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Abstract. Past experimental research has shown that women are penalized with harsh evaluations when they violate gender prescriptions to be nurturing and helpful. Instructor participation in an asynchronous online discussion forum and end-of-class evaluation data from 360 courses was used to test the hypothesis that students would penalize female, but not male, online instructors based on their classroom engagement. Results showed a penalties effect in student ratings for low-participating female, but not male, instructors in gender-balanced courses. The results demonstrate the differential impact of instructor engagement on male and female evaluations, shedding light on when and why gender bias is found in student evaluations. Implications for the use of student evaluations of faculty are discussed.

Abstract: Based on stimulus–response learning accounts, we argue that including situational cues in thought about intended actions is an important aspect of self-regulation success in general and in successfully implementing delayed intentions. Accordingly, in Study 1 ( N = 328), we replicate a previous study and show a positive relationship between the self-reported inclusion of situational cues in thoughts about intended actions and beliefs of self-regulation success. In Study 2 ( N = 136), we find a similar tendency when measuring self-regulation success with an assigned task to be completed within one week. Our results fit with if-then planning perspectives on how to facilitate novel behavior and recent perspectives that attribute self-regulation success to beneficial habits.

AbstractObjectiveThe goal was to investigate whether and how the well‐being of mothers and fathers was differentially affected by the COVID‐19 pandemic in four European countries and whether differences in stress and social support explain observed gender differences.BackgroundPrevious research documents that the COVID‐19 pandemic had a significant impact on many people's lives and that some groups, such as women and parents, were affected more negatively than others. This study investigates potential underlying mechanisms and protective factors.MethodIn November 2020, 448 parents (218 fathers and 230 mothers, Mage = 41.18, SD = 8.47) from four European countries (Norway, Sweden, Germany, and the United Kingdom) completed an online questionnaire. Parents of elementary schoolchildren reported their stress, well‐being, and social support currently and retrospectively for the first lockdown (spring 2020).ResultsMothers experienced lower well‐being than fathers during the pandemic, and parental well‐being differed between countries. In addition, the stress caused by the need to combine paid work and child care partly mediated the relationship between gender and well‐being, and social support played a protective role by buffering individuals from the negative impact of stress on well‐being.ConclusionThe study allows a more differentiated perspective on the impact of the COVID‐19 pandemic on parental well‐being in Europe.ImplicationsResults suggest in future health‐related crises, policymakers and practitioners working with families should focus on providing additional support to mothers of young children to maintain their well‐being.