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Tshabalala, Pulaki Joseph. "Fashion clothing involvement, opinion leadership and opinion seeking amongst black generation Y students / Pulaki Joseph Tshabalala." Thesis, North West University, 2014. http://hdl.handle.net/10394/13089.
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Opinion leadership and opinion seeking are central constructs in academic studies of new product innovations. Fashion opinion leaders as those individuals who accelerate the fashion maturity process by legitimising a fashionable trend and influence other consumers to adopt the new innovative style as a replacement for the current accepted one. Consumers who accept information and adopt new style innovations are called opinion seekers and are important to the diffusion of new fashions because they may act on the information they receive from the opinion leaders. In South Africa, the fashion industry, which consists of a combination of the manufacturing, retail, media and recruitment sectors, generates billions of South African rands per annum, and is the fifth largest employment sector in the country. In fact, the fashion and textile industry in South Africa employed approximately 143 000 people in March of 2005, and contributed 12 percent to total manufacturing employment. Post 1994, it was evident that the fashion industry in South Africa underwent a metamorphosis from a protected market where domestic manufacturers dominated to a market that increasingly faced competition from international sources. During the first decade of democracy, the country joined the World Trade Organisation (WTO) and opened its creative market to international trade. This saw the industry generate sales of R34 billion, of which 9.4 percent was from clothing sales, and with only 18.7 percent of textiles output being exported. This suggests that the South African retailing industry yields substantial value chain power. There appears to be few published research studies focusing on fashion opinion leadership and opinion seeking amongst the black Generation Y students in South Africa. Owing to the importance of the fashion industry sector, together with the ethnic and cultural diversity of Abstract South Africa, the size of the black Generation Y cohort, and the higher social standing and future earning potential of those with a tertiary qualification, it is important to explore black Generation Y students’ fashion opinion leadership/seeking and fashion involvement. In South Africa, the Generation Y cohort is the first generation to grow up in an era of freedom and constantly changing technology – two forces that serve to broaden the divergence between this fascinating generation and previous generations. In 2013, the Generation Y individuals accounted for an estimated 38 percent of the South African population, and members of the black Generation Y accounted for 83 percent of the country’s Generation Y cohort.
The primary objective of this study was to investigate fashion clothing involvement, fashion purchase decision involvement, fashion opinion leadership and fashion opinion seeking behaviour amongst South African black Generation Y students. The target population for this study were male and female black undergraduate and postgraduate students, aged between 18 and 24, and enrolled at South African registered public higher education institutions (HEIs). The sampling frame for this study constituted the 23 South African registered public HEIs that existed in 2013. This sampling frame was narrowed down using judgement sampling to two HEI campuses in the Gauteng province – one from a traditional university and one from a university of technology. The Gauteng province was selected over other provinces in the country because it contained the highest percentage of the 23 public HEIs. A self-administered questionnaire was designed based on the scales used in previous studies. Lecturers at each of the two campuses selected to form part of the sample were contacted and asked if they would allow the questionnaire to be administered on their students during lectures. Once permission had been gained, the questionnaires were distributed to students during the scheduled lectures. The questionnaire requested respondents to indicate on a six-point Likert scale the extent of their agreement/disagreement with items designed to measure their fashion clothing involvement, fashion opinion leadership and fashion opinion seeking. In addition, the students were asked to provide certain demographic data. Abstract The findings of this study provide valuable insights into fashion clothing involvement, fashion purchase decision involvement, fashion opinion leadership and fashion opinion seeking behaviour amongst black Generation Y students in South Africa. Findings from this study show that there is a significant relationship between fashion product involvement, fashion purchase involvement, fashion opinion leadership and fashion opinion seeking amongst black Generation Y students, and that females have a significantly higher level of fashion product involvement compared to males. Insights gained from this study will help fashion marketing better understand this cohort’s involvement in fashion, which, in turn, should help them tailor their marketing efforts in such a way as to appeal to this segment in an improved manner.MCom (Marketing Management), North-West University, Vaal Triangle Campus, 2014
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Mims, Pamela J., Carol Stranger, R. Pennington, W. White, J. Sears, and N. Strickler. "Opinion Paragraph Writing Intervention for Students with Significant Disability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/309.
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Increasingly, technology has been used to provide access to academic curricula for students with moderate to severe intellectual disability. In the current pilot study, we used a multiple probe across participants design to evaluate the effectiveness of a technology-based instructional package on the opinion writing skills of three middle school students with moderate and severe intellectual disability. Findings suggest that the intervention resulted in improved performance across all three participants and that all participants maintained performance at levels greater than baseline. Limitations and implications for practice and future research are discussed.
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Lo, Siu-lun, and 盧兆麟. "Students' opinion on sexuality education in schools and appropriateness of different approaches." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B50178696.
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With the ever increasing pregnancy rate of students, people have begun to doubt the effectiveness of the sexuality education in Hong Kong. Some argued that a more comprehensive approach should be adopted while others argue that the more traditional approach is better. However, the voices of students are almost neglected. The aim of this study is to fill this gap and illuminates students’ views on sexuality education in schools and appropriateness of different approaches. In general, students welcome sexuality education as they agree that there is a need for such education; however, there is a big gap between what students want to learn and what the schools are actually teaching... In this research, I would also argue how this gap might be a major obstacle in the implementation of sex education in Hong Kong.published_or_final_version
Education
Master
Master of Education
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Lu, Mei-hui. "Changes in the concept of reading in English and in the use of reading strategies among ESL learners identified before and after ESL reading instruction /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7906.
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Murphy, Dawn Kessler. "Date rape prevention programs : effects on college students' attitudes." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063198.
