S. Gesell, Dan L. Wallace, Tommaso Tempesti, Vanessa J. Hux, S. Barkin
The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of non-English-speaking immigrant parents are at greatest risk of poor school performance, but there is potential to capitalize on immigrants’ drive by encouraging them to engage with their children in dialog while reading native-language storybooks. This paper reports on a community-based randomized controlled trial (𝑁=79) delivered to mostly Mexican immigrant parents of preschool-age children. Intervention group parents attended three monthly 60-minute sessions based on the Dialogic Reading Model—C.A.R. (Comment and Wait, Ask Questions and Wait, and Respond by Adding More), which teaches parents to have a conversation about pictures in books, with the goal of enhancing verbal exchanges with the child in the parent’s native language. After the 3-month intervention, parents in the bilingual early language development intervention reported placing greater value on children’s active verbal participation in reading compared to control group parents who participated in a healthy lifestyle intervention. These results suggest that Hispanics’ educational outcomes may be improved by educating parents on the value of playful conversations with young children while reading books in one’s native language.
{"title":"Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children","authors":"S. Gesell, Dan L. Wallace, Tommaso Tempesti, Vanessa J. Hux, S. Barkin","doi":"10.5402/2012/652406","DOIUrl":"https://doi.org/10.5402/2012/652406","url":null,"abstract":"The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of non-English-speaking immigrant parents are at greatest risk of poor school performance, but there is potential to capitalize on immigrants’ drive by encouraging them to engage with their children in dialog while reading native-language storybooks. This paper reports on a community-based randomized controlled trial (𝑁=79) delivered to mostly Mexican immigrant parents of preschool-age children. Intervention group parents attended three monthly 60-minute sessions based on the Dialogic Reading Model—C.A.R. (Comment and Wait, Ask Questions and Wait, and Respond by Adding More), which teaches parents to have a conversation about pictures in books, with the goal of enhancing verbal exchanges with the child in the parent’s native language. After the 3-month intervention, parents in the bilingual early language development intervention reported placing greater value on children’s active verbal participation in reading compared to control group parents who participated in a healthy lifestyle intervention. These results suggest that Hispanics’ educational outcomes may be improved by educating parents on the value of playful conversations with young children while reading books in one’s native language.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121284155","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}
Language acquisition research strongly suggests that writing is essential to modern language instruction. Current best practice dictates that some form of target language writing be part of almost every type of foreign language (FL) course. However, FL instructors often receive complaints from students concerning the writing required in different FL courses. Many instructors appear to believe that their students have negative attitudes towards FL writing, and that negative attitudes may hurt student motivation. This paper reports on a survey of 759 FL students enrolled at a midsized university in the western United States. These students were asked to describe their FL writing assignments, their personal FL writing, and their attitudes towards the importance of writing to their language acquisition. Results indicate overall very positive attitudes towards FL writing among these students, as well as plans reported by the majority of students to continue to write in their FL after college.
{"title":"US University Learner Attitudes towards Foreign Language Writing","authors":"Michael D. Hubert","doi":"10.5402/2012/815493","DOIUrl":"https://doi.org/10.5402/2012/815493","url":null,"abstract":"Language acquisition research strongly suggests that writing is essential to modern language instruction. Current best practice dictates that some form of target language writing be part of almost every type of foreign language (FL) course. However, FL instructors often receive complaints from students concerning the writing required in different FL courses. Many instructors appear to believe that their students have negative attitudes towards FL writing, and that negative attitudes may hurt student motivation. This paper reports on a survey of 759 FL students enrolled at a midsized university in the western United States. These students were asked to describe their FL writing assignments, their personal FL writing, and their attitudes towards the importance of writing to their language acquisition. Results indicate overall very positive attitudes towards FL writing among these students, as well as plans reported by the majority of students to continue to write in their FL after college.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127655892","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}
Clothing is an important aspect of communication that can influence the perceptions of wearers' credibility and attractiveness as well as a variety of other judgments. In the classroom, these perceptions are made by students about teachers and are a function of the type of behavior expected from their teachers. This paper argues that we have expectations for appropriate and inappropriate attire. Burgoon's expectancy violations theory was applied to the study of clothing and the credibility of instructors in college classes. Two instructors gave lectures in undergraduate college classes and violated or adhered to the students' expectations for appropriate attire and acted in a highly rewarding or less rewarding manner. The results do not support the U-shaped pattern predicted by expectancy violations theory, but rather, the results suggest that teachers should strive for a moderately formal clothing style. This result is qualified by the finding that students appeared to have attended to their instructors' clothing less under conditions of high reward than in the low-reward conditions. This suggests that teachers' clothing will be a less consequential determinant of the impression that their students form when the teachers are otherwise perceived as having a high instrumental value in and of themselves.
