Psychological Development and Education ›› 2017, Vol. 33 ›› Issue (5): 554-560.doi: 10.16187/j.cnki.issn1001-4918.2017.05.05

Previous Articles     Next Articles

The Effect of Others' Interpersonal Evaluation toward Undergraduates' Self-Effacing Attribution

MAO Jianghua1, WEI Wei2, LIAO Jianqiao3, JING Zhensi3   

  1. 1. School of Business Administration, Zhongnan University of Economics and Law, Wuhan 430073;
    2. HSBC Business School, Peking University, Shenzhen 518055;
    3. School of Management, Huazhong University of Science and Technology, Wuhan 430074
  • Online:2017-09-15 Published:2017-09-15

PDF (PC)

Abstract: A 2 (high real competence, low real competence)*2 (high self-effacing attribution, low self-effacing attribution) experiment was designed to explore how the interaction between undergraduates' self-effacing attribution and actual competence affect others' evaluation on interpersonal attraction and perceived competence. Data from 120 undergraduate samples indicated that there were significant interaction effects between self-effacing attribution and individual's real competence on observers' perception of interpersonal attraction and competence evaluation. Specifically, when individual's real competence is high, the individual who shows high level of self-effacing attribution has higher interpersonal attraction. When individual's real competence is low, the individual who shows low level of self-effacing attribution gets higher competence evaluation.

Key words: self-effacing attribution, interpersonal attraction, competence evaluation

CLC Number: 

  • B844

Auld, C. J., & Case, A. J. (1997). Social exchange processes in leisure and non-leisure settings:A review and exploratory investigation. Journal of Leisure Research, 29(2), 183-200.

Baumeister, R. F., & Jones, E. E. (1978). When self-presentation is constrained by the target's knowledge:Consistency and compensation. Journal of Personality and Social Psychology, 36(6), 608-618.

Bond, M. H., Leung, K., & Wan, K. C. (1982). The social impact of self-effacing attributions:The Chinese case. The Journal of Social Psychology, 118(2), 157-166.

Chen, Z., Takeuchi, R., & Shum, C. (2013). A social information processing perspective of coworker influence on a focal employee. Organization Science, 24(6), 1618-1639.

Cheng, H., & Furnham, A. (2001). Attributional style and personality as predictors of happiness and mental health. Journal of Happiness Studies, 2(3), 307-327.

Emerson, R. M. (1976). Social exchange theory. Annual Review of Sociology, 335-362.

Fiske, S. T., Cuddy, A. J., & Glick, P. (2007). Universal dimensions of social cognition:warmth and competence. Trends in Cognitive Sciences, 11(2), 77-83.

Han, K. H. (2011). The self-enhancing function of Chinese modesty:From a perspective of social script. Asian Journal of Psychology, 14(4), 258-268.

Hareli, S., & Weiner, B. (2000). Accounts for success as determinants of perceived arrogance and modesty. Motivation and Emotion, 24(3), 215-236.

Ho, D. Y. F., & Chiu, C.-Y. (1994). Component ideas of individualism, collectivism, and social organization:An application in the study of Chinese culture. In U. Kim, H. C. Triandis, C. Kagitcibasi, S.-C. Choi, & G. Yoon (Eds.), Individualism and collectivism:Theory, method, and applications (pp. 137-156). Thousand Oaks, CA:Sage.

Jones, E. E., Davis, K. E., & Gergen, K. J. (1961). Role playing variations and their informational value for person perception. Journal of Abnormal and Social Psychology, 63(2), 302-310

Kim, J., Kim, M. S., Kam, K. Y., et al. (2003). Influence of self-construal on the perception of different self-presentation styles in Korea. Asian Journal of Social Psychology, 6(2), 89-101.

McCabe, D. L., & Dutton, J. E. (1993). Making sense of the environment:The role of perceived effectiveness. Human Relations, 46(5), 623-643.

Mezulis, A. H., Abramson, L. Y., Hyde, J. S., & Hankin, B. L. (2004). Is there a universal positivity bias in attributions? A meta-analytic review of individual, developmental, and cultural differences in the self-serving attributional bias. Psychological Bulletin, 130(5), 711-747.

Owens, B. P., Johnson, M. D., & Mitchell, T. R. (2013). Expressed humility in organizations:Implications for performance, teams, and leadership. Organization Science, 24(5), 1517-1538.

Rosenberg, S., & Sedlak, A. (1972). Structural representations of implicit personality theory. Advances in Experimental Social Psychology, 6, 235-297

Schneider, D. J. (1969). Tactical self-presentation after success and failure. Journal of Personality and Social Psychology, 13(3), 262-268.

Spencer-Oatey, H., & Ng, P. (2002). Reconsidering Chinese modesty:Hong Kong and mainland Chinese evaluative judgements of compliment responses. Journal of Asian Pacific Communication, 11(2), 181-201.

Tice, D. M., Butler, J. L., Muraven, M. B., & Stillwell, A. M. (1995). When modesty prevails:differential favor ability of self-presentation to friends and strangers. Journal of Personality & Social Psychology, 69(6), 1120-1138.

Welbourne, J. L., Eggerth, D., Hartley, T. A., Andrew, M. E., & Sanchez, F. (2007). Coping strategies in the workplace:Relationships with attributional style and job satisfaction. Journal of Vocational Behavior, 70(2), 312-325.

Yoshida, T., Kojo, K., & Kaku, H. (1982). A study on the development of self-presentation in children. Japanese Journal of Educational Psychology, 30(2), 120-127.

