Rotter's (1966) "control of reinforcement" construct is a dimension of belief or expectancy about the locus of reinforcing consequences for behavior. A generalized disposition is represented which ascribes reinforcement contingencies to either "external" (and, hence, uncontrollable) factors or to "internal" sources in which case the individual…

Eight graduate students were used as experimenters in this study to assess the effects of experimentally induced experimenter outcome bias with respect to selected suprasegmental phenomena (pitch, stress, and terminal intonation) emitted by the experimenters during the instruction reading phase of a behavioral experiment. Experimenters were led to…

The study attempted to determine the relative accuracy with which 290 college students anticipated the responses of a group of 65 educable mentally retarded (EMR) males (11- to 14-years-old) and a group of 66 normal children (10- to 14-years-old). Anticipations were analyzed according to the students' sex, academic major, age, hours in special…

To study the effect of motivating statements on the achievement of young children, a group of 52 first grade boys and girls was randomly divided into two groups. The experimental group was assigned a verbal task and given positive motivation on their ability to accomplish the task. The control group was merely given the assignment. Results of the…

Male students' (N=50) perceptions of counselors, counseling psychologists, and guidance counselors were compared by means of a semantic differential instrument. Counseling psychologists were perceived as being likely sources of help for emotional, family, interpersonal, and sexual problems. Counselors were perceived as more likely sources of help…

Article considers the extreme complexity of the role that a modern university administrator must play together with the role of the university in our society. (Author/RK)

The present study was undertaken to gain a better understanding of the relationship between user expectations and actual use of a specific recreational area. (Author)

Undergraduate students (N=287) completed an 82-item questionnaire about their expectations of counseling. The respondents' strongest expectations were of seeing an experienced, genuine, expert, and accepting counselor they could trust. Expectancies that the counselor would be understanding and directive were lower. Significant sex differences were…

Undergraduates in an economics course reported prior grade averages and their final exam predictions. Students rated the influence that ability, effort, task difficulty, and luck had on performance and completed an achievement motivation scale. Regression analyses provided support for the attribution model of achievement expectations. Sex…

Speakers' prespeech perceptions were elicited with reference to expected credibility, the consequences of delivering the speech, speech topic preferences, and message strategy intentions. Relationships are hypothesized among prespeech perceptions and trait and state speech anxiety. (JF)

The article focuses on teacher-student interaction as a factor in school failure and academic underachievement. (CL)

A variety of investigations suggest self-esteem is a significant variable in individual productive functioning and leadership effectiveness. A conceptual framework is presented that describes the importance of self-esteem, how it is affected in organization contexts, and what implications are apparent, for researchers, managers, and consultants.…

Concludes that open-minded persons attend to the content and implications of a message while close-minded persons attend to the surface quality of information and to the reputation of the source. (RL)

Differences in ratings of initial expectancy of success, perceived scholastic ability, and causal attributions were assessed for male and female high school students for a simulated academic test. As predicted, higher expectancies were found for high performance achievers and nontraditional females. (Author)

Children in kindergarten and first and second grades were presented sentences that were harmonious, neutral or contrary to their expectations. It was found that sentences contrary to expectation elicited more misinterpretation than did harmonious and neutral sentences and that case relations were assigned to agree with what was expected. (GO)