James Maddux | George Mason University (original) (raw)
Papers by James Maddux
The Plenum Series in Social/Clinical Psychology, 1997
As the turn of the nineteenth century approached, the new president of the American Psychological... more As the turn of the nineteenth century approached, the new president of the American Psychological Association (APA) stood before his colleagues and admonished them to join theory and research to social practice. His concerns included the hostility of experimental psychologists to applied psychologists and practitioners as well as the latter’s indifference to research. He also had great hopes for practice to be scientifically grounded. He feared the consequences of segregation into two camps: an irrelevant basic psychology fashioned from the artificialities of the laboratory and an unscientific practice reflecting suspect traditions and intuition. His own work demonstrated the value of ongoing cross-fertilization between these two perspectives. He used new theory and research in child development to guide his educational innovations; experiences emerging from them challenged theory and research for explanations.
The Plenum Series in Social/Clinical Psychology, 1997
Yogi Berra once said, “If you don’t know where you’re going, you’ll wind up somewhere else.” The ... more Yogi Berra once said, “If you don’t know where you’re going, you’ll wind up somewhere else.” The humor of this statement almost disguises its wisdom. Without goals, human behavior would be random and directionless, and we would all doubtless end up somewhere other than where we would like to be. As we have seen so far, social cognitive psychology assumes that most important human activity is planful and is directed toward the attainment of desired ends and the avoidance of unwanted ends. Indeed, few beliefs are more central to our conceptions of human nature than those concerning our capacity for goal setting and self-regulation. Our ability to set goals, develop plans or strategies, and implement those plans influences our emotional states, our relationships with other people, and our adaptation to life’s challenges. Piaget (1967–1971) stated, “Life is essentially autoregulation” (p. 26), and indeed, research on learning in animals provides evidence for their capacity to engage in goaldirected behavior (Rescorla, 1987; Tolman, 1932/ 1967). However, human beings have developed a capacity for goal setting and self-regulation that goes far beyond that of other life forms. Indeed, our capacity for envisioning possible futures and guiding ourselves toward them over long stretches of time can be viewed as a uniquely human ability. Even the different human emotions are associated with different, largely social, goals (Lazarus, 1991a; Roseman, Wiest, & Swartz, 1994; Frijda, 1988).
The Plenum Series in Social/Clinical Psychology, 1997
This chapter is about social and self-cognition in an interpersonal context. It begins with resea... more This chapter is about social and self-cognition in an interpersonal context. It begins with research on the effect of communication on social judgments such as attitudes, impressions, and attributions. It then turns to representations that are not of the self or others but of the self with others and considers their impact on self-evaluation and subsequent relationships. As advocated in Chapter 1, a truly social cognitive psychology not only studies others and the self as objects of knowing but also puts the process of knowing into a communicative and relational context (H. H. Clark, 1985; Kraut & Higgins, 1984). Rather than treating knowing as the act of an isolated individual, we reconstruct it as a social act, relying on information provided by others and influenced by internalized past relationships with others. The social construction of judgments in symbolic interactions and about relationships is a return to the interests of Mead and Vygotsky (Chapters 1 and 3). We now bring to this discussion the multiple-knowing-processes model, which explains how interpersonal context and interaction influence not only through explicit verbal exchanges, but also through the activation of implicit cognitive, affective, and perceptual knowing.
The Plenum Series in Social/Clinical Psychology, 1997
In the previous chapter, we argued that personality and psychological adjustment can be construed... more In the previous chapter, we argued that personality and psychological adjustment can be construed as individual differences in the goals toward which people choose to work. This chapter moves from the social cognitive psychology of what people want to the social cognitive psychology of how they try to get what they want. It is concerned with theory and research on the complex topic of self-regulation: how we regulate our own behavior, cognition, and affect in pursuit of our goals. As discussed in the last chapter, setting goals and working toward them are essential ingredients of a satisfying life. But having goals is not enough; personal satisfaction also depends on working on goals and having a certain amount of success in attaining goals. Chapter 7 discussed self-regulation as it pertains to overriding and unlearning the automatic social judgments found in stereotyping and prejudice. This chapter discusses self-regulation of the full-range of human cognition and behavior.
