Family correlates of adolescent self-monitoring and social competence.

The purpose of this study was to investigate linkages between adolescent self-monitoring, global social competence, and parenting and family environment dimensions of support and encouragement of autonomy. The sample consisted of 233 young women and 199 young men at 2 southwestern universities. The primary measures used were the Family Environment Scale (R. H. Moos, 1981), the Parent Behavior Form (L. Worell & J. Worell, 1974), the revised Self-Monitoring Scale (M. Snyder, 1987), and the Texas Social Behavior Inventory (R. Helmreich, J. Stapp, & C. Ervin, 1974). Findings indicated that family variables are more strongly associated with social competence than with self-monitoring; family support was, overall, a more important ingredient of social competence than was autonomy. Women and men had different patterns of associations among specific variables.     

The Impact of Performance-Contingent Rewards on Perceived Autonomy and Competence

Two studies examined the impact of performance-contingent rewards on perceived autonomy, competence, and intrinsic motivation. Autonomy was measured in terms of both decisional and affective reports. The first study revealed an undermining effect of performance-contingent rewards on affective reports of autonomy among university students, and an increase in reports of competence. Decisional autonomy judgements were unaffected by rewards. The second study replicated this pattern of findings among elementary school children. These results help resolve Cognitive Evaluation Theory's (E. L. Deci & R. M. Ryan, 1985; R. M. Ryan, V. Mims, & R. Koestner, 1983) and Eisenberger, Rhoades, et al.'s (R. Eisenberger, L. Rhoades, & J. Cameron, 1999) divergent positions on the impact of performance-contingent rewards on autonomy. The studies also included measures of intrinsic motivation.     

Family Interaction and Individual Psychological Health

Two studies explored the relationships between individual psychological health (PH) status and perceptions of family interaction and family climate variables as perceived by young adults. Psychological health was defined within inter- and intrapersonal domains, represented by social interest and psychological hardiness. Scores on social interest and hardiness instruments were standardized and added to put the construct of psychological health into practice. Family interaction variables were measured with Family Adaptability and Cohesion Evaluation Scales-III (FACES-III), the Children's Report of Parent Behavior Inventory-30 (CRPBI-30), Parent-Adolescent Communication Scale (PAC), Family Satisfaction Scale (FSS), and the Family Environment Scale (FES). Multivariate analyses indicated that PH status was associated with several family variables, with cohesion emerging as a key dimension. Implications for counseling are discussed.     

Dimensions of Coaching Behavior, Need Satisfaction, and the Psychological and Physical Welfare of Young Athletes

Grounded in self-determination theory (E. L. Deci & R. M. Ryan, 2000), the purpose of this study was to examine the relationship of dimensions of coaching behavior to intrinsic need satisfaction and indices of psychological and physical well-being among male adolescent athletes. Participants were 265 British soccer and cricket players (M _age = 16.44). Structural equation modeling analysis, using maximum likelihood robust method, showed athletes' perceptions of autonomy support, mastery focus, and social support from the coach to predict their satisfaction of the needs for autonomy, competence, and relatedness, respectively. The satisfaction of the need for competence emerged as the most important predictor of psychological and physical well-being. The findings suggest that particular aspects of the social environment may be salient for fostering particular psychological needs. The results also underline the importance of perceived competence for the psychological and physical welfare of adolescents in team sports.     

Development of self-monitoring behavior from early to late adolescence.

The purpose of this study was to examine the development of self-monitoring behavior during adolescence. Due to limitations of the widely used Revised Self-Monitoring Scale (Lennox & Wolfe, 1984), the construct of self-monitoring has not been successfully examined in individuals younger than college age. For the purpose of expanding our knowledge regarding the developmental aspects of self-monitoring, the Adolescent Self-Monitoring Scale (ASMS) was developed, administered to young (junior high) adolescents, and found to be internally consistent and highly correlated with the Revised Self-Monitoring Scale. Factor analysis identified two subscales: (1) Ability to Modify Self-Presentation and (2) Sensitivity to Expressive Behavior of Others. An examination of 490 adolescents from 12 to 18 years of age provided support for the hypothesis that self-monitoring behavior does increase from early to late adolescence. ANOVAs produced a significant difference by age in overall self-monitoring behavior and in sensitivity to the expressive behavior of others. No age differences in the ability to modify self-presentation were found. The development of behavioral measures is suggested to determine more accurately the developmental aspects of the ability to modify self-presentation.     

