Perceptions of Satisfaction with Communication and Self-Rated Competence in Dating Relationships

1994 ◽  
Vol 79 (1) ◽  
pp. 529-530
Author(s):  
Marshall Prisbell
Keyword(s):  
Undergraduate Students ◽  
Social Experience ◽  
Dating Relationships ◽  
Perceived Satisfaction

139 undergraduate students' self-rated perceptions of competence influenced their perceived satisfaction with communication in their daring relationships. Two components of competence, e.g., social confirmation and social experience, contributed to these perceptions.

Satisfaction with the Social Work Profession: A Ten-Year Analysis of Undergraduate Students' Perceptions

1997 ◽  
Vol 80 (3) ◽  
pp. 835-838 ◽  
Author(s):  
James G. Hanson ◽  
James G. McCullagh
Keyword(s):  
Social Work ◽  
Career Choice ◽  
Social Workers ◽  
Undergraduate Students ◽  
Perceived Satisfaction ◽  
High Satisfaction ◽  
The Social

A 10-yr. study of 746 social work undergraduates' perceived satisfaction with seven factors related to their career choice suggested high satisfaction with social work as a career; with the purposes and functions of social work, and the students' initial volunteer experience. There were no significant changes in satisfaction over the 10-yr. period, which findings parallel those of other studies in which similar methods have been used with practicing social workers.

Victim and Perpetrator Acknowledgement of Intimate Partner Violence and Victim Psychopathology

2021 ◽  
pp. 088626052110282
Author(s):  
Caroline M. Clements ◽  
Brittanie C. Moore ◽  
Allison Laajala–Lozano ◽  
Karly Casanave
Keyword(s):  
Intimate Partner Violence ◽  
Undergraduate Students ◽  
Partner Violence ◽  
Intimate Partner ◽  
Experimental Manipulation ◽  
Dating Relationships ◽  
Self Blame ◽  
Frequent Use ◽  
And Coping ◽  
Conflict Tactics

The present study assesses differences between acknowledged and unacknowledged victims in post-victimization psychopathology, abuse disability and coping. Few studies have examined abuse acknowledgment among intimate partner violence (IPV) victims. To our knowledge, this study is the first to use an experimental manipulation to assess changes in acknowledgment among IPV victims. Female undergraduate students currently in dating relationships completed demographic, coping and psychopathology questionnaires, and the Conflict Tactics Scale (CTS). They then watched a video of an IPV perpetrator who either acknowledged abuse or did not acknowledge abuse. Following the video, participants completed a psychopathology questionnaire and a post-video acknowledgment assessment. Approximately 38% of the sample reported IPV victimization. Only 7.89% acknowledged victimization. Acknowledged IPV victims had the highest mean victimization score but reported psychopathology similar to nonvictims on all subscales except phobic anxiety. Unacknowledged victims reported greater psychopathology, depression, anxiety, and hostility than nonvictims and were more symptomatic overall. Unacknowledged victims reported more frequent use of avoidant coping strategies than nonvictims. These strategies included substance use, self-blame, and behavioral disengagement. Acknowledged and unacknowledged victims reported greater abuse disability than nonvictims, and acknowledged victims reported greater life restriction than unacknowledged victims. Following the video, the number of acknowledged victims nearly doubled, and acknowledged victims reported increased depression. On the basis of these findings, clinicians and researchers should carefully consider acknowledgment as a potential factor in post-victimization mental health and explore ways to increases victim acknowledgment.

scholarly journals The perceived satisfaction with emergency remote teaching (ERT) amidst COVID-19: An exploratory case study in higher education

2021 ◽  
Vol 23 (5) ◽  
pp. 116-130
Author(s):  
K. Fuchs ◽  
S. Karrila
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Descriptive Analysis ◽  
Practical Significance ◽  
Global Pandemic ◽  
Perceived Satisfaction ◽  
Traditional Classroom Teaching ◽  
Socio Demographic Factors

Introduction. Online learning is a well-established pedagogical paradigm that has been researched and discussed from a number of perspectives. Educators associate a variety of opportunities and challenges with online education, and recently an unprecedented global pandemic, COVID-19, made traditional classroom teaching temporarily impossible. Emergency remote teaching (ERT) is a newly emerging sub-paradigm that possesses characteristics and challenges that differ from traditional online learning.Methodology and research methods. This study quantitatively examined undergraduate students' (n = 219) perspectives on the most important attributes that are associated with ERT. Moreover, the students' satisfaction with ERT was assessed, and the relationships between socio-demographic factors were analysed.Results and scientific novelty. A descriptive analysis revealed that most students preferred a traditional on-site classroom arrangement, while they were satisfied with the alternative ERT having fully virtual delivery. Also, the study highlighted that the students rated being knowledgeable, friendly, and patient as the most important characteristics of their lecturer in these unusual circumstances.Practical significance. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.

