Interaction Effects in the Theory of Planned Behavior: The Interplay of Self-Identity and Past Behavior

This research used a revised theory of planned behavior (TPB) model, which incorporated self-identity and past behavior—and the interaction between these constructs—in order to improve the model's predictive power in relation to consumer behavior (purchasing one's preferred beer). At Time 1, respondents ( N  = 108) completed measures of attitudes, perceived behavioral control, subjective norm, self-identity, past behavior, and intentions. Behavior was assessed 1 week later. All predictors were positively related to intentions. Self-identity and past behavior interacted to influence intentions: Self-identity had a stronger influence on intentions at low, rather than high, levels of past behavior. Intentions and past behavior were predictive of Time 2 behavior. These findings emphasize the need to consider identity issues in the TPB.     

Program of training in solution of practical problems applied to people with intellectual disability

The lack of programs to train people in practical problem-solving is one of the challenges that professionals who attend people with mental deficiency must cope with. The main goal of this study is to assess the effects of a program designed to improve these skills, aimed at people with intellectual discapacity. The sample was made up of 66 subjects, aged between 17 and 36 years old. The program was based on the use of examples of fictitious characters who undergo situations that are similar to those of the subjects to whom the program is administered, and techniques to improve skills were generated from these situations. In order to achieve the goal, a classic pre- posttest design was used, with an experimental and a control group. The results show positive effects in most of the variables considered as a consequence of the administration of the program.     

A comparison of song-lyric and prose self-instruction procedures for increasing novel skills in children

We compared the effects of the effects of self-instructions in the form of prose or song lyrics in the acquisition of gross motor tasks in 4 third-grade children. We taught participants 4 pairs of gross motor tasks, with one task in each pair taught with prose self-instructions and the other taught with song lyric self-instructions. Both self-instruction procedures were effective for teaching tasks; however, acquisition was quicker with song lyric self-instruction for 4 task pairs, acquisition was quicker with prose self-instruction for 3 task pairs; and similar for 1 task pair. Participants were then able to select their preferred method of self-instruction for a novel, applied skill. Two participants selected song-lyric self-instructions and 2 participants selected prose self-instructions.     

Mirror for the Other: Problem of the Self in Continental Philosophy (from Hegel to Lacan)

This essay intends to explore the genesis of one of the key concepts in continental philosophy of personalism–the concept of the ‘Other. It attempts to use most influential philosophical and psychological contexts to demonstrate how the Self is linked to the Other logically, notionally and conceptually. The present analysis employs two principal approaches to the problem–philosophical and psychological. From the stand point of the former, the key figure of the hereunder discourse is Hegel and his theory, while the later will be represented predominantly by Lacanian ideas. The present article will also discuss major influences of Hegel’s philosophical ideas on the Lacan’s theory.     

Motivational Basis of Personality Traits: A Meta‐Analysis of Value‐Personality Correlations

We investigated the relationships between personality traits and basic value dimensions. Furthermore, we developed novel country‐level hypotheses predicting that contextual threat moderates value‐personality trait relationships. We conducted a three‐level v‐known meta‐analysis of correlations between Big Five traits and Schwartz's (1992) 10 values involving 9,935 participants from 14 countries. Variations in contextual threat (measured as resource threat, ecological threat, and restrictive social institutions) were used as country‐level moderator variables. We found systematic relationships between Big Five traits and human values that varied across contexts. Overall, correlations between Openness traits and the Conservation value dimension and Agreeableness traits and the Transcendence value dimension were strongest across all samples. Correlations between values and all personality traits (except Extraversion) were weaker in contexts with greater financial, ecological, and social threats. In contrast, stronger personality‐value links are typically found in contexts with low financial and ecological threats and more democratic institutions and permissive social context. These effects explained on average more than 10% of the variability in value‐personality correlations. Our results provide strong support for systematic linkages between personality and broad value dimensions, but they also point out that these relations are shaped by contextual factors.     

Analysis of the Impact of Creative Technique on the Motivation of Physical Education Students in Dance Content: Gender Differences

The aim of this study was to learn about the effectiveness of two dance teaching techniques, the creative examination technique and the direct instruction technique, on the satisfaction of basic psychological needs, the level of self‐determination, the perception of usefulness, enjoyment and effort of physical education students. Likewise, it purports to analyze the gender difference in the psychological variables addressed in agreement with the teaching technique used, to guide and personalize the treatment of these contents in physical education. A quasi‐experimental design was carried out with four natural groups from two school centers. The direct instruction technique was applied with two groups and the creative examination technique with the other two, in a total of 12 sessions. An initial and final measurement was taken in both groups, and the results revealed the complexity to motivate students after 12 sessions. However, the gender‐dependent analyses offer methodological guidelines, as the creative technique causes adaptative consequences on the male gender and disadaptative consequences on the female gender. By way of conclusion, we can highlight the need to devote more sessions to dance teaching and to apply different treatments depending on the gender.     

Testing the subtractive pattern of cultural identification

Identity integration, and more specifically, the subtractive pattern of cultural identification, is investigated in this article. This pattern is hypothesized to occur when individuals integrate a new group identity of higher and legitimate status than their original identity, resulting in lower identification with the original group. The first study examined how relative status predicts the subtractive pattern of identification in immigrants living in Canada. Studies 2 and 3—conducted among Kyrgyz and Canadian participants—extended these results by measuring the impact of legitimacy on the subtractive pattern of identification. Results support the hypothesis that the subtractive pattern of identification takes place when the new identity has a higher and legitimate status compared with the original one, highlighting the possible different patterns of identity integration.