Culture and cause: American and Chinese attributions for social and physical events.

Argue that attribution patterns reflect implicit theories acquired from induction and socialization and hence differentially distributed across human cultures. In particular, the authors tested the hypothesis that dispositionalism in attribution for behavior reflects a theory of social behavior more widespread in individualist than collectivist cultures. Study 1 demonstrated that causal perceptions of social events but not physical events differed between American and Chinese students. Study 2 found English-language newspapers were more dispositional and Chinese-language newspapers were more situational in explanations of the same crimes. Study 3 found that Chinese survey respondents differed in weightings of personal dispositions and situational factors as causes of recent murders and in counterfactual judgments about how murders might have been averted by changed situations. Implications for issues in cognitive, social, and organizational psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Information seeking and achievement motivation in middle childhood and adolescence: The role of conceptions of ability.

Two studies confirmed that maladaptive responses to failure in ego-involving settings depend on acquisition of the differentiated concept of ability (DCA) in early adolescence (J. G. Nicholls, 1984). Information seeking, performance, and interest in task versus ego-involving conditions were examined among 190 pupils in Grades 4 and 8 and 139 pupils in Grades 5–6 who had or had not acquired the DCA. Age and conception of ability had similar effects. Pupils who had acquired the DCA responded to the task condition with strivings to learn and requests for information relevant to acquiring mastery and to the ego condition with strivings to outperform others and requests for normative feedback. Failure undermined information seeking, performance, and interest in the ego condition only after acquisition of the DCA. Surprisingly, pupils who had not acquired the DCA responded to both conditions with strivings to assess normative success but displayed neither the costs of ego involvement nor the benefits of task involvement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of maternal alcoholism on separation of children from their mothers: findings from a sample of incarcerated women

Research on achievement goal orientation in sport has relied primarily on traditional statistical methodology to examine group mean differences. Unfortunately, examination of the measurement model is generally ignored prior to means testing. This study reports an application of structural equation modeling (SEM) in testing measurement invariance and latent mean structure of the Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda & Nicholls, 1989) using male and female college students. A confirmatory factor analysis for testing invariance revealed invariant measurement properties and factor structures across gender, indicating that task and ego orientation are similarly conceptualized by male and female students. Subsequent testing of latent mean structures, however, showed significant gender differences with respect to ego orientation, but no difference in task orientation. The SEM procedures used in the present study demonstrate additional construct validity and internal consistency reliability for the TEOSQ and, by confirming its factor structure, provide a sound psychometric basis for its continued use in substantive studies focusing on the comparison of achievement goal orientation across gender.     

Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.

Achievement behavior is defined as behavior directed at developing or demonstrating high rather than low ability. Ability can be conceived either with reference to the individual's own past performance or knowledge, a context in which gains in mastery indicate competence, or as capacity relative to that of others, a context in which a gain in mastery alone does not indicate high ability. To demonstrate high capacity, one must achieve more with equal effort or use less effort than do others for an equal performance. The conditions under which these different conceptions of ability function as individuals' goals and the nature of subjective experience in each case are specified. Different predictions of task choice and performance are derived and tested for each case using data from previously published studies. The effects of task and ego involvement, task choice, and self-perceptions are discussed. (125 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relations of emotionality and regulation to dispositional and situational empathy-related responding.

Examined the prediction of adults' situational and dispositional empathy-related responses from measures of emotionality (emotional intensity and positive and negative affect) and regulation. A multimethod approach including self-reported, facial, and heart rate (HR) responses was used to assess situational vicarious emotional responding; Ss' (and sometimes friends') reports were used to assess the dispositional characteristics. In general, dispositional sympathy, personal distress, and perspective taking exhibited different, conceptually logical patterns of association with indexes of emotionality and regulation. The relations of situational measures of vicarious emotional responding to dispositional emotionality and regulation varied somewhat by type of measure and gender. Findings for facial and HR (for men) measures were primarily for the more evocative empathy-inducing stimulus. In general, the findings provided support for the role of individual differences in emotionality and regulation in empathy-related responding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of task and ego achievement goals on help-seeking behaviors and attitudes.

