Influence of achievement goals and self‐efficacy on students' self‐regulation and performance

It is widely admitted that low self‐efficacy has a detrimental impact on the functioning and performance of a person mainly concerned with performance goals but has no impact when a person is mainly concerned with learning goals (Dweck, 1986 ). However, results from both correlational and experimental studies are divergent. Since these studies examined very few indicators of participants' cognitive functioning, they may have failed to detect those aspects that could be more vulnerable to a negative impact of the combination of performance goals and low self‐efficacy. Another concern is the lack of most studies to clearly distinguish the type of performance goal examined, particularly the performance‐avoidance versus the performance‐approach goal. In the current study, we decided to focus on performance‐approach and learning goals in order to examine how self‐efficacy intervenes in their effects on participants' self‐regulation and performance on a cognitive task. One hundred and forty participants (85 females and 55 males) were examined. They were randomly assigned either to the learning or the performance‐approach goals condition. In each condition, half of the participants received feedback aimed at inducing either high or low self‐efficacy beliefs with regard to the task prior to executing it aloud. Examination of participants' verbal reports, direct observation of some of their behaviours while solving the task, and responses to a retrospective questionnaire allowed the assessment of several indicators of their self‐regulation and performance. As already reported by many studies, self‐efficacy influenced various aspects of participants' self‐regulation and performance. However, contrary to Dweck's hypothesis ( 1986 ), when interaction effects between self‐efficacy and goals were observed, they always involved learning instead of performance‐approach goals. Findings of this study suggest that the nature of the goal might not matter as much as its personal significance or value.     

Optimism in close relationships: How seeing things in a positive light makes them so

Does expecting positive outcomes--especially in important life domains such as relationships--make these positive outcomes more likely? In a longitudinal study of dating couples, the authors tested whether optimists (who have a cognitive disposition to expect positive outcomes) and their romantic partners are more satisfied in their relationships, and if so, whether this is due to optimists perceiving greater support from their partners. In cross-sectional analyses, both optimists and their partners indicated greater relationship satisfaction, an effect that was mediated by optimists' greater perceived support. When the couples engaged in a conflict conversation, optimists and their partners saw each other as engaging more constructively during the conflict, which in turn led both partners to feel that the conflict was better resolved 1 week later. In a 1-year follow-up, men's optimism predicted relationship status. Effects of optimism were mediated by the optimists' perceived support, which appears to promote a variety of beneficial processes in romantic relationships.     

Expressed emotion attitudes and individual psychopathology among the relatives of bipolar patients

This study investigated the relationships between expressed emotion (EE) and individual psychopathology among 82 biological and non-biological relatives of 66 patients with bipolar I disorder. Relatives' psychopathology was assessed via the Structured Clinical Interview for DSM-III-R, Patient Version (SCID-P) and the General Behavior Inventory (GBI), a self-report measure of lifetime subsyndromal mood disturbances. We hypothesized that relatives who held high-EE critical, hostile, and/or overinvolved attitudes toward their bipolar family member, as measured via the Camberwell Family Interview, would be more likely to have DSM-III-R Axis I diagnoses on the SCID, as well as more mood and temperamental disturbances on the GBI, than those who held low-EE attitudes. The findings did not support a significant relationship between overall EE status and psychopathology in family members. However, relatives without significant Axis I pathology scored significantly higher than those with Axis I pathology on one measure of EE, emotional overinvolvement. The findings are discussed with reference to explanations for the genesis of high-EE attitudes.     

The Probability of Collective Choice with Shared Knowledge Structures

Complex decision making typically involves many agents attempting to aggregate many alternatives. If agents' preferences are unconstrained, cyclic outcomes are highly probable. In contrast, we show that if agents share similar models of the choice domain, then a stable collective outcome occurs with about 90% probability. These results have implications for systems of interacting agents, such as group decisions by individuals in social settings or interpretations of sense data by competing perceptual modules of a brain.     

Evaluation of a behavioral measure of risk taking: the Balloon Analogue Risk Task (BART)

The present study (N = 86) sought to evaluate a laboratory-based behavioral measure of risk taking (the Balloon Analogue Risk Task; BART) and to test associations between this measure and self-report measures of risk-related constructs as well as self-reported real-world risk behaviors. The BART evidenced sound experimental properties, and riskiness on the BART was correlated with scores on measures of sensation seeking, impulsivity, and deficiencies in behavioral constraint. Also, riskiness on the BART was correlated with the self-reported occurrence of addictive, health, and safety risk behaviors, with the task accounting for variance in these behaviors beyond that accounted for by demographics and self-report measures of risk-related constructs. These results indicate that the BART may be a useful tool in the assessment of risk taking.     

Driving anger and other driving-related behaviors in high and low ADHD symptom college students

This study examined differences between college students with high and low symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD). Fifty-nine introductory psychology students completed ADHD diagnostic measures and were compared on measures of driving anger and driving anger expression; accident-related, aggressive, and risky driving behaviors; general anger; and general anger expression. Results indicated high ADHD symptom college students experience more driving anger, display such anger in more hostile/aggressive ways, are more aggressive and risky on the road, experience more crash-related outcomes, are more generally angry, and tend to display anger in socially unacceptable ways. Results are discussed in regard to the understanding and treatment of ADHD.     

Attention affects the recognition of briefly presented visual stimuli in infants: an ERP study

This study examined the effect of attention in infants on the ERP changes occurring during the recognition of briefly presented visual stimuli. Infants at ages 4.5, 6 and 7.5 months were presented with a Sesame Street movie that elicited periods of attention and inattention, and computer-generated stimuli were presented overlaid on the movie for 500 ms. One stimulus was familiar to the infants and was presented frequently, a second stimulus was familiar but presented infrequently, and a set of 14 novel stimuli were presented infrequently. An ERP component labeled the 'Nc' (Negative Central, about 450-550 ms after stimulus onset) was larger during attention than inattention and increased in magnitude over the three testing ages during attention. Late slow waves in the ERP (from 1000 to 2000 ms post-stimulus onset) consisted of a positive slow wave in response to the infrequent familiar stimulus at all three testing ages. The late slow wave in response to the infrequent novel stimulus during attention was a positive slow wave for the 4.5-month-old infants, to a positive-negative slow wave for the 6-month-old infants and a negative slow wave for the 7.5-month-old infants. These results show attention facilitates the brain response during infant recognition memory and show that developmental changes in recognition memory are closely related to changes in attention.