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Since the first case of COVID-19 in the U.S. on January 20, 2020, the disease caused by the new strain of coronavirus has spread exponentially across the country. While the spread of this disease can be significantly slowed if people practice "social distancing," it is difficult to break old habits and acquire new behaviors at the needed speed. The purpose of this study is to challenge how health risk messages are currently communicated (specifically by considering how the Center of Disease Control (CDC) communicates its recommendations for social distancing) and suggest an alternative way. We tested and applied the use of a robust behavioral intervention known as "if-then" plans (plans that spell out in advance how one wants to achieve a goal they have previously set) to encourage the acquisition of a new behavior (e.g., social distancing) during this time of crisis. Using a longitudinal mixed design (within-/between-subjects study) daily diary study, we hypothesized and observed (via multilevel modeling) that those randomized into the experimental group (those who created and practiced if-then plans) demonstrated increased social distancing over time, whereas engagement in social distancing did not change in the control condition (those who observed the CDC guidelines). These results were sustained in a 3-week follow-up examination for those who were strongly committed to the goal to social distance. Such evidence suggests that risk communication messaging that includes if-then plans is an effective way of acquiring new behaviors. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Three experiments examined how role aspirants’ (i.e., people exposed to role models) views of scientists’ exceptional talent affected motivation. Study 1 demonstrated that when exposed to a...

Self-assessment is essential to scientific literacy as stated by the National Research Council Committee on Conceptual Framework for the New K-12 Science Education Standards and has since been inco...

We explore how the communication concerns of non-native English speakers (NNS) and Americans relate to their perceptions of each other and decisions to interact. NNS identified their concerns in communicating with Americans, the perceived causes of their concerns, and the strategies they would employ to address these concerns. Americans noted their perceptions of NNS’ (heavy and mild) accents and identified factors that influence their perceptions of NNS and decisions to communicate with NNS. Results revealed that the more NNS attribute their communication concerns to Americans’ bias, the more likely they would avoid interacting with Americans. Results also suggested that Americans show a more favorable attitude toward mild accent NNS. We discuss the implications these findings have for international education and future research.

Couples appear to help each other remember outstanding tasks (“to-dos”) by issuing reminders. We examine if women and men differ in the frequency with which they offer this form of mnemonic assistance. Five studies measure how heterosexual couples coordinate mnemonic work in romantic relationships. The first two studies demonstrate that men are assumed to do less of this form of mnemonic work (Study 1) and experience less societal pressure to do so than women do (Study 2). The next three studies suggest that men tend to do less of this mnemonic work than women do and that, when men do mnemonically help their partners, the help tends to involve errands for which they are stakeholders. This notion was evidenced in the greater accessibility of examples of women’s reminding acts than men’s reminding acts for both partners (Study 3) and in the less helpful reminders that men provided, compared to those women provided, as rated by both partners (Study 4a) and independent coders (Study 4b). These results converge on the possibility that men, relative to women, are less inclined to be concerned with keeping track of their partners” outstanding needs, perhaps because doing so is a behavior that is less strongly prescribed for men than for women. Implications for helping behavior and the possible consequences associated with performing disproportionate mnemonic work in relationships are discussed.

Abstract. People’s immediate needs influence how they perceive other’s needs – people project their needs onto others. Two studies sought to replicate and extend previous research by identifying moderators of need projection: need satisfaction and a global sense of similarity. Projection increased when a strong need to quench one’s thirst was induced and not satisfied (Study 1). Projection of the need to quench one’s thirst increased when existing thirst and the global sense of similarity with the target person were high, but again only when the need was not satisfied (Study 2). Visceral needs influence judgments about other people’s needs when the individual is experiencing the need in a given moment; lingering effects are not observed once that need is satisfied.

