Pub Date : 2015-03-06DOI: 10.1027/2151-2604/A000201
Barbara Schober, Julia Klug, Gregor Jöstl, C. Spiel, M. Dresel, G. Steuer, B. Schmitz, A. Ziegler
Self-regulated learning (SRL) is a major issue in current educational research. A comprehensive body of evidence points to the relevance of SRL for creating lasting learning success in many learning contexts (Zimmerman & Schunk, 2011). SRL competences are of particular importance for success in higher education because students have to deal with rather unstructured contexts and diverse learning challenges (Peverly, Brobst, Graham, & Shaw, 2003). Despite SRL’s undeniable relevance and the large body of research attesting to this (Winne, 2005), some core issues – especially regarding learning at universities – have not been solved yet. We still do not know which components of SRL in which combination are crucial for success at university. Which aspects of SRL are relevant in which learning phases in which contexts? How do situational and personal factors interact? How do these competences actually develop under different institutional conditions? Why do we still find substantial knowledge deficits in this intensively researched field? A closer look makes it obvious that research often concerns very specific details of the complex SRL construct, such as the interrelations among specific SRL components, teachers’ effects on specific students’ SRL strategies, or the effects of very specific contexts (e.g., Eccles & Wigfield, 2002). Furthermore, a variety of research approaches are used, based on different models, measures, and study designs. Consequently, results are often inconsistent. Approaches and results therefore remain rather unconnected, and no comprehensive picture is able to emerge. However, if we want to create instructional designs that promote SRL at universities, we need a deeper comprehensive understanding of SRL competences and their development. To reach more coherence and advance in research on SRL competencies in complex learning settings like universities, we suggest an integrative approach in terms of theory and measurement in this opinion paper.
{"title":"Gaining Substantial New Insights Into University Students' Self-Regulated Learning Competencies How Can We Succeed?","authors":"Barbara Schober, Julia Klug, Gregor Jöstl, C. Spiel, M. Dresel, G. Steuer, B. Schmitz, A. Ziegler","doi":"10.1027/2151-2604/A000201","DOIUrl":"https://doi.org/10.1027/2151-2604/A000201","url":null,"abstract":"Self-regulated learning (SRL) is a major issue in current educational research. A comprehensive body of evidence points to the relevance of SRL for creating lasting learning success in many learning contexts (Zimmerman & Schunk, 2011). SRL competences are of particular importance for success in higher education because students have to deal with rather unstructured contexts and diverse learning challenges (Peverly, Brobst, Graham, & Shaw, 2003). Despite SRL’s undeniable relevance and the large body of research attesting to this (Winne, 2005), some core issues – especially regarding learning at universities – have not been solved yet. We still do not know which components of SRL in which combination are crucial for success at university. Which aspects of SRL are relevant in which learning phases in which contexts? How do situational and personal factors interact? How do these competences actually develop under different institutional conditions? Why do we still find substantial knowledge deficits in this intensively researched field? A closer look makes it obvious that research often concerns very specific details of the complex SRL construct, such as the interrelations among specific SRL components, teachers’ effects on specific students’ SRL strategies, or the effects of very specific contexts (e.g., Eccles & Wigfield, 2002). Furthermore, a variety of research approaches are used, based on different models, measures, and study designs. Consequently, results are often inconsistent. Approaches and results therefore remain rather unconnected, and no comprehensive picture is able to emerge. However, if we want to create instructional designs that promote SRL at universities, we need a deeper comprehensive understanding of SRL competences and their development. To reach more coherence and advance in research on SRL competencies in complex learning settings like universities, we suggest an integrative approach in terms of theory and measurement in this opinion paper.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"1 1","pages":"64-65"},"PeriodicalIF":1.8,"publicationDate":"2015-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88983145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-02-26DOI: 10.1027/0044-3409.217.1.27
F. Fidler, G. Loftus
Null-hypothesis significance testing (NHST) is the primary means by which data are analyzed and conclusions made, partic- ularly in the social sciences, but in other sciences as well (notably ecology and economics). Despite this supremacy however, numerous problems exist with NHST as a means of interpreting and understanding data. These problems have been articulated by various observers over the years, but are being taken seriously by researchers only slowly, if at all, as evidenced by the continuing emphasis on NHST in statistics classes, statistics textbooks, editorial policies and, of course, the day-to-day practices reported in empirical articles themselves (Cumming et al., 2007). Over the past several decades, observers have suggested a simpler approach - plotting the data with appropriate confidence intervals (CIs) around relevant sample statistics - to supplement or take the place of hypothesis testing. This article addresses these issues.
