合作学习中一般自我效能感与自我监控的表现

该研究运用情境实验和问卷测量的方法,初探了一般自我效能感与自我监控不同的学生在合作学习的小组活动自评中的差异。结果表明,一般自我效能感高的被试对小组话动的价值评价比一般自我效能感低的被试更积极;但在对组织者的评价和对合作学习的喜爱程度上不如一般自我效能感低的学生。自我监控高的学生比自我监控低的学生对组织者有更积极的评价,但在对合作学习的喜爱程度上却比不上自我监控低的同学。     

合作与竞争不同情境下的自我参照效应

为了探究合作与竞争行为及其不同的行为结果对自我参照效应的影响,采用三个实验：实验一让被试阅读合作或竞争故事,测量其自我参照效应,结果发现,阅读竞争故事的被试表现出明显的自我参照效应,而阅读合作故事的被试表现出了他人参照效应;实验二让被试完成真实的合作或竞争游戏,结果发现,完成竞争游戏的被试表现出明显的自我参照效应,而完成合作游戏的被试没有表现出自我参照效应;实验三操作合作或竞争游戏的结果(成功或失败),结果发现,不论是合作行为还是竞争行为,被试在失败的结果下表现出的自我参照效应比成功时更明显。整个研究表明,人际间的行为互动模式(合作或竞争)及其行为结果(成功或失败)对自我参照效应有一定的影响。     

在校大中学生自我价值感和自我评价关系的初步研究

本研究共分两个部分,研究一用Rosenberg自我价值感量表和自我评价量表调查了630名被试,结果表明:(1)自我价值感与具体自我评价的相关广泛存在,不仅限于少数领域;(2)个体对品质的重视程度对自我价值感影响不大;(3)高、低自我价值感者在具体自我评价上的显着差异普遍存在,自我价值感越高对自己在各方面的评价就越高。研究二用自我价值感量表和田纳西自我概念量表调查了193名被试,结果表明,低自我价值感者的自我评价略低于一般受试者,而高自我价值感者的自我评价则比一般受试者高得多。     

权力感与亲社会倾向：自我获益的中介和情境的调节作用

本研究基于情境聚焦理论探讨权力感与亲社会倾向的关系,以及自我获益和情境所起的作用。两项研究通过测量一般权力感（研究一, N= 271）和启动权力感（研究二, N=139名）,考察权力感在不同情境（合作vs.竞争）中的亲社会倾向。结果发现：自我获益在权力感与亲社会倾向之间存在中介作用,竞争合作情境能够调节权力感与自我获益的关系从而影响亲社会倾向,在竞争下,高权者感知到更少获益,表现出更少的亲社会倾向,在合作情境下则相反。     

句子阅读的内隐自尊研究

本研究尝试通过22名被试在阅读自我成败句子及他／她成败句子时的眼动数据来探讨内隐自尊,结果发现阅读主语人称为“我”的句子时．自我成功句子与自我失败句子的第二次注视时间及瞳孔大小存在差异,这提示内隐自尊存在,个体会无意识地对自我积极信息进行深度加工。     

权力感对炫耀性亲社会行为的影响

基于高成本价值信号理论, 本文探究了权力感对炫耀性亲社会行为的影响。5个实验的结果表明：权力感促使个体更愿意从事炫耀性亲社会行为, 高(vs. 低)权力感个体更倾向购买炫耀性亲社会产品, 更愿意进行炫耀性捐赠且捐赠金额较高, 也更愿意参与炫耀性善行, 其机制在于高权力感者具有较高的自我矫饰动机。本文对理解权力感对个体行为的影响、丰富权力感与亲社会行为的研究文献有理论贡献, 对有效引导高权力感者从事亲社会行为具有实践价值。     

内隐自尊的稳定性--成败操纵对内隐自尊的影响

本研究以瑞文智力测验为成败操纵基本任务,对成败操纵前后、接受成功反馈和失败反馈的个体在内隐联想测验中的反应及其内隐自尊情况进行了分析研究,结果表明：(1)不论是接受成功反馈还是失败反馈,成败操纵后,被试的反应速度都显著地快于操纵前;(2)不论是接受成功反馈还是失败反馈,成败操纵后,被试的内隐自尊水平都显著地低于操纵前。内隐自尊易受即时的关于自我的情绪体验的影响,具有不稳定性,当个体兴奋水平、情绪唤醒水平较高,动机较为强烈时,内隐自尊作用将受到抑制。     

