The effect of achievement goals on enjoyment, effort, satisfaction and performance

This study examined the effect of achievement goals and achievement emotions on sport satisfaction, performance and effort among competitive athletes. Participants were 200 athletes. Structural equation modeling was used to test the indirect effect of mastery-approach goals on satisfaction with sport experience and performance, the direct effect of mastery-approach goals on enjoyment and effort, the direct effect of performance-approach and performance-avoidance goals on performance, and the direct effect of mastery-avoidance goals on effort. Results showed a positive direct effect of mastery-approach goals on enjoyment and an indirect effect, through enjoyment, on satisfaction, performance, and effort. We did not find support for the hypothesized effect of performance-approach or performance-avoidance goals on performance. The applied implications of endorsing mastery-approach goals are discussed.     

禀赋效应的心理机制及其影响因素

禀赋效应是指个体在拥有某物品时对该物品的估价高于没有拥有该物品时的估价的现象。这一现象在行为经济学中普遍存在。禀赋效应的研究范式包括经典研究范式与物物交换范式。禀赋效应的心理机制主要包括损失规避与查询理论。禀赋效应的影响因素主要包括认知角度、动机、情绪、交易物品的特征、研究设计的选择等。未来的研究需要从禀赋效应的适用条件、产生根源、研究范式的改进等方面进一步探讨。     

学业自我概念发展中的大鱼小池效应

大鱼小池效应(Big-Fish-Little-Pond Effect,BFLPE)是指对于同等能力的学生来说,进入高能力水平学校或班级的学生要比进入低能力水平学校或班级的学生习得更低的学业自我概念的现象.这类似于我国生活格言“宁做鸡头,不做凤尾”的描述.在系统梳理大鱼小池效应的理论与实证研究文献的基础上,对大鱼小池效应的研究现状进行了总结和分析,提出了大鱼小池效应对我国学校能力分组和学生择校现象的启示.未来应进一步加强大鱼小池效应在统计方法、跨文化一致性、具体发生情境、具体发生年龄及外部效度等方面的探讨与验证.     

禀赋效应对产品更换决策的影响

以禀赋效应理论为研究基础, 通过两个情景实验对产品更换过程中买卖双方的决策心理进行了研究。实验1表明, 在以旧换新活动中新产品的买方对旧产品的价格有高估的倾向, 对新产品的价格有低估的倾向; 相反, 新产品的卖方对旧产品的价格有低估的倾向, 而对于新产品的价格有高估的倾向, 这说明产品更换决策中存在着双重的禀赋效应。实验2表明, 新产品的买方对旧产品的属性评价显著高于新产品的卖方, 对新产品的属性评价显著低于新产品的卖方, 说明属性评价也存在禀赋效应的特征。双重禀赋效应的存在从消费者行为的角度解释了为什么消费者会出现创新抵制行为。     

Academic achievement in the Chinese context: the role of goals, strategies, and effort

Previous studies have suggested that Western constructs of academic motivation may operate in different ways in Asian contexts due to differences in the cultural environment. In the present study, the integrative effects of achievement goals, strategy orientations, and effort expenditure on achievement outcomes were examined among 1950 seventh-grade Chinese students in Hong Kong. Participants completed separate questionnaires for mathematics and English. Results for the two subjects were largely similar. There were significant positive relationships between mastery and performance goals, between cooperative and competitive orientations, as well as between understanding and memorizing strategies. Regression analyses further revealed that goals and strategies were highly predictive of effort expenditure, but only goals and effort significantly predicted achievement outcome, with strategies being barely significant. The need to further investigate how Chinese students reconcile the apparently antithetical orientations in learning as well as the effective strategies contributing to their learning is indicated.     

Making Decisions in Foreign Languages: Weaker Senses of Ownership Attenuate the Endowment Effect

Although the number of bilingual consumers is expanding, research on the impact of language on consumer decision making is scarce. The current research examines the endowment effect, which is a fundamental consumer decision‐making regularity, under native versus foreign language processing. I show that the endowment effect, which refers to higher valuation of a given product by sellers than buyers, is attenuated when sellers and buyers process information in a foreign language due to a decrease in sellers’ valuation of the product. I further document empirical evidence for the underlying mechanism of this finding. Thinking in a foreign language diminishes the impact of affective reactions on sellers’ judgment, which results in lowered sense of psychological ownership. This lowered sense of psychological ownership significantly decreases sellers’ valuation to a level comparable to the valuation of buyers. The implications of these results for theory and practice, and avenues for future research are discussed.     

