scholarly journals Kindness at First Sight: The Role of Syllabi in Impression Formation

2020 ◽  
pp. 009862832095995
Author(s):  
Amy T. Nusbaum ◽  
Samantha Swindell ◽  
Anna Plemons
Keyword(s):  
Student Retention ◽  
Impression Formation ◽  
Visual Design ◽  
Mapping Technique ◽  
Design Experiment ◽  
Student Relationships ◽  
Success In Higher Education ◽  
Syllabus Design ◽  
Minimal Research

Strong faculty–student relationships are an important predictor of student retention and success in higher education. Faculty often work to establish these relationships by developing rapport with students in the classroom, but minimal research has been done on whether syllabus design and language can affect these relationships. The goal of Experiment 1 was to examine whether the use of a more visual syllabus design or more welcoming syllabus language could affect students’ perceptions of their instructors or knowledge of the syllabus content. Overall, neither visual formatting nor language had a significant impact on perceptions of the syllabus or scores on quizzes about the syllabus. However, participants who viewed the syllabi with a more visual design rated the hypothetical professor as kinder, more creative, and more approachable than those who viewed syllabi with a less visual design. Experiment 2 used a heat-mapping technique to determine which elements of the syllabus students were responding to when forming their impressions.

The Role of Values, Beliefs, and Culture in Student Retention and Success

2018 ◽  
pp. 54-72
Author(s):  
Julie M Little ◽  
Scott Gaier ◽  
Danielle Spoutz
Keyword(s):  
Student Retention ◽  
Completion Rates ◽  
Individual Values ◽  
Universities And Colleges ◽  
Shared Set ◽  
Success In Higher Education ◽  
Values And Beliefs ◽  
Individual Success ◽  
The Impact

Culture is comprised of a shared set of values and beliefs, and is known to contribute to organizational success. But how do these factors contribute to individual success within the framework of academia? The purpose of this chapter is to better understand the intersection of values, beliefs, and culture within the area of student retention and success in higher education. As both universities and colleges struggle to identify aspects to increase graduation completion rates in various environments, it is essential to examine the most basic factors that often contribute significantly to this area. This chapter defines individual values and beliefs, the development of shared values, beliefs and culture, the impact of each, and the role of each within the larger topic of student retention and success.

Forming Impressions of Personality

2014 ◽  
Vol 45 (3) ◽  
pp. 153-163 ◽  
Author(s):  
Sanne Nauts ◽  
Oliver Langner ◽  
Inge Huijsmans ◽  
Roos Vonk ◽  
Daniël H. J. Wigboldus
Keyword(s):  
Impression Formation ◽  
Context Dependent

Asch’s seminal research on “Forming Impressions of Personality” (1946) has widely been cited as providing evidence for a primacy-of-warmth effect, suggesting that warmth-related judgments have a stronger influence on impressions of personality than competence-related judgments (e.g., Fiske, Cuddy, & Glick, 2007 ; Wojciszke, 2005 ). Because this effect does not fit with Asch’s Gestalt-view on impression formation and does not readily follow from the data presented in his original paper, the goal of the present study was to critically examine and replicate the studies of Asch’s paper that are most relevant to the primacy-of-warmth effect. We found no evidence for a primacy-of-warmth effect. Instead, the role of warmth was highly context-dependent, and competence was at least as important in shaping impressions as warmth.

Cognitive busyness and impression formation: The moderating role of ingroup identification

2004 ◽  
Author(s):  
Natalie Hall ◽  
Richard Crisp ◽  
Ifat Rauf ◽  
Terry Eskenazi-Behar ◽  
Russell Hutter ◽  
...  
Keyword(s):  
Impression Formation ◽  
Cognitive Busyness ◽  
Ingroup Identification ◽  
Moderating Role

scholarly journals What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

2021 ◽  
Vol 11 (7) ◽  
pp. 333
Author(s):  
Kerstin Hamann ◽  
Maura A. E. Pilotti ◽  
Bruce M. Wilson
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Causal Attribution ◽  
The United States ◽  
Female Students ◽  
Male Students ◽  
Course Grades ◽  
Success In Higher Education ◽  
And Gender

