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To test a theory that approach and avoidance imagery would be associated with both success and failure, female and male college students wrote stories to sentence cues. The sentence cues described a female or male stimulus person as succeeding or failing in one of six occupations. Two of the occupations were dominated by females, two by males, and two were approximately equal in sex domination. The imagery content of the stories yielded independent evidence of success-approach, success-avoidance, failure-approach, and failure-avoidance imagery. Success-approach and failure-avoidance imagery increased as the current male domination of the occupation increased; failure-approach imagery increased as the current female domination of the occupation increased. Success-approach imagery appeared more often in stories written by female respondents; success-avoidance imagery appeared more often in stories written by male respondents. The results were consistent with an achievement model that provides for approach and avoidance tendencies to success and failure. Differential results for the respondents of the two sexes are theoretically attributable to different weightings of the four motives mediated by the anticipated consequences of success and failure. 相似文献
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Fabio Paglieri 《Argumentation》2014,28(3):341-348
In this brief commentary of Kamila Debowska-Kozlowska’s insightful analysis of persuasive outcomes (Processing topics from the Beneficial Cognitive Model in partially and over-successful persuasion dialogues. Argumentation, 2014), I articulate some suggestions for future development of her ideas. My main claim is that, while instances of partially and over-successful persuasion are indeed worthy of further theoretical inquiry, the topical analysis proposed by Debowska-Kozlowska may benefit from integration with other approaches. 相似文献
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Anthony C. R. Hernandez Michael D. Newcomb Jerome Rabow 《Journal of applied social psychology》1999,29(11):2238-2249
Research on psychological factors in helping behavior has been undertaken primarily in laboratory settings. Although this work has been instrumental in identifying psychological factors that influence helping, their role in naturally occurring helping behavior, such as informal drunk-driving intervention, is largely unknown. College students (N= 192) completed a questionnaire that assessed 11 possible reactions to the drunk driving situation, types of interventions, and their success. Over half of the students (55%, N= 10) reported having intervened to prevent someone from driving drunk. Using structural modeling, we examined the effect of various emotions and affective and cognitive reactions on the frequency and success of different types of informal drunk-driving intervention. Different reactions to the drunk driving situation influenced the number, type, and success of interventions used. 相似文献
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《The Journal of social psychology》2012,152(4):453-457
Abstract This study assessed the relationship of informational attributions—perceived characteristics of the self and the task situation—to postperformance affect. College students performed an anagram task and rated causal and informational attributions for their outcomes, the causal dimensions for the perceived causes of their outcomes, and their affective response to their outcomes. The valence of the outcome—success or failure—was the best predictor of affect, and both causal attributions and causal dimensions accounted for substantial portions of the affect variance. Informational attributions accounted for a significant proportion of the affect variance beyond that attributable to the other factors. Implications of these results for the attributional theory of emotion are discussed. 相似文献
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The findings from programs of guidance, counseling, and psychotherapy suggest an answer to Eysenck's challenge to the efficacy of the “helping” professions. While no average differences are found in the outcomes of treatment and control groups, there is a pronounced trend toward significantly greater variability in the post-counseling change indices of the treatment groups when compared to the control groups. The direct suggestion is that students, clients, and patients may be hurt as well as helped in the interpersonal encounter. Some attempts toward explicating the facilitating and the retarding interpersonal processes are elaborated in counselor-counselee, teacher-student, and parent-child relationships. 相似文献
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John C. McDowell 《International Journal of Systematic Theology》2002,4(3):319-335
Often a source of concern to commentators about the adequacy of Barth's theology is his treatment of evil, in particular Church Dogmatics III/3 §50 with its depiction of evil as das Nichtige (the nothingness). Against the impression that Barth has little time in his systematic theology for doing justice to evil it is worth attempting a reading that indicates the importance of this section and what it seems that Barth is doing with it. Das Nichtige belongs to a conflictual and dramatic account, and talk of its, for Barth, 'absurd'existence' belongs there. The dramatic flavour of this discussion further impresses that there is more to be said about 'Barth on evil' than any focus on the paradoxical and negative language used to depict it could express – this 'more' should come specifically through ethics. 相似文献
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Avi Besser Gordon L. Flett Paul L. Hewitt 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2004,22(4):297-324
The current paper describes the results of an experiment in which 200 students who varied in levels of trait perfectionism performed a laboratory task of varying levels of difficulty. Participants received either negative or positive performance feedback, independent of their actual level of performance. Analyses of pre-task and post-task measures of negative and positive affect showed that individuals with high self-oriented perfectionism experienced a general increase in negative affect after performing the task, and self-oriented perfectionists who received negative performance feedback were especially likely to report decreases in positive affect. Additional analyses showed that self-oriented perfectionists who received negative feedback responded with a cognitive orientation characterized by performance dissatisfaction, cognitive rumination, and irrational task importance. In contrast, there were relatively few significant differences involving other-oriented and socially prescribed perfectionism. Collectively, our findings support the view that self-oriented perfectionism is a vulnerability factor involving negative cognitive and affective reactions following failure experiences that reflect poorly on the self. 相似文献