The Plenum Series in Social/Clinical Psychology, 1997
As we noted in Chapter 1, the profession of clinical psychology in its early stages developed out... more As we noted in Chapter 1, the profession of clinical psychology in its early stages developed outside mainstream experimental psychology in general and social cognitive psychology in particular. In its first generation, psychology split into a decontextualized science of laboratory curiosities and an unscientific practice. Some contend that even today we have not made much progress in generating a scientific foundation for clinical practice and that what scientific foundation we have is not known or used by most practitioners (e.g.,Dawes, 1994). In contrast, medicine successfully instituted a scientific practitioner model (Starr, 1982). Psychology’s scientist-practitioner model was a political compromise (Raimy, 1950) in the absence of a linking science. In this chapter, we attempt to build a foundation for a contemporary social cognitive approach to understanding behavior, personality, and adjustment. This perspective draws from both social cognitive psychology and clinical psychology and thus is neither a social cognitive nor a clinical theory. Instead, it is an approach to understanding human behavior that is applicable to both normal (adaptive) and abnormal (maladaptive) behavior. In fact, such distinctions are essentially arbitrary in the social cognitive perspective, as discussed later. This approach is most accurately called “a social cognitive approach to understanding human adjustment, to problems in adjustment, and to interventions to enhance adjustment.” We will reduce this cumbersome phrase to social clinical psychology for convenience. The reader should keep in mind, however, that social implies social cognitive and that clinical implies the study of psychological adaptation and adjustment defined broadly. It is not limited to the traditional clinical notion of the absence of mental disorder or dysfunction, nor to traditional clinical disorders as embodied in current psychiatric diagnostic schemes. Indeed, the field of clinical psychology has become increasingly difficult to define over the past two decades as we have learned more about the generality of psychological change processes, the relationship between normal development and maladaptation, and the biological basis of behavioral and emotional problems.
The Plenum Series in Social/Clinical Psychology, 1997
In early 1956, Herbert Simon told his class, “Over Christmas Allen Newell and I invented a thinki... more In early 1956, Herbert Simon told his class, “Over Christmas Allen Newell and I invented a thinking machine” (quoted in McCorduck, 1979, p. 116). Later that year, they presented it at the first conferences on computer simulations of information processing. This critical event in the cognitive revolution was the product of a communal effort spanning many disciplines, but we highlight the work of one contributor, Herbert Simon. He developed the notions of heuristic processing and bounded rationality: the use of strategic shortcuts by humans and programs simulating them to achieve fast-enough, good-enough problem solutions (Simon, 1955, 1956, 1976/1982). The computer analogy made cognition real for tough-minded psychologists. The functioning of mind, ineffable (i.e., unable to be studied or understood) to Descartes and Skinner, was there to observe in computer printouts. Constructs about information processing have pervaded social cognitive psychology, often supplanting traditional psychological terms.
Social Cognitive Psychology, 1997
The last chapter ended with a new model of the social knower, able to function strategically as e... more The last chapter ended with a new model of the social knower, able to function strategically as either naive scientist or cognitive miser. In this chapter, we present the multiple knowing processes evolved to enable the tactical flexibility to pursue diverse goals. We not only cover conscious explicit cognition but probe automatic, introspectively unknown implicit cognition. We also consider affect and ecologically based perception, contributions to knowing that lie not only outside consciousness, but also beyond cognition as traditionally construed. In the next chapter, we consider how multiple knowing processes produce and overcome stereotyping and prejudice. Along the way, we dust off another tradition, the psychoanalytic, and acknowledge its heritage as we return to the study of unconscious knowing processes, now with experimental methods. Throughout is shown the complementarity of the demands of social living and the design of the knowing system.
