Employee Satisfaction & Committment
Help!
|
|
||||
|---|---|---|---|---|---|
| extent to which an employee wants to remain with an organization and cares about the organization | affective commitment
🗑
|
||||
| extent to which employees believe they must remain with an organization due to the time, expense, and effort they have already put into the organization | continuance commitment
🗑
|
||||
| perceived fairness of the decisions made in an organization | distributive justice
🗑
|
||||
| theory of job satisfaction stating that employees will be satisfied if their ratio of effort to reward is similar to that of other employees | equity theory
🗑
|
||||
| extent to which people believe that their success and failure is determined by external sources (e.g., luck, other people | external locus of control
🗑
|
||||
| measure of job satisfaction in which raters place a mark under a facial expression that is most similar to the way they feel about their jobs | Faces Scale
🗑
|
||||
| method of absenteeism control in which employees who meet an attendance standard are given a cash reward | financial bonus
🗑
|
||||
| absenteeism control method in which games such as poker and bingo are used to reward employee attendance | games
🗑
|
||||
| perceived fairness of the interpersonal treatment that employees receive | interactional justice
🗑
|
||||
| extent to which people believe that they are responsible for and in control of their success or failure in life | internal locus of control
🗑
|
||||
| measure of job satisfaction, developed by Smith/Kendall/Hulin '69, contains 100 items that yields scores on five dimensions | Job Descriptive Index (JDI)
🗑
|
||||
| measure of the extent to which a job provides opportunities for growth, autonomy, and meaning | Job Diagnostic Survey (JDS)
🗑
|
||||
| system in which employees are given more tasks to perform at the same time | job enlargement
🗑
|
||||
| system in which employees are given more responsibility over the tasks and decisions related to their job | job enrichment
🗑
|
||||
| measure of the overall level of job satisfaction | Job in General Scale (JIG)
🗑
|
||||
| system in which employees are given the opportunity to perform several different jobs in an organization | job rotation
🗑
|
||||
| attitude employees have toward their jobs | job satisfaction
🗑
|
||||
| measure of job satisfaction, developed by Weiss/Dawis/England/Lofquist '67,, that yields scores on 20 dimensions | Minnesota Satisfaction Questionnaire (MSQ)
🗑
|
||||
| extent to which employees feel an obligation to remain with an organization | normative commitment
🗑
|
||||
| behaviors that are not part of an employee’s job but which make the organization a better place to work (e.g., helping others, staying late) | organizational citizenship behaviors (OCBs)
🗑
|
||||
| extent to which an employee identifies with and is involved with an organization | organizational commitment
🗑
|
||||
| 15-item questionnaire that taps three organizational commitment dimensions | Organizational Commitment Questionnaire (OCQ)
🗑
|
||||
| 9-item survey that taps three aspects of organizational commitment | Organizational Commitment Scale (OCS)
🗑
|
||||
| attendance policy in which all paid vacations, sick days, holidays, and so forth are combined | paid time off (PTO)
🗑
|
||||
| extent to which an employee’s personality, values, attitudes, philosophy, and skills match those of the organization | person/organization fit
🗑
|
||||
| perceived fairness of the methods used by an organization to make decisions | procedural justice
🗑
|
||||
| employee groups that meet to propose changes that will improve productivity and the quality of work life | quality circles
🗑
|
||||
| employee groups that meet to propose changes that will improve productivity and the quality of work life | self-directed teams
🗑
|
||||
| states that employees model their levels of satisfaction and motivation from other employees | social information processing theory
🗑
|
||||
| states that employees model their levels of satisfaction and motivation from other employees | social learning theory
🗑
|
||||
| method of absenteeism control in which employees are paid for their unused sick leave | well pay
🗑
|
||||
| job satisfaction is __ __ to organizational commitment | most related
🗑
|
||||
| components of a core self-evaluation | locus of control, self-esteem, & self-efficacy
🗑
|
||||
| Clay is very intelligent and Joshua is not very bright. On the basis of the meta-analysis by Griffeth, Hom, and Gaertner (2000), we would expect Clay to be ________ with his job and Joshua to be ________ with his job. | intelligence is not related to job satisfaction
