Examined the arousal of social anxiety in an interview setting as a function of anticipated self-disclosure. During the interview, both components of anxeity (worry and emotionality) were affected by expectancy conditions, and emotionality was higher for high- than for low-social-avoidance-and-distress subjects. (Author)

Academics scored higher on the artistic type and significantly lower on the enterprising type. Academics are motivated by the opportunity for scientific contribution, for autonomy, and for the high status attained in their jobs. Professionals in industry are highly motivated by the opportunity for exercising power. (Author)

Concludes that depression consists of low reward motivation and high punisher motivation. Depressed people exhibit their most severe motivational deficits in ambiguous social situations. Depressed people engage in few instrumental and operant behaviors, and in many escape and avoidance behaviors. (Author)

Patients with harsh, pessimistic views about mental illness had more severe psychopathology and did less well over the period of follow-up. Expectation of medication was associated with lower education, greater severity of illness, lower satisfaction with treatment, greater frequency of dropping out of treatment, and less improvement. (Author)

Examines factors contributing to a person's desire to talk to a friend about personal problems. Results suggest that students value genuine, accepting, confrontive friends whom they can trust. In contrast, the expectancies that counselors are directive, expert, tolerant, and trustworthy are higher than those for the friend. (Author)

Results indicated that expectations concerning success were determined by past achievement and by evaluative feedback. Immediate past performance had a stronger relative influence on expectations and performance than evaluative feedback. Feedback had a relatively greater effect on self-evaluation. (Author/DB)

Attitudes of parents, school administrators, physicians, and student participants and nonparticipants toward youth sports programs are summarized. (JMF)

Findings indicate that inconsistent, contradictory messages received in the home contribute to the uncertain vacillating goals of young women. Parents support academic-vocational achievement for women, yet also identify women's major responsibilities as those of a traditional nature. (Author)

Alcoholics were more external in powerful others control orientations, more external in chance control orientations, more hopeless, and more Machiavellianistic than the nonalcoholics. Results support the findings of alcoholics' relative externality in locus of control reinforcement. (Author)

Compares uncertainty and social penetration theory expectations about the amount and nature of question usage in relationships. No differences were found in amount of question usage between friends and between strangers, but friends used more evaluative questions than strangers. (JMF)

Examined whether a measure of self-reported, task-specific, efficacy expectations would correspond more with persistence or locus of control. Results indicated that beliefs in locus of control were strongly related to persistence and that efficacy expectations were not as significant. (RC)

Evidence is inclusive that dialect interferes with learning to read, and there is research indicating that a teacher's bias against dialect can mean lowered expectations and lowered performance. (JMF)

Suggestions are made for applying research findings to the teaching of physical education. (JD)

Reporting a significant relationship between teacher acceptance of diverse behavior and their resistance to the biasing influence of a deviancy label, this article indicates academic performance of at least some children may be affected by the bias effect and suggests five ways to reduce the negative effects of bias. (Author/SB)

Presents evidence supporting the prediction that violations of induced receiver expectations and the intensity of a persuasive message are mediators of resistance to persuasion. Positive and negative violations of expectations are examined in terms of counterarguing. (JMF)