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71.
Melanie Nind 《International Studies in Sociology of Education》2013,23(2):87-98
This article is concerned with the intersection between learning difficulties and social class. It also inevitably tells of the gender‐class interface in relation to women’s caring roles. I use the life story narratives of three mothers and a grandmother of a person with learning difficulties, together with concepts from Bourdieu, to explore the ways in which class‐related capital and habitus affect their life experiences and their interactions with educational and other professionals. The data are the stories of (grand)mothers reflecting on life events, particularly in relation to decision making surrounding education, while simultaneously providing subtle, rich pictures of their socio‐economic contexts. I illustrate how privilege and disadvantage are reproduced partly for the families through their institutional interactions, which are differentiated according to economic and social resources. The stories re‐presented in this paper provide powerful examples of how experiences of living with learning difficulties and disabilities are situated in one’s class position and how struggles for inclusion are at once common and particular. 相似文献
72.
Campbell Leaper Christia Spears Brown Melanie M. Ayres 《Psychology in the schools》2013,50(10):969-986
Peer sexual harassment is a stressor for many girls in middle and high school. Prior research indicates that approach strategies (seeking support or confronting) are generally more effective than avoidance strategies in alleviating stress. However, the deployment of effective coping behaviors depends partly on how individuals evaluate different options (i.e., cognitive appraisal). The present study tested sociocultural (ethnicity, parents’ education), interpersonal (perceived support from peers, mother, and father), developmental (age, perspective taking), and individual (self‐esteem, feminist self‐identification) factors as predictors of girls’ cognitive appraisals of coping responses to sexual harassment. The sample comprised 304 girls (M age = 15.5 years, range = 14 to 18 years) from diverse socioeconomic and ethnic backgrounds who reported having previously experienced sexual harassment (e.g., unwanted sexual comments or actions). Cognitive appraisals of coping were based on the reported likelihood of confronting, seeking help, or using avoidance in response to sexual harassment. Regression analyses indicated that feminist identity, self‐esteem, perspective taking, perceived support, and parents’ education were variously related to appraisals of different responses. 相似文献
73.
Robert L. Duran Bill Yousman Kaitlin M. Walsh Melanie A. Longshore 《Communication quarterly》2013,61(1):49-68
The general purpose of this study was to test the effectiveness of a college course in media literacy. Specifically, the course took a holistic approach to media literacy and was designed to heighten college students' awareness of media structures, content, and impact, as well as to encourage students to become more critical/informed participants in the media environment. A pre-test, post-test, control group post-test only, quasi-experimental design was employed to assess the effectiveness of this approach to media literacy education. Overall, students' responses produced significant differences between the control group and the experimental groups' post-test scores on most (but not all) dependent measures. The implications of these results and suggestions for future research were discussed. 相似文献
74.
Melanie Booth‐Butterfield 《Communication quarterly》2013,61(3):332-350
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. 相似文献
75.
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. 相似文献
76.
77.
Studies suggest that individuals regularly communicate inauthentic affectionate messages to their romantic partners. Yet, most studies do not describe this process, what constitutes deceptive affection, or the functions involved. The study involved a 7-day diary in which participants recorded what they lied about, why they lied, and how they used affection to deceive their romantic partners. Results indicate that participants lied about their own feelings, feelings about their partners, or feelings about the situation. They communicated deceptive affection using verbal messages of confirmation or avoidance, and incorporated nonverbal cues of haptics, proxemics, and kinesics. Motives for the deception included face-saving, conflict management/avoidance, and emotion management. This study provides a clearer picture of how deceptive communication may support and maintain romantic relationships. 相似文献
78.
Shannon M. Maki Melanie Booth-Butterfield Audra McMullen 《Communication quarterly》2013,61(5):649-664
In this article, researchers explain how individuals' similarities in humor orientation influence dyadic cohesion and satisfaction. The researchers in this study investigated the impact of communication appropriateness as a mediating variable in relationships. Relational partners (n = 151 dyads) completed measures of both self and other regarding humor orientation, cohesion, and satisfaction. A couple's humor orientation was positively correlated with both dyadic satisfaction and cohesion. Communication appropriateness was a mediating factor in both the relationship between a couple's humor orientation and dyadic cohesion, and humor orientation and satisfaction. The overall dyadic humor orientation was more important than a couple's humor discrepancy, or either partner's scores. 相似文献
79.
Elena Bender Peter Hubwieser Niclas Schaper Melanie Margaritis Marc Berges Laura Ohrndorf 《Peabody Journal of Education》2013,88(4):519-532
To address the special challenges of teaching computer science, adequate development of teachers’ competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers’ beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely investigated up to now and there exists no consistent competency model for teaching computer science in Germany. Therefore, this paper describes the development of competency in the areas of pedagogical content knowledge, teachers’ beliefs, and motivational orientations with regard to computer science. Competency-relevant factors for teaching computer science are theoretically derived and concretely formulated with the help of expert interviews conducted according to the critical incident technique and analyzed using techniques of qualitative content analysis. 相似文献
80.
Development of Intra‐ and Intergroup Judgments in the Context of Moral and Social‐Conventional Norms
Melanie Killen Adam Rutland Dominic Abrams Kelly Lynn Mulvey Aline Hitti 《Child development》2013,84(3):1063-1080
Children and adolescents evaluated group inclusion and exclusion in the context of generic and group‐specific norms involving morality and social conventions. Participants (N = 381), aged 9.5 and 13.5 years, judged an in‐group member's decision to deviate from the norms of the group, whom to include, and whether their personal preference was the same as what they expected a group should do. Deviating from in‐group moral norms about unequal allocation of resources was viewed more positively than deviating from conventional norms about nontraditional dress codes. With age, participants gave priority to group‐specific norms and differentiated what the group should do from their own preference about the group's decision, revealing a developmental picture about children's complex understanding of group dynamics and group norms. 相似文献