引入中立方参照：对禀赋效应的再探讨

在以往禀赋效应研究的基础上, 本研究引入中立方估价值作为参照, 在时间维度上探讨了禀赋效应的变化趋势, 并尝试延伸禀赋效应的定义。研究发现, 随着卖方拥有物品的时间延长, 买卖双方的估价呈下降趋势, 卖方的估价总是显著高于买方, 但买卖双方的估价之差不随卖方拥有物品的时间延长发生变化; 以中立方的估价为参照, 在较短的时间内卖方的估价倾向于理性, 在较长的时间内买方的估价倾向于理性; 卖方的估价在时间水平上相对于中立价格呈递增性, 而买方的估价相对于中立价格呈递减性。引入中立方再探讨禀赋效应并没有否定它的存在, 而且能够更好地解释生活中的非理性行为。     

Physical and cognitive effort discounting of hypothetical monetary rewards

Effort discounting refers to the decrease in the subjective value of a reward as the effort required to obtain the reward increases. The main aims of this study were to ascertain whether the amount of the reward affects the steepness of the effort discounting process for hypothetical monetary rewards, to identify whether this steepness depends on the type of effort that is required, and to determine whether the steepness of different types of effort covary at the individual level. Two types of effort were studied under hypothetical choice situations: physical effort and cognitive effort. Both physical and cognitive effort discounting were well described by the hyperbolic model. Large rewards were discounted less steeply than small rewards for both types of effort. This finding agrees with the results of prior studies which have found that larger rewards have greater motivational power. In addition, the steepness of physical effort discounting was positively correlated with the steepness of cognitive effort discounting, which suggests that the effort discounting process is a trait‐like characteristic within an individual.     

父母教养方式对高三学生学业成就的影响: 心理资本的中介作用

为探讨父母教养方式对高三学生学业成就的影响,测量了800名高三学生的父母教养方式、心理资本、 学业成就状况.结果发现:(1)父母情感温暖与心理资本各维度、 学业成就呈显著正相关;父母否认拒绝与心理资本各维度、 学业成就呈显著负相关;父母亲过度保护和心理资本各维度、学业成就呈显著负相关;(2)心理资本各维度(除韧性外)和...     

Cultural variations in pre-emptive effort downplaying

Pre-emptive effort downplaying (PED) occurs when people publicly downplay their effort expenditure on test preparation prior to taking a test for the sake of managing the social evaluation of the self in the face of a challenging performance task. Thirty Asian Americans and 29 European Americans had two opportunities to publicly report their effort expenditure on a practice exercise. They also completed measures of self-evaluations and concern for performance before working on the practice exercise, and the self-evaluation measure again at the completion of the actual test. Only European Americans showed PED. Additionally, concern for performance was positively associated with and mediated cultural variations in PED. The implications of these results are discussed.     

The impact of locus of control and priming on the endowment effect

This paper demonstrates the effects of different priming conditions on the endowment effect with respect to seller and buyer roles for individuals with different loci of control. Individuals with an external locus of control process information less rationally, and they are more susceptible to external influences. In addition, the literature reports that when individuals are making a purchasing decision, they tend to perceive the value of the product as being higher because of its utility aspect because decision makers search for reasons and arguments to justify their choices (Shafir 1993; Tversky & Griffin, 1991). Therefore, this study investigates the effects of different priming conditions (utilitarian priming vs. hedonic priming) on the endowment effect according to each type of locus of control (internal vs. external). The results showed that the endowment effect was larger when externals were exposed to utilitarian priming as opposed to hedonic priming. Finally, the implications of these findings and suggestions for future research are discussed.     

The Potential Effect of Instrument Titles on Teacher Ratings of Child Behavior

Abstract

The present study investigated the possible effect of instrument titles on prospective teacher ratings of child behavior utilizing a posttest-only control group experimental design. Though statistical analyses revealed no main effects for label (label vs. no label) or major focus of study (regular education vs. special education), all groups rated a normal child's behavior in the clinically elevated range on several dependent variables. Implications tor those professionals in the fields of education and psychology are discussed along with the need for additional research in the area.     

