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The purpose of this paper is to examine the relation between employee engagement, decisions to be in a relationship with a co-worker, and commitment uncertainty in a sample of adults who identified they were currently working with their romantic partner.

Because workplace romance can be a taboo topic among working adults, we recruited participants anonymously from online social media websites (n=68). The use of non-experimental design limits the ability to draw causal references in relation to the variables of interest.

Participants who reported they were motivated to be in a romantic relationship with a co-worker to increase status also reported lower levels of engagement, even after controlling for other relationship (e.g. relationship adjustment) and workplace variables (e.g. intent to turnover).

Romantic relationships within the workplace will most certainly transpire yet the topic remains underexplored in the management literature. This work provides scholars and practitioners insight into the psychological mechanisms that influence workplace relationships and more, explores how relationships between co-workers impact performance variables such as employee engagement.

This is the first study to examine the influence of workplace romantic relationships in the context of employee engagement. Moreover, this is one of only a handful of studies that has documented the empirical linkage between workplace relationships and performance variables.

Inclusion is a concept that has been around for years and is implemented in our schools. Some schools do it well and others are still working on it. Inclusion is meant to include students with disabilities in the general education classroom and curriculum. This chapter will briefly discuss special education as well as inclusion. Inclusion will be defined, and benefits and also myths of inclusion will be discussed. In addition, research that supports inclusion will be described. This chapter lays the foundation for the other chapters in this volume that will discuss inclusion and students with specific types of disabilities.

In seeking to extend rational choice theory from “market” to “political” behaviour, economists have encountered a paradox: namely, that the act of voting itself appears to be inconsistent with the assumption of rationality. This is true not only when self‐interest is assumed, but also when altruistic behaviour (at least in its non‐Kantian form) is allowed for. This article surveys the theoretical and empirical literature on the determinants of the decision to participate in voting, and concludes that this decision is responsive to changes in the expected benefits and costs of voting; even though the expected costs of voting must normally outweigh the expected benefits. Interpretations of this behaviour include the possibility that voters act rationally, but are misinformed about the likely effectiveness of their votes; alternatively, the electorate may include more Kantians than economists have generally been willing to admit.

We explore how, and how accurately, people assess their influence over others’ behavior and attitudes. We describe the process by which a person would determine whether he or she was responsible for changing someone else’s behavior or attitude, and the perceptual, motivational, and cognitive factors that are likely to impact whether an influencer’s claims of responsibility are excessive, insufficient, or accurate.

We first review classic work on social influence, responsibility or blame attribution, and perceptions of control, identifying a gap in the literature with respect to understanding how people judge their own responsibility for other people’s behavior and attitudes. We then draw from a wide range of social psychological research to propose a model of how an individual would determine his or her degree of responsibility for someone else’s behavior or attitude.

A potential influencer’s beliefs about the extent of his or her influence can determine whether he or she engages in an influence attempt, how he or she engages in such an attempt, and whether he or she takes responsibility for another person’s behavior or beliefs.

For decades, scholars researching social influence have explored how one’s behavior and attitudes are shaped by one’s social environment. However, amidst this focus on the perspective of the target of social influence, the perspective of the influencer has been ignored. This paper addresses the largely neglected question of how much responsibility influencers take for the impact their words, actions, and presence have on others.

This chapter investigates the phenomenon of teachers' “entitled attitude” that manifested itself as resistance to change in the midst of a curricular reform in the Indian school context. For teachers long socialized into a teacher-centered culture, the change expected was nothing less than a paradigm shift in the Kuhnian sense. However, conclusions drawn from studies involving cursory surveys and teacher observation pinned the problem to teachers' “entitled attitude,” an unwillingness to exert themselves beyond the minimum level required by school policies. This view reflects a lack of acknowledgement of teachers as persons with values and the capacity to think and feel as potential agents of community practices such as schooling. My study investigates the wider sociocultural historical and political basis of teachers' putative “entitled attitude” informed by Lev Vygotsky's dialectical approach. It accesses the interrelated history of a teacher at a number of levels using the teacher's life history to create the narrative. This “genetic” analysis helps illuminate what the curricular change means to teachers inside out. The findings are used to unravel the nature of support that would help teachers realize their agency and sway them from using entitlement as a compensatory mechanism to deflect change.

This is a selective annotated bibliography of the literature on Christopher Columbus from 1970 to 1989. The subject is particularly relevant considering the approach of the Quincentenary of the “discovery” of America in 1992. For that same reason, there has been an outpouring of literature on the subject since 1990, a significant subset of which contributes to are interpretation of Columbus the man, his voyages, and their impact on the new world. It is hoped that this more recent literature will be part of a subsequent annotated bibliography.

A psychometrically validated measure is needed to evaluate outcomes in carers of people with mental health problems, including dementia. This study aims to develop and validate the Carer well‐being and support questionnaire (CWS).

Development and evaluation of the measure was conducted in three phases. The authors deconstructed an existing questionnaire (CUES‐C) to produce a long version measure. This was trialed with carers to reduce the number of items and a preliminary evaluation of the psychometric properties of the remaining items was undertaken. A second field test was conducted with the item‐reduced questionnaire measure to evaluate acceptability, reliability and validity.

The CWS well‐being scale shows moderate acceptability and good reliability and validity. The CWS support scale shows moderate acceptability and good reliability; validity testing for the support scale is limited by the lack of appropriate validating measures.

The CWS is a reliable, valid measure of carer well‐being and support, reflecting important aspects of carers' lives.

This paper provides researchers and practitioners with a tool that can be used to measure and address areas of support for carers. This is important in assessing the effectiveness of new interventions and approaches.