An empirical examination of the integration of causal attribution and social learning theories in achievement situations

Using path analysis, the present investigation sought to clarify possible operational linkages among constructs from social learning and attribution theories within the context of a self-esteem system. Subjects were 300 undergraduate university students who completed a measure of self-esteem and indicated expectancies for success and minimal goal levels for an experimental task. After completing the task and receiving feedback about their performance, subjects completed causal attribution and self-esteem questionnaires. Results revealed gender differences in the degree and strength of the proposed relations, but not in the mean levels of the variables studied. Results suggested that the integration of social learning and attribution theories within a single conceptual model provides a better understanding of students' behaviors and self-esteem in achievement situations.

The Effects of Self-Esteem and Expectancies for Success on Affective Reactions to Achievement

Affective reactions to academic performance appear to be influenced by performance outcome, self-esteem, and causal attributions. We investigated whether expectancies for success and the confirmation or disconfirmation of epectancies also influenced students' affective reactions and causal attributions in achievement settings. Subjects were 132 university students. Causal attributions and affective reactions to an achievement-related situation were assessed and related to students' self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Results indicated that causal attributions were related to confirmation or disconfirmation of expectancies for success and to self-esteem. Affective reactions were related to the interaction of self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Further analysis suggested that students' affective reactions to performance may serve to maintain existing levels of self-esteem. The role of self-referent and other-referent emotions in self-esteem maintenance was also discussed.

The role of self-esteem in affective reactions to achievement-related situations

Investigated whether affective reactions in achievement settings were related to self-esteem in 308 undergraduates. Ss completed a self-esteem questionnaire and an affect questionnaire in which achievement outcomes and causal sources were manipulated within a short-story format. Affective reactions to various academic situations portrayed in the stories then were assessed and related to Ss' self-esteem. Resulting biserial correlations between the dichotomized affective reactions and self-esteem indicate that affective reactions to success and failure were related to Ss' level of self-esteem. An extrapolation from the present results and related research is that causal internalization with resulting self-referent affects may be facilitated by providing academic feedback consistent with self-esteem.

Miocene basin development and volcanism along a strike-slip to flat-slab subduction transition: Stratigraphy, geochemistry, and geochronology of the central Wrangell volcanic belt, Yakutat-North America collision zone

New geochronologic, geochemical, sedimentologic, and compositional data from the central Wrangell volcanic belt (WVB) document basin development and volcanism linked to subduction of overthickened oceanic crust to the northern Pacific plate margin. The Frederika Formation and overlying Wrangell Lavas comprise >3 km of sedimentary and volcanic strata exposed in the Wrangell Mountains of south-central Alaska (United States). Measured stratigraphic sections and lithofacies analyses document lithofacies associations that reflect deposition in alluvial-fluvial-lacustrine environments routinely influenced by volcanic eruptions. Expansion of intrabasinal volcanic centers prompted progradation of vent-proximal volcanic aprons across basinal environments. Coal deposits, lacustrine strata, and vertical juxtaposition of basinal to proximal lithofacies indicate active basin subsidence that is attributable to heat flow associated with intrabasinal volcanic centers and extension along intrabasinal normal faults. The orientation of intrabasinal normal faults is consistent with transtensional deformation along the Totschunda-Fairweather fault system. Paleocurrents, compositional provenance, and detrital geochronologic ages link sediment accumulation to erosion of active intrabasinal volcanoes and to a lesser extent Mesozoic igneous sources. Geochemical compositions of interbedded lavas are dominantly calc-alkaline, range from basaltic andesite to rhyolite in composition, and share geochemical characteristics with Pliocene-Quaternary phases of the western WVB linked to subduction-related magmatism. The U/Pb ages of tuffs and Ar-40/Ar-39 ages of lavas indicate that basin development and volcanism commenced by 12.5-11.0 Ma and persisted until at least ca. 5.3 Ma. Eastern sections yield older ages (12.5-9.3 Ma) than western sections (9.6-8.3 Ma). Samples from two western sections yield even younger ages of 5.3 Ma. Integration of new and published stratigraphic, geochronologic, and geochemical data from the entire WVB permits a comprehensive interpretation of basin development and volcanism within a regional tectonic context. We propose a model in which diachronous volcanism and transtensional basin development reflect progressive insertion of a thickened oceanic crustal slab of the Yakutat microplate into the arcuate continental margin of southern Alaska coeval with reported changes in plate motions. Oblique northwestward subduction of a thickened oceanic crustal slab during Oligocene to Middle Miocene time produced transtensional basins and volcanism along the eastern edge of the slab along the Duke River fault in Canada and subduction-related volcanism along the northern edge of the slab near the Yukon-Alaska border. Volcanism and basin development migrated progressively northwestward into eastern Alaska during Middle Miocene through Holocene time, concomitant with a northwestward shift in plate convergence direction and subduction collision of progressively thicker crust against the syntaxial plate margin.

