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Moy Patricia; Xenos Michael A.; Hess Verena K. 《Int. Journal of Public Opinion Research》2006,18(2):198-210
Having become fully integrated into the contemporary politicallandscape, infotainment-oriented media extend Americans’traditional news (e.g. newspaper, radio, and television) toinclude a greater number of sources for political information,and in some cases, political mobilization. Given the increasingprominence of infotainment-oriented media in contemporary politics,this study addresses the effects of one particular type of infotainment—late-nightcomedy—during the 2000 presidential campaign. Specifically,we are interested in whether watching late-night comedy showsinfluences viewers’ evaluations of the candidates whohave appeared on these shows; in particular, we investigatepriming as the mechanism by which such influences occur. Findingsfrom the 2000 National Annenberg Election Survey (N = 11,482)indicate that evaluations of candidates are based in part onrespondents’ sociodemographics, perceptions of candidatesto handle certain issues, and their character traits. Therewas a main effect of watching late-night comedy on evaluationsof candidates; more importantly, viewers were more likely thannonviewers to base their evaluations of George W. Bush on charactertraits after he appeared on The Late Show with David Letterman. 相似文献
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Gansemer-Topf Ann M. Paepcke-Hjeltness Verena Russell Ann E. Schiltz James 《Innovative Higher Education》2021,46(3):303-319
Innovative Higher Education - Sketchnoting is a design methodology that involves communicating concepts visually. This active learning tool has shown potential for influencing student learning but... 相似文献
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Studies conducted in Denmark reveal that many young women drop out of sport and exercise in their teenage years even though they possess good knowledge about health recommendations and the benefits of physical activity. This raises the question as to how they interpret and make use of the current messages about a healthy and active lifestyle. Based on five focus-group interviews and a survey among 784 female students aged 16-20, we explored their attitudes and practices with regard to physical activity and health. The analysis of the material is theoretically informed by the work of Foucauldian scholars who have used the concepts of governmentality and disciplinary power to explore current public health policies and young people’s health-related attitudes and practices. We found that for the participants in our study ‘health’ was inextricably intertwined with slimness and fitness, to which they ascribed great importance. The internalization of current ideals of the slim and fit body fueled aspirations but did not necessarily lead to the adoption and maintenance of an active lifestyle. We conclude that health messages and body ideals often cause anxieties and guilt among young women, which may even prevent engagement in sport and exercise. 相似文献
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Raymond P. Perry Frank J. Hechter Verena H. Menec Leah E. Weinberg 《Research in higher education》1993,34(6):687-723
Academic performance in higher education ultimately involves a complex interplay of student attributes and the educational environment. Although instruction is regarded as the major environmental factor affecting scholastic success, other factors can become more important when teaching does not produce the desired results. Attributional retraining is one alternative that shows considerable promise for enhancing students' motivation and achievement striving by changing how students think about their successes and failures. This paper reviews attributional retraining studies published since 1985 having a higher education focus. Their conceptual and methodological strengths and weaknesses are discussed in relation to Weiner's attribution theory. Within this context, attributional retraining is presented as a potentially viable and important intervention for improving college students' academic development, especially those students deemed to be at risk. In particular, attributional retraining is considered as an adjunct to, and possible aspect of, effective teaching.Support for this research was provided to Raymond P. Perry by Franz E. Weinert, Max Planck Institute, Munich, and by the Social Sciences and Humanities Research Council of Canada (#410-91-1296). The junior authors contributed equally to the article and are listed alphabetically. 相似文献
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Christoph Michael Müller Verena Hofmann 《School Effectiveness & School Improvement》2016,27(2):95-115
Previous research suggests that the 1st year in secondary school for some students goes hand in hand with an increase in adjustment difficulties. One factor that might influence this process on an individual, compositional, and institutional level is the academic track a student attends. It was hypothesized that being assigned to a low-qualifying track predicts a stronger increase in adjustment problems than being assigned to higher tracks. A sample of 734 seventh-grade students from Switzerland attending 1 of 3 regular academic tracks or special educational classes participated. Pupils reported anonymously on their antisocial behavior, anger control problems, self-worth, and emotional distress. Multilevel analyses were performed, predicting end of seventh-grade adjustment by track controlling for initial adjustment and background variables. Students enrolled in the low-qualifying regular track increased significantly more than students from other tracks regarding their problems with global adjustment, antisocial behavior, and emotional distress. 相似文献
