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1.
Shu-Chu Sarrina Li 《The Journal of environmental education》2013,44(4):243-257
This study used Witte's extended parallel process model to examine the relationships between the use of fear appeals and college students’ attitudes and behavioral intentions toward global warming. A pretest-posttest quasi-experimental design was adopted. Three hundred forty-one college students from six communication courses at two universities were recruited for this experiment. The results show that when in a high-threat condition, both high- and low-efficacy messages resulted in positive attitudes and behavioral changes, while in a low-threat condition, low-efficacy messages led to negative changes in attitudes and behavioral intentions. This study suggests that when attempting to promote low carbon-emitting behaviors among college students, messages should contain both threat and efficacy information, but messages that contain low-threat and low-efficacy information should be avoided. 相似文献
2.
Zacharias Zacharia 《科学教学研究杂志》2003,40(8):792-823
The purpose of this study was to investigate (a) what effect the use of interactive computer‐based simulations (ICBSs), the use of laboratory inquiry‐based experiments (LIBEs), and the use of combinations of an ICBS and a LIBE, in a conceptually oriented physics course, have on science teachers' beliefs about and attitudes toward the use of these learning and teaching tools, as well as the effect on their intentions to incorporate these tools in their own future teaching practices, (b) science teachers' attitudes toward physics and the effect that the use of ICBSs and/or LIBEs have on teachers' attitudes toward physics, and (c) whether teachers' beliefs have an effect on their attitudes and whether their attitudes have an effect on their intentions. A pre–post comparison study and the Theory of Reasoned Action (TRA) were used for this purpose. Results confirmed the TRA model that beliefs affect attitudes and these attitudes then affect intentions, and showed that science teachers' attitudes toward physics, the use of an ICBS, the use of a LIBE, and the use of a combination of an ICBS and an LIBE were highly positive at the end of the study. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 792–823, 2003 相似文献
3.
《Journal of Language, Identity & Education》2013,12(3):179-205
This article examines patterns of national, cultural, and linguistic identification among Chilean-Swedish transmigrant adolescents in and around Stockholm, Sweden. Drawing from ethnographic interviews and observations, analysis focuses on adolescents' (a) views on ethnic and national identity; (b) general perceptions of Chileans and Swedes; and (c) attitudes toward Spanish, Swedish, and Spanish-Swedish code-switching. Interview discourse of these adolescents, and their metalanguage in particular, provides insights concerning how transmigrant adolescents position themselves within their complex social niche. Our findings suggest that Chilean adolescents are in the process of constructing an identity that is both Swedish and Chilean; they also point to the importance of individual factors, such as the adolescents' gender and age of arrival, and contextual factors, such as legal status, in shaping the discourse on identity. Key words: transmigration, Chile, Sweden, Spanish, Swedish, metalanguage, language attitudes, linguistic minority education, assimilation, acculturation, code-switching 相似文献
4.
Individuals often develop negative biases toward unfamiliar or denigrated groups. Two experimental studies were conducted to investigate the extent to which brief negative messages about novel social groups influence children's (4- to 9-year-olds'; N = 153) intergroup attitudes. The studies examined the relative influence of messages that are provided directly to children versus messages that are overheard and examined whether the force of these messages varies with children's age. According to implicit and explicit measures of children's intergroup attitudes, children rapidly internalized messages demeaning novel groups, thus forming negative attitudes toward outgroups merely on the basis of hearsay. These effects were generally stronger among older children, and were particularly pronounced when the message was provided directly to children. 相似文献
5.
Prospective associations over a 5-year period were examined among perceived parent, closest friend, and popular peer injunctive norms and the onset and frequency of adolescent substance use within a diverse (53% female, 45.5% White non-Hispanic, 22.3% Hispanic, 21.5% Black, 1% Asian, and 6.4% another race) sample of 868 seventh- and eighth-grade adolescents from 2012 to 2017. Analyses revealed adolescents' substance use norms were more lenient than perceptions of their parents' and stricter than perceptions of their closest friends'. Stricter perceptions of parent and closest friend norms, but not popular peer norms, were significantly associated with a later onset of alcohol, marijuana, and cigarette use, and the magnitude of the effect of each source' on later substance use varied across development. 相似文献
6.
