12 research outputs found
Maternal influences on women's and men's body shame and body surveillance : an honors thesis (HONRS 499)
No full textResearch shows that body dissatisfaction is relatively common in the American society, particularly among European-American women. Sociocultural factors, such as the media, peers, and parents, play a significant role in the development of women's body dissatisfaction, including body surveillance and body shame. However, mothers, in particular, may be more influential than the media and peers in the development of women's body surveillance and body shame. Mothers will often emphasize the importance of thinness by actively encouraging their daughters to lose weight or by criticizing their body shape. However, women will often feel negatively about their bodies if they are unable to conform to the ideal body standard. This study proposes that there is a significant relationship between body surveillance, body shame, and maternal emphasis on appearance. Expected analyses and results for this study are also discussed.Thesis (B.?.)Honors Colleg
Aggression and conformity in college students : an honors thesis (HONRS 499)
No full textThis study examined conformity and aggression in Reserve Officer Training Corps and Psychology 100 college students. The purpose was to determine if any difference in levels of aggression or conformity existed between the two samples. Participants took an online questionnaire that assessed levels of conformity and four subscales of aggression, physical, verbal, anger, and hostility. It was discovered that ROTC participants displayed higher levels of aggression, particularly physical, and PSYSC 100 participants displayed higher levels of conformity. Males scored higher in aggression than females. Younger participants displayed more hostility and conformity than older participants did. A negative correlation between conformity and aggression was found, as well. Examining aggression and conformity may provide useful information in the prevention of abuse and violence.Thesis (B.?.)Honors Colleg
Analysis of victim and perpetrator blame in incident reports depicting sexual assault
No full textThe relationship between blame attribution, characterological and behavioral blame, and rape and prostitution myth acceptance was investigated. After reviewing an incident report of a sexual assault in which the victim was portrayed as either a prostitute, bank teller, or nun, 291 college-aged participants rated their level of agreement with rape myths and prostitution myths. They also assigned blame to the victim and/or perpetrator of the sexual assault. Results indicated that as rape and prostitution myth acceptance increased, victim blame increased and perpetrator blame decreased. Participants tended to blame the victimized prostitute more for the assault than the victimized bank teller and nun; similarly, participants tended to blame the perpetrator of the nun and bank teller more than the perpetrator of the prostitute. Gender differences in rape and prostitution myth acceptance and blaming attributions were also investigated. The findings are congruent with previous research on rape myth acceptance and blame.Thesis (M.A.)Department of Psychological Scienc
Mentoring Experiences of New Online Teachers: Voices of Graduate and Early Career Instructors
No full textThis research study explores the mentoring experiences of graduate student and early career instructors who teach online courses at a mid-size public university in the United States. As members of a centralized online learning unit that works with instructors teaching online courses across a range of disciplines, we sought to better understand the mentoring experiences of instructors who are new to online teaching. Using a narrative methodology, we analyzed interview transcripts and found that graduate student and early career instructors have variable access to mentoring, experience different sources of mentoring, and engage with multiple types of mentoring. We found that graduate student instructors have more access to different sources and types of mentoring than early career instructors, but that both groups desired additional mentoring opportunities. Participants recognized the value of mentoring experiences as part of their overall professional development. We conclude with suggested actions for units looking to support mentoring for online instructors
Mentoring Experiences of New Online Teachers: Voices of Graduate and Early Career Instructors
No full textThis research study explores the mentoring experiences of graduate student and early career instructors who teach online courses at a mid-size public university in the United States. As members of a centralized online learning unit that works with instructors teaching online courses across a range of disciplines, we sought to better understand the mentoring experiences of instructors who are new to online teaching. Using a narrative methodology, we analyzed interview transcripts and found that graduate student and early career instructors have variable access to mentoring, experience different sources of mentoring, and engage with multiple types of mentoring. We found that graduate student instructors have more access to different sources and types of mentoring than early career instructors, but that both groups desired additional mentoring opportunities. Participants recognized the value of mentoring experiences as part of their overall professional development. We conclude with suggested actions for units looking to support mentoring for online instructors
Student Outcomes in Online Courses: When Does Class Size Matter?
No full textThis quantitative study investigated the relationship between class size and student outcomes (final grades and DFW rates) in online higher education courses offered by a large, 4 year public institution in the United States. The following class size cut-off points were used: 8-15 vs. 16 or more students, 8-30 vs. 31 or more students, 8-40 vs. 41 or more students, and 8-50 vs. 51 or more students. Course level data included average final grades and DFW rates for 391 online undergraduate courses taught during the years 2017 and 2018. Significant results suggest that students earned higher grades in STEM (Science Technology Engineering Mathematics) and upper-division courses when online courses included 30 or fewer students. This suggests that it may be beneficial to limit certain kinds of courses to 30 students or fewer, as 30 students may be a tipping point where the benefits of smaller online classes wear off
A Looming-Recession Threshold
No full text When the origin of magnification-minification of an outline rectangle had a horizontal locus which exceeded one-fourth of the rectangle's horizontal dimension, 16 observers of 21 reported apparent depth characteristic of looming and recession. </jats:p
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2022 Oregon State University Student Textbooks and Course Materials Survey: Results and Findings
No full textThe summary and findings of the 2022 OSU student textbook and course materials survey. This survey was run in March 2022 by the Open Education Resources Unit. It is a derivative of the Florida Virtual Libraries 2018 Student Textbook and COurse Materials survey. The survey inquires about student access to their course materials, the cost of their textbooks, and what the implications are when student do not purchase their textbooks
Changes in Perceived Color with Intermittent Illumination
No full text Using 24 observers with normal color vision, perceived shifts in hue were determined for a yellow-red, green, and blue-green at intermittencies of 5, 10, and 20 cps. The hue shift for yellow-red was consistent with the hue shift exhibited by a deuteranomalous observer while the hue shift for green and blue-green was consistent with that exhibited by a protanomalous observer. </jats:p
From Online Learner Readiness to Life-long Learning Skills: A Validation of the Learning Skills Journey Tool
No full textOne student success factor in higher education is students’ readiness to learn. An increasing number of students are learning in multiple modalities and the boundaries between course modalities continue to blur. In this context, there is a need to reassess readiness for online learning in ways that can serve all 21st century learners. The purpose of this study was to re-develop and cross-validate a measure of online learner readiness with different online student samples from two universities in the United States (combined N = 10,143). The reduced 25-item instrument retained four latent constructs: self-regulation efficacy, locus of control, communication efficacy, and technology efficacy. The emergence of these four factors replicates previous scale development studies, although individual items diverge from previous readiness instruments. Current and future applications of this redeveloped readiness instrument, the Learning Skills Journey Tool, are discussed, with a specific focus on how it can serve students throughout their learning journey
