<p>Retention is increasingly important in today?s workforce as millennials and future generations are entering the workplace (Kantrowitz, 2014; Lyons, Schweitzer, & Ng, 2015). A recently identified personality characteristic, grit, may be a good predictor of retention (Robertson-Kraft and Duckworth, 2014). The current study explored the importance of grit on the hiring decisions, predicted task and contextual performance for a hypothetical candidate for a sales position. The level of participant grit was also explored to examine potential similar-to-me effects. Participants viewed a job description, resume, and assessment results (grit and cognitive ability scores) of a hypothetical job applicant and were asked to complete hiring decision, predicted task and contextual performance and grit measures. The results of the current study indicated that a candidate?s cognitive ability and grit level were viewed as significant factors in the hiring decision. Participant grit level also had a significant positive effect on predicted task and contextual performance. Candidates with a higher grit score were given a higher hiring decision score and were rated higher for predicted task and contextual performance. Candidates with a higher cognitive ability were given a higher hiring decision score when compared to those with a lower cognitive ability score. Implications from the current study apply to selection decision makers, job applicants and researchers.

<p> Factor H is a newly identified phenomenon which describes a constellation of attributes of the new graduate nurse reflecting personality traits, intellectual abilities, and clinical judgment. In a previous pilot study conducted by this researcher nurse managers and experienced Registered Nurse (RN) preceptors described characteristics demonstrated by new graduate nurses demonstrating Factor H and the new graduate nurse's ability to transition quickly and successfully into the RN role in the acute care environment. There is currently no instrument available to measure this phenomenon. The specific aim of this research was to develop and psychometrically test a scale designed to identify the presence of attributes of Factor H in the new graduate nurse. The Sims Factor H Assessment Scale (SFHAS) was developed and piloted with a sample of one hundred one new graduate nurses within three months of completing the their nursing program at one of three nursing schools in central and south central Indiana. Evidence of content validity was demonstrated through the use of the Content Validity Index conducted with a panel of four experts. Evidence of face validity was demonstrated through interviews with a group of new graduate nurses, nurse managers, and experienced RN preceptors. Principle Axis Factoring with Varimax rotation was used to demonstrate evidence of construct validity and the scale was found to have a single component which was identified as nursing personality. Evidence of criterion-related validity was demonstrated utilizing analysis of the SFHAS and the criterion scale for personality traits (NEO-FFI). Evidence of internal consistency reliability was demonstrated through analysis of inter-item correlations, Cronbach's coefficient correlations, and item-total correlations. Test re-test reliability using interclass correlation was also conducted to demonstrate stability of the scale. The SFHAS was found to be reflective of nursing personality and not general mental ability or clinical judgment. Use of the SFHAS will allow organizations to evaluate the nursing personality of the new graduate nurse for fit into the work environment. Further study is recommended to gain clarity around the attributes which support successful transition of the new graduate nurse into practice in the acute care environment, also known as Factor H.</p>

<p> The purpose of this study was to investigate the relationships between attachment style, shyness, shame, and college persistence and grade point average. While considerable research was conducted to examine these variables in children, less is known about how these variables interact in a college setting. This study used a quantitative, non-experimental correlational design to analyze these variables in relation to college freshman students at a for-profit university, with locations throughout the United States. Over 2,000 freshman students between 18 and 40 received e-mails via the university&rsquo;s communication department asking them to participate in this study by responding to three surveys. Participants completed The Experiences in Close Relationships to measure attachment style, the Cheek and Buss Shyness scale to measure shyness, and the Compass of Shame scale to measure shame. Persistence was measured by examining whether students were registered and attending classes the semester following the survey distribution. Students also completed a demographic survey. In all, 143 participants completed surveys, with a final sample of 99 once the data were analyzed for transfer credit and outliers. Results were examined using logistic regression analysis to determine relationships between attachment style, shyness, shame, and persistence. A multiple linear regression analysis was used to analyze relationships between the predictor variables and cumulative grade point average. Results of this study indicated that there were no significant relationships between the predictor variables and persistence and grade point average. A discussion of results explores possible explanations including recommendations for future research in regards to attachment style, shyness, shame and their impact on college student success.</p>

