994 publications from this institution
Explored the construct validity of the Mutuality of Autonomy Scale (Urist, 1977), which assesses the developmental level of object relations based upon Rorschach percepts, within a nonclinical child population. Mutuality of Autonomy was found to be related to teacher ratings of interpersonal functioning in the classroom, and to academic grades but not to either standardized achievement or intelligence. In addition, the Mutuality of Autonomy Scale demonstrated predicted correlations with children's perceived control. Children with developmentally lower object relations scores were more likely to perceive "powerful others" or "unknown" sources as controlling outcomes, particularly within the social domain. The results are discussed in terms of the utility of the Mutuality of Autonomy Scale, and the significance of object relations for personality functioning.
In order to be considered a basic psychological need, a candidate need should fulfill several criteria, including need satisfaction having a unique positive effect on well-being, and need frustration having a unique effect on ill-being, properties demonstrated by autonomy, competence and relatedness. Previous research has demonstrated that beneficence satisfaction—the sense of having a positive impact on other people—can have a unique positive effect on well-being. In the present study, we examined whether beneficence frustration—the sense of having a negative impact on other people—would be uniquely connected to ill-being. In the first study (N = 332; Mage = 38) we developed a scale to assess beneficence frustration. Then, in two subsequent cross-sectional studies (N = 444 and N = 426; Mage = 38/36) beneficence frustration is correlated with indicators of ill-being (negative affect, depression, anxiety, physical symptoms), but this connection disappears when controlling for the effects of autonomy, competence and relatedness need frustrations. The three needs fully mediate relations between beneficence frustration and all assessed well-being and ill-being indicators in both studies. This leads us to suggest a distinction between basic psychological needs and basic wellness enhancers, the satisfaction of which may improve well-being, but the neglect or frustration of which might not uniquely impact ill-being.
No abstract is provided for this article.
The fact that behavior is typically active, organized, and goal oriented represents one of the wonders of animate nature. Nonetheless, the organization and integrity of behavior can be disrupted by social contexts, implicit primes and motives, or by biological factors. There has been a strong resurgence in empirical research on these topics, as well as recognition of the potency of psychological factors. Three reasons for this resurgence of interest in the psychology of human motivation are reviewed in detail: (1) the theoretical depth and interdisciplinary nature of the field; (2) methodological innovations that have opened up new avenues of inquiry, and (3) the practical importance of motivation research as a translational science and for improving individual and community wellness through empirically supported interventions. Contributions within this volume are illustrative of all these factors, manifesting interdisciplinary depth, sophisticated methods, and practical applicability.
In this study, we examined the construct of the imaginary audience (Elkind & Bowen, 1979), presumably a precipitant of adolescent egocentrism, as it relates to public individuation and self‐consciousness. We hypothesized that the imaginary audience inhibits public individuation and represents a critical form of public self‐consciousness. We also argued that the imaginary audience is a normal aspect of early adolescent development that diminishes in the context of secure parental relationships by late adolescence but remains salient if these relationships are insecure. These hypotheses were examined in a cross‐sectional study of 850 adolescents in the 7th, 8th, 9th, and 12th grades. Support was generally found for the hypothesized relations. The validity and limitations of the imaginary audience and public individuation constructs are discussed, along with more general theoretical issues concerning adolescent self‐consciousness.
Two studies examined autonomy support within close friendships. The first showed that receiving autonomy support from a friend predicted the recipient’s need satisfaction within the relationship and relationship quality as indexed by emotional reliance, security of attachment, dyadic adjustment, and inclusion of friend in self and that there was significant mutuality of receiving autonomy support and of each other variable. The relations of perceived autonomy support to need satisfaction and relationship quality held for both female-female and male-male pairs across the two studies. The second study replicated and extended the first, showing that receiving autonomy support also predicted psychological health. Furthermore, giving autonomy support to a friend predicted the givers’ experience of relationship quality over and above the effects of receiving autonomy support from the friend. When both receiving and giving autonomy support competed for variance in predicting well-being, giving, rather than receiving, autonomy support was the stronger predictor.