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There has been a great deal of research concerning the prevalence of date rape that occurs on college campuses around the country. Researchers also have investigated whether or not prevention programs are effective in lowering the incidence of date rape on campuses. While there have been numerous investigations done on prevention programs, few have implemented follow-up measures, and none have investigated if exposing participants to more than one program is more effective than just participating in one program. The purpose of this study was to determine if a prevention program that implements a three-session program is more effective than one that implements a one-session program. In addition, changes in attitudes were measured at four weeks follow-up, to determine if changes are permanent or not.Nine undergraduate counseling psychology classes consisting of 79 males and 156 females were randomly assigned (according to class) to a three-session, onesession, or control group. Each group completed a series of attitude scales at pre-test, post-test, and at four weeks follow-up.Results indicated that males in the three-session group displayed attitude changes in the desired direction at posttest, but rebound effects occurred according to their follow-up scores. Males in the three-session group had even less desirable scores at follow-up than they did at pretest. Males in the one-session group displayed similar trends, but not as severe as their counterparts. Females did not show similar trends, as their attitudes were already more desirable then the males at pre-test. At any time, females had more desirable overall scores than did males. Students who participated in the one-session program indicated that they would be more willing to help prevent date rape (i.e., by volunteering to present prevention programs) than those in the three-session program. Openended questions that addressed what the students liked about the program were asked, as well as what suggestions they had to improve the program. Overall, students in the onesession program reported more satisfaction than those in the three-session program. Limitations as well as suggestions for further research in this area were discussed. Further investigation is needed to examine what kinds of prevention programs will be most beneficial in changing men's attitudes in the desired direction.Department of Counseling Psychology and Guidance Services
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Bos, Ryan A. "Resident assistants' attitudes toward gay, lesbian, bisexual, and transgendered individuals." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1210535.
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This study examined the attitudes and perceptions of resident assistants towardgay, lesbian, bisexual, and transgendered (GLBT) students. Attitudes and perceptions of floor environments, hall environments, and the campus community were looked at. The original intent of this study was to find a relationship between resident assistants' attitudes and perceptions toward GLBT individuals and its relationship to the environment created on the RA's floor. The sample of GLBT students was too small to make reference to it in this study.A significant difference was found between hall staffs' attitudes. The study suggests that their hall environment can influence RAs' attitudes and perceptions. Consistent with past research, male resident assistants (RAs) had more negative views toward gay men and lesbians than female RAs. Inconsistent responses were found to individual questions, which suggests a lack of education on GLBT issues. The majority of RAs believed there should not be more GLBT material integrated in the classroom, however they felt they didn't have adequate training on GLBT issues. RAs felt that GLBT students experience less harassment and discrimination in the residence halls then on campus and in society.Department of Secondary, Higher, and Foundations of Education
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Burke, Sloane C. (Sloane Christine). "An Assessment of College Students' Attitudes and Empathy toward Rape." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279015/.
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The purpose of this study was to assess rape attitudes and empathy levels of students at a university in North Texas. The Attitudes Toward Rape questionnaire and the Rape Empathy Scale were administered to 387 undergraduate students. Dependent variables were attitudes and empathy and independent variables were prior knowledge or experience as a rape victim, having female siblings, gender, marital status, and age. Significance was found between rape-intolerant attitudes and both prior experience as a victim (p < .001), and gender (p < .001). Significance was also found between empathy and experience as a rape victim (p < .035) and gender (p < .032).
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Baumgart, Amy J. "Levels of homophobia among students attending a comprehensive midwestern university /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566899.pdf.
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Sampaio, Ívia Campos Previtali. "Opinião sobre peso corporal e alimentação de estudantes do ensino médio." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/6/6138/tde-11102013-100203/.
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Introdução: A adolescência é um período de intensas mudanças físicas, psicológicas, cognitivas e sociais, que podem influenciar a opinião sobre peso corporal e alimentação. Objetivo: Analisar a opinião de adolescentes sobre peso corporal e alimentação. Métodos: Estudo transversal, com adolescentes (14 a 19 anos), de ambos os sexos, do ensino médio de escolas técnicas que participaram do Projeto Educação Alimentar, nos municípios de São Paulo, Sorocaba, Ribeirão Preto e Mogi das Cruzes. As variáveis respostas do estudo foram opinião sobre peso corporal e opinião sobre alimentação e as explanatórias foram, ingestão referida de frutas, hortaliças e produtos lácteos, idade, sexo, inatividade física, realização de refeição em frente à televisão, cidade e índice de massa corporal IMC. Utilizou-se a regressão de Poisson (p<0,05) para verificar associação entre as variáveis estudadas e a razão de prevalência entre as categorias das variáveis; o teste de McNemar foi calculado para comparar as proporções oriundas das variáveis respostas (opinião sobre peso corporal e alimentação) simultaneamente. Para os cálculos utilizou-se o Stata, versão 10.1. Resultados: Foram estudados 273 adolescentes (60,4 por cento meninas). Detectou-se associação entre opinião sobre peso corporal, IMC e sexo; incluindo inatividade física para sexo masculino e cidade para sexo feminino. A opinião sobre alimentação mostrou-se associada a sexo, ingestão referida de frutas e hortaliças; incluindo cidade para sexo feminino e somente frutas para sexo masculino. Encontrou-se associação entre opinião sobre peso corporal e alimentação para sexo feminino e para o total de adolescentes. Conclusão: A opinião sobre peso corporal e opinião sobre alimentação se manifestaram de forma semelhante e simultânea para sexo feminino e para o total de adolescentesIntroduction: Adolescence is a period of intense physical, psychological, cognitive and, social changes that may influence opinion about body weight and eating practice. Objective: To analyze adolescents opinion about body weight and eating practice. Methods: Cross-sectional study with adolescents (14-19 years) of both sexes, from technical high schools that participated from the Nutrition Education Project, in São Paulo, Sorocaba, Ribeirão Preto and Mogi das Cruzes cities. The response variables of the study were opinion about body weight and eating practice and the explanatory ones were reported fruits, vegetables and dairy products intake, age, sex, physical inactivity, making meal in front of the television, city and body mass index BMI. Poisson regression (p <0.05) was used to determine the association among these variables and the prevalence ratio among the categories of variables; McNemar test was calculated to compare the proportions derived from response variables (opinion about body weight and eating practice) simultaneously. For the calculations, Stata, version 10.1 was used. Results: 273 adolescents (60.4 per cent girls) participated from the study. Association was detected among opinion about body weight, BMI and sex, including physical inactivity for males and city for females. Opinion about eating practice was associated with sex, reported fruits and vegetables intake; including city for females and only fruits for males. It was found association between opinion about body weight and eating practice for females and for the adolescents. Conclusion: The opinion about body weight and opinion about eating practice manifested similarly and simultaneously for females and for the adolescents
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Paterson, Sarah B. "Gay and Lesbian Human Rights: An Exploration of Attitudes on a Northeastern University Campus." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/PatersonSB2008.pdf.
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Kilbride, Erin C. "A qualitative study of student attitudes and perceptions of the role of residence life professionals in attending to the spiritual needs of undergraduate college students at Ball State University." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1135004.
