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Farley, Frank H. – Journal of Educational Research, 1974
In two studies, examination persistence and performance were investigated as a function of personality variables and the relative strength of the motive to succeed versus the motive to avoid failure. (Authors/JA)
Descriptors: Individual Characteristics, Motivation, Performance, Personality
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Farley, Frank H.; Soper, Robert E. – Educational and Psychological Measurement, 1976
Results show that individuals identified by the personality inventory as extravert or introvert differed significantly in the expected direction on the global self ratings. The results were also obtained for neuroticism. (Author/DEP)
Descriptors: College Students, Individual Characteristics, Neurosis, Personality Measures
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Farley, Frank H.; Davis, Sandy A. – Journal of Sex and Marital Therapy, 1977
A compound major individual difference variable having a putative physiological basis--arousal and the stimulation-seeking motive, which has not heretofore been intestigated in studies of assortative mating--was the focus of the present study. In addition, three choticism--were included for study. (Author)
Descriptors: Anxiety, Arousal Patterns, Individual Characteristics, Marriage
Farley, Frank H.; Farley, Sonja V. – Percept Mot Skills, 1970
Descriptors: Attitudes, College Students, Cross Cultural Studies, Experience
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Farley, Frank H.; And Others – Perceptual and Motor Skills, 1971
Descriptors: Age Differences, College Students, Imagination, Individual Characteristics
Braverman, Marc T.; Farley, Frank H. – 1975
Comprehension of film was studied in an ATI (aptitude x treatment interaction) framework which investigated comprehension as a function of the interaction of the stimulation-seeking motive (arousal) and degree of structure in information presented in film. Three levels of organizational coherence of a short film and two levels of the stimulation…
Descriptors: Arousal Patterns, Cognitive Style, Comprehension, Films
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Farley, Frank H.; And Others – Journal of Black Studies, 1976
Suggests that income and need-for-approval may be potent variables in the control orientation of black male students, but are not significantly related to control orientation of white male students. (Author/AM)
Descriptors: Black Education, Cognitive Processes, College Students, Higher Education