The data suggest that society has prepared females well to be the dominant forces in elementary education that they are today. Furthermore, they are able to regenerate themselves in rewarding certain kinds of behavior in the children they teach, particularly little girls. (Author)

A methodological perspective is taken in examining the problem of inferring attitudes from children's responses to survey items. An experiment is reported which shows that children are highly inclined to evaluate unfamiliar objects in positive terms. Implications of this research for political socialization studies are explored and much of the…

Discussion of feelings and emotions can become a regular part of the classroom curriculum to help children accept and understand their feelings and to become more aware of their environment. (NH)

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…

A temporal theory of motivation is proposed in which causes, causal dimensions, psychological consequences (expectancy and affect), and behavioral outcomes play a role in the dynamics of action. The discussion of methodological errors in attribution research that follows examines shortcomings at each of these conceptual stages in the motivational…

Investigated emotionality and empathy in terms of empathic resonation and expressed empathy. Graduate students (N=18) watched videotapes of clients expressing sadness, anger, or fear. The results showed that students' emotional experiences corresponded to the clients' affective presentation. Empathic resonation also correlated negatively with the…

The relationships between students' learning outcomes and their perceptions on a modified version of the My Class Inventory (MCI) were examined. MCI scales displayed satisfactory internal consistency and discriminant validity, and each MCI scale differentiated significantly between the perceptions of students in different classrooms. (Author/LC)

Mothers' ability to decode their children's nonverbal expressions of four affects (happiness, sadness, fear, and anger) was contrasted with the decoding ability of a matched group of nonmothers. Results indicate that mothers were accurately able to decode expressions of happiness but had relative difficulty with decoding expressions of sadness,…

Examined the hypothesis that subject differences in conceptual complexity (CC) may mediate individuals' cognitive and emotional responses toward problem situations. Results showed high-CC individuals reported more internal attributions and fewer negative task statements and showed less increase in negative mood. (Author)

Describes a technique that permits special education students to express their feelings through writing. Discusses the teacher's role in this process and outlines its benefits. (FL)

Children 6, 11, and 15 years old were interviewed about their concept of emotion. Replies indicated the child's concept of emotion changed markedly between 6 and 11 but indicated no marked changes thereafter. The changing conception of emotion was manifested in replies regarding the identification, regulation, and effects of emotion. (Author/DB)