Describes a study that assessed (1) differences in causal ascriptions for a given performance outcome between males and females; and (2) sex differences in performance expectations, pretest anxiety, desire to take similar tests in the future, and expectations of performance outcomes on future tests. Contrasts results with previous findings by…

Explores the history of educational innovation and explains why it has so often failed to produce the desired results. (FL)

When given a story about either mentally retarded or fast learning children displaying defense mechanistic behavior, 40 retarded students (mean CA 13 years) rated the defensive characteristics higher and liked them more than did 89 nonretarded students matched for CA or MA. (CL)

Identifies seven factors that may be barriers to successful intervention with reading disabled adolescents and discusses how attention to each factor can produce program success. (FL)

Reading disability research indicates numerous possible internal and external factors, usually in composites, which can be accompanied by emotional maladjustment as the cause and effect of reading problems. The types of stressful conditions and maladjustments are discussed. Specific areas needing further research are suggested. (CM)

Fear of success and failure scales were administered. Scores were intercorrelated. Results indicated fear of success is not unidimensional. Measures of fear of success and fear of failure were highly related. Stable orthogonal factors were obtained: fear of success, test anxiety, sex-role-related attitudes, neurotic insecurity, and the value of…

Describes women's course-taking patterns and their resultant underrepresentation in skilled trades, technologies, and sciences. Considers the effects of value systems and conditioning on women's perceptions of work and success. Analyzes the lack of synchronization between traditional value systems and technological change in terms. Describes three…

Three- to eight-year-old children were asked to make causal attributions for performance on a motor task, reward allocations for the performance outcome, and state expectations for future success. (Author/DB)

Analyzes and contrasts Mill's "Autobiography" and Adams'"The Education of Henry Adams" in order to present two approaches to the nature of education and of failure. Maintains that their perspectives may serve as catalysts and cautions for contemporary theories of education and its utility and relevance. (CAM)

The authors assert that the concept of family group homes for handicapped persons is foundering in the maze of the existing institutional model. (CL)

Following some general examples of existing units, including a more detailed outline of the organization of McGill University's developed instructional improvement agencies, three main contributors to success are suggested and elaborated. Specific instructional improvement units are described. (Author/LBH)

Some common reasons for failures of experimental procedures are presented and suggestions are given for avoiding them through systematic precautions taken beforehand. (Editor)

Two experiments attempted to directly assess the impact of self-other perspective on success and failure attributions for a variety of achievement-related situations. (Author/RK)

Two studies are reported which utilize a variety of achievement situations. It was hypothesized that subjects would spontaneously make attributions to ability, effort, luck and/or task difficulty in all these situations and that they would seek information of the types used in previous studies. (Author/RK)

Discussion of management of organizational change focuses on a study of managers that determined why organizational changes fail and why they succeed. Highlights include type of change; complexity of change efforts; success rates; sponsorship; motivation factors; measures of success; correlates of success and failures; and enablers and barriers to…