Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory psychology syllabi (N ¼ 158). SLOs were mapped to the APA Guidelines for the Undergraduate Psychology Major. Content analysis was based on the principles for quality undergraduate education promulgated by the American Psychological Association. Over 50% of the syllabi contained objectives specific to the science and application of psychology (knowledge base, research methods, and application). Analysis of content coverage revealed instructors spent significantly more time on topics related to physiological and cognitive psychology and spent significantly less time on topics related to the history and scope of psychology, research methods, and developmental psychology. The current study also explored the influence of instructor specialty area on content coverage.

Research on the work-life interface does not specifically account for how individuals cognitively conceptualize their work and nonwork lives in terms of the differentiation between work and nonwork self-aspects. In addition, no cross-cultural research examines self-concept differentiation in conjunction with employee outcomes of presenteeism and engagement, pointing to a need to study these relationships cross-culturally. Results of the current study revealed cultural differences in self-concept differentiation, engagement, mental presenteeism, and physical presenteeism. Indian participants reported lower levels of differentiation and higher levels of engagement, mental presenteeism, and physical presenteeism than American participants. Nationality interacted with self-concept differentiation to predict mental presenteeism, physical presenteeism, and engagement. Among Indian participants, self-concept differentiation did not impact scores on the other variables. However, among American participants, those lower in differentiation reported greater engagement, lower mental presenteeism, and lower physical presenteeism. These results have important implications for the study of the work-life interface, and they provide evidence that engagement and presenteeism may be culturally contingent.

No abstract

No abstract

Three experiments address how people react to a sexual abuse victim compared to a nonvictim when a justification for negative evaluation is available or not available. A harm-doing victim was rated lower on expected job performance and higher on desired social distance than a harm-doing nonvictim. When subsequent harm-doing was absent, judgments of a victim and nonvictim did not differ on expected job performance or social distance. Experiment 2 replicated the results of Experiment 1 and revealed that the order in which victimization history and harm-doing information were presented had no effect. Experiment 3 showed that participants desired greater social distance from a harm-doing victim compared to a non-harm-doing victim to the extent they thought the target should have derived benefits from the childhood victimization. Implications for judgments of harm-doers-depending on whether their victimization history is known or not-are considered.