Michael R. Simonson Roger Aegerter Timothy Berry Terryl Kloock Robert Stone 《Educational technology research and development : ETR & D》1987,35(1):31-41
Conclusions A fundamental assumption of the research presented above was that attitude change is an important concern of the educator,
and that if attitudes are important, information on how attitudes might be formed or changed with media is needed. Four studies
were conducted to examine the use of media to deliver persuasive messages. The results of the four studies presented in this
article tended to support the following conclusions. First, attitudes toward educationally relevant topics, such as conservation,
smoking, and disabled persons, can be modified by using persuasive messages delivered by media. Next, it appeared that some
types of media may be more effective than others at delivering information designed to change attitudes. Motion pictures seem
to be more effective than slides. There also seems to be sufficient evidence to warrant further investigation into the relationship
between the content of persuasive messages, the media used to deliver those messages, and the learning styles of the target
audience. In short, attitudes can be modified by mediated messages, and the degree of modification may be related to the characteristics
of the students who view the message and to the way the message is mediated. 相似文献
7.
A study was conducted to test the effects of indirect contact through book reading on the improvement of Italian students' attitudes, stereotypes, and behavioral intentions toward immigrants. The results indicated that adolescents who read a book concerning intercultural topics, compared to those who read a book unrelated to intercultural themes or to those who did not read any book, showed improved intergroup attitudes, reduction in stereotyping, more positive intergroup behavioral intentions, and an increased desire to engage in future contact. Furthermore, the effects of indirect contact were mediated by increased inclusion of other in the self and reduced group identification. Theoretical and practical implications of the findings are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
8.
Combining scholarship on hurtful messages with research on humor as a communication strategy, this investigation compared humorously and non‐humorously phrased comments that hurt recipients’ feelings. The topics of hurtful messages, the relationship between recipients and the person who hurt their feelings, as well as recipients’ perceptions about the amount of hurt elicited and about the speaker's intentions and feelings were examined. The results indicated that humorous messages used to convey hurtful information were seen as less intentionally hurtful, as expressing less intense feelings across most message topics, and as causing less hurt as compared to non‐humorously phrased comments. These findings suggest that incorporating humor may make hurt‐evoking statements more palatable to recipients than non‐humorously phrased hurtful comments. The implications of this project for future research on hurtful communication and humor usage in personal relationships are discussed. 相似文献
9.
This study investigated reciprocal relations between adolescents' physical aggression and their perceptions of peers' deviant behaviors and attitudes. Analyses were conducted on four waves of data from 2,290 adolescents (ages 10–16) from three urban middle schools. Autoregression models revealed reciprocal relations between peer factors (i.e., friends' problem behavior, peer pressure for fighting, friends' support for fighting) and adolescents' reporting of their aggressive behavior. Bidirectional relations were also found between peer pressure for fighting and adolescents' frequency of physical aggression based on teacher ratings. Findings were consistent across sex, grade, and time. Findings suggest that multiple dimensions of peers' behaviors uniquely play a role in the development of adolescents' aggression and have important implications for interventions to reduce problem behaviors. 相似文献
10.
This study investigated tenth- and twelfth-grade adolescents' ( N = 264) beliefs about homosexuality, their attitudes about gay and lesbian peers in school, and their evaluations of the treatment of gay, lesbian, and gender non-conforming peers. The results revealed differences in adolescents' beliefs about homosexuality and their attitudes toward gay and lesbian peers in school. Further, age-related and context differences in adolescents' attitudes were obtained. The results also revealed age-related difference in adolescents' evaluations of the treatment of gay, lesbian, and gender non-conforming peers. Finally, the results provide some evidence that gender non-conformity and sexuality independently and interdependently impact adolescents' evaluations of the treatment of others. The implications of these results for educators and others interested in creating schools that are safe for all students are discussed. 相似文献
11.
