A self-regulatory framework for message framing Cesario, Joseph; Corker, Katherine S.; Jelinek, Sara
Journal of experimental social psychology,
March 2013, 2013-3-00, 20130301, Letnik:
49, Številka:
2
Journal Article
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After several decades of research on message framing, there is still no clear and consistent answer to the question of when emphasizing positive or negative outcomes in a persuasive message will be ...most effective. Whereas early framing research considered the type of recommended behavior (health-affirming vs. illness-detection) to be the determining factor, more recent research has looked to individual differences to answer this question. In this paper, we incorporate both approaches under a single framework. The framework describes the multiple self-regulatory levels at which a message can be framed and predicts when framing at each level will be most effective. Two central predictions were confirmed across four studies: (1) messages describing the pleasures of adhering to the recommended behavior are most effective for recipients in a promotion focus (who are concerned with meeting growth needs), whereas messages describing the pains of not adhering are most effective for recipients in a prevention focus (who are concerned with meeting safety needs), and (2) the content of an advocacy message is essential, as different topics induce different regulatory orientations. By showing that different message content can induce a promotion or prevention focus, past findings and theories can be accommodated within the proposed framework, and a single set of self-regulatory principles can be used to understand message framing.
► We describe how messages can be framed and predict when and for whom frames will be most effective. ► The content of a message is essential; different topics induce different regulatory orientations. ► Describing the pleasures of adhering is most effective for promotion focus recipients. ► Describing the pains of not adhering is most effective for prevention focus recipients. ► We integrate previous theories into a single framework emphasizing self-regulatory principles.
Replication-an important, uncommon, and misunderstood practice-is gaining appreciation in psychology. Achieving replicability is important for making research progress. If findings are not ...replicable, then prediction and theory development are stifled. If findings are replicable, then interrogation of their meaning and validity can advance knowledge. Assessing replicability can be productive for generating and testing hypotheses by actively confronting current understandings to identify weaknesses and spur innovation. For psychology, the 2010s might be characterized as a decade of active confrontation. Systematic and multi-site replication projects assessed current understandings and observed surprising failures to replicate many published findings. Replication efforts highlighted sociocultural challenges such as disincentives to conduct replications and a tendency to frame replication as a personal attack rather than a healthy scientific practice, and they raised awareness that replication contributes to self-correction. Nevertheless, innovation in doing and understanding replication and its cousins, reproducibility and robustness, has positioned psychology to improve research practices and accelerate progress.
Although the research literature has established that Conscientiousness predicts task performance across a variety of achievement contexts (e.g., ; ), comparatively less is known about the processes ...that underlie these relations. To the latter end, the current research examines effortful strategies and achievement goals as mediating factors that might explain why people with higher levels of Conscientiousness are predicted to reach higher levels of academic performance. In a longitudinal study, 347 college students completed measures of personality and achievement goals at the beginning of the class, followed by measures of effortful strategies multiple times throughout the semester. Results support the hypothesis that effortful strategies mediate the association between Conscientiousness and academic performance. Moreover, the statistical effects of Conscientiousness were generally independent of achievement goals, but a small portion of the effect was mediated through approach, not avoidance, achievement goals. These results highlight the importance of examining mediating processes between personality and outcomes, and in the case of Conscientiousness, our results suggest that effortful strategies might serve as a useful target for performance‐enhancing interventions.
Emerging adulthood, defined for many by the college years, is an active period of personality development; less is known about goal change during these years. We investigated stability and change in ...the 2 × 2 model of achievement goals over 4 years (N = 527). We evaluated rank-order stability and mean-level change, and tested goal coupling hypotheses—the idea that early changes in goals predict later change in other goals—using multivariate latent difference score models. Achievement goals showed moderate rank-order stability over 4 years. Three of four goals demonstrated small normative declines, excepting performance approach goals. A change in mastery approach goals was associated with levels of the other three goals; these goals jointly acted to slow the decline of mastery goals. Trajectories for the other three goals were largely independent. Results suggest that goals are relatively stable individual differences during the college years.
This paper presents a generalized registration form for systematic reviews that can be used when currently available forms are not adequate. The form is designed to be applicable across disciplines ...(i.e., psychology, economics, law, physics, or any other field) and across review types (i.e., scoping review, review of qualitative studies, meta-analysis, or any other type of review). That means that the reviewed records may include research reports as well as archive documents, case law, books, poems, etc. Items were selected and formulated to optimize broad applicability instead of specificity, forgoing some benefits afforded by a tighter focus. This PRISMA 2020 compliant form is a fallback for more specialized forms and can be used if no specialized form or registration platform is available. When accessing this form on the Open Science Framework website, users will therefore first be guided to specialized forms when they exist. In addition to this use case, the form can also serve as a starting point for creating registration forms that cater to specific fields or review types.