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This qualitative study investigated the attitudes and perceptions of the role of Residence Life Professionals in attending to the spiritual needs of undergraduate college students at Ball State University. This study examined how undergraduate college students view the role of Residence Life Professionals in attending to spiritual needs. The results of this study have particular significance for those who are responsible for the well being of college students on a daily basis and benefit the Residence Life system by allowing a better understanding of where Professionals and students stand on this issue. This in turn will help Residence Life Professionals and students establish realistic expectations of each other in the spiritual arena. The researcher conducted 12 interviews with undergraduate student at Ball State University and analyzed the data by coding themes.Department of Secondary, Higher, and Foundations of Education
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Ryan, Claire Margaret. "Building the Capacity of Commencing Students to Manage Their Transition to University: An Intervention Utilizing Students as Opinion Leaders." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/366421.
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Opinion leaders (OPLs) are defined as key individuals who are able to influence the attitudes and actions of members of their social network (Rogers, 2003). This research takes an innovative approach to studying the transition to university, drawing from a social contagion model to create an empowerment based intervention where ‘opinion leaders’ influence their peers to build the academic, social, and psychological capital of their cohort. Opinion leaders were prospectively identified in a new cohort of first year students, received training in how to utilise their social influence, and their behaviours and outcomes documented. A series of studies were used to evaluate the intervention. The thesis begins by reviewing the context and central constructs (Chapter 2) and then develops the design of the intervention (Chapter 3). Existing opinion leader literature speculates as to what are the best ways to train opinion leaders, and a unique contribution is offered here by summarising and integrating the most effective training approaches to partnering with opinion leaders. This development work also offers an application of empowerment theory to effective adult learning facilitation. The concept of ‘supportive leadership’, (i.e., the vehicle for opinion leaders to enact their role, is developed into a teachable framework and the design of a short 3-hour group workshop using an experiential learning approach) is presented. The workshop’s goals were to teach opinion leaders mechanisms for utilizing their social influence to mobilise the psychological, academic and social resources of their peers, and encourage proactive engagement with university. In addition, the workshop aimed to increase leaders’ senses of success (Lizzio, 2006) and increase their subjective sense of psychological capital.Thesis (PhD Doctorate)
Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
School of Applied Psychology
Griffith Health
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Axelson, Sara. "The use and value of student support services a survey of undergraduate students in online classes /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338910041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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MASTROKOUKOU, SOFIA. "Teaching Effectiveness and SWOC analysis at a Greek Higher Education Institution." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/325866.
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Questa tesi di dottorato consiste in quattro saggi sulla sociologia dell'educazione. Il primo saggio, attraverso una rassegna approfondita, mira a migliorare la comprensione e a concettualizzare l'efficacia degli insegnanti nell'istruzione terziaria. Questa rassegna rappresenta un primo passo avanti nella comprensione della pratica didattica fondata sull’evidenza empirica.
Il secondo saggio introduce un nuovo modo di analizzare le università utilizzando la tecnica di analisi SWOC. Per essere più precisi, l'analisi SWOC viene applicata per la prima volta ad una università greca. I risultati mostrano che alcune debolezze metodologiche e pragmatiche dell’ateneo possono essere superate (ad esempio, budget e tempo di elaborazione, vincoli di spazio, lingua del corso in greco), mentre altri limiti sistematici emersi non possono essere superati senza una riforma istituzionale (ad esempio, l'ingresso di pratiche commerciali nell'istruzione superiore) implementata a livello centrale. Allo stesso modo, alcune sfide possono essere risolte (p. es., limitazioni delle infrastrutture), mentre altre non possono o possono essere risolte solo parzialmente, ma c’è bisogno di tempo, riforme istituzionali di tutto il sistema universitario e creazione di una cultura all’interno della società (p. es., necessità di fondi esterni e maggiore autonomia, auto-finanziamento).
Il terzo saggio si propone di comprendere le determinanti dell’efficacia dell’insegnante in una università greca, confermando la validità di una scala di 21 item in greco intitolata TAGGED. Mira anche alla creazione di una scala più breve (8 elementi) che possa essere utilizzata da qualsiasi università greca per valutare la qualità dell’insegnamento. I risultati rivelano che TAGGED è uno strumento a costituito da tre dimensioni: stile di insegnamento, difficoltà del corso e coinvolgimento degli studenti. Essendo la prima ricerca accademica che indaga la possibilità di utilizzare un questionario più breve presso le università greche per misurare l'efficacia degli insegnanti attraverso la soddisfazione espressa dagli studenti, questo studio può aiutare i ricercatori a condurre indagini accurate utilizzando la scala breve in una qualsiasi università greca.
Il quarto saggio, esplorando il concetto di vulnerabilità, presenta alcuni risultati preliminari riguardanti lo stile di insegnamento preferito dagli studenti vulnerabili di un istituto di istruzione superiore greco. Il saggio individua la vulnerabilità come quadro teorico generativo, e lo utilizza, pur con la limitatezza dei dati a disposizione, per esplorare le vite degli studenti a rischio di vulnerabilità nell’università. I risultati rivelano che, sebbene molti degli studenti intervistati si trovino ad affrontare un qualche tipo di vulnerabilità, la metà di essi non si auto-definisce “vulnerabili”, probabilmente per non essere associati ad etichette e quindi per non essere discriminati o stigmatizzati. L’analisi inoltre analizza la percezione dell’efficacia dell’insegnamento da parte di questi studenti vulnerabili, mostrando come una valutazione negativa dell’efficacia di insegnamento emerga solo per gli studenti che si autodefiniscono vulnerabili, e per gli studenti che chiedono all’ateneo consulenza per la loro carriera. È troppo presto per trarre conclusioni, se non la necessità di ulteriori indagini e la necessità di un ulteriore impegno da parte dell’università per sviluppare opportuni servizi di sostegno agli studenti.This dissertation consists of four separate essays on sociology of education. The first essay, through a scoping review, aims to enhance understanding and further conceptualise teacher effectiveness in higher education from both practical and research-driven perspectives. This review represents an initial step forward in understanding evidence-based practice in the classroom. The second essay introduces a new way of analysing universities by exploring the use of the SWOC analysis technique. To be more specific, the application of the SWOC analysis is carried out in the Greek Higher Education Institution. Results report that certain methodological and pragmatic weaknesses can be overcome (e.g., budget and process time, space constraints, course language in Greek), while other basic systematic limitations cannot without institutional reform (e.g., entrance of business practices into higher education). Similarly, certain challenges can be solved (e.g., limitations of infrastructure), while others cannot or can only be partially resolved, but there is a need for time, institutional and framework reforms and society preparation (e.g., necessity for external funds and increased self‐funding). The third essay sets out to understand the determinants of teacher effectiveness at a Greek Higher Education Institution by confirming the validity of a 21-item instrument entitled TAGGED, based on an exploration of its dimensionality among undergraduate students. It also aims to assess the perceived teaching quality offered at a Greek university by proposing a shorter (8-item) scale that is extremely accurate in measuring teacher effectiveness. Results reveal that TAGGED is a three-factor instrument consisting of the three dimensions: teaching style, course difficulty, and student engagement. As the first academic research that investigates the possibility of assessing a shorter questionnaire at Greek universities related to teacher effectiveness and thus student satisfaction, this study can help researchers conduct confident investigations using the adapted and validated teaching quality instrument within the Greek higher education system. The fourth essay, exploring the concept of vulnerability, presents some preliminary results concerning the teaching style that vulnerable students at a Greek Higher Education Institution prefer. The essay has gone some way, in the limited context of the data, to make a strong case for locating vulnerability as a generative theoretical framework for exploring the lives of students at risk in Higher Education. Results reveal that although many students are facing some kind of vulnerability, they do not want to be self-defined as vulnerable in order not to be associated with labels and thus not to be discriminated or stigmatized. The analysis further identifies a lack of information to support vulnerable students in making choices about their futures, principally in relation to gaining information about pursuing Higher Education. Further investigation suggests that there must be a commitment on the part of Higher Education Institution to develop student support services and personal development planning must be embedded.
