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Previous research on the effectiveness of clickers has found their use to be positively associated with exam scores but not without methodological issues that hinder the conclusions that can be drawn. To address these limitations, the current studies isolated the effects of clickers from the effects of questions presented with clickers. Study 1 showed that students who did not use clickers to respond to questions but raised their hands performed better on exams than students who saw the same questions and responded with clickers. Study 2 found no relationship between clicker use and exam scores, which suggests that prior research claims about the effectiveness of clickers may have been premature given that clicker use was confounded with question use in those studies. Suggestions for future research are also provided.

The current study examined gender and identity status differences in late adolescents’ possible selves. The intent of the study was to clarify conflicts between theory and research on gender differences in identity by investigating the content of participants’ possible selves. Participants completed measures of identity and possible selves. The results indicated that there was a relationship between gender and the mean number of both feared and balanced interpersonally themed possible selves. The pattern of results is discussed in terms of prior findings regarding gender differences in both identity and possible selves. Suggestions for future research are also provided.

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