scholarly journals Do we know what we are asking? Individual and group cognitive interviews

Human Affairs ◽  
2016 ◽  
Vol 26 (3) ◽  
Author(s):  
Miroslav Popper ◽  
Magda Petrjánošová
Keyword(s):  
High School Students ◽  
Cognitive Interview ◽  
Two Dimensions ◽  
Foreign Languages ◽  
Social Perceptions ◽  
Cognitive Interviews ◽  
School Students ◽  
Double Negation ◽  
Content Model ◽  
Stereotype Content

AbstractThe paper deals with cognitive interview, a method for pre-testing survey questions that is used in pilot testing to develop new measures and/or adapt ones in foreign languages. The aim is to explore the usefulness of the method by looking at two questionnaires measuring anti-Roma prejudice. The first, the Stereotype Content Model (SCM), contains questions that are dominantly used to test two dimensions of social perceptions of various groups: warmth and competence. The second, Interventions for Reducing Prejudice against Stigmatized Minorities (INTERMIN) consists of the items most frequently used in contact research to measure attitudes, social distance, anxiety, trust and behavioural intentions towards outgroups. Two rounds of cognitive interviews were held on both questionnaires to verbally evaluate participants’ understanding and/or interpretation of the draft questions. The first round was attended by university students, while the second round (with improved versions of the questionnaires) was done with high school students, as they are the target group for planned interventions based on the contact paradigm. The paper explains the problems/difficulties the participants had answering some of the questions and our attempts at improving the questionnaires. The problems can be grouped around six issues: The first two deal with the strategies participants used to answer our questions – whom exactly did they have in mind when answering the questionnaires and whose viewpoint did they represent in their answers. The next four problems are around nuances in the formulations of our questions and generally have to do with how the participants interpreted our questions – they concern assumptions that distinct items were logically interconnected, the period of time and locality referred to in our questions, translation and transferability of meanings from one language to another and double negation.

The Tourist Stereotype Model: Positive and Negative Dimensions

2019 ◽  
Vol 59 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Vincent Wing Sun Tung ◽  
Brian Edward Melville King ◽  
Serene Tse
Keyword(s):  
Hong Kong ◽  
Measurement Model ◽  
Public Perceptions ◽  
Two Dimensions ◽  
Stereotype Content Model ◽  
Content Model ◽  
Stereotype Content ◽  
Two Factors ◽  
Destination Management Organizations ◽  
Additional Sample

This research proposes a measurement model to evaluate tourist stereotypes. Study 1 assesses the positive and negative tourist stereotypes that Hong Kong residents hold toward Chinese outbound tourists by connecting previous research on stereotypes from the Princeton Trilogy and from the stereotype content model. Six positive stereotypes were identified across two dimensions (i.e., Approachable: friendly, sincere, and good; and Competent: intelligent, industrious, and competent) as well as six inappropriate biases across two factors (i.e., Boastful: materialistic and loud; Rude: unreasonable, immoral, rude, and uncivilized). Study 2 provides further support for the measurement model by using an additional sample to investigate tourist self-stereotypes. Collectively, studies 1 and 2 contribute to the tourism literature by highlighting the dynamics involved in (self)-stereotyping that are relevant for destination management organizations (DMOs) and public policymakers involved in managing public perceptions of tourist stereotypes.

scholarly journals Using the Semantic Differential Technique to Assess Stereotypes toward Individuals with Disabilities: The Relevance of Warmth and Competence

2018 ◽  
Vol 17 (4) ◽  
pp. 1-12
Author(s):  
Cristina Jenaro Río ◽  
Noelia Flores Robaina ◽  
Jesús López Lucas
Keyword(s):  
Intellectual Disability ◽  
Factor Model ◽  
Semantic Differential ◽  
Social Perceptions ◽  
Social Judgments ◽  
Content Model ◽  
Stereotype Content ◽  
Different Types ◽  
The Relationship ◽  
Semantic Differential Technique

