For Oscar Glory Or Oscar Money?     

Eva?DeuchertEmail author  Kossi?Adjamah  Florian?Pauly 《Journal of Cultural Economics》2005,29(3):159-176

This paper investigates the effect of Oscar nominations and awards on movies’ financial success by estimating the impact on weekly returns and on movies’ survival time. Our findings suggest that nominations for Oscars generate substantial extra revenues, while winning an award contributes only little to this extra rent.  相似文献   

Disposition-Content Congruency and the Negation of Media Stereotypes     

Florian Arendt 《Communication Research Reports》2016,33(1):74-80

A critical assessment of mass-mediated stereotypes by media users can be deemed as beneficial for an open and humane society. One important concept in this regard is negation, which refers to an internal attempt to negate newly encountered stereotypic media content. This study predicted that disposition-content congruence moderates the negation process. In fact, it investigated whether those whose prejudicial dispositions are congruent with the stereotypic content negate less. An experiment (N = 245) using a quota-based sample was used to test the hypothesis. Participants read stereotypic crime texts including the “criminal foreigner”-stereotype or matched control texts. As hypothesized, unprejudiced readers who held favorable attitudes toward the social minority group negated the stereotypic information. Conversely, highly prejudiced individuals showed even less negation when exposed to the stereotypic versions of the crime texts. Highly prejudiced readers might have viewed exposure to criminal foreigners as a confirmation of their attitudinal predispositions.  相似文献   

Attitudes Measurement: Nature,Issues, Methods,and Recommendations     

Florian Stern 《Science & Education》2018,27(5-6):563-566

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Valence bias in metacontrol of decision making in adolescents and young adults     

Florian Bolenz  Ben Eppinger 《Child development》2022,93(2):e103-e116

The development of metacontrol of decision making and its susceptibility to framing effects were investigated in a sample of 201 adolescents and adults in Germany (12–25 years, 111 female, ethnicity not recorded). In a task that dissociates model-free and model-based decision making, outcome magnitude and outcome valence were manipulated. Both adolescents and adults showed metacontrol and metacontrol tended to increase across adolescence. Furthermore, model-based decision making was more pronounced for loss compared to gain frames but there was no evidence that this framing effect differed with age. Thus, the strategic adaptation of decision making continues to develop into young adulthood and for both adolescents and adults, losses increase the motivation to invest cognitive resources into an effortful decision-making strategy.  相似文献   

Inclusion and achievement: student achievement in secondary schools with higher and lower proportions of pupils designated as having special educational needs     

Martyn Rouse  Lani Florian 《International Journal of Inclusive Education》2013,17(6):481-493

This paper reports on a multi‐method study that examined the effects of including higher and lower proportions of students designated as having special educational needs on student achievement in secondary schools. It explores some of the issues involved in conducting such research and considers the extent to which newly available national data in England can be helpful in answering questions about inclusion and achievement. Questions pertaining to the effects of provision on achievement are discussed within a school reform agenda that emphasizes high academic standards, competition between schools and the identification of pupils with special educational needs.  相似文献   

Effects of Direct and Indirect Instruction on Fostering Decision-Making Competence in Socioscientific Issues     

Florian Böttcher  Anke Meisert 《Research in Science Education》2013,43(2):479-506

In this study the effects of different learning environments on the promotion of decision-making competence for the socioscientific issue of genetically modified crops is investigated. The comparison focuses on direct vs. indirect instructions. Therefore on the one hand a sophisticated decision-making strategy was presented to the directly instructed experimental group (1) and had to be applied correctly. On the other hand indirectly instructed students had to invent an appropriate strategy by themselves (2) based on the given information and the structure of the problem context. Group discussions are analysed qualitatively in order (1) to outline how the given strategy was understood and its results were reflected on by the students and (2) to explore the characteristics of invented strategies and their degree of complexity. Results indicate that the direct instruction of complex decision-making strategies may lead to a lack of understanding of the decision process when the given strategy is applied and therefore may cause rejection of the final decision. Indirectly instructed students were able to invent sophisticated decision-making strategies containing compensatory trade-offs. It is concluded that when directly instructing complex decision-making strategies, essential parts of reflection have to be integrated in order to gain greater transparency. Accordingly, empirical evidence has been found to consider indirect instruction as a possible way to foster decision-making strategies for complex socioscientific issues even if compensatory procedures are considered to be necessary.  相似文献   

