共查询到20条相似文献，搜索用时 687 毫秒
1.
Thomas Feeley Ashley E. Fico Allison Zorzie Shaw Seyoung Lee Darrin J. Griffin 《Communication quarterly》2017,65(1):97-123
The Door-in-the-Face (DITF) sequential message strategy was investigated in a three-study analysis of existing experimental findings. The current study predicted there would be a positive relationship between concession size and compliance rates in DITF studies. Study 1 included 25 comparisons where size of concession was quantifiable as measured by percentage reduction from initial to target request in the DITF condition. Study 2 data relied on a panel of undergraduate students to provide an index of concession size in 12 additional observations. A third study validated the panel procedure of rating concession size and also provided 9 additional independent observations from the pool of published studies on DITF. Results from each study indicated a positive relationship between concession size and effect size (r = 0.35, 0.55, 0.68, respectively). Study findings provide support for reciprocal concessions explanation for DITF effects. 相似文献
2.
Robert A. Bell Matthew F. Abrahams Catherine L. Clark Christina Schlatter 《Communication quarterly》2013,61(1):107-124
This study examined the reciprocal concessions and self‐presentation accounts of the door‐in‐the‐face (DITF) compliance strategy within a fundraising context. Subjects were classified as low or high in exchange orientation, and as low or high in approval motivation on the basis of a pretest questionnaire. As predicted on the basis of reciprocal concessions theory, a significant interaction was obtained between exchange‐orientation and message strategy. For high exchange‐oriented subjects, the DITF message strategy substantially increased compliance rates, relative to the single‐request control message. However, low exchange‐oriented subjects were actually more charitable in response to the control message. Analysis of a post‐treatment measure of obligation to the requestor revealed that obligation could account for less than half of the interaction effect, a finding which is inconsistent with concessions theory. Self‐presentation theory suggests that DITF should work best when directed toward targets who are high in their approval motivation, but this hypothesized interaction between approval motivation and message strategy did not materialize. 相似文献
3.
OBJECTIVE: "Errorless compliance training" is a recently developed, success-based approach for teaching children to comply with parental requests without the use of coercive consequences. Two mothers were trained to use this intervention to reduce severe child defiance that was precipitating mother/child confrontations and physical abuse. METHOD: To determine probability of child compliance to specific requests, we observed mothers delivering requests to their child. We then developed a hierarchy of compliance probabilities for each child. Mothers were trained to deliver a high density of Level 1 requests (those that typically yielded compliance), and provide praise for child compliance. Lower probability request levels were introduced gradually, at a slow enough pace to preclude noncompliant responses, reducing the need for mothers to respond aversively to child behavior. RESULTS: At treatment completion and follow-up, both children demonstrated substantial improvements in compliance. CONCLUSIONS: The errorless approach may be well suited to managing parenting deficits and child opposition commonly associated with family violence. 相似文献
4.
Michiel Voet Mario Gielen Ruth Boelens Bram De Wever 《European Journal of Psychology of Education - EJPE》2018,33(1):145-164
Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focusing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for feedback, have therefore been put forward as an alternative to supporting peer assessment, even though there is little known about their exact impact on feedback. Operationalizing effective feedback as feedback that (1) elaborates on the evaluation and (2) to which the receiver is agreeable, the present study examines how these two variables are affected by feedback requests, compared to an explanation of assessment criteria in the form of a content checklist. Situated against the backdrop of a writing task for 125 first-year students in an educational studies program at university, the study uses a 2 × 2 factorial design that resulted in four conditions: a control, feedback request, content checklist, and combination condition. The results underline the importance of taking message length into account when studying the effects of support for peer assessment. Although feedback requests did not have an impact on the raw number of elaborations, the proportion of informative elaborations within feedback messages was significantly higher in conditions that used a feedback request. In other words, it appears that the feedback request stimulated students to write more focused messages. In comparison with feedback content, the use of a feedback request did, however, not have a significant effect on agreement with feedback. 相似文献
5.
The present study regarded the self-regulated vs. not-self-regulated function and the indirect vs. direct (i.e., polite vs. impolite) linguistic form of middle school students’ requests for help. Natural data (149 requests were sent via an online homework-help forum by French-speaking seventh to ninth graders) was used. Nearly 60% of the requests were self-regulated and 70% were indirect (polite). Moreover, self-regulated functions (detailed or general requests about mathematics) were frequently combined with indirect request forms (embedded imperatives, question directives, or hints), suggesting that these students were capable of metacognitive reflection on their homework and followed the pragmatic communication rules of traditional student-teacher situations. 相似文献
6.
This study proposed a path model of the effects of message comprehensibility on attitude change with the measured cognitive mediators suggested by dual-process models of persuasion. An experiment was conducted using a 2 (strong arguments vs. weak arguments) × 2 (easy vs. difficult to understand arguments) fully crossed independent-groups design with 120 participants. The data were consistent with the traditional impact of message comprehensibility on difficulty of processing the message such that the effect of argument strength was diminished when the arguments were difficult, rather than easy, to understand. The path models were not consistent with the data, and the model was revised to produce adequate fit. 相似文献
7.
