The effects of perceived competence and sociability on electoral outcomes

Previous research demonstrated that inferences of competence from the face are good predictors of electoral outcomes [Todorov, A., Mandisoza, A. N., Gore, A., & Hall, C. C. (2005). Inferences of competence from faces predict election outcomes. Science, 308, 1623-1626]. In the current work we examined the role of another key dimension in social perception, namely perceived sociability. Results showed that people considered both competence and sociability, as inferred from the face, as related to higher chances of winning the elections. A different pattern emerged in relation to the actual electoral outcomes. Indeed, perceived competence was related to higher chances of winning, whereas perceived sociability was negatively related to electoral success. It is thus shown that these two fundamental dimensions in social perception exert opposite effects on voting behaviors.     

perceived social competence and rape myth endorsement

Survey responses from 1,023 “john” are used to ascertain the explanatory power of perceived social competence for rape myth endorsement. Ordinary least squares regression was utilized to empirically test this hypothesis while controlling for client demographic characteristics. Perceived social competence, in addition to client race, was demonstrated to be a significant predictive factor of rape myth endorsement. Limitations of the present study and suggestions for methodological improvement are discussed.     

Social dissimulation,perceived competence and personality

The Junior Eysenck Personality Questionnaire (JEPQ) (Eysenck and Eysenck, 1975) was completed by 129 boys (mean age 10 yr 10 months: SD = 4 months) and 119 girls (mean age 10 yr 11 months; SD = 3 months) from Belfast. Belfast boys' and girls' scores were significantly (P < 0.001) higher than the English standardisation data on psychoticism and extraversion, but their mean scores for neuroticism and the lie scale were remarkably similar. Belfast boys display significantly different intercorrelations in comparison with (i) the standardisation data—neuroticism/psychoticism (P < 0.01) and lie scale/neuroticism (P < 0.05)—and (ii) Belfast girls—neuroticism/psychoticism (P < 0.05). Psychoticism appears to play a highly salient role in Belfast boys' self-construals. Most of these pupils (n = 189) also completed the Perceived Competence Scale for Children (PCSC) (Harter, 1982). The PCSC minimises social dissimulation: the highest positive correlation with the lie scale being (r = 0.1). Correlations with the domains of the PCSC display the saliency of extraversion for girls' self-perceived physical competence and general competence, and for boys' self-perceived social competence, and the saliency of neuroticism for girls' self-perceived social competence.     

Anger and shame as determinants of perceived competence

Emotions are complex signals conveying a multitude of “messages” concomitantly. This idea is examined within the context of competence inferences drawn from the emotional expressions of another individual. In two studies, participants assuming the role of patients took part in a simulated medical consultation. They encountered a physician who had either a high or a standard professional status, and who responded with anger, shame, or emotional neutrality when asked to clarify the advice he dispensed. While a display of anger did not affect perceived competence, shame made the physician appear less competent. Three types of signals conveyed by the emotions were responsible for these effects: the physician's decisiveness and control over the situation, and the extent to which he felt professionally devalued by the patient's request, mediated the effects of the emotions on perceived competence. A priori information about the physician's professional status had little effect on the perception of competence. The research exemplifies the richness of information contained in emotions, and the complex way in which it allows observers to construe an impression of the expresser.     

Locus of control and effects of failure on perfomance and perceived competence

Reactions to related performance feedback of 117 internal and external eighth-grade children were investigated under conditions which made denial of personal responsibility for outcomes difficult. Both internals and externals were equally pleased by success feedback and displeased by failure and their competence judgement was influenced by the feedback received. However, internals exhibited more effective coping with failure than did externals. They improved their performance following failure feedback relatively more than after success and no external feedback conditions, and their percieved competance did not decrease in comparison with externals.     