🗑
|
||||
| according to ________ "new" employees who work with highly satisfied "old" employees are more likely to be highly satisfied themselves | social information processing theory
🗑
|
||||
| according to a meta-analysis by Colquitt and his colleagues, __ justice is most related to job performance | procedural
🗑
|
||||
| theory hypothesizes that enriched jobs are the most satisfying | job characteristics model
🗑
|
||||
| measurements for job satisfaction | JIG, MSQ, & JDI
🗑
|
||||
| according to a meta-analysis by Griffeth and his colleagues (2000), absenteeism and turnover are | moderately correlated (r = .21)
🗑
|
||||
| to help employees cope with stress and personal problems, __ employers provide employee assistance programs (EAPs) | most (73%)
🗑
|
||||
| you would like to hire employees who will not miss work. Your best bet would be to hire applicants who score high on the personality dimension of | conscientiousness
🗑
|
||||
| 2 most common job-related attitudes studied by psychologists | job satisfaction & organizational commitment
🗑
|
||||
| job satisfaction & organizational commitment are highly __ & resulting in __ employee behaviors | correlated; similar
🗑
|
||||
| tend to be committed to an organization | satisfied employees
🗑
|
||||
| are more likely to attend work, stay w/organization, arrive @ work on time, perform well, & engage in behaviors helpful to organization | satisfied & committed employees
🗑
|
||||
| relationship between job satisfaction & performance is __ __ across people or jobs | not consistent
🗑
|
||||
| employees strong, consistent beliefs about their level of job satisfaction; relationship between job satisfaction & performance is much stronger than it is for employers whose job satisfaction attitudes are not so well developed | affective-cognitive consistency
🗑
|
||||
| through relationships between job satisfaction & organizational commitment and attendance, performance, tardiness, and turnover are | not as large as one would expect
🗑
|
||||
| often job satisfaction & organizational commitment are related more to a(n) __ to quit, miss work, or reduce effort than they are to __ behaviors | desire; actual
🗑
|
||||
| even though a theory itself may not be completely supported by research, the __ __ have generally led to increased performance or longer tenure | resulting suggestions
🗑
|
||||
| pay, supervision, coworkers, work & promotion opportunities | most commonly studies facets of job satisfaction
🗑
|
||||
| affective, continuance, & normative commitment | motivational facets to organizational commitment
🗑
|
||||
| postulates that some variability in job satisfaction is due to an individual's personal tendency across situations to enjoy what they do | individual difference theory
🗑
|
||||
| according to individual difference theory, certain type of people will generally be satisfied & motivated __ of the job they hold | regardless
🗑
|
||||
| in order for individual difference theory to be true, it would be essential that job satisfaction be consistent across | time and situations
🗑
|
||||
| research on the types of people that seem to be consistently satisfied with their jobs has focused on | genetic predisposition, core self-evaluations, & life satisfaction
🗑
|
||||
| inherited personality traits are related to our tendency to have negative affectivity are related to our tendency to be satisfied with jobs | genetic predisposition
🗑
|
||||
| tendency to have negative emotions such as fear, hostility, and anger | negative affectivity
🗑
|
||||
| certain types of __ are associated with tendency to be satisfied/dissatisfied with one's job | personalities
🗑
|
||||
| perceived ability to master their environment | self-efficacy
🗑
|
||||
| people with __ locus of control perceive ability to control their environment | external
🗑
|
||||
| emotional stability, self-esteem, self-efficacy, & external locus of control are __ __ related to people's predisposition to be satisfied with life & jobs | personality variables
🗑
|
||||
| have high self-esteem & feeling of being competent, are emotionally stable, & believe they have control over their lives | people prone to be satisfied w/jobs & life in general
🗑
|
||||
| Judge, Locke, Durham, & Kluger found significant correlation of emotional stability, self-esteem, self-efficacy, & external locus of control and | job satisfaction (r-.41) and life satisfaction (r=.41)
🗑
|
||||
| tendency to have positive emotions | positive affectivity
🗑
|
||||
| meta-analyses by Connolly/Viswesvaran and Bowling/Hendricks/Wagner indicate that overall job satisfaction, as well as different facets of job satisfaction, is related to | affectivity
