Extending the Theory of Reactance to Guilt Appeals

2015 ◽  
Vol 223 (4) ◽  
pp. 215-224 ◽  
Author(s):  
Elena Bessarabova ◽  
Monique M. Turner ◽  
Edward L. Fink ◽  
Nathan Beary Blustein
Keyword(s):  
High School Students ◽  
Future Research ◽  
School Students ◽  
Research Directions ◽  
Media Campaigns ◽  
Affective Component ◽  
Cognitive Component ◽  
Reactance Theory ◽  
Negative Thoughts ◽  
Future Research Directions

Abstract. This study examines the process of reactance induced by guilt appeals. Participants (N = 240 US high school students) received messages that advocated taking school seriously. The results of a 3 (guilt appeal level: low, moderate, high) × 2 (message referent: other, self) experiment indicated that guilt directly influenced the affective component of reactance – anger – but its effect on the cognitive component of reactance – relevant negative thoughts – was mediated via the awareness that messages used guilt to induce persuasion. Subsequently, reactance was negatively related to the advocated position. These findings suggest that employing guilt appeals in mass media campaigns for adolescents may be counterproductive: The guiltier the participants felt, the less positive were their attitudes toward taking school seriously. The study expands the scope of reactance theory by associating reactance with guilt appeals and examining the process by which reactance is induced. These and other results are discussed along with implications, limitations, and future research directions.

School-Based Interventions for Primary Prevention of Cardiovascular Disease: Evidence of Effects for Minority Populations

2000 ◽  
Vol 18 (1) ◽  
pp. 219-244 ◽  
Author(s):  
JANET C. MEININGER
Keyword(s):  
High School Students ◽  
Primary Prevention ◽  
The United States ◽  
Future Research ◽  
Minority Populations ◽  
School Students ◽  
Research Directions ◽  
School Based ◽  
Future Research Directions ◽  
School Based Interventions

The purposes of this review were to analyze and evaluate the results of school-based studies that have used population-wide approaches for primary prevention of cardiovascular diseases and to assess the extent to which strategies tested to date have been effective for minority populations in the United States. The literature included in the review was restricted to studies published between 1986 and August 1999; they sampled elementary, middle, or high school students and incorporated a control or comparison group. There were no consistent effects of school-based interventions on blood pressure, lipid profiles, or measures of body mass and obesity. There was evidence that changes in knowledge and health behaviors occurred. Findings are interpreted within the context of population-wide approaches to prevention, and recommendations for future research directions are discussed.

Group Interactions with Robots in a Robotics Tournament

2017 ◽  
Vol 61 (1) ◽  
pp. 1276-1280
Author(s):  
Lixiao Huang ◽  
Douglas Gillan
Keyword(s):  
High School Students ◽  
Time Pressure ◽  
Collaborative Work ◽  
Dynamic Environment ◽  
Future Research ◽  
School Students ◽  
Group Interactions ◽  
Future Research Directions ◽  
Teleoperated Robots ◽  
Observation Method

In a dynamic environment that involves multiple humans and multiple robots, competitive and collaborative work, and high time pressure, understanding how team players interact with each other and with teleoperated robots has a significant potential to improve human–robot team performance. This study used a naturalistic observation method to explore group interactions with robots during a qualifying robotics tournament. Teams of high school students had six weeks to design, build, and program a robot that plays a field game against other robots. In each match, three robot teams played collaboratively as an alliance against the other three-team alliance, gaining points by defending their stronghold and conquering the opponent’s stronghold. The study identified five areas where groups interacted with robots in a typical tournament (e.g., pit, queuing hall, and match field) and major team roles (e.g., mechanical, programming, electrical work, marketing, and driving). Critical group interactions with robots were captured in several situations, varying according to activity areas and individuals’ roles on their robotic teams. Potential cognitive and emotional issues, future research directions, and implications of the study were discussed.

Teaching Grammar in Virtual Worlds

2018 ◽  
pp. 477-492
Author(s):  
Mariusz Kruk
Keyword(s):  
High School Students ◽  
Virtual Worlds ◽  
Future Research ◽  
Control Group ◽  
School Students ◽  
Quasi Experimental ◽  
Future Research Directions ◽  
The Difference ◽  
Grammar Tests ◽  
Teaching Grammar

The main aims of the chapter are to investigate the use of ActiveWorlds (AW) for teaching the English simple present tense as compared to traditional instruction and to find out the difference between the use of AW and traditional teaching when it comes to individual students. In the theoretical part, issues concerning virtual worlds are highlighted and some germane studies are discussed. The empirical part presents the outcome of the quasi-experimental study. It comprised three lessons and two groups of Polish senior high school students: the experimental group was subjected to instruction in AW and the control group was taught in a traditional way. The data were obtained by means of grammar tests and a post-questionnaire. The results show that both groups benefited from the instruction they received; however, the experimental learners' retention of the said grammar item turned out to be much superior when compared with the controls. In addition, the experimental students expressed more positive opinions on the lessons. Implications and future research directions are also offered.

scholarly journals An adaptive scaffolding e-learning system for middle school students’ physics learning

2014 ◽  
Vol 30 (3) ◽  
Author(s):  
Ching-Huei Chen
Keyword(s):  
Middle School Students ◽  
Extrinsic Motivation ◽  
Design Guidelines ◽  
Learning System ◽  
Future Research ◽  
School Students ◽  
Research Directions ◽  
E Learning ◽  
Future Research Directions ◽  
Adaptive Scaffolding

<p>This study presents a framework that utilizes cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and effectiveness of this adaptive scaffolding e-learning system are discussed and evaluated. An experiment was conducted within the domain of velocity and acceleration. The results revealed that the adaptive scaffolding system appeals to students and promotes improved performances and motivational outcomes. Specifically, the results suggested that learners with lower levels of knowledge who possessed extrinsic motivation benefited the most from the adaptive scaffolds. The implications of the design guidelines for developing personalized, adaptive scaffolding e-learning systems are discussed, and future research directions are recommended.</p>

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