Current Search: Motivation Psychology (x)
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- Title
- IMPROVING SUPERVISORY PERFORMANCE THROUGH FEEDBACK FROM SUBORDINATES (SURVEY, MANAGEMENT DEVELOPMENT, EMPLOYEE).
- Creator
- BREAK, E. MICHAEL, Florida Atlantic University, Buckner, Leroy M., Harrow, Thomas L.
- Abstract/Description
-
The purpose of this study was to investigate the effects of subordinate feedback on supervisory performance. Specifically, the study was designed to answer three questions: (1) Would supervisors improve their performance if they were provided with feedback from subordinates? (2) Would supervisors improve their performance if they were provided with self-study materials to develop supervisory skills in addition to survey feedback from subordinates? (3) Would supervisors improve their...
Show moreThe purpose of this study was to investigate the effects of subordinate feedback on supervisory performance. Specifically, the study was designed to answer three questions: (1) Would supervisors improve their performance if they were provided with feedback from subordinates? (2) Would supervisors improve their performance if they were provided with self-study materials to develop supervisory skills in addition to survey feedback from subordinates? (3) Would supervisors improve their performance if they were provided with self-study materials only and not survey feedback from subordinates? In order to answer these questions a study was conducted at Valencia Community College in Orlando, Florida, during the 1984-85 academic year. Forty-five career service supervisors at the college were the subjects of the study. These individuals were the immediate supervisors of employees who were engaged in technical, clerical, skilled craft, or service/maintenance work. A pretest-posttest experimental control group design was used in the study. The 45 supervisors were divided into four groups. Supervisors assigned to experimental group E1 received survey feedback from subordinates and self-study materials to develop supervisory skills. Supervisors in experimental group E2 received only survey feedback. Supervisors in experimental group E3 received only the self-study materials. Supervisors in control group C received neither feedback nor the self-study materials. The Survey of Management Practices was used by employees to rate supervisory performance on both the pretest and the posttest. Posttest surveys were completed by subordinates approximately 16 weeks after treatment began. Analysis of covariance was used to adjust posttest scores for pretest differences between the groups and to analyze the significance of the results. No significant differences were found between the four groups. The major implications of the study are that subordinate feedback, or a combination of self-study materials and subordinate feedback, are not sufficient to improve supervisory performance and that most supervisors do not expend the necessary effort to improve performance without positive pressure being applied. Based upon the data from the study and previous research cited, the researcher believes that three elements are needed to change supervisory behavior: (1) feedback from subordinates, (2) training, and (3) positive pressure.
Show less - Date Issued
- 1986
- PURL
- http://purl.flvc.org/fcla/dt/11874
- Subject Headings
- Supervisors, Feedback (Psychology), Motivation (Psychology)
- Format
- Document (PDF)
- Title
- Mental calibration and the enjoyment of action.
- Creator
- Rudich, Eric A., Florida Atlantic University, Vallacher, Robin R.
- Abstract/Description
-
Two studies tested the optimality hypothesis of action identification theory (Vallacher & Wegner, 1985). This model predicts that personally difficult activities are enjoyed when they are identified in relatively low-level, "how-to" terms, whereas personally easy activities are enjoyed when they are identified in higher level, comprehensive terms. In Study 1, participants (N = 172) attempted to solve either high- or low-difficulty anagrams under various identities for their behavior. In Study...
Show moreTwo studies tested the optimality hypothesis of action identification theory (Vallacher & Wegner, 1985). This model predicts that personally difficult activities are enjoyed when they are identified in relatively low-level, "how-to" terms, whereas personally easy activities are enjoyed when they are identified in higher level, comprehensive terms. In Study 1, participants (N = 172) attempted to solve either high- or low-difficulty anagrams under various identities for their behavior. In Study 2, expert and novice artists (N = 55) drew a picture under either a high or low identity for the act of drawing. In both studies, results provided support for action identification theory's model of task enjoyment.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/15222
- Subject Headings
- Motivation (Psychology), Cognition, Action theory
- Format
- Document (PDF)
- Title
- What do people think they're doing? Action identification and human behavior.