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

scholarly journals The visual categorization of production automotive seats on descriptors of comfort

Work ◽  
2021 ◽  
Vol 68 (s1) ◽  
pp. S69-S85
Author(s):  
Tugra Erol ◽  
Cyriel Diels ◽  
James Shippen ◽  
Dale Richards
Keyword(s):  
Hierarchical Clustering ◽  
Clustering Analysis ◽  
The Other ◽  
Visual Design ◽  
Hierarchical Clustering Analysis ◽  
Card Sorting ◽  
Design Attributes ◽  
Comfort Perception ◽  
Automotive Production

BACKGROUND: The role of appearance of automotive seats on perceived comfort and comfort expectancy has been acknowledged in previous research but it has not been investigated in depth. OBJECTIVE: To identify the effects of the appearance of production automotive seats, based on the hypothesis that visual design differentiations are affective in creating comfort expectations. The significance of the descriptors Sporty, Luxurious and Comfortable and the associated visual design attributes was of interest. METHOD: Images from 38 automotive production seats were used in an image-based card sorting app (qCard) with a total of 24 participants. Participants were asked to categorize the different seat designs varying from 1: least, to 9: most for all three descriptors.The resulting data was analyzed using hierarchical clustering analysis. RESULTS: The results indicated that the perceived Sporty, Luxurious and Comfortable were descriptor items that significantly differentiated seats with certain design attributes. It was found that for the Sporty perception the integrated headrest design and angular shapes were key. On the other hand, the Comfort perception was characterised by seating with a separate headrest and rounded seat back/cushion shapes. CONCLUSIONS: For seat design processes, the method enables a practical way to identify elements conveying Sporty, Comfortable and Luxurious perception.

scholarly journals The Effect of Teacher-Student Relationships for the Self-Regulated Learning among Gifted Students

2018 ◽  
Author(s):  
NUR - EVA
Keyword(s):  
Gifted Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Self Regulated Learning ◽  
Teacher Student ◽  
Effective Training ◽  
Regulated Learning ◽  
Teacher Students ◽  
Science Subject

The purpose of this study was to determine the contribution of teacher-student relationships for self-regulated learning among gifted students in science subject. Self-regulated learning is formed of cognitive and social processes. Gifted students have the cognitive ability is very high. Cognitive processes of self-regulated learning are activity planning, monitoring, and regulating behaviors. The role of teacher help gifted students to learn effective training and as a model in the application of effective self-regulated learning. The method used is quantitative. Data were analyzed with regression analysis. Results showed significant the contribution of teacher-students relationships for self-regulated learning on gifted students in science subject.

scholarly journals The role of morality in social cognition

2019 ◽  
Author(s):  
Jennifer Lauren Ray ◽  
Peter Mende-Siedlecki ◽  
Ana P. Gantman ◽  
Jay Joseph Van Bavel
Keyword(s):  
Social Cognition ◽  
Social Perception ◽  
Impression Formation ◽  
Factor Models ◽  
The Other ◽  
One Dimension ◽  
Primary Role ◽  
The Past ◽  
Important Basis

Over the past few decades, two-factor models of social cognition have emerged as the dominant framework for understanding impression formation. Despite the differences in the labels, there is wide agreement that one dimension reflects sociability potential, and the other, competence. One way in which the various two-factor models do clearly differ, however, is in the way the dimensions incorporate or produce evaluations of morality. Aristotle saw morality as the most important basis on which to form positive evaluations, because competence and sociability could only be virtuous, sincere, and trustworthy if expressed through a moral character. This chapter highlights research demonstrating the unique and possibly primary role of morality in social cognition. We clarify the dynamic, interactive, and conjoint effects of morality on social perception, and argue morality, competence, and sociability are three influential and interactive dimensions of social perception.

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