How do women account for failure when they expect success?

Recent research suggests that men and women account for failures differently. Competent, self-aware men discount failures; competent, self-aware women accept them. This style of accounting for failure outcomes in achievement has been explored in studies of attribution and, more recently, the expectancies an individual holds regarding the outcome (to fail or succeed). The theories do not predict acceptance of failure by competent, self-aware individuals. The incongruent results have been consequently explained as a sex difference. Closer evaluation of the research, however, indicates that most women expect failure rather than success, and that this is a learned expectation. This study attempted to answer whether an exposure to success experiences would alter this expectancy and, if so, whether women would then discount failures in a self-serving manner as men do. Through a manipulation of success and failure outcomes using anagram tasks, it was demonstrated that, given an expectation to succeed, women did use systematic biased attributions to account for failure. These findings have significant implications for attribution research and for our understanding of women's attitude towards achievement and ability to maintain a sense of well-being when faced with failure.     

How do objective and subjective career success interrelate over time?

The present research is concerned with the direction of influence between objective and subjective career success. We conducted a prospective longitudinal study with five waves of measurement that covered a time span of 10 years. Participants were professionals working in different occupational fields (N=1,336). We modelled the changes in objective success (income, hierarchical position), in other‐referent subjective success (subjective success as compared to a reference group), and in self‐referent subjective success (job satisfaction) by means of latent growth curve analysis. Objective success influenced both the initial level and the growth of other‐referent subjective success, but it had no influence on job satisfaction. Most importantly, both measures of subjective success and both their initial levels and their changes had strong influences on the growth of objective success. We conclude that the ‘objective success influences subjective success’ relationship is smaller than might be expected, whereas the ‘subjective success influences objective success’ relationship is larger than might be expected.     

How do somersaulters land on their feet?

Body movements of trampolinists landing upright from forward somersaults, with eyes open and closed, were analyzed to test a theory of how braking and timing of actions are conjointly controlled. In regulating landing, rotation has to be slowed by extending the body so that it reaches the upright just as the feet hit the trampoline. Extending a theory of visual control of linear braking, it was hypothesized that upright landing is achieved by perceptually regulating body extension so as to keep the ratio angle of body to upright: rate of change of angle (the tau function of the angle) proportional to time-to-landing. The data support the hypothesis, indicate that vision improves precision of control, and argue further for the value of the tau function in the perceptual regulation of action.     

Can we explain why some people do and some people do not act on their intentions?

Behavioural theorists have identified attitudes, perceived norms and self-efficacy as the important determinants of people's intentions to engage in a given behaviour. Because intentions predict behaviour, these same variables also account for a considerable amount of the variation in behaviour. Nevertheless, there is often a substantial proportion of the population who do not act on their intentions. While a recently proposed integrative theory of behaviour suggests that these 'failures' are due either to a lack of skills and/or to the presence of environmental constraints, it has also been argued that the determinants of intention may have a direct, as well as in indirect, effect on behaviour. This paper uses data from a longitudinal study (Project RESPECT) to explore the extent to which attitudes, perceived norms and self-efficacy explain why some people do and others do not act on their intentions to engage in a health protective behaviour. Although the data provide further evidence that these three variables account for a significant proportion of the variance in intentions (and behaviour), they perform poorly when predicting behaviour for persons with pre-existing high intentions. It may be reasonable to ask whether a 'new' theory is needed to explain why some people do, and some people do not, act on their intentions.     

Fear of success and failure,or norms for achievement?

Previous research has indicated that success in competitive situations is differentially perceived, considering the level of success and sex of person who succeeded. The amount of projected negative imagery of 100 college students under various degrees of a man's or woman's failure in medical school was investigated in the present study. Data indicated a pervasive tendency to downgrade unsuccessful men in relation to unsuccessful women. The possibility that subjects' responses reflect anxiety about the level of success and failure obtained, rather than anxiety about success and failure in general, is discussed.The authors thank D. F. Ricks for his helpful comments on an earlier draft of this article. Portions of this article were presented at the 6th Annual Conference for Research on Women and Education, Pacific Grove, California, December, 1980.     

How do we decide whom our friends are? Defining levels of friendship in Poland and the United States

Participants were 57 U.S. college students and 56 Polish university students and copper mine workers who judged the intimacy of 9 hypothetical relationships and also rated the intensity of their relationships with a best friend, a friend, and an acquaintance on the Friendship Intensity Measurement Scale (FIMS; T. S. Arunkumar & B. Dharmangadan, 2001). The present results confirmed that people perceive (a) relationships with best friends as more intense and intimate than other friendships and (b) other friendships as more intense and intimate than acquaintanceships. The results also indicated that Americans perceive all of their relationships, ranging from mere acquaintanceships to intimate friendships, as more intense and intimate than do Poles. It was somewhat surprising that there were no sex differences in either country in the perception of relationships. The authors discussed the research in the context of the difficulty of defining what friendship is and how an individual's cultural background might interact with person variables such as age and sex.     

