Coping with threat/stress-the value of self-affirmation

Does thinking about one’s own death increase self-protection behaviors? Present Monday Nov 7

Terror management theory (TMT) predicts that asking people to think about their own death (versus thinking about dental pain) increases anxiety and upsets the person’s mindset. Many TMT studies have shown that feeling uneasy, people do a number of mental tricks to regain control over their world perspective. With Sept. 11, many folks more frequently think about safety issues. TMT also predicts that if you bolster a person’s identity after having him/her think about death, he/she is no longer motivated to protect his/her world view. This study manipulated mortality salience (thoughts about death) and gave them a chance (or not) to affirm the self. They then gave people an opportunity to re-establish a safe world view (by criticizing an anti-American essay). Those people who were thought about their own death, with no opportunity to re-affirm themselves were more critical than people in the other situations. You’ll test whether this hypothesis is supported by Hope students or nonHope adults of your choice.

Attached article is Schmeichel, B. J. & Martens, A. (2005). Self-Affirmation and Mortality Salience: Affirming Values Reduces Defense and Death-Thought Accessibility. Personality and Social Psychology Bulletin, 658-667. Prof Schmeichel gave Prof Inman the actual materials used in their Study 1. Attached are: the self-affirmation manipulation, the filler task, a pro-USA article, an anti-USA article, and the evaluations of the essay author. Prof Inman might get the mortality salience/control manipulation soon. If so, she’ll post it on the course website for you.

Prof. Inman will give you several materials. I've also included its references in case you want to read further on other papers. Manipulating "threat" and "self protection behaviors” is something your group will have to discuss and agree upon. Common manipulations have been to have people read over a new article or story that makes them think of their own death (or a death of a loved one). Look at the manipulations of threat and the measures of self-protection behaviors. Feel free to use those or to create your own. Construct validity requires that you demonstrate that your manipulations are valid and that your measures are good. Using prior manipulations and measures usually strengthens the argument for construct validity because the prior authors have had to establish the validity of the measures and manipulations.

Things to do/Tasks:

You'll need to print out the LAB WORKSHEET to complete and hand in on your presentation day.
Meet as a group (in class) and identify each person's strengths and tasks.
Discuss the project idea and specify the hypotheses (everyone's input here)
Design the method of the study (manipulation, materials), send materials to Inman

Discuss the way you'll present the info, what you'll say, what you'll do, debriefing, ethics

If you modify the existing measures, do so and send the file in MSWord to Inman.

After approved by Inman, collect your data
Analyze/Code the data
Enter the data into a computer file (following Inman's instructions)
Learn of the results with Inman and how you'll present them graphically. If you are shaky on stats and methods, I recommend that you make every effort to attend the meeting with Inman. If you miss this meeting, it's YOUR responsibility to get the info from lab mates who attended.
Prepare a 8-minute (10-slide or so) powerpoint/overhead presentation (see website) decide on speaker roles
EVERYONE completes the lab worksheet about your study (see web)
EVERYONE stands up in class and EVERYONE has some speaking role in the class presentation.

Self-affirmation Manipulation (from Schmeichel)

Ranking of Personality Characteristics and Values

Instructions: Below is a list of characteristics and values, some of which may be important to you and some of which may be unimportant. Please rank these values and qualities in order of their importance to you, from 1 to 12.

1 = most important item, 12 = least important item. Use each number only once.

My values and qualities:

______ Artistic skills/Aesthetic appreciation

______ Sense of humor

______ Relations with friends/family

______ Spontaneity/living life in the moment

______ Social skills

______ Athletics

______ Music ability/appreciation

______ Neatness/tidiness

______ Physical attractiveness

______ Creativity

______ Business/managerial skills

______ Romantic values

On this page, please indicate what value you ranked # 1 in the previous exercise. Then, write a brief account (1-3 paragraphs) of why this value is important to you and a time when your 1st-ranked value played an important role in your life.

Number 1 value: ____________________________

(new page)

Ranking of Personality Characteristics and Values--nonaffirmation

1 = most important item, and 12 = least important item. Use each number only once.

My values and qualities:

______ Artistic skills/Aesthetic appreciation

______ Sense of humor

______ Relations with friends/family

______ Spontaneity/living life in the moment

______ Social skills

______ Athletics

______ Music ability/appreciation

______ Neatness/tidiness

______ Physical attractiveness

______ Creativity

______ Business/managerial skills

______ Romantic values

On this page, please indicate what value you ranked # 9 in the previous exercise. Then, write a brief account (1-3 paragraphs) of why this value might be important to other people.

Number 9 value: ____________________________

(new page)

(short filler task)

(read the essay)

Rate the Essay

Please read and respond to the following questions regarding the essay you just read. There are no right or wrong answers – simply be honest in your responses. Circle the number that best reflects your thoughts and feelings.

How much do you like the author of the essay?