- Creator
- Vallacher, Robin R., Wegner, Daniel M.
- Date Issued
- 1987
- PURL
- http://purl.flvc.org/fcla/dt/2796518
- Subject Headings
- Social interaction., Social psychology., Motivation (Psychology).
- Format
- Document (PDF)
- Title
- To belong or to self-enhance? Motivational bases for choosing interaction partners.
- Creator
- Rudich, Eric A., Vallacher, Robin R.
- Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/2796512
- Subject Headings
- Self-esteem., Motivation (Psychology)., Social interaction., Social psychology.
- Format
- Document (PDF)
- Title
- That's easy for you to say: Action identification and speech fluency.
- Creator
- Vallacher, Robin R., Wegner, Daniel M., Somoza, Maria P.
- Date Issued
- 1989
- PURL
- http://purl.flvc.org/fcla/dt/2796529
- Subject Headings
- Social psychology., Intentionalism., Motivation (Psychology)., Psycholinguistics., Speech --Research.
- Format
- Document (PDF)
- Title
- Achievement orientation: Origins, influences, and outcomes.
- Creator
- Chambers, Wendy Colleen., Florida Atlantic University, Laursen, Brett
- Abstract/Description
-
Adolescent orientation toward achievement is hypothesized to be composed of motivation, school achievement, and family values. Previous studies suggest that ability and effort, internal and external orientations, and the intellectual and cultural environment of the family were found to affect adolescent orientation toward achievement. A study was conducted to further explore these proposed components of achievement and reveal the origins, influences, and outcomes of achievement orientation....
Show moreAdolescent orientation toward achievement is hypothesized to be composed of motivation, school achievement, and family values. Previous studies suggest that ability and effort, internal and external orientations, and the intellectual and cultural environment of the family were found to affect adolescent orientation toward achievement. A study was conducted to further explore these proposed components of achievement and reveal the origins, influences, and outcomes of achievement orientation. African-American, Anglo-American, and Hispanic-American sixth grade students were administered multiple questionnaires that addressed different aspects of achievement orientation. After focus groups identified any biased and confusing items, factor analyses were conducted on the instruments. Both the original and revised subscales were correlated with academic achievement outcome variables (i.e., cumulative grade point average, SAT math scores, SAT reading scores, socioeconomic status). Using GPA as the primary outcome variable, Hotelling T-tests between the original and revised subscales revealed that overall the revised subscales were more strongly related to GPA across subsamples than the originals. Furthermore, linear regression analysis demonstrated that intrinsically-oriented subscales and subscales related to boredom significantly contributed to the prediction of GPA for Anglo-Americans and African-Americans, but only a subscale related to unknown control over achievement contributed to the prediction of GPA for Hispanic-Americans. However, post-hoc analyses revealed intrinsically-oriented items as having the strongest relationship with GPA across subsamples. The results both supported and expanded upon the literature relating to achievement orientation.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/15527
- Subject Headings
- Achievement motivation in adolescence, Adolescent psychology, Educational psychology--Adolescence
- Format
- Document (PDF)
- Title
- The role of affect in achievement motivation: Peer versus self perceptions.
- Creator
- Krawczyk, Janet M., Florida Atlantic University, Perry, Louise C., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The role of affect in children's (Grades 3-8) achievement motivation was assessed using peer-, teacher-, and self-report measures of perceived academic ability, affect, and conduct. Relationships between the measures and three types of achievement test scores were studied by correlational analyses as were associations with grade point average in the 6th-8th grade sample. The hypothesis that peer- and teacher reports of children's ability, affect, and conformity are related to children's...
