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1.
Tested was the effect of two persuasive messages presented by a credible communicator on the attitudes toward energy conservation of 180 preservice elementary teachers. The study asked the following questions: (1) Can attitudes toward energy conservation be positively changed with a brief, belief-laden communication? (2) Do positive attitude gains between pre- and post-tests, if any, dissipate within three weeks following the treatment? (3) Do the integrated and the nonintegrated communications affect energy attitudes of three subgroups (abstract, concrete differentiator and concrete thinkers) of the sample differently? The important finding was that both experimental treatments, integrated and nonintegrated, were equally effective and significantly more effective in attitude change than the control. Secondly, the finding that neither experimental treatment dissipated in effect, at least for three weeks, suggests some duration of brief treatment periods. And finally, the attitude changes are as likely to occur when concrete differentiators are presented with a nonintegrated as an integrated treatment, but abstract thinkers exposed to the integrated treatment and concrete thinkers exposed to the nonintegrated treatment sustain a changed attitude to a greater degree than other combinations of treatment and cognitive processing styles. 相似文献
2.
Thomas R. Koballa Jr. 《科学教学研究杂志》1985,22(6):555-564
The investigation attempted to determine if subjects' cognitive responses to a persuasive communication are more highly correlated with attitude change than the recall of arguments presented in the communication. Subjects were exposed to a systematically designed persuasive communication and then tested for their retention of arguments presented in the communication and cognitive responses. Attitude change was significantly correlated with cognitive responses elicited immediately following the persuasive communication and cognitive responses recalled three weeks later. There was no significant correlation between recall of communication arguments and attitude change. The results offer a plausible explanation for the contradictory findings reported in the science education literature regarding the dissipation of attitudes changed using persuasive communication. 相似文献
3.
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
4.
Two studies investigated whether children’s television programs that were produced to decrease racial prejudice had the intended positive effect on young children. Study 1 measured 60 White 5- and 6-year-old children’s attitudes toward Asian, Black, and White stimuli prior to, and immediately following, a brief, one-time anti-prejudice television program. No significant change was observed. Study 2 assessed the attitudes of 30 White 3–6-year-old children toward Asian, Black, Hispanic, and White stimuli at the beginning and end of a 3-week intervention period. During the intervention period children watched a pro-diversity television program four times. Plot and anti-prejudice message comprehension was assessed at three time-points during the testing period. Participants improved on plot and message comprehension over time, but no change in ideas about race was evidenced (children indicated a strong pro-White bias at both pre- and post-test). Possible reasons for, and implications of, this lack of change are discussed. 相似文献
5.
《Journal of Teaching in Social Work》2013,33(3-4):35-46
Abstract The purpose of this study was to examine changes in student's attitudes toward the use of low-cost videophone equipment as a tool for interacting with elderly residents. Students enrolled in four undergraduate social work courses were asked to observe and participate in a social history interview with a resident volunteer from an assisted-living facility located in north Mississippi. In order to measure changes in participants' attitudes toward technology, students completed the Student Telecommunication Satisfaction Questionnaire prior to and immediately after observing the interview. It was hypothesized that students would demonstrate a positive increase in their attitude toward the use of technology to deliver health care services after being exposed to such technology. The results of this study provide partial support for the hypothesis. In general, students responded positively to the use of video phone technology as a means of augmenting more traditional forms of communication. 相似文献
6.
The purpose of this experiment was to measure the effects of source physical attractiveness and receiver Machiavellian tendency on receiver attitude change. Subjects were asked to read a persuasive message written by a physically attractive or unattractive source. High and low Machiavellian subjects were randomly assigned to the two attractiveness conditions. Pre‐ and post‐manipulation measures were made to assess attitudes toward the persuasive message. A significant attractiveness effect was obtained—the attractive source being found more persuasive. Moreover, a significant Machiavellian × attractiveness interaction effect was obtained. While low‐Machiavellian subjects were greatly influenced by the attractive source, high Machiavellians were not. 相似文献
7.
Researchers report finding correlational data to identify a positive relationship between nuclear knowledge and positive attitudes toward the use of nuclear energy. This study investigated the relationship between nuclear knowledge and nuclear attitudes and to the understanding of Science-Technology-Society attitudes involving technological attitude objects. This quasi-experimental study tested the causal relationship between knowledge about nuclear power plants and attitudes toward their use in electrical generation. Subjects were presented with systematically designed communications developed to change either their knowledge about or attitude toward nuclear plants. The Standard Events of Instruction was the basis of the knowledge instruction, whereas the Learning Theory Approach and the Theory of Reasoned Action were the theoretical bases of the persuasive communication. The principal finding was that nuclear knowledge and nuclear attitude each can be changed independently of the other. Although knowledge and attitudes are correlationally linked, this study shows no evidence of a cause-effect relationship. 相似文献
8.
