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It has been widely argued that journal metrics are used in assessing publication records on resumes for academic jobs and assessments. Within that debate, two important considerations emerge. Firstly, academics belonging to different career cohorts may have different experiences which are reflected in their recommendations related to targeting and assessing publication records. Secondly, recruitment or assessment expectations that include publishing in highly rated journals may lead to the targeting of a smaller number of high rated publications, with perceived lower rated journal outlets being discouraged. Using an experimental design, an online survey collected data from 1011 academics across management and psychology disciplines in the UK and USA, exploring the association between journal ratings, the number of publications on a resume, and the length of time spent in academia. Analysis indicated that when assessing an academic resume, the discouraging of lower rated journal publications may be dependent on the length of time spent in academia. Specifically, in the context of exactly the same high rated journal publications on a resume, those who had been in academia for 10-20 years were less favorable towards the inclusion of additional low rated journals. The findings contribute to how we view the socialization of institutional influences on career decision making in higher education. The results add to emergent evidence of behavioral responses to the institutional pressures on academic careers, and how individuals at different career stages may be impacted differently. This has implications for the management of academic career progression and academic recruitment processes.

Erectile dysfunction is a major chronic condition affecting hundreds of millions of individuals worldwide. This review provides a concise overview of research on the psychological experience of erectile dysfunction. There is evidence that psychological factors such as personality, depression, stress, and cognitive interference (e.g., performance worry, shifts in attentional focus) contribute to erectile problems. There is also evidence that the experience of erectile dysfunction can have negative psychological effects, including feelings of emasculation and humiliation, decreases in self-confidence and feelings of self-worth, feelings of isolation and loneliness, increases in depression, and decreases in subjective well-being. Effects on the affected individuals' sexual partner include feelings of being unattractive, feelings of rejection, feeling unloved, decreases in self-esteem, and frustration. Psychological interventions (particularly multimodal interventions) show promise for treating erectile dysfunction, but more research is needed to help establish their effectiveness. We present a brief research agenda of critical areas in need of further study. This review should be of interest to the general public and also researchers looking to develop a program of research in sexual health psychology that focuses on the psychological experience of erectile dysfunction. [ABSTRACT FROM AUTHOR]

This paper describes a new model of students' concern about indebtedness within a rank-based social norms framework. Study 1 found that students hold highly variable beliefs about how much other students will owe at the end of their degree. Students' concern about their own anticipated debt--and their intention of taking on a part-time job during term time--was best predicted not by the size of the anticipated debt, but by how they, often incorrectly, believed their debt ranked amongst that of others. Study 2 manipulated hypothetical debt amounts experimentally and found that the same anticipated debt was rated as 2.5 times more concerning when it ranked as the second highest being considered than when it was the fifth highest. Study 3 demonstrated that the model applies to evaluation of different types of debt (income contingent loans versus general debt).

Gratitude is essential to social life and well-being. Although research with youth populations has gained momentum recently, only two gratitude interventions have been conducted in youth, targeting mostly adolescents. In the current research, we tested a new intervention for promoting gratitude among the youngest children targeted to date. Elementary school classrooms (of 8- to 11-year-olds) were randomly assigned either to an intervention that educated children about the appraisal of benefit exchanges or to a control condition. We found that children's awareness of the social-cognitive appraisals of beneficial social exchanges (i.e., grateful thinking) can be strengthened and that this, in turn, makes children more grateful and benefits their well-being in terms of increased general positive affect. A daily intervention produced evidence that this new approach induced gratitude immediately (2 days later) and led children to express gratitude more behaviorally (i.e., they wrote 80% more thank-you cards to their Parent--Teacher Association). A weekly intervention induced gratitude up to 5 months later and additionally showed an effect on well-being (i.e., positive affect). Evidence thus supported the effectiveness of this intervention. Results are discussed in terms of implications for positive youth development and academic functioning.

Personality is the strongest and most consistent cross-sectional predictor of high subjective well-being. Less predictive economic factors, such as higher income or improved job status, are often the focus of applied subjective well-being research due to a perception that they can change whereas personality cannot. As such there has been limited investigation into personality change and how such changes might bring about higher well-being. In a longitudinal analysis of 8625 individuals we examine Big Five personality measures at two time points to determine whether an individual's personality changes and also the extent to which such changes in personality can predict changes in life satisfaction. We find that personality changes at least as much as economic factors and relates much more strongly to changes in life satisfaction. Our results therefore suggest that personality can change and that such change is important and meaningful. Our findings may help inform policy debate over how best to help individuals and nations improve their well-being.

Theoretical perspectives into suicidality have suggested that heightened perceptions of defeat and entrapment lead to suicidality. However, all previous empirical work has been cross-sectional. We provide the first longitudinal test of the theoretical predictions, in a sample of 79 students who reported suicidality. Participants completed self-report measures of suicidal ideation, depression, defeat, and entrapment at two time points, approximately 12 months apart. People higher in defeat became more suicidal over time ([beta] = 0.45), with baseline levels of suicidality and depressive symptoms controlled. The current results support the posited role of perceived defeat in driving suicidal ideation.

This article describes the development of a measure of dispositional authenticity and tests whether authenticity is related to well-being, as predicted by several counseling psychology perspectives. Scales were designed to measure a tripartite conception of authenticity, comprising self-alienation, authentic living, and accepting external influence, which was supported with exploratory factor analysis. Multigroup confirmatory factor analysis showed that the factor loadings were invariant across sample, ethnicity, and gender. The scale showed substantial discriminant validity from the Big Five personality traits, nonsignificant correlations with social desirability, and 2- and 4-week test-retest correlations ranging from r = 0.78 to 0.91. Each subscale was strongly related to self-esteem and aspects of both subjective and psychological well-being. This article provides the first direct test of several theoretical models that view authenticity as integral to well-being. (Contains 2 figures and 8 tables.)