David Shadinger Kristin M. Sherry Hollie L. Smith Emilie C. Clark 《Community College Journal of Research & Practice》2016,40(5):385-393
None of the community colleges in this study responded with a text message, as requested in the prospective student’s inquiry. Only 1.38% (n = 3) of the institutions responded to the inquiry with a telephone call. This research realized a slightly higher rate of e-mail response within five working days; 54.98% (n = 116) as opposed to the 2009 results of 50.5% (n = 110) in Shadinger’s (2014) study. More community colleges (n = 12, 5.5%) also had e-mail addresses or information request forms (n = 182, 83.5%) than in the original study (n = 170, 78.0%). Nearly 100% of community college websites had social media links, even when an e-mail address or information request form was not available. In an expansion of previous statements about communication, Noel-Levitz (2014a) reported prospective students were “more likely to consider schools that use e-mail, text messages or social media to communicate” (p. 4). Concurrently, the underutilization of e-mail, social media, and cell phones will simply exacerbate communication and recruiting issues for community colleges. 相似文献
8.
Ehud Jungwirth 《科学教学研究杂志》1983,20(6):511-519
If the same constructs embedded in different tests result in parallel or identical score patterns and high intercorrelations, this can be taken as evidence of construct validity. If results do not converge across instruments and/or response formats, this can be taken as evidence of lack of construct validity and/or impurity of the test as indicator of the constructs. In this study two response formats as well as a request for reasons-for-choices of the traditional Cognitive Preference Test (CPT), and an association (open-ended) CPT, were used in order to test for consistency across methods of observation on both the individual and the populational levels. Convergence of results was found to be minimal. None of the hypotheses was confirmed. It was concluded that construct validation of CPT constructs had not yet reached the state of unequivocality necessary for their application in curriculum research. 相似文献
9.
请求言语行为是广泛存在于人类社会的一种普通的语言现象。留学生受语用规则、社会规范、母语文化准则的影响,在使用目的语进行请求行为时,经常会产生错误使用社交语用的现象,其表达存在不得体、生硬、单一等情况。采取访谈和调查问卷的方法,考察中、高级留学生使用请求言语行为的具体情况,对比分析研究结果,总结对请求言语行为造成影响的因素,进而提出教学策略。 相似文献
10.
Maternal compliance and noncompliance to child requests, thought to represent an autonomy-granting aspect of socialization, were studied in 24 well mothers and 26 mothers with a history of depression and their 5-year-old children. Mothers continued to retain substantially more power than children in the control process. There were no differences between normal and depressed mothers in the extent to which they granted or denied their children's requests, but the determinants of maternal autonomy granting differed in the 2 groups. Depressed, but not well, mothers' responses to child requests could be predicted from their self-reported mood prior to the interaction and from the concurrent child's behavior. Depressed mothers who reported negative mood and whose children were uncooperative most often denied their requests. Depressed mothers' noncompliance to their children's requests was determined by the quantity rather than quality of their children's behavior: they did not discriminate between skillful and unskillful forms of the children's autonomy expressions. 相似文献
11.
21世纪新的传播、生产与消费方式要求我们必须按照建设创新型国家的要求推进文化产业的全面建设和快速发展。也只有这样,才能构筑起创新型国家的坚实的文化基础。而目前我国文化产业偏弱偏小,程度粗放而原始。 相似文献
12.
John Goucher 《高等教育研究与发展》1995,14(1):13-20
This paper examines the growth of special consideration requests for examinations at Macquarie University in Sydney between 1979 and 1993. There has been a disturbing increasing trend in recent years, particularly in the quantitative areas, and a profile of the type of student submitting such requests is undertaken. If requests are considered as a proportion of students enrolled, then the figures for 1993 suggest that there is a particular serious problem with students studying on overseas visas who tend to have a request rate up to triple that of local students while permanent residents also have a request rate up to 60% higher. Special consideration requests for examinations tend to be submitted by younger students who are studying full‐time and the rate for females is consistently higher than that for males. 相似文献
13.
14.
Kirsti Sarheim Anthun Siw Tone Innstrand 《Journal of Higher Education Policy & Management》2016,38(1):53-67
This study examines the predictive value of job demands and resources on the meaning of work and organisational commitment across three age groups; young workers (<30 years), a middle age group of workers (30–49 years) and older workers (>50 years). Data were collected from a survey conducted among university employees (N = 3066). Hierarchical multiple regression analysis was used to test the relationship between the antecedent variables and the meaning of work and organisational commitment in the age groups separately. Age differences in the experience of these two variables were tested by one-way ANOVA. Both job demands and resources were related to the meaning of work and organisational commitment, however, the relative importance of demands and resources varied across the groups. Overall, older workers reported higher scores on the meaning of work and organisational commitment. The results suggest that different interventions should be considered when aiming to improve the meaning of work and commitment among different age groups. 相似文献
15.
