scholarly journals Stavovi studenata različitog profesionalnog usmjerenja prema osobama s tjelesnim teškoćama

2018 ◽  
Vol 39 (16) ◽  
Author(s):  
Anita Pedisić
Keyword(s):  
Special Education ◽  
Physical Appearance ◽  
Negative Evaluation ◽  
Negative Attitudes ◽  
Affective Component ◽  
Cognitive Components ◽  
Predictive Variables ◽  
Two Factors ◽  
Outer Appearance ◽  
Physically Handicapped

Many studies have shown that attitudes towards handicapped persons differ according to various professional orientations. This study investigated the attitudes of students of special education (N=109) and students of economy (N=115) towards physically handicapped persons. The criterion variable of attitudes were represented by scales which reflect two factors of the cognitive components of attitudes (“The implication of deviant characteristics and the segregation of physically handicapped persons”) and one factor pertaining to the affective component (“Unease in interaction”). The results showed differences in the attitudes of the two groups of students which were to be expected. Namely, the students of special education expressed fewer negative attitudes towards physically handicapped persons both on the cognitive and on the affective scale measures. With the aim of discovering the predictors of attitude, scales were also used which examined how much the students expressed fear of the negative evaluation of physically handicapped persons (as an indicator of social anxiety), to what measure they establish contact with these persons and how essential they hold the physical appearance of other persons. It was shown that students of special education had less fear of the possibility of negative evaluation, were less directed to the physical appearance of other persons and established a more frequent and more qualitative contact with physically handicapped persons. Considering the results of regressive analysis which showed a similar constellation of attitude predictors amongst students with different professional orientations and the significant differences in the results of predictive variables, maybe the less negative attitudes amongst students of special education can be explained by their lesser anxiety and fear concerning proper behaviout, the better relationship which they establish with physically handicapped persons and the lesser extent to which they are orientated towards the outer appearance of others. Considering the specific education these students acquire such an explanation seems plausible.

Assessment and Attempted Modification of Future Teachers' Attitudes toward Handicapped Children

1977 ◽  
Vol 44 (2) ◽  
pp. 540-542 ◽  
Author(s):  
Thomas S. Parish ◽  
Gerald M. Eads ◽  
Nancy H. Reece ◽  
Mary A. Piscitello
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Education Majors ◽  
Future Teachers ◽  
Mentally Handicapped ◽  
Negative Attitudes ◽  
Introductory Course ◽  
Teachers Attitudes ◽  
Physically Handicapped ◽  
Special Education Majors

In a study designed to determine whether future teachers have negative attitudes toward groups of exceptional children based upon the labels attached to these children, 13 special education majors and 32 students majoring in other fields of education were administered the Personal Attribute Inventory at the beginning and conclusion of an introductory course in special education. Results for labels, physically handicapped, educable mentally handicapped, and learning disabled, indicated that the latter two were evaluated significantly less positively than the first on both pre- and post-course testings. There were no significant differences between the respondents' pre- and post-course ratings of the three labels. Interestingly, special education majors were significantly more positive in their pre- and post-course evaluations than non-special education majors. These findings certainly are not supportive of “mainstreaming” children who have been categorized as either learning disabled or educable mentally handicapped.

scholarly journals Negativity and Political Behavior: A Theoretical Framework for the Analysis of Negative Voting in Contemporary Democracies

2021 ◽  
pp. 147892992110001
Author(s):  
Diego Garzia ◽  
Frederico Ferreira da Silva
Keyword(s):  
Public Opinion ◽  
Political Behavior ◽  
Voting Behavior ◽  
Theoretical Framework ◽  
Negative Attitudes ◽  
Affective Component ◽  
Parliamentary Systems ◽  
Recent Developments ◽  
Rational Component

Recent developments in Western societies have motivated a growing consideration of the role of negativity in public opinion and political behavior research. In this article, we review the scant (and largely disconnected) scientific literature on negativity and political behavior, merging contributions from social psychology, public opinion, and electoral research, with a view on developing an integrated theoretical framework for the study of negative voting in contemporary democracies. We highlight that the tendency toward negative voting is driven by three partly overlapping components, namely, (1) an instrumental–rational component characterized by retrospective performance evaluations and rationalization mechanisms, (2) an ideological component grounded on long-lasting political identities, and (3) an affective component, motivated by (negative) attitudes toward parties and candidates. By blueprinting the systematic relationships between negative voting and each of these components in turn, and suggesting multiple research paths, this article aims to stimulate future studies on negative voting in multi-party parliamentary systems to motivate a better understanding of the implications of negativity in voting behavior in contemporary democracies.

