This exploratory study presents a different approach to studying transition by involving students as researchers. The aim was to investigate how students talked about their experiences of transition in university. Nineteen first and second year undergraduate psychology students participated in focus groups and semi-structured interviews, conducted by student researchers, to provide in-depth accounts of their transition experiences. Findings showed that students held internal images about university, shaped through cultural experience, which were used to form expectations and interpret experiences. Social relationships were crucial, with the formation of groups facilitating adjustment in an unfamiliar environment. Students also described how negotiating transition contributed to personal changes. The research emphasises the salience of sociocultural factors in transition, and the relationship between transition and identity. Additionally, the value of including students as researchers to provide authentic access to student voices is highlighted. 相似文献
We studied the impact of the diagnostic label of osteoarthritis and educational information on family members' attributions, perceptions, and willingness to help older parents with pain. Undergraduate students (N = 636) were randomly assigned to one of three conditions where they read vignettes about an older mother with chronic pain, which varied on illness label and educational information. Results indicated that both the osteoarthritis label and osteoarthritis information led to more positive perceptions compared with no label/healthy aging information. Results highlight the importance of diagnosis and education in promoting favorable attributions and increasing willingness to help older adults with osteoarthritis. 相似文献
Since the inception of the My Favorite Murder podcast in January 2016, cohosts Karen Kilgariff and Georgia Hardstark have built an empowered fanbase that tunes in weekly to hear a true-crime/comedy mashup. The present study analyzed what draws MFM listeners with a mental illness diagnosis to the podcast and how they utilize related social media platforms to connect with others by employing both a uses and gratifications paradigm and concepts from the audience involvement literature. An online survey of users of the MFM Facebook group (N = 541) was conducted and the results are discussed. 相似文献
This study tested implications of new genetic discoveries for understanding the association between parental investment and children’s educational attainment. A novel design matched genetic data from 860 British mothers and their children with home-visit measures of parenting: the E-Risk Study. Three findings emerged. First, both mothers’ and children’s education-associated genetics, summarized in a genome-wide polygenic score, were associated with parenting—a gene–environment correlation. Second, accounting for genetic influences slightly reduced associations between parenting and children’s attainment—indicating some genetic confounding. Third, mothers’ genetics were associated with children’s attainment over and above children's own genetics, via cognitively stimulating parenting—an environmentally mediated effect. Findings imply that, when interpreting parents’ effects on children, environmentalists must consider genetic transmission, but geneticists must also consider environmental transmission. 相似文献
Previous research suggests that people encode gender starting in childhood. The present research asked whether gender diverse children (i.e., children whose gender identity or expression differs from that expected based on assigned sex) encode gender. Results showed that 3- to 5-year-old gender diverse participants (N = 71), siblings of gender diverse children (N = 52), and gender conforming controls (N = 69) did not significantly differ in degree of gender encoding. These results converge with prior research to suggest that gender diverse children process gender in ways that do not differ from gender conforming children, and provide further evidence that gender encoding may be a common aspect of person perception in societies that support a binary view of gender. 相似文献
About 20 million students are currently enrolled in colleges and universities across the country taking courses that, the majority of the time, require some sort of publisher-provided print and/or digital course materials.’ Historically, these have been provided by traditional publishing companies such as Pearson, Cengage, and McGraw-Hill, but with the increase in technology usage in higher education, more companies have emerged in this space such as OpenStax, a company that provides digital texts in high enrollment college courses for free. Usage of materials in college courses, particularly digital ones, are extremely useful and allow students to engage with their materials in different ways. By understanding how these materials are used in their courses, historically and currently, by both professors and students, one can start to understand the importance of them and what is needed now and for the future to ensure students are given the greatest chance to succeed in their courses. 相似文献
Courses: This activity can be used in a wide range of classes, including interpersonal communication, introduction to communication, and small group communication
Objectives: After completing this activity, students should be able to: (1) define attribution theory, personality attribution, situational attribution, and attribution bias; (2) provide examples of both personality and situational attributions; and (3) recognize why and when each type of attribution is used. This activity provides students an opportunity to explore attribution theory and attribution bias in a low-stakes setting, where the ultimate goal is a deeper understanding of the theory itself. Therefore, this activity is typically not treated as a graded assignment, but rather an opportunity for exploration and discussion. 相似文献