One hundred forty-two female Ss divided into repressors and sensitizers by their median score on the R-S scale received either a favorable or an unfavorable evaluation of themselves, both discrepant at a similar degree from their own self-evaluation. Sensitizers, in comparison to repressors, exhibited greater adoption of the negative evaluation and acceptance of its source, but less acceptance of the positive evaluation and its source. These results were explained as providing support for the contention that repressors and sensitizers differ in their willingness to assign negative vs. positive qualities to one's self and to endorse internal conflict rather than in their choice of defense mechanisms in the face of threatening information.
Reactions to related performance feedback of 117 internal and external eighth-grade children were investigated under conditions which made denial of personal responsibility for outcomes difficult. Both internals and externals were equally pleased by success feedback and displeased by failure and their competence judgement was influenced by the feedback received. However, internals exhibited more effective coping with failure than did externals. They improved their performance following failure feedback relatively more than after success and no external feedback conditions, and their percieved competance did not decrease in comparison with externals.
A modified version of Kuethe's technique was administered to 48 seventh-grade normal boys. 27 of the subjects were dormitory residents, the remaining 21 lived at home. Contrary to expectation a positive correlation was found for peer acceptance and distance between figures. There were no significant differences between the accepted and nonaccepted groups or between home and dormitory residents. Boy-boy figures were placed closer to one another than the figures of other pairs. The findings were discussed as they relate to previous research with disturbed children.
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