Faiza Khan Khattak, C. Pou-Prom, R. Wu, Frank Rudzicz
Objective: We applied an integrated social cognition model to predict physical distancing behavior, a key COVID-19 preventive behavior, over a four-month period. Design: A three-wave longitudinal survey design. Methods: Australian and US residents ( N =601) completed self-report measures of social cognition constructs (attitude, subjective norm, moral norm, perceived behavioral control [PBC]), intention, habit, and physical distancing behavior on an initial occasion (T1) and on two further occasions one week (T2) and four months (T3) later. Results: A structural equation model revealed that subjective norm, moral norm, and PBC, were consistent predictors of physical distancing intention on all three occasions. Intention and habit at T1 and T2 predicted physical distancing behavior at T2 and T3, respectively. Intention at T2 mediated effects of subjective norm, moral norm, and PBC at T2 on physical distancing behavior at T3, and habit at T1 and T2 mediated effects of behavior at T1 and T2 on follow-up behavior at T2 and T3, respectively. Conclusion: Normative (subjective and moral norms) and capacity (PBC) constructs were consistent predictors of physical distancing intention, and intention and habit were consistent predictors of physical distancing behavior. Interventions promoting physical distancing should target change in normative and personal capacity beliefs, and habit.
{"title":"Predicting","authors":"Faiza Khan Khattak, C. Pou-Prom, R. Wu, Frank Rudzicz","doi":"10.1201/b15971-3","DOIUrl":"https://doi.org/10.1201/b15971-3","url":null,"abstract":"Objective: We applied an integrated social cognition model to predict physical distancing behavior, a key COVID-19 preventive behavior, over a four-month period. Design: A three-wave longitudinal survey design. Methods: Australian and US residents ( N =601) completed self-report measures of social cognition constructs (attitude, subjective norm, moral norm, perceived behavioral control [PBC]), intention, habit, and physical distancing behavior on an initial occasion (T1) and on two further occasions one week (T2) and four months (T3) later. Results: A structural equation model revealed that subjective norm, moral norm, and PBC, were consistent predictors of physical distancing intention on all three occasions. Intention and habit at T1 and T2 predicted physical distancing behavior at T2 and T3, respectively. Intention at T2 mediated effects of subjective norm, moral norm, and PBC at T2 on physical distancing behavior at T3, and habit at T1 and T2 mediated effects of behavior at T1 and T2 on follow-up behavior at T2 and T3, respectively. Conclusion: Normative (subjective and moral norms) and capacity (PBC) constructs were consistent predictors of physical distancing intention, and intention and habit were consistent predictors of physical distancing behavior. Interventions promoting physical distancing should target change in normative and personal capacity beliefs, and habit.","PeriodicalId":128641,"journal":{"name":"Speaking, Listening and Understanding","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114526317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Getting the Main Idea","authors":"Catherine Delamain, Jill Spring","doi":"10.4324/9781351131117-5","DOIUrl":"https://doi.org/10.4324/9781351131117-5","url":null,"abstract":"","PeriodicalId":128641,"journal":{"name":"Speaking, Listening and Understanding","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121377075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How to use this Book","authors":"Catherine Delamain, Jill Spring","doi":"10.4324/9781351131117-2","DOIUrl":"https://doi.org/10.4324/9781351131117-2","url":null,"abstract":"","PeriodicalId":128641,"journal":{"name":"Speaking, Listening and Understanding","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129747300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Activities • Characterizing the need (or set of needs) addressed by the program; • Listing specific expectations as goals, objectives, and criteria for success; • Clarifying why program activities are believed to lead to expected changes; • Drawing an explicit logic model to illustrate relationships between program elements and expected changes; • Assessing the program’s maturity or stage of development; • Analyzing the context within which the program operates; • Considering how the program is linked to other ongoing efforts; and • Avoiding creation of an overly precise description for a program that is under development.
{"title":"Describing","authors":"Catherine Delamain, Jill Spring","doi":"10.4324/9781351131117-8","DOIUrl":"https://doi.org/10.4324/9781351131117-8","url":null,"abstract":"Activities • Characterizing the need (or set of needs) addressed by the program; • Listing specific expectations as goals, objectives, and criteria for success; • Clarifying why program activities are believed to lead to expected changes; • Drawing an explicit logic model to illustrate relationships between program elements and expected changes; • Assessing the program’s maturity or stage of development; • Analyzing the context within which the program operates; • Considering how the program is linked to other ongoing efforts; and • Avoiding creation of an overly precise description for a program that is under development.","PeriodicalId":128641,"journal":{"name":"Speaking, Listening and Understanding","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122663389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-03DOI: 10.4324/9781351131117-12
Catherine Delamain, Jill Spring
Introdução Playing with words é um projeto de extensão desenvolvido pelo graduando do curso de Letras e orientado pela profa Ms. Eliane Provate Q. Martins. As aulas são desenvolvidas nas quartas séries do ensino fundamental, em escolas da rede pública de ensino de Londrina e região. Atualmente, 10 graduandos participam do projeto, oferecendo aulas de língua inglesa para um total de aproximadamente 400 alunos.
《play with words》是一个扩展项目，由Eliane Provate Q. Martins教授指导，由Letras课程的毕业生开发。这些课程是在隆德里纳和地区的公立学校的小学四年级开发的。目前，有10名本科生参与了该项目，为大约400名学生提供英语课程。
{"title":"Playing with Words","authors":"Catherine Delamain, Jill Spring","doi":"10.4324/9781351131117-12","DOIUrl":"https://doi.org/10.4324/9781351131117-12","url":null,"abstract":"Introdução Playing with words é um projeto de extensão desenvolvido pelo graduando do curso de Letras e orientado pela profa Ms. Eliane Provate Q. Martins. As aulas são desenvolvidas nas quartas séries do ensino fundamental, em escolas da rede pública de ensino de Londrina e região. Atualmente, 10 graduandos participam do projeto, oferecendo aulas de língua inglesa para um total de aproximadamente 400 alunos.","PeriodicalId":128641,"journal":{"name":"Speaking, Listening and Understanding","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127381745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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