No description available.

The implementation of curriculum change, and innovative pedagogical theory, can help educators and administrators in higher education further the learning gains of students in the sciences. But the introduction of new methods of teaching, or curricular restructuring, can be interpreted by students differently, potentially affecting students' emotional states as well as their relationships with peers. To support not only the learning of students, but also their emotional and social well-being, pedagogical and curricular theory should be enacted in ways that take into consideration the full scope of the student experience. In this dissertation, the implementation of curriculum and pedagogical theory, and the effects of the usage of active learning methods, are examined through student learning gains as well as through any reported social and emotional affects. In the first chapter we examine the history and realization of the integration of clinical and biomedical sciences in the field of predoctoral dental education. In the second chapter, the effects of early experiential learning opportunities are examined via students' progression to clinical competence and students’ self-reported confidence in a predoctoral dental program. In the third chapter, we consider and review how curricular change may affect students' emotional states, their relationships with peers, and if the concept of stereotype threat played any role in the complication observed. Lastly, in chapter four we explore how active learning may benefit, or hinder, the learning of students in an undergraduate anatomy course with social anxiety in a virtual learning environment. Throughout this dissertation, we seek to promote student learning through the use of educational best practices and consider how curriculum and pedagogical changes might also affect the feelings and emotional states of students, for the purpose of building a considerate and effective educational environment.

Stereotype Threat wird definiert als ein Gefühl der Bedrohung, das Personen in einer Situation erleben, in der sie befürchten, aufgrund eines negativen Stereotyps über ihre Gruppe beurteilt zu werden bzw. durch ihr Verhalten das Stereotyp unbeabsichtigterweise zu bestätigen. Der Begriff geht auf Claude M. Steele und Joshua Aronson zurück. Stereotype Threat kann als ein situatives Dilemma bezeichnet werden, das bei Mitgliedern stigmatisierter Gruppen in Testsituationen kurzfristig zu signifikanten Leistungseinbußen führen kann. Es kann auch bei anderen Wahlentscheidungen auftreten. Empirisch gesicherte Befunde für die längerfristigen Auswirkungen liegen bisher kaum vor. Auch die auslösenden Bedingungen sind nicht abschließend geklärt.

No description available.

No description available.