Keith Weber Matthew M. Martin Members of COMM Michael Corrigan 《Communication quarterly》2013,61(1):67-87
Most people state that they would be willing to be organ donors, however only a small percentage of the population has actually signed an organ donor card. These studies focused on persuasive messages that encourage people to sign organ donor cards. In the first study, people reported their attitudes and knowledge involving organ donation. Results indicated that donor card signing was related to overall knowledge about donation. When only considering those people with positive attitudes toward organ donation, their overall knowledge about donation explained their willingness to sign organ donor cards. In the second study, people read a message involving organ donation before they were asked to sign an organ donor card. The content of the message (i.e., narrative vs. statistics) and the affect of the message (i.e., humorous vs. sad) were manipulated. Results indicated that narrative messages were more effective than statistical messages. Additionally, humorous messages were more effective than sad messages. 相似文献
12.
Elizabeth L. Cohen 《Communication quarterly》2016,64(3):273-297
The extended elaboration likelihood model argues transportation reduces embedded message processing, but this study reasoned people with eudaimonic entertainment-use motivation would process narrative subtexts. A conclusion scene reiterating intended messages was expected to facilitate persuasion. Subjects were randomly assigned to watch a drama about organ donation, with or without a conclusion scene. The intended messages were not persuasive. Nonetheless, this study provides insight into narrative transportation processes. Transportation did not inhibit subtext processing, and there was a marginally significant interaction between eudaimonic motivation and conclusion scene on an unintended message: Eudaimonic motivation negatively predicted doctor mistrust in the no-conclusion condition. 相似文献
13.
The continuing threat of terrorist attacks and natural disasters presents a unique challenge for communication scholars and practitioners. One way to increase motivation is through the use of guilt appeals; yet, message designers must be aware of the potential negative consequences of employing messages that induce too much guilt. In a field experiment, researchers investigate the use of guilt appeals within the context of disaster preparedness with a nationally representative sample to enhance perceived importance of emergency preparedness, increase risk perceptions, and motivate behavioral intentions to prepare. 相似文献
14.
The Theory of Reasoned Action has proven to be a valuable tool for predicting and understanding behavior and, as such, provides a potentially important basis for environmental education program design. This study used a Theory of Reasoned Action approach to examine a unique type of behavior (nature‐related activities) and a unique population (early adolescents). Participants (n = 164, ages 9–14) reported their attitudes, subjective norms, age, gender, behavioral intentions, and behaviors in a written questionnaire. Results showed mild success in accounting for children's nature‐related behaviors and intentions (R 2=.05 to .33). In general, the ability to predict intentions was greater than the ability to explain actual behaviors. Findings suggest that environmental educators should focus on attitudes when the goal is to achieve behavior change. Future research should compare a Theory of Reasoned Action approach with several alternative frameworks for explaining children's nature‐related behaviors, and investigate the relationship between behaviors and behavioral intentions to see why a discrepancy exists in the ability to account for each construct. To more fully influence behavior in environmental education programs, educators may need to address other factors besides attitudes and subjective norms. 相似文献
15.
Conchi San Martín Ignacio Montero M. Isabel Navarro Barbara Biglia 《Early childhood research quarterly》2014
In this study, we examine the development of referential communicative regulation, incorporating the Vygotskian notion of private speech. From this perspective, private speech may serve a regulatory role when the child speaker is focused on what to say when speaking to others. In a longitudinal study carried out with 10 pairs of children with a mean age of 4.5, 6.5, and 8.5 years, we analyzed the relationship between the capacity of the child in the speaker role to modify messages, increasing their informative quality, the presence of private speech embedded in the messages, and the emergence of prior questions by the child in the listener role aimed at clarifying some aspect of the message. We found that the number of modified messages, the mean frequency of private speech in the messages, and the number of peer's questions all increase with age. Only in the case of the modified messages by the speaker did we find a triple interaction among age, use of private speech, and the presence of peer's questions. At 8.5 years, the presence of peer's questions and subsequent use of private speech appeared together for the majority of the modified messages. This was not the case at the ages 4.5 or 6.5. In line with Vygotsky's theses, private speech would play an important role to allow communicators to reflect on the quality of their communicative utterances, and to modify and improve them accordingly. In this process, the capacity to improve message accuracy by coordinating private speech with peer questioning clearly emerges with age. 相似文献
16.
