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Why do some people tend to begin new goals or activities with a high level of commitment and determination, only to drop substantially in their involvement within a short time? The purpose of the present research was to identify stable individual differences that influence the tendency to manifest this pattern of behaviour (i.e., starting strong then dropping off), which is subsequently termed “all-or-nothing behaviour”. In Study 1, participants completed questionnaire items that were expected to tap all-or-nothing behaviour. Common factor analysis was performed to examine the factor structure of the data, and revealed three independent constructs that were labelled “high standards”, “sensitivity to failure”, and “lack of perseverance”. The purpose of Study 2 was to assess the temporal stability of these constructs. Participants completed measures of the constructs at two times separated by 20 weeks. High correlations between scores at Time 1 and Time 2 revealed that the constructs are stable over time. The purpose of Study 3 was to examine the distinctiveness of the target constructs from existing individual difference measures, and to examine their association with theoretically similar and dissimilar constructs. Participants completed measures of the target constructs along with several other individual differences, and correlations among the measures were computed. Moderate to high correlations were found between the target constructs and theoretically related constructs, but they were not were not so high such that they appeared to represent the same underlying dimension. Further, relatively low correlations were found between the target constructs and theoretically unrelated constructs. The purpose of Studies 4 and 5 was to investigate the influence of the target constructs on all-or-nothing behaviour in the domains of group fitness attendance (Study 4) and campus club involvement (Study 5). In both Studies 4 and 5, participants completed measures of the constructs that were believed to relate to an all-or-nothing behavioural pattern, and their adherence to the target behaviours was assessed. I hypothesized a three-way interaction among the target constructs such that the presence of all three would be necessary to predict all-or-nothing behaviour. Results from both Studies 4 and 5 were consistent with this hypothesis such that individuals who were high in each of the three constructs were more likely to exhibit the all-or-nothing pattern of behaviour than were other individuals. Theoretical implications for understanding processes involved in behaviour change, and practical implications for interventions targeting at-risk individuals, are discussed. / Thesis (Ph.D, Psychology) -- Queen's University, 2008-01-17 10:04:45.807

The purpose of this investigation was to examine the tenability of three research assumptions. The first assumption is that Person-Thing Orientation and Introversion-Extraversion are synonymous traits. The second assumption is that Science populations, especially Physical Science populations, are less oriented to people and more oriented to things than are Social Science populations. The third assumption is that Science populations, particularly Physical Science populations, are more introverted than are Social Science populations. / These three assumptions were tested using Pure and Applied Science, Health Science, and Social Science-Commerce junior college (CEGEP) students. Measures of Person-Thing Orientation and Introversion-Extraversion were employed. the Person-Thing Orientation measure was constructed and validated by the present author. The Introversion-Extraversion measure came from the Goldberg (1992) 100 Adjective Checklist. / Results indicated that Person-Thing Orientation and Introversion-Extraversion appeared to be independent rather than synonymous traits. Also, Pure and Applied Science, Health Science, and Social Science-Commerce students could not be differentiated on the variable of Person-Thing Orientation. These student groups were differentiated on Introversion-Extraversion, but not in the predicted manner. Methodological limitations and potential issues for future research were subsequently addressed.

This study of community adults (N = 164) examined the role of basic psychological needs in the relation between self-criticism (SC) and personal standards (PS) dimensions of perfectionism and subjective well-being over three years. Participants completed in-lab questionnaires assessing dimensions of perfectionism, needs satisfaction, and subjective well-being at Time 1, Year 2, and Year 3, respectively. In contrast to PS, SC was related to lower satisfaction of needs for relatedness, competence, and autonomy at Year 2; and lower life satisfaction, vitality, and positive affect, and higher negative affect at Year 3. Path analyses demonstrated that all three needs at Year 2 mediated the relation between Time 1 SC and lower life satisfaction and vitality at Year 3. These findings demonstrate the importance of trying to increase the satisfaction of the basic psychological needs in order to increase subjective well-being and reduce vulnerability to depression in individuals with higher self-critical perfectionism. / Cette étude d'adultes de la communauté (N = 164) a examiné le rôle des besoins psychologiques fondamentaux dans la relation entre l'autocritique (SC) et les standards personnelle (PS) dimensions du perfectionnisme et du bien-être subjectif au cours de trois ans. Les participants ont rempli des questionnaires dans notre laboratoire pour évaluer les dimensions du perfectionnisme, la satisfaction des besoins, et le bien-être subjectif au Temps 1, Année 2, et Année 3, respectivement. Contrairement aux standards personnelle (PS), l'autocritique (SC) était liée à une réduite de satisfaction des besoins pour le sentiment de rapport, la compétence et l'autonomie à l'Année 2; et une réduite dans la satisfaction de la vie, la vitalité et l'affect positif et un augmentation à l'affect négatif l'Année 3. Des analyses causales ont démontré que les trois besoins à l'Année 2 sont des médiateurs de la relation entre l'autocritique (SC) à Temps 1 et la diminution dans la satisfaction de vie et la vitalité à l'Année 3. Ces résultats démontrent l'importance d'essayer d'augmenter la satisfaction des besoins psychologiques fondamentaux afin d'augmenter le bien-être subjectif et de réduire la vulnérabilité à la dépression dans les individus ayant hauts niveaux d'autocritique perfectionnisme.

