The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by educational psychologists, the theory is arguably…

The role of research administrator requires highly efficient and collaborative project management to develop competitive, compliant and properly targeted applications for sponsor support. When problems arise, stress and time pressures may lead to maladaptive forms of manipulation and micromanagement between research administrators and principal…

To promote undergraduate education reform, teaching professional development (TPD) efforts aim to encourage instructors to adopt evidence-based practices. However, many instructors do not attend TPD. There may be many reasons for this, including low intrinsic motivation to participate in TPD. Psychologists have dealt with motivational barriers in…

The belief that cheating is wrong doesn't prevent its enactment. For example, many students cheat despite believing that is wrong or unjustifiable. The question taken up in this article concerns how the resulting cognitive dissonance is ameliorated; that is, how do students cheat and not feel guilty? This article will describe two "good"…

Students in a mathematics classroom are motivated to do many things, not only the ones we expect them to do. In order to understand student behaviour in classrooms we need to increase our understanding of what motivation is and how it is regulated. Two issues relevant to a critique of mainstream motivation research need consideration: (a) the…

In the analytic process, "beneficial uncertainty" is aroused to help the patient tolerate uncertainty in areas previously shut off in his/her search for identity. Through this process, the patient learns to accept responsibility for his/her actions and no longer blames others. (PP)

Argues that the effect of media violence on individual differences in aggression is primarily the result of a cumulative learning process during childhood. Presents a developmental theory holding that a child's repeated viewing of media violence, in combination with other factors, can culminate in aggressive behavior patterns (including…

Explored the relationship of family sociocultural resources to adjustment among low-income African American children. Parent surveys examined sociodemographic variables, child behavior, and parent religiosity. Results indicated that children of regular church attenders had fewer behavior problems than those who attended less frequently. The use of…

Discusses the problems of battered women in terms of four types of battering, the incidence and significance of battering, and theories of the causes of battering. Presents psychological profiles of battered women and men who batter and describes the role of Hiatus House, a residential shelter in Ontario. (JAC)

Reviews experimental studies and field investigations of the influence of violence in the mass media on aggressive behavior. Relates this research to recent developments in cognitive psychology. Suggests that the cognitive-neoassociationist hypothesis provides the best explanation for the overall findings and may subsume other hypotheses…

Examines how people with a high-achievement need attribute success to their ability and effort and failure to external factors such as task difficulty. Contrasts this behavior with people who have a low-achievement need. The measuring device was a multiple-choice questionnaire designed to reveal participant tendencies. (MJP)

Research on determinants of parenting behavior has traditionally focused on parents' goals and beliefs about child rearing or on the effect of parents' own attachment experiences. In an effort to relate these two approaches, a study was conducted to examine parent behaviors and attitudes in 94 parent-child dyads. Dyads consisted of 20 fathers and…

Argues for a greater and more explicit use of evolutionary theory in psychology courses. Provides examples of ways that this strategy can help students think critically about classic psychological theories, understand the importance of narrower domain-specific theories, and comprehend the rationales behind cross-species comparison in psychology.…

Recounts an experiment where two groups of college students composed questions for a simulated quiz show and then answered each other's questions. They then answered questions comparing their performance with other groups. Proposes a social norm rather than attribution error explanation for the fact that groups consistently will underestimate…