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Adam J. Fay Alexander H. Jordan Joyce Ehrlinger 《Social and Personality Psychology Compass》2012,6(2):206-216
Self‐assessments are often prone to error. Past research has identified cognitive and motivational biases that lead self‐assessments astray. In the present paper, we discuss how behavior shaped by social norms leaves the negative information that people require for accurate self‐assessments invisible. First, social norms lead people to suppress critical feedback in favor of more positive evaluations. Although people recognize that they prefer to provide positive feedback to others, they fail to consider that they might be the recipient of incomplete feedback. As a result, they are left with overconfident self‐impressions. Second, social norms lead people to hide their own negative emotional experiences from others. Again, people are aware that this positivity norm influences their own behavior but do not apply this knowledge to their understanding of others. As a result, people regard their own negative emotions as more socially aberrant than is actually the case. 相似文献
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Kimberly A. M. Richards Athanas T. Zivave Saunsuray M. Govere Joyce Mphande Beatrice Dupwa 《Journal of counseling and development : JCD》2012,90(1):102-106
Counseling in Zimbabwe has a long tradition, dating back to pre‐Colonial times. In the modern context, counseling has evolved through the educational and health care sectors. Since the 1990s, Zimbabwean counselors have advocated for professional recognition, a struggle similar to that of counselors in the United States. In this article, the authors provide a historical view of counseling in Zimbabwe, discuss the current status of and future trends in counseling, and make recommendations for the advancement of the profession. 相似文献
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Neroni Joyce Meijs Celeste Kirschner Paul A. Xu Kate M. de Groot Renate H. M. 《Social Psychology of Education》2022,25(4):951-975
Social Psychology of Education - Academic self-efficacy, self-esteem, and grit (i.e., perseverance of effort and consistency of interests) have all separately shown to predict academic success... 相似文献
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In two experiments, we looked at the role of higher order list properties in episodic recall. A probabilistic paired-associate paradigm was used in which each cue was repeatedly paired with two different targets. This paradigm permitted us to cue for a target that had been studied with that cue in the last list, or to cue for either of the two targets that had been repeatedly paired with that cue, although neither the cue nor either of its two targets had been studied in the last list. In Experiment 1, the higher order property was whether all of the targets in a given list were animal names or vegetable names. In Experiment 2, the higher order property was whether all of the pairs in a list were associatively related or unrelated. The assumption was that if participants were using these higher order properties when they retrieved a target that had been studied in the last list, they would also use these properties when recalling in response to a cue that had been studied in other lists but not in the most recent list. The results supported the use of both kinds of higher order properties in episodic access. They also showed that these higher order properties were reinstated by retrieving a target, and were then used in the next memory access operation. The questions of why the retrieval of a target would reinstate a higher order list property and how these very different higher order list properties aid in episodic access were also discussed. 相似文献
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This study addressed predictors of pre-service teachers’ opposition toward the practice of educating students with disabilities in mainstream classroom settings—a practice known as inclusion. We tested a hypothesized path model that incorporated social dominance orientation (SDO) and contact as distal predictors, and intergroup anxiety, stereotype use, and self-efficacy for including students with disabilities as more proximal predictors of opposition to inclusion in a sample of 229 pre-service teachers from the Southwestern United States. In large part, the predicted relationships among our variables were supported. The effect of SDO on opposition to inclusion was both indirect (via stereotype use and intergroup anxiety) and direct. The effect of close contact with persons with disabilities relevant to inclusion was mediated by intergroup anxiety and, more distally, by stereotype use. Stereotype use and intergroup anxiety were positive predictors of opposition to inclusion. The predicted relationship between self-efficacy and opposition to inclusion was not supported by the data. Rather, the data supported a reverse causal ordering. Implications for future research are addressed. 相似文献
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From drug policy to environmental initiatives, well-intentioned actions have often led to dramatic unintended consequences. The present research demonstrates that individuals focus on what is intended in a way that leads them to not sufficiently consider important unintended consequences. Participants fail to sufficiently weight the unintended consequences of attempts to satisfy preferences in a computer simulation (Study 1). Focus on intended consequences, and the resulting error in prediction, is reduced when the interrelatedness of variables within a system is highlighted (Studies 2 and 3). This research can inform means of improving predictions within complex systems. 相似文献