This study analyzes social perceptions towards groups with different types of disability, as well as the relationship between the judgments towards these groups, oneself and other significant individuals. The assessment was carried out using a Semantic Differential scale completed by181 participants. Results supported the Stereotype Content Model, as the different groups with disabilities were perceived in a more uniform way than those who did not share this label, and people with intellectual disability elicited paternalistic feelings. The results also support a two-factor model to explore the content of the stereotypes. Understanding the factors that contribute to the formation of social judgments is key to the implementation of actions that modify stereotypes and prejudices and promote equity.

scholarly journals The Evaluation of the EFL Textbooks Used in the High Schools of Elbasan, Albania

2015 ◽  
Vol 1 (1) ◽  
pp. 7
Author(s):  
Josilda Papajani
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Teaching And Learning ◽  
Curriculum Implementation ◽  
External Factors ◽  
Foreign Languages ◽  
School Students ◽  
Teachers And Students ◽  
The Right

The Albanian Education System is currently undergoing several changes, one of which is the Foreign Languages Curriculum implementation. One of the main External Factors in implementing the EFL curriculum is even the kind of Textbook it is chosen to be used in the EFL teaching and learning process. As long as a book is considered ‘food for thought’, an EFL textbook could be easily considered as ’a milestone’ in the students’ education. According to this, choosing the right textbook to teach English to High School students is as important as designing the curriculum itself. It is needed to think about the students' needs, interests, ability and level. Choosing a course book is not a frivolous matter, so it should be made clear what kind of English textbook fits best for the students of the High Schools in Albania. This will come out according to the analyses of what the curriculum asks for, the currently used textbooks, as well as according to the observations among teachers and students in the High Schools of Elbasan, Albania.

Impact of Differential-Item-Functioning on the Personal Epistemological Beliefs for Senior High School Students

2017 ◽  
Vol 33 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Jia-Jia Syu ◽  
Liang-Cheng Zhang
Keyword(s):  
High School Students ◽  
Differential Item Functioning ◽  
Epistemological Beliefs ◽  
Two Dimensions ◽  
Three Dimensions ◽  
School Students ◽  
Item Functioning ◽  
Northern Areas ◽  
The Rasch Model ◽  
Senior High School Students

Abstract. The purpose of this study is to investigate whether the expression of items used to examine personal epistemological beliefs could affect the probabilities of response for compared groups and research outcomes. Differential-item-functioning (DIF) analysis on school types and location of school according to the Rasch model was performed in this study. Nonacademically inclined school students (n = 212) and academically inclined school students (n = 197) were selected to complete the questionnaire. The questionnaire consisted of three dimensions of beliefs about knowing and two dimensions of beliefs about learning. The results of the DIF analysis suggested that the items in the dimensions about knowing favor academically inclined students and students from schools located in the northern areas of Taiwan. The items in the learning dimensions favor nonacademically inclined students and students from schools located in the southern areas of Taiwan. The group comparisons were different between the scale that included the DIF items and the scale that excluded the DIF items. The discussion addresses the value of the precise detections for inappropriate items and the effect of the academic achievement on completing the survey.

How Variations in Behavior and Phenotype Affect In-Group Stereotyping and Belonging Among African American Adolescents and Emerging Adults

2020 ◽  
pp. 009579842097605
Author(s):  
Antoinette R. Wilson
Keyword(s):  
College Students ◽  
High School ◽  
African American ◽  
High School Students ◽  
Emerging Adults ◽  
African American Adolescents ◽  
Two Dimensions ◽  
School Students ◽  
Group Belonging ◽  
Academic Potential

The present study based on social identity theory and phenotypic bias models examined how variations in phenotype and behavior related to in-group belonging and stereotyping for African American adolescents and emerging adults. Although ethnic-racial typicality is often considered as either phenotypic or behavioral, little research has investigated the interaction of these two dimensions. Forty African American high school students ( Mage = 15.38, SD = 0.81) and 42 college students ( Mage = 19.55, SD = 1.35) watched animated clips of African American male characters varying in typicality. Participants rated the character’s stereotypical traits, academic potential, and likelihood of intraracial group belonging. Results showed that characters who were stereotypical in behavior were rated with higher averages of stereotypical traits, lower averages of counterstereotypical traits, and more likely to belong than were characters with less-typical behaviors. There was also an interaction between a character’s behavior and phenotype for judgments of academic potential among high school students, but not college students. Theoretical and practical implications of these findings for African American youth are discussed.