We proposed that help-seeking perceptions and behaviors will be more adaptive under salient task goals relative to ego achievement goals. A total of 159 2nd- and 6th-grade Israeli children could request help as they worked on difficult puzzles in either a task or an ego goal condition. As predicted, children were more likely to request help and to explain help avoidance as guided by strivings for independent mastery in the task-focus condition. In contrast, more children in the ego-focus condition explained help avoidance in terms of masking incapacity. Skill level moderated help seeking only in the ego-focus condition, wherein requests for help were more frequent at intermediate than at both high and low skill levels. The results clarify the role of motivational factors in promoting or undermining academic help seeking and can help resolve theoretical controversy and inconsistent empirical findings concerning the relation between competence and help seeking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Within-grade changes in Korean girls' motivation and perceptions of the learning environment across domains and achievement levels.

This study tested whether students' motivation and perceptions of the learning environment changed significantly within the school year. Korean high school girls' (N = 375) perceptions of the performance goal structures in the environment increased significantly throughout the school year. The girls' personal achievement goals and task value demonstrated few significant within-grade changes, but their self-efficacy fluctuated significantly around examinations. Motivational beliefs were more stable than were perceptions of the environment. Nevertheless, the modified perceptions of the learning environment explained changes in motivation, justifying continued efforts to create a motivationally adaptive environment. Construct relations were consistent across different academic contexts. There was no evidence that low-achieving girls responded more negatively to the classroom performance goals than did their better-achieving peers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When flattery gets you nowhere: Discounting positive feedback as a relationship maintenance strategy.

Intimates can rely on a number of strategies to protect their relationships from potential threats. In the present article, the authors investigate a new strategy: to discount flattering comments received from an attractive alternative to a dating partner by making a situational attribution. However, the authors did not expect everyone to adopt this strategy, as not everyone is likely sufficiently motivated to override both the tendencies to make dispositional attributions and to accept positive feedback from others. Dating and single participants were informed that an attractive alternative's positive impression of them had been made freely or under constraint. As expected, dating participants in the constraint condition were less likely than were those in the no-constraint condition to believe that the alternative's impression of them was genuine. In contrast, single participants believed that the confederate's impression of them was genuine, irrespective of their experimental condition. Self-esteem further moderated this effect. As hypothesised, only dating participants with low self-esteem were sufficiently motivated to recognise the situational constraint and discount the positive feedback. High self-esteem daters who were less inclined to discount the positive feedback instead protected their relationships by devaluing the alternative's attractiveness compared to singles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.

In a sample of 296 8th-grade middle school students, the authors examined the role of personal achievement goals and feelings of school belonging in mediating the relation between perceptions of the school psychological environment and school-related beliefs, affect, and achievement. Sequential regression analyses indicated that perceiving a task goal structure in middle school was positively related to academic self-efficacy and that this relation was mediated through personal task goals. Perceiving an ability goal structure was related to academic self-consciousness and this relation was mediated through personal relative ability goals. Perceiving positive teacher-student relationships predicted positive school-related affect and this relation was mediated through feelings of school belonging. Feelings of academic efficacy and school belonging in turn were positively related to final-semester academic grades. Results are discussed in relation to current middle school reform efforts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An integrated model of feedback-seeking behavior: Disposition, context, and cognition.

This study replicates, integrates, and extends prior research on the dispositional, contextual, and cognitive antecedents of feedback-seeking behavior. Regression analysis was used to analyze data collected from a sample of salespeople (N?=?310) from 2 Fortune 500 companies. The study hypotheses were supported with the following results. First, the individual disposition of learning goal orientation and the contextual factors of leader consideration and leader initiation of structure influenced cognitions about the perceived cost and value of feedback seeking. Second, the strength of the relationship of learning goal orientation with the cost and value perceptions was moderated by the leadership style of the supervisor. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing interest and performance with a utility value intervention.

