Student perceptions of satisfaction and anxiety in an online doctoral program     

Doris U. Bolliger  Colleen Halupa 《Distance Education》2012,33(1):81-98

Eighty-four students in an online health education doctoral program taking the first course in the program over one year (four quarters) were surveyed in regards to their computer, Internet, and online course anxiety, and overall course satisfaction. An 18-item anxiety tool with domains in computer, Internet, and online learning was administered in the first and last weeks of an educational research course to assess for changes in student anxiety. A 24-item satisfaction tool with domains regarding the instructor, technology, setup, interaction, outcomes, and overall satisfaction was administered at the end of the course. Results show a significant negative correlation between anxiety and student satisfaction. Student anxiety levels were in the relatively moderate range; changes in anxiety levels over time were not significant. Participants who felt anxious when using computers or the Internet, or when taking online courses experienced anxiety with other domains.  相似文献   

Maintaining Open Adoption Relationships: Practitioner Insights on Adoptive Parents’ Regulation of Adoption Kinship Networks     

Colleen Warner Colaner  Kristina M. Scharp 《Communication Studies》2016,67(3):359-378

The present study explores practitioner perceptions of and observations about the adoptive parent, birth parent, and adoptee interactions that regulate open adoption relationships. Grounded in family systems theory, practitioner interviews (N = 19) were analyzed to understand the degree to which open adoption shapes the family system as well as the opportunities, challenges, and considerations experienced by individuals in open adoption. Findings reveal that open adoption relationships consist of numerous complex relationships. This complexity generates significant opportunities for connection. At the same time, the complexity of the system generates challenges. Social networking provides costs and rewards that require consideration on an individual basis. Findings offer implications for the utility of family systems theory in illuminating diverse family construction as well as open adoption communication research.  相似文献   

Corporal Punishment and Elevated Neural Response to Threat in Children     

Jorge Cuartas  David G. Weissman  Margaret A. Sheridan  Liliana Lengua  Katie A. McLaughlin 《Child development》2021,92(3):821-832

Spanking remains common around the world, despite evidence linking corporal punishment to detrimental child outcomes. This study tested whether children (M_age = 11.60) who were spanked (N = 40) exhibited altered neural function in response to stimuli that suggest the presence of an environmental threat compared to children who were not spanked (N = 107). Children who were spanked exhibited greater activation in multiple regions of the medial and lateral prefrontal cortex (PFC), including dorsal anterior cingulate cortex, dorsomedial PFC, bilateral frontal pole, and left middle frontal gyrus in response to fearful relative to neutral faces compared to children who were not spanked. These findings suggest that spanking may alter neural responses to environmental threats in a manner similar to more severe forms of maltreatment.  相似文献   

An analysis of predictors of college students' ethical inclinations     

Cornelius B. Pratt  Gerald W. McLaughlin 《Research in higher education》1989,30(2):195-219

Correlational and path analyses are used to examine the effects of four situations on self-reported ethical behaviors on four primary ethical dimensions among 323 undergraduate communication students in two mid-Atlantic public universities. The four situations are: the students' self-reported ethical beliefs, the students' perceptions of their professors' ethical beliefs, and the students' perceptions of both the beliefs and behaviors of their peers. The ethical dimensions, which form the basis for path models, are direct-testing, indirect-testing, indirect-substitution, and direct-substitution behaviors. Results indicate that different path models fit different types of behaviors. For example, professors' beliefs, as perceived by the students, have an indirect effect on students' behaviors, particularly in the indirect dimensions. Also, in three dimensions, interactions among professors' beliefs and most college students' beliefs and behaviors influence students' behaviors. An interpretation of these behaviors is suggested, based on an adaptation of the Ajzen and Fishbein theory of reasoned action.  相似文献   

Factors Contributing to Scholarly Productivity of Assistant Professors in Counseling     

Kelly L. Wester  L. DiAnne Borders  Laura McLaughlin Gonzalez  Phillip Waalkes 《Counselor Education & Supervision》2019,58(3):225-237

Doctoral research training and faculty departmental research culture were explored in relation to research interest, self‐efficacy, and productivity among 49 counselor education assistant professors. Doctoral research training environment consistently held strong positive relationships with research interest and self‐efficacy, suggesting that a solid foundation in research at the doctoral level is imperative for initial research productivity.  相似文献   

Pay,rank, and growing old with more of each     

Gerald W. McLaughlin  James R. Montgomery  Beatrice T. Mahan 《Research in higher education》1979,11(1):23-35

Factors which comprise the bases for salary increases and adjustments at major research universities have long been topics of conversation and supposition. Based on responses from over 12,000 faculty members, this paper reviews, by faculty rank, items which are likely to contribute to salary and suggests that faculty members can follow certain strategies which are more likely than others to bring a financial reward. Research procedures employed include linear models and multiple regression.  相似文献   

Critical allies and feminist praxis: rethinking dis-ease     

Colleen McGloin 《Gender and education》2016,28(7):839-850

In Australian universities, non-Indigenous educators teaching Indigenous studies and/or Indigenous content must engage critically with anti-colonialism, not simply as lip service to syllabus content, but also, as an ethical consideration whereby consultation and collaboration with Indigenous scholars must necessarily direct praxis. Such an engagement might be referred to as a ‘critical alliance’: an engagement with Others about whom we are speaking that forms the basis for an ethical relationship. A ‘critical alliance’ with Others seeks always to undermine the colonial relations of power that discursively position both Indigenous and non-Indigenous subjects. This paper explores what such an alliance might ‘look like’ as a feminist practice, what will sustain it or give it substance so it can be a productive contribution to a more socially just pedagogy that gives emphasis to Indigenous struggles and Indigenous knowledge.  相似文献   

Information behaviour of Canadian pharmaceutical policy makers     

Greyson DL  Cunningham C  Morgan S 《Health information and libraries journal》2012,29(1):16-27

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Strategy for engaging the Society for Neuroscience in science education     

Cameron WE  McNerney CD 《CBE life sciences education》2006,5(2):91-93

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Describing Computer-facilitated Learning Environments in Higher Education     

John D. Bain  Carmel McNaught  Colleen Mills  Gillian Lueckenhausen 《Learning Environments Research》1998,1(2):163-180

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