Social Processes in Clinical and Counseling Psychology, 1987
People tend to engage in behaviors they believe will get them what they want. A number of importa... more People tend to engage in behaviors they believe will get them what they want. A number of important psychological theories are based on this simple premise and are known as “expectancy-value” theories because they deal with the values people place on certain outcomes or goals and with their expectations that certain behaviors will help them attain these goals. An expectancy-value approach to psychopathology and psychotherapy assumes that people become distressed, get into conflicts with other people, and thus present themselves to psychotherapists and counselors because they hold inaccurate expectations about the behavior of other people and themselves, undervalue or overvalue certain outcomes or consequences, feel nothing can be done to achieve what they want, or feel incapable of doing those things that might obtain for them their goals.
Routledge eBooks, Jul 11, 2019
Journal of Sport and Exercise Psychology, 1997
The notion of habit figures prominently in theories of health-related behavior and in efforts to ... more The notion of habit figures prominently in theories of health-related behavior and in efforts to encourage people to develop consistency and regularity in the healthful behavior of daily life. The consensus definition of habit as automatic and mindless behavior, however, presents three logical and philosophical problems. First, this definition of habit is at odds with the way most of our theories of health behavior try to employ the notion. Second, the behaviors of concern to most health, exercise, and sport psychologists are not the kinds of behaviors to which this definition of habit applies easily, if at all. Third, the kind of mindless behavior suggested by this definition may be conducive to enhancing physical health and athletic performance, but it may be inconsistent with the essential elements of happiness or subjective well-being according to Eastern philosophies such as Taoism and Buddhism, and according to the growing research on the psychology of happiness.
Cultural Sociology of Mental Illness: An A-to-Z Guide
Comprehensive Clinical Psychology, 1998
... Contributors Jonathan M. Adler, PhD, Department of Psychology, Franklin W. Olin College ... L... more ... Contributors Jonathan M. Adler, PhD, Department of Psychology, Franklin W. Olin College ... Leadership Studies, University of Richmond, Richmond, Virginia Howard N. Garb, PhD, Psychology ... Maryland Brian Lakey, PhD, Department of Psychology, Grand Valley State University ...
The Oxford Handbook of Positive Psychology, 2009
This chapter describes the traditional view of clinical psychology as a discipline and profession... more This chapter describes the traditional view of clinical psychology as a discipline and profession that is steeped in an “illness ideology.” This illness ideology has roots in clinical psychology's early connections with psychiatry and medicine and limits clinical psychology to the study of what is worst and weakest about people rather than what is best and bravest about people. The historical, cultural, and professional causes of this ideology are discussed, with an emphasis on the social construction and deconstruction of the Diagnostic and Statistical Manual of Mental Disorders as the manifestation of the illness ideology that has the greatest detrimental influence on clinical psychology. The chapter also proposes that the illness ideology be replaced with a positive psychology ideology that emphasizes well-being, satisfaction, happiness, interpersonal skills, perseverance, talent, wisdom, personal responsibility, and what makes life worth living.
From Research to Clinical Practice, 1985
In this chapter we shall focus on the relevance to clinical practice of social psychological theo... more In this chapter we shall focus on the relevance to clinical practice of social psychological theories of attitude formation and change. We shall argue that attitude change processes are important in all major approaches to psychotherapy and that three decades of social psychological research attention to attitude development and change provide an empirical foundation for the investigation of persuasion as a clinical treatment strategy. The general position that clinical practice should be informed by the substantial literature on attitudes and attitude change is not original (e.g., see S. S. Brehm, 1976; Goldstein & Simonson, 1971, Goldstein, Heller, & Sechrest, 1966; Strong, 1978). However, it is our objective to provide a new look at the literature to which researchers and practitioners should be especially attentive in considering the nature and importance of persuasion in psychotherapy. We shall begin by examining the idea that attitude change processes are fundamental to all psychotherapies and shall then outline several attitude change conceptions that should have relevance to clinical practice. Finally, we shall present examples of recent research that examined the role of attitude change in clinical and counseling contexts.
