The cognitive and social benefits of affirming the intrinsic vs. extrinsic self

2005 ◽  
Author(s):  
Jeff Schimel ◽  
Todd Williams ◽  
Jamie Arndt
Keyword(s):  
2006 ◽  
Author(s):  
Michael J. Poulin ◽  
Roxanne C. Silver ◽  
Virginia Gil-Rivas ◽  
E. Allison Holman ◽  
Daniel N. McIntosh
Keyword(s):  

1974 ◽  
Vol 53 (10) ◽  
pp. 383 ◽  
Author(s):  
G.Margaret Fazakerley

1982 ◽  
Vol 21 (3) ◽  
pp. 231-244
Author(s):  
Mia A M. De Kuijper

In Pakistan the prices of petroleum products are set by the government, to raise revenues, stabilize prices, and achieve redistribution and social objectives. But in addition to these benefits, government31 taxes and subsidies for petroleum pro• ducts result in losses in economic efficiency through the misallocation of resources. How do the benefits compare with these losses? Are revenues raised in a manner that minimizes economic waste? Do the subsidies achieve equity or other social benefits at minimum cost?


The present study was undertaken to determine the benefits derived by the respondents being a member of the PAU Tree Growers Association with a sample size of a total of 80 members of the association. The data were collected using an interview schedule pertaining to the benefits derived by the members. The results of the study revealed that the majority of the respondents had derived high technical benefits (96.25 percent), high personal benefits (86.25 percent), high social benefits (70 percent), and medium economic benefits (51.25 percent). Between the various benefits derived by them, technical benefits emerged as the major benefits (mean score =142.4) followed by social benefits (mean score=140.45), personal benefits (mean score=133), and economic benefits (mean score=98.44). Overall the members obtained high benefits from the association (56.25 percent).


2020 ◽  
Author(s):  
Xiaoshuai Fan ◽  
Ying-Ju Chen ◽  
Junjie Zhou

2021 ◽  
Vol 13 (8) ◽  
pp. 4452
Author(s):  
Laura Lübke ◽  
Martin Pinquart ◽  
Malte Schwinger

This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, attitudes towards social benefits of inclusion for students with emotional and behavioral disturbances, and on teachers’ self-efficacy regarding the support of students’ social skills. Furthermore, indirect effects of flexibility on intentions and behavior regarding the support of social skills were found. The findings emphasize the importance of teachers’ flexibility in the realization of inclusive education.


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