The present empirical study examined factors that affect the acceptance and use of social media platforms by farmers and vendors in farmers’ communities in North Mississippi for marketing their small farm businesses. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), structural equations modeling was used to examine several relationships: (1) the influence of performance expectancy (PE) on behavioral intention (BI) to use social media; (2) the influence of effort expectancy (EE) on BI; (3) the influence of social influence (SI) on BI; (4) the influence of facilitating conditions (FC) on actual use (USE) of social media; (5) the moderating influence of gender on the PE–BI, EE–BI, and SI-BI relationships; (6) the moderating influence of age on the PE–BI, EE–BI, SI-BI, and FC–USE relationships; and (7) the moderating influence of experience using social media on the EE–BI, SI-BI, and FC–USE relationships. Results from 169 respondents who completed questionnaires indicated that PE, EE, SI, and FC (key constructs) did predict farmers and vendors’ BI to use social media and actual USE of social media for marketing their small farm businesses and agriproducts. Respondents’ characteristics (e.g., age, gender, social media experience) did moderate some of these relationships in different ways. Thus, the present study provided additional empirical support for UTAUT. Additionally, responses to questions that assessed constructs in UTAUT suggest that respondents are open to social media as a marketing tool for their small farm businesses. Other results indicated that farmers and vendors prefer to market their products through farmers markets and community supported agriculture groups as compared to retail outlets and noted barriers present in retail marketing channels. This study provides information that will be beneficial for the development of educational programs and contributes to the literature on the factors affecting farmers’ intention to use social media to promote agriproducts to connect new markets.

This research presented in this study demonstrates that county level population growth, economic growth, and localized social structure are interrelated. An analysis of the spatial distribution of these factors in the Southeast Region of the United States during the period of 1995-2000 also indicates the importance of differences in rural versus urban and coastal versus non-coastal areas as well as the importance of such factors as highways, large cities, and universities in economic, population, and social structure interrelationships. An extensive dataset is used in the analysis as a number of analysis tools including statistical analysis, econometric models, spatial econometric models, structural equation models, and GIS mapping.

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The aim of this study was to validate an instrument that can be used by instructors or social scientist who are interested in evaluating statistics anxiety. The psychometric properties of the English version of the Statistical Anxiety Scale (SAS) was examined through a confirmatory factor analysis of scores from a sample of 323 undergraduate social science majors enrolled in colleges and universities in the United States. In previous studies, the psychometric properties of the Spanish and Italian versions of the SAS were validated; however, the English version of the SAS had never been assessed. Inconsistent with previous studies, scores on the English version of the SAS did not produce psychometrically acceptable values of validity. However, the results of this study suggested the potential value of a revised two-factor model SAS to measure statistics anxiety. Additionally, the Attitudes Towards Statistics (ATS) scale was used to examine the convergent and discriminant validities of the two-factor SAS. As expected, the correlation between the two factors of the SAS and the two factors of the ATS uncovered a moderately negative correlation between examination anxiety and attitudes towards the course. Additionally, the results of a structural regression model of attitudes towards statistics as a predictor of statistics anxiety suggested that attitudes towards the course and attitudes towards the field of statistics moderately predicts examination anxiety with attitudes towards the course having the greatest influence. It is recommended that future studies examine the relationship between attitudes towards statistics, statistics anxiety, and other variables such as academic achievement and instructional style.

Emotional intelligence has attracted a considerable amount of attention over the past few years specifically with regard to the nature of the underlying construct and the reliability and validity of the psychometric tools used to measure the construct. The present study explored the reliability and validity of a trait measure of EI in relation to an ability measure in order to determine whether the tools can be considered as measuring conceptually valid constructs within an occupational environment. The study also examined the overlap with a trait measure of cognitive thinking styles to determine the potential for separating the trait and ability EI into two unique and distinguishable constructs. Participants included 308 employees from four different workforces within a diverse South African consulting firm. The results of the study identified a number of psychometric concerns regarding the structural fidelity of the instruments as well as concerns about the cultural bias evident in both measurement instruments. Evidence for the discriminant and incremental validity of the two instruments was, however, provided and recommendations are made for the reconceptualisation of trait EI as an emotional competence and ability EI as an emotional intelligence. / Psychology / D. Litt. et Phil. (Psychology)

Researchers perform multivariate techniques MANOVA, discriminant analysis and factor analysis. The most common applications in social science are to identify and test the effects from the analysis. The use of this multivariate technique is uncommon in investigating the effects of power usage and Province in South Africa on the amounts of the five power modes. This dissertation discusses this issue, the methodology and practical problems of the three multivariate techniques. The author examines the applications of each technique in social public research and comparisons are made between the three multivariate techniques. This dissertation concludes with a discussion of both the concepts of the present multivariate techniques and the results found on the use of the three multivariate techniques in the energy household consumption. The author recommends focusing on the hypotheses of the study or typical questions surrounding of each technique to guide the researcher in choosing the appropriate analysis in the social research, as each technique has some strengths and limitations. / Statistics / M. Sc. (Statistics)

School physical science is a prerequisite for science courses at institutions of higher education. Science graduates are an important link in a nation's scientific and technological development which often shapes a country's economic development. The purpose of this study was to investigate psychological and social factors influencing physical science achievement and attitude of black secondary school students in South Africa. The first part of the literature study which was concerned with physical science education in South Africa revealed that few black students chose to study science after standard seven, that failure rates were high and that science education was generally in a state of crisis. The second part of the literature study identified psychological and social factors related to science achievement and attitude. These were home environment variables, teacher and school related variables, personal variables (self-concept, motivation, gender, ethnicity) and students' abilities. The third part was the construction of a Structural Equation Model (SEM) specifying the relationships among the psychological and social factors and their effects on physical science achievement and attitude. The theoretical SEM fit the data reasonably well. The best fitting model, however, was a revised model in which several paths were constrained. The latter accounted for a substantial variance in attitude towards physical science (70.3%) and a meagre 17.7% in physical science achievement. The variables ability, home environment and self-concept had the greatest total effects on physical science achievement. Self-concept, home environment and motivation made the greatest total contributions to physical science attitude. Teacher characteristics and school environment had non-significant effects on physical science achievement and attitude. Multiple-group structural equation modelling analyses found no significant difference in the structural parameters of boys and girls. Theoretical and educational implications of the findings were discussed and specific recommendations for improving educational practice in general and physical science achievement and attitude in particular, were made. / Psychology of Education / D. Ed. (Psychology of Education)