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This research was designed to examine the relationship between individuals' perceived value incongruence with out-group members and their attitude towards the target group, as well as the boundary conditions of this process. By using the "inter-subjective consensus approach", in study one we found that among Mainland Chinese college students, their value incongruence with Hong Kong Chinese was negatively related to their attitude towards Hong Kong Chinese. In study two, we found that among participants with high identification with both the Mainland Chinese subgroup and the Chinese super-ordinate group, the negative relation between individual value incongruence and their intergroup attitude was non-significant. In addition, among participants with high multiculturalism endorsement, the relation between value incongruence and intergroup attitude was significantly weaker than those with low level of multiculturalism. Implications of this research and future directions were discussed based on these findings. / Guan, Yanjun. / Adviser: Helene Fung. / Source: Dissertation Abstracts International, Volume: 72-11, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 57-64). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

This study examines empirically the relationship of value orientation to meanspiritedness. Meanspiritedness (a collection of acts, thoughts and/or attitudes which are intentionally malicious) was defined and a scoring method was designed. The management level of self-interest in individuals as indicated by their value orientation and religious orientation was examined. Additionally, the relationship of value orientation to meanspiritedness was examined as measured by dogmatism scores, psychoticism scores, religious orientation scores, neuroticism scores and extraversion scores. Findings indicate that people in this study who valued at a Humanist rather than a Societal level scored higher in meanspiritedness. / Graduation date: 1995

Thesis (Ph. D.)--Ohio State University, 1983. / Includes bibliographical references (leaves 146-157). Available online via OhioLINK's ETD Center.

The purpose of this study was to analyze selected art education textbooks to determine if art education majors were receiving exposure to attitude formation and change information as it relates to the teaching of art. This study was limited to textbooks designed for use in art teacher training courses.To initiate the study, university level art educators were asked to identify prominent art education textbooks from Books in Print. A list was compiled of the books collectively identified by the educators which was then further narrowed to seven texts based on number of editions and longevity.The content of each text was analyzed using attitude-related words as recording units to isolate attitude statements or context units. After all seven texts had been analyzed, each text's context units were sorted into statements of definition or statements suggesting action. Statements of definition, which revealed the author's understanding of attitudes, were subdivided into six characteristics of attitudes as identified by Morris and Stuckhardt (1977). Statements suggesting action were sorted into categories related to attitude formation and change as recognized by Berscheid and Walster (1969).Of the seven texts analyzed, five of the seven authors made frequent reference to attitudes and values, yet only one explicitly discussed their relationship to the art classroom. When discussing attitudes, the explicit author did so almost entirely in statements of definition with only 13.6% suggesting ways to nurture positive attitudes in students. The overall assessment of context units revealed that a total of 451 context units were found in the seven texts, of which 69.4% were statements of definition and only 28.4% suggested ways to nurture positive attitudes in the art classroom.With the one limited exception, the authors virtually ignored in their texts the body of attitude research from art education and social psychology. The frequency with which attitude concepts appeared in five of the seven texts suggested that their authors considered them important to art learning, yet no one discussed what they are, where they come from, or how they can be affected in an organized, systematic way.

This is an observational study concerning relationships between personality openness and attitudinal openness. 209 volunteers from two samples, participated in this study. The Ohio sample contained data from 36 self-identified feminists (age 18-65) at the Annual National Women Studies Conference in Akron, Ohio, 1990. The Oregon State university (OSU) sample contained data from 173 undergraduates (age 18-52). Personality openness was assessed by the short form of "Openness to experiences" sub-scale from NEO (Neurosis Extraversion Openness) Personality Inventory (Costa and McCrae, 1985); attitudinal openness was assessed by the Feminism scale (Dempewolff, 197 4). The results suggested that the correlation between openness and feminism was significantly positive across all samples. Feminism attitudes were found to be correlated with course selection, gender, and class standings. On the other hand, personality openness was found to be fairly stable regardless of course selection, age, gender, or class standing. The findings are consistent with a personality construct of openness as a stable disposition, and with feminism as an accumulated attitude that is influenced by experiences, beliefs, and values. / Graduation date: 1993

Thesis (M.Sc.), Memorial University of Newfoundland, 2000. / Bibliography: leaves 73-76.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 53.

Akademisk avhandling--Uppsala. / Extra t.p., with thesis statement, inserted.