<p> In the past decade, advocacy for theater arts programs in schools has increased. New research suggests that the application of theater arts in conjunction with academics provides many social-emotional benefits for students, including increases in empathy. Although there appears to be a strong link between theater and empathy, many previous experiments have focused their research on the experimental implementation of short-term programs or after school activities. In fact, few studies have explored the effects of theater education classes as part of an already existing curriculum. This mixed methods study investigated the relationship between levels of self-reported empathy and experience in a curriculum-based high school theater program. Specifically, differing degrees of affective and cognitive empathy were measured in students who have been exposed to a multi-year high school theater program versus peers with no theater experience. The study consisted of 75 students enrolled in a rural high school that offered a multi-year curriculum-based theater program. Results of this study indicated that high school students enrolled in the theater program displayed significantly higher levels of self-reported affective empathy across groups. However, no difference in cognitive empathy was found. Additionally, qualitative interviews implied that there is a unanimously positive attitude toward employing theater arts in the high school curriculum. Future implications for further research and practice are discussed.</p>

<p> Sport participation is important for many adolescents and young adults, as they explore their identity and personality expression. In response to controversy over the &ldquo;dumb jock&rdquo; stereotype, and research exploring differing athletic identities, this investigation examined the personality differences between self-identifying &ldquo;Athletes&rdquo; and &ldquo;Jocks.&rdquo; Much research on student athletes examines the benefits and risks associated with sports participation, with no criteria to identify which athletes may be more at risk. The disparity in the research on the benefits and risks associated with sports participation may be mediated by identity and personality. Previous research suggests that a group identified as &ldquo;Jocks&rdquo; display behaviors indicative of narcissistic and antisocial personality, but does not examine personality directly. In this study, narcissistic traits were assessed using the Narcissistic Personality Inventory-13. Participants included in the study met the following criteria: age 18-24, played at least one year of high school sports, and currently play on a high contact sports team at Division I or II undergraduate universities in the U.S. Data was collected via online survey. Findings indicate that self-identified &ldquo;Jocks&rdquo; endorse higher levels of narcissism overall, as well as higher levels of three narcissistic trait facets. This lends evidence to the idea that there may be a construct to help explain some of the negative behavior associated with athletics. Finally, this study may benefit individuals who work with student athletes by helping to identify youth who may be at higher risk for problem behaviors and/or mental health concerns, particularly those who begin to display traits at an early age.</p>

<p> Jungian Psychological Type is the foundation of many modern theories of personality. Many aspects of the theory have yet to be explored with empirical research, one area in particular being the theory behind the hierarchy of preferences, which is important because the Types are classified by the order of their preferred functions. A latent class analysis technique was applied to the eight ranked function-attitude scores of 5,247 participants who took the Majors Personality Type IndicatorTM (PTI) and Majors Personality Type Elements&trade; (PTE) assessments. The superior, auxiliary, and tertiary preferences of the latent classes were examined so that the nature of the relationships amongst the three preferences could be observed. Results show that the superior/auxiliary preferences were consistently opposite in process (one rational and one irrational)&mdash;but not consistently in attitude. Not only did the superior/auxiliary/tertiary preferences exhibit complementary relationships to one another, the tertiary function was never antagonistic to the auxiliary or superior preference. Remarkably, the superior and inferior functions were antagonistic to one another in 46 out of the 47 classes that resulted from the analysis. Thus, the outcomes support Jung&rsquo;s theory but also present evidence against other popular Type theories. The resulting profiles support the hypothesis that there may be more than 8 or 16 Types, which holds implications for the practical application of the Type theory as well as the classification and assessment of Psychological Type. A model for a systemic conceptualization of the hierarchy is presented and suggestions for future research are proposed.</p>

