The Disempowering Effects of Media Violence Against Women on College Women

1995 ◽  
Vol 19 (3) ◽  
pp. 397-411 ◽  
Author(s):  
Penny Reid ◽  
Gillian Finchilescu
Keyword(s):  
Experimental Design ◽  
College Women ◽  
Violence Against Women ◽  
Initial Study ◽  
Media Violence ◽  
Female Students ◽  
Male Victims ◽  
Female Victim ◽  
Video Clips ◽  
Effects Of Media

This study investigated the disempowering effect of exposure to media violence against women on female students. An initial study involving 284 female students described the development and evaluation of two forms of a scale measuring disempowerment. The second study investigated the effect of media violence using a Solomon Four-Group experimental design. Fifty-seven female students were divided into four groups that were shown video clips depicting scenes of violence directed either toward female or male victims. Half the groups completed the first form of the disempowerment scale prior to the viewing. All groups completed the second form of the scale after the viewing. Analysis confirmed that completion of the pretest scale did not differentially affect the participants viewing the female-victim clips. The results of the main analysis revealed that exposure to media aggression against women heightens feelings of disempowerment in female viewers.

Effects of Fixed Ratio Schedules of Reinforcement on Exercise by College Students

2002 ◽  
Vol 94 (3_suppl) ◽  
pp. 1177-1186 ◽  
Author(s):  
Steven L. Cohen ◽  
Sara Chelland ◽  
Kevin T. Ball ◽  
Linda M. LeMura
Keyword(s):  
Experimental Design ◽  
College Women ◽  
Fixed Ratio ◽  
Exercise Program ◽  
Single Subject ◽  
Contingent Reinforcement ◽  
Schedules Of Reinforcement ◽  
Reinforcement Schedules ◽  
College Age ◽  
Video Clips

Response-contingent reinforcement was expected to increase the time spent riding a stationary exercise cycle by college women. A single-subject experimental design was used. Three college-age women rode a stationary cycle until they were either too tired to continue or until 45 minutes elapsed. Video clips were used to reinforce cycling in the first part of the experiment. Under some conditions, no video clips were presented (baseline). In other conditions, the video was on for the entire session or 25 sec. of video was presented after the completion of FR 40 (40 rotations of the cycle's pedals) or 80 (80 rotations of the cycle's pedals) schedules. In the second part of the experiment, money was presenred following every 20 (FR 20) or 40 (FR 40) rotations of the cycle's pedals. The time spent riding the cycle increased over the baseline when video clips were presented. No consistent differences were observed when the video clips were on for the entire session and when they were presented under FR 40 and FR 80 schedules. For one out of two participants, monetary reward increased the time spent riding the cycle. The data suggest that reinforcement schedules are a means of initiating and maintaining adherence to an exercise program.

scholarly journals The effects of media violence on aggression: Focus on the role of anger evoked by provocation.

2001 ◽  
Vol 72 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Shintaro Yukawa ◽  
Kimihisa Endo ◽  
Fujio Yoshida
Keyword(s):  
Media Violence ◽  
Effects Of Media

scholarly journals Improving entrepreneurial competencies in the classroom: an extension and in-study replication

2020 ◽  
Vol 23 (2) ◽  
pp. 79-96
Author(s):  
Caroline E.W. Glackin ◽  
Steven E. Phelan
Keyword(s):  
Treatment Group ◽  
Experimental Design ◽  
Initial Study ◽  
Matched Pair ◽  
Control Group ◽  
Content Type ◽  
Quasi Experimental ◽  
Entrepreneurial Competencies ◽  
One Year ◽  
Self Replication

PurposeA recent paper by Morris et al. (2013b) presented evidence that students can develop entrepreneurial competencies through international fieldwork. This paper explores whether the same results can be developed in a traditional classroom setting.Design/methodology/approachThe study is a systematic replication of the Morris study with the addition of a matched pair, quasi-experimental design, with a self-replication. Data were collected on 13 self-reported competencies at the start of a semester from two groups using the Morris instrument. The treatment group was exposed to a curriculum designed to teach entrepreneurial competencies, and both groups were re-surveyed at the end of the semester. The process was then repeated with a different cohort, one year later, to replicate the initial study.FindingsFive competencies saw significant increases in the first treatment group. However, only three of these competencies increased more in the treatment group than the control group. In the replication study, only one competency was significantly higher in the treatment group, and that competency was not one of the original three.Practical implicationsEducators and policymakers should select a curriculum that is valid and reliable. Entrepreneurship educators and policymaker should devote more time to evaluating the effectiveness of different pedagogical techniques for improving entrepreneurial competencies.Originality/valueTo the best of our knowledge, this is one of the first studies in entrepreneurship education to undertake a matched pair, quasi-experimental design with an in-study replication. The results indicate that serious inferential errors arise if simpler designs are used, even though such designs are the norm in entrepreneurship research.

scholarly journals Attributions of victim responsibility in revenge pornography

2019 ◽  
Vol 11 (4) ◽  
pp. 263-272 ◽  
Author(s):  
Jeff Gavin ◽  
Adrian J. Scott
Keyword(s):  
Design Methodology ◽  
Qualitative Content Analysis ◽  
Victim Blame ◽  
Male Victims ◽  
Female Victim ◽  
Content Type ◽  
Male Victim ◽  
Female Perpetrator ◽  
Victim Responsibility ◽  
Male Perpetrator

Purpose Revenge pornography is a growing risk among adolescents and young adults. Often stemming from sexting, some victims of revenge pornography report experiencing victim-blame similar to that accompanying the reporting of rape. The purpose of this paper is to explore the assumptions that underlie attributions of victim-blame, with a focus on perpetrator and victim responsibility, as well as gendered assumptions surrounding sexting. Design/methodology/approach A total of 222 UK university students (111 male, 111 females) read one of two versions of a hypothetical revenge pornography scenario, one involving a male victim of a female perpetrator, the other a female victim of a male perpetrator. They then responded to an open-ended question regarding responsibility. Findings Qualitative content analysis of these responses identified three inter-related themes: the victim’s behaviour, mitigating victim responsibility and minimising the behaviour. Social implications The majority of participants in this study attributed at least some responsibility to the victims of revenge pornography depicted in the scenarios. Sex of the victim played a less important role than assumptions around sexting. Originality/value The study suggests that victim-blame is linked to the consent implied by sharing intimate images with a partner, but is also mitigated by the normative nature of this relationship practice. There was some evidence that the experience of male victims of revenge pornography is trivialised. These findings have implications for e-safety and victim support.

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