nÃo hà / Buscou-se testar experimentalmente o efeito que o contexto de avaliaÃÃo exerce sobre o desempenho cognitivo. Sujeitos prestes a executar uma tarefa cognitiva (Teste de RotaÃÃo Mental) foram induzidos a considerar sua pertenÃa a um grupo associado com fraco desempenho no domÃnio em questÃo. Se tal manipulaÃÃo do contexto de avaliaÃÃo prejudicar o desempenho, estamos diante do fenÃmeno da âameaÃa do estereÃtipoâ. TambÃm buscou-se reduzir esta possÃvel piora no desempenho. A amostra foi composta de 97 universitÃrios cotistas e nÃo-cotistas. Partimos da hipÃtese de que parte da diferenÃa de desempenho observada entre estes grupos deve-se a fatores situacionais. Identificar e quantificar estes fatores, assim como buscar formas de diminuir ou eliminar seus efeitos, à relevante em vÃrios nÃveis. Foram testadas tambÃm as relaÃÃes estabelecidas pelos sujeitos no que diz respeito aos termos envolvidos no construto. Adaptou-se para este propÃsito a âescala de sobreposiÃÃo do eu, endogrupo e exogrupoâ para medir a percepÃÃo de proximidade/distanciamento dos grupos entre si e dos sujeitos em relaÃÃo aos grupos, bem como, o InventÃrio de Ansiedade Frente a Provas (IAP), com o objetivo de aumentar o poder discriminativo do construto de âameaÃa do estereÃtipoâ. Do ponto de vista teÃrico, buscou-se uma leitura analÃtico-comportamental do fenÃmeno da ameaÃa do estereÃtipo. Pretendeu-se com isso favorecer uma aproximaÃÃo entre psicologia social, anÃlise do comportamento e a avaliaÃÃo educacional. Todas essas Ãreas possuem premissas em comum e a intenÃÃo aqui à demonstrar como uma abordagem interdisciplinar pode beneficiar todas elas. Para tanto, nos valemos dos conceitos de controle e equivalÃncia de estÃmulo, e principalmente dos oriundos da Teoria das Molduras Relacionais. ApÃs um treino, os participantes responderam trÃs blocos de 40 tarefas de rotaÃÃo mental. Entre os blocos 1 e 2 foi inserida uma das variÃveis independentes âameaÃa, controle, ou valorizaÃÃoâ, entre os blocos 2 e 3, a segunda das variÃveis independentes âreduÃÃo da ansiedade, da ameaÃa ou controleâ. Os resultados mostram uma superioridade estatisticamente significativa no desempenho dos nÃo cotistas na linha de base. No segundo bloco, os cotistas ameaÃados apresentaram a menor mÃdia entre todos os grupos, ao passo que os cotistas do grupo de controle foram os que mais melhoraram. A valorizaÃÃo nÃo apresentou o resultado esperado. No terceiro bloco os cotistas em geral pioraram o desempenho, mas os nÃo cotistas melhoraram. Os cotistas na condiÃÃo de reduÃÃo do estereÃtipo foram os que mais melhoraram no terceiro bloco. As variÃveis de 14 valorizaÃÃo do grupo e reduÃÃo da ansiedade mostraram resultados ambÃguos, mesmo no nÃvel qualitativo de anÃlise. No inventÃrio de ansiedade frente a provas, nÃo houve diferenÃa significativa entre cotistas e nÃo cotistas. A escala de sobreposiÃÃo do eu, endogrupo e exogrupo mostrou que os participantes nÃo consideram haver uma diferenÃa significativa entre os dois grupos e que nÃo consideram excludentes ou opostas as identificaÃÃes com eles. / This study investigated the effect of the context of evaluation over the cognitive performance in an experiment. Students on the verge of executing a cognitive task (Mental Rotation Task) were induced to consider their relation to a group negatively associated with the domain of the test. If their performance decreased in the face of this manipulation we could say that this situation is a âstereotype threatâ. The possibility of plummeting this decrease in the performance of the students under stereotype threat was also investigated. The sample was composed of 97 university students, both those who benefitted from affirmative action program and the ones that did not. The start point of this research is the idea that at least part of the discrepancy that can be seen in the grades of these two groups when they are compared is due to situational factors and therefore is important to identify and quantify these factors in order to lessen this discrepancy. The concepts involved in the construct of stereotype threat were investigated with the use of the Overlap of Self, Ingroup, and Outgroup Scale. The idea behind this scale is to see how the subjects perceive the similarity and distance between the two groups. Another measure used in the experiment was a scale to see how anxious the individual usually feel in evaluation contexts. Both these measures are important because they are related to the validity of the construct of stereotype threat and can moderate both its effectiveness and susceptibility. Theoretically, a behavior analytic approach to study the phenomenon was proposed. The objective in doing so is to close a gap between social psychology, behavior analysis and educational evaluation. All these areas have many premises in common and the concept here in view show how an interdisciplinary approach can benefit all of them. The concepts used were stimulus equivalence, stimulus control and specially those coming from the relational frame theory. As for the experiment, it was composed of three blocks with 40 tasks each. Between the blocks 1 and 2 either a control text, a valorization text or a threat text was introduced. Then between the blocks 2 and 3 either a text aimed to reduce the threat, or to reduce the anxiety or a control text. The results have shown a statistically significant better performance of the ânon affirmative actionâ in the first block. In the second block, the group of âstereotype threat affirmative actionâ was the one with the worst performance in contrast with the âstereotype threat control groupâ that were the ones who increased most theirs scores. The âvalorization stimuliâ did not show a clear result for any of the groups. In the third block, the âaffirmative action groupâ as a whole 16 decreased their scores, but the ânon affirmative actionâ kept increasing theirs. Nevertheless, the âaffirmative actionâ in the subgroup of âstereotype reductionâ were the ones who increased most their performance, even more than the ânon affirmative actionâ group. Group valorization and reduction in anxiety have shown ambiguous results even in the qualitative level of analysis. In the Anxiety Inventory of Taking Tests, there was not a significant difference between the groups (affirmative and non affirmative action groups). The Overlap of Self, Ingroup, and Outgroup Scale showed that the participants did not consider that there was a significant difference between their groups or that their identifications were mutually excludent or opposite.