Unrealistic optimism and perceived control: role of personal competence

This work analyzed the effects of unrealistic optimism in the interaction between the emotional valence of future events, the perception of control over these events, and the person with whom one compares oneself. It was hypothesized that, if the person of comparison is judged as very competent, a pessimistic bias should be produced. Likelihood of four different types of events (positive and controllable, positive and uncontrollable, negative and controllable, and negative and uncontrollable) were rated by 133 university students (22 men and 111 women) for themselves, for an average student, for their best friend, and for a bright friend. A pessimistic bias was observed on the relative likelihood of the events when the comparison was made between oneself and a competent and bright friend, when events were perceived as controllable, especially positive ones. Not enough is known, however, to provide meaningful interpretation at present; that must await further data and theoretical development.     

Sex and position differences among predictors of perceived work-related competence

Many previous articles have suggested that social cues and situational information contribute differentially to perceptions of work-related competence of women versus men. Certain theorists have concluded that the perceived competence of women is more dependent upon social cues and less upon situational information than is the competence of men, while other theorists have concluded that the opposite is true. The present study empirically examined the relative contribution of these two classes of variables to the perceived competence of 583 employees of social service organizations in 23 states. In addition, the study investigated a rival hypothesis that occupancy of a supervisory position, not sex, is a more likely modifier of the relationship between competence and either social or situational factors. Contrary to all hypotheses, the results suggest that (a) there are no practically significant sex differences in sensitivity to social cues or situational information, and [b] occupancy of a supervisory position may have a direct impact on perceived competence, but position occupancy does not moderate [to a practically significant degree] the relationships between competence and social cues or situational information.     

Motivational climate and perceived competence in anxiety and tennis performance

This study was done to verify a prediction in achievement goal-orientation theory in a Korean physical education setting. It was hypothesized that the interactions of situationally induced motivational climates (Task and Ego) and perceived competence would differentially influence anxiety and performance in tennis classes. 60 undergraduate men were assigned to a Task-involving and an Ego-involving program in tennis classes for 6 wk. Their perceptions of motivation climates and tennis competence were measured after the first 3 wk., and anxiety responses (cognitive and somatic) and tennis skill performance were evaluated every week over the second 3 wk. of the class. Analysis showed in Task-involving condition students decreased anxiety responses and increased tennis performance, whereas Ego-involving students who had low perception of their tennis competence maintained their anxiety responses and decreased their tennis performance. These results support the hypotheses and the predictions of goal-orientation theory and suggested practical application of the goal-orientation theory in Korea could be explored.     

Developing internality and perceived competence: the empowerment of adolescent girls

A small group workshop, developed for Big Sisters of Colorado, Inc. to complement their traditional program, was evaluated to determine its effectiveness for working-class and underclass adolescent girls. The "Life Choices" program was successful with working-class Ss, resulting in increased internality and perceived competence for school success, social relationships and general life events. These Ss also increased their knowledge of both traditional and non-traditional career alternatives. However, the program did not succeed with underclass adolescent girls, who showed no increase in internality or knowledge of career alternatives and reported a significant decrease in perceived competence after completing the same program. It is suggested that the goals and strategies presented in such programs must be designed specifically for adolescents of different backgrounds if they are to result in empowerment of the participants.     

Domain-specific perfectionism in intercollegiate athletes: Relationships with perceived competence and perceived importance in sport and school

ObjectivesTo examine the domain-specific nature of perfectionism in sport and school, and to examine potential links between domain-specific perceived competence, perceived importance (task value), and perfectionism in sport and school.Design and MethodA total of 255 male and female varsity student-athletes from a successful intercollegiate sport program completed domain-specific (i.e., sport and school) versions of Hewitt and Flett's (1991) Multidimensional Perfectionism Scale (HF-MPS). Participants also completed an inventory designed to assess perceived competence (PC) in sport versus school and perceived importance (PI) of success in sport versus school.ResultsExploratory factor analyses conducted on perfectionism data indicated that perfectionist orientations were organized around domain-specific as opposed to global perfectionist tendencies. Regression analyses indicated that PC was a significant predictor of domain-specific levels of self-oriented and socially prescribed perfectionism (ps < .05), and PI was a significant predictor of domain-specific levels of self-oriented, socially prescribed, and other-oriented perfectionism (ps < .001). A repeated-measures MANOVA revealed that student-athletes had significantly higher levels of perfectionism in sport than school (ps < .0001) across all three HF-MPS subscales.ConclusionResults reinforce the value of measuring perfectionism as a domain-specific (rather than global) personality disposition, and identify the potential role that perceived competence and perceived importance may play in the development of domain-specific perfectionism.     