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Encyclopedia of Primary Prevention and Health Promotion, 2003
Physical fitness (consisting of cardiopulmonary capacity, muscle strength and endurance, and flex... more Physical fitness (consisting of cardiopulmonary capacity, muscle strength and endurance, and flexibility) is one of the keys to a longer, healthier, happier life; and regular exercise is one of the most important keys to physical fitness and the prevention of a host of physical and psychological problems. This entry provides a summary of research on the prediction of exercise behavior and on interventions designed to facilitate the initiation and maintenance of regular exercise. It is not concerned with research on the relationship between specific types of exercise and specific aspects of physical fitness but with research on how to motivate people to do whatever they have already decided they should do to improve their physical fitness. The research on the prediction of exercise is considerable, but the research on the effectiveness of interventions to encourage exercise is scant. Therefore, much of what this entry suggests for facilitating the initiation and maintenance of regular exercise is based as much on prediction research as on intervention research.
The Plenum Series in Social/Clinical Psychology, 1995
People do not always act in their own best interest. Too many of us smoke too much, drink too muc... more People do not always act in their own best interest. Too many of us smoke too much, drink too much, eat too much, drive too fast, get too much sun, engage in high-risk sexual activities, fail to wear seat belts—the list goes on. Psychologists have devoted much effort to understanding why people engage in behavior that seems self-destructive, and why they fail to do what they surely know is good for them, or at least will be in the long run (e.g., Baumeister & Scher, 1988). Health psychologists have been among the most active in the search for an understanding of why people engage in unsafe and unhealthy behaviors and why they have such great difficulty altering unhealthy behavior patterns and adapting healthier ones. Beliefs about personal control or efficacy are featured prominently in each of the major models or theories of health-related behavior change. This chapter is concerned with the role of perceived personal control in people’s decisions about behaviors that affect their physical health, with a major focus on self-efficacy theory and research.
The Plenum Series in Social/Clinical Psychology, 1997
As the turn of the nineteenth century approached, the new president of the American Psychological... more As the turn of the nineteenth century approached, the new president of the American Psychological Association (APA) stood before his colleagues and admonished them to join theory and research to social practice. His concerns included the hostility of experimental psychologists to applied psychologists and practitioners as well as the latter’s indifference to research. He also had great hopes for practice to be scientifically grounded. He feared the consequences of segregation into two camps: an irrelevant basic psychology fashioned from the artificialities of the laboratory and an unscientific practice reflecting suspect traditions and intuition. His own work demonstrated the value of ongoing cross-fertilization between these two perspectives. He used new theory and research in child development to guide his educational innovations; experiences emerging from them challenged theory and research for explanations.
The Plenum Series in Social/Clinical Psychology, 1997
Yogi Berra once said, “If you don’t know where you’re going, you’ll wind up somewhere else.” The ... more Yogi Berra once said, “If you don’t know where you’re going, you’ll wind up somewhere else.” The humor of this statement almost disguises its wisdom. Without goals, human behavior would be random and directionless, and we would all doubtless end up somewhere other than where we would like to be. As we have seen so far, social cognitive psychology assumes that most important human activity is planful and is directed toward the attainment of desired ends and the avoidance of unwanted ends. Indeed, few beliefs are more central to our conceptions of human nature than those concerning our capacity for goal setting and self-regulation. Our ability to set goals, develop plans or strategies, and implement those plans influences our emotional states, our relationships with other people, and our adaptation to life’s challenges. Piaget (1967–1971) stated, “Life is essentially autoregulation” (p. 26), and indeed, research on learning in animals provides evidence for their capacity to engage in goaldirected behavior (Rescorla, 1987; Tolman, 1932/ 1967). However, human beings have developed a capacity for goal setting and self-regulation that goes far beyond that of other life forms. Indeed, our capacity for envisioning possible futures and guiding ourselves toward them over long stretches of time can be viewed as a uniquely human ability. Even the different human emotions are associated with different, largely social, goals (Lazarus, 1991a; Roseman, Wiest, & Swartz, 1994; Frijda, 1988).
