This three-week longitudinal field study with an experimental intervention examines the association between daily events and employee stress and health, with a specific focus on positive events. Results suggest that both naturally occurring positive work events and a positive reflection intervention are associated with reduced stress and improved health, though effects vary across momentary, lagged, daily, and day-toevening spillover analyses. Findings are consistent with theory-based predictions: positive events, negative events, and family-to-work conflict independently contribute to perceived stress, blood pressure, physical symptoms, mental health, and work detachment, suggesting that organizations should focus not only on reducing negative events, but also on increasing positive events. These findings show that a brief, end-of-workday positive reflection led to decreased stress and improved health in the evening. Research has established that work stress physically and psychologically damages workers and economically burdens organizations and societies (Pfeffer, 2010; Schnall, Dobson, & Rosskam, 2009). Numerous studies have addressed sources of work stress (e.g., Kamarck et al., 2002), ways to eliminate them from work environments (e.g., Israel, Baker, Goldenhar, Heaney, & Schurman, 1996), and ways to mitigate their negative effects (e.g., Rau, Georgiades, Fredrikson, Lemne, & de Faire, 2001; Van der Doef & Maes, 1998). Overwhelmingly, this line of research has focused on negative aspects of work (e.g., long hours, time pressure, role ambiguity; see Crawford, LePine, & Rich, 2010), with positive aspects of work playing primarily a buffering role. Moreover, research has tended to treat positive work resources (e.g., autonomy, support) as relatively stable characteristics of an environment, despite the fact that theory suggests a more ongoing, dynamic, and continuous depletion and replenishment of resources. Over the past decade, a contrasting line of research has emerged that focuses explicitly on positive events (e.g., positive psychology [Seligman & Csikszentmihalyi, 2000]; positive organizational The first two authors contributed equally to this research. Data were collected when all the authors were at the University of Minnesota.

Gender bias continues to be a concern in many work settings, leading researchers to identify factors that influence workplace decisions. In this study we examine several of these factors, using an organizing framework of sex distribution within jobs (including male- and female-dominated jobs as well as sex-balanced, or integrated, jobs). We conducted random effects meta-analyses including 136 independent effect sizes from experimental studies (N = 22,348) and examined the effects of decision-maker gender, amount and content of information available to the decision maker, type of evaluation, and motivation to make careful decisions on gender bias in organizational decisions. We also examined study characteristics such as type of participant, publication year, and study design. Our findings revealed that men were preferred for male-dominated jobs (i.e., gender-role congruity bias), whereas no strong preference for either gender was found for female-dominated or integrated jobs. Second, male raters exhibited greater gender-role congruity bias than did female raters for male-dominated jobs. Third, gender-role congruity bias did not consistently decrease when decision makers were provided with additional information about those they were rating, but gender-role congruity bias was reduced when information clearly indicated high competence of those being evaluated. Fourth, gender-role congruity bias did not differ between decisions that required comparisons among ratees and decisions made about individual ratees. Fifth, decision makers who were motivated to make careful decisions tended to exhibit less gender-role congruity bias for male-dominated jobs. Finally, for male-dominated jobs, experienced professionals showed smaller gender-role congruity bias than did undergraduates or working adults.

Little is known about the reliability of college grades relative to how prominently they are used in educational research, and the results to date tend to be based on small sample studies or are decades old. This study uses two large databases (N > 800,000) from over 200 educational institutions spanning 13 years and finds that both first-year and overall college GPA can be expected to be highly reliable measures of academic performance, with reliability estimated at .86 for first-year GPA and .93 for overall GPA. Additionally, reliabilities vary moderately by academic discipline, and within-school grade intercorrelations are highly stable over time. These findings are consistent with a hierarchical structure of academic ability. Practical implications for decision making and measurement using GPA are discussed.