Facilitating autonomous motivation for smoking cessation.

Physicians used either an autonomy-supportive or a controlling interpersonal style to counsel smokers based on National Cancer Institute guidelines. Physician autonomy support was rated from audiotapes, and patients' perceived competence and autonomous motivation for quitting were self-reported on questionnaires. Validated point prevalences for 6, 12, and 30 months and for continuous cessation were examined. The intervention did not have a direct effect on quit rates; however, structural equation modeling supported the self-determination process model of smoking cessation. The model indicated that the autonomy-supportive intervention was rated as more autonomy supportive, that rated autonomy support predicted autonomous motivation, and that autonomous motivation predicted cessation at all points in time. Perceived competence contributed independent variance to cessation only at 6 months.     

Misremembering colostomies? Former patients give lower utility ratings than do current patients.

Community members often evaluate health conditions more negatively than do the patients who have them. The authors investigated whether experience with a health condition reduces this discrepancy by surveying colostomy patients by mail (n = 195), some of whom (n = 100) had their colostomies reversed and normal bowel function restored. The authors also surveyed a community sample recruited via the Internet (n = 567). They then compared all 3 groups' utility value for life with a colostomy by using the time trade-off utility measure and by examining ratings of current quality of life. Despite having direct experience with the health condition, former colostomy patients provided much lower utility valuations than did current patients. In fact, their valuations were similar to those given by a community sample. Rather than accurately remembering their actual experiences with colostomies, the former patients may have applied a theory of how colostomies had influenced their lives; this is consistent with other research on theory driven recall bias.     

Thinking about the past,present, and future: Time perspective and self-esteem in adolescents,young adults,middle-aged adults,and older adults

We examined time perspective and self-esteem in adolescents, young adults, middle-aged adults, and older adults. Time perspective was measured with scales that assess relative orientations and relationships among the past, present, and future. Age effects were examined with standard analytic strategies to determine categorical differences between age groups and with new statistical techniques designed to show continuous age patterns. Findings indicated that (1) thinking about the future was greatest for adolescents and young adults and lowest for middle-aged and older adults, and thinking about the present increased across ages; (2) fewer adolescents and middle-aged participants perceived that the time periods were interrelated compared to younger and older adults; and (3) across ages, a greater emphasis towards the past compared to other time periods was associated with lower self-esteem, whereas emphasizing the present and the future jointly was associated with higher self-esteem.     

Sex differences in levels of tolerance and attribution of blame for sexual harassment on a university campus

Although the issue of sexual harassment on college campuses has been discussed in the literature for the last five years, little attention has been paid to sex differences in levels of tolerance and attribution of blame in harassment. The current survey, based on a random sample of faculty, students, and staff at a large southern university, details sex differences in definitions of harassment, in attitudes toward causes, in attitudes toward romantic relationships between faculty and students, and in attitudes toward university policy. The authors suggest that sex differences reflect differing perceptions by men and women of their own self-interests within the university, and the organizational environment. Attention is also directed to the explanatory power of attribution theory.     

Role of meaningful subgroups in explaining differences in perceived variability for in-groups and out-groups.

Five aspects of the complexity of the knowledge representation of business and engineering majors were examined to see whether these differed by group membership and whether these differences were related to differences in perceived variability. Significantly more subgroups were generated when describing the in-group than the out-group; this difference predicted the relative tendency to see the in-group as more variable, and when controlled for statistically, out-group homogeneity effects were eliminated. Familiarity, redundancy, number of attributes used to describe the group, and the deviance of the subgroups from the larger group generally showed differences for in-group and out-group but did not show consistent evidence of mediation. In a 2nd study, Ss who were asked to sort group members into meaningful subgroups perceived greater variability relative to those who did not perform the sorting task.     

Family process and child anxiety and aggression: An observational analysis

Barrett, Rapee, Dadds, and Ryan (1996) described a phenomenon whereby family discussions magnified the style of children's problem solving in a way characteristic of their particular clinical diagnosis. That is, anxious children became more avoidant, aggressive children more aggressive, and nonclinic children more prosocial, after discussing ambiguous hypothetical situations with their parents. This study examined specific sequences of communications exchanged between parents and children hypothesized to underlie this family exacerbation of child cognitive style. Family discussions were videotaped and categorized for groups of anxious, aggressive, and nonclinic children and their parents. Results revealed differences between groups of parents in frequency of agreeing with and listening to their child and the frequency of pointing out positive consequences. Conditional probability analyses showed that parents of anxious children were more likely to reciprocate avoidance, while parents of nonclinic children were more likely to agree with and listen to prosocial plans from their child. Differences in parent behaviors observed during the family discussions were reliably associated with the child's response to the ambiguous situation proposed after the family discussion. Results support a model of developmental anxiety and aggression that emphasizes the interaction of family processes and social-cognitive development in the child.This research was supported by grants from The National Health and Medical Research Council of Australia, The University of Queensland, and The Myer Foundation of Australia.     

Responsibility and evil imagination

In this Niebuhrian perspective on hostile and violent discourse the author utilizes H. R. Niebuhr's fourfold notion of responsibility and his concept of evil imagination to examine relations marred by protracted hostility toward hated other or others. The author argues that violent and hostile discourse manifests a particular form of responsibility whereby persons expressing hostility toward hated others construct, by way of negative representations, maligned histories and identities for the other and at the same time construct an idealized or glorified history and identity for themselves. These positive and negative representations and histories, then, are utilized to answer questions regarding interpretation, accountability, and solidarity. Niebuhr's concept of evil imagination is employed to hypothesize about the intransigence of this form of responsibility and to suggest reasons why elevated and maligned representations, identities, and histories are, more often than not, inextricably and tragically linked.     

On Measuring Work Ethic: A Neglected Work Commitment Facet

Work ethic has been underrepresented in work commitment studies, compared to other work commitment facets such as job involvement, career commitment, and organizational commitment. Using exploratory factor analysis on an overall sample of 543 participants, this study identified a four-dimension work ethic concept. The four dimensions found were hard work, nonleisure, independence, and asceticism. Various subsample analyses further supported this four-factor structure. Results and limitations of the study, including the potential incorporation of a shortened 12-item work ethic scale into a more general work commitment measure, are discussed.     

A defence of mencius’ ethical naturalism

I argue that Mencius puts forth a defensible form of ethical naturalism, according to which moral properties, moral motivation, and moral deliberation can be accounted for within the parameters of a naturalistic worldview. On this position, moral properties are the subjectively real properties which acts have in virtue of their corresponding to our most coherent set of shared desires. I give a naturalistic definition of ‘right’ which, I argue, is implicit in Mencius’ philosophy. I address the objection that some of the contemporary‐sounding views which I attribute to Mencius are positions which are alien to the ancient thinker, and I argue that the version of Mencius given here is not only quite faithful to Mencius but also a true metaethical theory.     

GENDER COMPARISONS OF MATHEMATICS ATTITUDES AND AFFECT

This article reports the complex results of meta-analyses of gender differences in attitudes and affect specific to mathematics. Overall, effect sizes were small and were similar in size to gender differences in mathematics performance. When differences exist, the pattern is for females to hold more negative attitudes. Gender differences in self-confidence and general mathematics attitudes are larger among high school and college students than among younger students. Effect sizes for mathematics anxiety differ depending upon the sample (highly selected or general). One exception to the general pattern is in stereotyping mathematics as a male domain, where males hold much more stereotyped attitudes ( d = -.90). While affect and attitudes toward mathematics are not the only influences on the development of gender differences in mathematics performance, they are important, and both male and female affect and attitudes should be considered in conjunction with other social and political influences as explanations.