Emotion Dysregulation as a Moderator of the Association Between Relationship Dependency and Female-Perpetrated Dating Aggression

2020 ◽  
pp. 088626052094567
Author(s):  
Kathryn M. Bell ◽  
Leanne Howard ◽  
Tara L. Cornelius
Keyword(s):  
Undergraduate Students ◽  
Significant Interaction ◽  
Emotion Dysregulation ◽  
Positive Association ◽  
Intimate Partner ◽  
Dating Aggression ◽  
Dating Relationships ◽  
Anxious Attachment ◽  
Emotional Dependency ◽  
Intimate Partner Aggression

The dependency-possessiveness model proposes that individuals who are highly dependent on their intimate partner and fear partner abandonment, particularly among those with emotion dysregulation problems, may be at heightened risk for intimate partner aggression (IPA) perpetration. Despite prior research establishing a link between relationship dependency and male IPA perpetration, it is unknown whether this association extends to female-perpetrated aggression, occurs in dating relationships, and is moderated by emotion dysregulation. Thus, the purpose of the current study was to investigate the association between relationship dependency and female-perpetrated dating aggression and determine if emotion dysregulation moderated this hypothesized relationship. Female undergraduate students ( N = 119) completed measures assessing relationship dependency, emotion dysregulation, and female-perpetrated physical and psychological dating aggression as part of a larger study investigating the context of dating aggression episodes. Anxious attachment was significantly correlated with female-perpetrated psychological and physical dating aggression. Regression analyses indicated a significant interaction between the Spouse-Specific Dependency Scale [SSDS] Anxious Attachment subscale and emotion dysregulation predicting female-perpetrated physical dating aggression, suggesting moderation. There was a positive association between anxious attachment relationship dependency and female-perpetrated physical dating aggression at high levels of emotion dysregulation. A significant interaction was also found between the SSDS Emotional Dependency subscale and emotion dysregulation predicting female-perpetrated physical dating aggression, such that among those with low scores in emotion dysregulation, there was a positive relationship between emotional dependency and female-perpetrated physical dating aggression. Findings suggest that the ability to regulate emotions may play an important role in the association between relationship dependency and female-perpetrated dating aggression.

scholarly journals Perceptions of Sexual Violence in Dating Relationships: Presentation Medium and Couple Characteristics

2020 ◽  
Vol 8 (6) ◽  
pp. 76
Author(s):  
Emily Plackowski ◽  
Debra Hull ◽  
John Hull
Keyword(s):  
Sexual Assault ◽  
Sexual Violence ◽  
Undergraduate Students ◽  
Same Sex ◽  
Dating Relationships ◽  
Relationship Type ◽  
Written Form ◽  
Dating Relationship

Undergraduate students evaluated scenarios depicting violence in a long-term dating relationship—in either video or written form, and involving either a male or female aggressor in either a same- or other-gender relationship. Other than the genders of the victims and assailants, the details of the scenarios were identical. Results showed that participants rated written scenarios as more powerful than video scenarios and believed that sexual assault was more likely to have happened in the written than in the video scenarios. Compared to men, women were more emotionally impacted by the scenarios, thought sexual assault was more likely to have happened, were more likely to think the aggressor wanted to have sex with the victim, and were less likely to think the victim wanted to have sex with the aggressor. Participants who rated other-sex scenarios thought sexual assault was more likely to have occurred, that the aggressor more likely wanted to have sex with the victim, and that the victim less likely wanted to have sex with the aggressor than those rating same-sex scenarios. When women were portrayed as the victims, regardless of relationship type, the scenario was more emotionally evocative. On average, participants strongly agreed that sexual assault had occurred in each of the scenarios.

