Sex differences in interaction style as a product of perceived sex differences in competence.

Observed the interaction styles of 72 male and 72 female university students while they worked in 4-person, mixed-sex groups on a discussion task. In some groups, Ss were only given information about each other's names and gender. In this circumstance, males were perceived by themselves and other group members to be higher in competence than females. Males also engaged in a greater amount of active task behavior than females, who exhibited a greater amount of positive social behavior than males. In other groups, Ss' competency-based status was manipulated by providing false feedback that they were high or low relative to their group in intellectual and moral aptitude. High-status Ss were then perceived to be more competent and engaged in more active task and less positive social behavior than low status ones. In this condition, no sex differences were obtained on perceived competence or on active task or positive social behavior. Findings support the idea that the gender differences obtained in interaction when status was not specified were partially a function of Ss' belief that the sexes differ in competence. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The generalization of the effects of agreement and correctness on relative competence mediating conformity.

Presented a social communication task to 215 Canadian high school students (Grades 8-13). Results show that correctness and group agreement interacted with grade level, producing varying degrees of perceived competence relative to a simulated group. For Ss in Grades 8-10 only, the experimental manipulation of relative competence influenced conformity; Ss who were told that they were more competent than the group conformed less than those who were told that they were either less competent than or as competent as the group. Ss who perceived themselves to be more competent than the group also conformed less. Other findings are that: (a) females showed significantly higher conformity, (b) Ss in Grades 11-13 indicated more suspicion and awareness of the possibility of deception, and (c) no differences in conformity existed between suspicious and nonsuspicious Ss. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guided mastery and performance desensitization treatments for severe acrophobia.

Compared 2 models of phobia treatment: the desensitization model, which emphasizes extinction of conditioned anxiety responses by exposing people to feared stimuli at low levels of anxiety arousal, and the self-efficacy model, which emphasizes building a strong sense of mastery by helping people accomplish new tasks rapidly and assuredly. 38 height phobics (aged 22–68 yrs) were assigned randomly to 1 of 3 treatment conditions: guided mastery treatment based on self-efficacy theory, performance desensitization treatment, and no treatment. Although desensitization Ss received significantly longer exposure to threats than guided mastery Ss, guided mastery treatment proved to be significantly more effective than desensitization treatment in restoring Ss' behavioral functioning, in raising their perceptions of self-efficacy, and in reducing their anticipated anxiety and thoughts of danger. Results support the hypothesis that perceptions of self-efficacy are influential mediators of treatment effects. Perceived self-efficacy predicted therapeutic outcome more accurately than did anxiety arousal, anticipated anxiety, or perceived danger. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of motive for helping, recipient's inability to reciprocate, and sex on devaluation of the recipient's competence.

Tested the prediction that motive base will interact with reciprocation such that greater superiority in perceived competence will occur following nonreciprocation than following reciprocation of efficacy-motivated helpers. It was hypothesized that this effect would be qualified by the helper's motivation for helping, the evaluative attribute in question, and the helper's set. 60 male and 60 female undergraduates were asked to imagine that during the preceding weekend they had successfully rescued a boatload of children. For half of the Ss, the scenario emphasized efficacy-motivating helping; for the other half, it emphasized empathy-motivated helping. Ss were then put to work on the "easier" of 2 "randomly assigned" word-forming tasks, whereas their same-sex partner (a confederate) worked on the "harder" task. Once Ss reached their quota they were invited to send their excess letters to the still-struggling co-worker; all did. In return, the confederate attempted successfully or unsuccessfully to share his or her earnings. As predicted, the efficacy-motivated helpers, unlike their empathy-motivated counterparts, rated themselves as more competent than, but not more sociable than, the recipient who was unable to reciprocate. Weak support was found for the prediction that these differences in perceived competence would largely apply to male helpers. (34 ref) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Catecholamine secretion as a function of perceived coping self-efficacy.

Hypothesized that perceived coping self-efficacy mediates the effects of environmental events on catecholamine secretion. Differential levels of perceived self-efficacy were induced in 12 female phobic Ss, aged 19–40 yrs, through modeling. Their level of catecholamine secretion was then measured as they were presented with coping tasks in their high, medium, and low ranges of perceived self-efficacy. High perceived self-efficacy was accompanied by low levels of plasma epinephrine and norepinephrine during interaction with a phobic object, whereas moderate perceived self-inefficacy gave rise to substantial increases in plasma catecholamines. Both catecholamines dropped sharply when Ss declined tasks for which they judged themselves completely inefficacious. In contrast, dihydroxyphenyl-acetic acid was released maximally by mere apperception of task demands that Ss regarded as overwhelming their coping capabilities. After perceived self-efficacy was strengthened to the maximal level by S modeling, all of the tasks were performed without any differential catecholamine responses. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of the causes of obesity and responsiveness to treatment.

Tested the predictions that (1) the principal attributional effect of a group behavioral self-control treatment for obesity would be to increase Ss' belief in their ability to lose weight and (2) the degree to which Ss perceived themselves to be personally and socially victimized by their weight difficulties would limit the potential success of treatment. 27 Ss (mean age 36.75 yrs) participated under diet treatment, diet plus behavior modification, or delayed-treatment control conditions. In accord with the predictions, the monitored diet plus behavioral self-control treatment was the most effective in promoting weight reduction, and the most powerful predictor of positive weight status at both posttreatment and 4-mo follow-up was Ss' perception that they had the ability to lose weight. Ss who felt personally and socially victimized lost less weight than those who did not. It is concluded that investigating more complex cognitive and motivational effects may hold some promise in describing how therapeutic change takes place as a result of the behavioral treatment of obesity. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anti-Semitism, distraction and physical aggression.

Examined the aggressive responses of persons who varied in level of anti-Semitism and who were either distracted or not distracted from an insulter. 34 male undergraduates, chosen as Ss through a questionnaire which included the 10-item Anti-Semitism Scale and the 28-item California F Scale, participated in a paired associate learning task in which their performance was demeaned by a tape recorded series of disparaging remarks presumably given by their peer. Following this, critical Ss either relaxed under conditions where voice and movement cues from their insulter were heard, or Ss observed a film designed to distract them from their insulter. The critical Ss were then requested to teach their peer a paired associate list under conditions in which they administered shock to their partner. Results of the 3 * 2 * 3 repeated measures analysis of variance with 3 levels of anti-Semitism, 2 distraction conditions, and 3 trials indicate that distraction reduced the intensity of shock delivered to the peer. Ss tended to rate themselves as less annoyed and less anxious under distraction conditions. Ss varying in anti-Semitism did not differ in the amount of shock delivered to their partner. The situational demands may have been powerful enough to override the effects of personality differences. 2 interpretations are offered for the finding that the highly prejudiced Ss perceived the shock delivered to their peer as more painful than the less prejudiced Ss: (a) the possibility that this difference reflected the highly prejudiced Ss' lower guilt level for aggressing; and (b) the possibility that the highly prejudiced Ss used different mechanisms to reduce the discomfort engendered by harming another person than those used by their less prejudiced peers. (French summary) (25 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Compliance with a leader's suggestions as a function of perceived leader/member competence and potential reciprocity.

Examined with 80 male undergraduates the effects of perceived leader/group member competence and potential reciprocity on group member compliance with a leader's task suggestions. Ss worked in 5-person nominal groups on 2 construction tasks. A confederate was always appointed leader by a bogus random selection procedure. Perceived leader and group member competence were manipulated through bogus performance feedback following the 1st task. Ss received a written suggestion from the leader before the 2nd task that called for an assembly line procedure. Potential reciprocity was manipulated by the leader's request or refusal to see Ss' own suggestions. Compliance was measured through observer coding of Ss' performance on the 2nd task. Ss in the high leader competence/low group member competence condition compiled significantly more than did Ss in all other conditions. Internal analysis revealed that reciprocity was positively related to compliance among Ss with high-quality task suggestions and negatively related to compliance among those with low-quality suggestions. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploring minors' reluctance and dissatisfaction with psychotherapy.

