Common method variance is routinely viewed as a pervasive problem in organizational research, one that undermines good science and biases empirical conclusions. The authors review research that has used multitrait-multimethod (MTMM) designs to estimate the magnitude of common method variance in organizational research. The results of this study show that method variance accounts for less variance (18%) than has been suggested by previous reviews. The authors also consider simultaneously the attenuating effect of measurement error with the inflationary effect of common method variance on observed relationships. Results indicate that although common method variance does have an inflationary effect on observed relationships, this effect is almost completely offset by the attenuating effect of measurement error.

The article argues that many forms of diversity instruction, be it in the classroom or a conference room, have promoted an appreciation of differences without simultaneously promoting inclusion. Therefore, we advocate that diversity instruction should take a strategic approach to cultivating an appreciation of inclusion as well as diversity through considering the structure of the instruction, the authors of the work chosen, as well as who delivers the instruction. In essence, we present an alternative diversity teaching strategy that incorporates a value for inclusion.

The COVID-19 pandemic altered the college experience and substantially impacted emerging adults’ navigation of this life stage. This concurrent mixed-methods study used an online survey, distributed to a southeastern university shortly after the transition to remote learning, to explore and understand college-attending emerging adults’ experiences during COVID-19. A total of 1,220 students ( Mage = 20.9) participated, and the diversity of the demographics was largely consistent with the university population. Participants completed questionnaires about psychopathology and COVID-related stressors, and they were given an opportunity to provide feedback to the university about the adjustment to COVID-19. The most common stressors included loss of routine, lack of social contact, and work/finances. Approximately two-thirds of participants reported anxiety and depression symptoms in the moderate to severe range, and about one-third reported suicidality. The authors discuss the implications of these findings for the ongoing crisis and offer recommendations for universities and college counselors.

This study tested two cognitive models, learning styles and dual coding, which make contradictory predictions about how learners process and retain visual and auditory information. Learning styles-based instructional practices are common in educational environments despite a questionable research base, while the use of dual coding is less ubiquitous, and thus measured examination of the two methods has implications for practical application. The study involved 204 university students who were surveyed on their preferred learning style and then presented with information that they were prompted to process via either imagery or linguistic means. The results showed there was no significant interaction effect between learning style and condition, suggesting the most basic prediction of the learning styles hypothesis should be rejected. In a regression analysis, none of the four learning styles (visual, auditory, read/write, or kinesthetic) predicted students’ retention of the material. However, there was a highly significant main effect of condition with those in the visual condition retaining twice as much information as those in the auditory condition regardless of learning style, a result that strongly supports dual coding theory. Implications of the findings would suggest that learning styles instruction is an ineffective method for teachers to employ, and that, instead, incorporating principles of dual coding would have a much greater benefit to student learning.

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