🗑
|
||||
| meta-analyses by Judge/Heller/Mount concluded that emotional stability and extraversion were __ __ to job & life satisfaction | significantly related
🗑
|
||||
| data from International Social Survey Program indicated that employees in __ were the most satisfied | Denmark
🗑
|
||||
| data from International Social Survey Program indicated that employees in __ were the least satisfied | Hungary
🗑
|
||||
| data from International Social Survey Program indicated that employees in __ were ranked 14th | Great Britain
🗑
|
||||
| data from International Social Survey Program indicated that employees in __ were ranked 7th | US
🗑
|
||||
| study by FDS International employees in UK & Ireland had __ __ of job satisfaction | highest level
🗑
|
||||
| study by FDS International employees in S America & Asia had __ __ of job satisfaction | lowest level
🗑
|
||||
| relationship between intelligence & satisfaction is negligible in | complex jobs
🗑
|
||||
| study by Ganzach suggests that bright people have slightly lower job satisfaction than do less intelligent employees in jobs that are __ __ | not complex
🗑
|
||||
| intelligence & __ are not significantly related | turnover
🗑
|
||||
| people who are satisfied with their jobs tend to be | satisfied with life
🗑
|
||||
| study by Judge/Watanabe found high levels of job or life satisfaction | spill over into one another
🗑
|
||||
| organization's should work toward fulfilling those needs it can & should help employees find __ __ to meet their other needs | alternative avenues
🗑
|
||||
| people who are unhappy in their lives & jobs will not leave their job because | they are used to being unhappy
🗑
|
||||
| for people who are normally happy in life, being unhappy in their job is seen as | reason to find another job
🗑
|
||||
| deviation of a situation from the state one would like it to be | discrepancy theory
🗑
|
||||
| test of discrepancy theory by Wanous/Poland/Premack/Davis, concluded that when an employee's __ are not met the results are lower job satisfaction(r=-.39), decreased organizational commitment (r=-.39), & increased intent to leave organization (r=-.29) | expectations
🗑
|
||||
| Irving/Meyer found that employee's __ on the job were most related to job satisfaction | experiences
🗑
|
||||
| Irving/Meyer found that differences between employee expectations and experiences was only __ __ to job satisfaction | minimally related
🗑
|
||||
| when psychological contact breaches occur job satisfaction & organizational commitment | go down
🗑
|
||||
| when psychological contact breaches occur employees intentions to leave organization | increase
🗑
|
||||
| extent to which rewards, salary, & benefits received by employees are perceived to be consistent with their efforts and performance | needs/supplies fit
🗑
|
||||
| extent to which employee's values, interests, personality, lifestyle, & skills match their vocation, job, organization, coworkers, & supervisor | fit
🗑
|
||||
| employees rank __ __ as most important factor in a job | interesting work
🗑
|
||||
| supervisors rank salary & bonus as being __ __ for employees | most important
🗑
|
||||
| satisfaction with supervisor & coworkers is related to organization & team commitment, resulting in | higher productivity, lower intent to leave, & greater willingness to help
🗑
|
||||
| distributive, procedural, & interactional justice are all | expansions on equity theory
🗑
|
||||
| related to job satisfaction, organizational commitment, performance, trust, withdrawal & negative employee reactions | perceived justice
🗑
|
||||
| greatest problems with equity & justice theories is that despite their rational sense, they are | difficult to implement
🗑
|
||||
| because of practicality & employee's perceptions of inputs/outputs not the actual inputs/outputs it is | difficult to implement equity & justice theories
🗑
|
||||
| even if organizations were able to maintain complete __ __, employees would then compare their ratios with those of employees from other organizations | internal equity
🗑
|
||||
| even if equity theory were completely accurate, maintaining high level of __ __ would be difficult | employee satisfaction
🗑
|
||||
| job rotation, job enlargement, & job enrichment are was organization can | satisfy employee self-actualization needs
🗑
|
||||
| jobs can be enlarged through | knowledge used & tasks performed
🗑
|
||||
| employees are allowed to make more complex decisions | knowledge enlargement
🗑
|
||||
| employees are given more tasks of the same difficulty level to perform | task enlargement
🗑
|
||||
