Attributional style,attributional retraining,and inoculation against motivational deficits

College students periodically experience many challenges in pursuit of their educational goals. Such experiences can have deleterious effects on subsequent motivation and performance when they are perceived as negative. Research shows that some students who experience negative events are buffered against motivational deficits, whereas others are motivationally at-risk. Several individual difference variables have been proposed to account for such diverse reactions. A longitudinal field study that involved three phases was conducted to extend this research. Phase I examined the motivational buffering effects of academic attributional style on students' performance, motivation, and emotions. Results indicated that attributional style related to students' performance, motivation, and emotions. Specifically, students who routinely made unstable and controllable attributions for negative academic events exhibited the greatest performance and motivation compared to students who typically made stable and uncontrollable attributions. Phases II and III were designed to examine the remedial benefits of attributional retraining for different attributional styles. Findings indicated that attributional retraining influenced motivation, emotions, and course grade. These results were qualified by the interaction between attributional style, attributional retraining, and time. Findings are discussed within Weiner's (1985, 1986) attribution theory. This research was based, in part, on the first author's dissertation submitted to the Department of Psychology and the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment for the Degree of Doctor of Philosophy. This research was supported by a Social Sciences and Humanities Research Council of Canada (SSHRCC) doctoral fellowship, a University of Manitoba doctoral fellowship, and a SSHRCC postdoctoral fellowship to the first author. In addition, the research was also supported by a SSHRCC research grant (#410911296) to the second author. The authors gratefully acknowledge the helpful comments of Bernard Weiner, Harvey Keselman, John Adair, Rodney Clifton, and Robert Altemeyer. Also appreciated was the assistance of Verena Menec and the Higher Education Research group.     

Further tests of a meta-model of youthful marijuana use

This paper tests a meta-model of youthful marijuana use on students in Grades 11, 12 and 13. Although the specific models for each grade varied in detail, all followed a meta-model making the following assumptions: (1) that use or nonuse of marijuana depends primarily on attitude towards use; (2) that attitude largely reflects the perceived functional and dysfunctional consequences of use; and (3) that what people perceive as functional or dysfunctional depends on relevant personality characteristics. All three models showed satisfactory goodness-of-fit in terms of nonsignificant overidentification tests (minimum P > 0.25) and small discrepancies between observed correlations and the corresponding theoretically implied correlations. A notable feature of the Grade 13 data in contrast to those for Grade 12 and previously reported findings was the seeming unimportance of the perceived value of marijuana use for gaining acceptance from peers. It was suggested that this might reflect the selective survival into Grade 13 in the sampled community of more independently-oriented students.     

Effects of stress and retesting on role play tests of social skill

The purpose of this study was to examine the role of stress in performance on role play tests of social skill. Chronic psychiatric patients were tested in a formal videotape studio or in an informal consulting room setting. Motoric and physiological measures were secured. In addition, one-half of the subjects were retested one week later. In contrast to previous studies, results indicated that the assessment was not stressful. The two groups were not different on any measure, and the mean heart rates ranged from only 80 to 84 b.p.m. The effects of retesting were difficult to interpret. There were reductions in motoric indices of anxiety (speech disruptions) but not on physiological indices. Overall, testretest reliability was quite high. The results raise several questions which affect interpretation of many social skills studies in the literature.     

Asia-Pacific prevention research. CHallenges, opportunities, and implementation

An effort is underway in the Asia-Pacific region to carry out multidisciplinary prevention research, with an emphasis on understanding health-related behaviors. In partnerships with the U.S. Centers for Disease Control, the U.S. Public Health Service, international health agencies, governments, and universities in the region, researchers at the University of Hawaii are pursuing a paradigm for international, multicultural prevention research in the field of health promotion and disease prevention. An integrated framework for guiding a program of research is discussed along with several factors that present challenges to the conduct of prevention research in the Asia-Pacific region.     

A computerized infrared monitor for following movement in aquatic animals

Reliable monitoring of the movement of small aquatic animals presents some unique problems. In the case of the larval salamander, the animal may be less than an inch long and move in sporadic short bursts. A device is described that utilizes infrared emitters and wide-band sensors inter-faced to a computer for monitoring location and movement of animals between light and dark environments over extended periods of time. The system employs a multiplexed digital input, is inexpensive, and can be easily expanded to deal with a range of monitoring problems that may occur with a wide range of both aquatic and terrestrial species.     

Biculturalism,Locus of Control,and Leader Behavior in Ethnically Mixed Small Groups1

The study examined the interactive effects of degree of biculturalism and locus of control on leader behavior in supportive and nonsupportive ethnically mixed small groups. Subjects were 36 male Chicano college students who participated in a small group discussion composed of four members: a naive subject who invariably served as group leader, and three confederates representing distinct ethnic groups (Anglo, Black, and Chicano). Behavioral observations revealed several interesting interactions involving group support. High biculturals, in comparison to low biculturals, adopted a more active leader role in nonsupportive than in supportive groups, asking for more opinions and evaluations, and making more clarification statements. Furthermore, while low bicultural externals and high bicultural internals tended to be more interpersonally assertive and to make more clarification statements under supportive conditions, it was low bicultural internals and high bicultural externals who exhibited the most active leader roles in nonsupportive groups. Additional findings revealed that statements made by the Anglo confederate were clarified more often in the supportive condition, while statements made by either the Black or the Chicano confederate were clarified more often in the nonsupportive condition. The results are discussed in relation to previous literature and the need to develop a more responsive social psychology of interethnic dynamics.     

Patterns of perceived similarity cannot be generalized from long to short exposure durations and vice versa

Subjects rated the perceived similarity between patterns and their 180-deg rotational variants. The stimuli, adapted from Halpern, Fishbein, and Warm (1979), were randomly generated dot patterns and line drawings and polygons generated from the dot patterns. Inspection time was varied in a between-subject design. As in the Halpern et al. (1979) study, it was found that the variables of form type (dots, lines, polygons) and axis of rotation (x, y, z) had no effect on perceived similarity in the long exposure conditions. However, when inspection time was limited to 150 msec, both variables had a substantial impact. This finding undermines the frequent practice of selecting stimuli for use in reaction time or other experiments with limited inspection time on the basis of similarity ratings gathered under typical free inspection conditions.