Show moreThe role of affect in children's (Grades 3-8) achievement motivation was assessed using peer-, teacher-, and self-report measures of perceived academic ability, affect, and conduct. Relationships between the measures and three types of achievement test scores were studied by correlational analyses as were associations with grade point average in the 6th-8th grade sample. The hypothesis that peer- and teacher reports of children's ability, affect, and conformity are related to children's achievement was supported and indicated that others' perceptions may be more significant than self-reports in this respect. The independent contribution of children's affect to achievement motivation was demonstrated for older children for the grade point measure. Pervasive gender differences were observed, and implications for future research on self-presentation factors were discussed.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/15035
- Subject Headings
- Achievement motivation in children, Failure (Psychology) in children, Motivation (Psychology) in children
- Format
- Document (PDF)
- Title
- Identifying meaningful types in daily life.
- Creator
- Thompson, Brittany M., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Despite long-held recognition of the importance of situations in psychological understanding and analysis, current research is lacking in discernment of structurally important elements of situations as they relate to behavior (Funder et al., 2012). Using the Riverside Situational Q-sort (RSQ: Wagerman & Funder, 2009), an 89-item measure used to assess the psychological properties of situations, the major aim of this study was to identify a reliable set of categories or types of situations...
Show moreDespite long-held recognition of the importance of situations in psychological understanding and analysis, current research is lacking in discernment of structurally important elements of situations as they relate to behavior (Funder et al., 2012). Using the Riverside Situational Q-sort (RSQ: Wagerman & Funder, 2009), an 89-item measure used to assess the psychological properties of situations, the major aim of this study was to identify a reliable set of categories or types of situations that people experience every day. Data was collected online from a U.S. sample (N = 186). Participants were asked to recall details about a situation he or she experienced during the previous day (i.e. "What were you doing yesterday at this time?"). Participants were then asked to rate that situation using the RSQ. Inverse factor analyses revealed the following everyday situation types: 1) Social Closeness, 2) Obligatory, 3) Cognitive, 4) Enjoyable/Aesthetic, and 5) Anxiety Inducing.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3361252
- Subject Headings
- Conduct of life, Stress (Psychology), Social psychology, Interbehavioral psychology, Motivation (Psychology)
- Format
- Document (PDF)
- Title
- Factors related to the experience of situations: Time of day, gender, and employment status.
- Creator
- Brown, Nicolas A, Sherman, Ryne A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Throughout the course of a day, individuals experience a number of different situations that affect how they think, feel, and behave. However, until recently, there was little research aimed at describing what factors may be related to the psychological properties of situations in individuals' everyday lives. Recent theoretical (e.g., the Situational Eight DIAMONDS) and methodological (e.g., experience sampling, Day Reconstruction Method) advances make the present research tractable. Based on...
Show moreThroughout the course of a day, individuals experience a number of different situations that affect how they think, feel, and behave. However, until recently, there was little research aimed at describing what factors may be related to the psychological properties of situations in individuals' everyday lives. Recent theoretical (e.g., the Situational Eight DIAMONDS) and methodological (e.g., experience sampling, Day Reconstruction Method) advances make the present research tractable. Based on the extant literature, three studies, employing different methodologies, were designed to explore whether three specific factors are related to the experience of situations: time of day, gender, and employment status. Study 1 employs data from 835 participants recruited on Amazon's Mechanical Turk (AMT). Participants reported a recent situation (single time-point method) and completed a 290-item measure of situations, the Comprehensive Situations Item Pool (CSIP). The results demonstrated consistent daily patterns in the experience of situations. For example, the situational characteristic Duty tends to increase throughout the day, peak at noon, decreasing thereafter. Study 2 uses an experience sampling method to further investigate the daily and weekly temporal patterns in the situational characteristics from a within-person perspective. University participants (N = 210) were contacted via smartphone and rated their situation up to 8 times per day for 7 days. The results showed that there are some similarities and differences in the temporal pattern of situations at the within-person level. Duty, for instance, exhibits a different pattern depending on the day of the week (e.g., negative and linear on weekends, but quadratic on weekdays). Overall, Study 2 demonstrates that there are clear within- and between-day patterns in situation characteristics. Lastly, Study 3 employs a full-day method using archival data from the 2013 American Time Use Survey (ATUS). Participants drawn from a representative sample of Americans (N = 11,384) reported all of their situations for a recent day using the Day Reconstruction Method. The results found that, in addition to consistent daily and weekly trends, patterns for situation characteristics are related to individual differences such as gender and employment status.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004572, http://purl.flvc.org/fau/fd/FA00004572
- Subject Headings
- Communication in organizations., Interbehavioral psychology., Motivation (Psychology), Positive psychology., Conduct of life.
