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31.
Robert H. Stupnisky Robert D. Renaud Raymond P. Perry Joelle C. Ruthig Tara L. Haynes Rodney A. Clifton 《Social Psychology of Education》2007,10(3):303-330
Due to its widespread popularity, self-esteem is continually being promoted to students despite limited empirical support
for its effectiveness in improving their academic achievement. As a result, constructs that are potentially more salient to
academic performance, such as perceived control, have gone relatively unnoticed. Although past research has examined the link
between students’ academic achievement and either their self-esteem or perceived control, few studies have compared both constructs simultaneously to elucidate which one is more important to academic success. This longitudinal study directly
contrasted the effects of self-esteem and perceived control on the academic performance of 802 first-year college students.
After accounting for incoming ability (high school grades), age, and gender, a structural equation model showed perceived
control positively predicted students’ GPA. In contrast, the predictive effect of self-esteem on GPA was non-existent. Findings
indicate that compared to self-esteem, perceived control is a more powerful predictor of first-year college students’ GPA.
Implications for utilizing educational interventions to boost perceived control among college students are discussed. 相似文献
32.
Joelle C. Ruthig Tara L. Haynes Raymond P. Perry Judith G. Chipperfield 《Social Psychology of Education》2007,10(1):115-137
Although optimism has several benefits, there are potential drawbacks associated with “too much of a good thing”. Within an
academic context, a possible determinant of the adaptiveness of optimistic bias is whether students have a sense of control
over academic outcomes: optimistically-biased (OB) achievement expectations paired with perceptions of academic control may
enhance performance and well-being; optimistic bias in the absence of perceived control may result in disappointment, poor
performance, and diminished well-being. The current longitudinal study examined academic control cognitions (ACC) among OB
college students (n = 319) versus non-optimistically biased (non-OB) students (n = 321). We also examined the effects of academic optimistic bias on composite measures of college performance (perceived
success, final psychology course grades, cumulative GPA, course attrition) and well-being (positive and negative emotions,
health behaviors, future optimism) 6 months later; and determined whether ACC accounted for those associations. Significant
MANCOVAs showed OB students had greater ACC, better subsequent well-being, and outperformed their non-OB counterparts. These
well-being and performance differences remained significant after statistically accounting for initial aptitude and ACC. Overall,
academic optimistic bias was accompanied by perceived controllability over scholastic outcomes, yet beyond the effects of
ACC, optimistic bias was associated with better year-end performance and well-being. Findings have implications for maximizing
the successful transition of first-year college students. 相似文献
33.
This study examined the relationships among exposure to terrorism, individual differences in adult attachment dimensions, perceived stress, and posttraumatic stress disorder (PTSD). A representative sample of 254 adults who had experienced more than 7 years of ongoing exposure (OGE) to rocket and mortar fire in southern Israel was compared to 308 individuals with no exposure (NE) to terrorism. OGE individuals reported significantly elevated levels of insecure attachment, perceived stress, and PTSD-symptoms as compared to the NE individuals. The associations between perceived stress and PTSD-symptoms were significantly stronger in the OGE group, compared to the NE group. For OGE individuals, the elevated level of perceived stress mediated the association between Attachment Anxiety and PTSD-symptoms. Theoretical and clinical implications of the findings are discussed. 相似文献
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Hemispheric processing, expressed as mean reaction time to various visual stimuli presented to the left and right visual fields, was investigated in eighteen stuttering and nonstuttering children. Tachistoscopic procedures were used to present linguistic stimuli (words and nonwords) as well as nonlinguistic stimuli (familiar and unfamiliar geometric figures) to the visual fields. Subjects responded by pressing a telegraph key when they perceived a real word or a familiar geometric figure. They were to make no response when they perceived nonwords or unfamiliar geometric figures. Faster reaction times were taken as an index of the most efficient or dominant hemisphere for a given task. No significant differences were found in mean reaction times for groups, visual fields, type of task, nor any of their interactions. Likewise, the data on accuracy also did not suggest that a larger proportion of stutters responded more accurately when linguistic stimuli were presented to the right hemisphere. Based on mean reaction times and on accuracy data, the stuttering and nonstuttering children performed with similar efficiencies and processing patterns. 相似文献
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Twenty normal adults participated in two training sessions designed to teach eight novel object words and eight novel action words. Each subject received comprehension and production training and was probed at the end of each session to determine the ability to retrieve lexical items in a naming task. The probe data were also analyzed for phonological accuracy. Reaction time measures for the production probes were recorded to determine differences between action and object words in terms of retrieval difficulty. The results demonstrated a significant difference in early learning of action and object words during comprehension training and production training and in production probes. Object words tended to be learned more easily in both comprehension and production training, and they were retrieved correctly more often in production probes. There were no significant differences in the phonological accuracy between the word types. Reaction time data indicated significant differences in early as well as later learning between action and object words, with object words having significantly shorter rection times as compared with action words. Results are discussed in the context of prior research. 相似文献
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Between 1984 and 1989, 129 Stage 1 and Stage 2 breast cancer patients were entered into a behavioral study in Pittsburgh. Approximately 70% of these patients had elected to have breast conservation (lumpectomy) surgery, with the remainder choosing mastectomy. Using the Profile of Mood States, a measure of perceived social support, and Karnofsky ratings of physical functional status, patients were assessed 3 to 5 days following surgery and again 3 and 15 months following surgery. The data were analyzed using a repeated-measures analysis of covariance, adjusting for aggressiveness of chemotherapy. Compared to mastectomy patients, patients who received breast conservation surgery were rated as more functional by observers, but they perceived themselves as having less energy and less emotional support, especially over the first 3 months of the recovery period. Because there is accumulating evidence that emotional support may act as a stress buffer in various populations and may have survival value, these findings may be particularly troublesome. This study shows that breast conservation surgery is not a psychosocial panacea. Patients whose breasts are spared, especially younger patients, have psychological symptoms that appear acutely worse in the short run and, in the end, are similar to those of patients who elect to have mastectomies. Therefore, patients choosing lumpectomies are not necessarily psychosocially better off than those electing to have mastectomies. Additionally, these patients, particularly younger patients, may require greater social support and potential mental health interventions than they seem to be receiving. 相似文献