Test of structural relationships within a proposed exercise and self-esteem model

This study tested structural relationships within a model proposed to explain the manner in which self-esteem changes are associated with exercise experiences. As initially assessed by self-efficacies (EFFs) specific to physical tasks within a training program, we postulated that competence can generalize to feelings of global self-esteem (SE) through an intervening construct of perceived physical competence (PC). Three measures of EFF and two each of PC and SE were administered to 145 people in their mid- to late adulthood. Confirmatory factor analysis examined orthogonal and oblique versions of three measurement models and identified three distinct but correlated factors, each assessed by its hypothesized indicators. Alternative structural equation models were specified and tested using both normal and nonnormal estimation procedures. The proposed model provided the most parsimonious fit and explained 29% of the variance in SE. Confirmation of its structural relationships provides preliminary validity for model use in examining the manner in which exercise experiences influence levels of self-perception.     

Parental authority questionnaire

A questionnaire was developed for the purpose of measuring Baumrind's (1971) permissive, authoritarian, and authoritative parental authority prototypes. It consists of 30 items per parent and yields permissive, authoritarian, and authoritative scores for both the mother and the father; each of these scores is derived from the phenomenological appraisals of the parents' authority by their son or daughter. The results of several studies have supported the Parental Authority Questionnaire as a psychometrically sound and valid measure of Baumrind's parental authority prototypes, and they have suggested that this questionnaire has considerable potential as a valuable tool in the investigation of correlates of parental permissiveness, authoritarianism, and authoritativeness.     

Personality and susceptibility to positive and negative emotional states

Gray's (1981) theory suggests that extraverts and neurotics are differentially sensitive to stimuli that generate positive and negative affect, respectively. From this theory it was hypothesized that efficacy of a standard positive-affect induction would be more strongly related to extraversion than to neuroticism scores, whereas efficacy of a standard negative-affect induction would be more strongly related to neuroticism scores. Positive and negative affect was manipulated in a controlled setting, and the effectiveness of the mood induction was assessed using standard mood adjective rating scales. Results are consistent with the hypothesis that neurotic Ss (compared with stable Ss) show heightened emotional reactivity to the negative-mood induction, whereas extraverts (compared with intraverts) show heightened emotional reactivity to the positive-mood induction. Results corroborate and extend previous findings.     

Coping with health threat: social influence processes in reactions to medical test results

In a laboratory experiment, undergraduate subjects tested positive for an enzyme deficiency they believed to be a risk factor for pancreatic disorders. All Ss were tested with a confederate who received a positive or negative test result. For half the Ss, the confederate expressed a minimizing appraisal of the deficiency's seriousness. Although Ss' concern about the test result was significantly reduced by what the confederate said, behavioral intentions were determined by the confederate's diagnostic status. The effect of the confederate's diagnostic status on intentions was mediated by Ss' perceptions of the deficiency's prevalence. The results support Leventhal's self-regulation theory and demonstrate that the opinions and health characteristics of comparison others have differential effects on cognitive, emotional, and behavioral aspects of coping with a health threat.     

Personality assessment of the prelingual, profoundly deaf child or adolescent

Personality assessment of children and adolescents experiencing an early, profound hearing loss is hampered by the lack of instruments standardized and/or developed primarily for use with deaf clients. Further compounding the problem are the relatively few psychologists trained in and/or experienced with deaf personality assessment. This article reviews the rudimentary requirements for personality assessment with the deaf and critiques the available personality tests that are either used or useable in assessing the deaf.     

Depression and self-enhancement among Japanese and American students

This study examined the cultural generalizibility of the negative relationship between depression and self-enhancement. Japanese (n = 116) and American (n = 125) students completed the Zung (1965) Self-Rating Depression Scale and three measures of self-enhancement (i.e., the tendency to see oneself in a positive light). As expected, Japanese subjects were found to be more depressed and less self-serving than Americans. Negative correlations between depression and self-enhancement measures were obtained for both samples. Regression analyses of the relationships between measures indicated that sample differences in self-enhancement were explained largely by sample differences in depression. It is proposed that, relative to the Americans, Japanese students had a negative self-schema that led to higher depression and lower self-enhancement.     

Assessment of attention deficit disorder using a thematic apperception technique

Attention deficit-hyperactivity disorder (AD-HD) is regarded as being relatively common among school-age children, but the literature reveals a number of confounding factors with standard assessment techniques of the disorder. Using a structured thematic apperception technique (the Tell-Me-A-Story [TEMAS] test) to measure attention to pictorial stimuli depicting characters, events, settings, and covert psychological conflicts, a study was conducted with 152 normal and 95 clinical Hispanic, Black, and White school-age children. Results reveal that the AD-HD children are significantly more likely than normal children to omit information in the stimuli about characters, events, settings, and psychological conflicts. Differences between the groups are large and persistent in the presence of structured inquiries by the test examiners. Results suggest the potential utility of structured thematic apperception techniques for the assessment of AD-HD, eventually to facilitate DSM-III-R (American Psychiatric Association, 1987) diagnosis, but also to invite closer scrutiny in carefully controlled validity studies.     

A Rorschach investigation of mothers of behaviorally disturbed infants

This investigation focuses on one facet of the interactional family, parent-child, mother-infant matrix of behaviorally disturbed infants: the personality of mother as primary caregiver. Rorschach test behavior of mothers (N = 30) of behaviorally disturbed infants were compared with two normative samples. The Rorschach test was found to indicate certain atypical psychological patterns among these mothers. Differences emerged in intellectual sphere variables: number of responses (R), common detail responses (D), rare detail responses (Dd), number of accurate form percepts (F+), percentage of form percepts that are accurate (F+%), percentage of responses with animal content (A%), and popular percepts (P). Other response trends emerged in the affective sphere: percentage of pure form responses (F%) and in the interpersonal sphere: whole human content (H) and the ratio of the whole human content to human detail content (H:Hd), as well as to the test as a whole. Based on these results, hypotheses are generated for further investigation, particularly of traits in the areas of cognitive processing and the capacity for interpersonal relations.     

Dimensions of self-concept of pregnant unwed teens

The study examined the self-esteem of pregnant teens enrolled in a program designed to maximize their chances of completing school. The Culture Free Self-Esteem Inventory (Battle, 1981) and the Coopersmith (1981) Self-Esteem Inventory were completed by the teens. The mean score of the group on the Culture Free Total Self Scale was below average in comparison to the norm.     

Acquisition and transfer of occasion setting in operant feature positive and feature negative discriminations

The acquisition and transfer of stimulus control in discrete-trial operant feature positive and feature negative discriminations was examined in two experiments with rats. When the feature and target cues were presented simultaneously on compound training trials, the feature appeared to acquire simple excitatory or inhibitory control, which readily transferred to other target cues and which was substantially reduced by post-training counterconditioning. Conversely, when the feature preceded the target during training, the feature's control was relatively more specific to responding in the presence of its original target and less influenced counterconditioning. These results are comparable to outcomes of analogous experiments (previously reported) that used Pavlovian conditioning procedures.