The emotions of professional writers

In this study, 24 professional writers completed a short pencil-and-paper questionnaire on which they indicated how they felt before, at a pause, and after specific writing episodes. The intensity with which they experienced 20 emotions was assessed, as was the frequency with which these emotions were experienced when writing in general. Results indicated that the professionals experienced positive emotions significantly more often when writing in general than they experienced either negative-active or negative-passive emotions. Negative-passive emotions such as boredom, shame, and shyness were particularly rare and weak. During the actual writing process, positive emotions tended to intensify, whereas negative-passive and negative-active emotions resisted change. Sponsorship of writing had little impact on the quality of emotions experienced during the process. The professional poets, however, experienced negative-active emotions significantly more often when writing in general than did the prose writers.     

Comparison of response formats for Multidimensional Health Locus of Control Scales: six levels versus two levels

Two formats of the Multidimensional Health Locus of Control (MHLC) Scales were administered to 54 college students. Each subject completed the MHLC Scales in the standard 6-level response format (ranging from strongly disagree to strongly agree) and in a revised 2-level format (ranging from disagree to agree). Comparisons of internal consistency measures, principal components, and classification of subjects into groups indicate that the 2-level response format yields comparable data to those obtained with the 6-level format, particularly when classification of subjects is the goal.     

The MMPI and clinical diagnosis: a comparison of classification system outcomes with discharge diagnoses

This study examined the agreement or congruence rate between clinical-discharge diagnoses rendered by a psychiatrist, and admission and discharge MMPI-derived diagnoses from four diagnostic classification systems that have been developed for the MMPI. The four classification systems included a simple high-point code based on the most elevated clinical scale in the profile, the Henrichs revision of the Meehl-Dahlstrom rules, the Goldberg equations, and a system developed by Lachar. Subjects consisted of 150 patients selected from a larger pool of patients who had completed a 9-week adult residential treatment program. Overall, this study yielded modest hit rates between 26% and 34% for MMPI-derived diagnoses and psychiatric diagnoses across the various classification systems. In addition, stability of MMPI-based diagnoses from admission to discharge assessments ranged from 48% to 51% depending on the classification system employed. Findings are discussed in terms of their implications for the use of the MMPI in patient diagnosis. It is recommended that the MMPI be used in conjunction with other sources of clinical and test information in deriving clinical diagnoses.     

Biography, Narrative, and Lives: An Introduction

ABSTRACT The purpose of this special issue of the Journal of Personality is to spotlight some of the more fruitful ways in which contemporary personality psychologists are collecting, analyzing, and discerning stories about persons' lives The issue focuses both on current approaches to psychobiography and on new uses of life narratives in social research     

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.     

Personal vulnerability, life events, and depressive symptoms: a test of a specific interactional model

We tested Beck's (1983) hypothesis that depressive symptoms occur when an individual experiences a negative life event that specifically matches the individual's personal motivational vulnerability. Ninety-eight undergraduates completed measures of depression level, recent life events, and sociotropic and autonomous achievement motivations. Consistent with the theory, sociotropy was associated with depression level and also served as a moderator of the relations between depression and frequency of recent negative social events. However, sociotropy also demonstrated nonpredicted interactive effects with negative events categorized a priori as autonomy related. Autonomy was unrelated to depression and showed no evidence of being a vulnerability to any type of life event. The findings generally support the value of examining the role in depression of interactions between personality characteristics and life events, although they do not support the specific matching predictions.     

Local Opposition to the Construction of a Nuclear Power Station: Differential Salience of Impacts1

This study examined attitudes among 290 residents of three villages in South-West England toward proposals to build a nuclear power station nearby. Respondents were split into four groups according to whether they were neutral or in favor of a new power station either locally or elsewhere in the UK (Group PN), against one locally but neutral or pro elsewhere (LO), or moderately (MO) or extremely (XO) against a new power station both locally and elsewhere. The perceived impact of a nuclear power station on local life was assessed by 30 items. The PN group expected most benefit or least damage on all 30 items. On a majority of items the mean ratings of the LO group resembled those of the XO's more than did those of the MO's. A stepwise discriminant analysis yielded two interpretable functions. The first reflected a trend over the groups in the order PN-LO-MO-XO and was marked particularly by concern with impact on personal peace of mind. The second fuction discriminated the LO's from the other groups, suggesting that they were relatively less concerned with specifically nuclear risks, but more concerned with environmental conservation.     

Socializing Attribution: Generalization to “Real” Social Environments1

Social status variables have been shown to influence attributional judgments, but their effects have been demonstrated almost entirely in experimental settings. The influence of such statuses in experimental settings may differ from their influence in natural settings. We examined the influence on attributional judgments of the status characteristics of both subjects and actors in conjunction with variations in the degree of “real world” characteristics of both subjects and social context. These comparisons were drawn through a partial replication of earlier research investigating the effects of a social status variable, victim sex, and a situational variable—type of assault—on attributions about an assault victim. The social status characteristic, victim sex, had less influence on attributions in an adult juror sample than in a student sample and testimony-related characteristics were more influential in the adult juror sample than in the student sample. Thus, the categories of variables that influence attributions appear to depend on the context of judgment and on the breadth of subjects' life experience. These findings are discussed and we conclude with the caution that careful identification of the differences produced by context and subject characteristics is necessary to support generalization of laboratory-based research.