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Flexion and extension arm actions have been studied with regard to whether and in what way(s) they are associated with attitudes. In this paper, I report the results of three experiments in which I investigated the valence of the attitude objects, the meaningfulness of the attitude objects, and the repetition of the arm action as factors that might influence the relation between flexion and extension arm actions and attitudes. In Experiment 1, I tested the influence of flexion and extension on attitude formation with novel, meaningless, but valenced, stimuli (Chinese characters). I predicted an Action x Stimulus Valence interaction such that both arm flexion and arm extension would result in higher pleasantness ratings of Chinese characters, when they were paired with positive and negative stimuli, respectively. Rather than the hypothesized interaction, I observed only a main effect for Stimulus Valence: positive characters were rated as more pleasant than were negative characters. In Experiment 2, I tested the influence of flexion and extension on attitude change with familiar, meaningful, valenced stimuli (foods). I predicted a main effect for Action, such that arm flexion would result in higher pleasantness ratings than would arm extension, regardless of Stimulus Valence, I also predicted a main effect of Stimulus Valence, such that positive foods would be rated as more pleasant than negative foods. Again, I observed only a main effect for Stimulus Valence in the predicted direction. In Experiment 3, I examined the influence of arm actions on attitudes over time using novel, meaningful, valenced stimuli (faces). I predicted that attitudes, as measured by an IAT, would be less biased for participants who repeatedly practiced responding to negative stimuli with a flexing action, compared to those of participants who repeatedly practiced responding to negative stimuli with an extending action. This prediction was weakly supported. / Psychology

The differential effectiveness of two types of adjunct embedded questions in facilitating deep processing, increased knowledge gain, and increased positive attitude change was examined in this two-session laboratory study. In session one, subjects completed a measure of locus of control (LOC) orientation, as well as measures of pretest knowledge and attitudes regarding drinking. Two weeks later, stratified assignment was used to place 33 subjects (ages 12 to 15) in one of the three levels of question condition (no questions, factual questions, and inference questions) to study a computer-based instructional program about alcohol education during the second session. Subjects assigned to either of the two embedded question conditions were asked to answer ten questions embedded between segments of interactive video. Depending on question condition, subjects were asked to provide factual information or draw inferences and conclusions regarding the previous video segment. After each question, subjects were asked to rate the amount of effort required to answer the preceding question. Control group subjects viewed interactive video without embedded questions or effort rating scales. Reaction-time trials were distributed throughout the multimedia program and were received by all subjects to establish a baseline reaction-time measure. Immediately following the instructional program, subjects completed posttest measures of knowledge and attitudes regarding alcohol. Results provided limited support for the hypothesis that embedded questions would facilitate positive attitude change; however, embedded questions did not appear to facilitate knowledge gain. Results also provided support for the hypothesis that subjects with internal LOC orientations would be associated with greater positive changes in knowledge gain. Other hypotheses related to depth of processing were not supported by the results of this study. No differences were observed between embedded question types on the reaction-time and mental effort rating measures of depth of processing. Furthermore, no differences were observed across LOC orientation on either of the depth of processing measures. A number of methodological issues are thought to have contributed to this limited support of the hypotheses in this study. These issues, and their potential impact and solutions are discussed with respect to future research. / Ph. D.