Purpose and research questions: The purpose of this study has been to critically examine Esports through a gender perspective. The study therefore investigated the gender-typing of Esports and if these stereotypes affect players’ performance. The research questions were: Do players gender-type Esports to be a neutral, feminine, or masculine sport? Do gender stereotypes in Esports affect female players’ performance? Do gender stereotypes in Esports affect male players’ performance? Method: A quantitative research design was used, and two different surveys were sent out to respondents. Both surveys contained the exact same information and questions on the first page. These were aimed at answering questions regarding gender-typing (i.e. if the respondents perceived Esports to be a neutral, feminine or masculine activity and how appropriate they perceived Esports to be for women respectively men). The survey’s second page had identical questions on both surveys, however the respondents got to see different texts of information (stereotypes) depending on which survey they participated in. The first survey (Group 1) included two different conditions groups (women = stereotype threat; men = stereotype lift) and primed the respondents with the stereotype that “women are inferior to men in Esports”. The second survey (Group 2) also included two different condition groups (men = stereotype threat; women = stereotype boost) and primed the respondents with the alternative stereotype manipulation that “women are equally as good as men in Esports”. After participating in the surveys, the respondents played three games of Counter-Strike: Global Offensive that were then analyzed against the respondents’ three most recent matches before partaking in the study. As such, the players’ performance could be evaluated and a result could be determined (i.e. either an improvement or impairment in performance). A control group (Group 3) that did not partake in the surveys was used as a reference group and to evaluate the participants’ performances. As a total, 290 persons participated in the study, of which 50 were women and 240 men. Results: The results showed that the players perceived Esports to be more of a masculine sport. For the stereotype effects on players’ performance, an ANOVA of the results showed that stereotype threat had a statistically significant effect on female players’ performance (p = .008), whereas stereotype boost did not. For the men, the results showed that neither stereotype threat nor lift had any statistically significant effect on male players’ performance. Conclusion: The findings suggest that players gender-type different aspects of Esports in different ways. The participants perceived Esports to be more of a masculine activity but on the other hand to be almost equally as appropriate for women and men. As a whole, the respondents perceived Esports to be more of a masculine sport than neutral or feminine. The findings from this study also suggest that women in Esports are more affected by gender stereotypes than men are, and that negative gender stereotypes about women’s ability may impair female players’ performance. Finally, the findings suggest that the awareness as well as the occurrence of gender stereotypes in Esports are widespread among players. However, players in Esports consider themselves to not fully endorse these stereotypes but believe that other players do, especially the negative stereotypes about women’s ability in Esports. This finding generates an interesting area for further research and investigation. / Syfte och frågeställning: Syftet med denna studie har varit att kritiskt granska Esport ur ett genusperspektiv. Studien undersökte därmed könsstereotypningen (”gender-typing”) av Esport samt huruvida dessa stereotyper påverkar spelares prestationer. Frågeställningarna var: Könsstereotypar spelare Esport som en neutral, feminin eller maskulin sport? Påverkar könsstereotyper inom Esport kvinnliga spelares prestationer? Påverkar könsstereotyper inom Esport manliga spelares prestationer? Metod: En kvantitativ forskningsdesign användes, och två olika enkäter skickades ut till respondenter. Båda enkäterna innehöll exakt samma information och frågor på den första sidan. Dessa var ämnade att besvara frågor kring könsstereotypning (dvs. om respondenten ansåg Esport var en neutral, feminin eller maskulin aktivitet samt hur lämpligt de ansåg Esport vara för kvinnor respektive män). Enkätens andra sida hade identiska frågor på båda enkäterna men respondenterna fick ta del av olika texter av information (stereotyper) beroende på vilken enkät de deltog i. Den första enkäten (Grupp 1) inkluderade två olika tillståndsgrupper (kvinnor = stereotype threat; män = stereotype lift) och grundade respondenterna med stereotypen att ”kvinnor är sämre än män inom Esport”. Den andra enkäten (Grupp 2) inkluderade även den två olika tillståndsgrupper (män = stereotype threat; kvinnor = stereotype boost) och grundade respondenterna med den alternativa manipulationen av stereotypen att ”kvinnor är lika bra som män inom Esport”. Efter att ha deltagit i enkäterna spelade respondenterna tre matcher av Counter-Strike: Global Offensive som sedan analyserades mot respondenternas tre senaste matcher innan de deltog i studien. Som sådant, kunde spelarnas prestationer utvärderas och ett resultat kunde fastställas (dvs. antingen en förbättring eller en försämring i prestation). En kontrollgrupp (Grupp 3) som inte deltog i enkäterna användes som referensgrupp och för att utvärdera deltagarnas prestationer. Totalt deltog 290 personer i studien varav 50 var kvinnor och 240 män. Resultat: Resultatet visade att spelarna uppfattade Esport som mer av en maskulin sport. Angående stereotypeffekterna på spelarnas prestationer visade en ANOVA av resultaten att stereotype threat hade en statistisk signifikant effekt på kvinnliga spelares prestationer (p = .008), medan stereotype boost inte hade det. För männen så visade resultaten att varken stereotype threat eller lift hade någon statistisk signifikant effekt på manliga spelares prestationer. Slutsats: Resultaten tyder på att spelare könsstereotypar olika aspekter av Esport på olika sätt. Deltagarna uppfattade Esport som mer av en maskulin aktivitet men å andra sidan som lika lämpligt för kvinnor och män. Som helhet uppfattade respondenterna Esport som mer av en maskulin sport än neutral eller feminin. Resultatenfrån denna studie tyder även på att kvinnor inom Esport påverkas mer av könsstereotyper än män och att negativa könsstereotyper om kvinnors förmåga kan försämra kvinnliga spelares prestationer. Slutligen, resultaten tyder på att medvetenheten samt förekomsten av könsstereotyper inom Esport är utbredd bland spelarna.Spelarna inom Esport anser dock inte att de själva stödjer dessa stereotyper fullt ut men tror att andra spelare gör det, särskilt de negative stereotyperna om kvinnors förmågor inom Esport. Detta resultat genererar ett intressant område för vidare forskning och undersökningar.