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Silke Luttenberger Daniel Macher Verena Maidl Christian Rominger Nilüfer Aydin Manuela Paechter 《Education and Information Technologies》2018,23(1):165-178
Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer’s presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners’ preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students. 相似文献
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Kim Angeles Gärtner Verena Clara Vetter Michaela Schäferling Gitta Reuner Silke Hertel 《Metacognition and Learning》2018,13(3):241-264
Inhibitory control is considered a core component of self-regulation. Tremendous advances in early childhood have been attributed to brain maturation processes as well as environmental influences, such as parental co-regulation. Parental self-efficacy represents a key correlate of parenting behaviors and is associated with child outcomes. However, research on the interplay of parental co-regulation, parental self-efficacy and child’s inhibitory control in early childhood is scarce. In this study we explore to what extent parents’ positive (PCR) and negative co-regulation (NCR) and domain-specific (DSSE) and domain-general (DGSE) self-efficacy beliefs assessed at pre-test (T1) predict toddlers’ inhibitory control six weeks later (T2). Furthermore, we examine whether NCR mediates the link between DSSE and parent-reported inhibitory control. Results are based on data from 90 parent-child dyads (children’s age: 24–35 months). Parents’ PCR, NCR, DSSE and DGSE are assessed via questionnaire. Children’s inhibitory control is measured via the Inhibition Scale of the Behavior Rating Inventory of Executive Functions (BRIEF-IN) and a Snack Delay task. Multiple regression analyses reveal that parents’ NCR and DSSE, but not PCR and DGSE, significantly predict BRIEF-IN at T2 (controlling for covariates). The indirect effect from parents’ DSSE on BRIEF-IN via NCR is not confirmed by the data. No associations are observed regarding children’s performance in the Snack Delay task. The present study adds new and important evidence that parents’ DSSE and NCR independently predict (parent-reported) inhibitory control in toddlerhood. Parenting interventions should thus not only address parenting practices but target parental self-efficacy beliefs as an important factor, too. 相似文献
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The migration crisis of 2015 and 2016 was a litmus test for EU solidarity, when increasing numbers of newly arriving refugees fueled its public contestation. Our overall assumption is that the “refugee crisis” contributed to a solidarity gap between inclusive liberal-cosmopolitan and exclusive communitarian attitudes in the EU. We investigate this assumption by contrasting positions regarding solidarity with refugees among state and societal actors. We base our analysis on a fresh dataset of solidarity claims in the largest print newspapers in Denmark, Germany, Greece and Italy for the period of August 2015 – April 2016 coded in the TransSOL project. These four countries were affected differently by the “crisis” and differently attractive for refugees and asylum-seekers as arrival, destination or transit countries. Results suggest a solidarity gap between state actors and societal actors and a higher degree of solidarity contestation in countries with state actors strongly promoting exclusive notions of solidarity. Results speak to the discussion about media representations of migration as well as the contestation of solidarity as a fundamental value. 相似文献
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Marcela Pozas Claudia Jaquelina González Trujillo Verena Letzel 《Journal of Research in Special Educational Needs》2021,21(3):222-232
With the increasing student diversity, the establishment of inclusive classrooms has become a top concern of policy-makers worldwide urging teachers to differentiate their instruction according to students’ individual learning needs. As the implementation of differentiated instruction (DI) relies mainly on teachers, previous research has mostly focused on examining teachers’ perspectives on their use of differentiation. In contrast, far less attention has been paid to explore students’ perspectives about their experiences in inclusive classrooms. Therefore, this study aims at examining students’ experiences of their teachers’ actual DI practice. Moreover, this study sets the spotlight on Mexico, a country that has faced changes with a recent proposed educational model. Results from a mixed analysis of variance revealed that students do in fact perceive that their teachers implement DI practices. It appears that both primary and secondary school teachers implement more frequent variants of mastery learning as well as tutoring systems as a means to differentiate their instruction. Implications of the results, as well as further lines of research, are discussed. 相似文献