摘要:

AbstractThe generally low degree of agreement between self‐ratings on personality traits and ratings by others may be interpreted from the viewpoint that self‐reports reflect people's experience of themselves but not necessarily their behaviors. A detailed analysis of self and other ratings on subjective well‐being as a central dimension of human experience is consistent with this phenomenological view. Ratings of well‐being were not significantly correlated with rated behaviors either in self‐ratings or in ratings by others. Screening subjects in terms of avowed consistency and observability on a trait did not improve self‐other agreement for well‐being, nor did it replicate the individual trait effects reported by Kenrick and Stringfield (1980). Judgments by others were found to have poor interjudge reliability and to reflect biases associated with projection of own well‐being and a halo effect organized around the subject's perceived friendliness or likability. It was demonstrated that pooling the judgments of several observers should not and does not lead to accurate prediction of the phenomenal personality, and that accuracy may generally depend on the level of

ISSN:0022-3506    

DOI:10.1111/j.1467-6494.1984.tb00347.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

AbstractNursery schoolers and first‐ and third‐graders participated in an interview which assessed recall, comprehension, and perceived importance of three sources of self‐knowledge: social feedback, self‐observation, and social comparison. For recall measures, these sources were embedded in stories about a child making a self‐discovery. Recall of all three sources improved with grade level, and feedback was the best remembered self‐validational process. Comprehension was defined as the ability to identify the sources as depicted in line drawings, and it, too, increased with grade level. All three sources were well understood by older children, but preschoolers had difficulty with the concept of social comparison. Ratings of importance, also assessed using line drawings, were independent of grade level. When selecting their own “very best” source of self‐knowledge, children cited self‐observation most frequently. A supplementary sample of preschoolers nominated the best source of self‐knowledge for other children rather than for themselves; under these instructions, feedback from others emerged as

ISSN:0022-3506    

DOI:10.1111/j.1467-6494.1984.tb00348.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

AbstractPast research has found the performance of persons with high self‐esteem to improve after failure, especially on tasks for which persistence correlates positively with performance. However, persistence may be nonproductive in some situations. Experiment 1 used a task for which persistence and performance were uncorrelated; subjects high in self‐esteem persisted longer but performed worse than did those with low self‐esteem, particularly after prior failure feedback. Experiment 2 tested whether differential sensitivity to advice about the efficacy of persistence mediates nonproductive persistence. High self‐esteem subjects who received explicit advice against nonproductive persistence on a puzzle‐solving task still tended to persist longer on unsolvable puzzles than did low self‐esteem subjects. The implications of high self‐esteem subjects' tendency to engage in nonproductive persistence

ISSN:0022-3506    

DOI:10.1111/j.1467-6494.1984.tb00349.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

AbstractA field study tested whether college students' reactions to evaluations of their performance on an important examination were based primarily on self‐consistency or self‐enhancement needs. All students (N= 166) completed two questionnaires, one a week before and the other a week after the examination. The first questionnaire measured general self‐expectancies (self‐esteem), as well as expectancies specific to the upcoming examination. The second questionnaire measured six separate phases of the students' reactions to their performance evaluations (cf. Shrauger, 1975), each phase being primarily cognitive or affective in nature. The results showed a strong general preference for positive rather than negative performance evaluations among the students, regardless of their self‐expectancies. Self‐enhancement effects emerged more clearly than did self‐consistency effects, and most effects of both types tended to involve general rather than specific self‐expectancies. Finally, there was some support for Shrauger's claim that cognitive reactions to performance evaluations are influenced by self‐consistency needs, whereas affective reactions are influenced by self

ISSN:0022-3506    

DOI:10.1111/j.1467-6494.1984.tb00350.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

AbstractIndividual differences in the perception of nonemergency helping situations were examined using descriptions of five situations in which a person asked for assistance. Four versions of each situation were created so as to differ in the costs (low vs. high) and rewards (low vs. high) associated with helping. One hundred and thirty‐two undergraduates indicated the amount of help they would be willing to provide in each situation and rated the perceived rewards and costs of providing help. Subjects also completed the Marlowe‐Crowne Social Desirability Scale and a measure of altruism taken from the Omnibus Personality Inventory. Controlling for individual differences in approval motivation, willingness to help in the five nonemergency situations was negatively related to the costs for helping and was positively related to the rewards for helping and to personality differences in altruism. In addition, highly altruistic persons viewed the identical situations as more rewarding and less costly than persons low in altruism. Individual differences in willingness to help may reflect variations in situation perception. In this case, the altruistic person would be an individual who consistently evaluates helping situations more favorably in terms of the potential rewards and costs of providing h

ISSN:0022-3506    

DOI:10.1111/j.1467-6494.1984.tb00351.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

AbstractThe study examined the actual speech tempos of extraverts and introverts and stereotyped notions about the tempos of extraverts and introverts. Forty‐six female undergraduates were divided on the basis of the Eysenck Extraversion Scale into equal groups of extraverts and introverts. Each was asked to talk in a natural manner about $$ TAT pictures, to talk as if she were an extravert or an introvert, and to speak rapidly or slowly. The results indicate that the actual speech tempo of extraverts is faster than that of introverts and suggest that the stereotypes of the speech rates of extraverts and introverts somewhat exaggerate their actual rate

ISSN:0022-3506    

DOI:10.1111/j.1467-6494.1984.tb00352.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY