No description available.

Yes / This study investigates the impact of three-dimensional (3D) product presentation quality (3D-Q) on attitude toward presented product and attitude toward website, which in turn affect users’ satisfaction. Therefore, this research developed a hypothetical online retailer website, which presents a variety of 3D laptops that allows users to control the content and form of the 3D flashes. We measured 3D-quality based on a multi-dimensional construct. In other words, we define and operationalize 3D-quality based on information quality, system quality, authenticity, and enjoyment (second-order). We employed a non-student sample (n=410) to collect the data. We find that 3D-quality determines perceptions of attitude toward presented product and attitude toward website, which in turn influence users’ satisfaction. Furthermore, we find that virtual product experience moderates the relationships between attitude toward presented product, attitude toward website and users’ satisfaction. Our study provides important implications for e-tailers.

AMBIVALENT SEXISM, AMBIVALENCE TOWARD MEN AND DEMOGRAPHIC VARIABLES AS PREDICTORS OF TURKISH COLLEGE STUDENTS&rsquo / ATTITUDES TOWARD MEN IN SOCIAL AND WOMEN IN NATURAL SCIENCES G&ouml / ker G&uuml / l&ccedil / &uuml / r M. S., Department of Psychology Supervisor: Assoc. Prof. Dr. Nuray Sakalli - Ugurlu August 2006, 96 pages The aim of this thesis was to investigate the effects of ambivalent sexism, ambivalence toward men and demographic variables on attitudes toward men in social and women in natural sciences. 217 METU students participated in the study. Results of hierarchical regression demonstrated that sex, major, political view, department satisfaction and benevolence toward men (BM) significantly predicted attitudes toward men in social sciences / whereas sex, major, political view, hostile sexism (HS), hostility toward men (HM) and BM significantly predicted attitudes toward women in natural sciences. Additional analysis revealed main and interaction effects of sex and major on attitudes toward men in social sciences. Additional analysis also revealed main effects of sex and major on attitudes toward women in natural sciences. This thesis aims to contribute to literature by assessing (1) the relationship between sexismand attitudes toward individuals in gender atypical departments, and (2) the effects of demographic variables such as gender, major and political view on attitudes toward individuals in gender atypical departments.

The increasing prevalence and familiarity of Artificial Intelligence (AI) significantly impact various life aspects, particularly in the creative domain. Understanding perspectives and motivations towards AI, especially among artistic individuals, is crucial due to the substantial influence of this technology on their work. This paper investigates attitudes toward AI and the factors driving the use of generative AI in creative processes. The study aims to determine if attitudes toward AI impact the motivation to utilize generative AI. Data were collected using the General Attitudes Towards Artificial Intelligence Scale (GAAIS) and the Motivational Factors Toward Generative AI Usage Measurement Scale (Gen-AI Scale). Results indicate that all six positive motivational factors equally influence the intention to use generative AI in creative fields, though they have only a moderate positive impact. Additionally, while the entire group showed notable differences between GAAIS and Gen-AI Scale scores, the distinction between artists and non-artists was not significant.

No description available.

This study examines middle school students' perceptions of a future career in a science, math, engineering, or technology (STEM) career field. Gender, grade, predispositions to STEM contents, and learner dispositions are examined for changing perceptions and development in career-related choice behavior. Student perceptions as measured by validated measurement instruments are analyzed pre and post participation in a STEM intervention energy-monitoring program that was offered in several U.S. middle schools during the 2009-2010, 2010-2011 school years. A multiple linear regression (MLR) model, developed by incorporating predictors identified by an examination of the literature and a hypothesis-generating pilot study for prediction of STEM career interest, is introduced. Theories on the career choice development process from authors such as Ginzberg, Eccles, and Lent are examined as the basis for recognition of career concept development among students. Multiple linear regression statistics, correlation analysis, and analyses of means are used to examine student data from two separate program years. Study research questions focus on predictive ability, RSQ, of MLR models by gender/grade, and significance of model predictors in order to determine the most significant predictors of STEM career interest, and changes in students' perceptions pre and post program participation. Analysis revealed increases in the perceptions of a science career, decreases in perceptions of a STEM career, increase of the significance of science and mathematics to predictive models, and significant increases in students' perceptions of creative tendencies.

