This study explored the effects of cognitive style and expected evaluation on creativity. Past research has shown that an expectation of evaluation can have a negative impact on creativity, and those individuals classified as field-independent rather than field-dependent are more likely to have higher creativity scores. An interaction between expected evaluation and cognitive style was hypothesized. Participants created a collage to measure creativity, either with or without an expectation of evaluation, and then cognitive style was measured. The hypothesis was partially supported. The more field-independent an individual, the higher the creativity score. Those in the evaluation condition scored higher in creativity than those in the non-evaluation condition, but this effect disappeared when controlling for time and previous art experience. The effect of expected evaluation is discussed in terms of the experimental situation and the conceptualization of motivation. Further investigations of cognitive style and motivational conditions are suggested. / Department of Educational Psychology

The present study examined the relationship between fundamentalism and cognitive complexity. Fundamentalism was viewed from a single dimension as well as multivariately, in order to compare predictive ability. Fundamentalism was analyzed as a single dimension by using the revised Fundamentalism Scale (Martin & Westie, 19595 revised by Edgington, 1987) under the heading "fundamentalism/orthodoxy," due to the fact that the orthodoxy component is that which is measured by the scale. Fundamentalism was also analyzed multivariately, combining fundamentalism/orthodoxy, religiosity, authoritarianism, and dogmatism into a composite variable to give a "richer" definition of "fundamentalism," and to enhance predictive ability in regard to cognitive complexity.This study also sought to confirm findings reported among more diverse populations in the more restrictive population of fundamentalist seminarians. Pearson product-moment correlation coefficients were used.There were 98 fundamentalist seminary students from a midwestern seminary who participated in the study. Each one completed the revised Fundamentalism Scale (Martin & Westie,1959; Edgington, 1987), the Religiosity Scales (Faulkner & DeJong, 1965), the F- (Authoritarianism) Scale (Adorno, FrenkelBrunsivick Levinson, & Sanford, 1950), the D- (Dogmatism) Scale (Rokeach, 1960), and the Paragraph Completion Test (PCT) by Hunt and Dopyera (1966) using the coding system developed by Schroder, Driver and Streufert (1967).The findings of this study indicated that the fundamentalism/orthodoxy construct (revised Fundamentalism Scale) was an effective predictor of cognitive complexity, accounting for 17% of the variation (p < .01). The correlation coefficient between fundamentalism/orthodoxy and cognitive complexity was -.41, revealing that higher levels of fundamentalism/orthodoxy correlated significantly (p < .01) with lower levels of cognitive complexity.Viewed multivariately, "fundamentalism" accounted for 23% of the variation on cognitive complexity, significant at the .01 level. This composite or synthetic variable labeled "fundamentalism" consisted of the fundamentalism/orthodoxy component and the authoritarianism (F-Scale) component. These two variables could be "trusted" to add something unique in predicting level of cognitive complexity. Dogmatism and religiosity could not; therefore, they were not added to the regression equation. / Department of Counseling Psychology and Guidance Services

This study replicated and extended some aspects of a project done by Handley (1980). The primary purpose of this study was to test whether satisfaction with the counseling supervisory relationship was related to the degree of personality similarity between counselor trainees and their supervisors. The degree of personality match was measured by the Myers-Briggs Type Indicator. Satisfaction was assessed using the Barrett-Lennard Relationship Inventory, the Counselor Evaluation Rating Scale, and two general satisfaction questions.The sample was comprised of 42 counselors-in-training at the master's level and 15 superisors at the doctoral level. Supervisors and trainees were paired to make 42 counselor-supervisor dyads. All participants were graduate students at a Midwestern state university counseling psychology program. Twenty six of the trainees were female and 16 were male. Seven of the supervisors were female and 16 were male.In the primary analyses, one-way MANOVAs revealed no relationship between personality match and trainees' and supervisors'satisfaction with supervision. However, several supplementary one-way MANOVAs indicated that there .was a difference in satisfaction with supervision when trainees were matched to same-sex as compared to opposite-sex supervisors. Female trainees were less satisfied with supervision when they were matched with female supervisors. Male trainees were satisfied with both female and male supervisors.Implications of the findings and suggestions for further research were offered. Limitations of the project were also discussed in terms of the type of training program studied and the homogeneity of the participant pool. / Department of Counseling Psychology and Guidance Services

No description available.

This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructional psychology, and discourse processes literature provided the framework and background to conceptualize and structure this study. A within-stage mixed-model design was used and a number of instruments, including a survey, observation grids, and problem sets were developed specifically for this study. A special one-week long problem-based learning (PBL) intervention was also designed. Interviews with the instructors participating in the study provided complementary data. / Findings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly physical intuition, even if it was only implemented for a short period of time. Other findings relate to the nature of the cognitive actions and activities that the students engage in when learning to solve electromagnetism problems in a PBL environment for the first time and the tutoring actions that guide students in this context.

