Fear of success revisited

Bibliography: pages 149-173.The unresolved question of whether Fear of Success is a motive or a measure of gender-role stereotypes is at the centre of the confusion about this construct. The purpose of the present study was to re-explore the nature of Fear of Success through the relationship of this construct to other theoretically related variables. The list of variables included Self-Efficacy, Autonomous and Social Achievement Values, Attitudes Towards Women, Positive and Negative Affect and Age. Cronbach and Meehl's (citedin Tresemer, 1976a) statement that the nomological net of propositions in which a construct is embedded must show predicted relationships with that construct, fostered the expectation that at least some of these variables would predict Fear of Success. It was anticipated that establishing a relationship with either the sociological or the personality constructs would clarify the nature of Fear of Success. The sample consisted of 240 white, English-speaking Capetonian women. The sample was restricted to women from the same cultural group so as to avoid the introduction of confounding variables, and to facilitate comparison of the results with the bulk of the research, most of which has been conducted in America. Furthermore, subjects were drawn from the working population· rather than students, as many researchers in this field have done, so that results would be generalizable to the workplace. Each subject was administered a questionnaire containing the following scales: Good and Good's(1973) Fear of Success Scale, The Positive and Negative Affect Schedule which was developed by Watson, Clark and Tellegen (1988), Tipton, Everett and Worthington's(1984) Generalized Self-Efficacy Scale, Spence and Helmreich's (1972) Attitudes Towards Women Scale and the Autonomous and Social Achievement Values Scale which was compiled by Strümpfer (1975)

The Influence of Teacher Behavior on the Distribution of Achievement in the Classroom: An Application of the Hierarchical Linear Model.

The purpose of the study was to investigate the effects of classroom practices on the distribution of achievement within the classroom as well as on mean levels of achievement through the use of the Hierarchical Linear Model (Raudenbush & Bryk, 1986). The investigation focused on sixty classrooms--thirty from schools labeled as effective and thirty from schools labeled as ineffective. Data on teacher behaviors were gathered through classroom observations during which six dimensions of effective teaching were evaluated. These behaviors were interactive time-on-task, classroom management, strategies for monitoring student progress and providing opportunities to learn, strategies for presentation of content and questioning techniques, social/psychological environment of the classroom, and physical attributes of the room. Once unconditional models were examined and their results indicated that there was significant variation in the class-level regressions, total battery scores from state achievement tests and the relationship between those scores and SES, measured by fathers\u27 education, served as the dependent measures of two explanatory models. The first model dealt with the teacher behaviors in concert, while the second sought to isolate more specific teacher behaviors which might be associated with achievement and the relationship between SES and achievement in the classroom. Results from the HLM analyses revealed a significant positive effect of effective teaching behavior on achievement. Specifically, classroom management was found to be highly significant in increasing class mean achievement. Interactive time-on-task and school type were found to have ameliorating effects on the within-class SES/achievement link, while increased effective teaching behavior, overall, and instructional strategies, specifically, seemed to be associated with a strengthened SES/achievement link within the classroom. It was suggested that this increase in association between SES and achievement implied an instructional emphasis by effective teachers which promoted excellence rather than equity

The development and reliability testing of a procedure to observe and record teacher motivation of pupil on-task behavior

The purpose of this study was the development and reliability testing of a classroom observation coding scale. -- The observation scale focused simultaneously on the on- or off-task activity of the student and on the motivational aspect of teacher behavior. The various categories of student and teacher behavior were presented along with an outline of the training program developed for the preparation of classroom observers. -- Two dimensions of the reliability problem were addressed in this study. First, eleven observers were trained in the use of the observation instrument, with the trainees given varying amounts of training time. Training was carried out using a video-tape package prepared for use with the instrument. The degree of agreement for each observer with the coding scheme for the instrument was determined using a video-taped criterion test containing samples of pupil-teacher behaviors. -- The second aspect of the reliability study addressed the reliability of observations made using the coding scale. This involved an examination of the generalizability of the behavior categories used to actual classrooms. The two most highly trained observers were employed in live observations of nine different classrooms on several occasions for each classroom. An analysis of variance of the data furnished by these observations produced generalizability coefficients for each of the categories of the observation scale. -- The study concluded that the behavior categorizations employed permitted an acceptable level of criterion agreement. Generally, the pupil-focus categories produced higher agreement levels than did the teacher-focus categories. However, the data indicated that additional observer training might overcome any deficiencies in coding skills on either aspect of the instrument. -- The coefficients of generalizability provided by the classroom observation data indicated that the categories of the scale are generalizable across teachers. Observations recorded using the observation instrument would therefore appear to be reliable

