Sender Gender Influences Emoji Interpretation in Text Messages

With the rise in social media use, emojis have become a popular addition to text-based communication. The sudden increase in the number and variety of emojis used raises questions about how individuals interpret messages containing emojis. To explore perceptions of emoji usage, we conducted a 2 (Sender Gender: Female or Male) × 2 (Emoji Type: Affectionate or Friendly) between-groups experiment to examine the appropriateness and likability of each of four hypothetical text messages sent to a woman from either a male or female coworker. In general, we predicted that text messages containing affectionate emojis (i.e., kissing-face and heart emoji) would be perceived as more appropriate and likable when they came from female than from male senders, whereas messages containing less overtly affectionate (but still friendly) emojis (i.e., smiling-face emoji) would be considered equally appropriate and likable whether it came from female or male senders. As predicted, the results confirmed that texts with affectionate emojis were judged as more appropriate and likable when they came from women than from men. However, texts with less affectionate but friendly emojis were judged as equally appropriate–but more likable–when they came from men than when they came from women. Taken together, our results indicate that gender and emoji choice influence perceptions, and therefore people should consider how emoji choice could impact the reception of their message

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology.

Despite the increasing popularity of faculty-undergraduate research, a dearth of research has investigated factors that predict the professional outcomes of these collaborations. We sought to address this gap by examining a wide range of institutional (e.g., institution type, selectivity, course load) and faculty variables (e.g., rank, years of experience, enjoyment of mentoring) potentially related to coauthored undergraduate publication and conference presentation in psychology. Negative binomial regressions were used to analyze online survey data from 244 faculty members from both graduate-serving institutions (i.e., doctoral, master's) and primarily undergraduate institutions. The results showed that, after controlling for overall research productivity, faculty at primarily undergraduate institutions were more likely to publish journal articles with undergraduates, whereas faculty at graduate-serving institutions were more likely to coauthor conference presentations with undergraduates. Institutions with higher selectivity, more support for faculty-undergraduate research, and lower course loads produced higher numbers of undergraduate publications. Faculty characteristics were even more strongly related to undergraduate research outcomes. Specifically, publication was most likely with faculty who are of higher rank, have more years of experience, spend more time on research, foster close collaborative relationships with undergraduates, and/or perceive their students as high quality and well trained. By contrast, conference presentation was most likely with faculty who work with more undergraduate students on more projects per year and/or who enjoying mentoring undergraduates. Our findings suggest ways that institutions can facilitate undergraduate publication, which we argue is an increasingly common and achievable outcome