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One hundred eighty-three college students served as subjects in an investigation of relations among academic dishonesty, Type A behavior.rand classroom orientation. A positive association was found among learning orientation, Type A behavior, and lower levels of academic dishonesty, Grade orientation, Type B behavior, and higher levels of academic dishonesty were also positively associated. The implications of these findings are discussed, Academic dishonesty has become a major problem in higher education, Research conducted over the past 50 years has shown an increase in the rate of cheating; Drake (1941) reported a 23% rate of cheating, whereas Hetherington and Feldman (1964) reported a rate of 82%' Davis, Grover, Becker, and McGregor (1992) found that self-reported cheating rates in larger, state and private institutions ranged from 40 % to 60 %. Davis, Grover, Becker, and McGregor (1992) also found that the self-reported cheating rates at small, private, liberal arts colleges were significantly lower than those at larger, state and private institutions, On the basis of these results , we would expect students at Belmont University , a small, private, liberal arts institution, to report relatively low rates of cheating, Competition for grades may contribute to academic dishonesty. Drake (1941) included stress and the pressure for good grades among the factors in academic dishonesty, Singhal (1982) reported that 68 % of the students surveyed believed that competition for grades was the major reason for cheating. Keller (1976) reported that 69 % of his student subjects held this belief, Competitive striving for achievement is one of the primary characteristics of the Type A behavior pattern (Friedman & Rosenman, 1977). Since Type A behavior includes a competitive component, and competition for grades is arguably a factor that contributes to cheating, it is hypothesized that cheating and Type A behavior will be positively related. Conversely, Type B behavior, defined as the absence of Type A characteristics, should be related to lower levels of cheating. Classroom orientation is another factor that may be related to academic dishonesty and Type A behavior. Eison

Two hundred twenty college students volunteered to complete questionnaires to measure Type A behavior, academic dishonesty, and classroom orientation. The present data replicated and extended a previous report (Weiss, Gilbert, Giordano, & Davis, 1993) by showing that learning orientation, lower levels of academic dishonesty, and Type A characteristics were positively related. Conversely, grade orientation, Type B characteristics, and higher levels of academic dishonesty were positively related. Because high achievement motivation is an important characteristic of the Type A individual (Carver & Humphries, 1982) and because individuals with high achievement motivation are more prone to cheat in college (Johnson, 1981), one might expect Type A students to display higher rates of cheating than their Type B counterparts. Lending support to this prediction, Perry, Kane, Bernesser, and Spicker (1990) reported that Type A college students were more likely to cheat on a word-forming task than were Type B students. This tendency was shown under both competitive and noncompetitive conditions. In a more direct test of exam cheating, Weiss, Gilbert, Giordano, and Davis (1993) evaluated the relationship between Type A behavior and cheating on college examinations. Contrary to the results reported by Perry et al. (1990), Weiss et al. (1993) reported that Type A behavior was negatively related to academic dishonesty. Additionally, it was shown that Type A behavior was positively related to a learning orientation (as opposed to a grade orientation) in the classroom. Since the Weiss et al. (1993) data were gathered at a small, private liberal arts institution, it seemed relevant to replicate these results at an institution of a different nature. Davis, Grover, Becker, and McGregor (1992) reported differences in cheating rates between small, private liberal arts institutions and large institutions-thus, the importance of such a replication is highlighted. Perhaps the relationship between academic dishonesty, classroom orientation, and Type A behavior would be different at a larger institution where self-reported cheating rates

In this article, we supplement Meyers's (1997) article on the use of collaborative learning groups. We provide additional practical suggestions on starting in-class groups, maintaining their effectiveness, and anticipating common problems. With careful attention to their development, in-class collaborative groups can be a rewarding addition to lectures.

This study examined the relationships between codependency and age, gender, self-confidence, autonomy, and succorance, which is the quality of soliciting emotional support from others. The study also tested the validity of the Spann-Fischer Codependency Scale (Fischer, Spann, & Crawford, 1991). Ninety-five undergraduates completed a demographic sheet, the Adjective Check List (Gough & Heilbrun, 1983), the Spann-Fischer Codependency Scale, the Co-Dependents Anonymous Checklist (Whitfield, 1991), and a questionnaire developed for this study based on the work of Hemfelt, Minirth, and Meier (1989). As predicted, codependency was negatively related to self-confidence and positively related to succorance. However, contrary to expectation, a negative relationship between codependency and autonomy was not found. In addition, low self-confidence was the strongest predictor of codependency. Finally, all three measures of codependency were strongly related, attesting to the convergent validity of the Spann-Fischer Codependency Scale. Future studies should further investigate the role of emotional autonomy and codependency and should begin to utilize an experimental approach, making predictions regarding the behavior of codependent and noncodependent persons in experimental situations.

An important objective of personality psychology is to provide compelling descriptions and explanations of intraindividual personality dynamics that capture the unique qualities of persons. Among contemporary Western personality theories, the Five-Factor Model enjoys prominence in describing individual differences in personality traits. It falls short, however, in its ability to work with intraindividual personality function. This article argues that classical Confucianism, originating 2500 years ago in mainland China, offers Western personality psychologists important theoretical resources for capturing the complex and dynamic processes inherent in human personality. The Confucian perspective emphasizes a behaviorally anchored, continuous, stochastic, process-oriented understanding of the self as relationally constructed and proposes an elegant description of the relational virtuosity of exemplary persons. The article concludes with five characteristics of a Confucian inspired model of personality and questions the viability of a universal theory of personality.

college and university systems to establish criteria for transferable general education courses, and by developing a 10-year ethnic mentoring program with the APA Task Force on Minority Recruitment and Retention and the National Institute of Mental Health (Ladd, 1992). During this second decade, Psi Beta hopes to increase greatly its 87 chapters and 5,500 cumulative membership, leave a positive impact on American education, and stimulate more students to excel and to continue their education and careers in psychology. TWO PROMISING FUTURESIn this chapter, the histories of Psi Chi and Psi Beta, the two national honor societies in psychology, have been presented. Both have shown steady growth since their inception and have demonstrated a consistent commitment to encouraging the intellectual and professional development of psychology students and faculty. The history of these two organizations is an important part of the evolution of the teaching of psychology. Psi Chi and Psi Beta should continue to enrich the educational experience of members for many years to come.

Mainstream personality psychology in the West neglects the investigation of intra-individual process and variation, because it favors a Being over a Becoming ontology. A Being ontology privileges a structural (e.g., traits or selves) conception of personality. Structure-centric models in turn suggest nomothetic research strategies and the investigation of individual and group differences. This article argues for an open-system, process-centric understanding of personality anchored in an ontology of Becoming. A classical Confucian model of personality is offered as an example of a process-centric approach for investigating and appreciating within-person personality process and variation. Both quantitative and qualitative idiographic strategies can be used as methods of scientific inquiry, particularly the exploration of the Confucian exemplar of psychological health and well-being.