Can you make my goals easier to achieve? Effects of partner instrumentality on goal pursuit and relationship satisfaction

Goal pursuits are strongly influenced by romantic partners, and a partner's instrumentality to goals may be particularly important for goal pursuit. This study examined the effects of partner instrumentality on goal‐related effort, goal progress, goal commitment, and relationship satisfaction over time. It also examined whether relationship satisfaction moderated the effects of partner instrumentality on goal pursuit processes. Newly dating romantic partners (N = 59 couples) reported on their goals and relationship satisfaction at two assessments 3 months apart. Multilevel models indicated that partner instrumentality predicted increases in progress over time but only for those high in relationship satisfaction. Partner instrumentality also predicted increases in one's own relationship satisfaction but was unrelated to changes in the partner's satisfaction. These findings suggest that partner instrumentality benefits increased goal progress, particularly for those with satisfying relationships, and further increases relationship satisfaction.     

Age stereotypes,flexible goal adjustment,and well-being among Chinese older adults

Previous studies have examined the independent roles of positive age stereotypes (PAS) and negative age stereotypes (NAS) in successful aging. This study aimed to examine the joint effect of PAS and NAS on the well-being of Chinese older adults, and to further examine whether this effect was moderated by flexible goal adjustment (FGA). Using a cross-sectional design, 279 Chinese older adults (age range 60?97 years) completed measures related to age stereotypes, FGA, and well-being. The results showed that PAS interacted with NAS to predict well-being. In addition, the joint effect of PAS and NAS was moderated by FGA. Specially, for older adults with low FGA, NAS weakened the positive association between PAS and well-being; whereas, for older adults with high FGA, NAS could not influence the association between PAS and well-being. Tailored interventions to modify aging perceptions and to enhance coping flexibility competence might be helpful for promoting the well-being of older adults.     

Evaluation of increasing antecedent specificity in goal statements on adherence to positive behavior‐management strategies

We evaluated the impact of antecedent specificity in goal statements on adherence to positive behavior‐management strategies. Teaching staff were recruited from 2 different school settings where there were routine expectations to use behavior‐specific praise in the classroom, but adherence was poor. In a concurrent multiple baseline design, the use of behavior‐specific praise by 4 participants was found to be unaffected by goal statements that increasingly specified the behavior to be used and the conditions under which the behavior should occur. However, adherence by 3 of the 4 participants did change when goal statements included teacher‐specified frequencies with which the behavior should occur. Results were systematically replicated in a second study in which, in a concurrent multiple baseline design, 3 participants showed marked increases in adherence when goal statements specified the target behavior, the conditions under which it should occur, and the frequency with which it should occur.     

Overcoming Instructor‐Originated Math Anxiety in Philosophy Students: A Consideration of Proven Techniques for Students Taking Formal Logic

Every university student has his or her nemesis. Biology and social science students anticipate with great apprehension their required statistics course, while many philosophy students live in fear of formal logic. Math anxiety is the common thread uniting all of them. This article argues that since formal logic is an algebra requiring similar kinds of symbol‐manipulation skills needed to succeed in a basic mathematics course, then if logic students have math anxiety, this can impede their progress. Further, it argues that math anxiety is primarily caused by and exacerbated by poor instruction. Formal logic instructors who employ effective instructional techniques for reducing it can help their students overcome math anxiety to foster learning. Methods of instruction leading to anxiety reduction and evidence supporting their efficacy are discussed, including co‐operative learning, the mastery goal approach, and self‐paced learning. None of these methods holds back more advanced students.     

Implementation intention and planning interventions in Health Psychology: Recommendations from the Synergy Expert Group for research and practice

The current article details a position statement and recommendations for future research and practice on planning and implementation intentions in health contexts endorsed by the Synergy Expert Group. The group comprised world-leading researchers in health and social psychology and behavioural medicine who convened to discuss priority issues in planning interventions in health contexts and develop a set of recommendations for future research and practice. The expert group adopted a nominal groups approach and voting system to elicit and structure priority issues in planning interventions and implementation intentions research. Forty-two priority issues identified in initial discussions were further condensed to 18 key issues, including definitions of planning and implementation intentions and 17 priority research areas. Each issue was subjected to voting for consensus among group members and formed the basis of the position statement and recommendations. Specifically, the expert group endorsed statements and recommendations in the following areas: generic definition of planning and specific definition of implementation intentions, recommendations for better testing of mechanisms, guidance on testing the effects of moderators of planning interventions, recommendations on the social aspects of planning interventions, identification of the preconditions that moderate effectiveness of planning interventions and recommendations for research on how people use plans.     

Aspiration Strain and Mental Health: The Education‐Contingent Role of Religion

This study examines whether dimensions of religious involvement (i.e., perceived divine control, private religious practices, and religious social integration) buffer associations between aspiration strain and mental health outcomes (i.e., psychological distress, loneliness, and optimism). We also test three‐way interactions to determine whether the stress‐buffering effects of religious involvement are amplified among undereducated persons. We test our hypotheses with cross‐sectional survey data from Vanderbilt University's Nashville Stress and Health Study (2011–2014), a probability sample of non‐Hispanic white and black adults from Davidson County, Tennessee (n = 1,252). Results from multivariate regression models confirmed: (1) aspiration strain was positively associated with psychological distress and loneliness, and negatively associated with optimism; and (2) religious involvement attenuated these associations, but only for respondents with less than or equal to a high school education. We discuss the implications and limitations of our findings and outline avenues for future research.     

Rethinking value elicitation for personal consequential decisions

The application of multiattribute decision analysis to personal consequential decision problems can be unhelpful particularly where the analysis fails to help the decision maker to discover new values, or where the decision maker is unable to visualize the experience that may result from choosing a particular course of action. We concur with James March that values are best discovered by the act of choosing and experimenting but acknowledge that the act of choice can lead to irreversible consequences. Both of these problems suggest that techniques which assist the decision maker to envisage the consequences of choice need to be developed and incorporated into the modelling process. We suggest some forms that these techniques might take. Copyright © 1999 John Wiley & Sons, Ltd.