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Anti-Pollution Behavior: "A Function of Perceived Outcome and Locus of Control" (1976)

TRIGG, LINDA J. ; PERLMAN, DANIEL ; PERRY, RAYMOND P. ; [et al.]

Beverly Hills, Calif. : Periodicals Archive Online (PAO)

Environment and behavior. 8:2 (1976:June) 307

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ISSN: 0013-9165

Topics: Energy, Environment Protection, Nuclear Power Engineering , Psychology

URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pao:&rft_dat=xri:pao:article:f117-1976-008-02-000008

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Faculty in Transition: A Longitudinal Analysis of the Role of Perceived Control and Type of Institution in Adjustment to Postsecondary Institutions (1997)

Perry, Raymond P. ; Menec, Verena H. ; Struthers, C. Ward ; [et al.]

Springer

Research in higher education 38 (1997), S. 519-556

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ISSN: 1573-188X

Source: Springer Online Journal Archives 1860-2000

Topics: Nature of Science, Research, Systems of Higher Education, Museum Science

Notes: Abstract As postsecondary institutions undergo major changes in the coming years, they will be hardpressed to maintain the quality of their programs unless they can successfully attract and retain new faculty. Understanding something about the experiences of new faculty should enable postsecondary institutions to be more effective in the recruitment process. The present study examined the adjustment of newly hired faculty at the point of entry into their institutions and subsequently for a three-year period. It was expected that perceived personal control, teaching experience, gender, type of institution, and time would be particularly critical to the adjustment of new faculty. Three surveys were administered one year apart to newly hired, tenure-track faculty who responded to questions about their adjustment experiences. The results indicated that perceived control is a critical factor affecting new hires' emotional well-being, stress levels, job satisfaction, etc., either by itself or in combination with institution type and time. Overall, new hires who were identified as having greater control believed they had more control over their teaching and career in general, were more satisfied with their teaching and their career, had less teaching- and career-related job stress, and were less likely to consider quitting their job. The type of institution also affected new hires' adjustment, with the liberal arts colleges and a comprehensive I institution having the most negative impact compared with a community college and a research I institution. Finally, time had an unexpected negative effect on adjustment. These finding were discussed in relation to the career development of faculty.

Type of Medium: Electronic Resource

URL: http://dx.doi.org/10.1023/A:1024925712509

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Faculty in Transition: A Longitudinal Analysis of Perceived Control and Type of Institution in the Research Productivity of Newly Hired Faculty (2000)

Perry, Raymond P. ; Clifton, Rodney A. ; Menec, Verena H. ; [et al.]

Springer

Research in higher education 41 (2000), S. 165-194

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ISSN: 1573-188X

Source: Springer Online Journal Archives 1860-2000

Topics: Nature of Science, Research, Systems of Higher Education, Museum Science

Notes: Abstract The systemic changes facing postsecondary institutions today pose a threat to the quality of academic programs unless new faculty can be successfully attracted and retained. To be more competitive in the recruitment and retention of faculty, a better understanding is needed of the adjustment experiences of newly hired faculty. Our study examined the adjustment of new hires at the point of entry into their institutions using research productivity as one indicator of adaptation. It was expected that perceived personal control, age, gender, and type of institution would relate to research productivity. At the beginning of their first and second year, newly hired faculty in three different types of postsecondary institutions responded to a comprehensive questionnaire concerning their initial adjustment experiences. A path analysis indicated both direct and indirect linkages between the independent variables of interest and research productivity. Substantial direct paths were found between the institution type and research productivity, specifically for the research I and liberal arts/comprehensive institutions, and to a lesser degree, between age and research productivity. Age, the research I university, and the liberal arts/comprehensive universities had direct effects on two measures of perceived control and were linked indirectly to research productivity via perceived control. Perceived control resulting from the personal qualities of the faculty members was instrumental to research productivity, whereas perceived control resulting from activities initiated by faculty members were not related to productivity. Surprisingly, gender was not related to research productivity through either direct or indirect paths. If the adjustment of newly hired faculty is viewed in terms of research productivity, then these results suggest that perceived control, the milieu of research-oriented institutions, and age (to a limited extent), are important predictors of faculty performance.

Type of Medium: Electronic Resource

URL: http://dx.doi.org/10.1023/A:1007091104399

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An Examination of the Relationship Among Academic Stress, Coping, Motivation, and Performance in College (2000)

Struthers, C. Ward ; Perry, Raymond P. ; Menec, Verena H.

