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Erina Ogawa 《Journal of Intercultural Communication Research》2019,48(3):185-202
Identity is prominent in academia, despite it being difficult to define and measure due to its dynamic and multifaceted nature. In Japan, awareness of the make-up of Japanese youth is increasingly crucial as Japan becomes a more internationalized and ageing society. This paper examines, by identity mapping and discriminant analysis, the cultural identities of 94 Japanese youth. While strong Global identities separated the respondents with from without overseas experience, ties to National identities and Relationships were found respectively for males and females. This paper suggests that regarding the study of cultural identities, gender does matter – at least in Japan. 相似文献
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Two studies examine reactions to permitted (offered and permission granted), volunteered (given without offer or assent), and imposed advice (offered and given even though declined). In Study 1, participants’ ratings of advice quality and implementation intention were higher for volunteered and permitted than imposed advice. Only for a task that was highly personal did recipients have a significantly higher intention to use permitted than volunteered advice. Study 2 replicated results from Study 1 with a nonstudent sample. In addition, Study 2 found stronger differences between volunteered and permitted advice, with permitted advice rated more positively. Study 2 also examined the effect of using you pronouns, which have been linked to confrontation and criticism, when giving advice, but found no consistent effects on advice outcomes. 相似文献
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Erina L. MacGeorge Scott R. Homan John B. Dunning Jr. David Elmore Graham D. Bodie Ed Evans Sangeetha Khichadia Steven M. Lichti Bo Feng Brian Geddes 《Educational technology research and development : ETR & D》2008,56(2):125-145
In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular
among instructors of large lecture classes. Claims regarding ART’s benefits to students have received only limited empirical
evaluation, and prior studies exhibit methodological limitations. The current study provides a multi-dimensional evaluation,
utilizing a newly-developed measure, the Audience Response Technology Questionnaire (ART-Q). Data were provided at three points during a semester by undergraduate students (n = 854) who used ART in three large lecture university courses. Results indicate moderately positive evaluations of ART on
some dimensions (e.g., ease of use, impact on attendance), with less positive evaluations on others (e.g., influence on preparation
for class). These evaluations showed some variability across time of semester and course, but were not substantially affected
by gender, ethnicity, or year in school. Findings are discussed with respect to the need for future research on instructors’
techniques for using ART and their influence on student perceptions and outcomes.
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| Erina L. MacGeorgeEmail: |
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DuPaul GJ Schaughency EA Weyandt LL Tripp G Kiesner J Ota K Stanish H 《Journal of learning disabilities》2001,34(4):370-379
Little research has examined the structure and prevalence of attention-deficit/hyperactivity disorder (ADHD) symptoms in university students, including whether symptom structure conforms to the bidimensional (i.e., inattention and hyperactivity-impulsivity) conceptualization of the Diagnostic and Statistical Manual of Mental Disorders (DSMV-IV; American Psychiatric Association, 1994) and whether self-reported symptoms vary across gender and country. A sample of 1,209 university students from three countries (Italy, New Zealand, and the United States) completed a 24-item self-report measure (the Young Adult Rating Scale) tapping ADHD symptomatology. Factor analyses within the U.S. and New Zealand samples supported a bidimensional symptom structure, whereas weaker support for this conceptualization was provided by the Italian sample. Participants did not vary significantly by gender in symptom report; however, Italian students reported significantly more inattention and hyperactivity-impulsivity symptoms than students from the United States, and students from New Zealand reported more inattention symptoms than students from the United States. The prevalence of self-reported ADHD symptoms beyond DSM-IV thresholds for diagnosis ranged from 0% (Italian women) to 8.1% (New Zealand men). The implications of these results for the use of DSM-IV criteria in identifying university students with ADHD are discussed. 相似文献
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Erina L. MacGeorge Bo Feng Ginger L. Butler Jennifer L. Dane Stacey A. Passalacqua 《Communication Studies》2013,64(1):23-46
One explanation for sex differences in supportive behavior is that men and women pursue different goals in supportive interactions. Sex differences in goals may themselves be explained by personality traits such as expressivity and supportive self‐efficacy, or situational factors such as target responsibility. The current study examined sex differences in the pursuit of eight supportive goals, and the extent to which differences were explained by personality and situational factors. Participants (254 men, 386 women) read hypothetical scenarios involving a distressed friend who was depicted as responsible or not responsible for his or her problematic situation, and responded to measures of supportive goals and personality traits. Results indicate that women are somewhat more likely to pursue a range of goals that are likely to result in effective supportive messages (e.g., emotional support, problem‐solving). Many of the sex differences in goal pursuit were mediated by the personality traits of expressivity and supportive self‐efficacy. 相似文献
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The purpose of this study was to examine the effectiveness of two professional development models in increasing family child care providers’ frequency of linguistic inputs in conversations with young children. The first professional development model consisted of a 10-h in-service training focused on supporting early language development. The second included the same 10-h in-service training program and mentoring. Providers and children at 48 family child care programs participated in this study. The family child care programs were randomly assigned to one of the two professional development models (i.e., training or training with mentoring) or to a control group. Audio recordings of the language environment were collected prior to the in-service training, at the completion of the in-service training, and at the completion of the mentoring. Hierarchical linear modeling was used to examine the average increase in the frequency of providers’ use of linguistic inputs over three observations, conducted before training, immediately at the end of training, and 6 weeks after training. Results indicate that both forms of professional development increased linguistically stimulating inputs as compared to the control group. The professional development model including mentoring support was related to greater increases in providers’ use of informational talk and teaching utterances over in-service training without mentoring. 相似文献