The past twenty-five years has brought about a substantial increase in the number of American women participating in the labor force. In 1940, approximately 12.8 million women were involved in employment outside the home; this was 25 percent of the total female population 14 years of age and over. By 1964, the number of employed women had doubled; there were then 25.8 million women workers. Out-of-the-home employment was actively engaging 37 percent of American women (7, p. 301). However, not only has there been an increase in the number of workers; there are also changes in the percent of women involved, the number of years a woman spends in active participation in the labor force, and in the work cycle of employed women.

Research has indicated that adolescents hold both negative and positive attitudes and have common misconceptions about breastfeeding that appear to result from their limited knowledge and reduced exposure to breastfeeding. The purpose of this study was to determine the knowledge and attitudes toward breastfeeding of adolescent male and female secondary school students. The study also sought to elicit information on factors that may influence the decision regarding future infant feeding methods. Self-efficacy theory was the theoretical framework to guide the study. This quantitative descriptive study, using a cross-sectional design, involved consenting secondary school students' completing a self-report questionnaire. The study employed purposive sampling and included 1845 males and females in both year-nine and year-12 at designated metropolitan and rural secondary schools in 2001. Analyses of the data were performed using the Statistical Package for Social Science (version 10.7). Statistical procedures involved chi-square analysis, Student's independent t-test and univariate analysis of variance. Spearman's rank order correlation coefficient was used to describe the relationship between the secondary school student respondents' knowledge of and their attitudes toward breastfeeding. The study results indicate that overall Western Australian adolescent secondary school students have less than ideal knowledge of breastfeeding which is consistent with findings from other studies. Higher breastfeeding knowledge scores were reported in year-12 for both male and female students. For both year groups, female students had higher breastfeeding knowledge scores than male students. With regards to attitudes toward breastfeeding, students had a tendency for neutral responses to attitude questions. / However, overall and for both year groups, female students were found to be more positive towards breastfeeding than male students. The comparison of rural to metropolitan students found that metropolitan students had higher breastfeeding knowledge and were more positive towards breastfeeding than rural students. The metropolitan students were also more inclined to consider breastfeeding future children than rural students. Consideration of breastfeeding future children was similar for both male and female students. Comparison of the combination of gender, year and site revealed higher breastfeeding knowledge and more positive attitudes to breastfeeding in both rural and metropolitan female year-12 respondents. Sources of efficacy information, particularly persuasion/education, were more prominent in female secondary school respondents than male secondary school respondents when considering factors influencing adolescent attitudes toward breastfeeding. The adolescent's acceptance of gender identity could be argued as a reason for the more positive breastfeeding attitudes in female respondents. Students who were breastfed or exposed to breastfeeding either through role models (ie mothers), reading about breastfeeding, media or family influence had greater knowledge and were more positive towards breastfeeding. This study suggests that breastfeeding and lactation information needs to be addressed in the early years of development in order to increase breastfeeding knowledge and promote positive attitudes. Information pertinent to the health benefits of breastfeeding needs to be included in health and nutrition education and addressed through targeted education programs. / Education and health promotion activities could be guided using the four sources of efficacy information in relation to the benefits of breastfeeding. Opportunities for the role modelling of positive breastfeeding attitudes, and consistent support from the school-based health professionals may assist to reduce the adolescent student's unmet informational needs in relation to breastfeeding. A recommendation from this study is the provision of lactation and breastfeeding education for community-based high school nurses as these health professionals are a key element in health education and health promotion in the school setting.

