Goal striving within agentic and communal roles: separate but functionally similar pathways to enhanced well-being

ABSTRACT Do agency and communion strivings provide functionally similar but predictively independent pathways to enhanced well‐being? We tested this idea via a year‐long study of 493 diverse community adults. Our process model, based on self‐determination and motive disposition theories, fit the data well. First, the need for achievement predicted initial autonomous motivation for agentic (work and school) role‐goals and the need for intimacy predicted felt autonomy for communal (relationship and parenting) goals. For both agentic and communal goals, autonomous motivation predicted corresponding initial expectancies that predicted later goal attainment. Finally, each type of attainment predicted improved adjustment or role‐satisfaction over the year. Besides being similar across agency and communion, the model was also similar across race and gender, except that the beneficial effects of communal goal attainment were stronger for high need for intimacy women and Blacks. Implications for agency/communion theories, motivation theories, and theories of well‐being are discussed.     

Violated Laws,Ceteris Paribus Clauses,and Capacities

It is often claimed that the bulk of the laws of physics –including such venerable laws as Universal Gravitation– are violated in many (or even all) circumstances because they havecounter-instances that result when a system is not isolated fromother systems. Various accounts of how one should interpretthese (apparently) violated laws have been provided. In thispaper, I examine two accounts of (apparently) violated laws, thatthey are merely ceteris paribus laws and that they aremanifestations of capacities. Through an examination of theprimary example that motivated these views, I show that given aproper understanding of the situation, neither view is optimalbecause the law is not even apparently violated. Along the way, Iam able to diagnose what has led to the mistaken belief: I showthat it originates from an element of the standard empiricistconception of laws. I then evaluate the suggestions of how tointerpret violated laws with respect to other examples and findthem wanting there too.     

Ceteris Paribus Post

Many have claimed that ceteris paribus (CP) laws are a quite legitimate feature of scientific theories, some even going so far as to claim that laws of all scientific theories currently on offer are merely CP. We argue here that one of the common props of such a thesis, that there are numerous examples of CP laws in physics, is false. Moreover, besides the absence of genuine examples from physics, we suggest that otherwise unproblematic claims are rendered untestable by the mere addition of the CP operator. Thus, “CP all Fs are Gs” when read as a straightforward statement of fact, cannot be the stuff of scientific theory. Rather, we suggest that when ``ceteris paribus' appears in scientific works it plays a pragmatic role of pointing to more respectable claims. This revised version was published online in July 2006 with corrections to the Cover Date.     

Psychological Needs as Basic Motives, Not Just Experiential Requirements

ABSTRACT Self-determination theory (SDT) posits 3 evolved psychological needs, for autonomy, competence, and relatedness. Considerable research has established that all 3 experiences are important for well-being. However, no SDT research has examined whether unmet needs have motivational force, an important criterion for establishing that certain experiences are indeed basic needs and motives (R. F. Baumeister & M. R. Leary, 1995). Three studies, using cross-sectional, experimental, and longitudinal methodologies, supply evidence that felt deficits in autonomy, competence, and relatedness arouse corresponding desires to acquire the missing experiences. However, a positive surfeit of felt-need satisfaction did not predict reduced desires for the corresponding needs. Implications for homeostatic, evolutionary, and humanistic perspectives upon basic psychological needs are discussed.     

Why would social networks be linked to affect and health practices?

OBJECTIVE: To examine the relation among social integration (SI), affect, and smoking and alcohol consumption. DESIGN: The authors administered social network and psychological questionnaires to 193 adults and then interviewed them on 14 consecutive evenings about their daily social interactions, affect, and smoking and alcohol consumption. MAIN OUTCOME MEASURES: The main outcome measures were positive and negative affect, smoking, and alcohol consumption. RESULTS: Between-subjects analyses found that those with more diverse social networks (high in SI) interacted with more people and smoked and drank less. SI was not, however, associated with affect. In contrast, within-subject analyses found that the more people participants interacted with during a day, the greater their positive affect, drinking, and smoking on that day. However, this occurred primarily for persons low in SI. High-SI persons reported high positive affect irrespective of the number of people with whom they interacted, and their smoking and drinking behaviors were less influenced by number of interactants. CONCLUSION: SI may alter health because it affects responsiveness to the social influences of others.     