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Wood, Beverley. "Attitudes toward the elderly : a case study of nursing students' attitudes." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8808.
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Tarnoff, Karen Ann. "Students' attitudes toward unions and employment rights issues: a preliminary investigation." Thesis, Virginia Tech, 1993. http://hdl.handle.net/10919/40629.
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Blodgett, Billy P. (Billy Paul). "The Change of Individual Opinions Through Gender-Related Group Influence: An Empirical Study of College Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331986/.
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The opinions of individuals may be influenced by groups of different gender configurations. This influence was studied by asking college students to respond to a series of statements in pretest and post-test settings. Post-test settings included the use of manipulatively constructed confederate groups to influence the subjects' responses. A pretest was administered in an anonymous nonthreatening environment. Within a week, the subjects were post-tested in a setting with four "confederates" who had previously been instructed to unanimously voice opposite answers to the subjects' initial responses to pretest questions. The objective of this experiment was to determine the number of opinions that were changed when confronted with opposing views. Change of opinions between pretest and post-test were considered to be operational definitions of "conformity."
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Coolidge, Amy (Amy Lewis). "College Students' Attitudes toward Pregnancy and Women in the Work Force." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278342/.
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The purpose of this study was to assess college students' attitudes toward pregnancy and women in the work force following the passage of the Family Medical Leave Act of 1993. Data were obtained from 347 students at a university in North Texas during the spring semester of 1997. Gender, age, employment status, parental status, and citizenship were independent variables hypothesized to influence attitudes toward pregnant working women. Gender was significant for the following factors: pregnant women as employees (p<.001), emotional stereotypes (p<.001), choosing family or career (p<.001), and physical limitations (p<.001). Those students 17-19-years-old had a more negative attitude toward pregnant women choosing work over family (p<.001) than did the older students.
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Korfhage, Bethe A. "Psychology graduate students' attitudes toward gay men and lesbian women : Have we made progress?" Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1222835.
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This study was designed to examine psychology graduate students' attitudes toward gay men and lesbian women. It was hypothesized that the following variables would predict participants' attitudes toward gay men and lesbian women: participant gender, amount of client contact with gay men and lesbian women, and gender role attitudes. Additionally, a measure of social desirability was included to investigate the validity of responses. Data were analyzed by conducting an independent t-test, a correlated t-test, and hierarchical multiple regression. Results indicated that gay men were viewed more negatively than were lesbian women. As expected, participants' gender role attitudes significantly predicted their attitudes toward gay men and lesbian women. Contrary to predicted outcomes, results indicated that neither participant gender nor client contact predicted attitudes toward homosexuality. Finally, results suggested that participants were not engaging in socially desirable responding. Implications of this study for research, theory, and practice are discussed.Department of Counseling Psychology and Guidance Services
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MACGREGOR, JANET CATHERINE BROOKFIELD. "COLLEGE STUDENTS' ATTITUDES TOWARD RAPE: A COMPARISON OF NEW ZEALAND AND THE UNITED STATES." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184216.
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This cross-cultural study used the "Attitudes Toward Rape Victims Survey" (ARVS), designed by Ward (1984), to examine the attitudes of college students in New Zealand and the United States. The instrument (ARVS) is the first of its kind to test for victim blame, and the first to be limited to the assessment of attitudes toward the rape victim specifically. Subjects were 205 students from the University of Otago, Dunedin, New Zealand, and 508 students from the University of Arizona, Tucson. The survey responses were analyzed to determine cultural differences in attitudes, according to gender and age. Findings would suggest that the United States students were more sympathetic toward the rape victim, less likely to believe traditional rape myths, and more ready to assign male responsibility for the assault than were New Zealand students. New Zealand women appeared less aware of the implications of sexual assault than both United States men and women, and New Zealand men. New Zealand men demonstrated greater awareness than United States men. Older students in both countries tended to be more conservative in their responses than were the younger students. Although there was a significant cultural difference according to age and gender, scores were consistently low for each sample, indicating a general acceptance of traditional rape myths and a continuing tendency to assign to women the responsibility for sexual assault. Several conclusions were drawn from the data analysis. There is a significant cultural difference in attitudes toward the female victim of rape, between New Zealand and United States college students, according to age and gender. However, both cultures retain a strong belief in traditional rape myths. Responses to the ARVS seem to support the views of current theorists: that attitudes toward rape and incidence of rape are culturally predisposed by factors such as domination and aggression in men, passivity and submission in women, fear of the "feminine," and stereotypic sex roles. It is recommended that more research be undertaken on cross-cultural attitudes toward rape victims.
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Scott, Marcia L. "A descriptive correlational study of perceived stress and perceived health problems in baccalaureate nursing students in small private colleges." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1014845.