A mail questionnaire was employed to measure the attitudes of Virginia resident hunters toward game laws and regulations, sportsmanship in hunting, game law violations, game law enforcement, and Virginia game wardens; to determine background and hunting-related correlates of attitudes; and, to compare the ability of three social psychological models to predict the attitudes of Virginia hunters toward game laws and regulations. An initial mailing of a 17-page questionnaire and three follow-up reminders yielded a usable return of 1,245 (40.0 percent) questionnaires. A comparison of responses of respondents and telephone-interviewed nonrespondents suggested that nonresponse bias was negligible. Attitudes toward game laws and regulations, sportsmanship in hunting, game law enforcement, and Virginia game wardens were generally favorable. Mean attitude scores were in the upper range of possible mean scores. Attitudes toward game law violations were bimodally distributed. Approximately one-half of the sample was opposed to game laws violations, 11 percent were neutral, and 36.6 percent favored game law violations. Few background and hunting-related variables were associated or correlated with most or all of the five attitudes. Important negative correlates of most or all of the five attitudes were reported irritating 1977-78 warden contacts; reported irritating warden contacts in the past; the number of times a respondent reported having been bothered by a warden contact; receiving a warning or a citation for violation of a game law or regulation during the period 1973-1978; and, the number of warnings and citations received for violation(s) of game laws and regulations from 1973 to 1978. The three social psychological models tested were Fishbein’s beliefs-based model, Rosenberg’s value importance-perceived instrumentality model, and a modification of Fishbein's subjective behavioral norm. Population-modal beliefs were employed in Fishbein's beliefs-based model, Rosenberg's model employed hunting activities, and Fishbein's subjective norm model contained modal referents. Fishbein's beliefs-based model had a correlation of 0.29 with attitudes toward game laws, Rosenberg's model had a correlation of 0.12 with attitudes, and Fishbein’s subjective norm had a correlation of 0.30 with attitudes. The hypothesis that the models were related in an additive manner to attitudes toward game laws was not supported. Rosenberg's model did not achieve significance in a multiple regression model. Fishbein's two models met a retention criterion in the final model but were also interactive as evidenced by the significance of the interaction term. Fishbein’s two models appear to have both additive and multiplicative influences on attitudes toward game laws and regulations. The final model accounted for 16 percent of the variance in attitudes toward game laws and regulations. Fishbein’s beliefs-based model was supported by a superior performance over a model created by investigator-developed beliefs. A modification of Fishbein’s model of a subjective behavioral norm and a measure of a generalized subjective attitude norm each accounted for nine percent of the variance in attitudes toward game laws and regulations. Hunter perceptions of warden contacts as being irritating, the number of perceived irritating contacts with wardens, and receiving a citation for violation of game laws and regulations appear be the only significant hunting-related factors identified in this study related to unfavorable attitudes among hunters towara game laws and regulations. / Ph. D.

<p><strong><p>Purpose: The purpose of this thesis is to investigate if and how the presence of Fairtrade promotion can change the attitude towards the stores, ICA and Lidl. <strong></strong></p><p><strong>Background: People‟s attitude towards the brand Fairtrade is predominantly positive and by providing these socially beneficial products, stores wish to strengthen their brand image by communicating their social responsibility through the message of Fairtrade. Previous research has shown that the socially responsible actions of a company can result in an enhanced brand attitude, but also in some cases, the actions taken have had a diminished effect on the attitude towards a brand. It is therefore of interest to research which stores that can gain from Fairtrade promotions in terms of an improved attitude towards the brand. </strong></p><p><strong><strong>Method: To answer the purpose, a mixed method sequential explanatory design was applied, by collecting quantitative data from an experiment, and qualitative data from a follow-up interview. The emphasis was put on the quantitative phase, where four different experimental groups were manipulated with different internet advertisement; ICA and Lidl, with the presence and absence of Fairtrade promotion. </strong></strong></p><p><strong><strong><strong>Conclusion: The outcome of the study signified that the attitude towards Lidl was somewhat negative with the absence of Fairtrade and declined with the presence of Fairtrade promotion while the attitude towards ICA did not change regardless of promotion. The results indicate that Fairtrade can not be successfully used as a system of changing brand attitude of a store, if customers do not consider it to be congruent with the initial brand image. It is supported that consistency is the key to success for a brand to be believable and enhance the brand attitude. </strong></strong></strong></p></strong></p>

The problem of this study is concerned with the change in social distance to foreigners after the inclusion of Spanish language instruction in a four-week, fifth-grade social studies unit on Latin America.

To investigate the effects of attribution retraining under conditions of intermittent success and failure, 14 helpless subjects were given 15 days of treatment in one of two procedures. Except for the attribution of all failures to lack of effort in the attribution retraining condition, the two procedures were identical in all respects. After training, both groups showed significant and equivalent improvement in reactions to failure, suggesting that intermittent success and failure increase the persistence of helpless children, rather than attribution retraining as suggested by Dweck (1975). Recommendations included follow-up studies and exploration of the attributional patterns of children under conditions of intermittent success and failure.

