluate the psychological veracity of these models and computational equivalence between the models and the implementation as a first step in the process of creating believable synthetic personalities.

Today's best intelligent, adaptive, multimedia trainers have shown excellent performance; however, their results still fall far-short of what good human tutors can achieve. The overarching thesis of this paper is that future intelligent, adaptive systems will be improved by taking into account relevant, consistent, and meaningful individual differences. Specifically, responding to individual differences among trainees will (a) form more accurate individual baselines within a training system, and (b) better inform system responses (so that they interpret and respond to observable data more appropriately). One variable to consider is trait arousability, which describes individual differences in sensitivity to stimuli. Individuals' arousability interacts with the arousal inherent to a task/environment to create a person's arousal state. An individual's arousal state affects his/her attentional capacity, working memory function, and depth of processing. In this paper, two studies are presented. The purpose of the first study was to evaluate existing subjective measures of trait arousability and then develop a new measure by factor analyzing existing apparatus. From this well-populated (N = 622) study, a new reliable ([alpha] = .91) 35-item scale was developed. This scale includes two factors, negative emotionality and orienting sensitivity, which have been previously theorized but not yet so reliably measured. The purposes of the second study were to (a) validate the measure developed in the first investigation and (b) demonstrate the applied value of the arousability construct in the context of training. Results from the second study (N=45) demonstrated significant main effects, but the interaction effects were inconclusive. They neither clearly confirm nor invalidate the hypotheses, but they do raise further questions.

Pre-Trip Inspection of the truck and trailer is one of the components of the current Commercial Driver's License (CDL) test. This part of the CDL test checks the ability of the student to identify the important parts of the commercial vehicle and their potential defects. The Virtual Check Ride System (VCRS), a computer-based application, is an assessment and feedback tool that mirrors the inspection component of the actual CDL. The VCRS has provided an after action review (AAR) via a feedback session that helps in identifying and correcting drivers' skill in inspecting parts and for overall safety. The purpose of this research is to determine the effectiveness of the VCRS in truck driving training programs. An experimental study was conducted with truck driving students at Mid Florida Tech, located in Orlando, Florida. The students were divided into control and experimental groups. Students in the both groups received regular training provided by Mid Florida Tech. The experimental group received additional training by making use of the VCRS. A total of three paper-based tests were given to all subjects during first three weeks; one test at the end of a week. Both groups were given the same paper-based tests. A two-way analysis of variance was conducted to evaluate the effect of the VCRS in the experimental group. This analysis found a significant difference between control and experimental groups. This effect showed that the students in the experimental group increased their performance by using VCRS. Moreover, there was a main effect in the scores of each week. However, there was not an interaction between the two factors. Follow up Post Hoc tests were conducted to evaluate the pair-wise differences among the means of the test week factors using a Tukey HSD test. These Post Hoc comparisons indicated that the mean score for the third week's test scores were significantly better than the first week's test score in the experimental group. It was concluded that the VCRS facilitated learning for the experimental group and that learning also occurred for both groups as a result of repeated testing.

This study examined the effects of performance feedback information on parenting practices that contribute to development of vocabulary and pre-literacy skills. Fifty-one dyads of parents and their pre-school aged children were randomly assigned to one of three treatment groups. Group one received full treatment including a workshop and feedback. Group two, designated as the control group, did not receive the feedback portion of the treatment; and group three, designated as a wait list control group, received neither the workshop nor performance feedback. All participating parents were administered a survey of parenting practices that lead to vocabulary and pre-literacy development. Treatment produced significant results for the vocabulary measure; however, the data did not yield a significant result for the cognitive measure. There appeared to be a significant difference between the treatment group and the wait list control group. This difference was not found when comparing the treatment group to the control group, or when comparing the control to the wait list control. Also, feedback was shown to have an effect on only one of the five parenting practices surveyed.

School-Wide Positive Behavior Support (SWPBS) is a plan based on broad assessments of schools and their climate that can be implemented to create classrooms and schools that are focused on community and positive behavior (Horner, Sugai, Todd, & Lewis-Palmer, 2005). SWPBS involves creating and explicitly stating expectations, teaching those expectations, encouraging appropriate behavior, and defining ways to handle inappropriate behavior. Current tools that are suggested for use in conducting an assessment of school climate are: the Best Behavior School Discipline Assessment (BBSDA) also known as the Best Behavior Self-Assessment Survey (BBSAS), the School-Wide Evaluation Tool (SET), the Oregon School Safety Survey, and the Effective Behavior Support Self-Assessment (EBS Self Assessment) (Horner, et al., 2005; Sprague & Walker, 2005). All of these indicators and evaluation tools are helpful in planning SWPBS programs as well as assessing the integrity of implementation and changes in behavior patterns; however, they gather limited information from students. Collecting and examining student attitudes and perceptions about their school and safety is an important aspect of the evaluation process. The current study examined information from student surveys concerning the behavioral expectations at school as well as places in the school they felt safe and unsafe. Information gathered from these surveys was used to create an intervention that targeted a specific area identified as being the least safe and most unsafe, the bathroom, in the school to improve students' sense of safety. Based on the results of student survey information, an intervention was designed and implemented for six weeks. Compared to pre-intervention surveys, the treatment group reported feeling safer in the bathroom after the implementation of the intervention as compared to the control group, which reported no change.

