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Background: In 2017, brands have started to use their advertisements to take stance in political issues. However, since this trend has emerged in 2017, research in the field is limited. The research that is available is focused on how attitudes toward advertisements in general affect consumer attitudes toward the brand, which calls for deeper knowledge on how the political activism trend affect consumers’ attitudes. Purpose: To explore how political activism in advertisements affect consumers’ attitudes toward the brand behind the advertisement. Research Question: How does political activism in advertisements affect consumers’ attitudes toward the brand? Methodology: This study is of qualitative nature and took an explorative approach. Data was collected through semi-structured interviews based on a convenience sample of 11 respondents. Conclusion: The main findings from this study was that political activism in advertisement had an enhancing affect on respondents’ attitudes toward the brand behind the advertisement. Respondents that had positive attitudes toward the brand before were more positive toward the brand after the political advertisement, while the ones who were negative became more negative after the political advertisement.  Keywords Political activism, attitudes toward advertisements (Aad), attitudes toward brands (Ab), incongruity and involvement.

The aims of this study were to investigate the effects of two different methods of dynamic geometry based computer instruction on seventh grade students&rsquo / attitudes towards geometry, attitudes toward mathematic and technology and spatial abilities compared to traditional textbook based instruction and to get the students&rsquo / views related to the effects of computer based instruction on their learning. The sample consisted of 57 seventh grade students from a private elementary school in Kayseri. The study was conducted in the 2006-2007 academic year, lasting 14 lesson hours (two weeks). The data were collected through spatial ability test, mathematics and technology attitude scale, geometry attitude scale, and interviews. The quantitative analyses were carried out by using multivariate covariance analyses. The results revealed that two different methods of dynamic geometry based computer instruction didn&rsquo / t have a significangt effect on students&rsquo / spatial abilities compared to traditional textbook based instruction. The results also indicated that two different methods of dynamic geometry based instruction had a significant effect on students&rsquo / attitudes toward geometry, mathematics and technology compared to traditional textbook based instruction. The results of the interviews indicated that computers created a dynamic learning environment which supported students&rsquo / development and computers also helped students to explore mathematic in a far more meaningful way.

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Le concept de générativité, soit la préoccupation des adultes à l'égard du bien-être des générations futures, a fait l'objet de nombreuses études en psychologie sociale depuis les années 1950. En parallèle, plusieurs entreprises positionnent leurs produits et services comme génératifs, une réalité qui n'a toutefois pas été examinée d'un point de vue académique en marketing. Afin de remédier à cette lacune, nous proposons l'introduction formelle du concept de générativité dans la littérature marketing, ainsi que le développement d'une échelle de mesure entièrement dédiée à la générativité du consommateur. Nous analysons également les effets du positionnement génératif des produits sur le comportement du consommateur. Les résultats de la première étude ont montré que le positionnement génératif affectait positivement et significativement les attitudes envers le message et le produit, ainsi que les intentions d'achat. Ces effets étaient encore plus importants lorsque la publicité ciblait des consommateurs fortement génératifs. De plus, la construction de l'échelle de la générativité du consommateur a mis en évidence la présence de deux dimensions de la générativité : communale et agentique. L'analyse de la validité prédictive de l'échelle a de nouveau montré l'importance de cibler des personnes fortement génératives dans le cas de produits positionnés comme génératifs. Toutefois, l'analyse du type de positionnement génératif, du lieu de contrôle et du revenu familial comme modérateurs n'a pas révélé de relations statistiquement significatives. Notre recherche a néanmoins montré que les consommateurs mariés étaient plus génératifs que les célibataires, et que seules les personnes possédant un revenu familial confortable ou élevant des enfants possédaient un indice élévé de générativité communale. Qui plus est, les pères étaient plus génératifs sur le plan agentique que les mères. Ces résultats pointent également l'importance d'identifier le type de générativité du consommateur (communal ou agentique). / The concept of generativity—that is, adults' preoccupation for the well-being of the next generations—has been the subject of numerous studies in social psychology since the 1950's. In parallel, many companies are positioning their products and services as generative, a reality that has not been extensively studied from an academic perspective in marketing. To remedy this shortcoming, we propose the formal introduction of the concept of generativity in the marketing literature, as well as the development of a measurement scale entirely dedicated to consumer generativity. We also analyze the effects of a generative positioning on consumer behaviour. The results of our first study showed that product generative positioning had positive and significant effects on attitudes toward the ad and the products, as well as purchase intentions. Those effects were even more important when targeted consumers were themselves highly generative. Moreover, the construction of the consumer generativity scale revealed two dimensions for the construct: communal and agentic. The analysis of the predictive validity of the consumer generativity scale has again shown the importance of targeting highly generative people in the case of products positioned as generative. However, the analysis of the generative type of positioning, the locus of control and family income as moderators did not reveal statistically significant relationships. Our research have nevertheless shown that married consumers were more generative than singles, and only people with a confortable family income or raising children had a high index of communal generativity. In addtion, fathers were more generative than mothers with regards to the agentic dimension of generativity. These results also stress the importance of identifying the type of generativity (communal or agentic) demonstrated by said consumers.