The purpose of this study was to examine individual reactions to environmental messages based on three message frames. The frames include shock or fear, humor, and emotional frames. The intent of the study was to document, through the use of pre- and post-questionnaires, individuals' reactions to the three types of messages by measuring attitude or perception change, credibility of the message, and importance of the issue. In this study, baseline knowledge levels and beliefs about environmental issues were examined using a pre-questionnaire. How variable treatments affect attitudes or create perception change with regard to the environmental messages were explored. This study was questionnaire based, with results based on one time pre- and post questionnaires of mass communications undergraduate students at the University of South Florida. Along with message framing, McGuire's Information Processing Theory is useful in determining an individual's psychological context, and the steps an individual will take after a message is presented. This theory gives a "good overview of the attitude change process, reminding us that it involves a number of components" (Severin & Tankard, 2001, p. 175). Using these two theories as underpinning, exploration of the effects of different types of Greenpeace messages is possible. Determining which types of frames promote a behavior change in individuals adds to environmental persuasion research, and ultimately assists the designers of environmental messages and the deliverers of environmental communication.

<p>The main purpose of the research this thesis is based upon was to study students’ attitudes towards learning chemistry at university level and their motivation from three perspectives. How can students’ attitudes towards learning chemistry be assessed? How can these attitudes be changed? How are learning situations experienced by students with different attitude positions?</p><p>An attitude questionnaire, assessing views of knowledge, learning assessments, laboratory activities, and perceived roles of instructors and student, was used to estimate students’ attitude positions. It was shown that a positive attitude was related to motivated student behaviour. Furthermore, it was shown that factors in the educational context, such as the teachers’ empathy for students learning chemistry, had affected the students. It was also found that students holding different attitude positions showed different learning outcomes and differed in their perceptions of the learning situation. Students’ holding a more relativistic attitude more readily accepted the challenges of open experiments and other more demanding tasks than those holding a dualistic attitude.</p><p>In addition, the teachers were found to play important roles in the way the tasks were perceived and the development of students’ ideas. In studied laboratory activities open tasks resulted in positive student engagement and learning outcomes. Preparative exercises, such as a computer simulation of the phenomena to be investigated, affected students’ focus during laboratory work, encouraging them to incorporate more theoretical considerations and increasing their ability to use chemical knowledge. Finally, it was shown that students’ focus during laboratory work is reflected in the questions they ask the teacher, implying that questions could be used as tools to evaluate laboratory teaching and learning processes.</p><p>The findings imply that students’ attitudes towards learning and motivation, and the design of learning situations, are key factors in the attainment of desirable higher educational goals such as the ability to judge, use, and develop knowledge. For universities encountering students with increasingly diverse attitudes, motivation and prior knowledge, these are important considerations if they are to fulfil their commissions to provide high quality learning environments and promote high quality learning.</p>

The main purpose of the research this thesis is based upon was to study students’ attitudes towards learning chemistry at university level and their motivation from three perspectives. How can students’ attitudes towards learning chemistry be assessed? How can these attitudes be changed? How are learning situations experienced by students with different attitude positions? An attitude questionnaire, assessing views of knowledge, learning assessments, laboratory activities, and perceived roles of instructors and student, was used to estimate students’ attitude positions. It was shown that a positive attitude was related to motivated student behaviour. Furthermore, it was shown that factors in the educational context, such as the teachers’ empathy for students learning chemistry, had affected the students. It was also found that students holding different attitude positions showed different learning outcomes and differed in their perceptions of the learning situation. Students’ holding a more relativistic attitude more readily accepted the challenges of open experiments and other more demanding tasks than those holding a dualistic attitude. In addition, the teachers were found to play important roles in the way the tasks were perceived and the development of students’ ideas. In studied laboratory activities open tasks resulted in positive student engagement and learning outcomes. Preparative exercises, such as a computer simulation of the phenomena to be investigated, affected students’ focus during laboratory work, encouraging them to incorporate more theoretical considerations and increasing their ability to use chemical knowledge. Finally, it was shown that students’ focus during laboratory work is reflected in the questions they ask the teacher, implying that questions could be used as tools to evaluate laboratory teaching and learning processes. The findings imply that students’ attitudes towards learning and motivation, and the design of learning situations, are key factors in the attainment of desirable higher educational goals such as the ability to judge, use, and develop knowledge. For universities encountering students with increasingly diverse attitudes, motivation and prior knowledge, these are important considerations if they are to fulfil their commissions to provide high quality learning environments and promote high quality learning.