scholarly journals Affective and cognitive components of students’ attitudes towards communication learning - validation of the Communication Skills Attitude Scale in a cohort of polish medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Piotr Przymuszała ◽  
Magdalena Cerbin-Koczorowska ◽  
Patrycja Marciniak-Stępak ◽  
Łucja Zielińska-Tomczak ◽  
Martyna Piszczek ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Behavioral Control ◽  
Attitude Scale ◽  
Future Research ◽  
Perceived Behavioral Control ◽  
Negative Attitudes ◽  
Retest Reliability ◽  
Cognitive Components ◽  
Test Retest Reliability

Abstract Background The Communication Skills Attitude Scale (CSAS) is a recognized tool for assessment of attitudes towards communication learning. In the original version, it consists of 26 items divided on theoretical assumptions into two subscales: Positive and Negative Attitudes Scales. However, the evidence for its structure seems unsatisfactory, and a simple division into positive and negative attitudes may be insufficient to describe attitudes of medical students towards communication learning. Moreover, the existing evidence of the test-retest reliability of the CSAS seems limited. Consequently, this study aimed to provide more evidence on its psychometric properties while validating the CSAS questionnaire in a cohort of Polish medical students. Methods The CSAS was translated, adapted into Polish, and validated in a cohort of 389 Polish medical students. Statistical analysis involved, among others, parallel analysis to determine the number of factors, confirmatory factor analysis to compare the proposed model with theory-based ones, and test-retest reliability analysis. Results Conducted analysis revealed that in the examined population, the CSAS should rather consist of four than two subscales. Proposed four subscales addressed perceived outcomes of communication learning, positive and negative attitudes towards it (affective components), and factors motivating students to learn communication (a cognitive component of attitudes). Results of test-retest reliability were satisfactory for individual items and subscales. Conclusions This study presented a valid and reliable version of the Communication Skills Attitude Scale for Polish medical students and confirmed previous assumptions that CSAS may also be appropriate for assessment of affective and cognitive components of attitudes. Future research should, based on Ajzen’s Theory of Planned Behavior, make attempts to develop a tool assessing not only attitudes but also subjective norms and perceived behavioral control.

scholarly journals Predictors of the Intention to Be Vaccinated against COVID-19 in a Sample of Italian Respondents at the Start of the Immunization Campaign

2022 ◽  
Vol 12 (1) ◽  
pp. 111
Author(s):  
Alessandro Santirocchi ◽  
Pietro Spataro ◽  
Marco Costanzi ◽  
Fabrizio Doricchi ◽  
Clelia Rossi-Arnaud ◽  
...  
Keyword(s):  
Perceived Risk ◽  
Vaccine Uptake ◽  
Trust In Government ◽  
Online Questionnaire ◽  
Negative Attitudes ◽  
Psychological Variables ◽  
Affective Component ◽  
Cognitive Component ◽  
Degree Of Acceptance ◽  
Acceptance Rates

COVID-19 vaccines are the most promising means of limiting the pandemic. The present study aims at determining the roles of several psychological variables in predicting vaccination intention in Italy. An online questionnaire was disseminated between 9 March and 9 May 2021. The sample included 971 participants. Results showed that most of the participants were willing to vaccinate. Acceptance rates were correlated with age, marital status, and area of residence. Intention to be vaccinated was positively correlated with perceived risk, pro-sociality, fear of COVID-19, use of preventive behaviors, and trust in government, in science, and in medical professionals. Intention to be vaccinated was negatively associated with belief in misinformation. The degree of acceptance is likely to be a result of the campaign tailored to address people’s negative attitudes towards vaccines. Trust in government and trust in science were among the strongest psychological predictors of vaccination intention. Fear of COVID-19, but not perceived risk, was associated with increased vaccine uptake, suggesting that the affective component of risk perception was more important than the cognitive component in predicting participants’ behaviors. Belief in misinformation was associated with reduced vaccination intention. Future studies will take into consideration these variables, to better understand the multifaceted process underlying vaccination intention.

scholarly journals Exploring the Effects of Visual Perspective on the ERP Components of Empathy for Pain