We tested whether a utility value intervention (via manipulated relevance) influenced interest and performance on a task and whether this intervention had different effects depending on an individual's performance expectations or prior performance. Interest was defined as triggered situational interest (i.e., affective and emotional task reactions) and maintained situational interest (i.e., inclination to engage in the task in the future). In 2 randomized experiments, 1 conducted in the laboratory and the other in a college classroom, utility value was manipulated through a writing task in which participants were asked to explain how the material they were learning (math or psychology) was relevant to their lives (or not). The intervention increased perceptions of utility value and interest, especially for students who were low in expected (laboratory) or actual (classroom) performance. Mediation analyses revealed that perceptions of utility value explained the effects of the intervention on interest and predicted performance. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structured and nonstructured human relations training.

Investigated participant perceptions following structured and nonstructured human relations training. The design included 3 structured and 3 nonstructured groups and 3 leader teams with each team conducting 1 group under each of the 2 formats. 21 male and 21 female graduate students were Ss. The Group Opinion Questionnaire was administered to participants at the 12th (final) session. Participants in structured groups reported greater ego involvement in their groups, more self-perceived personality change since joining the group, and greater group unity than did participants in nonstructured groups. Evidence suggests that greater leader experience is associated with more favorable participant perceptions. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal helplessness and action control: Analysis of achievement-related cognitions, self-assessments, and performance.

Investigated cognitive concomitants of performance changes in an achievement-related context, using 32 undergraduates. Ss' verbalizations of action-oriented and state-oriented cognitions were monitored while they experienced success and failure. An analysis was made of the influence of dispositional action control and perceptions of emotional states and personal control. Results reveal that dispositional action control was an excellent predictor of performance changes that followed failure inductions: Only a state-oriented group displayed performance decrements, whereas an action-oriented group continued to perform well, using effective problem-solving strategies and self-motivating instructions. Whereas action-oriented Ss responded to persistent failure with continuing solution-oriented thinking and developed even more efficient strategies, state-oriented Ss increased emotional and self-evaluative statements, related failure to loss of ability, and used inadequate solution strategies. The 2 groups differed with regard to perceptions of personal control and competence. Results suggest that the debilitating or facilitating influence of failure inductions on performance is mediated by 2 different processing styles of action vs state orientation. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conceptions of ability and related affects in task involvement and ego involvement.

Conducted 5 studies to determine if 207 high school and college students would employ different conceptions of ability in different achievement situations. Each experiment involved a 2 (task vs ego involvement) by 2 (low vs high effort) design. In self-referenced (task-involving) situations, Ss employed a less differentiated conception of ability: Judgments of greater competence and more positive affects were associated with higher effort when performance was controlled. In interpersonally competitive (ego-involving) testing situations, Ss employed a more differentiated conception of ability. Given a fixed level of performance, Ss judged their ability lower when they worked harder than others and higher when they worked less than others. They also expected to feel more guilty when they did not try hard, but more embarrassed when they did. It is concluded that effort is a double-edged sword in ego-involving conditions, but not in task-involving conditions. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of tennis training on lipid metabolism and lipoproteins in recreational players

OBJECTIVE: Metabolic and ergogenic effects of carbohydrate and caffeine concentrations, common in commercial available beverages, were investigated in 16 tournament players (8 males and 8 females) during a 4 hrs interrupted tennis match (30 min rest after 150 min). METHODS: On three double-blind occasions players ingested a placebo (PLA), carbohydrate (CHO) or caffeine drink (CAF) at court changeover and during the resting period. In men (women) total intake consisted of 2.8 l (2.0 l) fluid, supplemented with 243 g (182 g) carbohydrates (CHO) or with 364 mg (260 mg) caffeine (CAF), respectively. Postexercise all players performed a ball-machine test (BMT) and a tennis-sprint test (TST). RESULTS: During match play blood glucose (GLU) was higher in CHO and did not differ between CAF and PLA. Immediately after the resting period GLU temporary declined in CHO and PLA, while no significant changes occurred in CAF. Increases of serum FFA and glycerol as well as the decrease of insulin were similar during the PLA and CAF trials and less pronounced in CHO. Postexercise urine concentrations of epinephrine and caffeine were significantly higher in CAF. Perception ratings and hitting accuracy (BMT) were not affected by treatment. CHO resulted in higher blood lactate levels during match play and a better post-exercise sprint performance (TST). Under CAF women won significantly more games than during both other treatments. CONCLUSIONS: CHO enhances tennis-specific running-speed but has no ergogenic effect on tennis performance under the conditions of our study. CAF improves glucose homeostasis at the beginning of work load after rest and may increase tennis success in women.     

