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141.
Two experiments are described in which subjects rated as high or low in achievement motivation were exposed to uncontrollable outcomes on a cognitive task. Effects on subsequent performance on a different cognitive task were shown to depend on level of achievement motivation, on whether the uncontrollable outcomes were predictable or unpredictable, and on whether the uncontrollable outcomes were positive or negative. These findings have important theoretical implications which are discussed. 相似文献
142.
The present research studied self-awareness by utilizing experiential sampling methodology, which allows for the random sampling of individuals' thoughts and feelings as they go about their normal daily activities. Neither Study 1 nor 2 found a relation between private or public self-awareness and negative affect. However, attention to private self-aspects was generally more positive and less ruminative for low as opposed to high private self-conscious subjects, and awareness of oneself as a social object was generally more positive but less important for low as opposed to high public self-conscious subjects. What may have accounted for the negative relation between private self-consciousness and average affect was that low private self-conscious subjects were more likely to attend to their private self-aspects if they were pleasant than if they were unpleasant, while high private self-conscious subjects' degree of private self-awareness was unrelated to whether the content of this state was pleasant or not. These findings are consistent with the hypothesis that low private self-conscious individuals engage in a more selective type of self-attention when in the private self-aware state than do high private self-conscious individuals. Regarding the relation between self-awareness and social context, both studies found that the presence of others results in a heightened public self-awareness. However, even though subjects were more attentive to public self-aspects when with others than when alone, in general, they were more attentive to their “private self” than to their “public self”. Results are discussed in terms of current self-awareness theory. 相似文献
143.
P. E. Spector's (1982, Psychological Bulletin, 91, 482–497) hypothesis that under conditions of freedom of choice persons characterized by an internal locus of control will experience greater satisfaction with an undesirable task than persons characterized by an external locus of control is considered in light of distinctions between perceived control and perceived choice. Perceived choice is proposed as an intervening variable implicit in Spector's argument. This reasoning was tested with 46 male and female college student participants in a 2 (Choice) × 2 (Locus of Control) factorial design experiment. An interaction of Choice × Locus of Control on task satisfaction was obtained such that internals tended to be more satisfied when given a choice while externals experienced greater satisfaction when not given a choice. The implications of this result for Spector' hypothesis and for the manner in which undesirable work is assigned are discussed. 相似文献
144.
Research investigating social values in interdependency situations has generally demonstrated age differences across the 5- to 10-year-old age range. However, the precise nature of these differences is unclear. Further, the differences in the social values of adults and children has not been addressed. The present study examined the social values of undergraduates and children using a measurement technique designed to allow an accurate inference of social values. Ninety-one 6- to 10-year-old children and 100 undergraduates rated the desirability of a set of outcomes which systematically varied with regard to the benefits to themselves and another person. Theoretically specified characteristics of the outcomes were then used to generate a regression equation predicting the desirability ratings separately for each individual. These regression equations were then clustered into groups of individuals who used decision rules characteristic of the major social values. The results indicate that the 8- to 10-year-old children, compared to the 6- to 7-year olds, more often expressed a social value involving equality and tended to less often express a social value involving superiority. Comparison of the social values expressed by the children and adults indicated that the adults more often expressed group-enhancement and individualism social values and less often expressed a social value involving superiority. 相似文献
145.
Jean A. Hamilton Richard J. Haier Monte S. Buchsbaum 《Personality and individual differences》1984,5(2):183-193
This paper reports the validation of brief, self-report measures of intrinsic enjoyment and boredom coping. Intrinsic enjoyment is characterized by intense involvement, interest and absorbed concentration; boredom coping is designed to reflect the disposition to restructure one's perceptions and participation in potentially boring activities so as to decrease boredom. Both traits are hypothesized to reflect the capacity for good attentional control across a variety of situations. Reliability was established by test-retest correlation and by an inter-item consistency measurement. Construct validity was established by comparison with previously-validated personality tests, real-life measures (such as Random Activities Experiential Sampling, which involves repeated self-report measures in daily life), as well as with laboratory measures of attention (including the averaged visual evoked potential (EP) and the Continuous Performance Test). Intrinsic enjoyment is significantly correlated with an independent measure of intrinsic involvement (low wish to be elsewhere in one's daily life), the affective experience of potency, self-reports of concentrating well with ease, high ego development, an internal locus of control, lack of boredom susceptibility and certain EP indices of attentional change and ‘cortical’ augmenting. Boredom coping is associated with a higher percent of time actually spent alone, high continuous performance task measures of attentional capacity, and low MMPI and Research Diagnostic Criteria indices of psychopathology. 相似文献
146.