| job satisfaction increases with __ enlargement | knowledge
🗑
|
||||
| job satisfaction decreases with __ enlargement | task
🗑
|
||||
| challenge employees by requiring them to learn to operate several different machines or perform several different task; then once mastered they move on to another | job rotation & enlargement
🗑
|
||||
| helps to alleviate boredom by allowing employee to change tasks | job rotation
🗑
|
||||
| better way to satisfy employee self-actualization needs | job enrichment
🗑
|
||||
| theory that enriched jobs are more satisfying | job characteristics model
🗑
|
||||
| allow variety of skills to be used, allow employees to complete entire task, involve task w/more meaning or importance, allow employees to make decisions, & provide feedback about performance | enriched jobs
🗑
|
||||
| developed by Hackman & Oldham to measure extent to which enriched job characteristics are present in a given job | Job Diagnostic Survey
🗑
|
||||
| authority to make decisions about one's own work | leads to higher job satisfaction
🗑
|
||||
| when increased decision-making responsibilities are not possible __ __ __ can still be implemented | enrichment ideas
🗑
|
||||
| showing employees that their jobs have meaning & that they are meeting some worthwhile goal through their work | method to increase level of job enrichment
🗑
|
||||
| meta-analyses results indicate that quality circles __ job satisfaction & commitment in the private sector | increase
🗑
|
||||
| meta-analyses results indicate that quality circles __ __ __ job satisfaction & commitment in the public sector | do not increase
🗑
|
||||
| most quality improvement programs using a(n) __ __ fail to provide desired results | team approach
🗑
|
||||
| each of us brings to a job an initial tendency to be satisfied w/life & its various aspects such as work | individual-difference theory
🗑
|
||||
| according to discrepancy theories, we will remain satisfied with our job if it | meets our various needs, wants, expectations, and values
🗑
|
||||
| by being aware of employee needs the employee chosen for a job whose needs are | consistent w/requirements & characteristics of job
🗑
|
||||
| we will be more satisfied with our jobs if the tasks themselves are enjoyable to perform, according to | intrinsic satisfaction & job characteristics theories
🗑
|
||||
| overall satisfaction can be affected by our satisfaction with __ __ of the job | individual facets
🗑
|
||||
| we will be more satisfied is our coworkers are satisfied | according to social learning theory
🗑
|
||||
| predict that we will become dissatisfied if rewards, punishments, & social interactions are not given without partiality | according to equity & justice theories
🗑
|
||||
| lack of opportunity for growth, challenge, variety, autonomy, & advancement will decrease satisfaction for many people, according to | job characteristics theory & Maslow's level of self-actualization
🗑
|
||||
| job satisfaction inventories or custom-designed satisfaction inventories | measurements for job satisfaction
🗑
|
||||
| standard commitment inventories | measurement of commitment
🗑
|
||||
| Faces Scale is not commonly administered in part because it | lacks sufficient detail & construct validity
🗑
|
||||
| Faces Scale is not commonly administered in part because some employees believe it is so __ it is __ | simple; demeaning
🗑
|
||||
| JDI is the most commonly used | scale for job satisfaction
🗑
|
||||
| JDI consists of __ adjectives and statement that are rated by employees | job-related
🗑
|
||||
| supervision, pay, promotional opportunities, coworkers, & work itself | JDI dimensions
🗑
|
||||
| employee responses on JDI are not __ __ with their responses on MSQ | highly correlated
🗑
|
||||
| measure specific aspects of job satisfaction | both JDI & MSQ
🗑
|
||||
| JIG was developed by Ironson/Smith/Brannick/Gibson/Paul '89 because JDI & MSQ measure | specific aspects of job satisfaction
🗑
|
||||
| JDI is useful when organization wants to measure __ __ of job satisfaction rather than __ __ | overall level; specific aspects
🗑
|
||||
| Nagy '96 criticized many of standard measure of job satisfaction because measures only ask if employees are satisfied with particular aspect of their job, but not | how important that job aspect is to them
🗑
|
||||
| includes 2 questions per facet; 1 asking how important facet is to employee & 1 asking how satisfied employee is with facet | Nagy Job Satisfaction Scale
🗑
|
||||
| most measures of organizational commitment are | relatively short
🗑
|
||||
| most measures of organizational commitment __ __ similar to affective, continuance, & normative commitment | tap aspects
