The Influence of a Sport-for-Peace Event on Prejudice and Change Agent Self-Efficacy

2015 ◽  
Vol 29 (3) ◽  
pp. 229-244 ◽  
Author(s):  
Jon Welty Peachey ◽  
George B. Cunningham ◽  
Alexis Lyras ◽  
Adam Cohen ◽  
Jennifer Bruening
Keyword(s):  
Self Efficacy ◽  
Social Dominance ◽  
Repeated Measures ◽  
Change Agent ◽  
Social Dominance Orientation ◽  
Prejudice Reduction ◽  
Manipulation Check ◽  
Social Opportunities ◽  
Group Interviews ◽  
The Impact

The purpose of this research project was to examine the impact of participating in a sport-for-peace event and one’s social dominance orientation on prejudice and change agent self-efficacy. In Study 1, participants (n = 136) completed questionnaires both before and following their participation in a sport-for-peace event. The event was designed to ensure both high levels of and quality intergroup contact, with interactions confirmed through a manipulation check. Results from the doubly repeated measures analysis of variance indicate a significant decrease in prejudice and a significant increase in change agent self-efficacy. Social dominance orientation did not influence the nature of these changes. In Study 2, the authors conducted focus group interviews with 27 participants to better understand how the event impacted prejudice and change agent self-efficacy. Results indicate that the team-based sport environment and social opportunities were instrumental in prejudice reduction while the educational platform was important for increasing change agent self-efficacy.

Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations

2016 ◽  
Vol 21 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Greg Stocks ◽  
Sean Slater
Keyword(s):  
Self Efficacy ◽  
Repeated Measures ◽  
Outcome Expectations ◽  
Training Model ◽  
Training Programme ◽  
Positive Outcome ◽  
Content Type ◽  
Repeated Measures Design ◽  
Training Programmes ◽  
The Impact

Purpose – The purpose of this paper is to investigate the impact of a six-and-a-half day, Positive Behaviour Support (PBS) informed training course on staff’s self-efficacy and outcome expectations of managing challenging behaviour (CB). Training programmes for other non-psychology staff were deemed necessary due to the high demand for services and the specialist knowledge held by other professionals or carers. Design/methodology/approach – A repeated measures design was used to capture changes in specific self-efficacy and outcome expectations before and after the training programme. A questionnaire methodology was employed. Findings – Staff self-efficacy and positive outcome expectations increased on all four measured variables following training: understanding of CB, working out the functions of CB, developing and implementing a PBS plan, and managing CB for the benefit of the service user. Research limitations/implications – These findings are considered in light of previous research suggesting an impact on staff practice and burnout. Practical implications – The findings suggest that the training model delivers changes in staff cognition and may be useful in other locations where demand for services is likely to increase in the future. Originality/value – This research considers the impact of a medium length PBS training on staff cognition, evidencing the model’s utility in the current service context.

scholarly journals The Importance of Various Indicators of Active Learning on the Enhancement of Saudi Students’ Motivation and English Achievement: An Experimental Study

2020 ◽  
Vol 9 (1) ◽  
pp. 40
Author(s):  
Oqab Alrashidi
Keyword(s):  
Experimental Study ◽  
Active Learning ◽  
Situated Learning ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Task Value ◽  
Feedback Group ◽  
Saudi Students ◽  
English Achievement ◽  
The Impact

This experimental study sought to examine the impact of four indicators of active learning (i.e., elaborated feedback, group work, situated learning, and videos and pictures in classroom instruction) on the enhancement of Saudi students’ various motivational constructs (i.e., self-efficacy, task value, and effort expenditure) and English achievement. Participants were 289 university students, and the data were collected at three time points: Time 1 (before the intervention), Time 2 (in the middle of the intervention), and Time 3 (after the intervention). The findings of repeated measures ANOVA and follow-up t-tests revealed that the intervention had small impacts on all the variables at Time 2 (in the middle of the intervention). However, at Time 3 (after the intervention), the intervention had small impacts on effort expenditure and task value, a moderate impact on academic achievement, and a large impact on self-efficacy. In general, the evidence obtained provides important implications for educational practices and further research development.