{"title":"Clothing and Teacher Credibility: An Application of Expectancy Violations Theory","authors":"Norah E. Dunbar, C. Segrin","doi":"10.5402/2012/140517","DOIUrl":"https://doi.org/10.5402/2012/140517","url":null,"abstract":"Clothing is an important aspect of communication that can influence the perceptions of wearers' credibility and attractiveness as well as a variety of other judgments. In the classroom, these perceptions are made by students about teachers and are a function of the type of behavior expected from their teachers. This paper argues that we have expectations for appropriate and inappropriate attire. Burgoon's expectancy violations theory was applied to the study of clothing and the credibility of instructors in college classes. Two instructors gave lectures in undergraduate college classes and violated or adhered to the students' expectations for appropriate attire and acted in a highly rewarding or less rewarding manner. The results do not support the U-shaped pattern predicted by expectancy violations theory, but rather, the results suggest that teachers should strive for a moderately formal clothing style. This result is qualified by the finding that students appeared to have attended to their instructors' clothing less under conditions of high reward than in the low-reward conditions. This suggests that teachers' clothing will be a less consequential determinant of the impression that their students form when the teachers are otherwise perceived as having a high instrumental value in and of themselves.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"275 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120850211","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}
The present study is an attempt to explore any significant relationships between demotivation, test anxiety (TA), and foreign language classroom anxiety (FLCA) and to seek any significant differences between males and females regarding demotivation, TA, and FLCA. One hundred Iranian EFL students studying at the departments of foreign languages of Shahid Bahonar University of Kerman took part in this study. In order to obtain the required data, three questionnaires were utilized: the Demotivation questionnaire (Kikuchi and Sakai, 2007) to measure demotivation, the Test Anxiety Scale ((TAS), Sarason, 1975) to measure test anxiety, and the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz, Horwitz, and Cope, 1986) to determine the level of students’ FLCA. The findings of this study revealed the following first, there was a significant positive relationship between demotivation and TA; second, there was a significant positive relationship between demotivation and FLCA; third, there was a significant positive relationship between TA and FLCA, finally, there were no significant differences between males and females regarding demotivation, TA, and FLCA.
本研究旨在探讨动机丧失、考试焦虑(TA)和外语课堂焦虑(FLCA)之间是否存在显著的关系，并寻求男女学生在动机丧失、考试焦虑和FLCA方面是否存在显著差异。100名在克尔曼沙希德巴霍纳尔大学外语系学习英语的伊朗学生参加了这项研究。为了获得所需的数据，我们使用了三份问卷:去动机问卷(Kikuchi and Sakai, 2007)用于测量去动机，考试焦虑量表(TAS, Sarason, 1975)用于测量考试焦虑，外语课堂焦虑量表(FLCAS, Horwitz, Horwitz, and Cope, 1986)用于确定学生的FLCA水平。本研究发现:第一，动机丧失与TA之间存在显著的正相关关系;第二，动机缺失与FLCA存在显著正相关;第三，TA与FLCA之间存在显著的正相关关系;最后，在失动力、TA和FLCA方面，男女之间没有显著差异。
{"title":"The Darker Side of Motivation: Demotivation and Its Relation with Two Variables of Anxiety among Iranian EFL Learners","authors":"M. Rastegar, Mahboubeh Akbarzadeh, N. Heidari","doi":"10.5402/2012/215605","DOIUrl":"https://doi.org/10.5402/2012/215605","url":null,"abstract":"The present study is an attempt to explore any significant relationships between demotivation, test anxiety (TA), and foreign language classroom anxiety (FLCA) and to seek any significant differences between males and females regarding demotivation, TA, and FLCA. One hundred Iranian EFL students studying at the departments of foreign languages of Shahid Bahonar University of Kerman took part in this study. In order to obtain the required data, three questionnaires were utilized: the Demotivation questionnaire (Kikuchi and Sakai, 2007) to measure demotivation, the Test Anxiety Scale ((TAS), Sarason, 1975) to measure test anxiety, and the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz, Horwitz, and Cope, 1986) to determine the level of students’ FLCA. The findings of this study revealed the following first, there was a significant positive relationship between demotivation and TA; second, there was a significant positive relationship between demotivation and FLCA; third, there was a significant positive relationship between TA and FLCA, finally, there were no significant differences between males and females regarding demotivation, TA, and FLCA.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"419 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116530105","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}
Scholars in training, including qualitative researchers, are often cautioned about their relationship to their research participants with the notion that “getting too close” can distort findings. However, with many participants, especially those with whom issues of trust are problematic due to their personal experiences, researchers cannot gain rich data without creating an authentic and close relationship. In this longitudinal study, a female Bosnian youth and an academic researcher grapple with issues of trust, friendship, and research in an effort to determine ways to create valid research findings over years of relationship building.
