Contemporary College Students' Attitudes about Deception in Research.

Given the widespread use of deception in psychological experiments and the frequent recruitment of college students as participants, scholars have taken an interest in the ways college students assess the potential costs and benefits of deception studies. It stands to reason that the engagement of participants not as mere subjects, but rather as participant partners, demands at least an awareness of how such participants consider the moral dimensions of deception. To this end, the present study replicates a project conducted almost 25 years ago to determine whether today's college students think about deception in research any differently than their counterparts did in the early 1990s. This article reviews some of the literature on deception, describes the original study conducted, and presents the results of the replication study.

Development of a lesbian, gay, bisexual visibility management scale.

Many lesbian, gay, and bisexual (LGB) individuals manage the degree to which their sexual orientation is known to others. Visibility management, the process of regulating the exposure of one's orientation, is an important part of the lesbian/gay/bisexual experience in community, family, and virtually all other social settings. The degree to which one allows his or her sexual orientation to be visible can have a profound impact on stress, health, self-esteem, interpersonal relationships, and quality of life. The purpose of the present study was to develop a valid and reliable measure of visibility management. The Lesbian, Gay, Bisexual-Visibility Management Scale was constructed and piloted with a small sample of LGB adults. Results support the potential utility of the LGB scale based on satisfactory evidence of construct validity, item-level discrimination, and subscale reliability.

Standardization of the behavioral and emotional rating scale: factor structure, reliability, and criterion validity.

The present study reports on the standardization of the Behavioral and Emotional Rating Scale and examines its factor structure, reliability, and criterion validity. Data on a national sample of children without disabilities (n = 2,176) and children with emotional and behavioral disorders (n = 861) were collected. Analysis of the data from the first sample identified five factors: interpersonal strengths, family involvement, intrapersonal strength, school functioning, and affective development. The factors appeared to be highly stable and reliable (.79 to .99). No statistically significant age or gender differences were noted, although females were rated higher on each factor and the overall score. The second sample was rated significantly lower than the first across the factors and total score. The article discusses future research issues and practical implications.