A Critical Test of Self‐Enhancement,Exposure, and Self‐Categorization Explanations for First‐ and Third‐Person Perceptions

The third‐person perception is the tendency for people to believe that others are more influenced by media content than themselves (W. P. Davison, 1983 ). The current study provides a critical test of self‐enhancement, exposure, and self‐categorization explanations for first‐ (i.e., self more influenced than others) and third‐person perceptions. Male and female participants (N = 323) judged the extent to which pornography elicited“aroused and excited” (i.e., male normative) versus“repulsed and offended” (i.e., female normative) reactions in themselves relative to average men and women. Men perceived an average woman to be more repulsed and offended by pornography than themselves, and women perceived an average man to be more aroused and excited than themselves (i.e., large third‐person perceptions). Further, men perceived themselves to be more aroused and excited by pornography than an average woman (independent of the degree to which pornography was judged as antisocial), and women perceived themselves to be more repulsed and offended than an average man (i.e., large first‐person perceptions). There were relatively small effects for same sex comparisons independent of norm. The pattern and magnitude of first‐ and third‐person perceptions are consistent with self‐categorization theory, irreconcilable with the exposure hypothesis, and difficult to reconcile with the self‐enhancement explanation.     

Self‐Enhancement on a Self‐Categorization Leash: Evidence for a Dual‐Process Model of First‐ and Third‐Person Perceptions

Research suggests that first‐ and third‐person perceptions are driven by the motive to self‐enhance and cognitive processes involving the perception of social norms. This article proposes and tests a dual‐process model that predicts an interaction between cognition and motivation. Consistent with the model, Experiment 1 (N = 112) showed that self‐enhancement drove influence judgments when messages were normatively neutral—people reported first‐person perceptions for in‐group‐favoring messages and third‐person perceptions for out‐group‐favoring messages. Experiment 2 (N = 208) showed an additive effect when social norms were also in‐group‐enhancing, but showed a decreased effect when social norms and group‐enhancement were discordant. The findings are hard to reconcile with pure motivational or cognitive explanations, but are consistent with the proposed dual‐process model.     

Is the Third‐Person Effect Real? A Critical Examination of Rationales,Testing Methods,and Previous Findings of the Third‐Person Effect on Censorship Attitudes

Regarding the effect of the third‐person perception on censorship attitudes, the present study first highlighted logical weaknesses of previously proposed rationales and limitations of previously used statistical models to test the effect. This study reanalyzed data from past research on the effect of the third‐person perception. In Study 1, the average effects of the other‐self perceptual gap in the media influence on censorship attitudes were estimated based on reports from 13 previous studies (total N = 6,414). Study 2 reanalyzed Schmierbach, Boyle, Xu, and McLeod's (2011) correlational data (N = 692). The results of these two studies showed that the presumed effect on others is a stronger predictor of censorship attitudes than the other‐self differential in perceived media effect.     

Self‐managed learning groups in higher education: Students' perceptions of process and outcomes

Background. Self‐managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method. Aims. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self‐managed learning groups, and how these processes are perceived to influence group outcomes. Sample. Participants were undergraduate psychology students who were members of self‐managed learning groups. Method. The first study employed qualitative methods (namely, students' written accounts, interviews, and observation) to study learning groups (N =180 students) and identify the process domains. In the second study, first and second year students (N =207) used a questionnaire (based on the domains identified in Study 1) to evaluate the processes and outcomes of their learning groups. Results. Analysis of qualitative data (Study 1) identified seven process domains: task focus, staff support, process learning, environmental fit, managing differences, equity and responsibility, and collaboration and cooperation. Factor analysis of students' responses (Study 2) identified an underlying structure of two process factors: personal responsibility and collaborative climate, and staff support and environmental fit. Both process factors were associated with the self‐reported satisfaction and productivity of this group of students. Conclusions. University students' perceptions of the processes of self‐managed learning groups have a clear structure. These process factors are associated with perceived group outcomes in systematic and theoretically consistent ways.     