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The purposes of this study were to describe perceived health problems and perceived stress and examine the relationship between perceived health problems and perceived stress in nursing students in five small religiously affiliated colleges with schools of nursing in Indiana.The Neuman Systems Model (Neuman, 1989) was the theoretical framework for the study. Health problems were examined using the Health Problems Inventory (Jones, L. H., 1988) and stress was measured by the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983).Findings included a moderate level of perceived health problems and a moderate level of perceived stress for the 150 study participants. The relationship between perceived health problems and perceived stress was strongly positive at a significant level (r= .69, p< .001). These findings were consistent with other studies that showed a relationship between stress and health problems in college students. These findings support Neuman's model of the effect of stressors on the system (disrupting the stability).Conclusions were that there is a level of stress that is unmanaged and perceived health problems which may be interfering with the students' education. The study findings have implications for students, nursing faculty, and those who provide health care to college students. Implications are organized into Neuman's three modes of prevention: primary, secondary, and tertiary. Implications included assessment of students to determine the presence of stress, stress management education for students, alerting nursing faculty and health care providers to the health problems identified by students, and increasing faculty awareness concerning the stressful nature of nursing school.School of Nursing
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Jones, Kimberly A. "Members' self-reported opinions regarding a university wellness program." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048388.
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The purpose of this study was to provide quantitative data on members' opinions toward a university health promotion program. A survey research approach was used. A systematic sample of one-half of the Lifestyle Enhancement Center (LeClub) student membership list at Indiana State University was selected to participate in the study. Of the 667 questionnaires mailed, three hundred four subjects completed the questionnaire. The mean age of the subjects was 21 years. One hundred sixty eight subjects (55.5%) strongly agreed that they are receiving their money's worth at LeClub. Current LeClub members felt very strongly or agreed they would recommend LeClub to others (96.7%).T-tests and ANOVA were used to test the hypotheses. No statistically significant difference was found between males and females, among students of varying academic standing, and between new and prior members regarding opinions toward LeClub. A significant difference was found between various levels of participation and opinions regarding a health promotion program (P < 0.01). Those who used the facility the most had the strongest and most positive opinions towards the program.Department of Physiology and Health Science
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Kahikuata-Kariko, Inaani. "Namibian primary school principals' attitudes toward educating students with disabilities in the regular classroom." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263898.
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The SALAMANCA Statement (UNESCO, 1994), and the Namibian constitution (1990) commit the government to offering education to children with disabilities. The primary focus of this study was to examine the attitudes of the population of primary school principals' with regard to the inclusive education practice of placing and educating students with disabilities in the regular classrooms. In addition, the researcher sought to ascertain principals' perceived barriers and needs with regard to facilitating and implementing inclusive education practices. The survey instruments used to collect data consisted of: a) demographic section, b) Attitude Toward Inclusive Education Scale, c) Opinions Relative to the Integration of Students with Disabilities scale, and d) openended questions. The results suggest that Namibian primary school principals hold positive attitudes toward students with disabilities in general, though they have preferences of the type of disabilities to be accommodated in the regular classrooms. Students with social difficulties were more favored for inclusion than students with sensory and physical disabilities. Principals favored inclusion of students with behavioral challenges slightly more than students with academic difficulties. Principals' perceptions were that inclusive education has potential benefits for students with and without disabilities and that it presents opportunity for academic growth for students with disabilities. Yet, special school or classroom placement was perceived as the most stable environment for educating students with disabilities, especially when considering their social and emotional development. Furthermore, principals were of the opinion that due to pre-service training, which did not include courses on special education and disabilities, educators lack the needed knowledge, skills, and abilities to educate thesestudents, hence the need for comprehensive in-service. In addition to lack of training in special education as a major barrier, other reported barriers were lack of proper educational facilities and equipment, lack of parent involvement and students' characteristics. The multivariate analysis revealed that younger school principals held more favorable attitudes toward placement of students with disabilities in the regular classrooms. Principals with graduate degrees and BA/BS perceived themselves as not having the ability to educate these students in comparison to those with lesser qualifications. The demographic variables of years of experience as a principal and teaching location had no significant effect on the attitudes of principals with regard to placement or educating students with disabilities in the regular classrooms.Department of Special Education
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Angiola, Julie E. "HPV vaccine acceptance among rural, Rocky Mountain region women." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1980572871&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Ovadia, Micah. "An examination of credibility perceptions among Ball State University undergraduate students of news reports appearing in newspapers, television, and the World Wide Web." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045624.
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This baseline study sought to evaluate Ball State University (BSU) undergraduate students' credibility perceptions of news reports gleaned from the World Wide Web (WWW). A random selection of 378 BSU undergraduate students were phoned and administered a questionnaire,which included newspaper and television news credibility questions for comparative purposes.Among WWW users and non-WWW users combined, credibility perceptions of newspaper and television news were not found to differ significantly, with the majority of respondents ranking newspapers and television medium in credibility. Television held a statistically significant lead over newspapers as the most believable news source in the event of conflicting reports of the same news story appearing in both media.WWW users rated the WWW medium in credibility and felt television to be more believable than newspapers and the WWW in the event of conflicting reports appearing in all three media.Department of Journalism
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Fifolt, Matthew M. "Students' perceptions of mentoring in a university cooperative education program." Birmingham, Ala. : University of Alabama at Birmingham, 2006. http://www.mhsl.uab.edu/dt/2006p/fifolt.pdf.
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Checkley, Doug, and University of Lethbridge Faculty of Education. "High school students' perceptions of physics." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010, 2010. http://hdl.handle.net/10133/2584.
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There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics’ reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not.viii, 221 leaves ; 29 cm
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Biswas, Minoti. "University students' receptivity to peers with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/247.
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This research investigates university students' receptivity to peers with disabilities at two universities in Perth, Western Australia (Edith Cowan University and the University of Notre Dame in Fremantle), and two universities in India (The University of Kolkata (previously Calcutta) and the University of Jadavpur). Data were collected by three methods: (1) a 60 item questionnaire (N=996) based on six aspects supporting receptivity to peers with disabilities-Academic, Interactive, Social, Personal, Professional and Supportive; (2) written open-ended data (N= 201); and (3) four focus groups, two in Perth (N=1O) and two in Kolkata (N=10). The final questionnaire was composed of 30 stem-items each answered in two perspectives: (1) an ideal self-view (What I think I should do) and (2) their self-reported behaviour (what I actually do), making a total of 60 items.