- Format
- Document (PDF)
- Title
- Affective response and cognition in HIV.
- Creator
- McIntosh, Roger C., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Resource allocation theory, Polich (2007) suggests cortical measures may attenuate when processing demands increase. Thirteen HIV-negative women (M = 36.5) and 15 HIV-positive women (M = 36.1) infected were instructed to view neutral and negative IAPS images and then to detect rare tones in a subsequent auditory oddball task. A 2 x 2 ANOVA for the auditory P3 did not indicate a main effect for picture valence however an interaction was found between picture valence and serostatus at location...
Show moreResource allocation theory, Polich (2007) suggests cortical measures may attenuate when processing demands increase. Thirteen HIV-negative women (M = 36.5) and 15 HIV-positive women (M = 36.1) infected were instructed to view neutral and negative IAPS images and then to detect rare tones in a subsequent auditory oddball task. A 2 x 2 ANOVA for the auditory P3 did not indicate a main effect for picture valence however an interaction was found between picture valence and serostatus at location Fz, F(1,24) = 18.99, p<.001. During the visual ERP sequence an interaction between valence and serostatus was found at the Pz location, F(1,24) = 18.99, p<.001, meaning the late positive potential (LPP) was not modulated between viewing neutral and negative images in HIV-positive women. These findings suggest that the manifestation of HIV in women may alter the neural processing of emotions, though not to the detriment of a subsequent cognitive task.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2978989
- Subject Headings
- AIDS (Disease), Psychological aspects, HIV-positive persons, Mental health, Clinical health psychology, Psychophysiology, Motivation (Psychology)
- Format
- Document (PDF)
- Title
- The development of anonymous giving in relation to ownership understanding, theory of mind, empathy, and differences in relatedness.
- Creator
- Machluf, Karin, Bjorklund, David F., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Prosocial behavior can be defined as any behavior that an individual engages in to benefit another (Eisenberg, Fabes, & Spinrad, 2006). Prosociality is not one homogenous trait, however, but is made up of three specific types of behavior: helping, cooperating, and sharing (or, more accurately, donating) (Tomasello, 2009). Although helping and cooperating are important to understanding prosocial development, giving behaviors might be particularly informative when trying to understand...
Show moreProsocial behavior can be defined as any behavior that an individual engages in to benefit another (Eisenberg, Fabes, & Spinrad, 2006). Prosociality is not one homogenous trait, however, but is made up of three specific types of behavior: helping, cooperating, and sharing (or, more accurately, donating) (Tomasello, 2009). Although helping and cooperating are important to understanding prosocial development, giving behaviors might be particularly informative when trying to understand prosociality in young children as it poses a distinct problem for younger children (Tomasello, 1998). Research on proximate causes of prosocial behavior state that these behaviors are influenced by emotions of empathy (Batson, 1991), theory of mind, or understanding of social norms of ownership (Blake & Rand, 2010). Research on more ultimate causes of prosociality suggest that these behaviors evolved due to mechanisms or kin selection (Hamilton, 1964) and inclusive fitness (Trivers, 1971), and is evident by the effect of social category and relatedness on donations in resource- allocation games (Gummerum et al., 2009). Research with children using resource- allocations games, such as the dictator game, are sparse, but typically find that children donate more as they get older, and that out-group receive fewer allocations than in-group members (Moore, 2009). This research also highlight the importance of anonymity and its effect on prosociality. When tested using an anonymous design, children donate less and some children don’t donate at all (Benenson et al., 2007). Using an anonymous dictator game, children’s giving behaviors were examined across in- group, out-group, and family members. Thirty-five children (12 3-year-olds (7 male), 13 4-year-olds (8 male), and 10 5-year-olds (7 male) completed the experiment. Each child participated in each condition, as well as measures of theory of mind and ownership understanding. Children’s empathy scores were attained from a parent questionnaire regarding children’s empathic behaviors. Results revealed that some children did not donate any stickers at all; seven in total, and that these children differed significantly from those that gave on measures of empathy. Of those that donated, 3-year-old children donated significantly more than 5-year-old children (F(1,3) =3.64, p < .05). This is contrary to previous findings which find that giving increases across age., The was no main effect for Recipient, and no significant interaction between Age and Recipient. Five-year-olds scored significantly higher on measures of ownership understanding (F(2, 25) = 4.36, p< .05), suggesting that understanding of social norms of ownership may be partially responsible for their decrease in overall giving.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004213
- Subject Headings
- Altruism, Analysis (Philosophy), Ego (Psychology), Helping behavior, Identity (Philosophical concept), Motivation (Psychology), Social psychology
- Format
- Document (PDF)
- Title
- Maintaining self-intergrity through superstitious behavior.