{"title":"Crossing international and research boundaries: From subject to author for an authentic refugee portrait","authors":"Jasenka Besic, J. McBrien","doi":"10.5402/2012/830938","DOIUrl":"https://doi.org/10.5402/2012/830938","url":null,"abstract":"Scholars in training, including qualitative researchers, are often cautioned about their relationship to their research participants with the notion that “getting too close” can distort findings. However, with many participants, especially those with whom issues of trust are problematic due to their personal experiences, researchers cannot gain rich data without creating an authentic and close relationship. In this longitudinal study, a female Bosnian youth and an academic researcher grapple with issues of trust, friendship, and research in an effort to determine ways to create valid research findings over years of relationship building.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115491112","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}
Lori L Candela, Antonio P. Gutierrez, J. Dufek, LeAnn G. Putney, J. Mercer
The growing epidemic of overweight children has led to a higher prevalence of youth being diagnosed with diabetes, particularly type 2 diabetes. The current study modified the Diabetes Prevention Program (DPP) for use with 7th–10th graders in a school setting. The DPP is an evidence-based lifestyle intervention program that has been translated successfully in various adult settings. Yet the feasibility of modifying the DPP for use with middle and high school students has not been documented. A multidisciplinary university research team collaborated with a local charter school to include a modified DPP as part of the curriculum for one semester. Pre- and posttests included food knowledge, health locus of control, BMI, and performance on the 12-minute Cooper walk/run test. Findings suggest tentatively that the modified DPP was successful at increasing food knowledge and awareness of more rigorous physical activity as well as their association to improved health outcomes. Equally as important, results demonstrate that it is feasible to conduct interventions targeting healthy weight among adolescents in school-based settings by incorporating them in the curriculum.
{"title":"Modifying the Diabetes Prevention Program to Adolescents in a School Setting: A Feasibility Study","authors":"Lori L Candela, Antonio P. Gutierrez, J. Dufek, LeAnn G. Putney, J. Mercer","doi":"10.5402/2012/534085","DOIUrl":"https://doi.org/10.5402/2012/534085","url":null,"abstract":"The growing epidemic of overweight children has led to a higher prevalence of youth being diagnosed with diabetes, particularly type 2 diabetes. The current study modified the Diabetes Prevention Program (DPP) for use with 7th–10th graders in a school setting. The DPP is an evidence-based lifestyle intervention program that has been translated successfully in various adult settings. Yet the feasibility of modifying the DPP for use with middle and high school students has not been documented. A multidisciplinary university research team collaborated with a local charter school to include a modified DPP as part of the curriculum for one semester. Pre- and posttests included food knowledge, health locus of control, BMI, and performance on the 12-minute Cooper walk/run test. Findings suggest tentatively that the modified DPP was successful at increasing food knowledge and awareness of more rigorous physical activity as well as their association to improved health outcomes. Equally as important, results demonstrate that it is feasible to conduct interventions targeting healthy weight among adolescents in school-based settings by incorporating them in the curriculum.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"2017 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127563460","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}
The study sought to find out the relative effectiveness of three classroom interaction strategies which are known to affect students' learning outcomes in Mathematics. 484 senior secondary school three (SSSIII) students randomly selected through judgmental and stratified random sampling from government-owned secondary schools in Ikere and Ado-Ekiti local government areas of Ekiti state participated in the study. The instrument was a self-constructed one, validated and used for collecting data and titled “Mathematics Achievement Test (MAT).” The experimental treatment lasted for four weeks, and the data collected were analyzed using one-way ANOVA, ANCOVA, two-way ANCOVA, and Tukey HSD post hoc pairwise comparisons analysis. The findings showed that the students' learning outcomes in Mathematics were better promoted by the cooperative and competitive strategies but rather minimally by both individualistic and conventional strategies.
