Three studies investigated the effects of self-construal activation on behavior conducive to interpersonal proximity. Study 1 revealed that compared with control participants, participants who were primed with the independent (or personal) self sat further away from where they anticipated another person would sit in a waiting room. Results of Study 2 indicated that participants primed with the interdependent (or social) self sat closer to the anticipated other person than did those primed with the independent self. Finally, Study 3 used the chronic self-construal of participants to predict the seating distance in dyadic settings. Results showed that greater independence of participants' self-construals was associated with greater spatial distance during the interaction. Together, the studies provide clear evidence that self-construal activation automatically influences interpersonal behavior as reflected in the actual distance between the self and others. Results are discussed in terms of the functions and motives connected to selfconstruals.
Three studies investigated the effects of self-construal activation on behavior conducive to interpersonal proximity. Study 1 revealed that compared with control participants, participants who were primed with the independent (or personal) self sat further away from where they anticipated another person would sit in a waiting room. Results of Study 2 indicated that participants primed with the interdependent (or social) self sat closer to the anticipated other person than did those primed with the independent self. Finally, Study 3 used the chronic self-construal of participants to predict the seating distance in dyadic settings. Results showed that greater independence of participants' self-construals was associated with greater spatial distance during the interaction. Together, the studies provide clear evidence that self-construal activation automatically influences interpersonal behavior as reflected in the actual distance between the self and others. Results are discussed in terms of the functions and motives connected to self-construals.
Many studies have found that cultures differ in the extent to which people prefer dispositional over situational attributions for social behavior. One explanation of this difference relates attribution to variations in self-construal. Since the assumption that independent vs. interdependent self-construals have a causal impact on attributions cannot directly be tested in cross-national comparisons, we examined it using experimental priming techniques. Study 1 shows that previously described cultural differences in dispositionalism in attributions are mirrored by the priming of independent vs. interdependent self-contents. Studies 2 and 3 show that the same pattern of differences in attributions can be produced by having participants think about themselves in a context-independent or context-dependent manner. Together, the findings support the view of culture as situated cognition: attributions are impacted by both accessible self-contents and the degree of context-dependency of self-related thoughts.Dispositionalism in attributions is one of the most ubiquitous biases in social psychology: People tend to overestimate the extent to which an individual's behavior reflects his or her dispositions, and to underestimate the situation's or context's influence. While this tendency seems to be fundamental to human thinking, its strength is nevertheless often moderated by culture (Miller, 2003; for a recent
Studies demonstrate that students' study behavior is frequently dysfunctional, because they tend to cram shortly before examinations. This behavior is antithetical to spaced learning and can impair academic achievement. We investigated the extent that the temporal distribution of learning activities (a) varies as a function of the organization of the course, (b) is subject to individual differences and (c) affects the metacognitive learning outcome. Participants of four lecture-like educational psychology courses (N ¼ 259) were presented with learning materials stored on the university's online learning platform. New materials were published weekly and access to these materials was automatically registered. The students completed either a test at the end of the semester (in two end-term-test courses) or fulfilled written assignments throughout the semester (in two multiple-assignment courses). Students in the multiple-assignment courses accessed the materials more continuously than students in the end-term-test courses. Cluster analyses in the end-term-test courses revealed students primarily accessing the materials late in the semester and students accessing the materials continuously throughout the semester. Continuous access was associated with more accurate metacognitive monitoring. The results are discussed in the context of the relation between metacognitive monitoring and the regulation of study behavior.
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