The function of uncertainty reduction in alleviating primary tension in small groups

Two studies manipulated levels of uncertainty and employed self report, observer‐ratings, and behavioral coding to assess primary tension in groups. Results indicate that a) participants cannot differentiate levels of primary tension in groups, b) observers can reliably detect differences in primary tension behaviors, and c) these tense group behaviors decrease as uncertainty is effectively reduced.     

The impact of communication apprehension on college student retention and success

Communication apprehension is conceptualized as a causal agent in student success. It is implicated in both academic and interpersonal success, two factors identified by prior resesarch as primary predictors of persistence. A four year longitudinal study of the impact of communication apprehension on grade point average and persistence at the university level was conducted. Results indicated high CA students were significantly more likely to drop out and attain lower grade point averages compared to low CA students. The impact of CA was strongest during the first two years. A replication of the study confirmed the impact of CA on student persistence. It is concluded the impact of CA on the probablity of high CA students’ survival in college is substantial and this impact adds to the case favoring the provision of training programs to assist such students overcome their apprehension about communication.     

Integrating health communication pedagogy,social science,and health interventions

Three studies exemplify how health communication research concepts can be integrated pedagogically with health interventions in undergraduate courses. The academic structure for creating and conducting applied community health communication research using current theoretical frameworks is explained. Three empirical projects, increasing community seatbelt use, examining conscientiousness and campus safety behaviors, and increasing cervical cancer screening among college women, are described in detail. Student outcomes for the class demonstrate high learning and satisfaction.

Suggestions for future interventions integrated with general health communication classes are explored. But the overarching outcome is that even with low financial resource significant change can be achieved in health related outcomes, while simultaneously introducing students to health communication and social science procedures.     

Mate Value Discrepancy as Predictor of Forgiveness and Jealousy in Romantic Relationships

Mate value discrepancy (MVD), the perceived difference in resource value between self and partner in romantic relationships, may impact both forgiveness and jealousy. One hundred seventy-nine participants rated their own and their partner's mate value, and self-reported forgiveness and jealousy. MVD was associated with forgiveness in romantic relationships in that the higher the value of one's mate in relation to self, the more likely an individual would forgive that partner's transgression. Similarly, MVD played a role with jealousy in that the higher the value of the partner, the more likely an individual experienced jealousy. Additionally, individuals were more likely to forgive transgressions when their partners had higher mate values than theirs, even when jealousy is experienced.     

Central Government and Higher Education Planning 1965–1986

The development of a planning body for public sector higher education in England has created the potentiality for an integrated planning approach to university and non-university higher education. Following a difficult birth, the National Advisory Body has worked with the University Grants Committee on a range of transbinary issues. The contrasting relationships between the Department of Education and Science and the two planning bodies is discussed and the need for further developments of the planning machinery debated. The arrangements for Wales and Scotland are also discussed .     

Self-esteem and academic achievement: a comparative study of adolescent students in England and the United States

Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th–12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students’ self-perceptions as more accurately reflecting their academic experience than the students from the United States.     

A model for using a concept inventory as a tool for students' assessment and faculty professional development

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resulting data include student scores as well as their open-ended explanations for distractor choices. The data have enabled us to address curriculum reform goals of 1) reconciling student learning with our expectations, 2) correlating student learning with background variables, 3) understanding student learning across institutions, 4) measuring the effect of teaching techniques on student learning, and 5) demonstrating how our courses collectively form a learning progression. The analysis of the concept inventory data has anchored and deepened the team's discussions of student learning. Reading and discussing students' responses revealed the gap between our understanding and the students' understanding. We provide evidence to support the concept inventory as a tool for assessing student understanding of HPI concepts and faculty development.