- Creator
- Moyer, Ryan M., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Superstitious behavior is still a common occurrence in modern society, seemingly impervious to intellectual progress that humans have made throughout history. While the desire to maintain a sense of control over one's environment has been investigated as one of the key motivations behind superstitious behavior, it has yet to be examined within the context of the self-concept. Threats to one's sense of control can also be construed as general threats to one's global sense of self-worth....
Show moreSuperstitious behavior is still a common occurrence in modern society, seemingly impervious to intellectual progress that humans have made throughout history. While the desire to maintain a sense of control over one's environment has been investigated as one of the key motivations behind superstitious behavior, it has yet to be examined within the context of the self-concept. Threats to one's sense of control can also be construed as general threats to one's global sense of self-worth. Consequently, while superstitious behavior may be triggered by control threats, it may also occur as a result of any general threat to self-integrity. Moreover, if superstitious behavior is motivated by the desire to maintain overall self-integrity, then depriving individuals of a chance to engage in superstitious behavior should elicit subsequent attempts to repair self-integrity via alternative means. Three studies were conducted in order to establish this link between self functioning and superstitious behavior. Studies 1a and 1b did not find any evidence that manipulating the self-concept prior to an event designed to evoke superstition would increase the desire to engage in superstitious behavior. Threatening (or boosting) one's self-esteem prior to a game of chance did not affect participant's desire to use a superstitious strategy (aura color). Study 2 provided evidence that superstitious behavior is motivated by a desire to maintain self-integrity by showing that individuals deprived of their aura color prior to a game of chance were more likely to engage in self-affirmation subsequently. It also showed that the impact of depriving individuals of a superstitious strategy is independent of belief in such strategy., Study 2, however, did not find evidence that chronic self-esteem, self-esteem stability, or an individual's desire for control moderated this effect. Possible reasons for this lack of support for our hypotheses are discussed.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2683539
- Subject Headings
- Self-esteem, Psychological aspects, Motivation (Psychology), Self-assertion, Identity (Psychology), Self-defeating behavior
- Format
- Document (PDF)
- Title
- System justification requires psychological proximity.
- Creator
- Martens, Nicholas J., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
System justification theorists have proposed that people will defend one's circumstances, even if they inflict psychological and material costs. This tendency has been found to extend even to outcomes that have not yet been decided, but are perceived as being likely; however, this research has only examined outcomes that will be decided on in the near future. According to Construal Level Theory (CLT), distant future events are represented primarily according to their essential features, while...
Show moreSystem justification theorists have proposed that people will defend one's circumstances, even if they inflict psychological and material costs. This tendency has been found to extend even to outcomes that have not yet been decided, but are perceived as being likely; however, this research has only examined outcomes that will be decided on in the near future. According to Construal Level Theory (CLT), distant future events are represented primarily according to their essential features, while thoughts about temporally near events are more concrete and contextual. We hypothesized that system justification results from the motivational impact of low-level thinking, and so would be expected to occur for near-future, but not distant-future, outcomes. Consistent with our hypothesis, our Main Study found evidence of system justification only when outcomes were to be decided in the near future. Distant future outcomes, in contrast, were viewed as being more undesirable as they became increasingly likely.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186299
- Subject Headings
- Motivation (Psychology), Social service, Psychological aspects, Resilience (Personality trait), Affect (Psychology), Study and teaching
- Format
- Document (PDF)
- Title
- An exploration of factors affecting the academic success of students in a college quantitative business course.
