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The purpose of this study was to compare the effects of cognitive and affective treatments on the attitudes of white university students in Hawaii (a place where many ethnic minority groups live with little overt discrimination and where no one racial group, such as the whites, is in the majority) toward ethnic minority groups. It was hypothesized that the rank order of the groups from most favorable to least favorable in social distance and attitude for and against ethnic minority groups, would be: Affective Treatment, Cognitive Treatment, Hawaii Control, and Mainland Comparison Group. The Social Distance Scale and Prejudice and Rationality Scale were used as pretest and posttest instruments in the Fall, 1980 with 94 Brigham Young University—Hawaii Campus (BYU—HC)and30 Brigham Young University (BYU) in Utah undergraduate students. Analysis of covariance led to supporting the three hypotheses at the 0.01 significance level. It was found that the Affective Treatment Group consistently had a greater change in attitude toward ethnic minorities followed by the Cognitive, Hawaii Control, and Mainland Comparison Groups. It was concluded that the affective treatment was the most effective in changing attitudes toward ethnic minority groups. 相似文献
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Nancy Calabretta Susan Cavanaugh Marita Malone Betty Jean Swartz 《Medical reference services quarterly》2013,32(1):19-30
Librarians located in a 560-bed, inner city academic medical center with 25,000 + admissions per year planned and opened a Patient and Family Education Center (PFEC) in the lobby of a new patient care pavilion. A review of use in the first 19 months revealed that expected needs were being met while a variety of unexpected needs were identified. Ongoing use continues to be monitored by a detailed log of patron visits maintained by library staff. This article describes the evolution of the Patient and Family Education Center, outreach to the hospital community, and plans for the future. 相似文献
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Promoting gender respect is essential to the development of both sexes and to gender equality. This article argues for the importance of moral education to support the struggle of girls and women to achieve respect within unequal and complex gender power relations, especially in poverty contexts. Evidence collected from a sequence of in-depth qualitative studies in the Global South highlights the diverse ways that the giving of respect and the struggle to be respected shapes women’s lives. We show that moral education has a role to play in foregrounding female voices in order to: better understand the poverty-gender-education nexus; recognise the contribution of women and mothers as moral educators; acknowledge girls’ struggles to gain self-respect, peer respect and mitigate disrespect; and, ensure sexual respect despite aggressive masculinities. Moral education programmes which encourage respectful relations between the sexes need to address these highly contextualised forms of struggles for ‘gender respect’. 相似文献
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Karey L. O’Hara C. Aubrey Rhodes Sharlene A. Wolchik Irwin N. Sandler Jenn Yun-Tein 《Child development》2021,92(4):1476-1493
In a sample of 559 children (ages 9–18), researchers investigated whether: (a) fear of abandonment mediated the association between postdivorce interparental conflict (IPC) and mental health problems, and (b) parent–child relationship quality moderated the association between IPC and fear of abandonment. Mediation analyses indicated that pretest IPC predicted fear of abandonment 3 months later, which then predicted child- and teacher-reported mental health problems 10 months later. The hypothesized protective effect of a high-quality parent–child relationship was not observed. IPC predicted fear of abandonment for all children, except for those with low- and moderate-quality father–child relationships, for whom IPC was not significantly related to fear of abandonment. Findings highlight the need to optimize child coping programs and improve parenting-after-divorce programs to reduce IPC. 相似文献
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Poul Rohleder Vivienne Bozalek Ronelle Carolissen Brenda Leibowitz Leslie Swartz 《Higher Education》2008,56(1):95-107
Online learning is increasingly being used in Higher Education, with a number of advantages to online learning being identified. One of these advantages is the suggestion that online learning provides for equality of opportunity. This article reports on students’ evaluations of the use of e-learning in a collaborative project between two South African universities. The results highlighted both positive and negative evaluations of the use of e-learning. The positive aspects identified were that e-learning provided for ease of communication between parties, and easy access to information and learning material. Negative aspects identified were that it presented some technical challenges; online communication was disjointed; there was unequal access to computers between students from the two universities; students felt that more face-to-face interaction is needed. The issue of unequal access to computers and the internet is highlighted as a crucial issue for e-learning in the South African context, and for the fostering of a democratising educational discourse. 相似文献
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In this article we describe coaching as an intervention for college students with attention deficit/hyperactivity disorder (ADHD). Coaching college students with ADHD empowers individuals to organize and execute their responsibilities, both in academia and in everyday life. With the assistance of a coach, individuals with ADHD can create structure and execute change by identifying strategies that circumvent their deficits in executive functioning. We also present an example of a representative client to illustrate the methods used in coaching. Given the increased risks facing college students with ADHD, coaching is a useful complement to academic advising and intensive therapy. Our discussion includes obstacles to implementing and evaluating an ADHD coaching intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 647–656, 2005. 相似文献
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The attitudes toward science of nonscience college students were investigated using quantitative and qualitative forms of inquiry. Quantitative methods were used to determine (a) how attitudes toward science of nonscience college students compare with attitudes of science majors, and (b) whether attitudes toward science change with instruction. Qualitative assessment was used to investigate attitude development as it relates to science. The subjects were 102 nonscience students and 81 science students. Six attitudinal variables were investigated using the Attitudes Toward Science Inventory (ATSI) as the quantitative instrument. Hotelling's T2 showed a significant difference (p = 0.0001) in attitudes between the two groups. T tests revealed significant differences between the two groups for all six variables. A significant difference (p = 0.0001) was found between pretest and posttest results for the nonscience students. T tests showed significant differences between the two sets of scores for all six variables, indicating a favorable change in attitudes. An interview questionnaire was used to investigate factors contributing to attitude development. The interview results suggested that attitudes toward science are formed by interactions of both school and nonschool variables. 相似文献