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1.
A thorough understanding of academic dishonesty and the students who engage in it is necessary to develop appropriate policies and educational interventions to discourage such actions. The present study examines the frequency of academic dishonesty and the characteristics (i.e. gender, course enrollment, and grades) of students who engage in distinct forms of the behavior by surveying undergraduates at a large public university in the USA. Of 292 students, 57.19% reported some form of academic dishonesty in the previous six months, with cheating on a test being the most frequent form (51.71%). Men and students in a study strategies course had a significantly higher report rate for both plagiarism and making false excuses in comparison to women and students in a science course, respectively. Low grades corresponded with high rates of academic dishonesty, specifically in terms of having provided false excuses. Implications for college teaching settings are discussed. 相似文献
2.
Jacob N. Burgoon Mandy L. Heddle Emilio Duran 《Journal of Science Teacher Education》2010,21(7):859-872
There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however,
has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers
and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science
teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to
those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature
that were similar to common student misconceptions. Suggestions for improving science professional development programs are
discussed. 相似文献
3.
Beth Le Poire Ashley Duggan Carolyn Shepard Judee Burgoon 《Communication Research Reports》2013,30(3):195-206
Previous research suggests that individual nonverbal cues and cue complexes communicate multiple relational messages simultaneously. This work examines the contention that nonverbal percepts may predict relational message interpretations in romantic relationships. Results provide support for the hypothesis that nonverbal cues indicative of greater involvement, pleasantness, and expressiveness connote messages of intimacy. Specifically, the current study reveals that perceptions of intimacy and composure are associated with greater vocalic involvement. Interpretations are provided in line with the social meanings model. 相似文献
4.
Norah E. Dunbar Matthew L. Jensen Lindsey A. Harvell-Bowman Katherine M. Kelley Judee K. Burgoon 《Communication methods and measures》2017,11(2):121-136
Rapid Judgments (RJs) are quick assessments based on indirect verbal and nonverbal cues that are known to be associated with deception. RJs are advantageous because they eliminate the need for expensive detection equipment and only require minimal training for coders with relatively accurate judgments. Results of testing on two different datasets showed that trained coders were reliably making RJs after watching both long and short interaction segments but their judgments were not more accurate than the expert interviewers. The RJs did not discriminate between truth and deception as hypothesized. This raises more questions about the conditions under which making RJs from verbal and nonverbal cues achieves accurate detection of veracity. 相似文献
5.
Jeremy P. Shapiro Joella D. Burgoon Carolyn J. Welker Joseph B. Clough 《Psychology in the schools》2002,39(1):87-100
This study evaluated the violence prevention effects of The Peacemakers Program, a school‐based intervention for students in grades four through eight. The program includes a primary prevention component delivered by teachers and a remedial component implemented by school psychologists and counselors with referred students. The teacher‐delivered component consists of a psychoeducational curriculum and procedures for infusing program content into the school environment. The study included almost 2,000 students in an urban public school system, with pre‐ and post‐program assessment and comparison to a control group. There were significant, positive program effects on six of the seven variables assessed, including knowledge of psychosocial skills, self‐reported aggression, and teacher‐reported aggression, with a 41% decrease in aggression‐related disciplinary incidents and a 67% reduction in suspensions for violent behavior. On some outcome variables, intervention effects were stronger for boys than girls and for middle school compared to upper elementary school students. © 2002 John Wiley & Sons, Inc. 相似文献
6.
Self‐efficacy is defined as a person's beliefs in his or her own abilities to successfully complete a task and has been shown to influence student motivation and academic behaviors. More specifically, anatomical self‐efficacy is defined as an individual's judgment of his or her ability to successfully complete tasks related to the anatomy curriculum; these include dissecting, learning anatomical concepts, and applying anatomical knowledge to clinical situations. The purpose of this study was to investigate the influence of anatomical self‐efficacy on the academic performance of students enrolled in a medical gross anatomy course. To obtain students' anatomical self‐efficacy ratings, surveys containing the same anatomical self‐efficacy instrument were completed by first‐year medical students at a southeastern United States allopathic medical school after each of four gross anatomy assessments. Additional data collected included student demographic information, Medical College Admission Test® (MCAT®) scores, and anatomy assessment scores, both written examination and laboratory practical. To investigate the potential predictive nature of self‐efficacy for academic performance on both the written examination and the laboratory practical components of medical anatomy assessments, hierarchical linear regression analyses were conducted. For these analyses, academic ability (defined as the sum of the physical sciences and biological sciences MCAT scores) was controlled. The results of the hierarchical linear regressions indicated that all four laboratory practical scores were predicted by the corresponding self‐efficacy ratings, while two (i.e., thorax/abdomen and pelvis/lower limb) of the four written examination scores were predicted by the corresponding self‐efficacy ratings (P ≤ 0.05). Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
7.
Two experiments were conducted to examine the role of visual cues in interpersonal attraction and credibility. In the first study, 128 subjects viewed eight randomly ordered videotape segments of trained actors presenting a short speech accompanied by head nods, eyebrow raises, smiles, combinations of those cues, or no such cues. Ratings of the speakers on task and social attraction revealed that, as expected, the presence of any face or head cues produced more attraction than none; however, instead of the three combined cues producing the most attraction, the smiles‐head nod condition produced the greatest social attraction and the head nod only condition produced greatest task attraction; expected sex differences were largely supported. In the second study, face and head cues were performed by confederates during a live interview situation while subjects observed the interaction from behind a two‐way mirror. Results showed that smiles produced higher attraction and credibility ratings than did no smiles and nods, thus further substantiating the reward power of facial and head cues in social interaction. 相似文献
8.
Patricia Rockwell David B. Buller Judee K. Burgoon 《Communication Research Reports》2013,30(4):451-459
This study examined the nature of deceptive vocal behavior in interactive situations. Data from an earlier study were used to conduct a detailed analysis of vocal features of deceptive speech. Vocal samples were analyzed perceptually and acoustically. Of three categories examined (time, frequency, and intensity), the time variables best discriminated between truthful and deceptive speakers, with deceivers exhibiting shorter message length, longer response latencies, slower tempo, and less fluency than truthtellers. Deceivers also evidenced increased intensity range, increased pitch variance, and less pleasant vocal quality than truthtellers. 相似文献
9.
The present investigation extends the debate regarding the underlying structure of a general communication reticence construct. The Personal Report of Communication Apprehension, the Unwillingness‐to‐Communicate Scale and the Writing Apprehension Test were factor‐analyzed. Separate factor analyses produced multidimensional solutions for each measure. A single factor analysis of all of the scale items produced a seven factor solution that offers a better understanding of the elements contributing to a communication reticence syndrome. The emerging factors indicated that communication reticence varies according to context of communication, mode of communication, personality type of the communicator, attitudes toward the communication process, and communication history. 相似文献
10.
The role of nonverbal behaviors as distractors in resistance to persuasion in interpersonal contexts
The role of two nonverbal variables, conversational distance and physical self‐presentation, are examined as potential sources of distraction with consequent effects on susceptibility to persuasion. A model of conversational distancing violations is adapted to a distraction perspective to predict how nonverbal variables specifically might function as distractors. Results of an experiment manipulating violations of distancing expectations and physical attractiveness of confederates (N = 350) indicate that both may be sources of distraction, and offer modest support for the prediction that attractive individuals engaging in violations of expectations will serve as positive sources of distraction, leading to greater susceptibility to persuasion. Failure to support the prediction that unattractive individuals engaging in violations of expectations foster more resistance to persuasion is partly explained by the lack of a sufficiently unattractive confederate. 相似文献