- Creator
- Davis, Mary M., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was...
Show moreThe American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was to explore non-cognitive and cognitive factors that may be related to the academic success of those students enrolled in the course. To this end, a survey was conducted, collecting the perceptions and opinions of 301 undergraduate college of business students with regard to relevant constructs such as cognitive load, mathematics and general self-efficacy, math anxiety, and motivation. Additional data were collected from the students' transcripts. Findings revealed that the significant cognitive factors contributing to the academic success were the overall GPA of the students as well as the average of their grades in the two prerequisite courses. The statistically significant non-cognitive factors related to the final exam score were the students' perceived levels of cognitive load and mathematics self-efficacy. A moderating effect of mathematics self-efficacy was revealed between the final exam score and overall GPA; however, other selected potential moderators of the final exam score and cognitive load were not significant. Post-hoc analyses verified no significant difference in the final exam score for gender or race; however, a statistically significant difference was found on cognitive load for different instructors. The findings emphasized the importance of prior knowledge and instructional design as both are sensitive to cognitive load (Mayer & Moreno, 2003; Sweller, 1999)., The implications of the findings resulted in the recommendation that knowledge should be addressed through appropriate advising as well as pretests at the onset of the course. Finally, the course instructors should take into consideration various instructional design techniques to reduce cognitive load. Recommendations are made for future practice with a focus on inclusive pedagogical methodologies and further research directions with promising potential predictors.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/331845
- Subject Headings
- Academic achievement, Psychological aspects, Learning, Psychology of, Motivation in education, Achievement motivation in education, School improvement programs
- Format
- Document (PDF)
- Title
- Attitude and valence dynamics in response to changes in perceived similarity vs. difference: implications for human conflict.
- Creator
- Michaels, Jay L., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Despite extensive research in conflict, relatively little is known about how psychological processes evolve over time in response to a dispute. The present research examines how cognitive and affective processes react to cooperative, competitive, or mixed cooperative-competitive interactions. Experimental predictions were derived from a model of two-actor interaction (Liebovitch, Naudot, Vallacher, Nowak, Bu--Wrzosinksa & Coleman, 2008). Specifically, it was expected that attitudes and...
Show moreDespite extensive research in conflict, relatively little is known about how psychological processes evolve over time in response to a dispute. The present research examines how cognitive and affective processes react to cooperative, competitive, or mixed cooperative-competitive interactions. Experimental predictions were derived from a model of two-actor interaction (Liebovitch, Naudot, Vallacher, Nowak, Bu--Wrzosinksa & Coleman, 2008). Specifically, it was expected that attitudes and emotional valence would exhibit stable dynamics when people encountered a neutral, continually cooperative, or continually competitive interaction. However, attitudes and emotional valence were expected to exhibit perturbation in response to transitions from cooperation to competition and vice-versa. These predictions were tested in four experiments. The first study verified most predictions, finding that people have little attitude or valence reaction to interactions that are neutral, continually coo perative or continually competitive. This study also established that people's attitudes are significantly unstable when faced with an interaction shifting from cooperation to competition, and this is experienced with negative emotions. However, interactions shifting from competition to cooperation resulted in stable attitudes and emotional valence. The remaining three experiments sought to explain the lack of psychological reaction to the development of cooperation in a previously competitive interaction. In Study 2, interaction expectancy was ruled out as a factor. Study 3 demonstrated that the reactivity to sudden competition and lack of reactivity to sudden cooperation developed regardless of interaction history. Finally, Study 4 offers evidence indicating that the lack of reaction to sudden cooperation results from factors other than the duration of cooperative feedback. The research has several important implications. First, the results provide evidence that competition is, not necessarily a key factor in promoting heightened psychological reaction in conflict. Rather, transitions between peace and conflict likely hold greater influence on psychological processes in disputes. Furthermore, the experimental evidence provides the first empirical test of the model predictions and offers insight into how the model may be improved. By combining experimental results with the model, the research provides much needed information about how mental dynamics unfold and differ in response to cooperation versus competition.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3342236
- Subject Headings
- Conflict management, Collective behavior, Social psychology, Interpersonal relations, Emotional intelligence, Self-management (Psychology), Motivation (Psychology), Affect (Psychology)
- Format
- Document (PDF)
- Title
- Levels of personal agency: individual variation in action identification.