陈丽, 邹泓, 刘艳. (2011). 中学生自我提升的特点及其与人际适应的关系. 心理与行为研究, 9(3), 161-167.

胡金生, 黄希庭. (2009). 自谦:中国人一种重要的行事风格初探. 心理学报, 41(9), 842-852.

胡金生, 黄希庭. (2006). 华人社会中的自谦初探. 心理科学, 29(6), 1392-1395.

刘肖岑, 桑标, 张文新. (2007). 自利和自谦归因影响大学生人际交往的实验研究. 心理科学, 30(5), 1068-1072.

苗元江, 梁小玲. (2012). 谦虚研究述评. 上海教育科研, (1), 42-45.

杨国枢. (2004). 华人自我的理论分析与实证研究:社会取向与个人取向的观点. 本土心理学研究, 22(3), 1-80.

温忠麟, 侯杰泰, 马什赫伯特. (2003). 潜变量交互效应分析方法. 心理科学进展, 11(5), 593-599.

徐江, 任孝鹏, 苏红. (2015). 中国人独立性自我构建和依存性自我构建的代际变迁. 心理学进展, 5(6), 67-74.

袁莉敏, 张日昇. (2007). 大学生归因方式, 气质性乐观与心理幸福感的关系. 心理发展与教育, 23(2), 111-115.

张野, 李其维. (2010). 初中生师生关系, 归因方式, 成就目标定向与学业成绩的关系. 心理科学, 33(4), 785-788.
[1] CHEN Qingqiu, XU Hua, WU Nan. The Occurrence and Development of Children's Gratitude Awareness in Helping Situations [J]. Psychological Development and Education, 2018, 34(4): 403-409.
[2] XU Lulu, WU Peipei, HE Wen. Meta-Stereotype Threat Effects on Intergroup Relations among Impoverished Undergraduates: A Moderated Mediation Model of Intergroup Anxiety and Self-esteem [J]. Psychological Development and Education, 2018, 34(4): 426-433.
[3] LI Weijia, HU Qingfen. The Variety of Position Representation in Reorientation: Evidence from Virtual Reality Experiment [J]. Psychological Development and Education, 2018, 34(4): 385-394.
[4] XIANG Ling, FAN Shuxian, CHEN Jiali, WANG Baoxi. A Study on the Characteristics of Cognitive Control of Adolescent with Learning Disabilities [J]. Psychological Development and Education, 2018, 34(4): 410-416.
[5] HOU Fen, WU Xinchun, ZOU Shengqi, LIU Chang, HUANG Binbin. The Association between Parental Involvement and Adolescent's Prosocial Behavior: The Mediating Role of Parent-child Attachment [J]. Psychological Development and Education, 2018, 34(4): 417-425.
[6] KAN Jiaqi, LIU Siman, SHI Jiahui, YAN Qi, GUO Junbin, WANG Zhengyan. The Associations among Maternal and Grandparents' Mind-mindedness, Mother-Infant Attachment and Infants' Cognition under the Background of Grandmother Co-parenting: A Moderated Mediation Model [J]. Psychological Development and Education, 2018, 34(4): 395-402.
[7] TIAN Yunlong, YU Chengfu, LIN Shuang, YE Shimin, ZHANG Xiaolin, LIU Yi, LU Hong, ZHANG Wei. Parental Corporal Punishment, School Engagement and Internet Gaming Addiction among Adolescents: Parent-Adolescent Relationship as a Moderator [J]. Psychological Development and Education, 2018, 34(4): 461-471.
[8] LI Ruoxuan, ZHU Wenlong, LIU Hongrui, YAO Meilin. How Parental Educational Expectations Influence Student Academic Burnout: The Mediating Role of Educational Involvement and Moderating Role of Family Functioning [J]. Psychological Development and Education, 2018, 34(4): 489-496.
[9] PENG yuan, ZHU lei, WANG zhenhong. Association between Parental Emotion Expressiveness and Adolescents' Behavior Problem: the Mediating Role of the Parent-Child Attachment and Loneliness [J]. Psychological Development and Education, 2018, 34(4): 504-512.
[10] JIANG Yongqiang, SHAO Yuntian, LIN Xiuyun, HE Xianyou. The Associations among Class Group Attachment, Self-compassion, and Learning Burnout among Junior Middle School Students [J]. Psychological Development and Education, 2018, 34(4): 472-480.
[11] FAN Hang, ZHU Zhuan, MIAO Lingtong, LIU Shen, ZHANG Lin. Impact of Parents' Marital Conflict on Adolescent Depressive Symptoms: A Moderated Mediation Model [J]. Psychological Development and Education, 2018, 34(4): 481-488.
[12] YE Baojuan, ZHU Lijun, FANG Xiaoting, LIU Mingfan, WANG Kaikai, YANG Qiang. The Effect of Perceived Stress on College Students' Depression: Moderated Mediating Effect [J]. Psychological Development and Education, 2018, 34(4): 497-503.
[13] DING Zien, WANG Xiaohan, LIU Qinxue. The Relationship between College Students' Self-esteem and Cyber Aggressive Behavior: the Role of Social Anxiety and Dual Self-consciousness [J]. Psychological Development and Education, 2018, 34(2): 171-180.
[14] LIU Xueping, CHEN Zizhuo, HUANG Wen, PENG Huamao. The Definitions and Predictors of Successful Aging [J]. Psychological Development and Education, 2018, 34(2): 249-256.
[15] YAN Zhiqiang, SU Yanjie. Gender Difference in Empathy: The Evidence from Meta-analysis [J]. Psychological Development and Education, 2018, 34(2): 129-136.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd