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1.
Stress, locus of control, and achievement of high school seniors 总被引:1,自引:0,他引:1
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The purpose of the present study was to investigate differences in demoralization between those who live in single-person households and those who live in households with others in a random sample of 8,634 urban adults. Responses to the 26-item Psychiatric Epidemiologic Research Interview did not substantiate that adults who live alone are more likely to be demoralized than those who live with others, until age and gender are considered. Men who live alone scored higher on demoralization than men who live with others, yet women who live with others scored higher on demoralization than those who live alone. An interaction for living arrangement and age group on demoralization was also observed. 相似文献
3.
This study examined the relations among physical fitness, body image, and locus of control. The Hall-Physical Fitness Test Profile, the Winstead and Cash Body Self-relations Questionnaire (BSRQ) and the Nowicki-Strickland Locus of Control Scale were administered to 243 freshmen. Women were significantly more positive about their physical appearance than men. Men were more positive about their physical fitness than women. Men were more physically fit than women. Men and women scoring in the internal direction viewed the physical fitness domain of their body image positively. Unlike men, internally oriented women had more positive perceptions of the health aspect of their body image. Physically fit men and women had positive attitudes toward the physical fitness component of their body image. Physically fit men differed from physically fit women in that men were more internal and held more positive attitudes toward the physical health dimension of their body images. 相似文献
4.
The present study examined the effects of competitive outcome—either a win or a loss—on intrinsic motivation. Winning was hypothesized to facilitate both performance and intrinsic motivation. Fifty-four participants, 29 females and 25 males, competed against a same-gender confederate in a puzzle-solving contest. Following the competition, participants' intrinsic motivation was surreptitiously measured by the amount of time spent playing with the puzzle while alone. Results showed that winning facilitated both actual competitive performance and intrinsic motivation relative to losing. The importance of considering the outcome when predicting intrinsic motivation after competition is discussed. 相似文献
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The present study focused on delineating the parameters under which intrinsic motivation leads an individual to reengage an activity from those that result in the Zeigarnik effect. In a posttask free-choice period, participants not completing the experimental task displayed more reengagement behavior than participants completing the task (the Zeigarnik effect). When participants were also provided self-efficacious performance feedback via a prearranged competitive outcome manipulation, there was no evidence of the Zeigarnik effect, while there was support for intrinsic motivation from competent self-efficacious performance feedback. Results were discussed in terms of distinguishing between intrinsic motivation and the Zeigarnik effect as sources of reengagement motivation. It was concluded that, in the presence of self-efficacious performance feedback, the competent-incompetent impression was more salient than task-completion feedback.Preparation of this article was supported by Texas Christian University grant TCU/RF 5-23757. 相似文献
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Topoi - I respond to a challenge by Dieterle (Philos Math 18:311–328, 2010) that requires mathematical social constructivists to complete two tasks: (i) counter the myth that socially... 相似文献
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A study of social dominance in cats 总被引:1,自引:0,他引:1
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Twelve hundred and fifty college students starting introductory courses in thirteen academic disciplines were asked to predict their grade in the course. Results showed that overall, males predicted higher grades for themselves than did females (p <.001). This held true for entering freshmen as well as for those with previous college experience. The phenomena was noted in 26 of 37 classes tested, including 7 of 9 in the natural sciences, 11 of 13 in the social sciences, but only 8 of 15 in the humanities. Sex of the instructor was irrelevant, raising the question of whether female instructors as role models have the positive effect upon women students that has been claimed. The differences found were slight, but persistent. Both sexes predicted very high grades. The data suggest that sex differences in prediction were not based on a female sense of incompetence, but upon a greater willingness among males to make highly positive predictions. 相似文献