This correlational study examined parent-feeding practices, childrens negative affect towards food, and parental psychological and behavioural control, and parenting styles relating to parental behavioural and psychological control. Parents and their children aged 9-13 years completed self-report questionnaires measuring parental behavioural and psychological control, feeding practices, parenting styles and dimensions, and family eating and activity habits. Behavioural control was negatively related to monitoring, but positively correlated to parents using both pressure and rewards to encourage children to eat. Psychological control was negatively correlated to monitoring, but positively correlated to parents perceptions of their own weight and concerns about their children being overweight. No correlations were found between parents perceived use of psychological or behavioural control and childrens perceptions of parental control. Parental psychological control was positively correlated to children and parents eating in problematic situations. The three main parenting styles were investigated and behavioural and psychological control were positively related to authoritarian and permissive parenting styles. / Psychological Studies in Education

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1985. / Bibliography: leaves 232-248. / Photocopy. / Microfilm. / xv, 248 leaves, bound ill. 29 cm

[Abstract]This research was conducted among the population of teachers working in international schools around the world, focusing on change, job satisfaction and thetransition process. Change style is believed to be an innate aspect of personality, which influences the preferences, attitudes and emotions surrounding change (Musselwhite,2004). Although these change style preferences are manageable and fluid within our lives, knowledge of them can assist in greater self-awareness and professional satisfaction.The purpose of the study was twofold. First, it aimed to determine if an association exists between an individual’s change style and job satisfaction. Secondly, itaimed to provide a more comprehensive understanding of cultural, technical and political factors connected with professional satisfaction and the relocation process.The research was guided by an interpretivist lens. An exploratory case study was conducted, incorporating both qualitative and quantitative data collection and analysis.Quantitative data collection included a psychometric assessment tool on change styles and a survey questionnaire, completed by 204 respondents. The qualitative element consisted of semi-structured interviews with seven volunteers, identified from thequantitative data set. Communication with participants was conducted through the Internet so as to reach a globally diverse sample of teachers. Qualitative responses wereseparated by themes, which in turn were refined into broader categories, leading to systematic interpretations of change styles among this specific group of internationalteachers. Quantitative data provided descriptive statistics with which to compare qualitative interpretations. Quantitative and qualitative data were compared and contrasted throughout, leading to greater credibility and applicability of the study.The research contributed to existing knowledge in three ways. Methodologically, it demonstrated the value of using mixed data sets in interpretive inquiry. Theoretically, itadded to the existing research into and application of change styles. Empirically, it offered understanding and interpretations of international school employees as theyexperience the relocation process and job satisfaction. Generally, the research contributes to a broader understanding of international school teachers which could enhance professional development opportunities and self-awareness and thereby promote increased levels of job satisfaction.

Our personality and the way we cope with stress are two factors that are important in the development of psychological distress. The current study explored the relationship between personality, coping styles and psychological distress in 201 students from the University of Canterbury. Participants completed the Temperament Character Inventory - Revised (TCI-R; Cloninger et al., 1994), the Depression Anxiety Stress Scale (DASS; S.H. Lovibond & P.F. Lovibond, 1995) and the Coping Orientation of Problem Experience (COPE; Carver, Scheier, Weintraub, 1989). The study showed that participants with high harm avoidance and low self-directedness reported increased stress, anxiety and depression, while low harm avoidance and high self-directedness appeared to be a protective factor against the development of distress. Avoidant coping was shown to be the most maladaptive coping style as it was associated with increased stress, anxiety and depression, while problem-focused coping appeared to reduce depressive symptoms. Strong associations were also found between personality and coping styles, as individuals with high reward dependence were more inclined to engage in emotion-focused coping, while high self-directed individuals engaged in more problem-focused coping. High harm avoidance was associated with avoidant coping, resulting in greater distress than either predictor alone. The current study suggests that our personality and the coping styles we employ may influence whether we experience stress, anxiety and depressive symptoms. Furthermore, the association between personality and coping styles suggests that individuals with maladaptive personalities (e.g. high harm avoidance) are at a greater risk for experiencing psychological distress as they are more likely to use a maladaptive coping style such as avoidant coping.

The purpose of this study was to identify the learning styles of Malaysian managers and executives and specifically to determine whether the alignment training methods with trainees' learning styles can improve the effectiveness of learning in Employee Development programmes. A comprehensive literature review was done and a sample survey approach was adopted. Past studies in the research area were summarized and hypotheses were made for empirical testing.