Confidence about Life Effects of Generalized Optimism

Confidence about Life Effects of Generalized Optimism

Table of Contents

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Confidence about Life Effects of Generalized Optimism

Disengagement 209

 

Box 13.2 Confidence about Life: Effects of Generalized Optimism 210

 

13.2.10: Partial Disengagement 211

 

13.3: Further Themes in Self-Regulation 211 13.3.1: Approach and Avoidance 211 13.3.2: Intention-Based and Stimulus-Based

 

Action 211 13.3.3: Self-Regulation as Self-Control 213

Confidence about Life Effects of Generalized Optimism

13.4: Assessment from the Self-Regulation Perspective 213 13.4.1: Assessment of Self-Regulatory Qualities 213

 

Box 13.3 Reduction of Self-Regulation: Deindividuation and Alcohol 214

 

13.4.2: Assessment of Goals 214

 

13.5: Problems in Behavior, and Behavior Change, from the Self-Regulation Perspective 214

 

13.5.1: Problems as Conflicts among Goals and Lack of Strategy Specifications 214

 

13.5.2: Problems from an Inability to Disengage 215

 

13.5.3: Self-Regulation and the Process of Therapy 215

Confidence about Life Effects of Generalized Optimism

13.5.4: Therapy Is Training in Problem Solving 216

 

13.6: Problems and Prospects for the Self-Regulation Perspective 216 Summary: The Self-Regulation Perspective 217

 

Contents xi

 

14.2.1: Impulse and Restraint 225 14.2.2: Individual versus Group Needs 226

 

14.3: Combining Perspectives 226 14.3.1: Eclecticism 227 14.3.2: Biology and Learning as Complementary

 

Influences on Personality 227

Confidence about Life Effects of Generalized Optimism

14.4: Which Theory Is Best? 228 Summary: Overlap and Integration among Perspectives 228

 

Glossary 230

 

References 237

 

Credits 282

Confidence about Life Effects of Generalized Optimism

Name Index 284

 

Subject Index 297

 

14: Overlap and Integration among Perspectives 219

 

14.1: Similarities among Perspectives 220 14.1.1: Psychoanalysis and Evolutionary

 

Psychology 220 14.1.2: Psychoanalysis and Self-Regulation 221 14.1.3: Psychoanalysis and Cognitive Processes 221 14.1.4: Social Learning, Cognitive, and

 

Self-Regulation Views 223 14.1.5: Maslow’s Hierarchy and Hierarchies

 

of Self-Regulation 224 14.1.6: Self-Actualization and Self-Regulation 224 14.1.7: Traits and Their Equivalents in

 

Other Models 225

 

14.2: Recurrent Themes, Viewed from Different Angles 225

 

xii Contents

 

secondary goal is to consider the usefulness of blending theoretical viewpoints, treating theories as complemen- tary, rather than competing.

 

In revising, we’ve tried very hard to make the content accessible. We use an informal, conversational style, and we’ve used examples of how the ideas can apply to one’s own life. We hope these qualities make the book engaging and enjoyable, as well as informative.

 

New to This Edition • Incorporates important developments in the field of

 

personality psychology over the past 5 years or so. • Cutting edge material has been added on topics in

 

molecular genetics and genomics (Chapter 6) without loss of continuity with earlier versions.

 

New material has been added on the biological under- pinnings of impulsiveness (Chapter 7) expanding on the previous edition’s coverage.

 

Expanded coverage of “mindsets” as a facet of the cog- nitive perspective (Chapter 12).

 

More detailed coverage of the role of mental contrasting in the self-regulation perspective (Chapter 13).

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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