Guilty,But Not Ashamed: “True” Self‐Conceptions Influence Affective Responses to Personal Shortcomings

The current research examined how true self‐conceptions (who a person believes he or she truly is) influence negative self‐relevant emotions in response to shortcomings. In Study 1 (N = 83), an Internet sample of adults completed a measure of authenticity, reflected on a shortcoming or positive life event, and completed state shame and guilt measures. In Study 2 (N = 49), undergraduates focused on true versus other determined self‐attributes, received negative performance feedback, and completed state shame and guilt measures. In Study 3 (N = 138), undergraduates focused on self‐determined versus other determined self‐aspects, reflected on a shortcoming or neutral event, and completed state shame, guilt, and self‐esteem measures. In Study 4 (N = 75), undergraduates thought about true self‐attributes, an achievement, or an ordinary event; received positive or negative performance feedback; and completed state shame and guilt measures. In Study 1, differences in true self‐expression positively predicted shame‐free guilt (but not guilt‐free shame) following reminders of a shortcoming. Studies 2–4 found that experimental activation of true self‐conceptions increased shame‐free guilt and generally decreased guilt‐free shame in response to negative evaluative experiences. The findings offer novel insights into true self‐conceptions by revealing their impact on negative self‐conscious emotions.     

Blurring the Dichotomy of Good and Evil: The Idiosyncratic Helping Strategies Associated with Unmitigated‐Agentic and Unmitigated‐Communal Personalities

We theorized that unmitigated‐agentic personality constructs (UAPs)—prioritizing 'getting ahead’ over 'getting along’—and unmitigated‐communal personality constructs (UCPs)—prioritizing getting along over getting ahead—are associated with distinct affect‐regulatory helping strategies. In Study 1 (N = 179), UAPs, on average, related to greater negative‐affect versus positive‐affect induction helping tactics. In two experiments, UAPs, on average, related to a greater likelihood of selecting anger‐inducing versus love‐inducing or sadness‐inducing songs to help a target overcome a breakup (Study 2; N = 313) and greater selection of anger‐inducing and hubris‐inducing messages versus authentic‐pride‐inducing and love‐inducing messages to help a teammate struggling in a game (Study 3; N = 246). UCPs manifested the opposite patterns. Generally, these associations corresponded with helping‐strategy utility beliefs and were robust to moderators of helping target (self or other; Study 2) or altruistic versus selfish motives (Study 3). Study 4 (N = 205) provided some evidence of ecological validity in contexts of recalled everyday helping. Associations between personality constructs and relative helping strategies were about moderate in size (rs ~ .20) across these four studies. Findings suggest that UAPs are associated with helping strategies believed to promote ‘contemptuous’ self‐enhancement relative to ‘innocuous’ self‐enhancement and self‐transcendence, and vice versa for UCPs. © 2019 European Association of Personality Psychology     

Self‐enhancement,crash‐risk optimism and the impact of safety advertisements on young drivers

In Study 1, young drivers (aged between 16 and 29 years, N=314) rated their driving attributes relative to their peers. They also rated their likelihood of being involved in a crash relative to their peers (crash‐risk optimism), their crash history, stereotype of the young driver, and concern over another health issue. A self‐enhancement bias was found for all items in which self/other comparisons were made. These items formed two major factors, perceived relative driving ability and perceived relative driving caution. These factors and perceived luck relative to peers in avoiding crashes significantly predicted crash‐risk optimism. In Study 2, an experimental group of young drivers (N=173) watched safety advertisements that showed drinking and dangerous driving resulting in a crash, and a control group (N=193) watched advertisements showing people choosing not to drive after drinking. Each group then completed the self/other comparisons used in Study 1. The same factors were found, but only driving caution significantly predicted crash‐risk optimism. The experimental group showed more self‐enhancement on driving ability than the control group. In both studies, men showed substantially more self‐enhancement than women about their driving ability. Implications for safety interventions are discussed.     

Implicit Theories About Willpower Predict Subjective Well‐Being

Lay theories about willpower—the belief that willpower is a limited versus nonlimited resource—affect self‐control and goal striving in everyday life (Job, Dweck, & Walton, 2010). Three studies examined whether willpower theories also relate to people's subjective well‐being by shaping the progress they make toward their personal goals. A cross‐sectional (Study 1) and two longitudinal studies (Studies 2 and 3) measured individuals’ willpower theories and different indicators of subjective well‐being. Additionally, Study 3 measured goal striving and personal goal progress. A limited theory about willpower was associated with lower subjective well‐being in a sample of working adults (Study 1, N = 258). Further, a limited theory predicted lower levels of well‐being at a time when students faced high self‐regulatory demands (Study 2, N = 196). Study 3 (N = 157) replicated the finding that students with a limited theory experienced lower well‐being in phases of high self‐regulatory demands and found that personal goal progress mediated this relationship. Results suggest that the belief that willpower is based on a limited resource has negative implications not only for self‐control but also for personal goal striving and subjective well‐being.     