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Pearson, Adrian D. "Media influence on deviant behavior in middle school students /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/pearsona/adrianpearson.pdf.
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Pfenninger, Cook Amanda. "A survey of Richmond, Indiana seventh grade students' perceptions of Indiana Tobacco Prevention and Cessation's anti-smoking media campaign." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1313640.
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Prinz, Vanessa. "Imagine migration the migration process and its destination Europe in the eyes of Tanzanian students /." [Wien] : Südwind-Verlag, 2006. http://catalog.hathitrust.org/api/volumes/oclc/79447612.html.
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Gabel, Kim Elizabeth 1955. "Perceptions of extension functions for rural development." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277162.
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The purpose of this study was to ascertain the perceptions of the University of Arizona College of Agriculture graduate students on the importance of Extension functions for rural development. In this study graduate students were grouped into: (1) American and international graduate students; and (2) graduate students with and without previous professional work experience. A questionnaire was mailed to 200 graduate students for the assessment of the importance of 34 Extension functions for rural development. The total response rate was 58%. To analyze the responses two statistical tests were used: the Student's t-test and the Spearman's rank order correlation (rs). It was found that the American and international graduate students perceived a majority of the Extension functions alike, but the international students gave them greater importance. Overall, these students ranked the functions similarly. The graduate students with previous professional work experience gave greater importance to the Extension functions than those without such experience, but their rankings were similar.
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Haygood, James L. "A study of the continuum of choral singing from secondary choral programs to selected higher education choral programs in Indiana." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897485.
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The purpose of this study was to examine the continuum of choral singing from secondary choral organizations to choral organizations at selected higher education institutions in Indiana. Examined were two large state institutions and two private, liberal arts colleges. Two groups of college students who had high school choral experience were surveyed: 1. non-participants, and 2. participants. Participants in choral ensembles made up 1.33% of the total enrollments of the institutions studied. Thirty four percent of the selected students had high school choral experience. Choral ensemble participants' responses to a questionnaire were compared with non-participants' responses. The state institutions' student responses were compared to the liberal arts institutions' student responses.There do not appear to be universal reasons for students to continue or not continue singing in choral ensembles. The reasons appear to vary with the individual student and institution. However, there were trends observed. Students perceived themselves as being well enough prepared to participate in higher education choral ensembles. There is a discrepancy between the expectations of the college conductors and the students' evaluation of their preparedness. Literature appears to be a highly significant factor in the interest of all respondents. Students preferred to sing all types of music. Neither participants nor non-participants reported that classical literature was the focus of their high school choral programs. Participants perceive that the university is interested in them, while non-participants reported negative responses. Private respondents felt that the university was interested in their participation in choral ensembles more than public respondents. Many students decide before arriving on the higher education campus whether or not they will participate in college choral ensembles. The amount of credit given for singing in ensembles or academic loads seem to be a minor factor. It appears that parents do influence choral participation.Private institutions have a larger percentage of their populations participating in choral ensembles than do public institutions. The higher involvement of liberal arts college students in choral ensembles may be explained by the department's need for adequate manpower and the personalized recruiting policies. The personality of the conductor was important to the students surveyed.School of Music
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Crawford, Anne M. "The prediction of college students' intentions to live with a gay or lesbian roommate : an application of the theory of reasoned action." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834144.
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The present study investigated the applicability of the theory of reasoned action (Ajzen & Fishbein, 1980) to attitudes toward lesbians and gay men. Specifically, the investigation sought to examine individuals' intentions to request or not to request a new, heterosexual roommate given that they have been assigned a gay (or lesbian) roommate. The purpose of the investigation was to test the mediating role of respondents' perceptions of the expectations of important persons in their lives (termed subjective norm) and their attitudes toward the specific behavior of requesting a new roommate (termed attitude toward the act). An alternative to the Ajzen-Fishbein model was tested to determine whether the variables of acquaintance with a member of the target group, sex, and attitude toward the target predict request. Phase One assessed the modal beliefs and the normative beliefs of 98 students in a university population through self-report data gathered in a free response format. Phase Two investigated the relationship between the attitudes and subjective norm of 238 university students and their intention to request a new roommate with a questionnaire format developed from the responses in Phase One. The AjzenFishbein variables mediated the variables of acquaintance with a gay or lesbian, sex of the respondent, and a general attitude toward the target when predicting the request of a heterosexual roommate.Department of Psychological Science
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Hathaway, Dawn M. "Assessing quality dimensions and elements of online learning enacted in a higher education setting." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4593.
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Thesis (Ph.D.)--George Mason University, 2009.Vita: p. 244. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 12, 2009). Includes bibliographical references (p. 221-243). Also issued in print.
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Nazir, Maliha. "ESSAYS ON DOMESTIC FACTORS DRIVING ATTITUDES TOWARDS IMMIGRANTS AND EMIGRATION." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1468.
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This dissertation investigates various micro and macro level domestic factors affecting attitudes towards immigrants and emigration of international students. The first chapter examines if an individual’s religiosity affects his attitude against immigrants in jobs in rich and poor countries using data from World Values Survey, wave 6 for the period 2010-2014. The main finding of this study is that per capita income affects an individual’s attitudes against immigrants in getting hired but religiosity does not matter in affecting attitudes of people against immigrants in rich and poor countries. The second chapter explores Europeans opposition against Muslims, Jewish and Roma immigrants based on perceived economic, religious and security threats in strong and weak economies using European Social Survey for the period 2014-2015. The results suggest that the state of economy dominates a respondent’s perception of economic, religious or security threats against banning Muslims, Jews and Roma immigrants. The third chapter sheds lights whether corruption in countries promote students to study abroad using data on outbound students from UNESCO for the period 1999-2015. The results indicate that corruption promotes emigration of international students for only high income countries in the sample but this result does not hold for low and middle income countries.
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Hawker, Jennifer L. "Knowledge, attitudes, and behavior regarding organ donation among Ball State University students." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191709.
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The purpose of the study was to provide a descriptive data analysis for program planners on knowledge, attitudes, and behavior regarding organ donation among undergraduate students enrolled at Ball State University. An 84-item questionnaire was administered to undergraduate students. The subjects were obtained from a convenient sample.The data were analyzed using mean and Pearson's r to answer the research questions. The overall attitudes of the subjects were positive (M=20.88 out of a possible 26). The knowledge of the subjects toward organ donation was low (M=9.98 out of a possible 22). About one half of the subjects indicated that they are organ donors, by indicating on the survey that they have signed an organ donor card or a similar document. Attitude regarding organ donation (r =.232) was found to be a greater influence on willingness to become an organ donor than was knowledge about organ donation (r = .106). Recommendations are to submit results to program planners to help create more effective organ donation recruitment.Department of Physiology and Health Science
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Aydemir, Dilek. "An Analysis of the Opinions of University Students about the Current Situation of the Headscarf Dispute in Turkey." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9799/.