How do cynical employees serve their customers? A multi-method study

In this multi-method study, we investigate how social job demands (i.e., social interruptions) and resources (i.e., colleague support) in the service context influence employee (negative) (re)actions to customers through cynicism towards the job. In addition, we investigate why customers are less satisfied with the provided service when employees endorse a cynical attitude. To test the hypothesized process, we used observer ratings of the employee–customer interactions regarding the number of interruptions and employee negative (re)actions during service encounters, employee self-reports of overall colleague support and daily cynicism, and customer-ratings of service quality. Participants were 48 service employees and 141 customers. Results of multi-level structural equation modelling analyses showed that whereas the number of observed social interruptions during service encounters related positively to cynicism, social support related negatively. Cynical employees exhibited more negative (re)actions towards their customers (e.g., expressed tension, were unfriendly). Consequently, the more negative (re)actions employees showed towards their customers, the less satisfied customers were with the service quality. The study contributes to the literature by explaining what makes service employees cynical about their work, and why cynical employees provide low-quality services.     

How do guide dogs and pet dogs (Canis familiaris) ask their owners for their toy and for playing?

When apes are not fully understood by humans, they persist with attempts to communicate, elaborating their behaviours to better convey their meaning. Such abilities have never been investigated in dogs. The present study aimed to clarify any effect of the visual attentional state of the owner on dogs’ (Canis familiaris) social-communicative signals for interacting with humans, and to determine whether dogs persist and elaborate their behaviour in the face of failure to communicate a request. Gaze at a hidden target or at the owner, gaze alternation between a hidden target and the owner, vocalisations and contacts in 12 guide and 12 pet dogs were analysed (i) when the dogs were asked by their owners (blind or sighted) to fetch their inaccessible toy and (ii) when the dogs were subsequently given an unfamiliar object (apparent unsuccessful communication) or their toy (apparent successful communication). No group differences were found, indicating no effect of the visual status of the owner on the dogs’ socio-communicative modes (i.e. no sensitivity to human visual attention). Results, however, suggest that the dogs exhibited persistence (but not elaboration) in their “showing” behaviours in each condition, except that in which the toy was returned. Thus, their communication was about a specific item in space (the toy). The results suggest that dogs possess partially intentional non-verbal deictic abilities: (i) to get their inaccessible toy, the dogs gazed at their owners as if to trigger their attention; gaze alternation between the owner and the target direction, and two behaviours directed at the target were performed, apparently to indicate the location of the hidden toy; (ii) after the delivery of the toy, the dogs behaved as if they returned to the play routine, gazing at their owner whilst holding their toy. In conclusion, this study shows that dogs possess partially intentional non-verbal deictic abilities: they exhibit successive visual orienting between a partner and objects, apparent attention-getting behaviours, no sensitivity to the visual status of humans for communication, and persistence in (but no elaboration of) communicative behaviours when apparent attempts to “manipulate” the human partner fail.     

How do students improve their value-based learning with task experience?

When learning items that vary in reward, students improve their scores (i.e., earned reward) with task experience. In four experiments, we examined whether such improvements arise from better selective encoding of items that would earn more (vs. less) reward. Participants studied and recalled words across multiple study-test trials. On each trial, 12 words were slated with different values (typically from 1 to 12), and participants earned the point value assigned to a given word if it was correctly recalled. In all experiments, participants earned more points across the first two trials. In Experiment 1, participants either self-paced their study or had experimenter-paced study and in Experiment 2, some participants were penalised for each second spent during study. Improvements in points earned were related to increases in overall recall but not to selective encoding. In Experiment 3, some participants were given value-emphasised instructions, yet they did not demonstrate selective encoding. In Experiment 4, we used a larger range of point values, but selective encoding still did not account for the improvement in point scores across lists. These results suggest that metacognitively-driven selective encoding is not necessary to observe improvements in value-based learning.     

How do Iranian women from Rafsanjan conceptualize their sexual behaviors?

In Iran, women’s sexual behaviors have not been studied in detail. The aim of this study was to explore the sexual meanings generated through the lived experience of women residing in Rafsanjan, a city in the Kerman province, where interviews and focus group discussions were conducted with 51 Iranian women. Content analysis was adopted to extract the meanings and perceptions. We categorized the findings into three aspects: sexual capacity, motivation, and performance. Sexual desire was the most important concept that women used when they were referring to their sexual capacity. Marriage was the main institution in which women’s motivation for sexual relationships and encounters resided, and “the priority of men’s sexual needs and characteristics” was identified as the core principle of marriage. The concept of sexual performance was more salient and tied to the husband’s sexual initiation. Analyzing the women’s narratives revealed that women’s sexual self-understandings and their sexual behaviors are strongly determined by “androcentricity”, this being relevant both to sexuality education and reproductive health. Recognition of this issue will facilitate understanding of the cultural foundations of sexuality among Iranians and help health providers in suggesting culturally appropriate and compatible forms of health care.     