{"title":"Why Figures with Error Bars Should Replace p Values Some Conceptual Arguments and Empirical Demonstrations","authors":"F. Fidler, G. Loftus","doi":"10.1027/0044-3409.217.1.27","DOIUrl":"https://doi.org/10.1027/0044-3409.217.1.27","url":null,"abstract":"Null-hypothesis significance testing (NHST) is the primary means by which data are analyzed and conclusions made, partic- ularly in the social sciences, but in other sciences as well (notably ecology and economics). Despite this supremacy however, numerous problems exist with NHST as a means of interpreting and understanding data. These problems have been articulated by various observers over the years, but are being taken seriously by researchers only slowly, if at all, as evidenced by the continuing emphasis on NHST in statistics classes, statistics textbooks, editorial policies and, of course, the day-to-day practices reported in empirical articles themselves (Cumming et al., 2007). Over the past several decades, observers have suggested a simpler approach - plotting the data with appropriate confidence intervals (CIs) around relevant sample statistics - to supplement or take the place of hypothesis testing. This article addresses these issues.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"36 1","pages":"27-37"},"PeriodicalIF":1.8,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86142077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-02-26DOI: 10.1027/0044-3409/A000031
Maria Strobel, A. Tumasjan, I. Welpe
The ability to attract highly qualified employees constitutes a significant competitive advantage, and is ultimately linked to an organization’s economic success. Creating and maintaining organizational attractiveness is therefore crucial to organizations. While previous research has demonstrated that an organization’s ethical conduct (e.g., corporate social responsibility) enhances its attractiveness for potential employees, there is no empirical evidence on whether the ethical behavior of an organization’s leaders can also affect organizational attractiveness. Using both experimental and correlational data we investigate the influence of leader ethical behavior on organizational attractiveness and examine the underlying mechanisms behind this relationship. In line with our hypotheses, ethical leader behavior leads to significantly higher ethical leadership ratings and to significantly higher ratings of organizational attractiveness. Furthermore, higher ethical leadership ratings were associated with str...
{"title":"Do Business Ethics Pay Off","authors":"Maria Strobel, A. Tumasjan, I. Welpe","doi":"10.1027/0044-3409/A000031","DOIUrl":"https://doi.org/10.1027/0044-3409/A000031","url":null,"abstract":"The ability to attract highly qualified employees constitutes a significant competitive advantage, and is ultimately linked to an organization’s economic success. Creating and maintaining organizational attractiveness is therefore crucial to organizations. While previous research has demonstrated that an organization’s ethical conduct (e.g., corporate social responsibility) enhances its attractiveness for potential employees, there is no empirical evidence on whether the ethical behavior of an organization’s leaders can also affect organizational attractiveness. Using both experimental and correlational data we investigate the influence of leader ethical behavior on organizational attractiveness and examine the underlying mechanisms behind this relationship. In line with our hypotheses, ethical leader behavior leads to significantly higher ethical leadership ratings and to significantly higher ratings of organizational attractiveness. Furthermore, higher ethical leadership ratings were associated with str...","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"47 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82081896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1027/2151-2604/A000169
Deryn Strange, Jennifer E. Dysart, E. Loftus
Laypeople, police, and prosecutors tend to believe that a suspect’s alibi, if truthful, should remain consistent over time (see Burke, Turtle, & Olson, 2007; Culhane & Hosch 2012; Dysart & Strange, 2012). However, there is no empirical evidence to support this assumption. We investigated (a) whether some features of an alibi – such as what was happening, who with, where, and for how long – are more likely to produce errors than others; and (b) whether consistency in alibi stories is correlated with particular phenomenological characteristics of the alibi such as a person’s confidence and sense of reliving the event. We asked participants to imagine they were suspected of a crime and to provide their truthful alibi for an afternoon 3 weeks prior and to complete questions regarding the phenomenological characteristics of their memory. We also asked participants to locate evidence of their actual whereabouts for the critical period. Participants returned a week later, presented their evidence, re-told their alibi, and re-rated the phenomenological characteristics of the alibi. Our results revealed that participants were largely inconsistent across all aspects of their alibi, but there was variability across the different features. In addition, those who were inconsistent were less confident, recollected the time period in less detail and less vividly, and were less likely to claim to remember the time period. We conclude that inconsistencies are a normal byproduct of an imperfect memory system and thus should not necessarily arouse suspicion that a suspect is lying.
