This study integrates social value orientation (Messick & McClintock, 1968) and the consideration of future consequences (CFC; Strathman, Gleicher, Boninger, & Edwards, 1994) within the extended norm activation model of proenvironmental behaviour (Stern, Dietz, & Kalof, 1993). A survey of college students (N = 161) revealed some preliminary support for the proposed model, using past and intended involvement in proenvironmental political behaviour as the primary outcome variables. Relative to proselfs, prosocials expressed stronger proenvironmental intentions and a stronger belief in the social consequences of environmental conditions. Relative to low CFCs, high CFCs expressed stronger proenvironmental intentions, greater involvement in proenvironmental behaviour, and a stronger belief in the personal, social and biospheric consequences of environmental conditions. Perceived consequences mediated the relationship between CFC and proenvironmental intentions and behaviour, and high CFCs evidence a stronger positive relationship between perceived social consequences and proenvironmental intentions.

No abstract

Two methods by which people make prejudicial yet justifiable judgments were assessed in a simulated college admissions paradigm in which participants evaluated 2 applications. In the preference condition, the stronger applicant was described as a member of a different political party than the participant. In the control condition, no political party was indicated. Supporting a political partisan prejudice effect, among strong partisans, the stronger applicant was favored in the control condition, but the weaker applicant was favored in the preference condition. No effect was found for weak partisans. Additionally, participants supported their biases by altering the importance of (Study 1) and distorting the strength of (Study 2) different types of application information.

The relation between gender-role percepts and academic goal-setting was explored. An inventory examining the aspects of masculinity that would facilitate or inhibit academic goal-setting was developed based on a literature review of how masculinity relates to academic behaviors. A diverse sample of students (120 male, 147 female, 14 not indicating sex) was measured on three aspects of sex and academic goal-setting behavior. Factor analysis confirmed the content validity of masculine factors having facilitative (Mastery Competitiveness) and inhibitory (Antisocial Competitiveness) academic properties. Regression analyses indicated that sex-role orientations (Competitiveness and Hypermasculinity) significantly predicted academic goal-setting behaviors (R2 = .136). Finally, men scored higher than women on the subscales measuring Hypermasculinity and Antisocial or Competitiveness, while there were no sex differences on the Mastery Competitiveness subscale. The implications of these findings and suggestions for research are discussed.

No abstract