Master of Science / Department of Psychology / Brenda L. McDaniel / A large majority of trauma research focuses on relatively acute, physical trauma leading to the development of negative mental and physical trauma symptoms. Sometimes psychological trauma is measured concurrently with these instances of physical trauma. However, less is known about the impact of solely psychological trauma on mental and physical trauma symptom development. Moreover, chronic rather than acute psychological trauma is even more understudied. Therefore, the purpose of the current study was to address the gap of knowledge surrounding the impact of chronic psychological trauma on mental and physical health in young adults. The present inquiry was guided by two theoretical models: the Chronic Relational Trauma (CRT) Model and the Etiology of Psychopathology (EP) Model. The CRT Model posits a cyclical pattern of relational trauma perpetrated by caregivers, peers, and intimate partners. Relatedly, the EP Model focuses on acute physical trauma exposure leading to the development of negative mental and physical trauma symptoms as well as potential biological dysregulation with personality characteristics moderating these relationships. However, it is currently unknown how these moderating personality characteristics impact chronic psychological trauma. Thus, the current study blended these two theoretical models in order to examine the impact of chronic psychological trauma on mental, physical, and biological symptoms. One hundred and eighty young adults (Mean age = 18.53, SD = .70) were recruited for the current study. Participants completed a series of questionnaires and provided five total cortisol samples via oral swabs. Results indicate that after controlling for chronic physical trauma, chronic psychological trauma predicts mental trauma symptoms for females and males, but not physical trauma symptoms or biological dysregulation in cortisol. Further, levels of resilience, namely a sense of mastery and emotional reactivity as well as forgiveness significantly moderate the relationship between chronic psychological trauma and mental and physical trauma symptoms for males and females differentially. Contributions of the current findings in terms of adding unique knowledge to trauma literature and future research projects are discussed.

<p> The problem addressed in this study was the issue of technology integration in the classroom by alternate route teachers. The goal was to find a possible correlation between teacher personality and their ability to integrate technology. In this quantitative study, 174 completers from the New Pathways to Teaching New Jersey (NPTNJ) alternate route training program were surveyed to obtain information leading to the possible correlation between personality traits and technology integration skills. Of the surveys distributed, 141 had adequate qualifications, so only these were used. The key findings were that extraversion was positively correlated to technology integration skills and neuroticism was negatively correlated to technology integration skills. The results showed statistically significant positive correlations between completers who had a high score on the extravert personality trait and their proficiency in technology integration skills. Additionally, there was a statistically significant negative correlation between neuroticism and technology integration skills. The study showed there was no identifiable correlation between the personality traits of openness, conscientiousness, and agreeableness and technology integration ability. The implications of this study can be used to identify candidates who are likely to be successful at integrating technology into the classroom. Training modules and professional development can be developed to train teachers in the habits and characteristics associated with the extraversion personality trait and how to avoid the behaviors associated with neuroticism to increase the likelihood of technology integration in the classroom. Further research should be focused on other factors that may influence technology integration and alternate route teachers who completed the NPTNJ training program. </p><p>

<p> Approximately 20-30% of single American women have been involved with a married man during the course of their lifetime (Lindquist &amp; Negy, 2005; Oala, 2008; Perel, 2017; Richardson, 1988). Infidelity in Western society is perceived in a pejorative manner, and women are often negatively judged for their engagement in an extramarital affair. However, the prevalence of single women becoming involved with married men has increased in the 21^st century. This study sought to understand the lived experience of "the other woman" in contemporary Western society. By investigating woman's experiences through Interpretive Phenomenological Analysis this study aspired to contribute to clinical psychology in an effort toward destigmatization of women, and to provide a better understanding for the rationale as to why single women enter and remain in relationships with married men. Furthermore, this research sought to illuminate the shadow effects on the "the other woman's" psyche, to examine "the other woman's" desire to feel loved and appreciated in order to decrease vulnerability, and to explore "the other woman's" sense of self throughout an extramarital affair. </p><p>

<p>The purpose of this qualitative descriptive multiple case study was to understand what were a group of former company-grade leaders? perspectives of Army resilience training and how these perspectives impacted training transfer of resilience training in their former units. The theoretical framework underpinning this research was Holton?s human resource development evaluation research and measurement model. Two research questions were posed in this study: 1. What were a group of former Army company-grade leaders? perspectives of resilience training? 2. How did former Army company-grade leaders? perspectives of resilience training relate to their prioritization, implementation, and fostering of a supportive climate for resilience training within their former units? A homogeneous purposive sampling strategy was used to recruit 10 former company-grade leaders near an Army installation in the southwestern United States. Data was collected from three sources using within-method triangulation: focus groups, open-ended in-depth individual interviews, and historical documents. Data analysis included thematic analysis and both deductive and inductive coding. Four themes emerged from the data relating to the training transfer of Army resilience training: perception of training, transfer climate, external events, and organizational training management indiscipline. Ineffective resilience training instructors were the catalyst driving negative affective reactions from former company-grade leaders. This, in turn, contributed to their negative utility perception of Army resilience training. This negative perspective of resilience training transcended individual leaders and permeated their unit?s climate, creating a barrier to the transfer of resilience training to soldiers within these leaders? former units. Keywords: resilience, training transfer, perception of training, transfer climate