Testosterone Fluctuations in Young Men: The Difference Between Interacting With Like and Not-Like Others

The current study investigated young men\u27s testosterone level changes as a result of interacting with other men. Male participants (n = 84) were led to believe that a group they would be interacting with was either similar to them or not similar. The interaction was then one of two types: the other group members were inclusive, or the others excluded the participant during the group interaction. Participants provided saliva samples before and after the interaction. Results suggest that interacting with highly similar men increases circulating testosterone whereas interacting with highly dissimilar men actually lowers testosterone. The nature of the interaction was less important than similarity. Considering that testosterone surges may relate to attempts to gain status within one\u27s group, the results are interpreted as consistent with viewing hormonal changes as a mechanism to alter current behavioral propensities in ways that are likely to be most adaptive. Exploratory analyses suggest a methodologically interesting suppressor effect of the self-report items in predicting testosterone changes

Social Desirability and the Celebrity Attitude Scale

The possibility of social desirability bias has often been neglected in the construction and evaluation of attitudinal scales and personality inventories in psychology and related disciplines. The present study aimed to explore the potential influence of such biases on respondents’ self-reported celebrity worship. Specifically, we had a student sample (n = 187) complete a) measures of two different forms of social desirability bias (externally-oriented “Impression management” vs. internally-oriented “self-deceptive positivity”) and b) the Celebrity Attitude Scale (CAS). Results showed that neither measure correlated significantly with the CAS. Furthermore, neither gender nor delivery mode (online vs. paper-and-pencil) mediated the non-significant relationships. Our results add to the confidence researchers might have in using this tool to measure attitudes toward one’s favorite celebrity. Other results are generally consistent with previous studies using the CAS

Using the DELPHI Method to Collect Feedback on Student\u27s Perceptions of Teaching Quality

In educational institutions, teaching effectiveness is a highly valued asset among administrators, professors, and students alike. Information gathered from students is often used as a basis for promotion and tenure decisions (Abrami & d’Apollonia, 1999; Waters, Kemp, & Pucci, 1988), and, ideally, formative purposes. However, students do not always believe that their evaluations carry much weight (Chen & Hoshower, 2003; Spencer & Schmelkin, 2002). This is likely due to the fact that summarized results from student evaluations often do not get in the hands of professors until after that particular course has concluded and, therefore, the feedback does not directly benefit the students who provided it. The goal of the current paper is to introduce a method that can be used by instructors to evaluate the effectiveness of their teaching in a particular course in such a way as to implement change in the course if necessary for those very same students. First, we will discuss teaching effectiveness in general; second we will introduce the DELPHI method and its usefulness in evaluating effective teaching; and third we will report on the results of using this method in our courses with the goal of improving the learning experience for the students providing the feedback