An Experimental Test of Medical Disclosure and Consent Documentation: Assessing Patient Comprehension,Self-Efficacy,and Uncertainty     

Erin E. Donovan  Brittani Crook  Laura E. Brown  Angie E. Pastorek  Camille A. Hall  Michael S. Mackert 《Communication monographs》2014,81(2):239-260

Effectively conveying risks and hazards in medical disclosure and informed consent documentation is a crucial type of communication. However, existing protocols typically do not meet the needs of patients or practitioners. In the present study, we advance a reconceptualization of obtaining written informed consent by analyzing it as a process of uncertainty management rather than a matter of document readability and recall. Results of this randomized trial indicated that patients who reviewed a simplified consent document reported greater comprehension of medico-legal terminology and lower uncertainty about the document, although they did not evince greater self-efficacy. Health literacy was a significant moderator of the relationship between consent form version and comprehension.  相似文献   

Factors influencing student perceptions of high-school science laboratory environments     

Christine D. Luketic  Erin L. Dolan 《Learning Environments Research》2013,16(1):37-47

Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment.  相似文献   

Exploring the Lived Experiences and Intersectionalities of Mexican Community College Transfer Students: Qualitative Insights Toward Expanding a Transfer Receptive Culture     

Erin L. Castro  Edén Cortez 《Community College Journal of Research & Practice》2013,37(2):77-92

ABSTRACT

This qualitative study examines the experiences of six Mexican community college transfer students attending a research-intensive institution in the Pacific Northwest. Using semi-structured interviews, the objectives of this study were to 1) understand how Mexican students made meaning of their transfer experiences and 2) how those experiences could inform conceptual and practical thinking toward building a transfer receptive culture at the receiving institution. We use intersectionality as a site of material and discursive possibility to encourage predominantly White receiving institutions to recognize how they position Mexican community college transfer students on campus. Concluding are conceptual and practical recommendations that emphasize institutional and organizational responsibility in creating equitable environments for Mexican community college transfer students.  相似文献   

Peter Effect in the Preparation of Reading Teachers     

Emily Binks-Cantrell  Erin K. Washburn  Martha Hougen 《Scientific Studies of Reading》2013,17(6):526-536

The Peter Effect (Applegate & Applegate, 2004 Applegate, A. J. and Applegate, M. D. 2004. The Peter Effect: Reading habits and attitudes of teacher candidates. The Reading Teacher, 57: 554–563. [Web of Science ®] , [Google Scholar]) claimed that one cannot be expected to give what one does not possess. We applied this notion to reading teacher preparation and hypothesized that teacher educators who do not possess an understanding of basic language constructs would not prepare teacher candidates with an understanding of these constructs considered essential for early reading success. Results from a survey of basic language constructs revealed similar patterns in performance between teacher educators and their respective teacher candidates, which served as initial validation of the Peter Effect in reading teacher preparation.  相似文献   

Toward a Developmental Science of Politics     

Meagan M. Patterson  Rebecca S. Bigler  Erin Pahlke  Christia Spears Brown  Amy Roberson Hayes  M. Chantal Ramirez  Andrew Nelson 《Monographs of the Society for Research in Child Development》2019,84(3):7-185

In this monograph, we argue for the establishment of a developmental science of politics that describes, explains, and predicts the formation and change of individuals’ political knowledge, attitudes, and behavior beginning in childhood and continuing across the life course. Reflecting our goal of contributing both theoretical conceptualizations and empirical data, we have organized the monograph into two broad sections. In the first section, we outline theoretical contributions that the study of politics may make to developmental science and provide practical reasons that empirical research in the domain of politics is important (e.g., for identifying ways to improve civics education and for encouraging higher voting rates among young adults). We also review major historical approaches to the study of political development and provide an integrative theoretical framework to ground future work. Drawing on Bronfenbrenner's ecological systems model as an organizing scheme and emphasizing social justice issues, we describe how factors rooted in cultural contexts, families, and children themselves are likely to shape political development. In the second section of the monograph, we argue for the importance and utility of studying major political events, such as presidential elections, and introduce the major themes, rationales, and hypotheses for a study of U.S. children's views of the 2016 U.S. presidential election. In addition, we apply a social-justice lens to political thought and participation, addressing the role of gender/sex and race/ethnicity in children's political development broadly, and in their knowledge and views of the 2016 U.S. presidential election specifically. In interviews conducted within the month before and after the election, we examined two overarching categories of children's political attitudes: (a) knowledge, preferences, and expectations about the 2016 election, and (b) knowledge and attitudes concerning gender/sex and politics, particularly relevant for the 2016 election given Hillary Clinton's role as the first female major-party candidate for the presidency. Participants were 187 children (101 girls) between 5 and 11 years of age (M = 8.42 years, SD = 1.45 years). They were recruited from schools and youth organizations in five counties in four U.S. states (Kansas, Kentucky, Texas, and Washington) with varying voting patterns (e.g., Trump voters ranged from 27% to 71% of county voters). The sample was not a nationally representative one, but was racially diverse (35 African American, 50 Latinx, 81 White, and 21 multiracial, Asian American, Middle Eastern, or Native American children). In addition to several child characteristics (e.g., age, social dominance orientation [SDO]), we assessed several family and community characteristics (e.g., child-reported parental interest in the election and government-reported county-level voting patterns, respectively) hypothesized to predict outcome variables. Although our findings are shaped by the nature of our sample (e.g., our participants were less likely to support Trump than children in larger, nationwide samples were), they offer preliminary insights into children's political development. Overall, children in our sample were interested in and knowledgeable about the presidential election (e.g., a large majority identified the candidates correctly and reported some knowledge about their personal qualities or policy positions). They reported more information about Donald Trump's than Hillary Clinton's policies, largely accounted for by the substantial percentage of children (41%) who referred to Trump's immigration policies (e.g., building a wall between the United States and Mexico). Overall, children reported as many negative as positive personal qualities of the candidates, with negative qualities being reported more often for Trump than for Clinton (56% and 18% of children, respectively). Most children (88%) supported Clinton over Trump, a preference that did not vary by participants’ gender/sex or race/ethnicity. In their responses to an open-ended inquiry about their reactions to Trump's win, 63% of children reported negative and 18% reported positive emotions. Latinx children reacted more negatively to the election outcome than did White children. Girls’ and boys’ emotional responses to the election outcome did not differ. Children's personal interest in serving as U.S. president did not vary across gender/sex or racial/ethnic groups (overall, 42% were interested). Clinton's loss of the election did not appear to depress (or pique) girls’ interest in becoming U.S. president. With respect to the role of gender/sex in politics, many children (35%) were ignorant about women's absence from the U.S. presidency. Only a single child was able to name a historical individual who worked for women's civil rights or suffrage. Child characteristics predicted some outcome variables. For example, as expected, older children showed greater knowledge about the candidates than did younger children. Family and community characteristics also predicted some outcome variables. For example, as expected, participants were more likely to support Trump if they perceived that their parents supported him and if Trump received a greater percentage of votes in the children's county of residence. Our data suggest that civic education should be expanded and reformed. In addition to addressing societal problems requiring political solutions, civics lessons should include the histories of social groups’ political participation, including information about gender discrimination and the women's suffrage movement in U.S. political history. Providing children with environments that are rich in information related to the purpose and value of politics, and with opportunities and encouragement for political thought and action, is potentially beneficial for youth and their nations.  相似文献   

