1,721,208 research outputs found
Beding without breaking: Examining the role of attitudinal ambivalence in resisting persuasive communication
No full textThe present research aims at showing that ambivalence serves an adaptive function: to preserveattitudes and to resist persuasion. In two experiments, participants were exposed to a counter-attitudinalmessage attributed to an ingroup majority. Results of both experiments showed that participants low inambivalence changed their attitude more at the indirect than at the direct level, whereas highly ambivalentparticipants did the opposite. Thus, while manifest resistance did not prevent participants low in ambivalencefrom latent change, the coexistence of pro and con components within the attitude structure allowed highlyambivalent participants to comply with the majority at the direct level by expressing one of the components,thereby reducing the impact of the message at the indirect level
G. Bonazzi, In una fabbrica di motori. Organizzazione del lavoro, potere padronale, e lotte operaie, 1975 ; F. Butera F., La divisione del lavoro in fabbrica, 1977
No full textDubois Pierre. G. Bonazzi, In una fabbrica di motori. Organizzazione del lavoro, potere padronale, e lotte operaie, 1975 ; F. Butera F., La divisione del lavoro in fabbrica, 1977. In: Sociologie du travail, 20ᵉ année n°3, Juillet-septembre 1978. pp. 343-345
Error handling in the classroom : an experimental study of teachers’ strategies to foster positive error climate
Full text linkThe present research investigated the possibility to foster positive classroom climate, achievement emotions, and adaptive beliefs about errors by manipulating teachers’ error handling strategies. Through a pre-post experimental design, teachers’ error handling strategies were manipulated during a fictitious lesson in the primary school context. The experimenter, who was presented as an external teacher, carried out the lesson using positive and supportive error handling strategies (experimental condition) or neutral error handling strategies (control condition). The aim was to test differences in pupils’ perceived error climate, achievement-related emotions, and error beliefs comparing the two conditions. A total of 108 fifth-grade primary school pupils took part in the research. The main results revealed that dealing with pupils’ errors using a constructive and encouraging strategy that supports them in learning from their errors (positive error handling) increased, compared with a neutral error handling, their perception of being in a trustful and supportive learning climate. This study represents the first experimental attempt in which error-related teaching strategies have been directly manipulated to identify their causal impact on primary school pupils’ perceived error climate
Voti normativi, genere e obiettivi di apprendimento in matematica. Uno studio preliminare nella scuola primaria
No full textErrors : Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices
Full text linkTeachers' beliefs about students' errors are influenced by structural factors and by other beliefs towards education and students that teachers may hold. The literature on this topic has provided some evidence and some mixed results. Furthermore, some structural aspects related to errors have not been considered in framing teachers' beliefs about errors, such as the use of grades as a classroom assessment practice, which is strongly related to errors in testing situations. Based on these premises, this study aimed to explore teachers' beliefs about errors and the practices teachers report using to deal with students' errors in the classroom and teachers' beliefs about the interdependence between grades and errors. Italian teachers (N = 33) from primary, middle, and secondary schools had been interviewed and the qualitative data were analysed through reflexive thematic analysis. The results showed that, according to teachers, errors acquire different meanings in the learning process, which are related to the roles they play in fostering or not learning. Furthermore, in describing these roles teachers reported to use specific practices to deal with students' errors. Finally, teachers acknowledged that classroom assessment based on grades has a negative interdependency with errors that makes it difficult to present errors as a fruitful part of learning both in learning and testing situations. Our results reveal the ambivalence of teachers' beliefs about errors and shed light on the challenges the grading evaluation system poses to teachers
The Social Utility of Ambivalence:Being Ambivalent on Controversial Issues Is Recognized as Competence
Full text linkResearch on attitudinal ambivalence is flourishing, but no research has studied how
others perceive its expression. We tested the hypothesis that the expression of attitudinal
ambivalence could be positively valued if it signals careful consideration of an issue. More
specifically, ambivalence should be judged higher on social utility (competence) but not on
social desirability (warmth), compared to clear-cut attitudes. This should be the case for
controversial (vs. consensual) issues, where ambivalence can signal some competence.
The participants in four experiments indeed evaluated ambivalence higher on a measure
of social utility, compared to clear-cut (pro-normative and counter-normative) attitudes,
when the attitude objects were controversial; they judged pro-normative attitudes
higher for both social utility and social desirability when the attitude objects were
consensual. Attitudinal ambivalence can therefore be positively valued, as it is perceived
as competence when the expression of criticism is socially accepted
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