A stronger latent‐variable methodology to actual–ideal discrepancy

We introduce a latent actual–ideal discrepancy (LAID) approach based on structural equation models (SEMs) with multiple indicators and empirically weighted variables. In Study 1, we demonstrate with simulated data, the superiority of a weighted approach to discrepancy in comparison to a classic unweighted one. In Study 2, we evaluate the effects of actual and ideal appearance on physical self‐concept and self‐esteem. Actual appearance contributes positively to physical self‐concept and self‐esteem, whereas ideal appearance contributes negatively. In support of multidimensional perspective, actual‐ and ideal‐appearance effects on self‐esteem are substantially—but not completely—mediated by physical self‐concept. Whereas this pattern of results generalises across gender and age, multiple‐group invariance tests show that the effect of actual appearance on physical self‐concept is larger for women than for men. Copyright © 2008 John Wiley & Sons, Ltd.     

In Eating‐Disordered Inpatient Adolescents,Self‐Criticism Predicts Nonsuicidal Self‐Injury

We examined the role of depressive traits—self‐criticism and dependency—in nonsuicidal self‐injury (NSSI) and suicidal ideation among inpatient adolescents with eating disorders. In two studies (N = 103 and 55), inpatients were assessed for depressive traits, suicidal ideations, and NSSI. In Study 2, motivation for carrying out NSSI was also assessed. In both studies, depression predicted suicidal ideation and self‐criticism predicted NSSI. In Study 2, depression and suicidal ideation also predicted NSSI. The automatic positive motivation for NSSI was predicted by dependency and depressive symptoms, and by a two‐way interaction between self‐criticism and dependency. Consistent with the “self‐punishment model,” self‐criticism appears to constitute a dimension of vulnerability for NSSI.     

Understanding Anti‐Arab Reactions Post‐9/11: The Role of Threats,Social Categories,and Personal Ideologies1

This study examined social psychological processes associated with anti‐Arab reactions (prejudice, stereotypes, and discrimination) following the September 11 terrorist attacks. Participants (N= 201) responded to an online survey. Perceived threats, self‐categorization, social dominance orientation, and just‐world beliefs were tested for their effectiveness in predicting anti‐Arab reactions. The results reveal that self‐categorization and social dominance orientation each individually accounted for a substantial percentage of the variance, while perceived threats accounted for a relatively small amount of the variance in anti‐Arab responses. However, an integrated model demonstrated that social dominance orientation, threats, self‐categorization, and a threat by self‐categorization interaction provided the best prediction of anti‐Arab reactions. Results are discussed in terms of the theoretical and practical applications for understanding out‐group derogation following political‐cultural world events.     

The stability and causal effects of task‐specific and generalized self‐efficacy in college1

This research investigated the stability and causal effects of task‐specific self‐efficacy and generalized self‐efficacy in college students. In Study 1, task‐specific self‐efficacy and generalized self‐efficacy scales were administered to university students (N = 237) on two occasions, with an interval of 2 months. In Study 2, task‐specific (care‐work) self‐efficacy and generalized self‐efficacy scales were administered to college students who were studying to be care workers (N = 49) on three occasions (before the first care‐work practicum, after the practicum, and 3 months later). The results of both studies indicated that generalized self‐efficacy was more stable than task‐specific self‐efficacy. In Study 1, both generalized self‐efficacy and task‐specific self‐efficacy affected each other in daily life. Study 2 examined the effects of an ego‐engaged experience (the first care‐work practicum) for task‐specific (care‐work) self‐efficacy and generalized self‐efficacy. The results indicated that changes in care‐work self‐efficacy did not affect generalized self‐efficacy.     

First‐Person Shooters and the Third‐Person Effect

A sample of 118 U.S. 6th and 7th graders was used to examine early adolescents’ views of whether video games negatively influence themselves, others of the same age, and younger others. Six specific games ranging in rating from E for Everyone to M for Mature were listed for the early adolescents to respond to, with questions asked about both potential influence and whether young people should be allowed to play the games. Results support a third‐person perception that grew as the rating of the game became more restrictive and as the “other” group in question became younger. The presence of rules set by parents about video game use was a positive predictor of perceptions of influence on self and others.     