Based on the Self-Determination Theory, a questionnaire was developed to measure individual differences in the Self-Regulation of Withholding Negative Emotions (SRWNE). Measurement reliability and validity concerning the scale were examined in three studies. Results in Study 1 demonstrated the distinctiveness of the SRWNE from emotional regulation measures, suggesting that the SRWNE may be appropriate to measure styles of self-regulation and to clarify the negative affect-health relation. In Study 2, test-retest reliability of scores on the SRWNE subscales was examined as was validity of the SRWNE with respect to coping strategies and health. The SRWNE was related to self-reports of health and may be relevant for predicting how people cope with stress. Study 3 compared a Korean sample with the U.S. sample in Study 2 and suggested construct comparability of the SRWNE across cultures and genders.
No abstract is provided for this article.
Recent studies by Deci have demonstrated that external rewards can affect intrinsic motivation to perform an activity. Monetary rewards which are made contingent on performance and threats of punishment for poor performance decrease a person's intrinsic motivation for the activity. On the other hand, positive verbal reinforcements have been shown to increase intrinsic motivation for male subjects. The present paper presents evidence that positive verbal reinforcements decreased intrinsic motivation for females while they increased it for males, and that negative feedback decreated intrinsic motivation for both males and females. The results of these experiments are discussed in relation to a cognitive evaluation theory presented earlier by Deci. A person is intrinsically motivated to engage in a behavior if he does it for no apparent reward except the activity itself (c.f., Berlyne, 1966; Hunt, 1955; Koch, 1956). Engaging in these behaviors allows him to feel a sense of competence and se'f-determination (White, 1959; de Charms, 1968; Deci, 1972a). Several recent studies have demonstrated that certain extrinsic rewards decrease a person's intrinsic motivation. Money (Deci, 1971, 1972a) and the avoidance of punishment (Deci and Cascio, 1972) decreased college students' intrinsic motivation for solving puzzles; good player awards decreased preschool children's intrinsic motivation for playing with drawing materials (Lepper, Greene, and Nisbett, in press), and prizes decreased elementary school children's enjoyment of competitive games (Kruglanski, Alon, and Lewis, 1972). On the other hand, Deci (1971, 1972a) has demonstrated that male subjects displayed an increased amount of intrinsic motivation when they were rewarded with positive verbal feedback from the experimenter. A Cognitive :Evaluation Theory Deci (1972a, 1972b) has suggested a congitive evaluation theory to account for these findings. There are two processes by which extrinsic rewards can affect intrinsic motivation: (1) a change in perceived locus of causality and (2) a change in one's feelings of competence and self-determination. When a person is intrinsically motivated the locus of causality (Heider, 1958; de Charms, 1968) is within himself. However, when he receives external rewards he begins to perceive that he is doing the activity for the external reward, so perceived locus of causality changes from within himself to the external reward leaving him with less intrinsic motivation.
No abstract is provided for this article.
The international conference series on Advances in Steel Structures was initiated in 1996, under the auspices of the Hong Kong Polytechnic University, which remained very active in fostering its continuation - joined, a few years later, by the Hong Kong Institute of Steel Construction. The eighth conference of the series, ICASS’2015, took place in Lisbon, Portugal on July 21-24, 2015 - the venue was Instituto Superior Técnico from the University of Lisbon. It was the first conference of the series to take place outside of Asia. Indeed, the first, second, third and sixth conferences were held in Hong Kong, the fourth in Shanghai, the fifth in Singapore and the seventh in Nanjing. As its predecessors, ICASS’2015 aimed at providing a forum for the discussion and dissemination, by both researchers and designers, of the most recent theoretical, numerical and experimental advances in the analysis, behaviour, design and construction of steel, aluminium and composite steel-concrete structures.
Abstract Parents' use of conditional regard as a socializing practice was hypothesized to predict their children's introjected internalization (indexed by a sense of internal compulsion), resentment toward parents, and ill‐being. In Study 1, involving three generations, mothers' reports of their parents' having used conditional regard to promote academic achievement predicted (a) the mothers' poor well‐being and controlling parenting attitudes, and (b) their collge‐aged daughters' viewing them as having used conditional regard, thus showing both negative affective consequences from and intergenerational transmission of conditional regard. Study 2 expanded on the first by using four domains, including both genders, and examining mediating processes. College students' perceptions of their mothers' and fathers' having used conditional regard in four domains (emotion control, prosocial, academic, sport) were found to relate to introjected internalization, behavioral enactment, fluctuations in self‐esteem, perceived parental disapproval, and resentment of parents. Introjection mediated the link from conditional regard to behavioral enactment. The results suggest that use of conditional regard as a socializing practice can promote enactment of the desired behaviors but does so with significant affective costs.