- Creator
- Vallacher, Robin R., Wegner, Daniel M.
- Date Issued
- 1989
- PURL
- http://purl.flvc.org/fcla/dt/2796508
- Subject Headings
- Intentionalism., Agent(Philosophy)., Motivation (Psychology) --Social aspects., Social psychology., Personality and cognition.
- Format
- Document (PDF)
- Title
- From Study Hall to Skipping Class: An Examination of the Relationship Between Situations and Academic Performance.
- Creator
- Hojecki, Kimberly, Sherman, Ryne A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Psychologists have studied the relationship between personality and academic performance for over a century, and more recently the relationship between personality and situations, but no connection between academic performance and situation characteristics has been researched. The current study examines this relationship using the DIAMONDS dimensions and undergraduate GPA. Participants wore a life logging camera to capture pictures of their surroundings for 24 hours and then self-sorted and...
Show morePsychologists have studied the relationship between personality and academic performance for over a century, and more recently the relationship between personality and situations, but no connection between academic performance and situation characteristics has been researched. The current study examines this relationship using the DIAMONDS dimensions and undergraduate GPA. Participants wore a life logging camera to capture pictures of their surroundings for 24 hours and then self-sorted and rated the photos into meaningful situations. Results found support for previous findings of the relationships for personality with GPA and situations. Significant correlations were found between GPA and Adversity, Deception, and Mating situations, though none were significant unique predictors. There was also no correlation between GPA and percentage of situations which took place in a classroom setting, though there was a significant correlation with time spent in a classroom. Limitations and future research ideas are discussed.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004849
- Subject Headings
- Personality and academic achievement., Academic achievement., Performance--Psychological aspects., Motivation (Psychology)
- Format
- Document (PDF)
- Title
- The Effects of Competition on Empathy and Prosociality.
- Creator
- Gilad, Corinne, Maniaci, Michael, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The current research investigated the effects of competition on empathy and prosociality in two studies. Study 1 aimed to explore associations between competition and prosociality by asking participants to play a computer puzzle game that was either high or low on competitiveness, and then to complete measures of empathy, perspective taking, compassionate love and willingness to sacrifice for a romantic partner. Study 1 found a marginally significant difference across conditions for...
Show moreThe current research investigated the effects of competition on empathy and prosociality in two studies. Study 1 aimed to explore associations between competition and prosociality by asking participants to play a computer puzzle game that was either high or low on competitiveness, and then to complete measures of empathy, perspective taking, compassionate love and willingness to sacrifice for a romantic partner. Study 1 found a marginally significant difference across conditions for perspective taking, a marginally significant gender interaction for perspective taking, and a significant gender by condition interaction for compassionate love, in support of hypotheses that competition reduces prosocial responses in men. Study 2 addressed methodological limitations from Study 1 and examined the effect across a broader range of relationship contexts, including close friends. Results for Study 2 did not replicate the marginally significant effect for perspective taking seen in Study 1, but found a significant interaction between gender and condition predicting perspective taking. Significant findings in line with prior research emerged for dominance and commitment, indicating that higher dominance and lower commitment were associated with less empathy and prosociality. Overall, results do not consistently support the hypothesized effect of competitive situations on prosocial and empathic behavior, although results of exploratory analyses suggest potential moderated or conditional effects.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004822, http://purl.flvc.org/fau/fd/FA00004822
- Subject Headings
- Competition--Psychological aspects., Empathy., Social values., Identity (Philosophical concept), Motivation (Psychology)
- Format
- Document (PDF)
- Title
- Effects of learning-style responsive vs. traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies.