Patterns of Compliance from Eighteen to Thirty Months of Age 总被引：1，自引：0，他引：1
31 children at 18 months, 32 children at 24 months, and 36 children at 30 months of age were observed in 2 separate 2-hour laboratory sessions with their mother and father to study behavioral responses to demands for compliance. Patterns of compliance to parental commands and requests were examined in 5 laboratory situations. The data revealed no differences in compliance depending upon which parent was present or across the 2-week time interval between the 2 visits, although there was considerable variability in behavior across the 5 situations. Developmental analyses revealed few linear progressions with age, with 24 months signaling an important transition characterized by behavioral reorganization. Taken together, the results encourage reexamining traditional assumptions regarding the development of compliance since it may be most adaptive for children to be responsive to environmental demands and interpersonal constraints. 相似文献
16.
Factitious disorder by proxy (FDP), historically known as Munchausen syndrome by proxy, is a diagnosis applied to parents
and other caregivers who intentionally feign, exaggerate, and/or induce illness or injury in a child to get attention from
health professionals and others. A review of the recent literature and our experience as consultants indicate clearly that
FDP has emerged in educational settings as well. Variants of educational FDP include parents of children with real or fabricated
physical disabilities who request excessive or unneeded school health services and parents who request extensive education-related
evaluations for children who do not demonstrate any educational need. If such cases continue to emerge, school districts will
be asked to test more students who do not have disabilities under the Individuals with Disabilities Education Act. Also, special
educational directors will be weighing the cost of providing unneeded testing and educational services against the cost of
defending themselves in litigation to prove that the testing and services are unnecessary. A table of guidelines is provided
for school and other personnel confronted with repeated requests for unwarranted special education services. Suggestions for
future research are included. 相似文献
17.
Grit, the tendency to work hard toward long-term goals, maintaining effort and interest over years despite failure and adversity, has predicted several achievement outcomes. However, minimal work has examined grit within a sport expertise development framework, and specifically its association with deliberate practice (DP) in sport. Participants, 250 athletes (109 female; Mage = 23.40, SD = 10.14), completed the 12-item Grit Scale, practice measures, and reported their skill level (local to international). Factor analyses confirmed a 10-item two-factor model for use in our sport sample: consistency of interests (CI; 6 items; α = .81) and perseverance of effort (PE; 4 items; α = .75). A full latent variable model controlling for age showed PE significantly predicted weekly amounts of DP and engagement in mandatory and optional practice contexts; CI was inversely associated with threats to athletes’ sport commitment. Among senior athletes, both Expert and Advanced skill groups had higher PE levels than a Basic/Intermediate group, ps < .05. The tendency to work hard toward long-term goals seemingly enables athletes to persist with practice activities that are pivotal to expert sport development. 相似文献
18.
Predicting conflict management based on organizational commitment and selected demographic variables
Refik Balay 《Asia Pacific Education Review》2007,8(2):321-336
The purpose of this study is to investigate the relationship between different levels of organizational commitment (compliance,
identification, internalization) of teachers and their different conflict management strategies (compromising, problem solving,
forcing, yielding, avoiding). Based on a questionnaire survey of 418 teachers, this study indicated that male teachers are
more likely to experience commitment based on compliance, and are more likely to avoid conflicts than female teachers. As
teachers get older they are more likely to experience commitment based on internalization and on identification, and they
are more likely to use problem solving conflict management strategies than those who are younger. The results also revealed
that both identification and internalization are significant determinants of the use of compromising and problem-solving conflict
management strategies. Commitment based on compliance is the only significant predictor of forcing behavior. Commitment based
both on identification and compliance are found to be the important determinants of avoiding behavior. Of these two, identification
was found to be the most significant predictor of avoiding conflict behavior. Conflict resolution through yielding was not
predicted by any level of organizational commitment. 相似文献
19.
张华敏 《新乡师范高等专科学校学报》2010,24(5)
本文首先回顾了国内外语言学家对礼貌研究的成果,继而从原型理论入手,在设定交际双方社会地位相同但彼此不熟悉,且一方请求另一方做事情的条件下,就礼貌原则、面子观在不同语境的交际中的运行机制进行具体讨论:(1)说话者如何礼貌地表达自己的请求;(2)听话者如何礼貌地接受说话者的请求;(3)听话者如何礼貌地拒绝说话者的请求。最后,通过分析和举例说明,本文得出结论:采用非典型的表达不失为表达交际者间礼貌的一个良策。 相似文献
20.
Written tasks that request an explanation can offer detailed information concerning students' knowledge to the classroom teacher.
The examination of students' written responses for the mathematical systems that are employed (referents), the connections
that are displayed (relationships) and the communication methods that are utilized (modes) provides evidence that suggests
how the student is making sense of a problem. The purpose of this article is to describe the constructs of referents, relationships
and modes and to illustrate how these constructs may be reflected in students' written responses to a decimal task that requests
an explanation. This article will also examine sets of responses from two classrooms using the proposed framework to illustrate
the type of information that teachers may acquire through the application of this framework.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献