Children's preference for challenge: the role of perceived competence and control

This research tested the hypothesis that children's perceptions of academic competence and their personal control over school-related performance affects subsequent intrinsic interest and preference for challenge in an evaluative setting. In a correlational study, children's self-reported perceptions of academic competence and personal control were found to relate positively to their intrinsic interest in schoolwork and preference for challenging school activities. A subset of this sample was exposed to varying levels of a controlling directive, and preference for challenge was assessed behaviorally during a free-choice period in which subjects were unaware that they were being observed. As predicted, the data indicated that when given the evaluative, controlling directive, children who had high perceptions of academic competence and control preferred a greater challenge than did children whose perceptions were low on these measures. No difference between groups in terms of preference for challenge was evident when no controlling directive was presented. These findings are discussed in terms of theories of intrinsic motivation and potential processes that underly these effects.     

The influence of perceived warmth and competence on realistic threat and willingness for intergroup contact

Unwillingness for contact with outgroup members is a form of prejudice. In two studies, we tested the proposition that perceived competence has an indirect effect on willingness for intergroup contact through its effect on realistic threat, and that perceived warmth moderates this relationship. In Study 1, Hong Kong students (N = 144) rated the perceived warmth and competence of an outgroup, Mainland Chinese students, as well as the extent to which they perceived the group as presenting a realistic threat, and willingness for contact with them. In Study 2 (N = 205), we attempted to manipulate the warmth (high vs. low) and competence (high vs. low) of an unfamiliar outgroup, and tested the effects on realistic threat and willingness for intergroup contact. In both studies, we found an interaction effect between warmth and competence in the prediction of realistic threat. When the outgroup was perceived as warm, competence was found to have a negative association with realistic threat (Study 1), whereas when the outgroup was perceived as lacking warmth, competence was found to have a positive association with realistic threat (Study 2). In both studies, perceived warmth moderated the indirect effect of perceived competence on willingness for intergroup contact. Implications for the role of warmth and competence stereotypes in threat perception and prejudice are discussed.     

Developmental associations of actual motor competence and perceived physical competence with health-related fitness in schoolchildren over a four-year follow-up

The developmental associations between actual motor competence (MC), perceived physical competence (PC), and health-related fitness (HRF) in schoolchildren were investigated over a four-year period. Participants were 1147 (girls 582, boys 565) schoolchildren aged between 11 and 13 years (M = 11.27 ± 0.33 years) in the beginning of the study. Data were collected at five time points in 2017–2021. MC was measured with three product-oriented (i.e., outcome of the movement) motor competence skill tests: side-to-side jump, five-leaps, and throw-catch. PC was assessed with the Physical Self-Perception Profile. HRF was assessed with the 20m shuttle run, curl-up, and push-up tests. The random intercept cross-lagged panel model with birth month and sex as covariates, was tested using repeated measures (within level) and PC, MC, and HRF levels (between level). The key findings were: 1) PC, MC, and HRF levels were reciprocally associated over time; 2) repeated measures of HRF at each time point were positively associated with PC and MC one year later; 3) PC decreased, MC increased, and HRF remained stable over time; and 4) MC was more important than PC in explaining the variability in HRF levels and repeated measures. The positive reciprocal associations of MC, PC, and HRF from late childhood to early adolescence found in this study are important as they indicate that to support HRF in schoolchildren, both MC and PC can be promoted through investment in MC exercises.     