大学生自我价值感与成就动机等心理特点的关系研究

本研究对上海师范大学四个院系325名学生施测了自我价值感、成就动机等四种问卷,分析结果后发现,大学生自我价值感和他们的成就动机、成就归因、考试焦虑关系密切,三种心理因素对自我价值感有着不同程度和不同方向的影响。     

自我价值感的权变性与自我调控：Logistic回归分析

自我价值感权变性是近年在西方关于自尊的研究中出现的新概念。为了探讨自我价值感权变性的作用和性质,特别是其对行为产生的调控作用,以90名大学本科生为被试进行测验,Logistic回归分析显示,在控制了自我价值感、性别、家庭所在地等变量的情况下,自我价值感权变性对被试的活动或任务选择产生显著影响。结果表明,自我价值感权变于个人目标的个体较少愿意参加助人活动,较少选择难度大但有利自身成长的任务。     

中学生自我效能感、归因与学习成绩关系的研究

本研究以398名中学生为研究对象,以自我效能感和归因量表为工具,探讨了不同年级和成绩水平的学生自我效能感与归因的特点以及自我效能感、归因与成绩之间的关系,结果发现:(1)对于能力自我效能感和行为自我效能感,不同学习水平的学生之间存在着显著性差异,而年级差异不显著。学习水平和年级在能力自我效能感上存在着交互作用。(2)不管失败归因还是成功归因,年级差异显著,学习水平差异不显著。(3)路径分析表明,自我效能感对学习成绩有直接的影响,而归因是通过自我效能感间接影响学习成绩的     

Achievement goals and improvement following failure: moderating roles of self-compassion and contingency of self-worth

We examined whether mastery goals promote greater score improvement on a cognitive test than performance goals and whether self-compassion and contingency of self-worth moderated the effect. Participants received either mastery or performance goals manipulation, failed on a difficult test, and took the test again after receiving the correct answers. Those with mastery goals showed a greater score improvement than those with performance goals, although post-failure state self-esteem did not differ between the two conditions. Moreover, the goals had a greater effect among (a) those with low rather than high self-compassion and (b) those with high rather than low competition contingency of self-worth. The findings suggest that by framing the task as a challenge rather than a threat, mastery goals encourage people to learn from failure more so than performance goals, especially when under high ego-threat.     

From vulnerability to resilience: learning orientations buffer contingent self-esteem from failure

An experiment examined the buffering effects of a learning orientation following failure in a domain of contingent self-worth. Participants' academic contingencies of self-worth (CSW) and priming with theories of intelligence interacted to affect vulnerability of self-esteem to failure. Participants who had high academic CSW and were primed with an entity theory of intelligence experienced lower self-esteem and higher negative affect following failure than following success on an academic test, but these effects were eliminated when participants with high academic CSW were primed with an incremental theory of intelligence. This study shows that endorsing a learning orientation is an effective way to minimize threat to self-esteem among students whose self-worth is highly contingent on academics and may allow them to persist in the face of challenges and to learn from failure.     

教师期望的改变对初中生自我价值感及动机信念影响的实验研究

以84名初中二年级学生为被试,采用单因子协变量分析对教师期望的改变对初中生自我价值感及动机信念的影响进行研究。结果表明:(1)教师期望的改变对初中生总体自我价值感、个人取向一般自我价值感及个人取向特殊自我价值感有显著影响。(2)教师期望的改变对初中生逃避型自我取向及社会效能—同学社会效能—老师有显著影响。     

One Play Cannot be Known to Win or Lose a Game: a Fallibilist Account of Game

This paper discusses what it means to be a good sport. It offers an account of sportsmanship rooted in the proper understanding of the limited role each participant plays during a specific sporting contest. It aims at showing that, from a fallibilist perspective, although it may perhaps be logically possible for a single play to win or lose a sporting event, it makes epistemologically no sense to single out a particular game action, moment or decision as the crucial one which determined victory or defeat. Our view, we shall argue, is consistent with the empirical nature of sporting activities. Since there can be no such a thing as a perfect game, and because no single known human mind is in a position to know with any degree of certainty how each act of game-playing relates to the outcome of a whole game, it makes almost no sense to assign whole-game success or failure to single acts of brilliance or failure.     

