The fakeability of scales on the Eysenck Personality Questionnaire was estimated with a homogeneous sample of female undergraduates. The Questionnaire appeared to be moderately susceptible to faking, at least in the fake good condition. (Author)

Describes a study designed to determine whether students with different personality types react differently to different educational games and simulations. The thinking-feeling dimension of the Myers-Briggs Type Indicator was used to type a group of graduate students who participated in seven simulation games and simulations. (Author/LLS)

Undergraduates analyzed a story in which an agent's intervention was followed by the target's compliance, noncompliance, or countercompliance to the request. Influence was attributed to the agent in conditions demonstrating change, regardless of direction of change. Influence decreased if the target delayed final compliance. (Author/CP)

A review of essays that were written by teacher education majors on why they chose teaching as a career, shows a variety of motivations. Among these, the most often cited were: love of children, special interest (special education, specific subject, etc.), the challenge, and rewards of teaching. (CJ)

Analysis shows a significant decrease in parent's self-sufficiency index, indicating increased group dependence. Results suggest that family therapists may unwittingly foster group dependence and losses in confidence for parents receiving such family guidance. (Author)

Paradoxical intention helps clients separate themselves from their neurotic symptoms. The client is instructed to exaggerate the symptom and finds, paradoxically, the symptom occurs less. In provocative exaggeration symptoms are described so as to evoke laughter at the very symptom that causes anxiety. (Author)

Data indicate that the Child Abuse Potential-Inventory can distinguish a group of "at risk" individuals from a group of nonabusive subjects. However, the variability in Inventory scores of "at risk" subjects suggests that identification of individuals based on Inventory scores would not be warranted for this sample. (Author)

For externals, any variability in the reinforcing behavior of the "teacher" resulted in greater perceived freedom. For internals, perceived freedom was a negative linear function of the amount of reinforcement. Greater freedom was attributed to a person whose behavior was perceived as congruent with the person's inner disposition.…

The goodness-of-fit rule was used in the attribution of causality for acquaintances when the behavior could be made to fit with extant impressions. When the behavior was completely inconsistent with extant impressions, the most external attributions were made in the poor fit/high consensus condition. (Author)

Observed subjects evidenced less tendency to attribute their failure to low ability than did nonobserved subjects and greater willingness to attribute failure to lack of effort. For a task intended to be of minimal relevance to subjects' identities, nonobserved subjects attributed failure to task difficulty. (Author)

Value priorities of campus employment recruiters and liberal arts students were compared using Rokeach's Value Survey. Confirmed: (1) students ranked idealistic values high, while recruiters ranked values applicable to business high; (2) more significant differences were found among instrumental than among terminal values; and (3) recruiters chose…

Presents a process combining a drawing experience with exercises learned in psychosynthesis training to help people discover what transpersonal qualities are attempting to manifest themselves through their personalities. (Author/BEF)

To ascertain why some students choose one of these majors over another, 49 physical education and recreation majors were administered Holland's Self-Directed Search. A 2 x 3 fixed-factorial design was employed; sex and major plus a control group were independent variables. (Author/SJL)

Reports on the relationship of the initial attracting quality to the present most annoying quality between spouses. Questionnaires and interviews assessed qualities which were then categorized based on Norman's five personality factor system. Findings suggest that initial and present qualities are related. (Author/RC)

Personal attributes of physical educators and coaches, including personal characteristics, leadership styles, attitudes, and value orientations, are described. Stereotypes of physical educators and coaches are contrasted with findings from research. (CJ)