Among 42 10–19 yr olds with learning and associated behavioral or emotional problems who had been referred for counseling, 79% manifested some form of reluctance or dissatisfaction, as demonstrated by refusal to participate, expressions of ambivalence, avoidance, or premature termination. The most frequent reasons for negative attitudes toward psychotherapy were perceived negative attributes of therapy, Ss' feeling that they did not need therapy, and lack of choice in the decision. Ss' mothers and therapists tended to attribute their resistance to therapy to defensiveness, rebellion, or other negative attributes of the Ss. Ss who were reluctant to enter therapy rated it as less important and were rated by their therapists as less committed than Ss who were not reluctant to begin therapy. A 1-yr follow-up of 25 Ss showed a high degree of consistency in Ss' attitudes toward and decisions regarding psychotherapy. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's judgments of their own and their peers' academic competence.

A standardized open-ended interview was used to study how 96 4–8 yr old children judged their own and their classmates' abilities. Ss were asked to explain how they knew who in their class was best and who was worst at various tasks and who was the best and who was the worst thinker. Ss also rated themselves and their classmates on how smart each was and explained their ratings. Content analyses of responses revealed that younger Ss, particularly males, were more likely than older Ss to refer to sociability in their ability judgments; they were less likely to base their judgments on social comparisons or on the difficulty level of the task. Ss at all age levels frequently explained ability judgments in terms of effort or work habits, although work habits tended to be referred to less by preschool-age Ss than by older Ss. Ss' ratings of their own ability declined with grade; ratings for peers were lower than self-ratings and did not change as a function of grade level. Self-ability ratings of Ss in kindergarten through the 3rd grade and their ratings of classmates were significantly correlated to teacher ratings of relative academic standing. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Feminine self-esteem, self-ratings of competence, and maternal career commitment.

Conducted a study with 71 college females to examine the relationship between self-esteem (as measured by Coopersmith's Self-Esteem Inventory) and self-ratings of competence on Rosenkrantz's Sex-Role Stereotype Questionnaire. Comparisons were made of Ss whose mothers differed in work history and attitudes toward careers. Higher self-esteem was predicted for Ss who rated themselves highly on competence-related traits; this hypothesis was supported. Higher self-esteem and higher self-ratings on competence were expected for Ss whose mothers worked and Ss whose mothers desired a career. Findings were that maternal preference for a career had a positive effect upon Ss' self-esteem and evaluations of their own competence; maternal employment did not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Minors' attitudes and competence toward participation in psychoeducational decisions.

27 7–23 yr olds, 33 14–25 yr olds, and 21 16–20 yr olds enrolled in a university-based day-school program for children with learning and related behavior problems were given a choice about participating in decisions about their subsequent placements. Ss were also offered instructions on how to prepare for participating in the decision process. Structured questions and ratings of observed behavior were used to measure Ss' current and subsequent interest in participation, perspective of competence to participate, interest in instruction to increase competence, expectations, actual participation, and judgments of outcome. Findings were similar to those found in a previous study by the present authors (see record 1984-16316-001). A high proportion of Ss wanted to participate, perceived themselves as competent to do so, knew what outcomes they wanted, followed through, and judged their involvement as effective. Most Ss were interested in improving skills related to such participation. Adults involved (6 teachers, 76 parents, and 4 school psychologists) rated the participation of Ss as effective. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer models: Influence on children's self-efficacy and achievement.

Investigated how the self-efficacy and achievement of 72 children (aged 8 yrs 6 mo to 10 yrs 10 mo) were influenced by their observing peer models learn a cognitive skill. Within this context, the effects of modeled mastery and coping behaviors were explored. Ss were children who had experienced difficulties learning subtraction with regrouping operations in their classes. Ss were pre- and posttested on measures of subtraction self-efficacy, skill, and persistence. Ss observed a same-sex peer demonstrate either rapid (mastery model) or gradual (coping model) acquisition of subtraction skills, observed a teacher model demonstrate subtraction operations, or did not observe a model. Ss then judged self-efficacy for learning to subtract and received subtraction training. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement than did observing the teacher model or not observing a model. Ss who observed the teacher model scored higher than no-model Ss on these measures. No significant differences due to type of peer modeled behavior (mastery/coping) were obtained on any measure. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of decisional control and work orientation on persistence in preventive health behavior.

