These studies investigate a personality and behavior pattern called aberrant selfpromotion, conceptualized as a subclinical form ofpsychopathy. Aberrant self-promoters (ASPs) are theoretically defined as individuals characterized by a narcissistic personality configuration in combination with antisocial behavior. The first study verifies the existence of persons who manifest the A S P pattern. The second study validates the pattern, using as criteria the Revised Psychopathy Checklist (PCL-R) interview and record of antisocial behavior. In the first study a 179-item questionnaire, composed offive personality instruments, was administered to two separate samples of normal subjects (N=214 and 367). ASPs were targeted by three methoh: cluster analysis, item factor analysis, andperson factor analysis. In Sample 1 the three method demonstrated a convergence of 92 per cent in identifying the same individuals as ASPs; in Sample 2 the convergence rate was 94 per cent. In the second study 32 ASPs targeted in Study I were compared to 30 non-ASPS. The ASPs had significantly higher scores on the PCL-R and had committed significantly more antisocial acts than the non-ASPS. The general discussion focuses on the practical, theoretical, and measurement implications of considering aberrant self-promotion a distinct psychological motif.

Given decreasing college enrollments, universities have placed new emphasis on student retention. Therefore, it is useful to examine factors that relate to student success and persistence toward graduation. Students' goals are one factor that impact retention. We assessed college students' goals and how short-term messaging influenced those goals. Participants (n ϭ 116) were randomly divided into a control condition or 1 of 3 conditions that began with a written prime emphasizing a different focus: educated citizenry, career preparation, or earning top grades. Students agreed that whatever prime they read should be their top priority in college; however, their actual priorities were an emphasis on career preparation and educated citizenry. Students believed that their high school and college teachers shared these priorities. Students' priorities were predicted by their entitlement, sensitivity to criticism, parents' expectations, high school teachers, and gender. Students' priorities linked to campus behavior in ways that have the potential to impact both success and retention.

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We surveyed college students ( N = 105) asking them to rate the importance of workplace skills as if they were responding as themselves, as their parents, and as future employers. We also asked participants to generate a list of skills they considered most important to develop in college, and to evaluate workplace behaviors for the likelihood of any of these resulting in termination of employment for new hires. Results revealed that college students perceived that the value they place on workplace skills matched more closely their parents’ views than those of future employers. College students’ list of skills considered important to develop in college was more focused on college success than career success. College students accurately identified five out of six behaviors most likely to lead to termination of employment for new staff ( Gardner, 2007 ), but failed to identify inappropriate use of technology. These findings provide insight for faculty members who want students to succeed both at college and in their careers.

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