Bowdoin Orient v.63, no.1-27 (1933-1934)

https://digitalcommons.bowdoin.edu/bowdoinorient-1930s/1003/thumbnail.jp

Bowdoin Orient v.64, no.1-26 (1934-1935)

https://digitalcommons.bowdoin.edu/bowdoinorient-1930s/1006/thumbnail.jp

Verbal and other factors related to behavioural self-restraint in children

This study examined (1) how verbal self-instruction (VSI) affects behavioural self-restraint and (2) individual differences in impulsiveness and verbal regulation of behaviour (VRB) in children. The review of Luria's interpretation of VRB and other related works suggested that VRB can be examined at different levels of generality. The elementary level concerns the execution and inhibition of simple motor responses; the intermediate level involves control of more complicated behaviour by detailed self-instructions, while the highest level of abstraction relates to the role of speech in the socio-cultural development in Man. The first three experiments focussed on the elementary motor responses and demonstrated that self-instruction was detrimental to motor performance. There was no evidence to support the assumption that verbal responses were superior to motor responses. However, verbal and motor responses tended to co-ordinate with each other temporally and this feature was utilized in differential-reinforcement-of-low-rate (DRL) experiments, which showed that self-instruction aided behavioural restraint. However, the content of self-instruction was not important, but how it was said. Behavioural measures of self-restraint and responsiveness to verbal instructions were related to individual differences in cognitive style (measured by the Matching Familiar Figures Test) and personality (measured by self-rated questionnaires and a teacher'srating scale designed for the purpose). Whereas the use of self-instructions tended to override any individual differences related to behavioural self-restraint, the results supported the hypothesis that cognitive impulsivity was related to measures of anxiety, and behavioural impulsiveness to anxiety and psychoticism. There was no evidence that impulsiveness was related to extraversion. In view of the theoretical discussion on cognitive impulsivity by Kagan and Block, and on impulsiveness in personality by Eysenck and Gray, it seems that behavioural, cognitive and personality impulsiveness cannot be conceptualized as a unitary concept.<p

The development & implementation of housing action trust policy

This thesis examines the development and implementation of Housing Action Trust (HAT) policy, with a particular emphasis on the theme of choice. When first announced, the Secretary of State for the Environment, Nick Ridley, argued that HATs would form the ‘cutting edge’ of the Government's urban regenerationin itiatives. In practice, as only six HATs were ever established, they became something much more marginal and experimental. HAT policy therefore represents a curious episode in the development of housing policy in England. The 1980s Conservative Government's political ideology had been particularly influenced by the New Right and their critique of the welfare state, which inter alia called for the removal of the local authority monopoly in the rented housing sector through the demunicipalisation of local authority housing. The first policy instrument to demunicipalise council housing was a statutory right-to-buy (RTB) for council tenants introduced in 1980. During the late 1980s, three further exit mechanisms were introduced: Tenants' Choice, HATs and voluntary transfers. Proposals for HATs were met with fierce opposition from the Labour party, local authorities and tenants. None of the first six areas intended to be designated as HATs were implemented. In March 1991, however, the first successful HAT ballot occurred in Hull, followed by a second in the London Borough of Waltham Forest in July 1991 and a third in Liverpool in August, 1992. In total six HATs were established. Chapter Two outlines the research agenda. Chapter Three discusses the major developments in housing policy during the 1980s. Building on Chapters One and Three, Chapter Four focuses specifically on HAT policy. Chapters Five to Seven examine HAT practice, with each Chapter focusing on one of the first three HATs. Chapter Eight draws conclusions

The development & implementation of housing action trust policy

This thesis examines the development and implementation of Housing Action Trust (HAT) policy, with a particular emphasis on the theme of choice. When first announced, the Secretary of State for the Environment, Nick Ridley, argued that HATs would form the ‘cutting edge’ of the Government's urban regenerationin itiatives. In practice, as only six HATs were ever established, they became something much more marginal and experimental. HAT policy therefore represents a curious episode in the development of housing policy in England. The 1980s Conservative Government's political ideology had been particularly influenced by the New Right and their critique of the welfare state, which inter alia called for the removal of the local authority monopoly in the rented housing sector through the demunicipalisation of local authority housing. The first policy instrument to demunicipalise council housing was a statutory right-to-buy (RTB) for council tenants introduced in 1980. During the late 1980s, three further exit mechanisms were introduced: Tenants' Choice, HATs and voluntary transfers. Proposals for HATs were met with fierce opposition from the Labour party, local authorities and tenants. None of the first six areas intended to be designated as HATs were implemented. In March 1991, however, the first successful HAT ballot occurred in Hull, followed by a second in the London Borough of Waltham Forest in July 1991 and a third in Liverpool in August, 1992. In total six HATs were established. Chapter Two outlines the research agenda. Chapter Three discusses the major developments in housing policy during the 1980s. Building on Chapters One and Three, Chapter Four focuses specifically on HAT policy. Chapters Five to Seven examine HAT practice, with each Chapter focusing on one of the first three HATs. Chapter Eight draws conclusions

1995 BRAC Commission

Base Closure Cleanup Seminar December 1993. File 2 of 4. Box 72, IA-008