College Drinkers’ Privacy Management of Alcohol Content on Social-Networking Sites     

Lynsey K. Romo  Charee M. Thompson  Erin E. Donovan 《Communication Studies》2017,68(2):173-189

Alcohol-related posts on social-networking sites (SNS) can damage college students’ reputations and relationships and contribute to risky behavior. However, little is known about how college drinkers engage in privacy management involving alcohol content. Through 48 interviews and a Communication Privacy Management lens, this study uncovered criteria on which students relied to develop relatively impermeable boundaries around alcohol posts, the ways they collectively negotiated privacy with peers, and how participants implicitly and explicitly communicatively negotiated privacy turbulence. Findings suggest important connections between the co-occurrence of online privacy management and identity management, including how facework is involved in remediating privacy breaches and the co-opting of privacy. Findings also inform efforts to educate college drinkers about on-and-offline strategies to manage alcohol-related SNS content.  相似文献   

Measuring the Impact of Gold and Green Open Access     

Li Zhang  Erin M. Watson 《The Journal of Academic Librarianship》2017,43(4):337-345

Using data from Web of Science, this research investigates how physical science researchers funded by the Canadian Institutes of Health Research complied with its open access policy, and compares the citation counts of articles published through gold and green models.It was found that, for articles published between 2008 and 2015, 9% were available through gold open access routes and 13% were available through green routes; most were not openly accessible. Citation rates were comparable for green open access and non-open access articles, but citation rates for gold open access articles were lower. After controlling for publication year, citation rates of gold, green, and non-open access articles were comparable. Among gold open access articles, citation rates were highest for open access journals with article processing charges, but after controlling for publication year, articles published in hybrid journals, followed by those in open access journals with article processing charges, achieved the highest citation rates. Articles published in free open access journals had the lowest citation rates. The results suggest that green open access is the most economical approach to comply with open access policies, and that it provides researchers with at least as much research impact as gold open access.  相似文献   

Mother-child and father-child mutually responsive orientation in the first 2 years and children's outcomes at preschool age: mechanisms of influence.     

Grazyna Kochanska  Nazan Aksan  Theresa R Prisco  Erin E Adams 《Child development》2008,79(1):30-44

Mechanisms accounting for the effects of mutually responsive orientation (MRO) at 7, 15, and 25 months in 102 mother-child and father-child dyads on child internalization and self-regulation at 52 months were examined. Two mediators at 38 months were tested: parental power assertion and child self-representation. For mother-child relationships, the causal pathway involving power assertion was supported for both outcomes. Diminished power assertion fully mediated beneficial effect of mother-child MRO on internalization and partially mediated its effect on self-regulation. For father-child relationships, MRO predicted self-regulation, but the mediational paths were unsupported. Paternal power assertion correlated negatively with both outcomes but was not a mediator. Although MRO with both parents correlated with child self-representation, and it correlated with self-regulation, this mediational path was unsupported.  相似文献   

Using conjoint analysis to examine bias in referral to a behavior intervention program     

Amity Noltemeyer  Claire Kunesh  Erin Harper  Darrel R. Davis 《Psychology in the schools》2021,58(1):89-106

Research in the United States suggests that teachers view Black students' misbehavior as more likely to reoccur, but such research has not disentangled the effect of race from related factors. We used conjoint analysis to experimentally test the effect of multiple student characteristics on the chances of being referred for a behavior intervention program. Although preservice teacher participants were not more likely to refer Black students, they were more likely to refer students who had lower grades, lived in poverty, lived with a single mother, and had been retained. We interpret these results and highlight directions for future research and practice.  相似文献   

The importance of leisure reading to health sciences students: results of a survey          下载免费PDF全文

Erin M. Watson 《Health information and libraries journal》2016,33(1):33-48

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