William P Gaeddert
Biographic Data
| ID | 4235819 |
|---|---|
| NAME | William P Gaeddert |
| GIVEN NAMES | William P |
| FAMILY NAME | Gaeddert |
| SIGNATURE | GAEDDERT W P |
| AFFILIATIONS | Purchase College |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1990 |
| H-INDEX | 3 |
The effects of gender and achievement domain on two cognitive indices of strivings in personal accomplishments
Power in college students' contraceptive decisions
The Relationship of Gender, Gender‐Related Traits, and Achievement Orientation to Achievement Attributions
Female and male college students ( N = 251 and 84, respectively) described important accomplishments in their lives and reported attributions for the causes of their success Regression analyses indicated that, as predicted, students' gender explained a small portion of the variance in attributions, and the goals and performance standards of the students' achievement experiences (achievement orientations) accounted for more variance in attribution…
Sex and sex role effects on achievement strivings
Models of gender differences in achievement were examined to explore their accuracy and redundancy Self‐reports of successes and failures of females and males were content analyzed The eight dimensions postulated by Bakan (1966, agentic‐communal), Stem and Bailey (1973, task‐social), Kipins (1974, other‐directed, inner‐directed), and Veroff (1977, impact‐process) were collapsed into only two dimensions using factor analysis A domain dimension was…
Focus of attention and placebo utility
The Justice Process
While research has documented the existence of equity and equality as allocation norms, no research has examined the process by which these norms are achieved. Using data collected by Kahn, Nelson, and Gaeddert (1980: Study 2), group discussions of 24 triads, which had been videotaped, were analyzed. The choice of allocation norm appeared to be determined by who spoke first, who spoke the most, and what norm that person suggested. When equity was…
Effects of Facilitating and Debilitating Anxiety on Performance and Study Effort in Mastery-Based and Traditional Courses
To explore a possible interaction of testing method with anxiety, Alpert and Haber's Achievement Anxiety Test was administered to 103 male and 94 female undergraduates in biology courses which utilized traditional or mastery-based testing systems. As predicted, students high in debilitating anxiety attained lower grades than students low in debilitating anxiety; highly facilitating anxiety was associated with higher grades than was low facilitati…
Sex of subject and sex composition of the group as determinants of reward allocations
The Justice Process
While research has documented the existence of equity and equality as allocation norms, no research has examined the process by which these norms are achieved. Using data collected by Kahn, Nelson, and Gaeddert (1980: Study 2), group discussions of 24 triads, which had been videotaped, were analyzed. The choice of allocation norm appeared to be determined by who spoke first, who spoke the most, and what norm that person suggested. When equity was…
Focus of attention and placebo utility
Sex of subject and sex composition of the group as determinants of reward allocations
The effects of gender and achievement domain on two cognitive indices of strivings in personal accomplishments
Sex of subject and sex composition of the group as determinants of reward allocations
Effects of Facilitating and Debilitating Anxiety on Performance and Study Effort in Mastery-Based and Traditional Courses
To explore a possible interaction of testing method with anxiety, Alpert and Haber's Achievement Anxiety Test was administered to 103 male and 94 female undergraduates in biology courses which utilized traditional or mastery-based testing systems. As predicted, students high in debilitating anxiety attained lower grades than students low in debilitating anxiety; highly facilitating anxiety was associated with higher grades than was low facilitati…
The Justice Process
While research has documented the existence of equity and equality as allocation norms, no research has examined the process by which these norms are achieved. Using data collected by Kahn, Nelson, and Gaeddert (1980: Study 2), group discussions of 24 triads, which had been videotaped, were analyzed. The choice of allocation norm appeared to be determined by who spoke first, who spoke the most, and what norm that person suggested. When equity was…
Focus of attention and placebo utility
Sex and sex role effects on achievement strivings
Models of gender differences in achievement were examined to explore their accuracy and redundancy Self‐reports of successes and failures of females and males were content analyzed The eight dimensions postulated by Bakan (1966, agentic‐communal), Stem and Bailey (1973, task‐social), Kipins (1974, other‐directed, inner‐directed), and Veroff (1977, impact‐process) were collapsed into only two dimensions using factor analysis A domain dimension was…
The Relationship of Gender, Gender‐Related Traits, and Achievement Orientation to Achievement Attributions
Female and male college students ( N = 251 and 84, respectively) described important accomplishments in their lives and reported attributions for the causes of their success Regression analyses indicated that, as predicted, students' gender explained a small portion of the variance in attributions, and the goals and performance standards of the students' achievement experiences (achievement orientations) accounted for more variance in attribution…
Power in college students' contraceptive decisions
The effects of gender and achievement domain on two cognitive indices of strivings in personal accomplishments
Psychology (8 works) · Social Psychology (6 works) · Developmental psychology (5 works) · Education, Achievement, and Giftedness (4 works) · Social Psychology (3 works) · Attribution (2 works) · Gender Roles and Identity Studies (2 works) · Medicine (2 works) · Motivation and Self-Concept in Sports (2 works) · Need for achievement (2 works)