Springer

Research in higher education 41 (2000), S. 581-592

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ISSN: 1573-188X

Source: Springer Online Journal Archives 1860-2000

Topics: Nature of Science, Research, Systems of Higher Education, Museum Science

Notes: Abstract Empirical evidence suggests that a domain-specific coping style may play an important role in the way students manage stressful academic events and perform at college. The purpose of this research was to examine the extent to which college students' academic coping style and motivation mediate their academic stress and performance. A structural equation analysis showed that the relationship between college students' academic stress and course grade was influenced by problem-focused coping and motivation but not emotion-focused coping. As expected, greater academic stress covaried with lower course grades; however, students who engaged in problem-focused coping were more likely to be motivated and perform better than students who engaged in emotion-focused coping. Strategies for promoting more effective coping in college students are discussed.

Type of Medium: Electronic Resource

URL: http://dx.doi.org/10.1023/A:1007094931292

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Academic help-seeking in the university setting: The effects of motivational set, attributional style, and help source characteristics (1992)

Magnusson, Jamie-Lynn ; Perry, Raymond P.

Springer

Research in higher education 33 (1992), S. 227-245

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ISSN: 1573-188X

Source: Springer Online Journal Archives 1860-2000

Topics: Nature of Science, Research, Systems of Higher Education, Museum Science

Notes: Abstract We examined university students' academic help-seeking under task-involved and ego-involved classroom conditions. The effects of these motivational sets on frequency of help-seeking were expected to depend on students' attributions for failure. Use of two types of help sources was investigated: (1) an instrumental help source that imparted useful strategies to the help-seeker, thereby allowing him or her to retain responsibility for solving the problem; (2) an executive help source that disclosed the solutions, thus relinquishing the help-seeker of the responsibility for independent problem-solving. We found that ego involvement increased executive help-seeking in students who attributed failure to low ability, but not in students who made effort attributions. Moreover, task involvement produced more instrumental help-seeking than ego involvement in all students regardless of their attribution style. Since executive help-seeking can impede academic development by inhibiting skill acquisition and by fostering dependence on a help source, university teachers should consider classroom strategies that promote task involvement.

Type of Medium: Electronic Resource

URL: http://dx.doi.org/10.1007/BF00973580

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Perceived control and instruction in the college classroom: Some implications for student achievement (1987)

Perry, Raymond P. ; Dickens, Wenda J.

Springer

Research in higher education 27 (1987), S. 291-310

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ISSN: 1573-188X

Source: Springer Online Journal Archives 1860-2000

Topics: Nature of Science, Research, Systems of Higher Education, Museum Science

Notes: Abstract Recent research suggests that loss of control by students interferes with the quality of instruction in the college classroom. The present study examined how four types of feedback affected perceived control and student achievement in different instruction settings. College students wrote an aptitude test which provided either contingent, low noncontingent failure, high noncontingent failure, or no-performance feedback. The amount of feedback was varied by modifying the length of the test: short, medium, long. The students then observed a videotaped lecture, presented by a low or high expressive instructor, and completed a postlecture achievement test. High noncontingent failure feedback reduced students' perceived control over their performance and created an external attribution profile. For expressive instruction, achievement deteriorated in accordance with the severity of students' uncontrollability. Implications are discussed regarding loss of control and effective instruction.

Type of Medium: Electronic Resource

URL: http://dx.doi.org/10.1007/BF00991660

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Enhancing achievement motivation and performance in college students: An attributional retraining perspective (1993)

Perry, Raymond P. ; Hechter, Frank J. ; Menec, Verena H. ; [et al.]

Springer

Research in higher education 34 (1993), S. 687-723

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ISSN: 1573-188X

Source: Springer Online Journal Archives 1860-2000

Topics: Nature of Science, Research, Systems of Higher Education, Museum Science

Notes: Abstract Academic performance in higher education ultimately involves a complex interplay of student attributes and the educational environment. Although instruction is regarded as the major environmental factor affecting scholastic success, other factors can become more important when teaching does not produce the desired results. Attributional retraining is one alternative that shows considerable promise for enhancing students' motivation and achievement striving by changing how students think about their successes and failures. This paper reviews attributional retraining studies published since 1985 having a higher education focus. Their conceptual and methodological strengths and weaknesses are discussed in relation to Weiner's attribution theory. Within this context, attributional retraining is presented as a potentially viable and important intervention for improving college students' academic development, especially those students deemed to be at risk. In particular, attributional retraining is considered as an adjunct to, and possible aspect of, effective teaching.

Type of Medium: Electronic Resource

URL: http://dx.doi.org/10.1007/BF00992156

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