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This study examined the opinions of university students about the current situation of the headscarf dispute on the wearing of headscarves in Turkey. The influence of gender, the level of secularism, socioeconomic status and encounter with women wearing headscarves on opinions about the wearing of headscarves were analyzed in this study. The sample of this study was composed of 400 university students among whom there were 240 female and 160 male students. Moreover, the sample comprised university students from 50 universities from Turkey. The results indicated that the level of secularism and encounter with women wearing headscarves were distinguished as two determining factors of the diverse opinions of the university students on the topic. No association was found between the perceptions of university students about the issue and the independent variables of gender and socioeconomic status.
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Duncan, Lonnie Earl. "Black students' attitude toward counseling and counselor preference." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027105.
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The utilization of counseling services by Black college students has been a focus of the help seeking literature. The help seeking literature has focused on the nature of the potential problem, attitude toward counseling, rank of potential helpers, characteristics of help seekers, and the characteristics that Black students most prefer when choosing to see a counselor. The majority of this literature has primarily focused on the differences between White and Black students while ignoring within group differences. The present study examined the help seeking attitude and counselor preference of Black college students. The following hypotheses were investigated: a) whether African self-consciousness, socioeconomic status, sex, cultural mistrust, and prior counseling experience would predict attitudes toward counseling, b) whether African selfconsciousness, sex, socioeconomic status, prior counseling , and cultural mistrust would predict counselor preference for personal concerns, c) whether African self-consciousness, sex, socioeconomic status, prior counseling , and cultural mistrust would predict counselor preference for educational/vocational concerns, and d)whether African selfconsciousness, sex, socioeconomic status, prior counseling , and cultural mistrust would predict counselor preference for environmental concerns.A regression analysis using SPSS revealed that socioeconomic status, sex, and cultural mistrust were statistically significant predictors of attitude toward counseling. Three separate canonical correlations revealed that African self-consciousness, cultural mistrust, and gender were significant predictors of race and gender preferences for personal, educational /vocational, and environmental concerns experienced by Black students. Generally, Black students who were culturally committed, as measured by African self-consciousness, preferred a Black female counselor when faced with personal, educational/vocational, or environmental concerns while those Black students who were less mistrustful preferred a White female counselor for these same concerns. Limitations and implications for theory, practice, and research of the findings are discussedDepartment of Counseling Psychology and Guidance Services
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Bennett, Michael R. "A study of the attitudes of elementary school principals toward the education of students with disabilities in the regular classroom." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019471.
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The purposes of this study were to determine if the following factors pertaining to elementary school principals; amount of undergraduate/graduate training in special education, previous experience with disabled students, and professional development training, had a relationship to their attitudes regarding the education of students with disabilities in the regular classroom. The study also sought to determine if differences existed between principals' attitudes toward the inclusion of different categories of disabled students into the regular classroom.The population of the study consisted of 230 randomly selected elementary school principals. Principals selected for the study were sent the data-collection instrument, The Building Administrator Survey, which was developed by the researcher. The survey instrument consisted of demographic questions which addressed the study's independent variables and 12 statements which were designed to ascertain the study's dependent variable, attitude toward the education disabled students in the regular classroom. Respondents were asked to rate each statement on a five-point Likerttype scale reflecting perceived attitudes toward each of five different categories of disability: emotional handicap, learning disability, mild mental handicap, moderate mental handicap, and severe mental handicap. A multivariate analysis of variance procedure was used to determine the of significance of relationships between the study's independent variables and principals' attitudes toward inclusion. A post hoc procedure was used to identify significant differences in principals' attitudes toward inclusionary practices relative to the study's five categories of disabled students.The following conclusions were drawn from the findings of the study:1. There is a statistically significant relationship between attitudes toward the inclusion of different categories of disabled students. Attitudes toward inclusion become less positive as the level of student disability increases.2. Principals receiving minimal amounts of professional development training tend to have more negative attitudes toward inclusion than principals receiving more extensive training.3. There is not a statistically significant relationship between principals' attitudes toward inclusion and the type of professional development training they have received, the amount of professional training in special education they have received, or their previous experience with students with disabilities in teaching and administrative settings.Department of Educational Leadership
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Kgosithebe, Lucky. "Higher education and democracy in Botswana: Attitudes and behaviours of students and student leaders towards democracy." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4018.
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Magister Educationis - MEdThis study investigates the attitudes of students and student leaders towards democracy in terms of their demand for democracy, their perception of the supply of democracy, and their awareness of and participation in politics. Existing literature does not provide any conclusive explanation as to how and to what extent higher education contributes to democracy. Mattes and Mughogho (2010) argue that the contribution of higher education to support for democracy in Africa is limited while other scholars such as Bloom et al. (2006), Hillygus (2005), and Evans and Rose (2007a, 2007b) maintain that higher education impacts positively on support for democracy. The study follows the conceptualisation and methodology of previous studies based on the Afrobarometer public opinion surveys into the political attitudes of African mass publics (Bratton, Mattes and Gyimah-Boadi, 2005; Mattes and Bratton, 2003; 2007), and of students in African universities (Luescher-Mamashela et al., 2011; Mwollo-Ntalimma, 2011). The survey uses a stratified random sample of third-year undergraduate students at the University of Botswana. Furthermore, it isolates the subgroup of student leaders to investigate whether active participation in student politics influences support for democracy
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Perkins, Kelly R. "A Q-analysis of gender differences in public relations students' ethical expectations of the public relations profession." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074538.
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This study attempted to determine whether or not there was a gender difference in students' ethical expectations of the public relations profession. Forty-two Ball State University public relations students participated. The students were given 49 statements that either supported or opposed a specific action that a public relations practitioner may take in an ethical dilemma, or a belief that public relations professionals may hold. Each student was asked to indicate how strongly he/she agreed or disagreed with each statement.The students' answers were analyzed using the QMETHOD factor analysis program. Two groups of individuals were defined: Factor I, "Female Dominated"; and Factor II, "Male Dominated." As the names indicate, the defining characteristic of these groups was the gender composition. The majority of females in the study fell into the first group, and the majority of the males in the study fell into the second group. Factor I z-scores were predominantly positive, whereas Factor II z-scores were predominantly negative-the results were close to perfect mirrors of one another. The findings supported the researcher's hypothesis that there is a gender difference in ethical expectations.Department of Journalism
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Rotzien, Andrea Lee. "The development of a scale to assess attitudes toward teenage parents." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845929.