This study reports on survey research into Florida Probation Officers' attitudes towards the causes of crime, the criminal offender and rehabilitation and treatment. The views on crime and on the offender are shaped by at least three major theoretical perspectives. First, this paper examines whether probation officers identify more with the classical theories, the biological theories or the sociological theories of criminology. Secondly, the probation officers' attitudes toward offenders are examined. For example, do probation officers express any positive opinions about the population they interact with, or do they feel that all offenders are equally bad? The third part of this research is geared towards the officers' attitudes about rehabilitation and treatment of offenders. Some current literature suggests that the field of probation is presently moving in a more punitive direction and away from the concept of rehabilitation. This research examines if this trend is reflected in probation officers' beliefs. In addition, the study shows how the probation officers in this sample feel about their jobs.

<p>This research was undertaken to propose a model for eLearning adoption in Higher Education in Africa and to identify and empirically test measures to assess the model. The model identified eLearning, individual and organisational factors affecting eLearning adoption in higher education. eLearning factors were deemed to be aligned with the individual and organisational factors and therefore, the measurement of individual and organisational factors of eLearning adoption is essential in determining the current state, and future development that could enhance eLearning adoption in higher education. This study is a first attempt in Africa to define and present a conceptualization of an eLearning adoption framework. The framework is a combination of frameworks and models from various disciplines, including social psychology, information systems, anthropology, sociology, education, communication, marketing, management, geography, economics and cognitive psychology. These frameworks for eLearning adoption in Higher Education are synergised and contextualised in the study.</p>

This study was conducted to examine the attitudes and motivational intensity of 10th grade vocational high school students and to explore whether there is any significant difference between Anatolian high school and high school sections of vocational high schools and whether there is any significant gender difference in terms of attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity. Learners from three vocational high schools in Boz&uuml / y&uuml / k, Bilecik participated in the study. According to quantitative data analysis results, a significant difference was found between Anatolian high school and high school sections of vocational high schools in terms of attitudes and motivational intensity. Students at high school sections were observed to have more positive attitudes and more motivational intensity than students at Anatolian high school sections do. Furthermore, a statistically significant difference was found between female and V male students. Female students tend to have more positive attitudes and more motivational intensity than male students do. Related to the level of the participants&rsquo / attitudes and motivational intensity, quantitative data analysis results indicate that vocational high school students&rsquo / attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity are above the average level. Qualitative data analysis of the open-ended responses confirm the participants&rsquo / almost positive attitudes toward learning English / however, it also points out that almost half of the participants were found to have negative attitudes toward expending personal effort to learn the Anglo-Saxon culture and over half of their openended responses did not show any sign of motivational intensity.

Previous research using future time perspective or possible selves frameworks provided evidence that learners with definite and elaborate goals, and future self-guides are more motivated in school tasks (Reeve, 2009; Yowell, 2000), exert more effort, demonstrate persistence, and show greater performance (De Volder & Lens, 1982; Lens et al., 2002; Simons et al., 2000), and learners with positive possible selves were better able to face failure, demonstrated better performance, had higher levels of self-esteem, showed more persistence on tasks, and depicted greater motivation (Cross & Markus, 1994; Oyserman et al., 2004; Unemori et al., 2004). The purpose of this study was to investigate the role of future orientation constructs, future time perspective and possible selves, on Turkish college level learners' motivation to learn English and their identity construction, and how future projections of themselves as L2 users (the ideal L2 self, the ought-to L2 self, and feared L2 self) impacted their motivation to learn English and their identities. A total of 299 Turkish graduate students studying in the United States participated in the study. Also, this study examined the extent to which adding a measure of the feared L2 self construct contributed to explaining motivation to learn English and identity construction. The data were collected via surveys and interviews, and they were analyzed quantitatively, using qualitative data for triangulation. Findings suggested that the L2 motivational self-system (Dornyei, 2005, 2009) contributed to explaining Turkish learners' motivation to learn English and their oriented identities. Also, adding a feared L2 self variable to measures of the L2 motivational self system could help explain learners' identity construction but not their language learning motivation. In addition, future time perspective connectedness and value were not useful in explaining the L2 motivation, but future connectedness was found to be related to the ideal L2 self and feared L2 self, and valuing the future goals was related to the ought-to L2 self. Qualitative data showed that learners presented combination of several identities, including national and oriented. They imagined themselves as professional and successful English users, and their L2 related worries included losing their native language and being seen as "assimilated" or as "showing off" individuals. / text