Joseph A. Getz 《Journal of applied developmental psychology》1984,5(4):293-304
Two procedures for assessing the social problem-solving strategies of young children were compared: a traditional measure using pictorial stimuli and an alternative measure in which problems were presented using three-dimensional props. Subjects were 48 preschool children ages 3, 4 and 5. Using a counterbalanced, repeated measures design, the two tasks were presented to the children on consecutive days. Children also received the PPVT, and teacher ratings of behavioral adjustment were completed. Children gave more responses and suggested a greater variety of problem-solving strategies when tested with props than when tested with pictures. Response differences to the two testing procedures were greatest for children who were rated by their teachers as impulsive. Results are discussed in terms of the representational competence of the preschool child. Implications of the findings for intervention strategies also are discussed. 相似文献
147.
Mothers of eight Israeli preterm infants were exposed to a standardized but individualized intervention during their stay in the hospital and before their infants were discharged. Mothers and infants in the intervention group were compared to eight control subjects using various outcome measures. While the intervention did not affect maternal personal attitudes and feelings, it positively affected the mother-infant interactions and mothers' perceptions of their infants. The importance of individualized interventions with parents of preterm infants is discussed. 相似文献
148.
William Damon 《Journal of applied developmental psychology》1984,5(4):331-343
The purpose of this paper is to provide a rationale for making broader educational use of peer learning principles as explicated in developmental theory and research. The paper argues that peer learning brings with it unique motivational and cognitive benefits for participating peers. Research has shown that peer learning can bolster children's self-esteem, awaken their interest in challenging tasks, enhance scholarly achievement, and foster prosocial behavior. In particular, it is an effective means of enabling children to grasp basic concepts that underlie school curricula.Two different forms of peer learning, “peer tutoring” and “peer collaboration,” are distinguished. Each has its potential use: peer tutoring for transmitting information and drilling special skills; peer collaboration for facilitating intellectual discovery and the acquisition of basic knowledge.Some general guidelines for the integration of peer tutoring and peer collaboration in the classroom are offered. It is recognized that specific curriculum plans implementing these guidelines must be formulated with a view to the overall cultural context of the school system. Such plans must be molded in context to suit the needs of each particular site. It is concluded, however, that the general principles of peer education set forth in this position paper would enhance all varieties of schooling. As explicated in this article, peer education complements rather than supplants adult teaching, freeing up teachers' time and attention and enabling them to focus more directly and effectively on individual children's learning needs. 相似文献
149.
Deborah Phillips 《Journal of applied developmental psychology》1984,5(2):91-113
An agenda for day care research that is tailored to current policy concerns is presented. Familiar developmental issues related to the quality of day care are recast within a policy perspective. Largely unexamined issues pertaining to the costs and supply of day care, the preventative role of day care services, economic and employment-related effects, links between day care and other settings that comprise children's environments, and alternative approaches to day care such as employer-sponsored care, are also identified. It is argued that these issues extend current conceptualizations of interdisciplinary and ecological research. By way of introduction, an overview of recent sociodemographic trends and changes in federal day care policy is provided. A discussion of emerging policy issues that could profit from input by child development research then serves as background to detailed suggestions for research that can advance the dual goals of informing day care policy-makers and contributing to developmental theory. 相似文献
150.
Rhonda P. Ross Toni Campbell John C. Wright Aletha C. Huston Mabel L. Rice Peter Turk 《Journal of applied developmental psychology》1984,5(3):185-202
Two studies tested the effects of TV ads with celebrity endorsement on the product preference and understanding of 8- to 14-year-old boys. Study 1 compared two ads for a model racer. One had celebrity endorsement (by a famous race driver) and footage of real automobile racing featuring the celebrity (live action); the second had neither feature. Study 2 employed one ad for a different brand of model racer edited to generate a 2 (endorser presence) by 2 (inclusion of live racetrack action) factorial design. A total of 415 boys were exposed to one of the experimental ads or a control ad, embedded in a new animated children's adventure program. Preference for the advertised brand of model racer (pre- and postviewing) and a number of cognitive variables were assessed. Exposure to endorsement led to increased preference for the toy and belief that the celebrity was expert about the toy. Live action led to exaggerated estimates of the physical properties of the toy and the belief that the ad was not staged. The 8- to 10-year-olds associated the glamour of the endorser with the toy and were more reliant on his advice than were 11- to 14-year-olds. However, the two age groups were not differentially affected by the ads. Contrary to the speculation of many researchers, understanding about advertising intent and techniques and cynicism about ads had almost no influence on product preference after viewing. 相似文献