The purpose of these companion studies was to assess immediate and delayed effects of social modeling, cognitive structuring, and two self-management strategies for increasing affective self-disclosure in undergraduate males. Subjects were randomly assigned to (a) social modeling, (b) cognitive structuring, (c) attention placebo, or (d) no-training control groups. Following training, subjects took a performance test and two pencil-and-paper measures. With this treatment used as a blocking variable, subjects were then randomly assigned to (a) goal-directed behavior, (b) self-reinforcement, or (c) no-training control groups. A delayed posttest was administered 3 weeks later. Results indicated that social modeling and cognitive structuring had immediate effects on affective self-disclosure. Also, a combination of social learning and self-management strategies was more effective over time than any single treatment or no treatment at all. Explanations and implications of these results are discussed.Although research in the area of self-disclosure has been extensive, many inconsistencies in findings have been reported (cf. Cozby, 1973). One general conclusion that can be drawn from these conflicting results is that the self-disclosure construct is extremely complex and thus is difficult to explain empirically. Methodological problems across studies such as nonoperationalized definitions, nondifferentiation between affective and cognitive components, and failure to assess quality as well as quantity have contributed largely to these inconsistencies. Furthermore, the primary focus of self-disclosure research has been on identifying specific parameters of the construct. Of the few studies that have been directly concerned with interventions designed to increase self-disclosure, most have focused on This article is based on the doctoral dissertations of both authors at Michigan State University, East Lansing, Michigan.Appreciation is expressed to Norman R. Stewart who served as the chairperson for each author's doctoral committee.
This study focused on locus of control among black and white, third-and sixthgrade male and female leaders. White leaders were more internally controlled than were black leaders and attributed good outcomes to personal attributes more often than black leaders. White female leaders were also more willing to accept responsibility for bad outcomes than black female leaders. Self-concept data and sex role orientation data were not helpful in interpreting the findings but did serve to suggest several avenues for future research in the area of locus of control.
This article examines a community‐based approach to assisting women in their mid‐life decisions through networking, peer‐counseling, and professional support.
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