The purpose of the present investigation was to investigate the relationship of cognitive complexity, as measured by a quantitative index of human movement responses, and the number of different constructs in one psychological system.

This study was designed to examine the relationship between selected Adlerian personality constructs and counselor effectiveness in a master's level practicum. In addition, the relationship between counselor age and counselor effectiveness was examined.

Social commerce has evolved through the advancement of web 2.0 technologies, the significant rise of smartphone usage, and the increased popularity of social media platform usage such as social networking sites. Social networking sites have unique social sharing capabilities, which enable consumers to research products and services and make informed shopping decisions based on the trust developed in their online community. Brands acknowledge the importance of building and gaining consumer trust, because trust is a significant determinant for successful online transactions. Trust is equally essential to social commerce success, and is established as a positive influence on purchase intention. Considering the impact of trust on the consumer decision-making journey online, how this trust develops and what moderates this trust are of equal significance to brands and academics. Despite the plentiful research conducted in social commerce, the moderating role of culture on trust in social commerce is questioned, and the uncertainties of its impact within an emerging country is evident through insufficient academic research. The research design used in this study was cross-sectional in nature. Quantitative data were collected from a sample of social commerce users though an online survey administered on a branded Facebook page. Adopting an integrative social commerce framework by Kim and Park (2013) and the national cultural framework of Hofstede, the findings demonstrated a positive relationship between trust and purchase intention, and no moderation of culture on trust. Reinforcing previous academic research on the significance of trust in social commerce – further recommendation is given on the exploration of culture on trust and purchase intention.

George Kelly has stated that persons place interpretations, or constructs, on what they perceive. Past research has indicated that subjects more meaningfully apply their own personal constructs to persons and situations than constructs supplied from other sources. This study attempted to confirm previous findings. Sixty-three university students used their own personal constructs, elicited from the Role Construct Repertory Test, and supplied instrumental-expressive role constructs to interpret and rate 12 actors portraying instrumental and expressive behaviors in six videotaped scenes. The purpose of this study is to compare the meaningfulness to subjects of stereotypic terms in a sex-role inventory to the meaningfulness of the subjects' own personal constructs when interpreting typical masculine- and feminine-typed behavior.

This study conducted a bibliometric analysis for the purpose of identifying the crucial leadership constructs that best explain and/or define effective educational leadership in two decades (1990-2000 and 2001-2010). The study reviewed top authors in educational leadership and analyzed their top cited works to identify leadership constructs which were (a) unique to leadership works within the 1990-2000 decade, (b) unique to the 2001-2010 decade, and c) similar or different between the two decades. The study found that the leadership constructs did evolve and shift during the study period and addressed the changing demands of individuals, educational organizations, and the external environment. Crucial educational leadership constructs were the product of the efforts of researchers in educational leadership to promote effective school leadership, improve learning outcomes and student performance, and create beneficial organizational results. The findings of the study highlight the potential impact and benefit of the continually upgrading and refreshing the understanding, training, and preparation of current and future school leaders.

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Researchers have explored representations in traditional video games, yet have not significantly investigated the representations in video games used in classroom contexts. Moreover, socially marginalized group members’ perspectives are rarely centered in academic research. This dissertation examined representations of people, ideas, and stories in video games for classroom use, focusing on how 16 self-identified US Black women who were teachers, learners, or both have perceived and encountered them. Furthermore, it drew from cultural studies traditions, which encompass theories that provide the language and space for seeing the world as diverse and nuanced, such as social constructionism, intersectionality, and experience. Data were gathered through using three qualitative methods: content analysis, three individual interviews per participant, and a questionnaire. A theme was recognized when four or more participants referenced a mutual idea. The results of the first research question on in-game representations of race, social class, and gender showed that these constructs were represented through human characters, anthropomorphic characters, or avatar creation options for users. Each game’s overarching structure influenced how it approached representation, with longer games and those designed to be played multiple times having more frequent opportunities to demonstrate character building and convey complex representations. Many games also centered the socially privileged via their representations of people, avatar options, ideas, and stories. Social class was often represented through in-game purchases, possessions, hobbies, and settings. Users often needed to actively create or implement diverse representations in classrooms. The second research question, which addressed participants’ conceptualizations of ideal representations in games for classroom use, showed that overall, participants wanted to see games featuring character, narrative, and ideological diversity across many socially constructed categories, including race, gender, social class, ability, sexual orientation, religion, and age, although they did not all agree on how to approach such representations. They wanted games to be relatable to all audiences while also being sensitive to those who were affected by not being represented. Content-wise, they wanted to see representations that engaged multiple senses and included fantasy elements and opportunities for users to express their creativity. Most participants reported that they would not want games to represent violence, and several participants did not want them to include stereotypes, social -isms, or racial jokes. The third research question’s results showed that the relationship between participants’ perspectives on ideal representations, their experiences, and their individual-centered characteristics—which comprised role descriptors, social constructs, and personality traits—was highly contextual. Participants who self-identified using the same terms, or underwent similar experiences, did not consequently share the same views. Rather, participants’ thoughts on representation were specific to the intersections of their individual-centered characteristics and experiences. In conclusion, this study underscores that it is important to privilege complexity and diversity when examining texts and audiences. It demonstrates how academic research can center members of socially and culturally marginalized groups while preventing myths of group sameness from obscuring individuals’ perspectives. Representations in games for classroom use would benefit from teachers, media practitioners, and researchers acknowledging the diversity of classroom audiences while addressing traditional learning objectives. / Media & Communication

Yes / Selective gene silencing by RNA interference (RNAi) involves double-stranded small interfering RNA (ds siRNA) composed of single-stranded (ss) guide and passenger RNAs. siRNA is recognized and processed by Ago2 and C3PO, endonucleases of the RNA-induced silencing complex (RISC). RISC cleaves passenger RNA, exposing the guide RNA for base-pairing with its homologous mRNA target. Remarkably, the 3′ end of passenger RNA can accommodate a DNA extension of 19-nucleotides without loss of RNAi function. This construct is termed passenger-3′-DNA/ds siRNA and includes a 3′-nuclease-resistant mini-hairpin structure. To test this novel modification further, we have now compared the following constructs: (I) guide-3′-DNA/ds siRNA, (II) passenger-3′-DNA/ds siRNA, (III) guide-3′-DNA/ss siRNA, and (IV) passenger-3′-DNA/ss siRNA. The RNAi target was SIRT1, a cancer-specific survival factor. Constructs I–III each induced selective knock-down of SIRT1 mRNA and protein in both noncancer and cancer cells, accompanied by apoptotic cell death in the cancer cells. Construct IV, which lacks the SIRT1 guide strand, had no effect. Importantly, the 3′-DNA mini-hairpin conferred nuclease resistance to constructs I and II. Resistance required the double-stranded RNA structure since single-stranded guide-3′-DNA/ss siRNA (construct III) was susceptible to serum nucleases with associated loss of RNAi activity. The potential applications of 3′-DNA/siRNA constructs are discussed.