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Teachers\u27 use of food rewards in the classroom environment
No full textFood rewards are defined in terms of the value of a food to the individual at the time of ingestion. In classrooms, teachers may use food rewards to encourage academic achievement and appropriate classroom behavior (Hoffman et al., 2009). The use of unhealthy food rewards increases children’s desires for sweets and nonnutritive foods, which can pose risks for health and obesity-related outcomes, compared to healthier alternatives. Different characteristics, such as teaching style, classroom structure, teaching efficacy and teaching eating behavior, can be related to teacher’s use of different types of rewards. The goal of this study was to investigate the frequency of teacher’s use of rewards (food and nonfood tangible rewards) and their purpose (learning engagement and behavior management), as well as their relation to teacher characteristics. Teachers completed online questionnaires through Prolific. Questionnaires measured teacher’s use of rewards (frequency, type, purpose) and teacher characteristics (autonomy-supportive or controlling teaching style), classroom structure (mastery or performance approach), teaching efficacy, and teacher emotional eating. Results of the study showed that teacher’s use of nonfood rewards is more frequent than food rewards for both learning and behavior within one academic year. Additionally, teaching style (low autonomy-support), teaching efficacy and emotional eating were significant predictors of food rewards for learning only. Overall, this study sheds light on potential teacher characteristics that are related to teacher\u27s use of food and other nonfood rewards in the classroom. The study helps build on the knowledge of the frequency of reward use in classroom, varying by reward type and purpose
A two-stage design for choosing among several normal treatments in comparison with a control: The case of common, known variance
No full textA two-stage design is developed for comparing the means of multiple normally distributed treatment groups under a known common variance, with the aim of identifying the treatment with the highest mean while minimizing the expected sample size, a crucial consideration in clinical trials. The proposed methodology integrates elements of both hypothesis testing and selection procedures to achieve greater efficiency and decision-making power. In the initial stage, if no treatment exhibits a mean surpassing a predefined efficacy threshold, the trial is terminated early, conserving resources. If one or more treatments exceed the threshold, the procedure advances to a second stage, where additional data is collected for the treatment group with the highest observed mean, followed by a formal hypothesis test against a control to determine its effectiveness. The design is optimized through the principle of the least favorable configuration (LFC), which focuses on minimizing expected sample size under the most challenging conditions for detection. As this approach blends selection and testing, conventional definitions of type I error and power are modified to suit the hybrid framework. For any given significance level and target power, the procedure outlines how to derive suitable design parameters, ultimately selecting the design with the lowest expected sample size from among feasible candidates
Forks and knives and shower times: Pro-environmental spillover after emotion appeals
No full textAs concerns for climate change continue, pro-environmental behaviors (PEBs) need to be adopted to help combat the rapid changes occurring. The purpose of this field study was to test whether manipulating the reason for performance of an initial behavior (PEB1) can induce positive versus negative spillover to a secondary PEB (PEB2) and to investigate how long the effects of spillover last. The present study had three experimental conditions: baseline condition (no poster), a guilt-inducing poster encouraging selection of a vegan meal (PEB1), and a neutral emotion poster encouraging PEB1. After participating in PEB1 (or not), participants were asked if they would be willing to use a shower timer (PEB2) to reduce their water consumption over the duration of a week. Results suggest that the relationship between PEB1 and PEB2 was moderated by the poster condition, with some evidence of positive spillover in the neutral emotion condition. Additional research is needed to determine under what conditions positive or negative spillover will occur and how long the effects last
Mediterranean diet adherence is a strong predictor of TIC severity in U.S. children and adolescents with Tourette Syndrome
No full textObjective: This cross-sectional study evaluated Mediterranean Diet (MedD) adherence and tic severity in children and adolescents with Tourette Syndrome (TS) and analyzed differences in MedD adherence and various demographic and lifestyle factors in individuals with TS compared to healthy controls. Method: We recruited healthy children (HC) (n = 31) and children with TS (n = 66) aged 9-17 to participate in an online questionnaire examining demographic/lifestyle characteristics, KIDMED score for MedD adherence, and—for subjects with TS—the Yale Global Tic Severity Scale (YGTSS) score. Independent samples t tests, 1-way analysis of variance (ANOVA), and χ2 tests determined differences between KIDMED Score and demographic variables, as well as demographic/lifestyle differences between the 2 groups. The Spearman correlation coefficient between MedD adherence and tic severity was calculated. Backward stepwise linear regression analyses were run to determine the best predictors of tic severity.