Emotionality Differences between Artists and Scientists

Advanced art and science students were compared on measures of emotionality and subjective well-being. Consistent with traditional findings, artists were found to experience more frequent negative affectivity, more anxiety symptoms, and more global symptomology. Artists were also higher in affect intensity, were no different from scientists in life satisfaction or positive affect, and listed fewer strivings to contain or control emotional experience. Results are discussed in terms of affect-intensity and arousal regulation theory (Diener and Larsen, 1987).     

Fear of success: The influence of sex,sex-role identity,and components of masculinity

Phase I of this experiment was conducted to determine the nature of the relationship between fear of success and sex-role identity. Eighty female and 124 male subjects completed a measure of fear of success (the Sadd Fear of Success Scale, SFOS) and two sex-role scales (the Bem Sex Role Inventory, BSRI; and the Personal Attributes Questionnaire, PAQ). Subjects were subsequently classified by their responses to the BSRI and PAQ as either androgynous, masculine, feminine, or undifferentiated. The results indicated that androgynous and masculine individuals reported less fear of success than feminine or undifferentiated individuals, regardless of their sex. Subsequent analyses revealed that fear of success was more related to the absence of masculine traits than to the presence of feminine traits. Phase II of this investigation was conducted to determine whether a specific component of masculinity was related to the fear of success. The masculinity scales were factor analyzed and factor scores were regressed on the fear-of-success scores. Factor scores reflecting high self-confidence, decisiveness, analyticalness, and independence were related to low levels of fear of success; factor scores reflecting assertiveness, competitiveness, and opinionatedness were not related to the fear of success.     

Approval versus achievement motives in seventh-grade girls

Eighty seventh graders played a computer-programmed two-choice probability game in one of four conditions: with reinforcement for choosing the more probable response, with reinforcement for choosing the less probable response, with a silent experimenter, or alone. Children receiving reinforcement for the less probable response experienced a conflict between approval and achievement since choices which increased approval in this condition decreased success in the task. Across all conditions, girls chose the more probable response significantly more often than boys, indicating that girls did not sacrifice achievement for the sake of approval. Finally, girls did not reduce their efforts to achieve when working alone even though there was no opportunity for social approval, and did not express lower success expectancies than the boys even though these were measured anonymously.The authors wish to extend their appreciation to the teachers at Emerson School, Oak Park, Illinois, and to Ms. Glada O. Vaughn, principal, and Ms. Sandra Northrup Nowak, assistant principal, for their cooperation in carrying out this research.     

SOCIAL VALIDATION OF COMPONENT BEHAVIORS OF FOLLOWING INSTRUCTIONS,ACCEPTING CRITICISM,AND NEGOTIATING

This study evaluated whether behaviors often taught as part of social skills training are judged favorably by others. Community judges evaluated the performances of people in various situations requiring one of three social skills: following instructions, accepting criticism, and negotiating to resolve conflicts. These skills were displayed in videotaped scenes by actors with and without mental retardation who acted out roles that had different types of authority relationships, and when different components or clusters of behavior (nonverbal, specific verbal, or general verbal behaviors) were performed well or poorly. The highest ratings by judges were of videotaped scenes that depicted correct use of all behaviors, regardless of which skill was being examined, whether or not the actor had mental retardation, or what the relationship was between the two actors. The lowest ratings were of videotaped scenes that depicted poor performance of all behaviors, and intermediate ratings were obtained when only some of the behaviors were performed poorly. These results, as well as the verbal responses of judges to questions, indicated that the different behaviors commonly used in teaching the skills of following instructions, accepting criticism, and negotiating are relevant to judgment of social performance, and are likely to be reinforced and maintained by social contingencies.