Self-deprecating humor and task persistence: the moderating role of self-defeating humor style

Over the past two decades a significant body of research has examined the effects of individual differences in humor style or humor occurrences (e.g. specific jokes, memes) on behavior. However, research examining whether these individual differences in humor styles influence the effects of humor occurrences on work behaviors has been scant. Drawing on Conservations of Resources (COR) theory, this paper seeks to fill this gap by examining one form of humor, self-deprecating humor, and its interaction with self-defeating humor style to influence task persistence behavior. Findings from an experimental study of 124 management students show that self-deprecating humor can bolster a person’s persistence at an assigned task. Findings also show that individual differences in self-defeating humor style influence the relationship between self-deprecating humor and persistence. Individuals low in self-defeating humor style show a significant increase in persistence while those high in self-defeating humor style did not show any significant increase.

ATTRIBUTION STYLES AS CORRELATES OF TECHNICAL DRAWING TASK-PERSISTENCE AND TECHNICAL COLLEGE STUDENTS’ PERFORMANCE

Technical drawing is a means of communicating between the designer and the manufacturers to bring ideas into reality by means of drafting. This study investigated attribution styles as collates of students’ technical drawing task-persistence and academic performance using correlational research design. The population for this study consisted of 864 students of year II and the sample study comprised of 150 (93 males and 57 females) randomly selected from six technical colleges in Edo State, Nigeria. Three instruments, Academic Performance Attribution Style Questionnaire (APASQ), Technical Drawing Task-persistent Rating Scale (TDTPRS); and Technical Drawing Performance Test (TDPT) were developed and used for data collection. Cronbach Alpha reliability method was used to determine the reliability of the instruments and the results were obtained: SAASQ = .87; TDTPRS=.79; AND TDAT=.85. The findings of the study revealed that the technical drawing task-persistence of students was positively correlated by functional attribution style; and was negatively correlated by dysfunctional attribution style; functional attribution style positively correlated academic performance of students. Based on the findings of the study, it was recommended among others that technical drawing teachers should model and teach the students the right attribution style that will enhance their learning of technical drawing.

Associations amongst response inhibition, motivational beliefs, and task persistence in early elementary school

Task persistence is an important learning-related behavior associated with academic success. Although persistence has been related to motivational beliefs and cognitive skills, these constructs are typically studied independently, limiting our understanding of relations among them. The current investigation was designed to understand how these concepts related in early elementary school, a developmental period characterized by high motivational beliefs, growth in cognitive control, and the transition to school. Interest, perceived competence, and response inhibition were evaluated as predictors of children’s (N=73, Mage= 6.91 years) likelihood to demonstrate high persistence on a challenging puzzle task. Results provided evidence that motivational constructs are not sufficient for understanding differences in persistent behavior during this developmental period. Specifically, relations between interest and perceived competence and task persistence were only present for children with moderate to high response inhibition skills. Moreover, gender differences in task persistence emerged, indicating that while interest and perceived competence motivated all students to exhibit persistence, girls were still more likely to demonstrate task persistence than boys. Overall, findings suggest that task persistence in elementary school is a complex behavior that requires both cognitive control skills to support engagement and the motivation to continue engaging as task difficulty increases.

Childhood poverty and psychological well-being: The mediating role of cumulative risk exposure

The current study assessed whether the proportion of childhood (age 0–9 years) in poverty altered the developmental trajectories (ages 9–24) of multimethodological indicators of psychological well-being. In addition, we tested whether exposure to cumulative risk over time mediated the association between poverty exposure and psychological well-being. Measures of psychological well-being included internalizing and externalizing symptoms, a behavioral index of learned helplessness (task persistence), and chronic physiological stress (allostatic load). Exposure to poverty during childhood predicted the trajectory of each development outcome: individuals with more poverty exposure during childhood showed (a) relatively high levels of internalizing symptoms that diminished more slowly with maturation, (b) relatively high levels of externalizing symptoms that increased faster over time, (c) less task persistence indicative of greater learned helplessness, and (d) higher levels of chronic physiological stress which increased faster over time relative to persons with less childhood poverty exposure. Trajectories of cumulative risk exposure from physical and psychosocial surroundings from 9–24 years accounted for the association between childhood poverty and the growth curves of internalizing and externalizing symptoms but not for learned helplessness or chronic physiological stress. Additional sensitivity analyses indicate that early childhood disadvantage is particularly problematic for each outcome, except for internalizing symptoms which seem sensitive to the combination of early and lifetime poverty exposure. We also explored whether domains of cumulative risk as well as two alternatives, maternal sensitivity or family cohesion, functioned as mediators. Little evidence emerged for any of these alternative mediating constructs.

Teachers’ Self-Efficacy: How does it Predict Children's Task Persistence and Behavioral Self-Regulation?

It has been suggested that the quality of pre-primary education influences children's learning abilities in a variety of ways. Teachers’ behaviors are among the major factors relating to the quality of the classrooms, and one aspect of them – teachers’ self-efficacy – has been put forward to predict successful development of childrens’ learning and abilities to learn. Given this, it is surprising that relatively few studies have taken pre-primary techers' self-efficasy into account, and no research on the topic has been conducted in Lithuania. Futhermore, a few studies have analyzed how teachers' self-efficacy relates to childrens' learning abilities, such as, tasks persistence and self-regulation. Consequently, the present study analyzed relations between teachers' self-efficacy, childrens' task persistence and self-regulation. This study is based on the theory of teachers’ self-efficacy by Tschannen-Moran and Woolfolk Hoy (2001). The aim of the current study is to determine whether the self-efficacy of Lithuanian pre-primary teachers' is related to the learning outcomes, in particular, childrens' tasks persistence and ability to regulate their behavior. Childrens' tasks persistence was measured using the Behavioral strategy rating scale (teachers' form) (Aunola et al., 2000; Zhang et al., 2011); the Head-Toes-Knees-Shoulders task (McCellandet al., 2007; Ponitz et al., 2008; Ponitz at al., 2009) was used to measure childrens' self-regulation. Participants were 18 pre-primary education teachers from six Lithuanian schools and their 229 pre-primary class students (116 [50.7%] girls and 113 [49.3%] boys). Teachers answered questionnaires concerning their self-efficacy towards the whole class and towards each child’s task persistence; school psychologists tested each child on their self-regulation. The statistical analyses of this study comprised of correlation analyses and hierarchical regression analyses. The results supported our expectations about the positive significant relations between teachers' self-efficacy, childrens' tasks persistence and self-regulation. That is, the greater teachers' self-efficacy was, better childrens' tasks persistence and self-regulation were. The results stayed significant even after controlling for, child gender, parental education, and teachers’ experience. MoreoverIn particular, gilrs and children of higher educated parents were more likely to have better task persistence and self-regulation. Moreover, surprisingly, it was found that teachers' work experience predicted childrens' self-regulation. Taken together, the results have verified that techers' self-efficacy plays a meaningful role in promoting childrens’ tasks persistence and self-regulation in Lithuanian preschool. Thus, from the practical point of view, in order to facilitate children’s learning in preschool and primary school, one should also pay attention to the ways of strengthening teachers’ self-efficacy.

Is Perfectionism Always Dysfunctional? Looking into Its Interaction with Activity Patterns in Women with Fibromyalgia

The intrinsically adaptive or maladaptive nature of certain activity patterns in fibromyalgia (FM) has been put into question. The role of contextual factors related to their influence on functional limitation is required. Perfectionism complicates the ability to cope of these patients. The aim of the study has been to analyze the moderating role of perfectionism between activity patterns and functional limitation. The sample were 228 women with FM. Moderation analyses were conducted with the PROCESS Macro. Activity avoidance and excessive persistence were associated with poorer functionality, regardless of perfectionism. Pain avoidance and task persistence were more strongly associated with FM impact in women with high or moderate levels of perfectionism. In a clinical setting adapting the recommendations given to patients according to their level of perfectionism would be justified. Pain avoidance might be inadvisable at high levels of perfectionism, and task persistence is recommendable especially when perfectionism is high.

The Creative Cliff Illusion

Across eight studies we tested whether people understand the timecourse of their own creativity. Prior literature finds that creativity tends to improve across an ideation session. Here we compared people’s beliefs against their actual creative performance. Consistent with prior research, we found that people’s creativity, on aggregate, remained constant or improved across an ideation session. However, people’s beliefs did not match this reality. We consistently found that people expected their creativity to decline over time. We refer to this misprediction as the creative cliff illusion. Study 1 found initial evidence of this effect across an ideation task. We found further evidence in a sample with high domain-relevant knowledge (Study 2), when creativity judgments were elicited retrospectively (Study 3), and across a multi-day study (Study 5). We theorized the effect occurs because people mistakenly associate creativity (the novelty and usefulness of an idea) with idea production (the ability to generate an idea). Study 4 found evidence consistent with this mechanism. The creative cliff illusion was attenuated among those with high levels of everyday creative experience (Study 6) and after a knowledge intervention that increased awareness of the effect (Study 7). Demonstrating the impact of creativity beliefs on downstream performance, Study 8 found that declining creativity beliefs negatively influenced task persistence and creative performance, suggesting that people to underinvest in ideation. This research contributes to work on prediction in the creative domain and demonstrates the importance of understanding creativity beliefs for predicting creative performance.