Study 1 participants' self-integrity (C. M. Steele. 1988) was threatened by deliberative mind-set (S. E. Taylor & P. M. Gollwitzer, 1995) induced uncertainty. They masked the uncertainty with more extreme conviction about social issues. An integrity-repair exercise after the threat, however, eliminated uncertainty and the conviction response. In Study 2, the same threat caused clarified values and more self-consistent personal goals. Two other uncertainty-related threats, mortality salience and temporal discontinuity, caused similar responses: more extreme intergroup bias in Study 3, and more self-consistent personal goals and identifications in Study 4. Going to extremes and being oneself are seen as 2 modes of compensatory conviction used to defend against personal uncertainty. Relevance to cognitive dissonance and authoritarianism theories is discussed, and a new perspective on terror managenment theory (J. Greenberg, S. Solomom, & T. Pyszczynski, 1997) is proposed.
Personal Projects Analysis (B. R. Little, 1983) was adapted to examine relations between participants' appraisals of their goal characteristics and orthogonal happiness and meaning factors that emerged from factor analyses of diverse well-being measures. In two studies with 146 and 179 university students, goal efficacy was associated with happiness and goal integrity was associated with meaning. A new technique for classifying participants according to emergent identity themes is introduced. In both studies, identity-compensatory predictors of happiness were apparent. Agentic participants were happiest if their goals were supported by others, communal participants were happiest if their goals were fun, and hedonistic participants were happiest if their goals were being accomplished. The distinction between happiness and meaning is emphasized, and the tension between efficacy and integrity is discussed. Developmental implications are discussed with reference to results from archival data from a sample of senior managers. Wisdom literature has long promoted being true to oneself as a desirable alternative to preoccupation with success. Warnings against blind achievement are present in two of the earliest known written records, from about 3,700 years ago. In the Atrahasis epic, the gods punish "noisy" ambition with a terrible flood, and in the Gilgamesh epic, personal accomplishments lose their meaning for the protagonist in light of his friend's death (Fisher, 1970; Guirand, 1977, pp. 49-72). Similarly, in the Genesis Tower of Babel story, ambition is punished by confusion, and in Ecclesiastes, achievements are dismissed as vanity and folly. The corollary to these recommendations is represented by injunctions from Greek philosophy that "the unexamined life is not worth living" and that one should "know thyself." The examples given above converge on a theme so commonplace that it regularly appears in Hollywood films (e.g., "Regarding Henry,'' ' 'The Doctor,'' and ' 'The Fisher King''). Each of these films features a highly successful character absorbed in his accomplishments until some crisis makes his life feel meaningless.
The relation between conflicting evaluations of attitude objects (potential ambivalence) and associated unpleasant feelings (felt ambivalence) was investigated. Participants indicated their potential and felt ambivalence about capital punishment (Studies 1 and 2) and abortion (Studies 1-3). The simultaneous accessibility (J. N. Bassili, 1996) of participants' potential ambivalence (i.e., how quickly and equally quickly conflicting evaluations came to mind) was measured using response latency (Studies 1-3) and manipulated by repeated expression (Study 3). The relation between potential ambivalence and felt ambivalence was strongest when potential ambivalence was high in simultaneous accessibility (Studies 1-3). This pattern was most pronounced for participants who were high in preference for consistency (Study 3; R. B. Cialdini, M. R. Trost, & T. J. Newsom, 1995). Similarities of ambivalence and cognitive dissonance constructs are discussed.
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