Motivation of men and women in mathematics and language

Based on the multiple goal perspective it is argued that mastery and performance goals contribute to different motivational variables-mastery goals to self-efficacy and performance goals to social comparison-that contribute through affect to achievement. The first aim of this study was to determine whether this model is applicable irrespective of sex and subject. The expected relationships occurred for female students studying Dutch and mathematics, and for male students studying Dutch. The second aim was to test a model in which the perceived gender appropriateness of the subject affects the pursued achievement goal. We expected that subjects perceived as gender-appropriate--Dutch for female and mathematics for male students--would result in strong relationships between mastery goals, self-efficacy, affect, and achievement, and that less gender-appropriate subjects--mathematics for women and Dutch for men--would result in strong relationships between performance goals, social comparison, affect, and achievement. Several of the expected relationships occurred for female and males students studying Dutch and mathematics. Furthermore, female students obtained higher course grades in Dutch than male students, while male students studying mathematics scored higher on self-efficacy and affect than female students.     

Rules for argumentation in dialogues

In this article it is pointed out what kind of rules for communication and argumentation are required in order to make it possible to resolve disputes in an orderly way. In section 2, Gricean maxims and Searlean speech act conditions are integrated in such a way that five general rules for communication can be formulated. In section 3, starting from Lewis's definition of convention, it is argued that the interactional effect of accepting is conventionally linked with the complex communicative act complex of argumentation. In section 4, the rules for argumentation are placed in a dialogical perspective.     

Mood reactivity to daily negative events in early adolescence: relationship to risk for psychopathology

Emotional responses to negative daily experiences in young adolescents may provide important clues to the development of psychopathology, but research is lacking. This study assessed momentary mood reactivity to daily events as a function of risk profile in a school sample, ages 11-14. High-risk (HR, n=25) and low-risk (LR, n=106) subgroups completed frequent self-reports of mood and events for 5 days. HR adolescents reported more negative events involving family and peers. Multilevel modeling results showed that negative events, especially if stressful, were associated with increased negative and decreased positive affects, with heightened responses in HR adolescents. HR adolescents with greater stress over the last 3 months showed additional increases in depressed mood following negative events. Altered reactivity to and dysfunctional appraisals of daily events may link adolescent risk profiles to later mental health problems.     

Adaptation in Modern Times

Since the beginning of Christian mission, adaptation to local cultures (later called acculturation or inculturation) has been the main factor in mission failure or success. Placide Tempels is considered a pioneer of adaptation in modern times. He was a Flemish Franciscan missionary in Congo from 1933 to 1962 (with two breaks) and is well known for his adaptation to the Bantu worldview. Referring to spiritual and intellectual adaptation, the paper will answer the following questions: Was the adaptation of Placide Tempels successful? If it was or was not, why and in what way? The analysis will be linked to William Biernatzki's theory of root paradigms and meanings. To conclude, a connection will be made to the process of adaptation in international mission organizations today.     

The Effects of Information About AIDS Risk and Self-Efficacy on Women's Intentions to Engage in AIDS Preventive Behavior1

Female college students' perceived vulnerability to AIDS and their perceived self-efficacy regarding AIDS preventive behavior (APB), were manipulated in a 2 × 2 design. Consistent with protection motivation theory (e. g., Rogers. 1983), the results showed that intention to engage in APB was highest among subjects who received information that their risk of getting infected with HIV was high, and who experienced relatively high feelings of self-efficacy. These subjects also seemed least likely to engage in denial of their AIDS risk. The implications of these findings for AIDS education programs are discussed.     

The minimum principle and visual pattern completion

Summary The minimum principle states that a perceiver will see the simplest possible interpretation of a pattern. Some theorists of human perception take this principle as a core-explanatory concept. Others hold the view that a perceptual minimum principle is untenable. In two recent extensive surveys of the relevant literature a more differentiated position is taken: the minimum principle is not renounced in a definite way. In the research reported here, an intuitively appealing specification of a minimum principle is tested. An experiment on visual pattern completion was performed in which patterns were presented to subjects who traced the contours of the shapes they saw. It was predicted that there would be a preference for interpretations that describe a pattern as a set of separate shapes with minimal information load as computed by Leeuwenberg's coding language. However, only half of the responses given by the subjects were predicted by this specification of a minimum principle. It was further demonstrated that locally complex interpretations of junctions of contour elements are easily made, but not in order to attain globally minimal interpretations.     

"On models and vases: Body dissatisfaction and proneness to social comparison effects": Retraction of Trampe, Stapel, and Siero (2007)

Reports the retraction of "On models and vases: Body dissatisfaction and proneness to social comparison effects" by Debra Trampe, Diederik A. Stapel and Frans W. Siero (Journal of Personality and Social Psychology, 2007[Jan], Vol 92[1], 106-118). This retraction follows the results of an investigation into the work of Diederik A. Stapel (further information on the investigation can be found here: https://www.commissielevelt.nl/). The Noort Committee has determined data supplied by Diederik A. Stapel to be fraudulent. His co-authors were unaware of his actions and were not involved in the collection of the fraudulent data. (The following abstract of the original article appeared in record 2006-23056-009.) When and why do media-portrayed physically attractive women affect perceivers' self-evaluations? In 6 studies, the authors showed that whether such images affect self-evaluations depends jointly on target features and perceiver features. In Study 1, exposure to a physically attractive target, compared with exposure to an equally attractive model, lowered women's self-evaluations. Study 2 showed that body-dissatisfied women, to a greater extent than body-satisfied women, report that they compare their bodies with other women's bodies. In Study 3, body-dissatisfied women, but not body-satisfied women, were affected by both attractive models and nonmodels. Furthermore, in Study 4, it was body-dissatisfied women, rather than body-satisfied women, who evaluated themselves negatively after exposure to a thin (versus a fat) vase. The authors replicated this result in Study 5 by manipulating, instead of measuring, body dissatisfaction. Finally, Study 6 results suggested that body dissatisfaction increases proneness to social comparison effects because body dissatisfaction increases self-activation. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

The Hubris Hypothesis: You Can Self-Enhance, But You'd Better Not Show It

We tested whether and why observers dislike individuals who convey self-superiority through blatant social comparison (the hubris hypothesis). Participants read self-superiority claims ("I am better than others"; Experiments 1-7), noncomparative positive claims ("I am good"; Experiments 1-2, 4), self-equality claims ("I am as good as others"; Experiments 3-4, 6), temporally comparative self-superiority claims ("I am better than I used to be"; Experiment 5), other-superiority claims ("S/he is better than others"; Experiment 6), and self-superiority claims accompanied by persistent disclaimers (Experiment 7). They judged the claim and the claimant (Experiments 1-7) and made inferences about the claimant's self-view and view of others (Experiments 4-7) as well as the claimant's probable view of them (Experiment 7). Self-superiority claims elicited unfavorable evaluations relative to all other claims. Evaluation unfavorability was accounted for by the perception that the claimant implied a negative view of others (Experiments 4-6) and particularly of the observer (Experiment 7). Supporting the hubris hypothesis, participants disliked individuals who communicated self-superiority beliefs in an explicitly comparative manner. Self-superiority beliefs may provoke undesirable interpersonal consequences when they are explicitly communicated to others but not when they are disguised as noncomparative positive self-claims or self-improvement claims.