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21.
After reading an essay attributed to a college freshman, male and female college students evaluated both the essay's quality and the writer's ability. By means of a photograph, the subjects knew writer's sex and physical attractiveness (high, medium, or low). The essays also varied in “objective” quality (high, medium, or low). Significant main effects for essay quality were found in all dependent measures and a sigrdficant main effect for physical attractiveness was found for Composite Essay Quality. Analysis of significant three-way interac-tions between physical attractiveness, sex-of-subject, and sex-of-writer for the Composite Essay Quality and Writer's Overall Ability revealed that individuals of high and medium physical attractiveness were evaluated differently by members of the opposite sex or same sex. That is, highly attractive individuals received the highest evaluations from members of the opposite sex, while individuals of medium physical attractiveness received the highest evaluations from members of the same sex. Results are discussed in terms of the importance of physical attractiveness to relationships between members of the same and opposite sex. 相似文献
22.
In the first study, we administered the 40-item Narcissistic Personality Inventory (NPI; Raskin & Terry, 1988) to 843 female and 843 male college students, most of whom were Euro-American, to comprehensively assess the NPI factor structure using confirmatory factor analysis. Initial exploratory common factor analyses (N = 724) revealed a 2-factor model (Leadership/Authority and Exhibitionism/Entitlement). Subsequently, we used confirmatory factor analysis in a separate sample (N = 724) to evaluate the Emmons (1987) 4-factor model, the Raskin and Terry (1988) 7-factor model, the Kubarych, Deary, and Austin (2004) 2- and 3-factor models, and our 2-factor model. Finally, we assessed construct validity by correlating the scale scores with the Five-factor model of personality in an independent sample (N = 238). The 2-factor models for the NPI we obtained in this study and by Kubarych et al. (2004) appeared to be the most parsimonious models, with both a good fit to the data and satisfactory internal consistency values; so they are recommended for use. However, additional NPI research is needed to rescale, modify, or omit several NPI items and develop gender-equivalent items. 相似文献
23.
Thompson E. DavisIII Robert E. Nida Kimberly R. Zlomke Marie S. Nebel-Schwalm 《Journal of psychopathology and behavioral assessment》2009,31(3):228-234
Little research has examined health-related quality of life (HRQoL) in adults with learning disabilities in post-secondary
settings and the potential relationship between a learning disability and anxiety or sadness. This study examined HRQoL in
68 undergraduate students: 34 students who reported having been diagnosed with a “learning disability” were compared to 34
students who indicated they had not been diagnosed with a learning disability. Participants completed an online survey of
anxiety, sadness, and HRQoL, including the SF-36. ANCOVAs on the Emotional Well-Being and Role Limitations Due to Emotional
Problems scales from the SF-36 revealed that students reporting a diagnosis of a learning disability were significantly more
impaired in Emotional Well-Being. Regression analyses suggested that impairment in Emotional Well-Being was mediated by separate
ratings of both anxiety and sadness. Results indicated that those undergraduates reporting learning disabilities suffered
from an impaired sense of well-being associated with anxious and sad feelings.
A portion of these data were presented at the 2005 annual meetings of the Association for Behavioral and Cognitive Therapies
(ABCT). 相似文献
24.
Cornelius J. König Markus Langer Clemens B. Fell Raghuvar Dutt Pathak Nida ul Habib Bajwa Eva Derous Sanja M. Geißler Shinichi Hirose Ute Hülsheger Nino Javakhishvili Nilve Junges Birgit Knudsen Michael S.W. Lee Marco G. Mariani Gopal C. Nag Claudia Petrescu Chet Robie Halahingano Rohorua Lavinia D. Sammel Désirée Schichtel Sergei Titov Ketevan Todadze Alexander H. von Lautz Martina Ziem 《Psychologie appliquee》2021,70(3):1360-1379
Many companies recruit employees from different parts of the globe, and faking behavior by potential employees is a ubiquitous phenomenon. It seems that applicants from some countries are more prone to faking compared to others, but the reasons for these differences are largely unexplored. This study relates country-level economic variables to faking behavior in hiring processes. In a cross-national study across 20 countries, participants (N = 3,839) reported their faking behavior in their last job interview. This study used the random response technique (RRT) to ensure participants’ anonymity and to foster honest answers regarding faking behavior. Results indicate that general economic indicators (gross domestic product per capita [GDP] and unemployment rate) show negligible correlations with faking across the countries, whereas economic inequality is positively related to the extent of applicant faking to a substantial extent. These findings imply that people are sensitive to inequality within countries and that inequality relates to faking, because inequality might actuate other psychological processes (e.g., envy) which in turn increase the probability for unethical behavior in many forms. 相似文献
25.
Maria Nida C. Roncesvalles Marjorie H. Woollacott Jody L. Jensen 《Journal of motor behavior》2013,45(1):100-111
The development of the ability to use the step for balance recovery was studied among twenty-five 9- to 19-month-old children. The children were grouped according to walking experience (4 levels) and exposed to backward support surface translations, 8 cm in amplitude, under 3 velocity conditions: 15, 20, and 25 cm/s. New walkers (up to 2 weeks' walking experience) used the step infrequently and ineffectively in response to threats to balance. Intermediate walkers (1-3 months' walking experience) showed an increasing use of the step and significant improvement in step execution compared with new walkers. Advanced walkers (> 3 months' walking experience) experienced no falls throughout the protocol, capturing balance with feet-in-place or step responses under all perturbation conditions. A significant developmental transition in the emergence of the compensatory step occurred between the new walker and the intermediate walker experience levels, that is, within the first 3 months of walking experience. Three to 6 months' experience was required for the development of an effective stepping response. A concomitant change in mediolateral stability paralleled the emergence of compensatory stepping. 相似文献
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