The use of unproven methods of treatment by cancer patients. Frequency, expectations and cost

Recent research into motivation and achievement behaviour in sport has focused on achievement goal theory. This theory states that two goal orientations manifest themselves in achievement contexts and impact on the motivation process. These two goals have been defined as 'task' and 'ego' goal orientations. This paper traces the development of the Perception of Success Questionnaire as a measure of achievement goals developed specifically for the sport context. The early development of the questionnaire is documented, in which the scale was shortened from the initial 29 to the current 12 question format. We demonstrate that task and ego goals are orthogonal, internal reliabilities for the orientations are high, with strong construct and concurrent validity. We conclude by reporting results from two recent confirmatory factor analyses that were conducted on the Children's and Adult versions of the questionnaire; these results show the Perception of Success Questionnaire to be a reliable and valid instrument to measure achievement goal orientations in sport.     

Two conceptions of maturity examined in the findings of a longitudinal study.

The third vector score (competence) of the revised California Psychological Inventory (CPI) and ego level as assessed by the Loevinger Sentence Completion Test (SCT) are measures of alternative ways of conceptualizing maturity: as the ability of the individual to function effectively in society or as the degree of intrapsychic differentiation and autonomy. A longitudinal study of women (for the CPI, N?=?107; for the SCT, N?=?90) provides these two measures of maturity at age 43. Competence and ego level were correlated with antecedent and concurrent measures selected from inventories and life history material concerning work, marriage, relations with parents, and so forth, to assess aspects of maturity adapted from Allport: self-extension in significant endeavors, reality orientation in perception of self and others and in the conduct of one's activities, capacity for intimacy, emotional security, and individuality of personal integration. Results from the age-21 data indicate that competence and ego level are enduring trait complexes. Despite considerable overlap, they differ conspicuously in the greater emphasis of competence on emotional security and of ego level on individuality of personal integration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assimilative behavior identification can also be resource dependent: The unimodel perspective on personal-attribution phases.

Three studies examine the role of situational constraint information on behavior identification. It was found that where the behavior-identification tasks is relatively easy assimilation of the behavior-identification task to situational constraints is independent of cognitive load. However, where the behavior-identification task is relatively difficult, assimilation is undermined by load. Given that the discounting of situational constraint information, too, can be independent of load where the dispositional-inference task is easy, and is load-dependent when the task is difficult, it appears that both assimilation and discounting behave identically in regard to load. This conclusion is consistent with the judgmental unimodal where behavior identification and dispositional inference differ in the contents of the judgmental questions they address while sharing the underlying process where by these questions are answered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of context on spontaneous trait and situational attributions.

The role of background information in the generation of spontaneous inferences regarding a target's behavior was examined. Ss received background information designed to facilitate dispositional inferences, information to facilitate situational inferences, or no background information. All Ss memorized a series of digit lists. After each list, a short paragraph of background information and a single sentence were presented. Cognitive capacity for processing the paragraphs and sentences was manipulated by presenting either difficult or easy digit lists. Cued recall revealed that dispositional background information facilitated trait inferences but did not affect situational inferences. Similarly, situational information facilitated situational inferences about the actor's behavior but had no impact on trait inferences. The ability of dispositional information to facilitate trait-cued recall was not influenced by Ss' cognitive capacity, whereas situational information boosted situational-cued recall only when Ss enjoyed ample capacity. The relevance of this evidence to the 3-stage model of person perception proposed by D. T. Gilbert, B. W. Pelham, and D. S. Krull (see record 1988-26492-001) is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)