I Love You but I Cyberbully You: The Role of Hostile Sexism

2016 ◽  
Vol 34 (4) ◽  
pp. 812-825 ◽  
Author(s):  
Roberto Martinez-Pecino ◽  
Mercedes Durán
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Electronic Devices ◽  
Hostile Sexism ◽  
Regression Analyses ◽  
Dating Relationships ◽  
Cyber Aggression ◽  
Forms Of Violence ◽  
The Impact

Cyberbullying is attracting social, political, and academic interest as the use of electronic devices such as computers and mobile phones by young people has increased dramatically. However, little is known about the factors involved in their perpetration, particularly in the context of college students’ dating relationships. The aim of this study is to examine the involvement of college students in cyberbullying in the context of their dating relationships and to explore the impact of sexism on males’ cyberbullying of their girlfriends. Participants are 219 undergraduate students from a university in the south of Spain. Results showed that 48.4% of participants reported having bullied their partners during the last year via mobile phone and 37.5% via Internet. Males reported a greater extent of cyberbullying of their girlfriends through both means. Regression analyses indicated that males’ levels of hostile sexism are related to males’ cyberbullying of their girlfriends. These findings suggest a modernization in the forms of violence toward women among college students and also expand current literature by revealing the influence of participants’ hostile sexism on this type of cyber aggression against women in dating relationships.

Relationship-focused humor styles and relationship satisfaction in dating couples: A repeated-measures design

2014 ◽  
Vol 27 (2) ◽  
Author(s):  
Sara Caird ◽  
Rod A. Martin
Keyword(s):  
Relationship Satisfaction ◽  
Undergraduate Students ◽  
Repeated Measures ◽  
Humor Styles ◽  
Dating Relationships ◽  
Repeated Measures Design ◽  
Dating Couples ◽  
Over Time

AbstractThis investigation used a repeated-measures diary methodology to examine associations between humor styles used in the context of dating relationships and relationship satisfaction over time. Over a period of three weeks, undergraduate students (

scholarly journals Mechanisms underlying effective thought suppression using focused-distraction strategies: A self-determination theory approach

2017 ◽  
Author(s):  
Deming Wang ◽  
Nikos chatzisarantis ◽  
Martin S Hagger
Keyword(s):  
Undergraduate Students ◽  
Thought Suppression ◽  
Self Determination Theory ◽  
Self Determination ◽  
Theory Approach ◽  
Psychological Need ◽  
Perceived Satisfaction ◽  
Ironic Process Theory ◽  
Ironic Process ◽  
Ironic Effects

Research has shown that thought suppression is not an ideal mental control strategy as it can ironically increase intrusions and accessibility of unwanted thought. Although focused-distraction has been shown as an effective strategy in mitigating such ironic effects, mixed findings have rendered this evidence inconclusive. In the present study, we sought to resolve this inconsistency by examining variables related to distractor content as mechanisms for effective thought suppression, an aspect yet to be examined. Building on ironic process theory and self-determination theory, the current study predicted that distractors associated with fulfilment of the psychological need for competence would improve thought suppression outcomes because they would be satisfying and immersive to think about. We asked 93 undergraduate students to engage in a thought suppression task and examined the influence of perceived satisfaction and immersion of distractors as mechanisms mitigating ironic effects of thought suppression. Results supported our predictions. In addition, they suggested that our predicted relationships persisted after controlling for effects of focused-distraction strategies that focused participants’ attention on a neutral object and distractors reflecting the attainment of the extrinsic goal of financial success. This allows us to eliminate the alternative explanations that need-supportive distractors are effective as a result of the focused-distraction strategy in general, or due to its pleasant and personally relevant content. Findings suggest that effectiveness of focused-distraction in thought suppression can be augmented by using satisfying and immersive distractors, such as those with need-supportive content.

scholarly journals Perceived Satisfaction of Emergency Remote Teaching: More Evidence from Thailand

2021 ◽  
Vol 20 (6) ◽  
pp. 1-15
Author(s):  
Kevin Fuchs
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Abrupt Change ◽  
Secondary Data ◽  
Freshmen Students ◽  
Global Pandemic ◽  
Perceived Satisfaction ◽  
Classroom Education

The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses based on empirical data (n=450) as well as secondary data (n=219) were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.

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