Prejudice, Integrativeness, and Motivation to Learn a Second Language: A Mediation Analysis

2018 ◽  
Vol 123 (2) ◽  
pp. 420-434
Author(s):  
Adelheid AM Nicol ◽  
Kalee De France
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Social Dominance ◽  
Social Dominance Orientation ◽  
Motivation To Learn ◽  
Right Wing ◽  
Right Wing Authoritarianism ◽  
The Impact

The role of prejudice in second-language acquisition has received little attention but may be related to an individual’s motivation to learn another language. For instance, learners who express high Social Dominance Orientation or Right-Wing Authoritarianism, constructs reflective of prejudice and worldviews that endorse hostility towards or fear of outgroup members, may be less motivated to learn a second language. Moreover, increased Social Dominance Orientation and/or Right-Wing Authoritarianism scores may be associated with reduced motivation to learn a second language due to the impact of prejudice on Integrativeness, which is the extent to which a person has an interest in learning a second language and in interacting with members who speak that second language. The current study sought to test these associations with a sample of 110 college participants learning French as a second language in a bilingual institution. Integrativeness was found to fully mediate the relations between Social Dominance Orientation, Right-Wing Authoritarianism, and Motivation to learn a second language. Results suggest the importance of examining the role of prejudice in second-language acquisition.

scholarly journals Multiple Facets of Compassion: The Impact of Social Dominance Orientation and Economic Systems Justification

2014 ◽  
Vol 129 (1) ◽  
pp. 237-249 ◽  
Author(s):  
Daniel Martin ◽  
Emma Seppala ◽  
Yotam Heineberg ◽  
Tim Rossomando ◽  
James Doty ◽  
...  
Keyword(s):  
Social Dominance ◽  
Social Dominance Orientation ◽  
Economic Systems ◽  
The Impact

scholarly journals The effects of the personality traits and positive and negative feedback on the perceived self-efficacy

Psihologija ◽  
2004 ◽  
Vol 37 (1) ◽  
pp. 109-121 ◽  
Author(s):  
Snezana Smederevac-Stokic
Keyword(s):  
Personality Traits ◽  
Self Efficacy ◽  
Repeated Measures ◽  
The Self ◽  
Measurement Scale ◽  
Second Phase ◽  
Before And After ◽  
Novi Sad ◽  
The University ◽  
The Impact

The main purpose of this study was to determine the relation between the self-efficacy, feedback and personality traits. The participants were 114 psychology students attending their first and third year from the University of Novi Sad. In the first part of the research, all subjects completed The NEO-PI-R (Costa and McCrae, 1992.). In the second phase the subjects were asked to create a short measurement scale. Before and after this task, as well as after the given feedback, the students completed The Self-efficacy Questionnaire (Terry, 1995). The feedback was the criterion to divide subjects into three groups: the first group received the positive, the second negative, and third group received no feedback. Criteria variables in the MANCOVA (repeated measures) were the estimated success, difficulty and ability to perform the task in the three stages of measurement. Predictor variables were the type of the feedback and the personality traits, as covariates. The results suggest that before feedback, the impact of traits on the self-efficacy was significant. But after received feedback, self-efficacy was related to the type of received feedback only. These results showed that self-efficacy was significantly influenced both by personality traits and feedback context.

Intergroup Processes

2018 ◽  
pp. 620-644
Author(s):  
Linda R. Tropp ◽  
Ludwin E. Molina
Keyword(s):  
Social Dominance ◽  
Social Dominance Orientation ◽  
Social Categorization ◽  
Prejudice Reduction ◽  
Anxiety Reduction ◽  
Contact Theory ◽  
Structural Factors ◽  
Intergroup Contact Theory ◽  
Intergroup Processes ◽  
Social Segregation

This chapter reviews individual and contextual processes that explain why prejudice exists in diverse societies and what processes and strategies can contribute to its reduction. The first half of the chapter discusses origins and definitions of intergroup prejudice, along with ideological and structural factors that support the endurance of intergroup prejudice, such as authoritarianism, social dominance orientation, and patterns of social segregation. The second half discusses strategies and processes involved in prejudice reduction, with a particular emphasis on those derived from intergroup contact theory, including situational conditions, social categorization, cross-group friendships, and motivational processes such as anxiety reduction and empathy. Taken together, this chapter highlights that prejudice and its diminution are best understood when individual and contextual factors, and their interaction, are jointly employed to illuminate negative and positive intergroup relations between groups.

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