{"title":"Why Errors in Alibis are Not Necessarily Evidence of Guilt","authors":"Deryn Strange, Jennifer E. Dysart, E. Loftus","doi":"10.1027/2151-2604/A000169","DOIUrl":"https://doi.org/10.1027/2151-2604/A000169","url":null,"abstract":"Laypeople, police, and prosecutors tend to believe that a suspect’s alibi, if truthful, should remain consistent over time (see Burke, Turtle, & Olson, 2007; Culhane & Hosch 2012; Dysart & Strange, 2012). However, there is no empirical evidence to support this assumption. We investigated (a) whether some features of an alibi – such as what was happening, who with, where, and for how long – are more likely to produce errors than others; and (b) whether consistency in alibi stories is correlated with particular phenomenological characteristics of the alibi such as a person’s confidence and sense of reliving the event. We asked participants to imagine they were suspected of a crime and to provide their truthful alibi for an afternoon 3 weeks prior and to complete questions regarding the phenomenological characteristics of their memory. We also asked participants to locate evidence of their actual whereabouts for the critical period. Participants returned a week later, presented their evidence, re-told their alibi, and re-rated the phenomenological characteristics of the alibi. Our results revealed that participants were largely inconsistent across all aspects of their alibi, but there was variability across the different features. In addition, those who were inconsistent were less confident, recollected the time period in less detail and less vividly, and were less likely to claim to remember the time period. We conclude that inconsistencies are a normal byproduct of an imperfect memory system and thus should not necessarily arouse suspicion that a suspect is lying.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"14 1","pages":"82-89"},"PeriodicalIF":1.8,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79172691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1027/2151-2604/A000171
T. Grundgeiger, P. Sanderson, R. Dismukes
An important cognitive function is the ability to remember to execute future tasks, a capability known as prospective memory (PM). Workers in complex sociotechnical systems such as healthcare and aviation face many PM challenges and forgetting tasks can have severe consequences. Although researchers have made progress in understanding how individuals remember future tasks, system-level support for PM has seldom been addressed. In the present paper, we briefly review PM research in healthcare and aviation, focusing on naturalistic studies using expert workers, and we present the concept of distributed prospective memory, which incorporates the interaction between the environment and the individual when future tasks must be remembered. PM in sociotechnical settings is a complex process involving human and nonhuman agents. Therefore, a systems approach is needed to fully understand PM processes, thus supporting workers and eventually minimizing errors and increasing safety.
{"title":"Prospective Memory in Complex Sociotechnical Systems","authors":"T. Grundgeiger, P. Sanderson, R. Dismukes","doi":"10.1027/2151-2604/A000171","DOIUrl":"https://doi.org/10.1027/2151-2604/A000171","url":null,"abstract":"An important cognitive function is the ability to remember to execute future tasks, a capability known as prospective memory (PM). Workers in complex sociotechnical systems such as healthcare and aviation face many PM challenges and forgetting tasks can have severe consequences. Although researchers have made progress in understanding how individuals remember future tasks, system-level support for PM has seldom been addressed. In the present paper, we briefly review PM research in healthcare and aviation, focusing on naturalistic studies using expert workers, and we present the concept of distributed prospective memory, which incorporates the interaction between the environment and the individual when future tasks must be remembered. PM in sociotechnical settings is a complex process involving human and nonhuman agents. Therefore, a systems approach is needed to fully understand PM processes, thus supporting workers and eventually minimizing errors and increasing safety.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"14 1","pages":"100-109"},"PeriodicalIF":1.8,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83027832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1027/2151-2604/A000161
P. Goense, L. Boendermaker, T. Yperen, G. Stams, J. V. Laar
This systematic review evaluates the implementation of treatment integrity procedures in outcome studies of youth interventions targeting behavioral problems. The Implementation of Treatment Integrity Procedures Scale (ITIPS), developed by Perepletchikova, Treat, and Kazdin (2007), was adapted (ITIPS-A) and used to evaluate 32 outcome studies of evidence-based interventions for youths with externalizing behavioral problems. Integrity measures were found to be still rare in these studies. Of the studies that took integrity into account, 80% approached adequacy in implementing procedures for treatment integrity. The ITIPS-A is recommended as an instrument to guide development of integrity instruments and the implementation of treatment integrity procedures in youth care.