🗑
|
||||
| most commonly used measure of organizational commitment; has 24 items, 8 each for 3 factors of affective, continuance, & normative commitment | Allen and Meyer survey
🗑
|
||||
| acceptance of organization's values & goals, willingness to work to help organization, & desire to remain w/organization | OCQ commitment factors
🗑
|
||||
| when using OCQ most people __ factor to yield __ __ commitment score | combine; one overall
🗑
|
||||
| identification, exchange, & affiliation | OCS aspects of commitment
🗑
|
||||
| most organizations tap their employees' levels of job satisfaction by using | custom-designed inventories
🗑
|
||||
| advantage to custom-designed inventories is that organization can ask employees questions | specific to their organization
🗑
|
||||
| comparing US absenteeism rates with other countries is difficult because many countries require employers to | provide days off for absenteeism
🗑
|
||||
| 80% of low-paid or part-time employees, in the US, do not get a(n) | single day of paid absence
🗑
|
||||
| globally organizations are concerned with absenteeism because of its | high monetary cost
🗑
|
||||
| globally organizations are concerned with absenteeism because it is correlated with | turnover
🗑
|
||||
| absenteeism is thought to be a warning sign of | intended turnover
🗑
|
||||
| punishment will __ absenteeism only if employees make conscious decisions about attending | reduce
🗑
|
||||
| wellness programs with increase absenteeism only if it is | mostly due of illness
🗑
|
||||
| most recent CCH survey on unscheduled absenteeism 65% of absences were due to | reasons other than employee illness
🗑
|
||||
| according to CareerBuilder.com poll 35% of employees admitted to taking at least 1 sick day per year | even though they were not sick
🗑
|
||||
| according to CareerBuilder.com poll top reasons for taking off work were | attending to personal errands, catching up on sleep, & relaxing
🗑
|
||||
| if employees make conscious decisions about attending work, attendance can be increased through | rewarding attendance, disciplining absenteeism, & keeping accurate attendance records
🗑
|
||||
| use money to reward employees for achieving certain levels of attendance | financial incentive programs
🗑
|
||||
| well pay, financial bonus, & games are examples of | financial incentives
🗑
|
||||
| PTO is also known as | paid-leave bank (PLB)
🗑
|
||||
| human resource directors rate buy-back programs, paid-leave banks, & disciplinary action as the most effective | absence control methods
🗑
|
||||
| provide employees with certificates, coffee mugs, plaques, lapel pins, watches, etc | formal recognition programs
🗑
|
||||
| human resource directors do not perceive formal recognition programs to be as effective | as many of the other programs
🗑
|
||||
| many organizations are eliminating perfect-attendance incentives out of concern that such programs might violate | Family Medical Leave Act (FMLA)
🗑
|
||||
| absenteeism can be __ through punish/discipline | reduced
🗑
|
||||
| can range from giving a warning or less popular work assignment to firing an employee | discipline
🗑
|
||||
| discipline works well, especially when combined with __ __ for attending | positive reinforcement
🗑
|
||||
| way to increase __ __ for missing work is through policy & record keeping | negative consequences
🗑
|
||||
| most organizations measure absenteeism by counting __ of days missed | frequency
🗑
|
||||
| better way to record absenteeism is through; missing one day or three consecutive days each counts as one | instances
🗑
|
||||
| by decreasing number of times that person can miss work, odds increase that employee will use sick leave | only for an actual illness
🗑
|
||||
| absenteeism can be decreased by setting | attendance goals
🗑
|
||||
| absenteeism can be decreased by providing feedback on how well the employees are | reaching attendance goals
🗑
|
||||
| absenteeism can be reduced by removing __ __ employees associate with going to work | negative factors
🗑
|
||||
| the greater the __ __, the lower job satisfaction & commitment, greater probability that most people will want to skip work | job stress
🗑
|
||||
| physical danger, boredom, overload, conflict, & bad management practices | sources of stress at work
🗑
|
||||
| 1st step to eliminate negative factors is to __ __ of those that bother employees | become aware
🗑
|
||||
| programs designed to reduce job-related stress are successful in reducing employee stress levels, but only have __ __ on reducing absenteeism | negligible effect
🗑
|
||||