Effects of different facets of paternal and maternal control behaviour on early adolescents' perceived academic competence

The purpose of this study was to examine how different aspects of paternal and maternal control behaviours influence the perceived academic competence of early adolescents indirectly via their engagement with school. The analyses are based on a longitudinal study with two waves that were separated by 12 months. The participants were 228 early adolescents (50.4% girls) with an average age of 11.62 years (SD = .41) at the outset. Structural equation modeling analyses using bootstrapping procedures revealed that parental supervision was indirectly related to the perceived academic competence of adolescents via their engagement with schools, whereas parental authoritarian control was only linked to engagement with school. The discussion focuses on the multifaceted nature of parental control and the importance of both parents for the academic success of adolescents.     

A therapist's ritual of respect

A great deal of attention in systemic family therapy has been given to the process and technique ofdeveloping 'therapeutic' rituals for families. In this paper we address the process of the therapist developing the ritual of practising respect. By practising respect the therapist shifts to a position similar to that of an anthropologist who is attempting to understand another culture and its epistemology. The ritual of practising respect has the potential of changing the therapist's tendency to move toward social control and moralist judgements. A case example is presented in this paper which illustrates the therapeutic ritual of practising respect for the client/family.     

Building commitment to change: The role of perceived supervisor support and competence

Commitment to change is considered the glue that binds people and change goals. Still, few studies have explored how employees develop their commitment to organizational change. The present study examined the relationship between supervisor competence and support, and employee's commitment to change. Participants were 210 full-time employees from two public organizations that had recently faced major change interventions resulting from governmental directives. As predicted, perceived supervisor support fully mediated the positive relationship between competence and affective and normative commitment to change. On the other hand, supervisor competence was negatively related to continuance commitment to change. These findings illustrate how supervisors can shape employees' reactions to change.     

The effects of feedback consistency and feedback favorability on self-perceived task competence and perceived feedback accuracy

The present study, employing a 2 × 2 true-experimental design and regression analyses assessed the main and interactive effects of feedback consistency (consistent vs inconsistent), and feedback favorability (acceptable vs superior), for feedback given at two time periods on measures of perceived feedback accuracy and self-perceived task competence. Among the study's findings were that (a) the perceived accuracy of feedback at the second period was a function of the favorability of feedback received at the first time period, (b) the self-perceived task competence levels of subjects were jointly determined by the favorability of feedback received at both time periods, and (c) the perceived accuracy of feedback was a function of its consistency. Organizational implications of the study's results are offered.     

Relation between perceived scholastic competence and social comparison mechanisms among elementary school children

According to the literature, among social comparison mechanisms, identification with an upward target would be the most frequent mechanism that students report to use. However, it remains unclear how the identification and the contrast mechanisms contribute to the construction of pupils’ scholastic perceived competence. The aim of this study was to test the two following hypotheses: (1) the more pupils report using downward identification and upward contrast, the lower their perceived scholastic competence; (2) the more pupils report using upward identification and downward contrast, the higher their perceived scholastic competence will be. Three hundred and eighty French-speaking pupils (147 fourth graders and 233 fifth graders) from public elementary schools in the district of Grenoble (France) were met in their school. Pupils responded to a standardized mental ability test and to a questionnaire about their perceived scholastic competence and their utilization of social comparison mechanisms: upward and downward identification and upward and downward contrast. Boys and girls differed on some of the social comparison mechanisms. However, the two hypotheses were confirmed and hold true for both boys and girls. Findings show that beyond the contribution of cognitive abilities, pupils’ responsiveness to these mechanisms contributed to the development of their perceived scholastic competence. One educational implication is the usefulness of analyzing the processes of social comparison as strategies to allow pupils to maintain a positive perception of their scholastic competence.