Suicidal ideation and time perspective in high school students

2009 ◽  
Vol 24 (1) ◽  
pp. 41-46 ◽  
Author(s):  
Fiorenzo Laghi ◽  
Roberto Baiocco ◽  
Maria D’Alessio ◽  
Grazia Gurrieri
Keyword(s):  
High School Students ◽  
Suicidal Ideation ◽  
Time Perspective ◽  
Self Esteem ◽  
Two Dimensions ◽  
Family Characteristics ◽  
Discrete Groups ◽  
School Students ◽  
The Past ◽  
The Impact

AbstractObjectiveMany studies have enlightened the relevance of deepening our knowledge of suicidal ideation among adolescents. However, research has given insufficient attention to the impact of time perspective on suicidal ideation: the present study confirms this relationship in a large sample of adolescents.MethodA survey was conducted on a sample of 3700 Italian adolescents. We obtained data using a structured questionnaire addressing suicidal ideation, mental health status, self-esteem, individual and family characteristics, and time perspective (ZTPI) in three temporal frames: the past, present and future, and the attitude related to each one of them. Data were analyzed using bivariate and multivariate analyses.ResultsOverall, 9.2% of the sample reported severe suicidal ideation during the past two weeks; 7.6% reported moderate suicidal ideation. Female adolescents were more likely to report severe suicidal ideation when compared to males (χ(2)2 = 13.38, P = .001). There were no differences regarding age (χ(1)2 = 2.81, P = .245) and SES (χ(2)2 = 8.67, P = .08).The first discriminant function was mostly explained by psychopathological symptoms (General Global Index), self-esteem and two dimensions of the ZTPI (Negative Past and Fatalistic Present).ConclusionsDifferences in time perspective dimensions between moderate and severe ideators suggest that these groups should be considered and analyzed as two discrete groups in further research.

scholarly journals Differences in Foreign Language Choice of Students from Different Social Backgrounds

2021 ◽  
Vol 3 (2) ◽  
pp. 78-86
Author(s):  
Krisztina Sebestyén
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Family Background ◽  
Social Background ◽  
Language Choice ◽  
Foreign Languages ◽  
School Students ◽  
Local Cluster ◽  
Social Backgrounds

According to previous research (e.g. Bernstein, 1971; Gogolin, 2014; Hegedűs et al., 2019), family background plays a decisive role in an individual's mother tongue acquisition and in learning foreign languages. In another study, parents with a high social background (54.0%) chose German for their children, and parents with a low social background (56.9%) chose English in primary school (Sebestyén, 2021). Based on this, in the study I examine what difference can be detected in the foreign language choice of high school students from different social backgrounds. In the study, I analyze the student data (890 people) of my database entitled “German learning and teaching in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties” prepared in the 2018/2019 school year, during which I perform cross-tabulation and cluster analysis with the help of SPSS program. The database contains data on 11th grade high school and vocational high school students who studied German and / or English in high school. As the results, there are differences between the learned foreign languages among secondary school students according to family background. Among the clusters related to high school choice, those belonging to the “Higher Education Oriented Local” cluster are most interested in foreign languages, most German-speaking (74.0%) and English (89,0%) students tend to be in this cluster. Overall, the majority of respondents learn English, while students from higher social backgrounds (also) learn German.

scholarly journals Teaching English As A Foreign Language To Students With Learning Disabilities