Boundary goals specify the minimum performance level that an individual must attain to subjectively experience success. The present research integrates boundary goals into the hierarchical model of ...achievement motivation (A. J. Elliot, 2006) by positing that boundary goals are a subgoal in the goal hierarchy. The authors predicted that performance approach goals would be associated with higher boundary goals, whereas performance avoidance goals would be associated with lower boundary goals. The authors further predicted that boundary goals would mediate the association between achievement goals and performance, independent of other target goals (i.e., levels of aspiration). The authors also evaluated whether boundary goals served a similar role in explaining associations between mastery goals and performance. These predictions were tested by tracking the performance of 347 college students across the semester. As predicted, performance approach goals were positively associated with boundary goals (β = .32), whereas performance avoidance goals were negatively associated with boundary goals (β = -.11). Furthermore the authors found that mastery approach goals had positive associations with boundary goals (β = .29), whereas the opposite pattern occurred for mastery avoidance goals (β = -.25). Boundary goals were positively linked to exam scores (β = .32) and mediated the associations between performance approach, mastery approach, and mastery avoidance goals and grades. These statistical effects were independent of the effects of level of aspiration. In short, boundary goals seem to play an important role in the achievement motivation process and may therefore serve as a potentially useful focus for interventions. PUBLICATION ABSTRACT
We report the results of three high-powered, independent replications of Study 2
from Williams and Bargh (2008). Participants
evaluated hot or cold instant therapeutic packs before choosing a reward ...for participation that
was framed as a prosocial (i.e., treat for a friend) or self-interested reward (i.e., treat for
the self). Williams and Bargh predicted that evaluating the hot pack would lead to a higher
probability of making a prosocial choice compared to evaluating the cold pack. We did not
replicate the effect in any individual laboratory or when considering the results of the three
replications together (total N = 861). We conclude that there is no evidence
that brief exposure to warm therapeutic packs induces greater prosocial responding than
exposure to cold therapeutic packs.
Which core traits exemplify psychopathic personality disorder is a hotly debated question within psychology, particularly regarding the role of ostensibly adaptive traits such as stress immunity, ...social potency, and fearlessness. Much of the research on the interrelationships among putatively adaptive and more maladaptive traits of psychopathy has focused on the factor structure of the Psychopathic Personality Inventory (PPI) and its revision, the Psychopathic Personality Inventory-Revised (PPI-R). These instruments include content scales that have coalesced to form 2 higher order factors in some (but not all) prior studies: Fearless Dominance and Self-Centered Impulsivity. Given the inconsistencies in prior research, we performed a meta-analytic factor analysis of the 8 content scales from these instruments (total N > 18,000) and found general support for these 2 dimensions in community samples. The structure among offender samples (e.g., prisoners, forensic patients) supported a 3-factor model in which the Fearlessness content scale loaded onto Self-Centered Impulsivity (rather than Fearless Dominance). There were also indications that the Stress Immunity content scale had different relations to the other PPI scales in offender versus community samples. We discuss the theoretical and diagnostic implications of these differing factor structures for the field of psychopathy research.
Public Significance Statement
The present meta-analysis suggests that the properties of a prominent measure of psychopathic personality disorder differ across offender and nonoffender samples. These differences were particularly pronounced for arguably adaptive traits, such as those related to an ability to recover quickly in stressful situations.
This research examined the magnitude of personality differences across different colleges and universities to understand (a) how much students at different colleges vary from one another and (b) ...whether there are site‐level variables that can explain observed differences. Nearly 8,600 students at 30 colleges and universities completed a Big Five personality trait measure. Site‐level information was obtained from the Integrated Postsecondary Education System database (U.S. Department of Education). Multilevel models revealed that each of the Big Five traits showed significant between‐site variability, even after accounting for individual‐level demographic differences. Some site‐level variables (e.g., enrollment size, requiring letters of recommendation) explained between‐site differences in traits, but many tests were not statistically significant. Student samples at different universities differed in terms of average levels of Big Five personality domains. This raises the possibility that personality differences may explain differences in research results obtained when studying students at different colleges and universities. Furthermore, results suggest that research that compares findings for only a few sites (e.g., much cross‐cultural research) runs the risk of overgeneralizing differences between specific samples to broader group differences. These results underscore the value of multisite collaborative research efforts to enhance psychological research.
•This paper is a close replication of Chalabaev, Major, Sarrazin, and Cury (2012).•We tested for an interaction between stereotype threat and achievement goals.•We found no significant main or ...interaction effects for threat or goals.•No significant effects emerged despite multiple controls.•We suggest that the effect of stereotype threat may be weaker than commonly thought.
Stereotype threat is considered to be a robust effect that explains persistent gender gaps in math performance and scientific career trajectories. Some evidence suggests stereotype threat effects are buffered by adoption of performance avoidance goals (Chalabaev, Major, Sarrazin, & Cury, 2012). With 590 American female participants, we closely replicated Chalabaev et al. (2012). Results showed no significant main or interaction effects for stereotype threat or performance avoidance goals, despite multiple controls. We conclude that effects of stereotype threat might be smaller than typically reported and find limited evidence for moderation by avoidance achievement goals. Accordingly, stereotype threat might not be a major part of the explanation for the gender gap in math performance, consistent with recent meta-analyses (Flore & Wicherts, 2015).
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