Evaluating Environmental Knowledge Dimension Convergence to Assess Educational Programme Effectiveness     

Anne K. Liefländer  Franz X. Bogner  Alexandra Kibbe  Florian G. Kaiser 《International Journal of Science Education》2013,35(4):684-702

One aim of environmental education is fostering sustainable environmental action. Some environmental behaviour models suggest that this can be accomplished in part by improving people's knowledge. Recent studies have identified a distinct, psychometrically supported environmental knowledge structure consisting of system, action-related and effectiveness knowledge. Besides system knowledge, which is most often the focus of such studies, incorporating the other knowledge dimensions into these dimensions was suggested to enhance effectiveness. Our study is among the first to implement these dimensions together in an educational campaign and to use these dimensions to evaluate the effectiveness of a programme on water issues. We designed a four-day environmental education programme on water issues for students at an educational field centre. We applied a newly developed multiple-choice instrument using a pre-, post-, retention test design. The knowledge scales were calibrated with the Rasch model. In addition to the commonly assessed individual change in knowledge level, we also measured the change in knowledge convergence, the extent to which the knowledge dimensions merge as a person's environmental knowledge increases, as an innovative indicator of educational success. Following programme participation, students significantly improved in terms of amount learned in each knowledge dimension and in terms of integration of the knowledge dimensions. The effectiveness knowledge shows the least gain, persistence and convergence, which we explain by considering the dependence of the knowledge dimensions on each other. Finally, we discuss emerging challenges for educational researchers and practical implications for environmental educators.  相似文献   

M&A and R&D: Asymmetric Effects on acquirers and targets?     

Florian Szücs 《Research Policy》2014

We evaluate the impact of M&A activity on the growth of R&D spending and R&D intensity of 265 acquiring firms and 133 merger targets between 1990 and 2009. We use different matching techniques to construct separate control groups for acquirers and targets and use appropriate difference-in-difference estimation methods to single out the causal effect of mergers on R&D growth and intensity. We find that target firms substantially decrease their R&D efforts after a merger, while the R&D intensity of acquirers drops due to a sharp increase in sales.  相似文献   

God–Mother–Baby: What Children Think They Know     

Florian Kiessling  Josef Perner 《Child development》2014,85(4):1601-1616

This study tested one hundred and nine 3‐ to 6‐year‐old children on a knowledge‐ignorance task about knowledge in humans (mother, baby) and God. In their responses, participants not reliably grasping that seeing leads to knowing in humans (pre‐representational) were significantly influenced by own knowledge and marginally by question format. Moreover, knowledge was attributed significantly more often to mother than baby and explained by agent‐based characteristics. Of participants mastering the task for humans (representational), God was largely conceived as ignorant “man in the sky” by younger and increasingly as “supernatural agent in the sky” by older children. Evidence for egocentrism and for anthropomorphizing God lends support to an anthropomorphism hypothesis. First‐time evidence for an agent‐based conception of others' knowledge in pre‐representational children is presented.  相似文献   

Elterliche Bildungsaspiration und Migrationshintergrund als Prädiktoren für Schulformwechsel in der Sekundarstufe I: Ergebnisse einer Längsschnittstudie     

Dr. Florian Klapproth  Paule Schaltz  Sabine Glock 《Zeitschrift für Erziehungswissenschaft》2014,17(2):323-343

The present study investigates the extent to which changing school forms in secondary school is dependent not only on a student’s school grades, but also on the migration status and educational aspirations of their parents. Based on a cohort (N?=?4219) of school students from one school year in Luxemburg, we were able to show that throughout the lower secondary school, the grade average played a decisive role in the move to a different school form. Furthermore, students with a migration background were shown to have similar chances as students from Luxemburg of moving upwards to a higher school form, yet were less likely to move downwards. However, this phenomenon could essentially be explained by the fact that students with a migration background are not as highly represented in the higher school forms as are students from Luxemburg. Independent of migration status and school grades, parental educational aspirations played a decisive role change between school forms. High educational aspirations facilitated the move to a higher school form, while low educational aspirations correlated with moving to a lower school form.  相似文献