2021 ◽  
Vol 03 (04) ◽  
pp. 385-388
Author(s):  
Razzakova Gulchekhra Rustamovna ◽  
Keyword(s):  
Learning Disabilities ◽  
High School Students ◽  
Foreign Language ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Foreign Language Study ◽  
Language Study

Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.

scholarly journals Stereotype Content as a Collective Memory of Place and Its Past Intergroup Relations

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Mikołaj Winiewski ◽  
Dominika Bulska
Keyword(s):  
Social Structure ◽  
Collective Memory ◽  
Intergroup Relations ◽  
Regional Differences ◽  
Two Dimensions ◽  
Total N ◽  
Content Model ◽  
Stereotype Content ◽  
History Of ◽  
Post War

The stereotyped content of outgroups denotes intergroup relations. Based on this notion, Susan Fiske and colleagues (2002, https://doi.org/10.1037/0022-3514.82.6.878) created the stereotype content model (SCM), which links two dimensions, warmth and competence, with social structure. The structure of intergroup relations is not stable in time, nor is it shaped instantly. Based on the assumptions of SCM we predict that the history of intergroup relations is in part responsible for stereotypes. In order to test the hypothesis we reanalysed five Polish nationwide, representative surveys (total N = 4834). The studies followed a similar procedure for data collection, and each study asked an open-ended question about the traits of two ethnic groups (Jews and Germans). Answers were listed and coded using competent judges. The averages of the judges’ codes were used as indicators of stereotype content and an analysis of regional differences was conducted. Several significant results were obtained and are interpreted in line with warm – competition and competence – status relations. The results show that several historical situations and events, such as pre-WWII social structure or post-war migrations and territorial changes, can be linked to contemporary stereotypes.

Effects of an Autism Educational Presentation on High School Students’ Perceptions of Autistic Adults

2021 ◽  
Author(s):  
Nichole Scheerer ◽  
Troy Boucher ◽  
Noah Sasson ◽  
Grace Iarocci
Keyword(s):  
High School ◽  
High School Students ◽  
Social Competence ◽  
Social Perceptions ◽  
School Students ◽  
Social Success ◽  
Autistic People ◽  
Social Difficulties ◽  
Autistic Adults

Background Social communication difficulties are a clinical characteristic of autism, but social interactions are reciprocal in nature and autistic individuals’ social abilities may not be the only factor influencing their social success. Non-autistic individuals’ social perceptions and behavior also contribute to autistic individuals’ social difficulties, and previous research has identified that non-autistic individuals’ perception of autistic individuals is influenced by autism knowledge and the quantity and quality of exposure to autistic people. We explored whether high school students’ perceptions of autistic adults can be improved by an autism education presentation and whether these perceptions were associated with their self-reported social competence. Methods151 senior high school students completed the First Impression Scale on video-recordings of 20 autistic and 20 non-autistic adults in social situations either before or after viewing a 50 minute autism educational presentation detailing the everyday experiences of autistic people and participating in a question-and-answer session. The students’ prior experiences with autistic people was assessed using the Quantity and Quality of Contact Scale, and their own self-perceived social competence was measured using the Multidimensional Social Competence Scale. ResultsStudents who provided their judgements after viewing the educational presentation rated autistic adults as more attractive (β = -.05, p = .042) and likeable (β = -.06, p = .029), and reported greater interest in hanging out with (β = -.06, p = .028) and being near the autistic adults (β = -.06, p = .026), relative to peers who completed their judgments before watching the presentation. Consistent with a Double Empathy framework, students who reported being more socially competent endorsed more negative judgments of autistic adults (r = .211, p = .011), whereas students reporting higher quality interactions with autistic individuals expressed more positive judgments (r = -.278, p = .010). Conclusion Improving non-autistic individuals’ understanding of autistic social behaviors, whether through educational presentations or quality interactions, may revise their expectations of social behavior and improve perceptions of autistic differences. Changing non-autistic individuals’ social expectations may provide an avenue for improving interactions for autistic individuals without putting the onus on autistic individuals to change or mask their behavior and identity.

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