The Plenum Series in Social/Clinical Psychology, 1997
This chapter is about social and self-cognition in an interpersonal context. It begins with resea... more This chapter is about social and self-cognition in an interpersonal context. It begins with research on the effect of communication on social judgments such as attitudes, impressions, and attributions. It then turns to representations that are not of the self or others but of the self with others and considers their impact on self-evaluation and subsequent relationships. As advocated in Chapter 1, a truly social cognitive psychology not only studies others and the self as objects of knowing but also puts the process of knowing into a communicative and relational context (H. H. Clark, 1985; Kraut & Higgins, 1984). Rather than treating knowing as the act of an isolated individual, we reconstruct it as a social act, relying on information provided by others and influenced by internalized past relationships with others. The social construction of judgments in symbolic interactions and about relationships is a return to the interests of Mead and Vygotsky (Chapters 1 and 3). We now bring to this discussion the multiple-knowing-processes model, which explains how interpersonal context and interaction influence not only through explicit verbal exchanges, but also through the activation of implicit cognitive, affective, and perceptual knowing.
The Plenum Series in Social/Clinical Psychology, 1997
In the previous chapter, we argued that personality and psychological adjustment can be construed... more In the previous chapter, we argued that personality and psychological adjustment can be construed as individual differences in the goals toward which people choose to work. This chapter moves from the social cognitive psychology of what people want to the social cognitive psychology of how they try to get what they want. It is concerned with theory and research on the complex topic of self-regulation: how we regulate our own behavior, cognition, and affect in pursuit of our goals. As discussed in the last chapter, setting goals and working toward them are essential ingredients of a satisfying life. But having goals is not enough; personal satisfaction also depends on working on goals and having a certain amount of success in attaining goals. Chapter 7 discussed self-regulation as it pertains to overriding and unlearning the automatic social judgments found in stereotyping and prejudice. This chapter discusses self-regulation of the full-range of human cognition and behavior.
The Plenum Series in Social/Clinical Psychology, 1997
As we noted in Chapter 1, the profession of clinical psychology in its early stages developed out... more As we noted in Chapter 1, the profession of clinical psychology in its early stages developed outside mainstream experimental psychology in general and social cognitive psychology in particular. In its first generation, psychology split into a decontextualized science of laboratory curiosities and an unscientific practice. Some contend that even today we have not made much progress in generating a scientific foundation for clinical practice and that what scientific foundation we have is not known or used by most practitioners (e.g.,Dawes, 1994). In contrast, medicine successfully instituted a scientific practitioner model (Starr, 1982). Psychology’s scientist-practitioner model was a political compromise (Raimy, 1950) in the absence of a linking science. In this chapter, we attempt to build a foundation for a contemporary social cognitive approach to understanding behavior, personality, and adjustment. This perspective draws from both social cognitive psychology and clinical psychology and thus is neither a social cognitive nor a clinical theory. Instead, it is an approach to understanding human behavior that is applicable to both normal (adaptive) and abnormal (maladaptive) behavior. In fact, such distinctions are essentially arbitrary in the social cognitive perspective, as discussed later. This approach is most accurately called “a social cognitive approach to understanding human adjustment, to problems in adjustment, and to interventions to enhance adjustment.” We will reduce this cumbersome phrase to social clinical psychology for convenience. The reader should keep in mind, however, that social implies social cognitive and that clinical implies the study of psychological adaptation and adjustment defined broadly. It is not limited to the traditional clinical notion of the absence of mental disorder or dysfunction, nor to traditional clinical disorders as embodied in current psychiatric diagnostic schemes. Indeed, the field of clinical psychology has become increasingly difficult to define over the past two decades as we have learned more about the generality of psychological change processes, the relationship between normal development and maladaptation, and the biological basis of behavioral and emotional problems.