This study examined the relationship between kindergarten teachers' use of developmentally appropriate practices and their attitudes toward authority in the classroom. The study found an overall low use of developmentally appropriate practices. Instead, the classrooms exhibited academically oriented, skill-centered programs. However, kindergarten teachers who rated themselves higher in authority sharing as opposed to authority controlling were more likely to use developmentally appropriate teaching strategies as delineated by the National Association for the Education of Young Children. Aspects of the teachers' professional experience and education had little relationship to their attitudes about authority in the classroom. The positive relationship between an authority-sharing attitude and developmentally appropriate practices suggests that more importance be placed on developing teachers' and prospective teachers' attitudes about adult/child authority orientation than on simply prescribing overt teacher behavior. 相似文献
9.
《Early education and development》2013,24(6):445-457
This study examined the relationship between kindergarten teachers' use of developmentally appropriate practices and their attitudes toward authority in the classroom. The study found an overall low use of developmentally appropriate practices. Instead, the classrooms exhibited academically oriented, skill-centered programs. However, kindergarten teachers who rated themselves higher in authority sharing as opposed to authority controlling were more likely to use developmentally appropriate teaching strategies as delineated by the National Association for the Education of Young Children. Aspects of the teachers' professional experience and education had little relationship to their attitudes about authority in the classroom. The positive relationship between an authority-sharing attitude and developmentally appropriate practices suggests that more importance be placed on developing teachers' and prospective teachers' attitudes about adult/child authority orientation than on simply prescribing overt teacher behavior. 相似文献
10.
This investigation examined how exposure to a humorous persuasive message affects antecedents of presence (i.e., the sensation of being “in” a mediated environment) facilitating message recall. Participants in an experimental study viewed either a humorous or non-humorous version of an alcohol public service announcement and then completed measures of positive emotion, perceived credibility, psychological reactance, presence, and message recall. As predicted, positive emotion was related to an increase in perceived credibility and a decrease in reactance. Increased perceived credibility was associated with greater feelings of presence, negatively affecting recognition memory. These findings suggest that presence may sometimes impede persuasive message recall, although not necessarily to the detriment of attitude change. 相似文献
11.
AbstractPositive student attitude towards peer assessment can be demonstrated through high-quality peer assessment activities. Research findings on students’ attitudes before and after such activities were mixed. This study was conducted using a mixed-methods approach to investigate the underlying factors influencing students’ attitude change. Participants were students enrolled in an online graduate-level assessment course in the college of education in a university in the southeast United States in the fall of 2017 (N?=?31). Surveys and interviews were used to collect quantitative and qualitative data separately, both of which indicated that perceived accurate and specific feedback tended to help students shift to more positive attitudes towards online peer assessment. In addition, final task score improvement after the activity was correlated with positive attitude change. Qualitative results also identified other factors, such as communication with the peers’ work and logistic concerns. The current study offers insights for researchers and instructors to promote positive attitude changes in online peer assessment activities. 相似文献
12.
YAN Jian-zhang 《教育理论与实践》2007,(17)
教育管理学学科范式是指教育管理领域的社会共同体在进行教育管理研究时所遵循的一定模式。当前教育管理学学科范式现状表现为:支撑教育管理学学科发展的理论基础为人文社会科学相关理论;研究价值取向正由主客二元对立逐步向主客一元统一过渡、理论与实践松散结合;理论知识体系由相互争鸣到渐趋相似,但尚未统一;研究方法正由一维片面逐步向二维互补、多维融合过渡。在"大教育管理学"视野下,教育管理学学科范式将出现如下走向:理论基础将从人文社会科学理论走向复杂科学理论;研究价值取向将从由主客二元对立走向主客一元统一,从理论与实践松散结合走向理论与实践紧密结合;理论知识体系将从相互争鸣走向统一、系统的教育管理理论建构;研究方法将从一维片面走向二维互补、多维融合。 相似文献
13.
The purpose of this study was to determine whether playing Quest for the Code?, a computer game designed to teach children about asthma, would help healthy children acquire knowledge about and attitudes towards asthma and whether the beneficial effects would be maintained over time. The sample consisted of 155 children from four middle schools who were randomly assigned to play Quest for the Code? or a game about nutrition serving as the control condition. Data were collected on knowledge and attitude pre-intervention, post-intervention, and at follow-up four weeks later. The results revealed that children who played Quest for the Code? were more knowledgeable and had more positive attitudes than their peers in the control condition. And these benefits were maintained on follow-up tests. Our findings indicate the effectiveness and potential of using Quest for the Code? as a tool for asthma education in a classroom setting. 相似文献
14.
15.
William L. Benoit 《Communication quarterly》2013,61(1):40-43
This investigation examined the effectiveness of quantitative (statistical) and qualitative (narrative) types of evidence in impacting initial attitude change and the persistence of that change. Vividness, expertise, trustworthiness, and retention were examined as potential mediating variables. Furthermore, this research tested a number of competing hypotheses such as the vividness hypothesis, the availability hypothesis, and the under‐utilization hypothesis. The findings indicate that both types of evidence were equally effective in changing attitudes. However, the attitude change elicited by qualitative evidence tended to be significantly more persistent over time. These data were inconsistent with the vividness and the under‐utilization hypotheses. In contrast, these data were consistent with the availability hypothesis. Recall was higher for those subjects exposed to qualitative evidence. Additionally, retention was found to moderate the effect of evidence on attitudes. 相似文献
16.