Does Language Affect Personality Perception? A Functional Approach to Testing the Whorfian Hypothesis

Whether language shapes cognition has long been a controversial issue. The present research adopts a functional approach to examining the effects of language use on personality perception and dialectical thinking. We propose that language use activates corresponding cultural mindsets, which in turn influence social perception, thinking, and behavior. Four studies recruited Chinese‐English bilinguals (N = 129 in Study 1, 229 in Study 2, 68 in Study 3, 106 in Study 4) and used within‐subjects and between‐subjects design, written and behavioral reports, and self‐ and other perceptions. The four studies converged to show that Chinese‐English bilinguals exhibit higher dialectical thinking and more variations in self‐ and observer ratings of personality when using the Chinese language than when using English. Furthermore, dialectical thinking predicted more self‐ and other‐perceived variations in personality and behavior across bilingual contexts. These results highlight the important role of culture in understanding the relations between language and cognition, and attest to the malleability of personality perception and dialectical thinking within and across individuals in response to culture‐related linguistic cues.     

Aligning inside and outside perspectives of the self: A cross‐cultural difference in self‐perception

Past research shows that European Americans tend to take a first‐person perspective to understand the self and are unlikely to align the inside look with the outside gaze, whereas Asians tend to take a third‐person perspective and are likely to shift their inside look in the direction of the outsize gaze. In three experiments, we compared Asians and European Americans' self‐perceptions when the presence of their parents in the background of self‐perception was primed or otherwise. Without the priming, both European Americans and Asians viewed themselves more positively from their own perspective than from their parents' perspective. With the priming, only Asians lowered the positivity of their self‐perceptions to match the perceived positivity of the self in the parents' perspective. These results suggest that Asians do not have a static, passive tendency to assimilate their self‐views into the perceived external assessments of the self. Rather, their self‐views are fluid and flexible.     

Pseudo‐Transformational Leadership: Model Specification and Outcomes1

A model of pseudo‐transformational leadership was tested in 4 experiments. Pseudo‐transformational leadership is defined by self‐serving, yet highly inspirational leadership behaviors, unwillingness to encourage independent thought in subordinates, and little caring for one's subordinates more generally. Study 1 (N = 167) used vignettes to differentiate among transformational, pseudo‐transformational, and laissez‐faire leadership styles. Study 2 (N = 179) replicated this model using ratings of characters in the film 12 Angry Men ( Fonda, Rose, & Lumet, 1957 ). Study 3 (N = 120) tested the model, controlling for participant perceptions of leader affect and prototypical leadership behaviors. Study 4 (N = 127) extended the ecological validity of the model and range of outcomes. Across the studies, support was obtained for the model.     

Self‐Efficacy and Athletic Squat Performance: Positive or Negative Influences at the Within‐ and Between‐Levels of Analysis

Social cognitive theory (Bandura, 1986, 2001) and perceptual control theory (Powers, 1978, 1991) have described the self‐efficacy/performance relationship in stark contrast. Additionally, recent work exploring these discrepancies has yielded future research suggestions yet to be undertaken (Bandura & Locke, 2003; Vancouver, Thompson, Tischner, & Putka, 2002; Yeo & Neal, 2006). Thus, this study explored the relationship between self‐efficacy and performance between‐ and within‐individuals over time. Division I collegiate American football players (N = 115) completed self‐efficacy questionnaires and one‐repetition maximum squat tests at 3 time points during off‐season strength training. Results revealed that self‐efficacy was positively related to squat performance at both the within‐ and between‐person levels when controlling for athletes' raw past performance.     

Doing Despite Disliking: Self‐regulatory Strategies in Everyday Aversive Activities

We investigated the self‐regulatory strategies people spontaneously use in their everyday lives to regulate their persistence during aversive activities. In pilot studies (pooled N = 794), we identified self‐regulatory strategies from self‐reports and generated hypotheses about individual differences in trait self‐control predicting their use. Next, deploying ambulatory assessment (N = 264, 1940 reports of aversive/challenging activities), we investigated predictors of the strategies' self‐reported use and effectiveness (trait self‐control and demand types). The popularity of strategies varied across demands. In addition, people higher in trait self‐control were more likely to focus on the positive consequences of a given activity, set goals, and use emotion regulation. Focusing on positive consequences, focusing on negative consequences (of not performing the activity), thinking of the near finish, and emotion regulation increased perceived self‐regulatory success across demands, whereas distracting oneself from the aversive activity decreased it. None of these strategies, however, accounted for the beneficial effects of trait self‐control on perceived self‐regulatory success. Hence, trait self‐control and strategy use appear to represent separate routes to good self‐regulation. By considering trait‐ and process‐approaches these findings promote a more comprehensive understanding of self‐regulatory success and failure during people's daily attempts to regulate their persistence. © 2018 European Association of Personality Psychology