{"title":"Implementation of treatment integrity procedures","authors":"P. Goense, L. Boendermaker, T. Yperen, G. Stams, J. V. Laar","doi":"10.1027/2151-2604/A000161","DOIUrl":"https://doi.org/10.1027/2151-2604/A000161","url":null,"abstract":"This systematic review evaluates the implementation of treatment integrity procedures in outcome studies of youth interventions targeting behavioral problems. The Implementation of Treatment Integrity Procedures Scale (ITIPS), developed by Perepletchikova, Treat, and Kazdin (2007), was adapted (ITIPS-A) and used to evaluate 32 outcome studies of evidence-based interventions for youths with externalizing behavioral problems. Integrity measures were found to be still rare in these studies. Of the studies that took integrity into account, 80% approached adequacy in implementing procedures for treatment integrity. The ITIPS-A is recommended as an instrument to guide development of integrity instruments and the implementation of treatment integrity procedures in youth care.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"17 1","pages":"12-21"},"PeriodicalIF":1.8,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86588117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1027/2151-2604/A000174
Sandra Sittenthaler, E. Jonas, E. Traut-Mattausch, J. Greenberg
{"title":"New Directions in Reactance Theory","authors":"Sandra Sittenthaler, E. Jonas, E. Traut-Mattausch, J. Greenberg","doi":"10.1027/2151-2604/A000174","DOIUrl":"https://doi.org/10.1027/2151-2604/A000174","url":null,"abstract":"","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"56 1","pages":"186-186"},"PeriodicalIF":1.8,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79129077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-01-01DOI: 10.1027/2151-2604/A000138
K. Durkin, J. Boyle, S. Hunter, G. Conti-Ramsden
Almost all children play video games at some point and many play regularly. Not only are games ubiquitous in children’s leisure environments but the motivational and skill-enhancing potentialities of this technology are being exploited increasingly in education. Good quality games, which are challenging, instructive, and absorbing, can make learning enjoyable and effective. But is this the case for children who struggle in school? This paper reviews the emerging literature on video game uses by children with special educational needs. With reference to both entertainment games and “serious” games, we consider (i) the implications of developmental and learning disabilities for game play, (ii) the potential of games to address special cognitive and educational needs, and (iii) the social potential of game play. Gaps in current knowledge are identified and directions for future research are outlined.
{"title":"Video Games for Children and Adolescents With Special Educational Needs","authors":"K. Durkin, J. Boyle, S. Hunter, G. Conti-Ramsden","doi":"10.1027/2151-2604/A000138","DOIUrl":"https://doi.org/10.1027/2151-2604/A000138","url":null,"abstract":"Almost all children play video games at some point and many play regularly. Not only are games ubiquitous in children’s leisure environments but the motivational and skill-enhancing potentialities of this technology are being exploited increasingly in education. Good quality games, which are challenging, instructive, and absorbing, can make learning enjoyable and effective. But is this the case for children who struggle in school? This paper reviews the emerging literature on video game uses by children with special educational needs. With reference to both entertainment games and “serious” games, we consider (i) the implications of developmental and learning disabilities for game play, (ii) the potential of games to address special cognitive and educational needs, and (iii) the social potential of game play. Gaps in current knowledge are identified and directions for future research are outlined.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"18 1","pages":"79-89"},"PeriodicalIF":1.8,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89969425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-01-01DOI: 10.1027/2151-2604/A000155
O. Christ, F. Asbrock, Kristof Dhont, T. Pettigrew, U. Wagner
The effect of the intergroup climate on acculturation preferences among host-majority and immigrant group members has been long acknowledged in the acculturation literature. Only recently, however, research has started to directly examine the effect of the intergroup climate on acculturation preferences. In the present research, we aimed to contribute to this new and important line of research by adopting a multilevel approach to examine the effect of the intergroup climate (social context level of analysis) on immigrants’ acculturation preferences (individual level of analysis) over and above individual-level predictors of acculturation preferences. Based on recent cross-sectional survey data from Germany, we examined the acculturation preferences (cultural maintenance and maintenance of intergroup relations) of members of immigrant groups (immigrants from non-Western countries; N individual level = 317) living in different districts in Germany (N district-level = 179). On the social context level, we us...