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The purpose of this study was to develop a valid and reliable scale to measure attitudes toward teenage parents. The instrument, called the Attitude Toward Teen Parent Scale (ATTPS), was based on Robinson's (1988a) suggested myths about teenage fathers. The ATTPS consisted of 20, Likerttype items and was administered to 133 volunteer undergraduate students attending Ball State University. A series of exploratory principal component factor analyses were conducted to identify independent factors represented by the ATTPS. A four-factor solution, accounting for 54% of the variance on the ATTPS was retained . The internal consistency reliability for the ATTPS was .67. Two factors were interpreted as "psychological deviance" (alpha = .77) and "supportive involvement" (alpha = .66). The other two factors were not interpretable. These findings suggested that the ATTPS measured two independent constructs. It was suggested that future research should further test the validity and reliability of the ATTPS by focusing on the two interpretable factors identified in this study, and by increasing the items on the scale as well as the number of subjects tested. Further studies should also examine attitudes among different populations (e.g., varying by race, sex, age, profession) toward teenage parents.Department of Counseling Psychology and Guidance Services
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Nollen, Nicole Lynn. "A preliminary investigation of heterosexuals' attitudes toward bisexuality." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045631.
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Three-hundred eight students from the Introductory Psychology participant pool at Ball State University took part in a preliminary investigation of heterosexuals' attitudes toward bisexuality. The study found that heterosexual men and women expressed more positive responses toward heterosexuals than toward lesbian, gay male, and bisexual individuals, but did not distinguish between homosexual and bisexual persons. Sex differences were found for acceptance of lesbians, gay men, and bisexual men and women but not for affective responses to these individuals. More specifically, male and female participants' affective responses to homosexual and bisexual target individuals were similar; however, on questions pertaining to acceptance, female participants rated all persons similarly whereas male participants rated heterosexual men more favorably than homosexual or bisexual men. It was also found that beliefs about bisexuality as a real orientation or as homosexual denial were in fact related to participants' responses to the bisexual target individual, whereas beliefs that bisexuality is a transitional or transitory orientation were not.Department of Psychological Science
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Priilaid, David A. "The viability of perceptual analysis in predicting social impacts : a case study." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17235.
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Includes bibliographical references.While no one impact is identical to the next, the case of the University of Cape Town's purchase and take-over of two local flat complexes; Forest Hills and Liesbeek Gardens; represented a unique opportunity to compare two impacts analogous in all respects but time. Because one impact had already occurred and the other had not yet begun, the accuracy of social impact predictions could thereby be assessed. Through the use of self-administered questionnaires, the local perceptions of Forest Hills and local cognitions of Liesbeek Gardens were drawn out and compared. So doing, this study concludes that perceptions of potential impact show little correspondence to the actuality of such an impact should it occur without intervening mitigatory initiatives. Since pro-active planning procedures rely to a large degree on the accuracy of impact prediction, such findings suggest strategic flaws within the analytical framework of Social Impact Assessment. Included within the qualitative findings of this report are recommendations as to how the conflict stemming from these impacts might be resolved.
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Downing, Tracy Toft Wise Kevin Robert. "When response is news individual reactions to news websites that solicit reader opinion as moderated by need for closure /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6656.
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Title from PDF of title page (University of Missouri--Columbia, viewed on March 10, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Kevin Wise. Includes bibliographical references.
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Hoffman, Karen. "Students' perceptions of clinical teacher behaviors." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958793.
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The purpose of the study was to examine students' perceptions of frequency of clinical teacher behaviors and whether those perceptions change by class level. The theoretical framework for the study was Bevis' paradigm of curriculum revolution.In 1993, Marilyn Simons, DNS gathered data from nursing students enrolled in clinical nursing courses at a Midwestern university. The convenience sample totaled 88 (100%). The data was not analyzed or reported. The current study was a retrospective analysis of that data.Findings of the study showed that students perceived faculty as demonstrating professional competence and interpersonal relationship behaviors in the clinical setting. No significant differences were found in these perceptions by class level on either then total scale or on the subscales.The conclusion from the study was that faculty at this particular university are perceived as practicing emancipatory education as proposed by Bevis. It was also concluded that faculty perform at the same level of competency and use similar approaches without regard to class level, and that students perceived that faculty related to them in similar ways across classes.The study was significant because it helps nurse educators understand the student perspective of clinical teacher behavior. The Clinical Teacher Behavior Tool used in the study could be used to help design a cooperative clinical learning model different from the traditional education approach and in accordance with Bevis' paradigm.School of Nursing
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Veenvliet, Scott G. ""Love the sinner, hate the sin" reality or fiction? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60809.pdf.
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Knaus, Christopher Bodenheimer. "They are still asking the "What are you?" question : race, racism, and multiracial people in higher education /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7617.
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Phillips-Orban, Jill. "Are students customers? : a study of freshman students' perceptions on customer service." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020178.
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The purpose of this study was to investigate the role of customer service in higher education. Student perceptions of customer service were collected and examined through a survey instrument developed for this study. Two-hundred and seven participants completed the survey resulting in a 23% return rate.Freshmen students at Ball State perceive themselves to be customers entitled to a high quality service through both service areas and academic departments of a university. Results from the survey showed that a majority of the students believe they are the most important group of people at a university. In addition, over 90% believe a university's purpose is to serve students. Students reported they have experienced courteous and personalized service in both academic departments and service areas of a university. They also stated that customer service wasequally important in both academic and service areas of a university.When describing positive and negative interactions between faculty and staff, students' responses varied greatly. About half of the respondents reported experiencing positive interactions with both faculty and staff, while the other half, experienced negative interactions with both faculty and staff. When discussing negative interactions with both faculty and staff, some of the common themes included: rudeness, being treated like a child, individuals not knowing their names, and not having time to help them. On the contrary, the common themes with positive interactions included: politeness, being treated with respect, knowing names of the students and helpfulness.Department of Secondary, Higher, and Foundations of Education