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Pyszczynski, Tom – Journal of Research in Personality, 1982
Proposed that, when faced with highly desirable but uncertain outcomes, people may employ cognitive strategies in an attempt to influence their future affective responses to the outcomes in question. Demonstrated the use of two such strategies. (Author)
Descriptors: Cognitive Style, College Students, Coping, Expectation
Peer reviewed Peer reviewed
Phillips, J. Bryan; Endler, Norman S. – Journal of Research in Personality, 1982
Tested the person-by-situation interaction model of anxiety. Male (N=28) and female (N=79) university students served as subjects. Results were interpreted as providing support for the multidimensionality of A-Trait and further validation of the interaction model of anxiety. (Author)
Descriptors: Anxiety, Cognitive Style, College Students, Higher Education
Peer reviewed Peer reviewed
Forgas, Joseph P. – Journal of Research in Personality, 1983
Studied person prototypes within a subcultural milieu and the influence of cultural salience on recall memory, predictions, and impression formation in two studies of college students. Results suggested that multiple information-processing strategies are used in person perception, influenced by normative and cultural variables. (WAS)
Descriptors: Classification, Cognitive Style, College Students, Cultural Influences
Peer reviewed Peer reviewed
Zuroff, David C.; And Others – Journal of Research in Personality, 1983
Reports on a series of validation studies of the Depressive Experiences Questionnaire (DEQ), developed to measure individuals' vulnerabilities to two types of depressive experiences, characterized by dependency needs or self-criticism and guilt. Results supported the utility of distinguishing between the types of depression but indicated a need…
Descriptors: Classification, Cognitive Style, College Students, Depression (Psychology)
Peer reviewed Peer reviewed
Teglasi, Hedwig; Hoffman, Mary Ann – Journal of Research in Personality, 1982
Causal attributions of shy students (N=36) were compared with those of a comparison group of students (N=36) in ten situations. Significant differences between the two groups emerged when explaining outcomes of situations considered to be problematic for shy individuals. Causal attributions may reflect realistic and situation-specific…
Descriptors: Affective Behavior, Attribution Theory, Cognitive Style, College Students