Results: Mean KIDMED score of HC and subjects with TS was 4.27, indicating low dietary quality overall that needs improvement (scores of 4–7). KIDMED score was significantly lower for subjects who participated in The National School Lunch Program free- and reduced-price meal (NSLP) (P = .02), and significantly higher for subjects who reported medium and high, versus low, levels of physical activity (P = .01). MedD adherence was a strong negative significant predictor of tic severity (P = .001).
Conclusion: Our findings suggest a possible role for MedD in TS tic management. Public health initiatives that facilitate healthier youth eating practices resembling MedD are warranted and may be particularly beneficial for youths with TS
The development and initial validation of an empathy scale for higher education instructors
No full textEmpathy is an essential component of interpersonal relationships as it promotes a feeling or understanding of another’s emotions and can produce a response leading to altruistic behavior. Empathy demonstrated in higher education could impact student success; however, a scale that measures empathy in higher education instructors does not exist. The purpose of this study was to develop a scale to measure empathy in higher education instructors and to perform initial validation for its use in this population. The scale development started with qualitative research to identify how empathy is perceived by faculty who teach in higher education. It was found that instructors of any academic rank define empathy as multidimensional and demonstrate empathy using both cognitive and affective approaches. A theoretical model that illustrates the potential value of empathy as a prosocial behavior on student outcomes also informed the scale item development. Finally, current validated scales were used for item development, including the Toronto Empathy Questionnaire (TEQ) and the Interpersonal Reactivity Index (IRI). The developed scale underwent exploratory (EFA) and confirmatory factor analysis (CFA) along with convergent and discriminant validation. Although the scale generated from the EFA did not demonstrate a good model fit with the CFA, post hoc modifications using modification indices generated a good model fit with a 2-factor, 15-item scale (CFI=0.964; RMSEA = 0.04). The newly developed 2-factor, 15-item empathy scale provides a strong foundation for a validated tool to measure empathy in higher education instructors and will contribute to future teacher-student relationship research
IERE Annual Report 2025
No full text2025 Annual Report of the Institute for Environmental Research and Educationhttps://digitalcommons.unf.edu/ecenter_annual/1012/thumbnail.jp
S. Coleridge-Taylor
Full text linkReprint: Photograph and Signature taken from music book, Twenty-four Negro Melodies transcribed by S. Coleridge-Taylor Music book now in UNF Collection. Undated
Eartha M. M. White Memorial Art and Historical Resource Center
Full text linkBrochure: Information about the Eartha M. M. White Memorial Art and Historical Resource Center. Circa 197
Police/Construction/Turtle/Volleyball-Trevarthan [Neg # 9A]
No full textRoll of B+W scanned; Images of UNF police department making rounds; Campus construction; Turtle; UNF Volleyball practice: Date: undatedhttps://digitalcommons.unf.edu/spinnaker-images/2168/thumbnail.jp
Exploring Perceptions of Beliefs and Attitudes Toward Deaf Interpreters
Full text linkThe Beliefs and Attitudes regarding Deaf Interpreters (BADi) scale was developed to assess perceptions of Deaf Interpreters (DIs) among hearing interpreters, community members, and the broader hearing population. This study underwent four phases, encompassing item development, feedback from stakeholders, refinement, and broad data collection. Reliability analysis using Cronbach\u27s alpha demonstrated acceptable internal consistency, with a final alpha rating of .72. The BADi items were split into two groups (Deaf and hearing) to investigate the frequencies for each item in both groups. Results indicated that most Deaf and hearing participants responded similarly across items, showcasing an overlap in beliefs and attitudes regarding the role and value of DIs. These findings underscore the importance of understanding and bridging gaps in awareness to maximize the effectiveness and utilization of DIs within diverse communities. As most of the participants were either interpreters or educators, future research should investigate those with limited to no connection to the Deaf community