Cognitive responses to failure and success relate uniquely to bipolar depression versus mania

This project examined cognitive responses to failure and success and their association with depression and mania within bipolar disorder. Many cognitive variables that are associated with unipolar depression have been found to be involved in bipolar disorder, more specifically bipolar depression. This research was the first to examine tendencies to hold high standards, engage in self-criticism, and generalize from failure to an overall sense of self-worth. In Study 1, undergraduates were screened for risk of mood disorders and completed structured diagnostic interviews. History of bipolar spectrum disorders and history of depression had separate associations with negative generalization. The association of generalization with bipolar spectrum disorders was accounted for by current depressive symptoms. For Study 2, the authors developed a measure of the tendency to engage in positive generalization following success experiences. In a sample of 276 undergraduates, this measure related uniquely to risk for mania. Results of these 2 studies suggest that responses to failure are associated with a history of depression, whereas responses to success are associated with a risk for mania. Implications for future research and clinical work are discussed.     

The Effects of Cooperation and Competition on Ingroup-Outgroup Bias1

A matrix game format was employed in a 2 × 2 design to study the effects of within group cooperation and competition under conditions of success and failure on subjects' subsequent treatment of own group and outgroup persons. Subjects in two-person groups either succeeded or failed at a cooperative or competitive game and then awarded points (worth money) to themselves, their partner, and two other people. A review of the relevant literature suggested that ingroup-outgroup bias would be greater after successful competition than after unsuccessful competition. The results supported this hypothesis. It was also found that subjects in the Cooperation-Failure condition displayed greater ingroup-outgroup bias than subjects in the Cooperation-Success condition. A qualification of the previous research supporting a positive relationship between group cohesiveness and ingroup-outgroup bias was suggested on the basis of the results.     

Shedding Light on the Relationship Between Personal Standards and Psychopathology: The Case for Contingent Self-Worth

Previous research has revealed some puzzling inconsistencies in the relationship of Personal Standards (PS) to measures of psychopathology. This study was designed to explore the hypothesis that setting high Personal Standards will relate to psychopathology only when meeting these standards is a necessary condition for a sense of self-worth. We generated items that reflected a sense of conditional self-worth based on the meeting of Personal Standards and named this measure the Contingent Self-Worth Scale (CSWS). Factor analysis of the CSWS and the PS subscale of the Multidimensional Perfectionism Scale yielded three types of Personal Standards: Pure Personal Standards," Success-Based Self-Worth," and Activity-Based Self-Worth." Two of the original PS items did not load on the Pure Personal Standards scale. Correlational analyses revealed that Pure Personal Standards was related to measures of adaptive outcome whereas both measures of Contingent Self-Worth were related to more maladaptive functioning, although with some small differences. We call for further research to explore the relationship of PS to the construct of perfectionism.     

Genuineness matters: Using cheaper, generic products induces detrimental self-evaluations

People purchase generic products in an attempt to reduce costs. In this article, we showed that using generic products primes a devalued sense of self-worth manifested by increasing the likelihood of lower self-evaluations. In Experiment 1, participants were randomly assigned to use generic or genuine computer peripherals to make personal vitas for an upcoming recruitment orientation. Those using generic peripherals expected to earn a lower salary per month than the participants using original peripherals. Experiment 2 showed that the effect of using generic accessories extended to the context of interpersonal relations, influencing how participants thought others judged them in a get-acquainted task. Experiment 2 further demonstrated that the feelings of devalued self-worth primed by using compatible mobile-phone batteries mediated the effect of generic products on self-estimated attractiveness. Together these findings suggested that, even incidentally used cheaper, generic products may prime people for a lowered sense of self-worth, which would then produce disadvantageous self-evaluations.     

Idiosyncratic deals and organizational commitment

This article examines the relationship between idiosyncratic deals and organizational commitment. In particular, it examines how two individual differences which reflect self-worth (core self-evaluations and age) moderate that relationship. We predicted that employees with feelings of high self-worth will expect and will feel entitled to these deals, but employees with feelings of low self-worth will feel particularly obligated to reciprocate positively for special treatment. Data were collected from 375 managers at two points in time. As predicted, the relationship between idiosyncratic deals and affective organizational commitment was stronger for those managers who had low core self-evaluations. While the two-way interaction effect between idiosyncratic deals and age was not significant, we did find modest evidence for a three-way interaction effect. As predicted, the strongest relationship between idiosyncratic deals and organizational commitment occurred for older workers who had low core self-evaluations.