2019 ◽  
Author(s):  
Carl Michael Orquiola Galang ◽  
Sukhvinder S. Obhi ◽  
Michael Jenkins
Keyword(s):  
Mean Amplitude ◽  
Event Related Potential ◽  
Visual Perspective ◽  
First Person ◽  
Affective Component ◽  
Cognitive Components ◽  
Person Perspective ◽  
Empathy For Pain ◽  
Third Person ◽  
Third Person Perspective

Previous neurophysiological research suggests that there are event-related potential (ERP) components are associated with empathy for pain: early affective component (N2) and two late cognitive components (P3/LPP). The current study investigated whether and how the visual perspective from which a painful event is observed affects these ERP components. Participants viewed images of hands in pain vs. not in pain from a first-person or third-person perspective. We found that visual perspective influences both the early and late components. In the early component (N2), there was a larger mean amplitude during observation of pain vs no-pain exclusively when images were shown from a first-person perspective. We suggest that this effect may be driven by misattributing the on-screen hand to oneself. For the late component (P3), we found a larger effect of pain on mean amplitudes in response to third-person relative to first-person images. We speculate that the P3 may reflect a later process that enables effective recognition of others’ pain in the absence of misattribution. We discuss our results in relation to self- vs other-related processing by questioning whether these ERP components are truly indexing empathy (an other-directed process) or a simple misattribution of another’s pain as one’s own (a self-directed process).

Principals for Social Justice: Leaders of School Success for Children from Low-Income Homes

2002 ◽  
Vol 12 (3) ◽  
pp. 281-304 ◽  
Author(s):  
Antoinette F. Riester ◽  
Victoria Pursch ◽  
Linda Skrla
Keyword(s):  
Special Education ◽  
Social Justice ◽  
Elementary Schools ◽  
Academic Success ◽  
Early Literacy ◽  
Low Income ◽  
School Success ◽  
Democratic Culture ◽  
Two Factors

This study examines the role of principals in highly successful elementary schools serving primarily students from low-income homes in influencing two factors viewed as foundational for a school in which social justice is more than simply an abstract ideal: (1) development of early literacy for every child, and (2) avoidance of overidentification and inappropriate placement in special education. Findings discussed include three areas of common beliefs and concomitant practices among the principals of schools in the study: (1) promoting a democratic culture; (2) adopting a prescriptive approach to literacy and academic success; and (3) demonstrating a stubborn persistence in “getting there.”

Factor Structure of Organizational Commitment: Differences between U.S. and South Korean Samples

2005 ◽  
Vol 96 (3) ◽  
pp. 595-602 ◽  
Author(s):  
Jo Ann Lee ◽  
Chulguen Yang
Keyword(s):  
Organizational Commitment ◽  
South Korea ◽  
Factor Structure ◽  
Affective Component ◽  
South Korean ◽  
Item Questionnaire ◽  
Two Samples ◽  
Two Factors ◽  
The U.S

The current study compared the factor structures of the construct of organizational commitment between two samples of financial employees, one from the U.S. ( n = 103) and one from South Korea ( n = 109). Participants completed a 26-item questionnaire. Two factors (an affective component and a normative component) emerged for the U.S. sample; only one factor for the Koreans. Results suggest that culture should be considered when trying to assess organizational commitment.

The Effects of Secondary Special Education Preparation in Reading: Research to Inform State Policy in a New Era

2017 ◽  
Vol 41 (1) ◽  
pp. 70-85 ◽  
Author(s):  
Kimberly M. Knackstedt ◽  
Melinda M. Leko ◽  
Molly Baustien Siuty
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Special Educators ◽  
Multinomial Logistic Regression ◽  
Special Education Teacher ◽  
Future Research ◽  
Teaching Reading ◽  
New Era ◽  
State Education ◽  
Two Factors

In this study, the authors present findings from a survey of 577 secondary special educators in a large Midwestern state regarding their reading pre-service and in-service teacher preparation and its effect on teachers’ sense of preparedness for teaching reading to adolescents with disabilities. Six models were fitted using multinomial logistic regression analyses. Results demonstrate the importance of two factors in preparing special educators who have a high sense of preparedness for teaching reading to adolescents with disabilities. The first is pre-service coursework that uses practice-based pedagogical approaches as opposed to passive lecture and the second is more extensive in-service professional development. The results are discussed in light of the Every Student Succeeds Act (ESSA) and its delegation of teacher preparation policy to state education agencies. Implications for future research and policy in special education teacher preparation are provided.

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