Examined the relationship of shift work, length of workday, and work during weekends and holidays with perceived interrole conflict between work and nonwork. Results showed that job satisfaction and organizational role conflict directly related to the level of interrole conflict and moderated the work schedules-conflict relationships. (WAS)

Data from 200 Israeli employees on tardiness, absences, job satisfaction, and intent to leave were used to test three models. The best model for predicting satisfaction and intention used lateness and absence in two consecutive years as predictors. Demographic and environmental models showed a poorer fit. (SK)

Explored the influence of hemispheric specialization on cognitive processes in a sample of 119 Israeli economics students and 65 creative arts students who took a test battery designed to assess hemispheric dominance. Significant differences between the groups were found, suggesting implications for matching individual abilities with job demands.…

Examined the relationship between university professors' (N=120) work orientation and attitudes toward their work. Found that a global work orientation is a strong predictor of attitudes toward intrinsic aspects of work in social sciences and a moderate predictor in physical sciences. (Author)

Administered questionnaire to 250 Israeli army personnel to examine 17 variables as potential predictors of organizational commitment. Found 8 variables to be relevant: interesting work, co-workers' attitudes toward the organization, organizational dependency, age, education, employment alternatives, attitudes of family and friends, and importance…

Tests a career model of immigrants with the following stages: crystallization, vocational retraining, job entry and trial, establishment, and maintenance. Two samples of immigrants are followed up. The research brought into focus the continuity of the process of career reconstruction after the interruption of vocational activity caused by…

Examined the relationships between students' level of consistency in choosing a major in college and their persistence, stability, and achievement in a five-year follow-up. It was found that consistent students tend to persist in college, not to change majors, and that they have higher achievement than inconsistent students. (Author)