Causal attributions of shy students (N=36) were compared with those of a comparison group of students (N=36) in ten situations. Significant differences between the two groups emerged when explaining outcomes of situations considered to be problematic for shy individuals. Causal attributions may reflect realistic and situation-specific…

A temporal theory of motivation is proposed in which causes, causal dimensions, psychological consequences (expectancy and affect), and behavioral outcomes play a role in the dynamics of action. The discussion of methodological errors in attribution research that follows examines shortcomings at each of these conceptual stages in the motivational…

Investigated emotionality and empathy in terms of empathic resonation and expressed empathy. Graduate students (N=18) watched videotapes of clients expressing sadness, anger, or fear. The results showed that students' emotional experiences corresponded to the clients' affective presentation. Empathic resonation also correlated negatively with the…

The relationships between students' learning outcomes and their perceptions on a modified version of the My Class Inventory (MCI) were examined. MCI scales displayed satisfactory internal consistency and discriminant validity, and each MCI scale differentiated significantly between the perceptions of students in different classrooms. (Author/LC)

Mothers' ability to decode their children's nonverbal expressions of four affects (happiness, sadness, fear, and anger) was contrasted with the decoding ability of a matched group of nonmothers. Results indicate that mothers were accurately able to decode expressions of happiness but had relative difficulty with decoding expressions of sadness,…

Examined the hypothesis that subject differences in conceptual complexity (CC) may mediate individuals' cognitive and emotional responses toward problem situations. Results showed high-CC individuals reported more internal attributions and fewer negative task statements and showed less increase in negative mood. (Author)

Describes a technique that permits special education students to express their feelings through writing. Discusses the teacher's role in this process and outlines its benefits. (FL)

Children 6, 11, and 15 years old were interviewed about their concept of emotion. Replies indicated the child's concept of emotion changed markedly between 6 and 11 but indicated no marked changes thereafter. The changing conception of emotion was manifested in replies regarding the identification, regulation, and effects of emotion. (Author/DB)

A study was done to clarify the effects of guided sociodramatic or group pretend play on the mathematical behaviors and adult-observed playfulness traits of five year olds. The effects of sex differences on mathematical behaviors and playfulness were also examined. (JN)

Professionals (N=228) were interviewed about their case experiences with neglect and abuse of the elderly. It was suggested that environmental contexts and situational problems trigger such behavior, and that the behavior is primarily based on flawed development of the perpetrator and disordered family relationships. (Author)

Four types of values education approaches for use in teaching in high school biology classes are described. The approaches include moral development, values clarification, action learning, and analysis. Inculcation is mentioned but not discussed because the author feels that it does little to help develop values. (SA)

Examined the Beck Depression Inventory (BDI), Zung Self-Rating Depression Scale (SDS), and the Taylor Manifest Anxiety Scale (TMAS) for specificity and validity as measures of anxiety and depression with 170 undergraduate students. The BDI, SDS, and TMAS were intercorrelated significantly with the Eysenck Personality Inventory scale. Item content…

Results of this study indicated that therapists judged angry clients less favorably than sad clients. Experienced therapists showed greater tolerance of anger. Therapists intervened less with angry clients than with depressed clients; and angry clients received less supportiveness, less directiveness, and fewer requests for information.…

Observed father's behaviors toward newborns. Found fathers who had been present during delivery exhibited more distal attachment-type behaviors. Proximal father behavior (touching) did not differ according to father presence at delivery. Attendance at prenatal classes was not related to either father behaviors observed. (Author)

Results of this study of family triads indicate that family members share common rules about how they should handle their affect. Family rules about how to handle affect do not successfully differentiate families according to their level of adjustment, however. (Author/BEF)