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Tara L. Haynes
University of Manitoba
16Publications
13H-index
888Citations
Publications 16
Newest
#1Joelle C. Ruthig (UND: University of North Dakota)H-Index: 21
#2Tara L. Haynes (UM: University of Manitoba)H-Index: 13
Last.Raymond P. Perry (UM: University of Manitoba)H-Index: 46
view all 4 authors...
The first year of college presents numerous challenges experienced as overwhelming by some freshmen who may become overly stressed and depressed. This longitudinal study examined perceived academic control (PAC) as a mediator of optimism and social support’s buffering effects on freshman students’ psychological health. Multiple regressions assessed optimism and social support (at the start of the academic year) as predictors of year-end stress and depression among 288 freshmen. PAC (at the start...
54 CitationsSource
#1Tara L. Haynes (UM: University of Manitoba)H-Index: 13
#2Jutta HeckhausenH-Index: 39
Last.Nancy E. NewallH-Index: 13
view all 5 authors...
As people move into advanced old age, they face increasing levels of age-related activity restriction. It becomes important that older adults adjust their goal-striving to age-related control restrictions in order to optimize physical and psychological well-being in this advanced and !nal stage of life. Older adults may use a variety of different control strategies to adjust to age-related activity restriction, initially in attempts to accomplish tasks, and then to ameliorate the negative psycho...
36 CitationsSource
#1Lia M. Daniels (U of A: University of Alberta)H-Index: 19
#2Robert H. Stupnisky (U of A: University of Alberta)H-Index: 20
Last.Nancy E. Newall (UM: University of Manitoba)H-Index: 13
view all 6 authors...
Affect and emotions are frequently seen as outcomes of mastery and performance goals, but affective experiences may also predict goal adoption. In a predictive study (N = 669 first-year college students), the authors used structural equation modeling to estimate relationships from 2 initial affective experiences to mastery and performance-approach goals, from goals to discrete emotions, and from discrete emotions to final grades in a university course while controlling for prior achievement. Rep...
169 CitationsSource
#1Tara L. Haynes (UM: University of Manitoba)H-Index: 13
#2Raymond P. Perry (UM: University of Manitoba)H-Index: 46
Last.Lia M. Daniels (U of A: University of Alberta)H-Index: 19
view all 4 authors...
Pursuing a university degree intermixes intellectual ability, content knowledge, emotional stamina, unflagging motivation, and goal striving with diverse learning environments. The academic aspirations of students, however, often belie the realities of unanticipated obstacles along the way that thwart eventual success. Motivation and performance can be undermined through unfamiliar and unpredictable learning experiences involving heightened competition, increased pressure to excel, more frequent...
52 CitationsSource
#1Daniel S. Bailis (UM: University of Manitoba)H-Index: 14
#2Judith G. Chipperfield (UM: University of Manitoba)H-Index: 35
Last.Tara L. Haynes (UM: University of Manitoba)H-Index: 13
view all 5 authors...
Objective: This study examines the extent to which optimism, control beliefs and motivation, and downward social comparison contribute independently to the maintenance of older adults' positive self-evaluations in a functional domain. Method: Adaptive resources/strategies and life satisfaction were measured in personal interviews with 164 community-dwelling older adults. Participants judged their physical activity compared with the average person of their age and wore an accelerometer for 24 hou...
10 CitationsSource
#1Raymond P. Perry (UM: University of Manitoba)H-Index: 46
#2Robert H. Stupnisky (UM: University of Manitoba)H-Index: 20
Last.Tara L. Haynes (UM: University of Manitoba)H-Index: 13
view all 4 authors...
Attributional (explanatory) thinking involves the appraisal of factors that contribute to performance and is instrumental to motivation and goal striving. Little is understood, however, concerning attributional thinking when multiple causes are involved in the transition to new achievement settings. Our study examined such complex attributional thinking in the transition from high school to university, a shift from familiar to novel learning environments, in the context of Weiner’s attribution t...
31 CitationsSource
#1Lia M. Daniels (UM: University of Manitoba)H-Index: 19
#2Tara L. Haynes (UM: University of Manitoba)H-Index: 13
Last.Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 57
view all 6 authors...
Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analys...
174 CitationsSource
#1Tara L. Haynes (UM: University of Manitoba)H-Index: 13
#2Lia M. Daniels (U of A: University of Alberta)H-Index: 19
Last.Steve Hladkyj (U of A: University of Alberta)H-Index: 4
view all 5 authors...
Motivation can be undermined among first-year college students as they face a multitude of unanticipated challenges during the transition from high school to college (Compas, Wagner, Slavin, & Vannatta, 1986; Perry, Hall, & Ruthig, 2005). As a consequence, approximately 27% of first-year students do not return for the second year of college (Feldman, 2005). First-year college students (N = 336) participated in a study to examine the efficacy of an Attributional Retraining (AR) treatment designed...
26 CitationsSource
#1Robert H. Stupnisky (UM: University of Manitoba)H-Index: 20
#2Robert Renaud (UM: University of Manitoba)H-Index: 11
Last.Raymond P. Perry (UM: University of Manitoba)H-Index: 46
view all 5 authors...
While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been found to be an important factor in college students’ academic success, may be an important factor in developing this disposition...
80 CitationsSource
#1Judith G. Chipperfield (UM: University of Manitoba)H-Index: 35
#2Nancy E. Newall (UM: University of Manitoba)H-Index: 13
Last.Tara L. Haynes (UM: University of Manitoba)H-Index: 13
view all 5 authors...
Objectives. The present study of a representative sample of older adults quantified everyday physical activity (EPA) by having participants wear actigraphs. Our objectives were to examine whether poor health may partly explain why older adults become less physically active with advancing age and whether gender might moderate the extent to which health status predicts EPA. Methods. We performed multiple regression analyses on a sample of older, community-dwelling adults (aged 80–98 years, N ¼ 198...
36 CitationsSource
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