<p> Research suggests that the life satisfaction of gender, racial, and sexual minorities is significantly lower than males, Whites, and individuals who identify as heterosexual, respectively. A disparity in life satisfaction between minority and majority groups needs to be addressed so that interventions may be developed to combat these inequalities. The present study explored whether mindfulness and/or acceptance moderated the relationship between minority status (gender, racial, sexual) and life satisfaction. For example, was the disparity in life satisfaction between racial minorities and Whites reduced as levels of mindfulness increased?</p><p> Participants included 309 college students, age 18-25 from two southeastern universities. All data was collected during Summer and Fall 2014. The purpose of the present study was to explore mindfulness and acceptance as potential moderators in the relationship between minority status and life satisfaction, controlling for income, victimization, and health status (i.e., report of a mental health, substance condition, disability, or chronic illness), through two separate hierarchical regression analyses. Life satisfaction, mindfulness, and acceptance were measured by total scores on the Satisfaction with Life Scale (SWLS; Diener, Emmons, &amp; Larson, 1985), Five Facet Mindfulness Questionnaire (FFMQ; Baer et al, 2006), and the Acceptance and Action Questionnaire-II (AAQ-II; Hayes et al. 2004), respectively. Results suggested that college students' levels of dispositional mindfulness did not significantly moderate the relationship between minority status and life satisfaction. However, acceptance was found to significantly moderate the relationship between gender and life satisfaction, wherein as acceptance increased the difference in life satisfaction between male and female college students decreased. Additionally, the relationship between mindfulness and life satisfaction and acceptance and life satisfaction were explored through two bivariate correlation analyses. Results were consistent with previous literature suggesting mindfulness was significantly positively related to life satisfaction. College students who reported higher levels of dispositional mindfulness were found to have higher levels of life satisfaction. Additionally, college students who reported higher levels of dispositional acceptance were found to have higher levels of life satisfaction. Finally, the relationships between status (i.e., gender, race, and sexual orientation) and life satisfaction, controlling for health status, victimization, and income, were calculated through three ANCOVA analyses. Results suggested that male and female college students did not significantly differ in life satisfaction. LGBQ identified college students and heterosexual college students also were not found to significantly differ in life satisfaction. However, Black/African American/Afro-Caribbean college students were found to have significantly lower life satisfaction than White and Hispanic/Latino college students. None of the other race/ethnicities included in the study were found to significantly differ in life satisfaction. The implications of the present study's findings, limitations, and directions for future research are also presented.</p>

This study of community adults (N = 151) examined the role of avoidant coping and event stress in the relation between self-criticism (SC) and personal standards (PS) dimensions of perfectionism and depressive and anxious symptoms over four years. Participants completed questionnaires assessing perfectionism dimensions at Time 1, daily questionnaires measuring stress and coping at Month 6 and Year 3, and questionnaires assessing depressive and anxiety symptoms at Year 4. In contrast to PS, SC was consistently related to aggregated daily avoidant coping and event stress at Month 6 and Year 3, and depressive and anxious symptoms at Year 4. Structural equation modeling indicated that avoidant coping and event stress mediated the relation between SC and general depressive and anxious symptoms over four years. These findings demonstrate the importance of reducing avoidant coping and event stress appraisals in order to lower depressive and anxiety symptoms in individuals with higher self-critical perfectionism. / Cette étude d'adultes de la communauté (N = 151) a examiné le rôle des réponses d'évitement au stress et les évènements de vie stressants comme médiateurs dans la relation entre l'autocritique (SC) et les standards personnelle (PS) dimensions du perfectionnisme et les symptômes dépressifs et anxieux au cours de quatre ans. Les participants ont rempli des questionnaires évaluant les dimensions du perfectionnisme à Temps 1, des questionnaires quotidiens mesurant le stress et l'adaptation au stress à 6 Mois et l'Année 3, et des questionnaires évaluant les symptômes dépressifs et anxieux à l'Année 4. Contrairement à PS, SC a été constamment liée aux réponses d'évitement du stress et les évènements de vie stressants agrégée à 6 Mois et l'Année 3, et aux symptômes dépressifs et anxieux à l'Année 4. Modélisation par équation structurelle a indiqué que les réponses d'évitement au stress et les évènements de vie stressants sont des médiateurs de la relation entre le SC et les symptômes dépressif et anxieux général au cours de quatre ans. Ces résultats démontrent l'importance de réduire les réponses d'évitement au stress et les évaluations des évènements de vie stressants afin de diminuer les symptômes dépressifs et anxieux parmi les individus qui ont des niveaux plus élevés d'autocritique perfectionnisme.

Typescript. / Bibliography: leaves 90-93. / vii, 93 l tables

Thesis (M.A.)--University of Nevada, Las Vegas, 2007. / Adviser: Terry J. Knapp. Includes bibliographical references.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1989. / Source: Dissertation Abstracts International, Volume: 50-12, Section: B, page: 5916. Chairperson: Philip Erdberg.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1994. / Source: Dissertation Abstracts International, Volume: 56-01, Section: B, page: 0557. Adviser: Russ Overby.