THE EFFECTS OF SUCCESS/FAILURE ON PERSONAL SPACE AND SUBSEQUENT TASK PERFORMANCE ON BLACK AND ON WHITE ELEMENTARY SCHOOL CHILDREN.
Item
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Title
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THE EFFECTS OF SUCCESS/FAILURE ON PERSONAL SPACE AND SUBSEQUENT TASK PERFORMANCE ON BLACK AND ON WHITE ELEMENTARY SCHOOL CHILDREN.
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Identifier
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AAI8023742
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identifier
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8023742
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Creator
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WOLF, RANDYE LOIS.
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Contributor
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Susan Saegert
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Date
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1980
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Social
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Abstract
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This paper challenged the notion that personal space is the area of space around one's body, or one's personal territory. Personal space was redefined as a self-protective barrier from others, most evident during stressful interactions. An experiment was devised to test the idea that stress frequently leads to an increase in personal space, by means of physical, symbolic, and/or cognitive withdrawal. The stressor used was failure on an academic task by one-half of the subjects, who were elementary school children. The other half of the subjects succeeded on the task. Afterwards, each child was required to choose to sit in one of three chairs which were at different distances from E. Then, a story was read, during which time the child's nonverbal withdrawal behaviors were video-taped. Finally, the child was asked questions about the story, to measure cognitive withdrawal. Results indicated that boys' and girls' behavior was significantly different from each other after experiencing success or failure. Boys withdrew more after success and remembered more of the story after failure than after success. This pattern was most evident in white boys. In contrast, girls sat further after failure than they did after success, though other results were not significant. Results were felt to reflect sex differences in early socialization for later achievement strivings.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
