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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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Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education 
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下载免费PDF全文 Susanne Schwab Frank Hellmich Gamze Görel 《Journal of Research in Special Educational Needs》2017,17(3):205-217
This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university. 相似文献
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Gultekin Cakmakci Hatice Sevindik Meryem Pektas Asli Uysal Fatma Kole Gamze Kavak 《Research in Science Education》2012,42(3):469-489
This paper reports on an attempt to investigate Turkish primary school students’ interest in science by using their self-generated
questions. We investigated students’ interest in science by analyzing 1704 self-generated science-related questions. Among
them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample
may represent a group of students who have a higher level of motivation to seek sources of information outside their formal
education and have more access to resources than the students of low social classes. To overcome this problem, 739 students
were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those
students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture
of socioeconomic areas and also to cover different students’ profile. Students’ questions were classified into two main categories:
the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics,
nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest
according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only
considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet
sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching
and school science curriculum to meet students’ needs and interest. The findings from our study tend to challenge existing
thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have
different patterns. Some aspects of students’ self-generated questions and their implications for policy, science curriculum
reform and teaching are discussed in this paper. 相似文献
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Amy M. Johnson Gamze Ozogul Matt D. DiDonato 《European Journal of Engineering Education》2013,38(5):519-531
Computer-based multimedia presentations employing animated agents (avatars) can positively impact perceptions about engineering; the current research advances our understanding of this effect to pre-college populations, the main target for engineering outreach. The study examines the effectiveness of a brief computer-based intervention with animated agents in improving perceptions about engineering. Five hundred sixty-five elementary, middle-, and high-school students in the southwestern USA viewed a short computer-based multimedia overview of four engineering disciplines (electrical, chemical, biomedical, and environmental) with embedded animated agents. Students completed identical surveys measuring five subscales of engineering perceptions immediately before and after the intervention. Analyses of pre- and post-surveys demonstrated that the computer presentation significantly improved perceptions for each student group, and that effects were stronger for elementary school students, compared to middle- and high-school students. 相似文献
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T&#;ml&#; Gamze &#;lker Akdo&#;an Ramazan 《International journal for the advancement of counseling》2022,44(1):17-38
International Journal for the Advancement of Counselling - In this qualitative study, we aimed to reveal the psychological experiences of parents of children with disabilities in Turkey. A focus... 相似文献
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Previous studies have compared student performance for the same or similar classes delivered both online and face-to-face. However, few studies have explored the role that a change in learning environment plays in the student’s ability to transfer skills and knowledge gained in prerequisite courses to follow-on, or post-requisite, courses. The purpose of this study was to examine the relationship between student demographic factors, learning environments, and the transfer of skills and knowledge in undergraduate accounting education. In addition, this study examined student perceptions of online learning both before and after the course learning sequence, and the specific accommodations instructors made to their instructional design to facilitate the delivery medium change in learning environment. Data for this study was collected from 2,324 students and their corresponding instructors participating in a sequence of two undergraduate accounting courses at a large Midwestern U.S. university. Results revealed a positive relationship between a student’s performance in post-requisite coursework and GPA, the number of completed credits, and enrollment status (full or part-time). Instructors made delivery medium specific adjustments in course topic coverage, student participation, and group work to accommodate for the perceived capabilities of the learning environment. 相似文献
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Academic entitlement (AE) in students has been found to be associated with maladaptive practices in the classroom. By experimentally manipulating the content of instructor teaching philosophies, this study attempted to encourage students to view themselves as academic trainees with the intention to decrease AE. Undergraduate students (N = 351) were randomly assigned to read one of two versions of a teaching philosophy that framed education either as a transactional or intellectual experience. Results showed that students in the transactional condition were more likely to enact a customer role, whereas participants in the intellectual condition were more likely to play an academic trainee role. Furthermore, the customer role was associated with heightened AE in participants and an increased intention to negotiate grades with instructors. 相似文献
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Pekdağ Bülent Dolu Gamze Ürek Handan Azizoğlu Nursen 《International Journal of Science and Mathematics Education》2021,19(6):1145-1166
International Journal of Science and Mathematics Education - The aim of this study was to determine the professional developments of science teacher candidates over 14 weeks of... 相似文献