中学生考试活动绩效影响因素模型的初步研究

对573名中学生进行调查研究。根据路径分析结果建立初始模型．通过竞争模型的比较,建立了中学生考试活动绩效影响因素结构方程模型：家庭因素和考试心理素质对考试活动绩效有直接效应,而学校因素、自身因素和考试心理问题与考试活动绩效之间存在间接效应;学校因素、自身因素和考试心理问题互为中介分别通过家庭因素和考试心理素质对考试活动绩效产生间接影响;考试心理素质和家庭因素互为中介对考试活动绩效产生影响。通过对超水平发挥组和发挥失常组进行比较发现,不同组之间的结构方程模型具有一致性,但是变量间的路径系数有所不同。     

中学生学业成就动机归因训练效果的追踪研究

研究用定性和定量相结合的研究方法,对13年前为初中生进行的成就动机训练效果进行了追踪研究。结果显示,与对照组相比,这些受训者在任务选择、行为强度和坚持性方面均表现出较高水平;成功期望较强烈;对成功或成就倾向于作能力、努力归因。这一结果表明,归因训练能够对人产生深远的影响,动机的改善具有长期效果。     

The extensibility of the endowment effect to others is mediated by degree of intimacy

Recent studies have suggested that the endowment effect may actually be a type of self‐referent cognitive bias due to the mere ownership of an object. However, it is not adequately understood how the ownership of an object affects the endowment effect. The current research is the first to explore if the endowment effect could be extended to different ownerships. The results suggest that the endowment effect extends to goods owned by their mothers, romantic partners and close friends, but not acquaintances. Furthermore, the level of intimacy between individuals and mothers/romantic partners/close friends/acquaintances mediates the relationship between the effect of ownership and the extensibility of the endowment effect. These findings are consistent with the mere ownership effect that ownership increases valuation by enhancing the salience of the self.     

Strengthening the relationship between physical activity and physical self-concept: The moderating effect of controllable attributions

Individuals who are more physically active, compared to those who are less physically active, typically report more favourable perceptions of their physical appearance and functioning (i.e., physical self-concept). However, there is limited empirical evidence examining how psychological processes associated with physical activity can affect the strength of this relationship. In the current study, perceptions of controllability (i.e., controllable attributions) was tested as a moderator of the relationship between physical activity and physical self-concept. A sample of 189 adults (M_age = 23.8 years; n_male = 76, n_female = 112, n_unspecified = 1) read hypothetical scenarios that elicited emotions specific to achievement or failure. Participants completed measures assessing their attributions for each scenario, together with self-report physical activity and physical self-concept. In the final models, the relationship between physical activity and physical self-concept was stronger among those participants who reported higher perceptions of controllability. The effectiveness of physical activity interventions may be improved through attributional retraining to adaptive (controllable) attributions.     

Laboratory Simulated Gambling: Risk Varies Across Participant-Stake Procedure

ABSTRACT. This study investigated whether risk taking on a laboratory gambling task differed depending on whether participants gambled with earned or experimenter-provided game credits. Participants made repeated choices between two options, one to wager game credits on a game that produced probabilistic gains and losses, and one to gain game credits with certainty. Choice was investigated across stake and no-stake conditions and condition order was counterbalanced across conditions. Risk taking was higher under stake than no-stake conditions, but only when stake conditions were experienced first. There was no effect on risk taking of the amount of the certain gain. Results are consistent with previous research showing that participant-stake procedures promote greater risk taking than procedures that allow participants to gamble with their own earnings, and also show that experience gambling with earned credits has an enduring effect on risk taking.     

源于“反常”终于“常理”的禀赋效应

如果忽略收入影响和交易成本, 愿意为一样物品支付的价格应等于愿意出售的价格。而塞勒教授却发现, 现实生活中有一些“反常”现象, 个体会对自己所拥有的物品赋予更高的价值, 造成“愿意支付价格”和“愿意出售价格”的不一致。塞勒利用预期理论中的损失厌恶对这些反常现象进行解释, 并将该现象称为禀赋效应(endowment effect)。此后, 众多研究者从不同角度对该效应进行了探索和论证。文章详细梳理了禀赋效应的多种解释机制, 包括损失厌恶、心理所有权理论、偏差的认知过程以及进化的观点等, 论证了禀赋效应符合“常理”的原因, 同时也探讨了禀赋效应在商业销售策略和政府拆迁政策等方面的应用前景。     

成败情境下不同成就目标取向学生业绩表现的差异

以五、六年级小学生为被试,在设置成功与失败的情境下,考察不同成就目标取向学生业绩表现的差异。结果发现:(1)在两种情境下,掌握目标取向的学生有最高的业绩表现,失败情境下的业绩表现高于成功情境;(2)成绩接近目标取向的学生,在失败情境下的业绩表现与成功情境无显著差异,在成功情境下的业绩表现略高于成绩回避目标取向的学生,失败情境下的业绩表现高于成绩回避目标取向的学生。(3)成绩回避目标取向的学生在失败情境下的业绩表现显著低于成功情境。