The role of allocentrism on perceptions and reactions to congruity     

Phanikiran Radhakrishnan  Kristine M. Kuhn  Michele J. Gelfand 《Int J Intercult Relat》2000,24(6)

We investigated how allocentrism, or the tendency to emphasize in-group attributes was related to the amount and the kind (intrinsic vs. extrinsic) of congruity perceived between own and in-group goals. School teachers (N=114) rated the importance of own and coworkers’ intrinsic and extrinsic goals and completed measures of allocentrism and coworker satisfaction. As predicted, allocentrism was positively correlated with extrinsic goal congruity. In general, increasing congruity on intrinsic goals was related to higher coworker satisfaction. However, there were individual differences in reactions to congruity: high allocentrics who perceived congruity on both, intrinsic and extrinsic goals were more satisfied than those who perceived high congruity only on extrinsic goals.  相似文献   

Measuring peer feedback in face-to-face and online public-speaking workshops     

Kristine M. Nicolini  Andrew W. Cole 《Communication Teacher》2019,33(1):80-93

This study explores the use of a survey instrument relating to feedback within the organizational context to measure student perceptions of peer feedback in a speech workshop activity conducted in a public-speaking class. A 20-item instrument was adapted from Steelman, Levy, and Snell’s Feedback Environment Scale (FES) for coworker feedback (The Feedback Environment Scale: Construct definition, measurement, and validation. Educational and Psychological Measurement 2004; 64: 165–184. doi: 10.1177/0013164403258440). Results suggest that four constructs adopted from Steelman et al. (source credibility, feedback quality, favorable feedback, and unfavorable feedback) appear suited to gauge student perceptions of peer feedback. Further analyses on the variables indicated no significant differences, regardless of whether the activity took place face-to-face or online.  相似文献   

Faculty Productivity Barriers and Supports at a School of Education     

Susan A. Santo  Mary E. Engstrom  Linda Reetz  William E. Schweinle  Kristine Reed 《Innovative Higher Education》2009,34(2):117-129

All programs in a midwestern university recently embarked on a path to help increase the scholarly productivity of faculty. The effort to develop a research emphasis within the School of Education required determining the needs of tenure-track faculty regarding meeting the new requirements. The purposes of our study were to investigate these needs and identify the individual, environmental, and leadership factors that affect faculty productivity. Findings revealed a need to transform the School’s service and teaching culture to a culture of research and scholarship. Recommendations for helping other schools of education to become more research-oriented are provided. While the study focuses on data from a particular School of Education, the implications may generalize to faculty productivity within other institutions, particularly within professional schools. Susan A. Santo  received a Ph.D. in Instructional Technology from the University of Virginia and is currently an Associate Professor of Adult and Higher Education at the University of South Dakota. Her research interests include faculty productivity in higher education and improving distance learning. Mary E. Engstrom  received an Ed.D. from the University of South Dakota in Curriculum and Instruction. She is currently the Associate Director of Extended Learning Services at the University of Montana. Her research interests include instructional design for online learning and professional development for educators. Linda Reetz  received an Ed.D. from the University of North Dakota in Teacher Education and serves as the Associate Dean of the School of Education at the University of South Dakota. Her research interests include higher education practices for teacher education programs and mild disabilities. William Schweinle  received a Ph.D. from the University of Texas at Arlington in Psychology and serves as an Assistant Professor at the University of South Dakota. His research interest area is in statistics. Kristine Reed  received a Ph.D. from the University of Nebraska at Lincoln in Curriculum and Instruction/Administration and serves as a faculty member in Curriculum and Instruction, University of South Dakota. Her research emphases include multicultural education and rural education.  相似文献   

Proceedings, 109th Annual Meeting Medical Library Association,Inc. Honolulu,HI May 15–20, 2009     

Kristine M. Alpi  Diana Delgado 《Journal of the Medical Library Association》2010,98(1):E-1-39

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The Advantages of Practice,or We Work in Libraries: That's Why Our Research Is Most Likely to Be Relevant     

Kristine R. Brancolini 《The Journal of Academic Librarianship》2017,43(1):1-2

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Classroom Management Training for Teachers in Urban Environments Serving Predominately African American Students: A Review of the Literature     

Kristine E. Larson 《The Urban Review》2016,48(1):51-72

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There is Something I Need to Tell You: Balancing Appropriateness and Efficiency in Modality Choice for Interpersonal Disclosures     

