Examined anger, hostility, and depression across domestically violent men, generally assaultive men, and nonviolent control group. Domestically violent and generally assaultive men evidenced significantly higher levels of anger and hostility than did control subjects, but domestically violent men tended to be significantly depressed. Supports…

Spontaneous expressive control of negative emotion was examined in two studies of children three- to nine-years-old using an experimental "disappointing" situation. Study 1 examined facial expressions, verbalizations, and spontaneous references to emotional expression control. Study 2 examined the expressive behavior of 20 preschool…

In self-regulated learning, metacognitive components are necessary but insufficient. There is a need for a strong learning intention which can compete with other goals, interests, and distracting stimuli. Task accomplishment is an important factor in continued motivation and intention. (JAZ)

Examined decreasing achievement motivation and decreasing self control due to declining academic rigor in the public schools as an explanation for increased intelligence and decreased academic achievement. Results indicated older subjects were higher in achievement motivation and self control, yet had lower reported grades than a younger sample.…

Thirty-two hyperactive children (ages 5-11) and 32 controls were tested on (1) a component selection task, measuring serial memory and incidental learning and (2) a cancellation task, assessing attentional variables and distractibility. It was concluded that a deficit in sustained attention and impulsivity best described the group differences.…

Reviews research findings that suggest a teacher cannot assume that social and/or concrete rewards always yield positive effects upon learning. (HOD)

Describes components of self-reliance and discusses three methods that can be used effectively to make children more self-reliant: behavioral patterning, expectation, and modeling. (HOD)

Inhibitory self-control is proposed as a temperamental dimension. Soviet Theory suggests that internal inhibition provides the basis for verbally regulated inhibition and is determined by temperament. Investigators of this relationship found a significant correlation between performance on a measure of internal inhibition and the measures of…

The second part of the research in review discusses the effects of child care programs on child compliance and recommends adult techniques to encourage cooperation and compliance. (Author/AS)

The affective components of a situation were powerful determinants of the facilitative self-control of children in the situation. Both the ongoing affective tone of the child's cognition during task performance, which replicated the results of Masters and Santrock (1976), and the ecological setting were linked to the continued maintenance of…

The influence of class, race, sex, and educational status on ways of handling aggression and temper control are studied. It was found that race was the only important discriminator: blacks were less aggressive and had more self control than whites, but once aggression occured blacks were more likely than whites to assault others. (Author/DEP)

Described are group processes of goal setting and class meetings which may help emotionally disturbed and behavior disordered children to pinpoint and control their problem behaviors. (CL)

This study investigates students' perceptions of teachers' pupil control behavior, classroom robustness, and student self-control. Results reveal an association between humanistic pupil control behavior of teachers and high levels of classroom robustness, high levels of classroom robustness and high student self-control, and teacher humanism in…

Discusses the character of active'' and centerless'' individuals on the basis of psychoanalysts' findings. Indicates that the teacher has the role of helping students realize their powers and potentialities and thus avoid the enervation caused by their centerless tendency. (CC)

The utility of a crisis intervention approach for helping preadolescents build competency in behavior control is demonstrated. The following dimensions are highlighted: immediacy of intervention, trust relationship, structural interventions, facilitating versus controlling, problem solving orientation, and mobilization of group membership…