Jonathan S. Gore

Pursuing goals for us : Relationally autonomous reasons in long-term goal pursuit

People pursue goals for a variety of reasons, including reasons that take into account close relationships (termed relationally autonomous reasons, or RARs). Two longitudinal studies examined the degree to which relational self-construal, RARs, and personally autonomous reasons (PARs) predicted goal attainment. In Study 1, 166 participants rated 7 goals on several goal outcomes at 2 sessions. Results revealed that self-construal was positively associated with RARs and that RARs predicted goal attainment, controlling for PARs. Study 2 (N = 177) added a 3rd follow-up to the Study 1 design, and results showed perceived progress toward ones goals predicted enhanced RARs but not enhanced PARs. Both studies showed that RARs are an effective motivational component in goal pursuit and attainment.

An Attachment Model of University Connectedness

Students with high levels of connectedness to the university have been found to be more likely to complete their college degree than are students with low levels of university connectedness. This study examined the role of parental and peer attachment as distal predictors of school connectedness. As predicted, it was found that attachment style to parents predicted attachment style to peers. An avoidant attachment style to peers predicted negative perceptions of peer support and support services. An anxious attachment style to peers predicted negative perceptions of faculty support. Perceptions of peer support, support services, and faculty support then predicted feelings of connectedness to the university. Classroom comfort also predicted university connectedness, although it was not found to be related to attachment style to parents or peers. Implications for college students and college/university administrators are discussed.

Differences in Proactive and Reactive Aggression in Traditional Bullies and Cyberbullies

This study examined how proactive and reactive aggression related to traditional bullying and cyberbullying. Participants were 851 students in Grades 6 through 8 who completed a survey that assessed bullying behaviors, proactive aggression, and reactive aggression. Most of these students were Caucasian and from a rural background. For both traditional bullying and cyberbullying groups, uninvolved students were found to have significantly lower proactive and reactive aggression than bullies and bully-victims. Further, it was found that for traditional and cyberbullying groups, bully-victims had significantly higher proactive and reactive aggression than bullies. Implications and future directions are discussed.

Relational Self-construal Moderates the Link between Goal Coherence and Well-being

Two studies examined the moderating effect of relational self-construal on the association between goal coherence and psychological well-being in two domains: relationships and academics. In Study 1, 178 undergraduates completed measures of their self-construal and life satisfaction, listed and categorized 7 goals, and then completed a measure of goal dependence. Study 2 (n = 166) used the same procedure as Study 1 except participants completed measures of purpose in life and a Goal Instrumentality Matrix. Results indicated that the association between academic goal coherence and well-being was positive for low relationals, but non-significant or negative for high relationals. These results suggest that the beneficial outcomes of some forms of cognitive consistency are moderated by individual differences in self-definition.

Who Am I Becoming? A Theoretical Framework for Understanding Self-Concept Change

Self-concept change is a phenomenon that many social psychologists have identified through various constructs and phenomena, but to date no one has provided an integrated framework. This review integrates research in self-psychology, and proposes three common elements that occur during the process of self-concept change. The first element is the degree to which the self-aspects are rewarded (or punished in the environment). The second element is comparing oneself with others, whether that involves noting differences or similarities. The third element is the cognitive accessibility of social and physical stimuli, oftentimes through frequent exposure of those stimuli. In many cases, a combination of these three elements is sufficient to explain the change process. Phenomena that involve the three elements and future applications are discussed.

The influence of close others in daily goal pursuit

This study tested the hypothesis that daily contact with close others during goal pursuit would activate relationally autonomous reasons and would also be associated with the corresponding levels of goal effort. We also hypothesized that the association would be strongest among highly relational and agreeable people. Participants (n = 49) completed self-construal and agreeableness assessments at a face-to-face session, then they completed daily reports of relational motives, contact with close and distant others, and goal effort daily for the next 6 days online. The results of hierarchical linear modeling analysis showed that contact with friends and family members were associated with the corresponding levels of effort among highly relational people. Only contact with parents was associated with the corresponding effort among highly agreeable people. Contact with friends and family was also associated with daily levels of relationally autonomous motives, but not relationally controlled motives. Theoretical and practical implications are discussed.

Regional Collectivism in Appalachia and Academic Attitudes

Prior research on Appalachian students has noted key differences in academic performance compared to the general population, but few researchers have examined the influence of cultural values on academic attitudes. The current study tested the hypothesis that the association between collectivism and academic attitudes (i.e., academic efficacy, school connectedness, and fear of academic success) would be stronger among Appalachian students than among non-Appalachian students. Participants were 605 university students from Appalachian and non-Appalachian regions of Kentucky and Georgia who completed survey assessments of the variables. A series of regression analyses confirmed the hypotheses. These results highlight the importance of applying cross-cultural theories to explain regional differences within countries.

The Role of Relational Self-construal in Reactions to Charity Advertisements

Three studies examined the effect of relational self-construal on attitudes and behaviors toward charity advertisements after controlling for sex. In Study 1, 110 undergraduates completed a measure of relational self-construal and a questionnaire assessing liking toward charity advertisements. Study 2 (n = 121) utilized the same procedure as Study 1, but measured perceived effectiveness of the advertisements. Study 3 (n = 90) used a behavioral measure of helping. The results demonstrated that those with a highly relational self-construal had more favorable attitudes toward the advertisements and were more likely to help. This indicates that charities may consider targeting individuals who have a highly relational self-construal to receive more donations.

Patterns of adaptive performance by individuals with autism spectrum disorders on the Behavior Assessment System for Children II (BASC-2)

Abstract Background: Although there are several assessments that directly measure adaptive behavior, other comprehensive measures include adaptive behavior scales, including the Behavioral Assessment System for Children-Second Edition Parent Rating Scale (BASC-2-PRS). Methods: BASC-2-PRS data from 19 individuals diagnosed with autism spectrum disorders were analyzed to determine score discrepancies between diagnoses [autistic disorder, Asperger’s syndrome (AS), and pervasive developmental disorder-not otherwise specified (PDD-NOS)] on the adaptive behavior profiles on this measure. Differences were hypothesized to correlate with diagnostic intensity (autistic disorder, including the most intense characteristics, followed by AS, and then PDD-NOS). Communication sub-scores of the adaptive behavior scale were expected to be significantly lower for the group with autism than the two other groups. Results: Results indicated significant differences between diagnoses on the adaptability subscale. Differences in cluster score patterns in relation to diagnosis were also observed in the areas of Social Skills and Communication. Interestingly, ratings of the ability to engage in activities of daily living were more often the highest subscale for those with autistic disorder than those with AS or PDD-NOS. Conclusions: The utility of the BASC-2 adaptive behavior scale is discussed in this context.

Patterns of adaptive performance by individuals with autism spectrum disorders on the Scales of Independent Behavior-Revised (SIB-R)

Abstract There has been an increase in the past several years of the number of people diagnosed with an autism spectrum disorder (ASD). Autism spectrum diagnoses include autism, Asperger’s Disorder, and pervasive developmental disorder not otherwise specified. There are several measures of adaptive functioning that are given to individuals with an ASD, but one that is not often used is the Scales of Independent Behavior-Revised (SIB-R). The 25 participants in this study were clients from a psychology clinic and a private psychology practice; all data obtained were archival. This study examines subscores on the SIB-R and their correlations between Full IQ scores and Verbal IQ scores, to assess the convergent, discriminant, and concurrent validity of the SIB-R with ASD clients and to describe the typical profile seen in this group. Results suggest that the SIB-R could be useful as a source of diagnostically relevant information for individuals with ASDs.