THE RELATIONSHIP BETWEEN PARENTING STYLES, LEARNING AUTONOMY, AND SCHOLASTIC ACHIEVEMENT IN UNDERGRADUATE COLLEGE STUDENTS

Throughout the years, the role that parents play with regard to a child’s academic achievement has been the source of considerable research. The type of parenting style employed by parents, whether it is authoritarian, authoritative, or permissive, has and continues to be a major theme in these studies. One area of particular interest that has been overlooked in these studies, however, is the influence that parents may have on a student’s learning autonomy. Learning autonomy is the idea that a student has internal motivation to learn or achieve. The purpose of this study was to investigate therelationship among the three styles of parenting, learning autonomy, perceived parental autonomy support, and scholastic achievement in undergraduate college students. Sixty-one participants were recruited at a small liberal arts college in the northeastern United States to complete questionnaires, which measured perceived parental authority of the participants’ parents, perceived parental autonomy support, and students’ own learning autonomy. The participants were also asked to list their grade point average. The results revealed positive and negative correlations between many of the variables in the study;however, simple regression analyses did not yield any statistically significant relationships between parental authority, learning autonomy, perceived autonomy support, and scholastic achievement.

Public Speaking Anxiety, Test Anxiety, and Academic Achievement in Undergraduate Students

Public speaking anxiety and test anxiety are both psychological difficulties which may adversely influence academic achievement in undergraduate students. Previous research has indicated that both public speaking anxiety and test anxiety are negatively correlated with academic performance, usually measured by grade point average. The purpose of this study was to assess the prevalence of public speaking anxiety, test anxiety, and their effects on academic achievement in a sample of undergraduate students, and to determine if certain groups of students are more likely to be affected than others. Although test anxiety and public speaking anxiety were both found to be negatively correlated with grade point average, these correlations were not statistically significant. Potential reasons for the lack of statistical congruence with previous studies, as well as implications for future research and treatment, are discussed.

Significance of the Deformation History within the Hinge Zone of the Pennsylvania Salient, Appalachian Mountains

Two competing models exist for the formation of the Pennsylvania salient, a widely studied area of pronounced curvature in the Appalachian mountain belt. The viability of these models can be tested by compiling and analyzing the patterns of structures within the general hinge zone of the Pennsylvania salient. One end-member model suggests a NW-directed maximum shortening direction and no rotation through time in the culmination. An alternative model requires a two-phase development of the culmination involving NNW-directed maximum shortening overprinted by WNW-directed maximum shortening. Structural analysis at 22 locations throughout the Valley and Ridge and southern Appalachian Plateau Provinces of Pennsylvania are used to constrain orientations of the maximum shortening direction and establish whether these orientations have rotated during progressive deformation in the Pennsylvania salient's hinge. Outcrops of Paleozoic sedimentary rocks contain several orders of folds, conjugate faults, steeply dipping strike-slip faults, joints, conjugate en echelon gash vein arrays, spaced cleavage, and grain-scale finite strain indicators. This suite of structures records a complex deformation history similar to the Bear Valley sequence of progressive deformation. The available structural data from the Juniata culmination do not show a consistent temporal rotation of shortening directions and generally indicate uniform,