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)

Discusses the Equal Opportunity in the Classroom Project of the Los Angeles County Schools in which recognized low achievers are given equal attention in the classroom. (IRT)

In the study, eight random samples of respondents (236 adult Ss) from a small Western city were presented with questionnaires which requested that they evaluate the characteristics of a stimulus person who varied by sightedness (blind, totally sightless, partially sighted, sighted), and age (35 or 65 years). (Author/SBH)

Investigated the relationship between establishment of pregroup goals and postgroup assessment of progress toward goals. Participants were categorized by selection of goals, with interpersonal-relationship and self-confidence goals determining the category. The progress-toward-goal post-test revealed more progress on top-ranking goals than on…

Predictions were obtained from 36 regular classroom teachers on the videotaped performance of a child labeled either as gifted, normal, or educable mentally retarded. A significant interaction between label and length of exposure was indicated. (CL)

Since Equal Opportunity in the Classroom, a program dealing with perceived expectations and learning, focuses on how students are perceived and treated, a report of its findings are appropriate in this issue which deals with equal treatment for all. (Author/RK)

The expectations of the behavior of members of the opposite sex in a dating situation were examined. The findings showed disharmony in the expectations of adolescents with mutuality being achieved by early adulthood through a shift in the expectations of the female towards the psychobiological expectations of the male. (Author)

Investigates the effects of actors' expectancies about the outcome of an event (positive or negative) and observation of the actual outcome (positive or negative) while in a state of high or low objective self-awareness upon attribution of causality for the outcome. (Author/RK)