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The present study examines how language use (e.g., personalized vs. depersonalized language) and modality (e.g., tweets vs. Facebook status updates) influence source credibility interdependently. A total of 257 participants read personalized or depersonalized health messages embedded in mock-up tweets or Facebook status updates. The results show that users perceive depersonalized tweets as more credible than depersonalized status updates posted on Facebook. On the other hand, personalized status updates on Facebook generate higher credibility judgments than personalized tweets. The findings are discussed in light of the MAIN model as well as the preconceived user expectations and communication norms of social media. 相似文献
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Roger Johnson 《Teaching Statistics》2003,25(3):66-69
Estimating the number of glacial advances from surviving glacial debris can, amazingly enough, be cast as a records problem for which there is a substantial statistical literature. As a result, instructors may illustrate method of moments and maximum‐likelihood estimation techniques with an interesting problem in the physical sciences. 相似文献
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Veronique M. Boscart Lynn McCleary Paul Stolee Linda Sheiban Taucar Jessica Wilhelm Keia Johnson 《Educational gerontology》2020,46(8):461-472
ABSTRACT Nursing Assistants (NAs) are the largest workforce in nursing homes, but often lack adequate preparation for their role. The Living Classroom (LC) is an integrated learning approach, whereby a NA program is delivered in a nursing home (NH) in collaboration with a community college. This paper describes the implementation and evaluation of the LC. Mixed methods were used to gather data from 48 NA students, 5 faculty, and 42 NH staff over 30 weeks. Students, faculty, and nursing home staff described the LC as a positive learning experience. Students’ gerontological knowledge increased over time (p = .0012). Students reported very positive relationships with program mentors and NH residents. The LC provides a unique approach to prepare NAs to work in nursing homes. This model could expand to other educational programs with a gerontology focus. 相似文献
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Barbara Johnson Peter Fensham Gail Hildebrand Shirley Sampson 《Research in Science Education》1987,17(1):104-112
Conclusions As the pilot project has only been in operation for one semester there are no profound statements that can be made. What we
have at present is the base information for comparison of all data over the duration of the project. Cross tabulation of the
data to date has begun. However it should be re-iterated here that there appears to be a lack of understanding by the parents'
as to the reason for the all-girls classes at the school and that this situation may be due to the fact that in this school
community we have the typical sex-stereotyping roles and attitudes existing. The big question is, Will this intervention strategy
of single-sex science classes be effective in altering the girls views about what is appropriate for them to study or follow
as a career? 相似文献
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Leonard A. Jason Karen E. Danner Andrew M. Weine Karen S. Kurasaki Jay H. Johnson Luann Warren-Sohlberg Olga Reyes 《Early education and development》1994,5(4):277-288
Two cohorts of children from inner-city elementary schools were provided a tutoring intervention to help in their transition to new schools. Participants were third, fourth, and fifth grade children who were identified as having low-income status, evidencing lags on achievement tests, and experiencing stressful life events. The intervention involved an orientation program with twice weekly paraprofessional tutoring. Two and three year academic and sociometric follow-up data were collected. Those provided the intervention evidenced some improvements over time, and these changes were most prominent in the area of reading grades. Fewer significant findings were found on sociometric indices. 相似文献
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Patrick Johnson Cassandra N. Nichols Walter C. Buboltz Brian Riedesel 《Journal of College Counseling》2002,5(1):4-14
To assess the impact of a holistic career and life planning course on college students, the authors asked 209 students in treatment and control groups to complete measures of career development. Results indicate that the course significantly increases vocational identity and career decision‐making self‐efficacy and decreases career indecision. 相似文献
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Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献