A family relations model for the study of adolescent egocentrism was tested in an exploratory study of the relationship between parental socialization styles and adolescents' imaginary audience behavior. Rejection-control was associated with increased imaginary audience behavior, while physical affect was negatively related to self-consciousness.…

Surveyed female students (N=226) to determine the extent of sexual harassment and to test several popular explanations. Results showed nearly one-third of the students reported sexual harassment by a male teacher. These reports could not be interpreted as reflecting feminist beliefs or oversensitivity. (JAC)

Examined factors influencing the selection of a major area of study by undergraduate female students (N=437). Subjects were asked to indicate how important were 16 factors identified as potentially influential. Results were reported in terms of three distinct groupings of items: academic, social, and economic/pragmatic influences. (JAC)

Studied the role of kin in elderly amenity migration based upon interviews with recent migrants (N=92) to Sun City, Arizona. Migrants who maintained long-term ties to the community before moving usually relied upon relatives for migration information, but relatives were not an essential reason for choosing the community. (Author/JAC)

Examined attributes for success and failure in achievement and affiliation domains among college students from several countries to determine whether gender differences are associated with cultural variations. Found (1) statistically significant differences between males and females in attributing achievement to tasks and (2) insignificant…

This study builds on previously established attribution-affect linkages in an effort to better understand teachers' evaluative reactions to student success and failure. As predicted, the affective reactions of teachers indicate that they are more willing to accept personal responsibility for certain kinds of student outcomes than others. (Author)

Causal explanations offered by the client, consultee, and consultant in a typical unsuccessful consultation are explored in the context of attribution theory and research. Biased attributions are discussed in terms of a cognitive-perceptual framework rather than the traditional motivation-based "defensiveness" framework. (Author/PN)

Discussing research on the effects of developmental differences, task characteristics, teacher feedback, and classroom management and organization on children's perceptions of their abilities, this article speculates on whether and how these perceptions influence children's behavior. (Implications of this research for classroom practice are also…

Research suggests that adults can help students become more responsible by teaching them new ways of thinking about self-control and new skills and strategies for self-control. (JM)

Tested the theoretical basis for using attributional interpretations by giving individuals who had received a negative social evaluation no information or information that stressed internal/controllable, internal/uncontrollable, external/controllable, and external/uncontrollable causes. Results indicated stressing internal/controllable causes…

Scores on the Rotter I-E scale were correlated with scores on the verbal subtest of the College Qualification Test, cumulative grade point average, and attributions of performance to ability, effort, course difficulty, and luck. The I-E scores were unrelated to either verbal ability or grade point average. (Author/GK)

Male and female preschoolers and third graders (N=192) were asked to explain the success and failure of girls and boys on feminine and masculine tasks by choosing among four causal factors: ability, effort, task difficulty, and luck. (CM)

Suggests how data from the Ginzberg-Yohalem Survey of Educated Women might be analyzed to address the Ginzberg-Yohalem Survey of (1) person-situation interaction; (2) attitudes and behavior; (3) attribution theory; (4) helping behavior; and (5) social motivation. (Author/GC)

Presents the second part of a cognitive model of family conflict. Proposes that high efficacy enhances persistence in family problem solving while low efficacy inhibits such efforts, and that chronic low efficacy may lead to learned helplessness responses in family members. (Author)

Hypotheses from self-efficacy theory in the area of children's arithmetic achievement were tested. It was hypothesized that compared with didactic instruction, cognitive modeling would result in higher arithmetic achievement, self-efficacy, and accuracy of self-appraisal. (Author/GK)