Psychosocial Concomitants of Loneliness Among Students of Cape Verde and Portugal

This research is an examination of the relationship between loneliness and a number of psychosocial variables (e.g., affective state, cultural issues, gender, age) among adolescents and young adults from Cape Verde and Portugal. Two studies are presented. The participants in the first study were 285 adolescents from Cape Verde and 202 from Portugal, and in the second study there were 134 college students from Cape Verde and 112 from Portugal. The following instruments were administered to all the participants in both studies: The Revised UCLA Loneliness Scale (D. Russell, L. Peplau, & C. Cutrona, 1980), the Neuroticism Scale (J. Barros, 1999), the Optimism Scale (J. Barros, 1998), the Social Anxiety subscale (A. Fenigstein, M. Scheier, & A. Buss, 1975), and the Satisfaction With Life Scale (E. Diener, R. Emmons, R. Larsen, & S. Griffin, 1985). No ethnic or gender differences were found for loneliness between the two groups. For both groups, the most prominent predictors of loneliness were neuroticism and dissatisfaction with life. However, as expected, the adolescent group recorded higher scores for loneliness than did the college students.     

Cognitive Correlates of Boredom Proneness: The Role of Private Self-Consciousness and Absorption

The contributions of private self-consciousness and absorption in explaining boredom proneness were investigated. University students enrolled at a public university in the southeastern United States completed a packet containing the Boredom Proneness Scale (BPS; R. Farmer & N. D. Sundberg, 1986), the Self-Consciousness Scale (SCS; A. Fenigstein, M. F. Scheier, & A. H. Buss, 1975), the Tellegen Absorption Scale (TAS; A. Tellegen & G. Atkinson, 1974), the Need for Cognition Scale (NCS; J. T. Cacioppo, R. E. Petty, & C. F. Kao, 1984), and a demographic questionnaire. Scores on the Boredom Proneness subscale, Internal Stimulation, which indicates the difficulty in keeping oneself interested and entertained, were significantly lower for individuals high in absorption (a measure of attention). Individuals high in positive self-awareness, representing awareness of one's internal states, reported lower overall boredom. Individuals high in negative self-awareness, which focuses on evaluation and judgment, reported increased total boredom proneness scores. Implications of these findings for the treatment of boredom proneness and future research are discussed.     

Emotional autonomy and adjustment among emerging adults: The moderating role of family relationships

Emerging adults build their personal maturity within the family context; however, few studies focus on the role of emotional autonomy during this stage. The aim of this study was to analyze the relationship between emotional autonomy and adjustment during emerging adulthood, bearing in mind the possible moderating role of parental support in this relationship. Data were collected from 1,502 Spanish undergraduate students (903 women) aged between 18 and 29. Participants completed measures of emotional autonomy (EAS, Steinberg & Silverberg, 1986), family social support (MSPSS; Zimet, Dahlem, Zimet & Farley, 1988), psychological well-being (PWBS; Ryff, Lee, Essex & Schmutte, 1995) and psychological distress (DASS-21; Lovibond & Lovibond, 1995). The results indicate that emotional autonomy correlates negatively with family support and psychological well-being and positively with psychological distress. However, only when young people perceive a family context with low social support is gaining emotional distance from their parents associated with an increase in their psychological well-being. Our findings highlight the crucial role that the family environment plays in well-being during young adulthood, and reveal that the effect of emotional distancing from parents on adjustment depends on the quality of the family climate. Future research should seek to gain greater insight into emotional autonomy during emerging adulthood, taking into account cross-cultural diversity.     

Associations between Temperament and Social Responsiveness in Young Children

Recent research has demonstrated that social responsiveness (comprised of social awareness, social information processing, reciprocal social communication, social motivation, and repetitive/restricted interests) is continuously distributed within the general population. In the present study, we consider temperament as a co‐occurring source of individual differences in social responsiveness in young children. The sample consisted of 62 infants assessed at 2, 3, and 4 years old. Measures of temperament were obtained at each age (Early Childhood Behavior Questionnaire and Children's Behavior Questionnaire), and social responsiveness was measured at 4 years old (Social Responsiveness Scale). Multivariate patterns of association between components of temperament and social responsiveness were observed at each age, with overall findings in line with the broader literature examining temperament and socio‐development associations. Importantly, these results provide support for the usefulness of temperament as a relevant source of variability in social responsiveness, as measured by the Social Responsiveness Scale, in typically developing young children. Copyright © 2012 John Wiley & Sons, Ltd.     

