Effects of Directed Thinking on Intentions to Engage in Beneficial Activities: Actions Versus Reasons1

An important application of psychological principles involves increasing intentions to engage in activities that, although admittedly beneficial, are often not initially appealing (e.g., studying, quitting smoking, dieting). The present study tests the utility of directed thinking as a tool for eliciting intentions to engage in such activities. Undergraduate students were directed to think either about the reasons why people should find studying enjoyable or about the actions that people might take to make studying enjoyable. Regardless of whether they thought as individuals or in cooperating dyads, students who thought about actions later reported greater intentions to spend time studying than did students who thought about reasons. The results have both theoretical and practical significance.     

FRIENDLY OR SEXY?

A set of three studies replicated and extended Abbey's (1982) research, indicating that men perceive less friendliness, but more sexuality than women when observing women's social interactions. Study 1 was based on 49 previously unacquainted male-female pairs who engaged in brief face-to-face discussions, and 48 males and 61 females who observed one of those discussions. Study 2 was based on videotaped exchanges between a male store manager and a female cashier, and Study 3 between a male professor and a female student; 75 males and 88 females participated in Study 2, while 98 males and 102 females participated in Study 3. In all three studies, the men saw less friendliness, but more sexiness in the woman's behavior than the women. These results support the idea that some of the less severe forms of sexual harassment in business and academic settings may be better understood eventually through research and theory development that considers these sex differences in social perceptions.     

Perspectives on guidance: An interview with Anne Jones

This interview with Anne Jones was conducted in 1992. Anne Jones's guidance career has encompassed the roles of practitioner and policy-maker. The interview begins by exploring some of the ways in which the interpersonal and organisational skills she developed in each role influenced the way shem carried out her responsibilities in others. It also covers issues of effectiveness and accountability, her views about the aims of careers education and guidance and its place in the National Curriculum, the provision of adult guidance, and the influence of research on policy.