Anne Oeldorf-Hirsch  Kristine L. Nowak 《Communication Studies》2018,69(2):125-144

An array of communication technology, such as text messaging, social networking sites, and mobile apps, have become the platforms through which many self-disclosures take place. This brings forth questions about which factors determine media selection for self-disclosure, such as media appropriateness and efficiency. Survey participants (N = 598) indicated modality preferences for disclosing hypothetical negative, positive, private, and public scenarios to a friend. For positive or public disclosures, modalities considered most convenient were more likely to be chosen; for negative or private disclosures, participants were more likely to select modalities that were considered most appropriate. Results also show a discrepancy between perceptions of appropriateness and motivations for media selection. These findings present implications for the balance between media appropriateness and efficiency in self-disclosure strategies.  相似文献   

Outside the box: Unpacking the group process model     

Kristine M. Nicolini 《Communication Teacher》2018,32(4):186-191

Courses: Small group communication and advanced group dynamics.

Objectives: After completing this single-class activity, students should be able to: (1) evaluate successful communication characteristics that enhance the group's ability to achieve specific goals; (2) identify small group communication barriers; and (3) develop strategies to overcome small group communication challenges to achieve shared goals.  相似文献   

Gene–Environment Correlation Underlying the Association Between Parental Negativity and Adolescent Externalizing Problems     

Kristine Marceau  Briana N. Horwitz  Jurgita Narusyte  Jody M. Ganiban  Erica L. Spotts  David Reiss  Jenae M. Neiderhiser 《Child development》2013,84(6):2031-2046

Studies of adolescent or parent‐based twins suggest that gene–environment correlation (rGE) is an important mechanism underlying parent–adolescent relationships. However, information on how parents' and children's genes and environments influence correlated parent and child behaviors is needed to distinguish types of rGE. The present study used the novel Extended Children of Twins model to distinguish types of rGE underlying associations between negative parenting and adolescent (age 11–22 years) externalizing problems with a Swedish sample of 909 twin parents and their adolescent offspring and a U.S.‐based sample of 405 adolescent siblings and their parents. Results suggest that evocative rGE, not passive rGE or direct environmental effects of parenting on adolescent externalizing, explains associations between maternal and paternal negativity and adolescent externalizing problems.  相似文献   

The Language of Coping: Understanding Filipino Geriatric Patients' Hemodialysis Lived Experiences     

Allan B. de Guzman  Mark Anthony S. Chy  April Faye P. Concepcion  Alvin John C. Conferido  Kristine I. Coretico 《Educational gerontology》2013,39(9):769-783

The majority of patients with chronic kidney disease (CKD) are undergoing maintenance hemodialyisis. Hemodialysis is a process of removing metabolic waste, other poisons, and excess fluids from the blood and replacing essential blood constituents through a dialysis machine. With hemodialysis causing stress not only to physical status but also to psychological functioning and well-being, the individual will have to strive to cope with it. Coping involves cognitive and/or behavioral efforts exerted by the individual to be able to master, reduce, or tolerate the demands of a situation. Different coping strategies are being utilized by individuals such as thinking positively, having a positive outlook, and positively comparing self to others in similar situations. These techniques are what is referred to as optimistic coping. The study aims to capture the essences or languages of coping according to a select group of Filipino elderly patients with lived hemodialysis experiences. A total of 13 respondents, selected through purposive sampling, were provided with a two-part questionnaire. The first part is the robotfoto, which provides the cartographic sketch of the subjects. The second part is the semistructured interview, with an aide memoir. This is intended to surface the subjects' lived experience relative to hemodialysis experience coping mechanisms and the meaning of coping to them. Data gathered were transcribed and analyzed via cool and warm analyses. A repertory grid was constructed where significant statements were categorized and thematised revealing the languages of coping according to elderly patients with lived hemodialysis experience. Through interviews, the study yielded three themes that reveal the language of coping for Filipino geriatric patients undergoing hemodialyis. These themes consist of (a) coping as scaffolding: or the power to hold on, (b) coping as sailing: or the power to let go, and (c) coping as sanguinity: or the power to see the difference. Coping was defined as an ability (will power, acceptance, positive thinking) that people possess to keep up with certain stressful events, thereby making life more tolerable.  相似文献