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101.
Veronica Lynn Gibbs Lawrence B. Rosenfeld Manoochehr Javidi 《Communication Research Reports》2013,30(2):209-220
This study assessed the relationships among self‐reported oral communication apprehension (CA), job satisfaction, and organizational citizenship behaviors (OCB) for employees of a bank located in the southeastern U.S. Results indicated positive relationships between several of the job satisfaction and OCB variables, and several negative relationships between oral CA and OCB variables, and oral CA and job satisfaction variables. Also, individuals with high oral CA, in comparison to those with low oral CA, were found to score significantly lower on dimensions of organizational citizenship behavior and job satisfaction. Implications of these findings for the organization are discussed, as are reactions to the research findings by bank personnel. 相似文献
102.
Sex differences in social support in sororities and fraternities 总被引:1,自引:0,他引:1
Michael S. Woodward Lawrence B. Rosenfeld Steven K. May 《Journal of Applied Communication Research》2013,41(4):260-272
Abstract The purpose of this investigation was to assess differences between sorority and fraternity members with regard to the social support provided by the “sisters”; and “brothers”; with whom they live. Based on sex differences in communication in general, and the few findings of sex differences in social support, two research questions were posed: Do members of sororities and fraternities differ in the social support they provide? How do the various types of social support compare with each other within fraternities and within sororities? Differences found in this study corroborate results of research on sex differences in communication that characterize women as using communication to connect with, support, and achieve closeness with others, and men using communication to accomplish some task and to assert their individuality. In general, differences were mostly confined to two of the eight types of social support studied: members of sororities, in comparison to members of fraternities, reported being more satisfied with the emotional support they receive and perceiving greater availability of listening support. If the goal of fraternities and sororities is to provide their members with the full range of social support, then findings indicate members of fraternities could benefit from becoming more skillful at providing types of support that tend to promote closeness and connection (e.g., emotional support and listening support); and members of sororities could benefit from becoming more skillful at providing types of support that tend to create distance and separation (e.g., technical challenge support and emotional challenge support). 相似文献
103.
The authors observed 730 collegiate students in the library and recorded their study (or non-study) activities. Approximately 60% of behaviors were study related. The most commonly observed behavior was reading print material (18.8%). The second most common behavior was the use of social media (11.4%). These results have implications for understanding how students learn and study in the pervasive digital world. 相似文献
104.
A series of recent speeches, articles, and books have outlined a radical perspective on physical education derived from critical theory, feminism, and postmodernism. This radical discourse has been particularly critical of what it describes as positivistic approaches to research and technocratic views of teaching and curriculum. This article outlines our concerns with this literature, including (a) polemical presentations and vitriolic language, (b) zero-sum arguments that polarize, (c) cartooning, (d) a lack of evidence to defend assertions, and (e) assumptions that it alone occupies high moral ground. We acknowledge that the radical literature has not only brought moral issues to the ongoing forum among physical educators but has also had a direct, positive influence on our work. Areas where we might engage in a collegial discourse include the nature of the subject matter called physical education, the basis underlying a moral perspective on professional work, and the nature of teaching skill development. 相似文献
105.
Lawrence F. Locke 《Quest (Human Kinetics)》2013,65(2):134-142
In order to classify human movement for work in teacher education, curriculum development, and teacher behavior research, the authors have developed a Taxonomy of Psychomotor Forms. Like other taxonomies, this one orders information about human movement and physical ability hierarchically; yet, it is unique in that it is connected to a larger structure of human movement, Mosston's Three-Dimensional Model of Developmental Movement. This article briefly reviews Mosston's model and introduces the Taxonomy of Psychomotor Forms. 相似文献
106.
Lawrence F. Locke 《Quest (Human Kinetics)》2013,65(3):323-329
While certain patterns of masculinity can assume hegemonic status to operate at an unquestioned, common sense level use of the concept of hegemonic masculinity runs the risk of missing multiple patterns of masculinity operating within and in relation to hegemonic masculinity in and around sport. Drawing on research conducted on rugby in an Australian Greater Public School (GPS) school, this article examines the ways in which variation, diversity, and resistance can be found operating within a particular form of hegemonic masculinity. Through critical re-examination of data from a study conducted in 1997, it peels back a layer of apparent compliance with a hegemonic form of masculinity among the boys in the 1st XV rugby team to identify a form of embodied resistance in the desire of the boys in the team to adopt a style of rugby that challenged the school's traditional approach. 相似文献
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Although reminiscence is a behavior common to all ages, research to date has been conducted only with older adults. This study sought to explore the phenomenon with adults of various ages with the anticipation that comparative information would lead to a better conceptualization of the behavior and its functions. It was hypothesized that there would be no difference in what adults reminisced about, why they reminisced, or how they reminisced with respect to age, sex, education, or socioeconomic status. A sample of 309 adults ranging in age from 18 to 90 were asked to complete a survey exploring various aspects of reminiscence. Analysis of variance and chi‐square were used to assess differences in reminiscent behavior across age, sex, education, and social class. There were no systematic differences with regard to education or social class. On several dimensions sex emerged as a more important variable than age, suggesting that age may not be as important a consideration in simple reminiscence as has been previously assumed. 相似文献