Results of the present study show that children by the age of 7 have internalized systematic if not complex rules concerning the conditions under which they may engage in self-gratification. (Author)

The author raises the question, What kind of program can reclaim the alienated reader? It must be a program designed to capture his interest, to assure him of success, and to convince him of his ability. (Author/AS)

Despite the fact that the theory is good, the personnel officer must accept the disappointment that not all employees are yet able to accept its blessings and that not all managers are yet able to dispense it. (Author/EK)

Deals with a program to train poor people for jobs in supermarkets and the reasons why it failed. (EK)

A technique of using puzzle and problem solving to overcome the failure syndrome is discussed. (JM)

Author of Schools Without Failure" provides explanations for some of the possible reasons why some children are unmotivated and fail. Provides a philosophy of how to teach the unmotivated. Suggests need to get the students involved, to teach relevant material, to get students to think, and to avoid measuring students against each other. (DS)

Results provided some support for a self-serving model of causal attributions for success and failure. It was also found that males and females did exhibit some differences in their patterns of causal attributions for similar outcomes. (RM)

An investigation of the causal attributions of success and failure performances on various levels of task difficulty by 36 learning disabled and 36 nondisabled adolescents revealed that Ss' perceptions of the task difficulty levels were significant determinants of the two groups' differing causal attributions. (Author/CL)

The British educational system, in a society with a well-developed class structure, emphasizes excellence and limits opportunity to a small number. The United States, with a political philosophy of equal opportunity, has a more accessible system. (Availability: Dept. of Adult Education, Kansas State University, Manhattan, KS 66506) (SK)

Proposed a conceptual distinction between two types of experienced power and examined its relevance to participation in power-relaxed activities. After two college football games, spectators chose an image-of-power position after a hometeam defeat, and an actual-power position after a hometeam victory. Experiences of vicarious success or failure…

This study examined the context within which subjects (students) selected one of the following failure management strategies: silence, concession, excuse, justification, and refusal. Contextual variables included: relationship with the reproacher, the students' communicative goal orientation, moral severity of the failure, character of the…