Students’ beliefs that success in science depends on exceptional talent negatively impact their motivation to learn. For example, such beliefs have been shown to be a major factor steering students away from taking science and math courses in high school and college. In the present study, we tested a novel story-based instruction that models how scientists achieve through failures and struggles. We designed this instruction to challenge this belief, thereby improving science learning in classroom settings. A demographically diverse group of 402 9th and 10th grade students read 1 of 3 types of stories about eminent scientists that described how the scientists (a) struggled intellectually (e.g., made mistakes in investigating scientific problems, and overcame the mistakes through effort), (b) struggled in their personal life (e.g., suffered family poverty and lack of parental support but overcame it), or (c) made great discoveries (a control condition, similar to the instructional material that appears in many science textbooks, that did not describe any struggles). Results showed that participation in either of the struggle story conditions improved science learning postintervention, relative to that of students in the control condition. Additionally, the effect of our intervention was more pronounced for low-performing students. Moreover, far more students in either of the struggle story conditions felt connected to the stories and scientists than did students in the control condition. The use of struggle stories provides a promising and implementable instructional approach that can improve student motivation and academic performance in science and perhaps other subjects as well. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Three studies investigated the phenomenon of goal projection in everyday life considering three moderators: goal commitment, the perceived similarity of the target person, and goal attainment. Moviegoers' (Study 1) highly committed to see a particular movie projected this goal onto other movie patrons. Commuters (Study 2) highly committed to catch a certain train projected this goal onto other commuters, given that these commuters were perceived as similar. Shoppers (Study 3) projected buying a particular item when both their goal commitment and the perceived similarity of another shopper were high, and the goal was not yet attained. The results imply that goal projection is part of our everyday life and is fostered by high-goal commitment, perceiving others as similar, and ongoing goal striving.

Goal projection is the assumption that other persons share goals that we are currently pursuing. Hypothesizing that the projection of one's goal onto another person should affect actual behavior, we observed that goal projection in a situation where help is called for increased both the quantity and the quality of help given (Studies 1 and 2). An implicit measure of goal projection (i.e., a primed lexical decision task) suggested that participants' goals were indeed projected to the target person (Study 2). Varying goal strength via failure versus success feedback verified that goals rather than other concepts (e.g., personal attributes such as traits or self-concepts) were projected (Study 3). The findings imply that goal projection by feigning that the other person has a similar goal affects actual behavior in line with contextual demands.

Science instruction has focused on teaching students scientific content knowledge and problem-solving skills. However, even the best content instruction does not guarantee improved learning, as students’ motivation ultimately determines whether or not they will take advantage of the content. The goal of our instruction is to address the “leaky STEM pipeline” problem and retain more students in STEM fields. We designed a struggle-oriented instruction that tells stories about how even the greatest scientists struggled and failed prior to their discoveries. We describe how we have gone about designing this instruction to increase students’ motivation and better prepare them to interact and engage with content knowledge. We first discuss why we took this struggle-oriented approach to instruction by delineating the limitations of content-focused science instruction, especially from a motivational standpoint. Second, we detail how we designed and implemented this instruction in schools, outlining the factors that influenced our decisions under specific situational constraints. Finally, we discuss implications for future designers interested in utilizing this approach to instruction.

We argue that the self is intrinsically embedded in an interpersonal context such that it varies in IF–THEN terms, as the relational self. We have demonstrated that representations of the significant other and the relationship with that other are automatically activated by situational cues and that this activation affects both experienced and expressed aspects of the self and personality. Here, we expand on developments of the IF–THEN cognitive-affective framework of personality system (Mischel and Shoda, 1995), by extending it to the domain of interpersonal relationships at the dyadic level (Andersen and Chen, 2002). Going beyond Mischel’s early research (Mischel, 1968), our framework combines social cognition and learning theory with a learning-based psychodynamic approach, which provides the basis for extensive research on the social-cognitive process of transference and the relational self as it arises in everyday social interactions (Andersen and Cole, 1990), evidence from which contributes to a modern conceptualization of personality that emphasizes the centrality of the situation.