Does Not Acknowledging Rape Protect Victims From Developing PTSD? Evaluation in a College Sample

2007 ◽  
Author(s):  
Heather Littleton ◽  
Craig Henderson
Keyword(s):  
Author(s):  
William Hart ◽  
Christopher J. Breeden ◽  
Charlotte Kinrade

Abstract. Machiavellianism is presumed to encompass advanced social-cognitive skill, but research has generally suggested that Machiavellian individuals are rather deficient in social-cognitive skill. However, previous research on the matter has been limited to measures of (a) Machiavellianism that are unidimensional and saturated with both antagonism and disinhibition and measures (b) only one type of social-cognitive skill. Using a large college sample ( N = 461), we examined how various dimensions of Machiavellianism relate to two types of social-cognitive skill: person-perception skill and general social prediction skill. Consistent with some prior theorizing, the planful dimension of Machiavellianism was positively related to both person-perception and general social prediction skills; antagonistic dimensions of Machiavellianism were negatively related to both skills; either agentic or cynical dimensions of Machiavellianism were generally unrelated to both skills. Overall, the current evidence suggests a complicated relationship between Machiavellianism and social-cognitive skill because Machiavellianism encompasses features that blend deficiency, proficiency, and average levels of social-cognitive skills.


1999 ◽  
Author(s):  
C. Edward Craun ◽  
J. T. Pennington ◽  
James C. Tate ◽  
Britton Lee Shelton

2008 ◽  
Author(s):  
Gaithri A. Fernando ◽  
Samson Chan ◽  
Luis Rocha ◽  
Janet Garcia

2020 ◽  
pp. 009862832097988
Author(s):  
Jeffrey D. Holmes

There is widespread belief that test-taking ability is an influential component of academic success distinct from domain knowledge and comprehension. Most of today’s college students took many more tests over the course of their primary and secondary education than students of previous generations, and also participated in regular training to strengthen their test-taking skills. Although such training and experience should equalize students on any isolated test-taking ability, the present study reveals that the vast majority students in a college sample believe that students can simply be bad test-takers. Moreover, the majority of students believe that they themselves are bad test-takers, a perspective which is maladaptive in light of relevant research. Accordingly, the data show that students who identify in this way also tend to possess other maladaptive academic attitudes.


2021 ◽  
pp. 104398622110016
Author(s):  
Adam M. Bossler

The threat of formal sanctions is the criminal justice system’s primary tool to discourage online and offline deviant behavior. Yet, scholars have expressed strong concerns about the effectiveness of formal sanctions to deter cybercrime. Even more surprising is the sparsity of deterrence research in the cybercrime literature. This study examined the effects of perceived formal and informal sanctions on digital piracy, computer hacking, and online harassment in a large American college sample. Perceived formal sanctions was negatively correlated with software piracy, media piracy, password cracking, accessing accounts, sending mean messages privately online, and posting mean messages. Higher levels of perceived formal sanctions did not significantly predict any form of cybercrime, however, when controlling for informal sanctions and deviant peer associations. The implications of the findings for our ability to deter deviant behavior in cyberspace are explored.


1994 ◽  
Vol 6 (1) ◽  
pp. 45-66 ◽  
Author(s):  
P. Allison Minugh ◽  
Lisa L. Harlow
Keyword(s):  

2016 ◽  
Vol 18 (8) ◽  
pp. 1773-1779 ◽  
Author(s):  
Kimberly Consroe ◽  
Marin Kurti ◽  
David Merriman ◽  
Klaus von Lampe

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