Collective Outcome Expectancy Scale

1995 ◽  
Author(s):  
Matt L. Riggs ◽  
Jette Warka ◽  
Bernadette Babasa ◽  
Renee Bentancourt ◽  
Stephenie Hooker
Keyword(s):  
2020 ◽  
pp. 027243162097767
Author(s):  
Yan Li ◽  
Michelle F. Wright ◽  
Danae Rollet

This study compares 477 Chinese and 342 American adolescents’ responses to open-ended questions regarding attribution and outcome expectancies of relational aggression, and investigates how cultural values were related to these social cognitive processes. Results revealed cross-cultural similarities and differences. In particular, American adolescents attributed romantic relationship competition, which was absent in Chinese adolescents’ responses. Furthermore, American adolescents demonstrated a stronger instrumental orientation in their social cognition (e.g., gain status), whereas Chinese adolescents tended to hold the blaming the victim attribution, and the socially harm the victim outcome expectancy. Finally, this study revealed that in both cultural groups, higher collectivism was linked to the blaming the aggressor attribution, as well as escalated peer conflict and aggression as outcome expectancies, whereas individualism was linked to the blaming the victim attribution. Findings of this study enriched our knowledge about the cultural construal of adolescents’ attribution and outcome expectancy regarding relational aggression.


1989 ◽  
Vol 81 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Duane F. Shell ◽  
Carolyn C. Murphy ◽  
Roger H. Bruning

2019 ◽  
Author(s):  
Wangnan Cao ◽  
Phoenix Kit-Han Mo ◽  
Joseph Tak-Fai Lau
Keyword(s):  

2020 ◽  
Vol 45 (9) ◽  
pp. 79-91
Author(s):  
Gillian Ward ◽  
◽  
Helen Dixon ◽  
Helen Withy ◽  
◽  
...  

Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value of science. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken over time.


2011 ◽  
Vol 17 (6) ◽  
pp. 1023-1029 ◽  
Author(s):  
Naoki Kakudate ◽  
Manabu Morita ◽  
Shunichi Fukuhara ◽  
Makoto Sugai ◽  
Masato Nagayama ◽  
...  

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