Examined persistence in the daily use of fluoride mouthrinse in 242 7th-graders from 3 inner-city and 2 suburban schools, as a function of an induced-choice manipulation concerning self-management strategies and freedom to participate in the program. Ss were assigned to either high- or low-choice decisional control manipulations. Ss' daily, home use of fluoride was monitored over 20 wks. To ameliorate the relatively lower persistence rates found previously among suburban vs urban Ss (A. K. Lund and S. S. Kegeles; see record 1988-11515-001), all Ss were given self-management and action instructions. Suburban Ss still declined in persistence relative to urban Ss. Females who received high choice persisted at a higher rate than girls who received low choice. Boys were unaffected by the manipulation. Ss' self-reported work orientation was positively associated with persistence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self–other judgments and perceived vulnerability to victimization.

Previous studies have shown that people who have not been victimized by negative life events tend to perceive themselves as less vulnerable than others to victimization. The present 2 studies examined the conditions under which Ss' judgments of others' vulnerability would differ from judgments of their own vulnerability. In Study 1, 101 undergraduates saw vague comparison targets (either the average person or the average college student) as more vulnerable than themselves to 10 negative events. In contrast, Ss perceived a specific target (their closest friend, sibling, or same-sex parent) as equally invulnerable as themselves. In Study 2, 190 Ss who were instructed to consider a vague, abstract target (either the average college student or one of their friends) made downward comparisons, choosing a real or hypothetical other who was especially vulnerable to a particular event. Ss who were instructed to consider a specific, concrete target (their closest friend) perceived no self–other differences in risk status. It is concluded that when given the opportunity, Ss actively engage in downward comparisons, thereby seeing themselves as relatively invulnerable. Whereas vague targets facilitate downward comparisons, specific targets make such comparisons more difficult. Both cognitive and motivational mechanisms underlying such downward comparisons are discussed. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interviewer use of positive and negative self-disclosure and interviewer-subject sex pairing.

Investigated the effect of interviewer use of positive or negative self-disclosure and interviewer-S sex pairing on Ss' perceptions of the interviewer and of their own behavior. 36 male and 36 female undergraduates served as Ss; 3 male and 3 female doctoral students served as interviewers. Results indicate that (a) interviewers who disclosed negative information about themselves were perceived as significantly more empathic, warm, and credible than interviewers who disclosed positive information about themselves; (b) Ss interviewed by a negatively disclosing interviewer perceived that they procrastinated significantly less after the interview than before, while the opposite was true for subjects in the positive disclosure condition; (c) Ss in both disclosure conditions were significantly more confident of their procrastination estimates after the interview; and (d) none of the effects due to interviewer-S sex pairing reached significance. The need for further studies investigating interviewer self-disclosure as both a means of generating a facilitative atmosphere and a counseling intervention to effect perceived or behavioral client change is noted. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of self-efficacy expectations to academic achievement and persistence.

Examined the relation of self-efficacy beliefs as measured by indices constructed using procedures of N. E. Batz and G. Hackett (see record 1982-02194-001) to 42 undergraduates' persistence and success in pursuing science and engineering college majors. Ss had participated in a 10-wk career-planning course on science and engineering fields. Self-efficacy measures tested their perceived ability to fulfill the education requirements and job duties of a variety of technical and/or scientific occupations. Results show that Ss who reported high self-efficacy for educational requirements achieved higher grades and persisted longer in technical and/or scientific majors over the following year than those with low self-efficacy. Self-efficacy was moderately correlated with objective predictors of academic aptitude and achievement. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of perceived controllability and performance standards on self-regulation of complex decision making.

Tested the hypothesis that perceived controllability and stringency of performance standards would affect self-regulatory mechanisms governing performance attainments of a simulated organization. Ss who managed the simulated organization under a cognitive set that organizations are not easily controllable displayed low perceived self-efficacy, even when standards were within easy reach, and lowered their organizational goals. Ss who operated under a cognitive set that organizations are controllable maintained a strong sense of self-efficacy, set increasingly challenging goals, and exhibited effective analytic thinking. Divergent changes in these self-regulatory factors were accompanied by differences in organizational attainments. Path analyses revealed that perceived self-efficacy, which was affected by prior accomplishments, influenced subsequent organizational performance through its effects on analytic strategies. After further experience, the performance system was regulated more extensively and intricately by Ss' self-conceptions of efficacy. Perceived self-efficacy affected subsequent organizational attainments both through its influence on personal goal challenges. Personal goals, enhanced organizational attainments directly and through mediation of analytic strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)