This study was aimed at clarifying the relative importance of symbolic-affective as opposed to instrumental-reasoned motives for car use. We examined which motivational dimensions are underlying the (un)attractiveness of car use, in order to distinguish a limited set of main motive categories. Three methods were developed, which differed in the extent to which the purpose of the task was apparent. The tasks were: (1) a similarity sorting of car-use episodes, (2) a Q-sorting following attractiveness of car-use episodes, and (3) a semantic-differential method for evaluating (un)attractive aspects of car use. The symbolic-affective motives for car use were better expressed when the aim of the research task was not too apparent. If the aim of the task was evident, respondents tended to evaluate car use in terms of instrumental-reasoned motives. Overall, the results indicate that both instrumental-reasoned and symbolic-affective functions of the motor car are significant dimensions underlying the attractiveness of car use.

Instrumental-reasoned and symbolic-affective motives for using a motor car

Resilience to suicidality: the buffering hypothesis.

Personality researchers and theorists are approaching consensus on the basic structure and constructs of personality. Despite the apparent consensus on the emergent five-factor model (Goldberg, 1992, 1993), less is known about external correlates of separate factors. This research examined the relations between Conscientiousness, one dimension of the model, and driving accident involvement. Using multiple measures in independent samples drawn from college students (N = 227) and a temporary employment agency (N = 250), the results generally demonstrate a significant inverse relation between Conscientiousness and driving accident involvement; individuals who rate themselves as more self-disciplined, responsible, reliable, and dependable are less likely to be involved in driving accidents than those who rate themselves lower on these attributes. The findings are consistent with other research demonstrating the relations among Conscientiousness and other tasks and job performance. Suggestions for future research are discussed. Language: en

The five-factor model, conscientiousness, and driving accident involvement

This article reviews a number of versions of the concept of Lifelong Learning and sets out the main lines of the conceptions of education articulated in them. It then goes on to suggest an alternative to attempts to produce essentialist definitions and proffers a pragmatic, problem solving approach. The article draws substantially on the book by the same authors The School, The Community and Lifelong Learning (London: Cassell, 1990).

Lifelong learning: Concepts and conceptions

IDENTIFIERS MF-$0.65 HC-$9.87 *Adult Education; Adult Educators; *Annotated Bibliographies; Cultural Education; Educational Finance; Educational Research; *English; Folk Schools; Industry; *Instructional Materials; International Organizations; Night Schools; Periodicals; Regional Programs; Secondary Education; State Legislation; State Programs; Universities; *University Extension; Vocational Education *Europe; Scandinavia

/pdf/adult-education-in-continental-europe-an-annotated-58in0ql8na.pdf

Adult education in continental Europe: An annotated bibliography of English-language materials, 1989-1991

Psychological investigations of driver behavior have traditionally adopted a systems approach, emphasizing driving in terms of information processing and skilled performance. Very few investigators have studied the driver in a social context, even though much behavior on the road involves interactions with other people. In this study interviews were conducted with a random sample of 202 road users, using both quantitative and qualitative techniques, to determine reactions to a number of common driving situations (e.g. near collisions). Behavior of other drivers was seen as a major cause of potential danger in traffic, and psychological reactions while driving appeared to be markedly affected by the behavior of other road users. Drivers continually imputed motives, opinions, and values to other drivers on the basis of visible characteristics not directly related to driving skill; furthermore, many of the traits identified as characterizing dangerous driving referred to qualities of an interpersonal nature, including age, sex and appearance. These results suggest that driving performance is not based solely on the practical, physical attributes of the driving situation, but also involves a social psychological process in which reactions stem from motives and attributes that are inferred to exist in other drivers. This has both theoretical and practical consequences, and it is probable that driver education and remedial treatment programs for defective drivers could benefit from the insights of social psychological theory as an aid to understanding the process.

Social and interpersonal factors in driving

Recent interest in lifelong learning has raised the question of the possible role of universities and colleges in its promotion. Apart from the more obvious changes involving new activities with new students, such as older adults without formal entrance requirements or young people who are not seeking a formal degree, promotion of lifelong learning in institutions of higher education would also require changes in teaching methods with conventional students studying for traditional degrees. The goal of these changes would be that of equipping students with the skills, knowledge, habits and attitudes they would require in order to become lifelong learners.

Higher education and the promotion of lifelong learning

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Social and interpersonal factors in driving

Higher education and the promotion of lifelong learning