Genetic, social, and general psychology monographs最新文献

In this study the authors investigated (a) how individuational and relational self-orientations, as well as self-directed and other-directed values, are related to one another, and (b) how these self- and value orientations differ across 2 cultural (i.e., 422 Turkish and 441 American university students) and 2 socioeconomic status (SES) groups (i.e., 186 lower SES and 167 upper SES Turkish high school students). Across cross-cultural and SES groups, individuational and relational self-orientations appeared to be not opposite but distinct orientations, as predicted by the Balanced Integration-Differentiation (BID) model (E. O. Imamoglu, 2003). Furthermore, both Turkish and American students with similar self-construal types, as suggested by the BID model, showed similar value orientations, pointing to both cross-cultural similarities and within-cultural diversity. Individuational and relational self-orientations showed weak to moderate associations with the respective value domains of self-directedness and other-directedness, which seemed to represent separate but somewhat positively correlated orientations. In both cross-cultural and SES groups, students tended to be high in both relational and individuational self-orientations; those trends were particularly strong among the Turkish and American women compared with men and among the upper SES Turkish adolescents compared with lower SES adolescents. Results are discussed as contesting the assumptions that regard the individuational and relational orientations as opposites and as supporting the search for invariant aspects of psychological functioning across contexts.

There is much evidence that young Japanese adults manifest relatively low body esteem-a phenomenon often explained as an outcome of modesty or limited need for self-enhancement. The author sought to identify additional determinants of this phenomenon and to explain its sources by examining the relationship between several presumed factors and level of body satisfaction rated by 263 Japanese students. The findings confirm earlier evidence of low body satisfaction among young Japanese adults and indicate that it is predicted mainly by a discrepancy between perceptions of the actual body and the ideal, self-esteem, and a predisposition to interpersonal phobia. Although some of the factors revealed are relevant to other cultures as well, the relatively wide discrepancy between self and ideal body and predisposition to interpersonal phobia may characterize young Japanese adults in particular and stem from a specific historical background. Overall, the results suggest that culture has a significant role in shaping collective body images in Japan and that a broader conceptualization of physical self-ideal discrepancy may better explain divergent levels of body satisfaction across cultures.

The purpose of the present study was to evaluate the effectiveness of the Effective Learning Program (ELP) with students who are at high risk for dropping out of high school. The intervention sought to change external control expectancies to more internal ones, improve students' skills in building relationships with peers and adults, and increase graduation rates. Thirty-eight students considered at risk for dropping out of high school received the intervention. In addition, ELP-eligible students who did not receive the ELP intervention (n = 36) and regular education students (n = 50) from the same high school were compared with the students who received the ELP. A significantly greater percentage of ELP students graduated, became more internally controlled, achieved more as shown by standardized tests, and developed greater social skills and better relationships than their ELP-eligible but nonparticipating peers. The authors suggest that researchers identify which aspects of the ELP are responsible for the improvement in retention, achievement, and personal attributes.

After a brief discussion of methods for studying the premorbid period in schizophrenia, the authors review relevant experimental literature to assess the validity of current theories. A critical review is provided that includes representative empirical investigations on premorbid functioning in schizophrenia in the domains of neuromotor, intellectual, academic, cognitive, social, emotional, and behavioral functioning. Limitations of past research, such as lack of specificity to schizophrenia populations, high incidences of false positives, questionable definitions of the premorbid period, inconsistent measures of premorbid functioning, and problems with the current method of DSM classification are discussed. Alternative approaches to studying early functioning in schizophrenia are highlighted.

In the past, researchers have focused mainly on the effects and consequences of self-awareness; however, they have neglected a more basic issue pertaining to the specific mechanisms that initiate and sustain self-perception. The author presents a model of self-awareness that proposes the existence of 3 sources of self-information. First, the social milieu includes early face-to-face interactions, self-relevant feedback, a social comparison mechanism that leads to perspective taking, and audiences. Second, contacts with objects and structures in the physical environment foster self-world differentiation in infants; this environment also contains self-focusing and reflecting stimuli, such as mirrors and video cameras. Third, the self can develop bodily awareness through proprioception and can reflect on itself using imagery and inner speech. Furthermore, self-awareness is mainly mediated by the prefrontal lobes. The author establishes various links among these different neurological, social, ecological, and cognitive elements of the model.

Emotional intelligence is the ability to monitor one's own and others' thinking and actions. In this integrative review, the author seeks to determine the causes of the weak relationship between emotional intelligence and performance by positing that certain emotional competencies, rather than emotional intelligence, are the true predictors of performance. The author theorizes that emotional competencies (including self-control, resilience, social skills, conscientiousness, reliability, integrity, and motivation) interact with organizational climate and job demands or job autonomy to influence performance, as represented in the form of 5 empirically testable propositions. Self-control and emotional resilience are considered to delay the onset of a decline in performance from excessive job demands. Social skills, conscientiousness, reliability, and integrity assist to promote trust, which in turn may build cohesiveness among the members of work groups. Motivation may fuel job involvement in environments that promise psychological safety and psychological meaningfulness. A combination of superior social skills and conscientiousness may enhance the self-sacrifice of benevolent employees to heightened levels of dependability and consideration. Finally, emotional honesty, self-confidence, and emotional resilience can promote superior performance, if positive feedback is delivered in an informative manner, and can mitigate the adverse effects of negative feedback.

The purpose of the present study was to introduce the Diagnostic Analysis of Nonverbal Accuracy for Postures (DANVA2-POS), a test that measures an individual's ability to identify emotion in human standing and sitting postures. The authors describe the construction and selection of the test items. Types of standing and sitting postures were generated from a set of dimensions gleaned from a review of relevant theoretical and empirical literature. Two men and 2 women portraying standing and sitting postures were photographed. An empirical norming procedure was used to select 32 high- and low-intensity standing and sitting postures representing happiness, sadness, anger, and fear. Three hypotheses guided the collection of construct validity evidence. Consistent with the hypotheses, data from 243 participants showed that DANVA2-POS scores increased in accuracy with age, were internally consistent and reliable over time, and were related to self-reported loneliness, fear of negative evaluation, and locus of control. The authors report construct validity evidence from 6 additional studies. Future applications of the DANVA2-POS test are described.

The focus of this study was couple emotions and expectations underlying chronic dating violence. The author categorized undergraduate partners in dating relationships into chronic violent versus nonchronic or nonviolent relationships based on Revised Conflict Tactics Scale (M. A. Straus, S. L. Hamby, S. Boney-McCoy, & D. B. Sugarman, 1996) scores. Results showed that men and women in chronic violent relationships, versus those who were not in chronic violent relationships, rated their current relationships as lower in positive affective tone and listening and understanding. Women in chronic violent relationships, versus other women, were more likely to expect their postviolent relationships to improve, to remain with their partners, and to experience lower anticipatory negative emotion about violence. Men in chronic violent relationships, versus other men, expected that their postviolent relationship would become increasingly violent and were in relationships of longer duration.

The author uses a cognitive developmental approach to investigate educational conceptions, addressing the question, How does evaluative reasoning about education change over the course of cognitive development? The author conducted independent analyses of the developmental level and conceptual content of 246 interview performances of individuals aged 5 to 86 years. The developmental level of the interview performances was assessed with a content-general scoring system, the Hierarchical Complexity Scoring System. A Rasch analysis of the results revealed 6 developmental levels and provided support for invariant sequence, developmental spurts and plateaus, and similar developmental patterns for childhood and adulthood levels. The results of the subsequent analysis of the propositional content of the same interview texts were used to produce qualitative descriptions of changes in evaluative reasoning about education across the 6 levels identified in the data. Finally, descriptions constructed in this way, although richer and less prone to reification, were shown to be conceptually analogous to the stage definitions produced by other cognitive developmental researchers. The implications of the method and findings are discussed.

In this article, the author aims to contribute to a better understanding of the association between relational and individuational self-orientations and the roles they play in the self-system. The author highlights the controversial assumptions regarding the opposite or distinct nature of the orientations' association and explores how they relate to each other and to some self- and family-related variables by a questionnaire study. On the basis of the Balanced Integration-Differentiation model (E. O. Imamoglu, 1998), relatedness and individuation were hypothesized to refer to distinct and complementary self-orientations; the former was expected to be associated more with affect-related variables (i.e., perceived parental love-acceptance, self- and family satisfaction), whereas the latter was expected to be associated more with intrinsic-motivational variables (i.e., need for cognition and negatively with perceived parental control). University students (N = 274) from Turkey participated in the study. Results indicated that (a) individuation and relatedness were not negatively correlated; (b) perceived parental love-acceptance predicted relatedness both directly and indirectly through the mediation of self- and family satisfaction, whereas perceived parental control predicted (negatively) individuation indirectly through the mediation of need for cognition, a strong predictor of individuation; and (c) being both related and individuated appeared to be associated with optimal psychological functioning, the implications of which are discussed.