An effect of the situation on psychological testing.

Ej, Phares; Jb, Rotter

doi:10.1037/h0049347

Cited by 14 publications

(3 citation statements)

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“…pleasantness as the experiment progresses has been found elsewhere (e.g., Swap, 1970;cf. Edney, 1972) and might be predicted by Zajonc's (1968) hypothesis noted earlier; the effects of the pleasantness of the rating context on ratings made has also been investigated (e.g., Maslow & Mintz, 1956;Mintz, 1956; see also Phares & Rotter, 1956;Messick & Rapoport, 1964). These findings have implications for research dealing with factors affected by the experimental context.…”

Section: Three Minor Problems Encountered Inthe Researchmentioning

confidence: 82%

The computer as experimenter in social psychological research

Stang

O’Connell

1974

Behavior Research Methods & Instrumentation

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Section: Three Minor Problems Encountered Inthe Researchmentioning

confidence: 82%

The computer as experimenter in social psychological research

Stang

O’Connell

1974

Behavior Research Methods & Instrumentation

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“…Two theories that have contributed to our understanding of motivation and behavior in achievement situations are social learning theory (Rotter et al, 1972) and achievement motivation theory (Atkinson & Feather, 1966). Research based on these theories has demonstrated the necessity of considering value (Feather, 1961;Phares & Rotter, 1956) as well as expectancy (Lefcourt & Ladwig, 1965;Tyler, 1958) in predicing behavior. Lack of either value or expectancy would produce passivity.…”

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confidence: 99%

Naturally acquired learned helplessness: The relationship of school failure to achievement behavior, attributions, and self-concept.

Johnson¹

1981

Journal of Educational Psychology

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Personality and behavioral consequences of learned helplessness were monitored in children who had experienced extensive failure in school. Controlling for sex, race, age, and IQ, three groups of children (failing, average, and remedial) performed an experimental task and responded to questionnaires on selfconcept and attributions for success and failure. To compare the predictive quality of learned helplessness theory with that of value expectancy theories, children were assigned to one of two reinforcement conditions (prediction of academic success and this prediction plus monetary reward) on a maze task. As predicted by value expectancy theories, failing children were significantly more persistent in the monetary reward condition than in the prediction of academic success condition. In agreement with learned helplessness theory, low self-concept was predicted independently and significantly by school failure, internal attributions for failure, and external attributions for success (R 2 = .48).This study was based on a doctoral dissertation submitted by the author to George Peabody College for Teachers. The authors wishes to thank Monte D. Smith, her advisor, and Ken Wallston and L. Ensign Johnson for their assistance. Thanks are also due members of the Metropolitan Public School System Psychology Division for identifying children eligible for the study.Requests for reprints should be sent to Dona S.

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“…Obviously, one such condition is the situation, or more precisely, the individual's categorization of the situation. Recently, considerable attention has been given to an analysis of situational variables as they affect psychological testing and behavior generally (3,5,8,9,11,13,IS). This paper explores the relationship between expectancy changes and situational variables, and makes a preliminary effort toward establishing a classification of situations in terms of their effect on expectancies.…”

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confidence: 99%