- Creator
- Hart, Christina T., Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
This researcher conducted an investigation concerning the effects of learning-style responsive versus traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies. This study involved 84 faculty from three community colleges in Florida. Participants were voluntary and experienced both a learning-style responsive workshop and a traditional workshop through a counter balanced, reversed measures design. Objectives for...
Show moreThis researcher conducted an investigation concerning the effects of learning-style responsive versus traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies. This study involved 84 faculty from three community colleges in Florida. Participants were voluntary and experienced both a learning-style responsive workshop and a traditional workshop through a counter balanced, reversed measures design. Objectives for each workshop focused on one learning-style method, thereby exposing participants to content about learning styles while using learning-style strategies to deliver the material. The average participant was a Caucasian female between the ages of 40-49 years old who taught in the Arts and Sciences. The Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn and Price, 1979, 1980, 1990, 1996) was used as the self-report instrument to identify the participants' learning-styles. The Semantic Differential Scale (SDS) (Pizzo, 1981) was used to assess the participants' attitudes toward the two instructional approaches in contrast with each other. A researcher-developed instrument called The T-Hart Achievement Test (THART) served as a pre- and posttest assessment consisting of multiple-choice questions based on the objectives of the staff development workshop. Each group reported a statistically more positive attitude following the learning-styles experimental workshop regardless of the method used. This finding supported the hypothesis that participants receiving staff development through their learning-style preference evidence significantly higher attitudinal test scores than participants receiving traditional staff development. There was no statistical difference in the knowledge or achievement on treatment concepts and practices learned by participants when the Programmed Learning Sequence (PLS) method was used. There was, however, a statistically significant difference in the achievement of the community college faculty when Learning-Style Small Group Techniques (SGT) were applied. This finding supports the experimental hypothesis that participants receiving learning-style responsive staff development will evidence significantly higher mastery of knowledge of workshop concepts and practices as measured by achievement-test scores than participants receiving traditional staff development. There was also a statistical difference in achievement by age when using the Small Group Techniques (SGT) learning-style method than when using the Programmed Learning Sequence (PLS) strategy.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12186
- Subject Headings
- Motivation in education, Learning, Psychology of, Community colleges--Florida--Administration, Educational psychology
- Format
- Document (PDF)
- Title
- WOMEN'S POWER MOTIVE AND THE IMPACT ON ADMINISTRATION IN TWO LARGE SOUTH FLORIDA SCHOOL DISTRICTS.
- Creator
- BURDSALL, JEANNE R., Florida Atlantic University, Smith, Lawrence E.
- Abstract/Description
-
There is no question that the percentage of women in administrative positions is disproportionate to the number of women who make education their career. That this number is declining is well documented. External factors blamed for this disparity are many; school board prejudices, community attitudes, and the organization of school systems, are but a few. This study is important because it investigates the intrinisic motivation of women. The question considered is, Are women motivated to seek...
Show moreThere is no question that the percentage of women in administrative positions is disproportionate to the number of women who make education their career. That this number is declining is well documented. External factors blamed for this disparity are many; school board prejudices, community attitudes, and the organization of school systems, are but a few. This study is important because it investigates the intrinisic motivation of women. The question considered is, Are women motivated to seek administrative jobs? The purpose of this study was to investigate the relationship between motivation and employment of women in education. The data was collected by giving David Winter's Power Motive test to both sexes of administrators and teachers. Winter's instrument assesses power motivation from stories subjects make up to describe a series of ambiguous pictures. Stories were scored using Winter's scoring system. It was determined that there was no significant difference in the power motive of men and women, whether they were teachers or administrators. There was, however, a very significant difference between the power motive scores of teachers and administrators, with teachers having a higher power motive score.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11855
- Subject Headings
- Control (Psychology), Motivation (Psychology)--Testing, Women's studies
- Format
- Document (PDF)