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Mark R. Leary Kate J. Diebels Katrina P. Jongman-Sereno Xuan Duong Fernandez 《The Journal of social psychology》2015,155(6):559-575
People sometimes display strong emotional reactions to events that appear disproportionate to the tangible magnitude of the event. Although previous work has addressed the role that perceived disrespect and unfairness have on such reactions, this study examined the role of perceived social exchange rule violations more broadly. Participants (N = 179) rated the effects of another person’s behavior on important personal outcomes, the degree to which the other person had violated fundamental rules of social exchange, and their reactions to the event. Results showed that perceptions of social exchange rule violations accounted for more variance in participants’ reactions than the tangible consequences of the event. The findings support the hypothesis that responses that appear disproportionate to the seriousness of the eliciting event are often fueled by perceived rule violations that may not be obvious to others. 相似文献
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PATRICIA HAYES ANDREWS 《人类交流研究》1987,13(3):372-385
This study examined the impact of gender on persuasive communication, considering the gender of both speaker and listener, and comparing the self-expectations and evaluations of the speakers before and after their communicative exchanges. Findings revealed that females expressed less confidence than males concerning their ability to communicate their arguments persuasively, even though trained communication raters indicated that both genders performed equally well. Subjects varied in their expressed self-confidence, however, depending upon whether they were addressing their arguments to a male or a female. In addition, males rated their communicative “performances” more positively than did females. In attributing their perceived success to various factors, men were more likely to acknowledge their natural communication ability than were women, while women were more inclined than men to point to their effort as the cause of their success. Finally, male and female subjects differed from each other in the way they argued, with males being more inclined to present criterion-based arguments and women more likely to invent their own. Again, both genders tended to use different types of arguments, depending upon the gender of the listener. Several issues raised by the study, especially the gender differences in argument type and the apparent gender-based audience assumptions, warrant further study. 相似文献
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The performance attributions of actors (participants on a task or in an interaction), active observers (co-actors who make observations of the actor) and passive observers (non-participants who observe but do not interact with the actor) were compared on a task in which actors succeeded or failed after competing or working independently. Contrary to Jones and Nisbett's (1971) divergent perspectives hypothesis, the results indicated that the subjects' person attributions were influenced interactively by the actor's outcome and the subjects' perspective while their situation attributions were influenced interactively by their perspective and the nature of the task. The implications of these findings for the divergent perspectives hypothesis were discussed. 相似文献
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《The Journal of social psychology》2012,152(5):591-599
Abstract Seventh-grade male and female students (N = 60), divided on the basis of socioeconomic status, were asked to attribute causes to their success or failure on a block-design measure after having experienced solvable, unsolvable, or no pretreatment problems. Differences in use of attributions to ability, effort, task ease, and luck factors were analyzed. The results failed to support the hypothesis that social class groups would differ in their use of attributions in response to success. Subjects were more clearly differentiated, however, in their choice of attributions for failure, with lower class failing students less prone to ascribe their outcome to unstable causes than middle-class failing students. 相似文献
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Attributions for the Success and Failure of Female Managers: A Replication and Extension 总被引:1,自引:0,他引:1
This study attempted to extend earlier work on the relationship between attitudes toward women in management and attributions for the success and failure of female managers. One hundred and ten employees of a large state human services agency responded to a survey measuring their attitudes toward women in management and their attributions for either the success or failure of a hypothetical female manager. Results for males were highly supportive of earlier findings, with attitudes toward women in management significantly related to attributions for success but not for failure. Females showed an opposite pattern of results, with attitudes toward women in management significantly related to attributions for failure but not for success. It is suggested that these differences in attitude-attribution relationships may be the result of males expecting failure from female managers while females expect success. 相似文献
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Donivan J. Watley 《Journal of counseling and development : JCD》1966,45(4):342-348
This study assessed the accuracy of predictions of freshman and overall college scholastic performance made by groups of high school counselors, college advisors, and counseling psychologists from a university counseling center in relation to the confidence of these judges that their prognoses were accurate. Predictions were made from three sets of case information. The results revealed that: (1) the degree of confidence counselors indicated in their freshman and overall college “pass” predictions was appropriately related to accuracy; (2) counselor confidence in freshman “fail” predictions was not related to accuracy although the “fail” judgments tended to be more accurate than the “pass” prognoses; (3) counselor confidence in their overall “fail” predictions was not significantly related to accuracy and, unlike the results for the freshman judgments, the overall “fail” predictions were not more accurate than the “pass” predictions; (4) the amount of case data available was not related to counselor predictive accuracy. 相似文献
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Children's Repetition Choices in an Intellectual Achievement Situation following Success and Failure
(Ausubel, David P. Theory and Problems of Adolescent Development. New York: Grune &; Stratton, 1954. Pp. 580.) Reviewed By W. Drayton Lewis. 相似文献