How and when do students use flashcards?

Previous survey research has documented students' use of self-regulated study strategies, with a particular interest in self-testing. These surveys indicate that students frequently use flashcards to self-test and that self-testing is primarily used as a way to monitor learning. Whereas previous surveys provide information about whether and why students self-test, they provide minimal information about how and when students choose to self-test. Accordingly, the primary purpose of the current survey was to explore how and when students engage in self-testing. We surveyed 374 undergraduates about the amount of practice and the timing of practice, two factors that strongly affect the efficacy of self-testing. Results indicate that students understand the benefits of practising to higher criterion levels (amount of practice) but do not typically implement or understand the benefits of practising with longer lags (timing of practice). We discuss practical implications for supporting more successful student learning.     

How and when do students use flashcards?

Previous survey research has documented students' use of self-regulated study strategies, with a particular interest in self-testing. These surveys indicate that students frequently use flashcards to self-test and that self-testing is primarily used as a way to monitor learning. Whereas previous surveys provide information about whether and why students self-test, they provide minimal information about how and when students choose to self-test. Accordingly, the primary purpose of the current survey was to explore how and when students engage in self-testing. We surveyed 374 undergraduates about the amount of practice and the timing of practice, two factors that strongly affect the efficacy of self-testing. Results indicate that students understand the benefits of practising to higher criterion levels (amount of practice) but do not typically implement or understand the benefits of practising with longer lags (timing of practice). We discuss practical implications for supporting more successful student learning.     

How do different aspects of self-regulation predict successful adaptation to school?

Self-regulation plays an important role in successful adaptation to preschool and school contexts as well as in later academic achievement. The current study relates different aspects of self-regulation such as temperamental effortful control and executive functions (updating, inhibition, and shifting) to different aspects of adaptation to school such as learning-related behavior, school grades, and performance in standardized achievement tests. The relationship between executive functions/effortful control and academic achievement has been established in previous studies; however, little is known about their unique contributions to different aspects of adaptation to school and the interplay of these factors in young school children. Results of a 1-year longitudinal study (N=459) revealed that unique contributions of effortful control (parental report) to school grades were fully mediated by children's learning-related behavior. On the other hand, the unique contributions of executive functions (performance on tasks) to school grades were only partially mediated by children's learning-related behavior. Moreover, executive functions predicted performance in standardized achievement tests exclusively, with comparable predictive power for mathematical and reading/writing skills. Controlling for fluid intelligence did not change the pattern of prediction substantially, and fluid intelligence did not explain any variance above that of the two included aspects of self-regulation. Although effortful control and executive functions were not significantly related to each other, both aspects of self-regulation were shown to be important for fostering early learning and good classroom adjustment in children around transition to school.     

How does the expectancy-value model in psychology explain human action?

The topic discussed is how the expectancy-value model in psychology can be interpreted. A causal interpretation of the model implies that intentions, wants, and beliefs are independent mental causes of human action. A number of arguments against this way of conceptualizing mental events in relation to action are presented. On the basis of these arguments it is concluded that the concepts of 'intention', 'want', 'belief', and the like, cannot be thought of as referring to events that are extrinsic to, and independent of, action and linguistic usage. Intending, wanting, believing, comprise saying and doing things in certain ways and contexts, as well as other events (imagery, feeling, experience) with which action and language belong and are intrinsically related. Relating what people say and do to intentions, wants, beliefs, serves to illuminate or interpret words and deeds, not to point out their independent, extrinisic causes. A causal interpretation of the expectancy-value model, it is concluded, is not tenable.     

How do friendship maintenance behaviors and problem‐solving styles function at the individual and dyadic levels?

Friendship maintenance behaviors and problem‐solving styles are both important for relationship satisfaction and commitment. However, the association between maintenance and problem‐solving styles is unclear. Furthermore, it has not been determined if maintenance and problem‐solving styles are individual‐ or dyadic‐level behaviors. One hundred forty‐eight friendship dyads completed measures of friendship maintenance, problem solving, and satisfaction/commitment. Utilizing the pairwise latent variable model (G. Griffin & R. Gonzalez, 1995), this research found that although there were both individual‐ and dyadic‐level components, maintenance behaviors occurred primarily at the dyadic level, but problem‐solving styles tended to be more of an individual‐level behavior. Maintenance behaviors were positively correlated with the problem‐solving styles of voice and loyalty but were negatively correlated with neglect and exit. Furthermore, friendship maintenance behaviors predicted dyadic‐level satisfaction/commitment. However, problem‐solving behaviors predicted individual‐level satisfaction/commitment. The results are discussed in terms of implications for the friendship maintenance and problem‐solving literature.