Self-determination in relation to quality of life in homeless young adults: Direct and indirect effects through psychological distress and social support

The self-determination theory emphasizes the importance of satisfaction with autonomy, competence, and relatedness for a person’s psychological growth and well-being. This study examines associations between autonomy, competence, and relatedness with quality of life in homeless young adults; and whether possible associations are mediated by psychological distress and perceived social support. By means of face-to-face interviews, 255 homeless young adults who receive care from 10 Dutch shelter facilities for homeless young adults have been interviewed (M age = 20, 77% male, 51% Dutch Nationality) shortly after entering the facility. Autonomy, competence, and relatedness are all associated with quality of life, with competence as the highest correlate. Psychological distress mediates both competence and autonomy, and social support mediates competence as well as relatedness. These findings emphasize the importance of intervention programs for homeless young adults, focusing on the enhancement of self-determination, especially competence, to improve their quality of life.     

Self-monitoring processes in stutterers

The Self-Monitoring Scale developed by Snyder (1974) was administered to 26 adult stutterers and 26 nonstutterers. The purpose of the study was to determine if stutterers differed significantly in their level of self-monitoring compared with fluent speakers. It was hypothesized that stutterers would be classified as low self-monitoring individuals. The results lend support to this hypothesis. Analysis of the scores of the Self-Monitoring Scale, as suggested by Briggs et al. (1980), was also carried out. These findings add further support to the hypothesis that stutterers tend to be low self-monitors.     

Psychometric Measures of Boredom: A Review of the Literature

This research presents a review of the psychometric measures on boredom that have been developed over the past 25 years. Specifically, the author examined the Boredom Proneness Scale (BPS; R. Farmer & N. D. Sundberg, 1986), the job boredom scales by E. A. Grubb (1975) and T. W. Lee (1986), a boredom coping measure (J. A. Hamilton, R. J. Haier, & M. S. Buchsbaum, 1984). 2 scales that assess leisure and free-time boredom (S. E. Iso-Ahola & E. Weissinger, 1990; M. G. Ragheb & S. P. Merydith, 2001), the Sexual Boredom Scale (SBS; J. D. Watt & J. E. Ewing, 1996), and the Boredom Susceptibility (BS) subscale of the Sensation Seeking Scale (M. Zuckerman, 1979a). Particular attention is devoted to discussing the literature regarding the psychometric properties of the BPS because it is the only full-scale measure on the construct of boredom.     

Some Predictors of Primary Control of Development in Three Transitional Periods of Life

In the context of some personal control (mastery) theories (e.g., J. Heckhausen & R. Schultz, 1995; Gutmann, 1964), primary, secondary, and tertiary personal control of development among subjects in three transitional periods of life were investigated (D. J. Levinson, C. N. Darrow, E. B. Klein, M. H. Levinson, & B. McKee, 1978). Results confirmed the expectation that primary control decrease whereas secondary control increase with age. Tertiary control was the same in all transitional periods. There were some differences in contribution of predictors of primary control in the early, middle, and late period of transition. From the group of variables relating to personality traits, optimism proved a good predictor of primary control in the young and middle aged, whereas in old people who have the lowest primary control, none of the personality traits proved predictive. The importance of goals related to knowledge and competence (GKC) was a significant predictor in all three (age) groups.     

Attitudes Toward Parenting Strategies,Potential for Child Abuse,and Parental Satisfaction of Ethnically Diverse Low-Income U.S. Mothers

Abstract

Among a sample of 176 low-income mothers from 3 ethnic groups in the United States, the authors investigated ethnic differences in attitudes toward preferred parenting strategies, or styles; ethnic differences in the potential for child abuse; and the relationship between parenting strategies, the potential for child abuse, and parental satisfaction. They distributed the Maternal Reactions to Child's Deviant Behavior subscale (K. M. Rickard, W. Graziano, & R. Forehand, 1984), a shortened version of the Child Abuse Potential Inventory (CAPI; J. S. Milner & R. C. Wimberley, 1979), and a Parental Satisfaction Scale (N. P. Medora, S. M. Wilson, & J. Larson, 1996) to the participants. The results indicated no significant ethnic differences in preferred parenting styles. Mothers from all 3 ethnic groups ranked praise and reasoning as the 1st and 2nd preferred parenting strategies. There were no ethnic differences in the perceived potential for child abuse. Parental satisfaction was negatively related to 2 of the CAPI subscales-Loneliness and Problems. The parenting strategy reasoning was positively correlated with parental satisfaction.     

