Purpose -This study aims to examine the role of horizontal and vertical individualism-collectivism in explaining conflict management styles. Design/methodology/approach -A total of 640 respondents completed the Rahim Organizational Conflict Inventory-II (ROCI-II, Form C) designed to assess five conflict management styles and the individualism-collectivism (I-C) scale designed to assess the vertical and horizontal aspects of individualism-collectivism. Findings -Correlation and regression analyses provide support for a conceptual fit between cultural dimensions and conflict management styles. Horizontal and vertical aspects of individualism-collectivism explained 5-20 percent of the variance in the various conflict management styles. Specifically, individuals displaying an individualist orientation (horizontal and vertical) tended to give greater importance to satisfying personal needs and preferred a dominating style, rather than an obliging or avoiding style. In contrast, collectivists (horizontal and vertical) seemed more likely to sacrifice personal needs for the sake of the group and preferred an integrating style. Further, horizontal collectivists were more likely to prefer an obliging style and vertical collectivists an avoiding style of conflict management. Research limitations/implications -Generalization is limited to college student samples from the USA. Practical implications -Organizations could provide training programs to sensitize employees to their specific cultural orientations and their preferred conflict management styles. In addition, employees could learn to switch between styles depending on the situation, issue, or relationship within which the conflict is taking place. Originality/value -Highlights the importance of sensitizing employees to their cultural orientation and preferred conflict management style; raises the possibility of training them to develop alternate styles.

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Background: Limited research has examined how service-learning (SL) outcomes align with learning goals proposed for the undergraduate psychology major by the APA Board of Educational Affairs Task Force on Psychology Major Competences. Objective: To obtain student perspectives of SL, and to evaluate learning and inform curriculum development of SL specific to psychology learning goals. Method: Undergraduate psychology students ( N = 400) participated in a concurrent mixed-methods survey examining empathy, civic engagement, and professional identity between students who had and had not taken an upper-division SL course. Results: SL students reported increased engagement with APA learning goals of Ethical and Social Responsibility and Professional Development compared to students who did not take SL. SL students scored higher on civic engagement behaviors and professional identity. Students reported wanting more exposure to a range of psychology subdisciplines, various service opportunities, and multicultural diversity to support professional development. Conclusion: SL is a high-impact teaching practice that aligns with psychology learning goals. Teaching Implications: Findings informed the development of a generalist psychology SL course that introduced students to different domains of psychology. We discuss how to integrate learning activities to increase multicultural and other awareness, motivate social justice action, enhance career clarification, and increase professional self-efficacy.

Through her leadership and commitment to diversity, she has made the Journal and Psi Chi an even better organization. Following her lead, Psi Chi Journal has implemented a diversity statement and is committed to supporting this statement and standards. Dr. Domenech Rodríguez has left a long lasting impact on Psi Chi-one that we can all be proud of. ABOUT PSI CHI Psi Chi is the International Honor So ci ety in Psychology, found ed in 1929. Its mission: "recognizing and promoting excellence in the science and application of psy chol ogy." (Note. Our new mission statement is available at http://www.psichi.org/?page=purpose) Mem ber ship is open to undergraduates, graduate students, faculty, and alumni mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,150 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters. Psi Chi membership provides two major opportunities. The first of these is ac a dem ic rec og ni tion to all in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities. JOURNAL PURPOSE STATEMENT The twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of Psi Chi members, whether students or faculty, as well as to provide them with a valuable learning experience. The articles pub lished in the Journal represent the work of under graduates, graduate students, and faculty; the Journal is dedicated to increas ing its scope and relevance by accepting and involving diverse people of varied racial, ethnic, gender identity, sexual orientation, religious, and social class backgrounds, among many others. To further support authors and enhance Journal visibility, articles are now available in the PsycINFO ® , EBSCO ® , Crossref ® , and Google Scholar databases. In 2016, the Journal also became open access (i.e., free online to all readers and authors) to broad en the dissemination of research across the psychological science community.

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