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Ron Tamborini Robert J. Lewis Sujay Prabhu Matthew Grizzard Lu Wang 《Communication Research Reports》2016,33(3):177-187
Previous research suggests that media featuring exemplars of specific altruistic motivations can make those motivations more accessible in viewers’ minds. The present study extends this research to also examine egoistic motivations. We (a) developed a coding scheme to examine how frequently exemplars of altruistic and egoistic motivations appear in media content, (b) developed an intuitive motivation-affect misattribution procedure to measure the accessibility of altruistic and egoistic motivations, and (c) examined whether exposure to media content portraying specific motivations makes those motivations more accessible in audiences. The findings are discussed in terms of the model of intuitive morality and exemplars. 相似文献
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This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies. 相似文献
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Shor R 《Child abuse & neglect》2011,35(8):606-612
Objectives
To examine how the subject of nutrition is being addressed in the work with children at risk of poor nutrition in educational institutions and what the barriers are which may hinder inclusion of this subject.Methods
A structured questionnaire was constructed for the purpose of this study and was implemented with 111 students in Israel who are working in their internships in educational institutions with children who are exposed to risk factors of poor nutrition (e.g., parental neglect, lack of knowledge, poverty).Results
Participants attributed a high level of importance to integrating nutrition-related components in their work. However, the findings indicate less emphasis on nutrition-related components than on psycho-social-educational components, as well as a low level of collaboration with specialists in the area of nutrition. In addition, it was found that knowledge-based barriers and institutional-related systemic barriers may hinder future teachers’ capabilities to incorporate those components despite their favorable approach towards this subject.Conclusions
The findings illuminate the need to reduce barriers hampering the individual work with children at risk of poor nutrition in educational institutions.Practice implications
In the training of future teachers, there is a need to advance a bio-psycho-social educational approach incorporating a knowledge base about assessing situations of poor nutrition, including how to advance an interdisciplinary collaboration with specialists in the area of nutrition. 相似文献100.
In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and,
in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated
instruction; a reassuring, task-orientated instruction; and an ambiguous instruction. Before the instruction, trait anxiety
was measured with the trait version of the state-trait anxiety questionnaire and negative fear of failure with a standard
questionnaire. Within each instructional condition, there were two test sessions with four intelligence tests each. Before
each session, state anxiety was measured with the state version of the state-trait anxiety questionnaire and test anxiety
with a standard test anxiety questionnaire. It turns out that state anxiety and test anxiety do not increase more rapidly
as a function of anxiety disposition under stressful conditions compared with reassuring conditions. As in previous research,
stage-fright effects were observed in the sense that repeated measures of state anxiety and test anxiety showed a decline
of average anxiety levels. 相似文献