{"title":"The Effects of Intergroup Climate on Immigrants’ Acculturation Preferences","authors":"O. Christ, F. Asbrock, Kristof Dhont, T. Pettigrew, U. Wagner","doi":"10.1027/2151-2604/A000155","DOIUrl":"https://doi.org/10.1027/2151-2604/A000155","url":null,"abstract":"The effect of the intergroup climate on acculturation preferences among host-majority and immigrant group members has been long acknowledged in the acculturation literature. Only recently, however, research has started to directly examine the effect of the intergroup climate on acculturation preferences. In the present research, we aimed to contribute to this new and important line of research by adopting a multilevel approach to examine the effect of the intergroup climate (social context level of analysis) on immigrants’ acculturation preferences (individual level of analysis) over and above individual-level predictors of acculturation preferences. Based on recent cross-sectional survey data from Germany, we examined the acculturation preferences (cultural maintenance and maintenance of intergroup relations) of members of immigrant groups (immigrants from non-Western countries; N individual level = 317) living in different districts in Germany (N district-level = 179). On the social context level, we us...","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"11 1","pages":"252-257"},"PeriodicalIF":1.8,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79190942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-11-26DOI: 10.1027/2151-2604/A000112
Thomas Llewelyn Webb, P. Sheeran, P. Gollwitzer, Roman Trötschel
Social situations can, at times, have a detrimental influence on behavior (e.g., exposure to supermodels can make people dumb, certain social situations can prompt excessive alcohol consumption). Gaining control over such effects can be difficult because the situational influence often occurs outside conscious awareness. The present research investigates whether forming if-then plans or “implementation intentions” (Gollwitzer, 1999) can help people to strategically prevent unwanted social influences. Two experiments found that priming social categories (e.g., supermodels, Experiment 1) or social goals (e.g., socializing, Experiment 2) can have a detrimental impact on participants’ general knowledge (Experiment 1) and mental readiness to drink (Experiment 2), respectively. However, both experiments also showed that forming implementation intentions designed to ensure the effective mobilization of resources (Experiment 1) or to ignore temptation (Experiment 2) prevented social primes from influencing behavi...
{"title":"Strategic Control Over the Unhelpful Effects of Primed Social Categories and Goals","authors":"Thomas Llewelyn Webb, P. Sheeran, P. Gollwitzer, Roman Trötschel","doi":"10.1027/2151-2604/A000112","DOIUrl":"https://doi.org/10.1027/2151-2604/A000112","url":null,"abstract":"Social situations can, at times, have a detrimental influence on behavior (e.g., exposure to supermodels can make people dumb, certain social situations can prompt excessive alcohol consumption). Gaining control over such effects can be difficult because the situational influence often occurs outside conscious awareness. The present research investigates whether forming if-then plans or “implementation intentions” (Gollwitzer, 1999) can help people to strategically prevent unwanted social influences. Two experiments found that priming social categories (e.g., supermodels, Experiment 1) or social goals (e.g., socializing, Experiment 2) can have a detrimental impact on participants’ general knowledge (Experiment 1) and mental readiness to drink (Experiment 2), respectively. However, both experiments also showed that forming implementation intentions designed to ensure the effective mobilization of resources (Experiment 1) or to ignore temptation (Experiment 2) prevented social primes from influencing behavi...","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"421 1","pages":"187-193"},"PeriodicalIF":1.8,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84927958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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