The Plenum Series in Social/Clinical Psychology, 1997
In early 1956, Herbert Simon told his class, “Over Christmas Allen Newell and I invented a thinki... more In early 1956, Herbert Simon told his class, “Over Christmas Allen Newell and I invented a thinking machine” (quoted in McCorduck, 1979, p. 116). Later that year, they presented it at the first conferences on computer simulations of information processing. This critical event in the cognitive revolution was the product of a communal effort spanning many disciplines, but we highlight the work of one contributor, Herbert Simon. He developed the notions of heuristic processing and bounded rationality: the use of strategic shortcuts by humans and programs simulating them to achieve fast-enough, good-enough problem solutions (Simon, 1955, 1956, 1976/1982). The computer analogy made cognition real for tough-minded psychologists. The functioning of mind, ineffable (i.e., unable to be studied or understood) to Descartes and Skinner, was there to observe in computer printouts. Constructs about information processing have pervaded social cognitive psychology, often supplanting traditional psychological terms.
Social Cognitive Psychology, 1997
The last chapter ended with a new model of the social knower, able to function strategically as e... more The last chapter ended with a new model of the social knower, able to function strategically as either naive scientist or cognitive miser. In this chapter, we present the multiple knowing processes evolved to enable the tactical flexibility to pursue diverse goals. We not only cover conscious explicit cognition but probe automatic, introspectively unknown implicit cognition. We also consider affect and ecologically based perception, contributions to knowing that lie not only outside consciousness, but also beyond cognition as traditionally construed. In the next chapter, we consider how multiple knowing processes produce and overcome stereotyping and prejudice. Along the way, we dust off another tradition, the psychoanalytic, and acknowledge its heritage as we return to the study of unconscious knowing processes, now with experimental methods. Throughout is shown the complementarity of the demands of social living and the design of the knowing system.
Social Processes in Clinical and Counseling Psychology, 1987
People tend to engage in behaviors they believe will get them what they want. A number of importa... more People tend to engage in behaviors they believe will get them what they want. A number of important psychological theories are based on this simple premise and are known as “expectancy-value” theories because they deal with the values people place on certain outcomes or goals and with their expectations that certain behaviors will help them attain these goals. An expectancy-value approach to psychopathology and psychotherapy assumes that people become distressed, get into conflicts with other people, and thus present themselves to psychotherapists and counselors because they hold inaccurate expectations about the behavior of other people and themselves, undervalue or overvalue certain outcomes or consequences, feel nothing can be done to achieve what they want, or feel incapable of doing those things that might obtain for them their goals.
Routledge eBooks, Jul 11, 2019
Journal of Sport and Exercise Psychology, 1997
The notion of habit figures prominently in theories of health-related behavior and in efforts to ... more The notion of habit figures prominently in theories of health-related behavior and in efforts to encourage people to develop consistency and regularity in the healthful behavior of daily life. The consensus definition of habit as automatic and mindless behavior, however, presents three logical and philosophical problems. First, this definition of habit is at odds with the way most of our theories of health behavior try to employ the notion. Second, the behaviors of concern to most health, exercise, and sport psychologists are not the kinds of behaviors to which this definition of habit applies easily, if at all. Third, the kind of mindless behavior suggested by this definition may be conducive to enhancing physical health and athletic performance, but it may be inconsistent with the essential elements of happiness or subjective well-being according to Eastern philosophies such as Taoism and Buddhism, and according to the growing research on the psychology of happiness.
Cultural Sociology of Mental Illness: An A-to-Z Guide
Comprehensive Clinical Psychology, 1998
... Contributors Jonathan M. Adler, PhD, Department of Psychology, Franklin W. Olin College ... L... more ... Contributors Jonathan M. Adler, PhD, Department of Psychology, Franklin W. Olin College ... Leadership Studies, University of Richmond, Richmond, Virginia Howard N. Garb, PhD, Psychology ... Maryland Brian Lakey, PhD, Department of Psychology, Grand Valley State University ...