<p>  </p> <p>Post-9/11 military service have been marked by a surge in large-scale combat deployments, characterized by deployments that are longer, with shorter periods of ‘dwell time’, and with a high reliance on the reserve component. Many service members and veterans (SMV) demonstrated resilience during this era by adapting successfully to these demands, meanwhile others experienced difficulty coping with stress and deployment-related exposures at some point. Limitations in existing research—including observations from single time points without the benefit of prospective data—complicates the understanding of the impact of military experience, as an early adult turning point, on well-being. The overarching goal of this study is to contribute to the literature assessing the impact of military service on depression trajectories across the transition into adulthood and into mid-life. Specific goals include informing our understanding of 1) the features of depression trajectories from adolescence to middle adulthood, i.e., from pre- to post-military life among those entering the military in young adulthood, compared to their civilian peers; 2) the importance of sociodemographic factors—including characteristics in the family of origin and indicators of social identity—in shaping depression trajectories and the extent to which their effects vary by SMV or civilian roles, and (3) the impact of pre-existing (childhood) risk and resilience factors on depression trajectories and whether their impact varies by SMV or civilian role. Results found that SMVs had lower depression symptoms prior to and at the time of enlistment, relative to civilians, before increasing later in life. Differences between civilians’ and SMVs’ depression trajectories narrowed after adjusting for sociodemographic factors, although SMVs had lower levels of depression than civilians from their 20s into their early 30s. Childhood risk and resilience factors significantly explained variance above and beyond sociodemographic factors for both SMVs and civilians across configurations (i.e., unique and cumulative models), with resilience factors in the family domain yielding particularly large effects with depression trajectories for both SMVs and civilians. Collectively these findings point to the potential for military service to function as a social determinant of health, the family domain as a key target for prevention and intervention, the continued relevance of resilience factors in the face of risk, and the need for the continued study of risk and resilience throughout the life course. </p>

The purpose of this research study was to determine if there is a correlation between personality type and level of confirmation bias. Confirmation bias is the idea that people are more likely to agree with opinions already similar to their own and they will actively seek out that opinion. The NEO Five Factor Inventory was administered to determine the subjects’ levels in openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. The Confirmation Inventory was administered to determine the level of confirmation bias. It was predicted that people high in openness will score low in confirmation bias; people who score high in conscientiousness will score high in confirmation bias; high levels of agreeableness will result in low scores of confirmation bias; and the final hypothesis is people who score high in neuroticism will also score high levels of confirmation bias. It is predicted that a person's level of extraversion will not affect their level of confirmation bias. The low participant number caused non-significant results. Overall, no significant differences were found that illuminate the relationship between confirmation bias and personality. None of the comparisons were found to be significant at the .01 level.

There is a societal stigma that villainizes or degrades anyone diagnosed or associated with any mental illness. While many different forms of media have attempted to destroy this stigma through psycho-centric narratives, I wanted to argue that musical theatre has the greatest potential as a live entertainment source to deconstruct and reduce the stigma surrounding mental illness. For my research, I theorized that musical theatre can most effectively change societal stigma about mental illness by communicating a clear understanding of the disease through music, and achieving popularity in the public eye longer than other live forms of theatre. I chose to focus on four of those musicals: Lady in the Dark by Moss Hart, Kurt Weill, and Ira Gershwin which talks about depression and anxiety in the 1940s; Spring Awakening, adapted from Frank Wedekind's original play by Steven Sater and Duncan Sheik, which discusses depression and suicidal tendencies, specifically in students; Next to Normal by Brian Yorkey and Tom Kitt which revolves around bipolar disorder; and Dear Evan Hansen by Steven Levenson, Benj Pasek, and Justin Paul which talks about the prevalence of anxiety disorders in society. With this thesis I wanted to further the progression of destigmatizating mental illnesses through the medium of musical theatre. Through an analysis of these well-known musicals that focus on mental illnesses and the psychological research that follows, I proposed a short song cycle that continues this evolution of mental illness musicals. Through this process, I theorized that musical theatre will decrease the stigma surrounding mental illnesses and will promote treatment and care when dealing with mental illnesses.