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排序方式: 共有272条查询结果,搜索用时 15 毫秒
1.
Karyn Ogata Jones Bryan E. Denham Jeffrey K. Springston 《Journal of Applied Communication Research》2006,34(1):94-113
Drawing on components of agenda-setting theory and the two-step flow of information from mass media to news audiences, this study examines the effects of mass and interpersonal communication on breast cancer screening practices among college- and middle-aged women (n = 284). We theorized that screening behaviors among younger women would be influenced more by interpersonal sources of information while screening among middle-aged women would be more influenced by exposure to mass-mediated information. Findings supported anticipated patterns, revealing important and varying roles for both mass and interpersonal communication in the health behaviors of women. Implications for health practitioners and campaign planners, as well as recommendations for future research, are discussed. 相似文献
2.
Jayson L. Dibble 《Communication Research Reports》2018,35(2):112-120
Is the reluctance to share bad news (i.e., the MUM effect) motivated more by a public display or private concern, and does it benefit mainly the messenger or the recipient? An experiment (N = 309) that crossed good/bad news with three communication channels (face-to-face, text messaging, e-mail) revealed that messenger reluctance was greatest under conditions of bad news and did not vary based on the channel through which the recipient contacted the messenger. In contrast with earlier work, this MUM effect was more consistent with a private fear of distressing the recipient. Theoretical implications and limitations are discussed. 相似文献
3.
This paper explores the impact of acculturation conditions, orientations and outcomes on international students in Australia’s tertiary education sector. Specifically, we investigate the factors that facilitate or hinder acculturation of international students within a multidimensional acculturation context (Arends-Tóth & van de Vijver, 2006). We used a sequential exploratory mixed-methods design in two studies to investigate acculturation of international students at an Australian university and test how these factors are related to psychological and sociocultural outcomes. In Study 1, we conducted a generic qualitative study using semi-structured interviews with a conventional content analyses approach,which compared the experiences of international students who on average had high numbers of positive experiences versus those who had high numbers of negative experiences. We found that a support network of mixed-nationals, and especially host locals, facilitates positive psychological and sociocultural adjustment, and buffers acculturative stress. Study 2 quantitatively tested the association of factors found in Study 1 (perceived stereotypes, intercultural and ethnic network/resources) with psychological and sociocultural acculturation outcomes. Study 2, shows that perceived negative stereotypes loosen ties with the dominant (host) culture and reinforces ties with the ethnic (non-host) culture. The social resources associated with either culture was found to be useful for acculturation, with both independently contributing to participant well-being. Contact with host locals played a particularly crucial role in developing these resources. Our findings provide foundations for pragmatic policy implications, suggesting value in the development of formally organized contact programs in the early sojourn experience of international students. 相似文献
4.
Luce C. A. Claessens Jan van Tartwijk Anna C. van der Want Helena J. M. Pennings Nico Verloop Perry J. den Brok 《The Journal of educational research》2017,110(5):478-493
The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed. 相似文献
5.
印象管理的作用与策略 总被引:1,自引:0,他引:1
谢继红 《牡丹江教育学院学报》2011,(1):95-96
印象管理是指个体试图控制他人所获得信息、影响他人对自己产生某种印象的行为活动。印象管理在人际交往、工作绩效、求职面试及政治组织领域等方面具有量要作用。有效的印象管理策略包括恰当的自我表现、塑造自我魅力、随和相处、自设障碍与合理化以及非言语的印象管理。 相似文献
6.
Noriaki Hoshino 《Inter-Asia Cultural Studies》2016,17(2):186-205
Focusing on the work of the Japanese sociologist Koyama Eizō, this paper critically explores the development of Japanese race studies from the late 1920s to the 1940s. During this period, Japanese intellectual discourses on race developed in the context of the need to manage heterogeneous populations within the Japanese empire and contain the growing mobility of populations in and outside of the territory. Reflecting Koyama’s keen interest in racial/ethnic contacts and interdisciplinary perspectives, his intellectual work symptomatically exemplifies not only the convergence of knowledge production and the dominant imperial regime but also the transpacific implications of Japanese race studies. On the one hand, my study examines Koyama’s preoccupation with racial/ethnic contacts in relation to imperial security and also traces how his study intersected with the discourse of American social scientists who were also interested in Japanese migrations. On the other hand, the study examines how the development of the idea of minzoku in Koyama’s discourse coincided with contemporaneous attempts to mobilize diverse populations in the empire. Thus, my research reveals a complex dynamic of integration and differentiation in discourse on Japanese race studies in the interwar era. 相似文献
7.
The present study examined the generalizability of the factor pattern, structural parameters, and latent structure of a multidimensional hierarchical model of ethnocultural empathy in males and females. The Scale of Ethnocultural Empathy (SEE) (Wang et al., 2003) was administered to a sample of 610 Italian undergraduates to examine the generalizability and reliability of its factor structure across gender, the psychometric properties and the validity of the scale. Two models were tested through multi-group confirmatory factor analysis (MGCFA): a confirmatory factor-analytic model that hypothesized a multidimensional model of ethnocultural empathy; and a structural equation model that proposed a multidimensional, hierarchical structure with global ethnocultural empathy as a superordinate construct that explained the covariances among the subdomains of the SEE. Both models satisfied multiple criteria for goodness-of-fit with the data. Full metric invariance of factor loadings and factor covariances, and partial invariance of error variances across gender for the four-factors model were supported. Scale reliability was also satisfactory, showing good internal consistency. As regard scale validity, evidence was found for a positive moderate association with a measure of general empathy and a negative high association with a measure of prejudice. Implications are discussed. 相似文献
8.
《Journal of Intercultural Communication Research》2013,42(2):81-103
This study extends the Western research on serial arguing by replicating that research with a non-American sample: the Malagasy people. Two hundred and twenty-four people were recruited from Madagascar, and from among members of the Malagasy diasporas in France, Québec, and the United States. Consistent with research conducted in the U.S. culture, demand/withdraw conflict behavior was a better predictor of relational outcomes than attempts at reconciliation or the frequency of serial arguing. The study highlighted within-cultural differences. The frequency of serial arguing was positively correlated with vertical individualism and vertical collectivism but negatively correlated with horizontal individualism. 相似文献
9.
本研究以体育专业和非体育专业大学生为研究对象,采用肖水源编制的《社会支持评定量表》和人际信任问卷,对体育专业和非体育专业大学生社会支持、人际信任状况及社会支持与人际信任的关系进行研究,并探讨课余时间参加体育活动对社会支持、信任的影响,不仅有助于了解体育专业和非体育专业大学生人际信任现状,而且为大学生诚信教育和心理教育提供一定的理论参考。 相似文献
10.
Dale J. Vidmar 《Research Strategies》2005,20(3):135-148
Reflective peer coaching is a formative model for improving teaching and learning by examining intentions prior to teaching, then reflecting upon the experience. The goal of reflective peer coaching is to promote self-assessment and collaboration for better teaching and ultimately better learning. There are obvious benefits to colleagues collaborating and sharing ideas, thoughts, and observations. However, many models of assessing teaching effectiveness focus on summative evaluation in which colleagues observe each other once or twice a year and fill out institutional evaluation forms. Rarely do colleagues engage in formative conversations about teaching that are guided by the instructor's personal goals and objectives. Reflective peer coaching necessitates a ten-minute planning conversation prior to the actual lesson and a ten-minute reflective conversation after the lesson. These conversations happen regularly and frequently to build self-awareness and self-assessment of the personal craft of teaching. The following article outlines the dynamics of the reflective peer coaching process as a formative assessment model that leads to better learning through improved teaching. 相似文献