The Oxford Handbook of Positive Psychology, 2009
This chapter describes the traditional view of clinical psychology as a discipline and profession... more This chapter describes the traditional view of clinical psychology as a discipline and profession that is steeped in an “illness ideology.” This illness ideology has roots in clinical psychology's early connections with psychiatry and medicine and limits clinical psychology to the study of what is worst and weakest about people rather than what is best and bravest about people. The historical, cultural, and professional causes of this ideology are discussed, with an emphasis on the social construction and deconstruction of the Diagnostic and Statistical Manual of Mental Disorders as the manifestation of the illness ideology that has the greatest detrimental influence on clinical psychology. The chapter also proposes that the illness ideology be replaced with a positive psychology ideology that emphasizes well-being, satisfaction, happiness, interpersonal skills, perseverance, talent, wisdom, personal responsibility, and what makes life worth living.
From Research to Clinical Practice, 1985
In this chapter we shall focus on the relevance to clinical practice of social psychological theo... more In this chapter we shall focus on the relevance to clinical practice of social psychological theories of attitude formation and change. We shall argue that attitude change processes are important in all major approaches to psychotherapy and that three decades of social psychological research attention to attitude development and change provide an empirical foundation for the investigation of persuasion as a clinical treatment strategy. The general position that clinical practice should be informed by the substantial literature on attitudes and attitude change is not original (e.g., see S. S. Brehm, 1976; Goldstein & Simonson, 1971, Goldstein, Heller, & Sechrest, 1966; Strong, 1978). However, it is our objective to provide a new look at the literature to which researchers and practitioners should be especially attentive in considering the nature and importance of persuasion in psychotherapy. We shall begin by examining the idea that attitude change processes are fundamental to all psychotherapies and shall then outline several attitude change conceptions that should have relevance to clinical practice. Finally, we shall present examples of recent research that examined the role of attitude change in clinical and counseling contexts.
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Encyclopedia of Primary Prevention and Health Promotion, 2003
Physical fitness (consisting of cardiopulmonary capacity, muscle strength and endurance, and flex... more Physical fitness (consisting of cardiopulmonary capacity, muscle strength and endurance, and flexibility) is one of the keys to a longer, healthier, happier life; and regular exercise is one of the most important keys to physical fitness and the prevention of a host of physical and psychological problems. This entry provides a summary of research on the prediction of exercise behavior and on interventions designed to facilitate the initiation and maintenance of regular exercise. It is not concerned with research on the relationship between specific types of exercise and specific aspects of physical fitness but with research on how to motivate people to do whatever they have already decided they should do to improve their physical fitness. The research on the prediction of exercise is considerable, but the research on the effectiveness of interventions to encourage exercise is scant. Therefore, much of what this entry suggests for facilitating the initiation and maintenance of regular exercise is based as much on prediction research as on intervention research.
The Plenum Series in Social/Clinical Psychology, 1995
People do not always act in their own best interest. Too many of us smoke too much, drink too muc... more People do not always act in their own best interest. Too many of us smoke too much, drink too much, eat too much, drive too fast, get too much sun, engage in high-risk sexual activities, fail to wear seat belts—the list goes on. Psychologists have devoted much effort to understanding why people engage in behavior that seems self-destructive, and why they fail to do what they surely know is good for them, or at least will be in the long run (e.g., Baumeister & Scher, 1988). Health psychologists have been among the most active in the search for an understanding of why people engage in unsafe and unhealthy behaviors and why they have such great difficulty altering unhealthy behavior patterns and adapting healthier ones. Beliefs about personal control or efficacy are featured prominently in each of the major models or theories of health-related behavior change. This chapter is concerned with the role of perceived personal control in people’s decisions about behaviors that affect their physical health, with a major focus on self-efficacy theory and research.