《Exceptionality》2013,21(3):131-151
In this study, I explored mainstreamed behaviorally disordered aggressive adolescents' perceptions of helpful and unhelpful teacher attitudes and behaviors. I generated the data from in-depth formal individual interviews of six behaviorally disordered aggressive adolescents and ethnographic observations of them in main- stream classrooms. The data revealed that these students perceived teachers were helpful when they engaged in specific aspects of teacher-student communication as well as flexible academic and behavioral program implementation. They perceived teachers' rigidity and use of discipline as unhelpful. Student anger was a pervading theme throughout the data set. Understanding students' perceptions of helpful and unhelpful teacher attitudes and behaviors may have implications for more successful integration of behaviorally disordered students into mainstream classrooms. 相似文献
17.
18.
Laura Rimkute Riikka Hirvonen Asko Tolvanen Kaisa Aunola Jari-Erik Nurmi 《Scandinavian Journal of Educational Research》2013,57(6):571-590
The present study examined the extent to which mothers' and fathers' expectations for their offspring's future education, their level of education, and adolescents' academic achievement predict adolescents' educational expectations. To investigate this, 230 adolescents were examined twice while they were in comprehensive school (in the 7th and 9th grades). Their parents also filled in questionnaires at the same time points. The results showed that high parental expectations concerning their offspring's future education predicted high educational expectations among adolescents and they became more similar in the 9th grade compared to 7th grade. Parents' high level of education predicted both mothers' and adolescents' high level of educational expectations in the 7th grade, which then contributed to adolescents' high expectations in 9th grade. 相似文献
19.
Jeng‐Yi Tzeng Ssu‐Han Chen 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):163-176
The growing popularity of a school‐wide e‐portfolio system in colleges and universities has raised concerns regarding whether students will use it or consider it important to have an e‐portfolio system, especially when its use is not required by their curriculum. This study investigated college students' intentions to use and the students' attitudes towards using an e‐portfolio system, and did so from the perspectives of career‐commitment status and weblog‐publication behaviours. The results indicate that career‐commitment status substantially influences college students' intentions and attitudes relative to using an e‐portfolio system. Also, overlap in the functions of weblogs and e‐portfolios (which allow people to use them interchangeably) does not directly result in higher or lower levels of intention to use an e‐portfolio system. A composite system providing career services, goal‐oriented self‐presentation and personality‐driven self‐expression is recommended. 相似文献
20.
Thomas R. Koballa 《科学教学研究杂志》1992,29(1):63-80
Many strategies used to induce the occurrence of desirable science-related beliefs, attitudes, and behaviors involve the use of persuasive messages. Science educators need to become acquainted with persuasion in the context of social influence and learning theory to be able to evaluate its usefulness in the science education milieu. Persuasion is the conscious attempt to bring about a jointly developed mental state common to both source and receiver through the use of symbolic cues, and it can be distinguished from other forms of social influence. Propaganda is a type of persuasion directed toward a mass audience. Coercion relies on reinforcement control, whereas persuasion is prompted by information. Brainwashing involves coercive techniques used to obtain cooperation and compliance. Persuasion and instruction are much alike; both require conscious cognitive activity by the recipient and involve communication which includes giving arguments and evidence for the purpose of getting someone to do something or to believe something. Persuasion research is anchored in learning theory. Early efforts were based on information processing. Studies following an information process approach focused on the effect of the variables harbored within the question “Who says what in which channel to whom with what effect?” on belief and attitude change. Cognitive processing and social exchange approaches to persuasion represent extensions to information process. Cognitive processing is concerned specifically with how people personally process the arguments presented in a persuasive message. Social exchange emphasizes the interchange that takes place between the message source and recipient. These approaches seem to be fruitful areas for future persuasion research in science education. Science educators' unfamiliarity with persuasion research stems from the fact that it is largely reported in the social psychology literature and has not been integrated into a framework familiar to educators. 相似文献