Racial Discrimination,Coping, Life Satisfaction,and Self‐Esteem Among African Americans

This article reports the results of a study that examined the coping strategies used by African Americans in managing the stressful effects of racism. A total of 213 participants (women, n = 137; men, n = 76) completed the Index of Race‐Related Stress (S. O. Utsey & J. G. Ponterotto, 1996), the Coping Strategy Indicator (J. H. Amirkhan, 1990), the Satisfaction With Life Scale (E. Diener, R. A. Emmons, R. J. Larsen, & S. Griffin, 1985), and the Rosenberg Self‐Esteem Scale (M. Rosenberg, 1965). Results indicated that women preferred avoidance coping for racism experienced on a personal level. For African Americans in general, seeking social support and racism condition were the best predictors of racism‐related stress. Life satisfaction and self‐esteem were best predicted by avoidance coping. Implications for the provision of counseling services to African Americans are discussed.     

From Environmental Factors to Outcomes: A Test of an Integrated Motivational Sequence

Research based on self-determination theory (SDT; E. L. Deci & R. M. Ryan, 1985, 2000) has shown that motivation is influenced by the social environment and also leads to outcomes. Based on such research, R. J. Vallerand (1997) has posited the existence at different levels of generality of an integrated motivational sequence where environmental factors (e.g., success/failure) influence perceptions of competence, autonomy, and relatedness (psychological mediators), which in turn determine to what extent one exhibits self-determined motivation. Motivation then leads to outcomes. The present study tested the validity of this integrated sequence at the situational level using an experimental design. Participants (N = 359) were randomly assigned to conditions of success or failure on a leisure task and elements of the integrated sequence were assessed. Structural equation modeling analyses provided support for the postulated motivational sequence. Results are discussed in light of SDT.This research was supported by grants and fellowships from the Fonds pour la formation de chercheurs et laide à la recherche (FCAR) and the Social Sciences Humanities Research Council of Canada (SSHRC) to Robert J. Vallerand. We would like to thank Sandrine Passelaigue for her help in collecting the data.     

Being close and being social: peer ratings of distinct aspects of young adult social competence

The present study had three main objectives: (1) to develop and validate scales of young adult social competence in two domains, close relationships and social groups, using peer ratings of California Q-sort (Block, 1974; Kremen & Block, 2002) items; (2) to test the hypothesis that social competence is associated with young adult well-being and ego development; (3) to test the hypothesis that close relationship competence aligns more closely than social group competence with young adult functioning. Psychometric data on peer ratings of social competence are presented. For 133 young adults, peer ratings of social competence were correlated in expected directions with indices of functioning (e.g., self-worth, education, psychological distress, criminal behavior, and ego development). Associations were generally stronger for competence in close relationships than in social groups.     

Longitudinal relations of self-efficacy to outcome expectations, interests, and major choice goals in engineering students

We examined the nature of the temporal relations among the core person variables in the social cognitive model of academic and career choice [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance [Monograph]. Journal of Vocational Behavior, 45, 79-122.]. Participants were 209 students taking beginning level engineering courses at either a predominantly White or a historically Black university. They completed measures of self-efficacy, outcome expectations, interests, and goals near the end of two consecutive semesters. Path analyses indicated support for a model in which self-efficacy served as a temporal precursor of outcome expectations, interests, and goals. There was less support for a model in which the latter variables produced reciprocal paths to self-efficacy. Implications for future longitudinal research on SCCT’s (social cognitive career theory’s) choice hypotheses are discussed.     

Factor structure analysis of the Preschool and Kindergarten Behavior Scale scores in Spanish population

Social competence and antisocial behavior in children are interesting variables for researchers and educators. Nonetheless, there are few assessment instruments capable of measuring the two constructs in small children. The aim of this study is to verify the structural validity of the Preschool and Kindergarten Behavior Scale for Teachers and Caregivers (PKBS-2), in order to determine the theoretical model that best fits the data from a Spanish sample. 1509 children from preschool education (741 males and 768 females) from 3 to 6 years old (M= 3.78; SD= 0.815) participated in the study. Data was analyzed using the Statistical Package for the Social Sciences (SPSS-15.0) and the Structural Equations Program (EQS 6.1). The resulting models of social skills and behavioral problems show adequate fit indexes, statistically significant loadings, and a high internal consistency index (Cronbach's alpha). Lastly, the structural model confirms a two-factor structure: a first factor of Social Skills, comprising three variables (social cooperation, social interaction, and social independence), and a second factor of Behavior Problems, comprising two variables (externalization and internalization of problems).