The intent of this study was to compare the attitudes toward school of elementary Indian and non-Indian students living in Northwestern Saskatchewan as these attitudes related to grade, school location, race and gender differences. <p>The literature was reviewed with two main themes, that of the history of Indian education and the development of Indian control of education and the relationship of academic self-concept to performance of children in an academic atmosphere. <p>To assess the differences in attitudes, the Student Attitude Measure developed by Dolan and Enos with the scales including <b>motivation for schooling, academic selfconcept performance based, academic self-concept reference based, sense of control over performance, and instructional mastery</b> were used. This instrument was administered to 1443 grades four, five and six students. All the data from the questionnaires identified as Indian (N=610) were used, but only a matched random sample of non-Indian (N=176) questionnaires were used from the students located in provincial schools. The various group mean scores were analyzed statistically by one-way analysis of variance and a Student Newman-Keuls multiple comparison was used to determine significant differences among group responses. The Canadian Test of Basic Skills was obtained for the reserve attending students and the composite score was correlated with the various measures of the Student Attitude Measure. <p> The results of the study were that:<br> 1. Non-Indian students had significantly higher scores on all five measures of the Student Attitude Measure.<br> 2. Differences by grade level were minimal with the Indian students scoring higher at the grade six level than the grade four, whereas, with the non-Indian student the grade six students scored significantly lower on one measure- that of self-concept performance based.<br> 3. Gender differences for Indian students were minimal with females having higher motivation for school scores and males having higher self-concept performance based scores. With the non-Indian students, the females scored significantly higher on motivation, self-concept reference based and control over performance.<br> 4. For the Indian students, the location of the school did make a difference. Students located in the Band controlled or rural provincial schools scored significantly higher on most SAM measures as compared to the Federal or city attending Indian students. Students in the city schools had the lowest scores.<br> 5. For the non-Indian student, school location did not produce significantly different scores on the SAM.<br> 6. There was a significant correlation between the Canadian Test of Basic Skills and the scales measuring motivation, self-concept reference based, sense of control over performance and instructional mastery.

The intent of this study was to compare the attitudes toward school of elementary Indian and non-Indian students living in Northwestern Saskatchewan as these attitudes related to grade, school location, race and gender differences. <p>The literature was reviewed with two main themes, that of the history of Indian education and the development of Indian control of education and the relationship of academic self-concept to performance of children in an academic atmosphere. <p>To assess the differences in attitudes, the Student Attitude Measure developed by Dolan and Enos with the scales including <b>motivation for schooling, academic selfconcept performance based, academic self-concept reference based, sense of control over performance, and instructional mastery</b> were used. This instrument was administered to 1443 grades four, five and six students. All the data from the questionnaires identified as Indian (N=610) were used, but only a matched random sample of non-Indian (N=176) questionnaires were used from the students located in provincial schools. The various group mean scores were analyzed statistically by one-way analysis of variance and a Student Newman-Keuls multiple comparison was used to determine significant differences among group responses. The Canadian Test of Basic Skills was obtained for the reserve attending students and the composite score was correlated with the various measures of the Student Attitude Measure. <p> The results of the study were that:<br> 1. Non-Indian students had significantly higher scores on all five measures of the Student Attitude Measure.<br> 2. Differences by grade level were minimal with the Indian students scoring higher at the grade six level than the grade four, whereas, with the non-Indian student the grade six students scored significantly lower on one measure- that of self-concept performance based.<br> 3. Gender differences for Indian students were minimal with females having higher motivation for school scores and males having higher self-concept performance based scores. With the non-Indian students, the females scored significantly higher on motivation, self-concept reference based and control over performance.<br> 4. For the Indian students, the location of the school did make a difference. Students located in the Band controlled or rural provincial schools scored significantly higher on most SAM measures as compared to the Federal or city attending Indian students. Students in the city schools had the lowest scores.<br> 5. For the non-Indian student, school location did not produce significantly different scores on the SAM.<br> 6. There was a significant correlation between the Canadian Test of Basic Skills and the scales measuring motivation, self-concept reference based, sense of control over performance and instructional mastery.