| use professional counselors to deal with employee problems | Employee Assistance Programs (EAP)
🗑
|
||||
| 75% of employers offer some form of | EAP
🗑
|
||||
| motivation for EAPs may be good but little if any __ __ supports their effectiveness | empirical evidence
🗑
|
||||
| independently operated EAPs typically claim a 3 to 1 return on dollars invested through | increased productivity & reduced absenteeism/turnover
🗑
|
||||
| about 35% of employee absenteeism is due to | employee illness
🗑
|
||||
| to reduce absenteeism related to illness organization are implementing | variety of wellness programs
🗑
|
||||
| work-site fitness programs have small but significant effect on | reducing absenteeism
🗑
|
||||
| there is a theory of absenteeism that postulates that one reason people miss work is result of | particular set of personality traits
🗑
|
||||
| Kovach et al '88 found that the best predictor of student attendance in general psychology courses was | compulsive, rule-oriented personality
🗑
|
||||
| individuals high is personality trait of conscientiousness and low is extraversion were | least likely to miss work
🗑
|
||||
| many times an individual will miss work because of events or conditions | that are beyond management's control
🗑
|
||||
| one study found that job satisfaction best predicted attendance on days | with poor weather
🗑
|
||||
| advertising charges, employment agency fees, referral bonuses, recruitment travel costs, salaries & benefits associated w/employees time spent processing applications & interviewing candidates, & relocation expenses for new employee are all | visible costs of turnover
🗑
|
||||
| loss of productivity associated w/employee leaving, other employees trying to do extra work, no productivity occurring from vacant position, & lower productivity associated w/new employee being trained are all | hidden costs of turnover
🗑
|
||||
| overtime of employees covering duties of vacant position & training costs once replacement is hired are | additional hidden costs of turnover
🗑
|
||||
| there is a negative correlation on the effect of performance such that higher turnover rates will result in | lower organizational performance
🗑
|
||||
| because some turnover is healthy for an organization, there is __ __ between turnover and performance | U-shaped relationship
🗑
|
||||
| moderate amount of turnover will result in | higher performance
🗑
|
||||
| is strongest when organizations turnover rate is low, and this effect then diminishes as turnover rates climb | negative effect of turnover
🗑
|
||||
| effect of turnover on organizational performance is __ by strength of organizations' HR efforts | mediated
🗑
|
||||
| turnover will most affect organizations that do not | invest in their employees
🗑
|
||||
| turnover will least affect organizations that spend time & money to | develop their employees
🗑
|
||||
| research seems to support idea that employee leaving organization will most affect organization's performance when | monthly turnover rate for organization is low
🗑
|
||||
| research seems to support idea that employee leaving organization will have __ __ on performance when turnover rate is high | diminishing effect
🗑
|
||||
| 1st step in reducing turnover is to find out __ employees are leaving | why
🗑
|
||||
| attitude surveys to current employees and exit interviews w/employees leaving, as well as salary surveys can be used to | determine why employees are leaving
🗑
|
||||
| 89% of managers believe employees leave for more __, yet 88% of employees say they left for __ __ | money; other reasons
🗑
|
||||
| process of disengagement for the organization that can take days, weeks, months | employee turnover
🗑
|
||||
| unavoidable reasons, advancement, unmet needs, escape, & unmet expectations are typical reasons | employees leave their jobs
🗑
|
||||
| school starting or ending, job transfer of spouse, employee illness/death, or family issues are all | unavoidable turnover
🗑
|
||||
| described as extent to which employees have links to their jobs and community, important of these links, & ease with which these links could be broken & reestablished elsewhere | embeddedness
🗑
|
||||
| behaviors aimed at individuals & those aimed at organization | counterproductive behaviors
🗑
|
||||
| gossip, playing negative politics, harassment, incivility, workplace violence,& bullying are | counterproductive behaviors aimed at individuals
🗑
|
||||
| theft & sabotage are | counterproductive behaviors aimed at organization
🗑
|
||||
| negative correlation between OCBs and employee __ __ | counterproductive behavior
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
lfrancois
Popular Psychology sets