This article presents the results of a follow-up study on the attitudes of German principals towards receiving feedback from school inspections. In a first study, we explored the attitudes of 50 principals towards feedback from school inspections [Quality Analysis (QA) in North Rhine-Westphalia] before school inspections took place at these schools (Bitan et al., Int J leadersh Educ 18(4):418–439, 2015). In the present study, the change in attitude of 20 of these principals towards the feedback instrument was investigated in a longitudinal study that took place 6 months after the schools had been inspected. Mixed methods were used. The main aim of the study was to assess the principals’ reactions and attitudes toward the feedback given by school inspectors as well as the change in principals’ attitudes after the school inspection and to explore the underlying reasons for their attitudes and reactions. 20 % of the principals changed to a more negative attitude towards the QA after the inspection, whereas 0 % voiced a neutral attitude. 60 % changed to a more positive attitude and 20 % remained positive after the QA. The discussion presents implications for school inspections as a feedback instrument as well as school development. 相似文献
17.
Milan Kubiatko Zuzana Haláková Soňa Nagyová Tibor Nagy 《Interactive Learning Environments》2013,21(5):537-550
The pervasive involvement of information and communication technologies and computers in our daily lives influences changes of attitude toward computers. We focused on finding these ecological effects in the differences in computer attitudes as a function of gender and age. A questionnaire with 34 Likert-type items was used in our research. The sample consisted of 659 students from 14 high schools, aged 15–19 years attending the first, the second, the third, and the fourth years of study. The results of the questionnaire were divided into the two dimensions of concrete computer enjoyment and computer anxiety. On the first dimension both younger students and girls have positive attitudes. On the second dimension both younger students and boys have more positive attitudes. Overall, girls have more positive attitudes than boys. This is interesting because in the existing literature there is evidence that boys have more positive attitudes toward computers than girls. Perhaps a change is taking place. 相似文献
18.
Shasha Teng Kok Wei Khong Alain Yee Loong Chong 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):263-286
Few studies have been conducted to identify what kinds of online information are provided by institutions and needed by international students in social media. This study aims to identify critical constructs of study abroad information (SAI) that can generate positive attitudes toward the university. Specifically, this study attempts to investigate the effectiveness of persuasive communication via social media among students looking to study abroad as well as examining their impacts on attitude change. This paper used the elaboration likelihood model to map out information processing flow of students looking to study abroad. Based on a series of qualitative and quantitative studies, the findings highlighted the importance of peripheral communication cues in influencing students’ attitudinal change toward overseas institutions and countries. This study uncovered that the peripheral cues mediate the relationship of study abroad online reviews and attitude change. 相似文献
19.
Animals were first conditioned to expect lithium treatment following exposure to one taste solution (the CS+) and to expect no drug treatment following exposure to another flavor (the CS?). All subjects then received a saccharin taste-aversion conditioning trial. In Experiment 1, this conditioning trial was preceded 0, 1, 2, 4, or 6 h earlier by exposure to the CS+ flavor for independent groups. The CS+ exposure attenuated saccharin aversion learning if it occurred immediately before the saccharin conditioning trial but not if it occurred 1 h or more before conditioning. In Experiment 2, the saccharin conditioning trial was preceded 3 or 4.5 h earlier by a lithium injection. This proximal US preexposure injection was either unannounced (Li) or preceded by exposure to the CS+ (CS+Li) or the CS? (CS?Li) stimuli. The US preexposure attenuated saccharin aversion learning in all cases. However, the interference effect was less when the preexposure injection was expected (CS+Li) than when it was unexpected (CS?Li). This outcome could not be explained in terms of direct effects of the CS+ and CS? stimuli on the saccharin conditioning trial, and shows that the proximal US preexposure effect is a function of not only the drug dosage and preexposure interval, but also the anticipation of the drug pretreatment. 相似文献
20.
Although recent studies have shown that the sociocultural characteristics which children in non-western society bring into the classroom from their environment create a wedge between what they are taught and what they learn, very little has been done to solve the problem. A learner who is not positively disposed to, or has a socio-cultural background that is indifferent to, learning science would find it hard to learn science effectively. This study investigated whether instruction through the use of the socio-cultural mode has any significant effect on students' attitude towards the learning of science. The sample consisted of 600 senior secondary year-one students (442 boys, 158 girls) from 15 secondary schools in Nigeria. The Socio-Cultural Environment Scale (SCES) and the Biology Achievement Test (BAT) were used to measure the change in attitude and achievement of subjects in a pretest-posttest situation after a six-week treatment. Evidence was found to support the hypothesis that science instruction which deliberately involves the discussion of socio-cultural views about science concepts engenders positive attitudes towards the study of science. The findings also indicate that anthropomorphic and mechanistic views can be presented in such a way as to promote positive attitudes towards the study of science in traditional cultures. 相似文献