{"title":"The Effects of Competitive, Cooperative, and Individualistic Classroom Interaction Models on Learning Outcomes in Mathematics in Nigerian Senior Secondary Schools","authors":"E. O. Oloyede, O. Adebowale, A. A. Ojo","doi":"10.5402/2012/263891","DOIUrl":"https://doi.org/10.5402/2012/263891","url":null,"abstract":"The study sought to find out the relative effectiveness of three classroom interaction strategies which are known to affect students' learning outcomes in Mathematics. 484 senior secondary school three (SSSIII) students randomly selected through judgmental and stratified random sampling from government-owned secondary schools in Ikere and Ado-Ekiti local government areas of Ekiti state participated in the study. The instrument was a self-constructed one, validated and used for collecting data and titled “Mathematics Achievement Test (MAT).” The experimental treatment lasted for four weeks, and the data collected were analyzed using one-way ANOVA, ANCOVA, two-way ANCOVA, and Tukey HSD post hoc pairwise comparisons analysis. The findings showed that the students' learning outcomes in Mathematics were better promoted by the cooperative and competitive strategies but rather minimally by both individualistic and conventional strategies.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"68 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116372897","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}
This paper describes the development of discourse and reflection competencies by three early-age student teachers through repeated children’s book reading (RCBR) in small, heterogeneous groups. The students were enrolled in a four-track, early-education preparation program at Levinsky College of Education in Israel. Research based on a multiple-case-study methodology, focused on an analysis of the students’ interpretation of and reflections on the transcripts of the discourse throughout the three years of their fieldwork. Findings indicate that, over the three years, all three students relaxed their control of the discourse, allowing for more continuous literary discourse among the children. Differences in the developmental trajectories of the three students were manifested in the extent to which literary understanding and distinctive interpretations by the children were emphasized. Over the three years, all three students also developed a genuine concern for the children’s well-being and participation in the group. Analysis of the students’ protocols yielded a tentative formulation of milestones in the development of discourse and reflection competencies through teaching preparation studies.
{"title":"Discourse and Reflection Competencies Developed by Student Teachers through Repeated Children’s Book Read Alouds: A Multiple Case Study","authors":"Clodie Tal","doi":"10.5402/2012/308198","DOIUrl":"https://doi.org/10.5402/2012/308198","url":null,"abstract":"This paper describes the development of discourse and reflection competencies by three early-age student teachers through repeated children’s book reading (RCBR) in small, heterogeneous groups. The students were enrolled in a four-track, early-education preparation program at Levinsky College of Education in Israel. Research based on a multiple-case-study methodology, focused on an analysis of the students’ interpretation of and reflections on the transcripts of the discourse throughout the three years of their fieldwork. Findings indicate that, over the three years, all three students relaxed their control of the discourse, allowing for more continuous literary discourse among the children. Differences in the developmental trajectories of the three students were manifested in the extent to which literary understanding and distinctive interpretations by the children were emphasized. Over the three years, all three students also developed a genuine concern for the children’s well-being and participation in the group. Analysis of the students’ protocols yielded a tentative formulation of milestones in the development of discourse and reflection competencies through teaching preparation studies.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116799549","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}
This study examines participating tutors’ four-year feedback on a faculty-embedded tutor training program using structural equation modeling. Data from 333 tutors across all four departments in the Faculty of Business and Economics was used. Results indicate that the quality of the training session directly influences tutors’ perceived need for further skills development training and that the partial effect of facilitator effectiveness on the latter is not significant. This indicates that tutors’ indication of their future need for relevant skills in teaching and use of technology is highly influenced by the quality of the training session and much less on the facilitator’s effectiveness in delivering it. This has implications for both the way the tutor training program is perceived and the redevelopment of the questionnaire in the future.
{"title":"Evaluating the impact of faculty-embedded tutor training program factors on perceived future training needs using structural equation modeling","authors":"A. Calma, Alvin Vista","doi":"10.5402/2012/426516","DOIUrl":"https://doi.org/10.5402/2012/426516","url":null,"abstract":"This study examines participating tutors’ four-year feedback on a faculty-embedded tutor training program using structural equation modeling. Data from 333 tutors across all four departments in the Faculty of Business and Economics was used. Results indicate that the quality of the training session directly influences tutors’ perceived need for further skills development training and that the partial effect of facilitator effectiveness on the latter is not significant. This indicates that tutors’ indication of their future need for relevant skills in teaching and use of technology is highly influenced by the quality of the training session and much less on the facilitator’s effectiveness in delivering it. This has implications for both the way the tutor training program is perceived and the redevelopment of the questionnaire in the future.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123475723","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}
The current study investigated the relationship between undergraduate students' sensitivity to rejection and their level of participation in positive classroom engagement. One hundred and thirty-five undergraduate students from an upper-Midwest university volunteered to participate in a survey as part of their Psychology 101 course. As hypothesized, there was a negative correlation between students' sensitivity to rejection and their level of participation in positive class behaviors. We also found that this relationship was moderated by the regulatory focus, “prevention pride”. The greater a student's prevention pride was, the more likely the student was to have an average amount of participation in positive class behaviors, regardless of their sensitivity to rejection. These findings suggest that students who do not become engaged in positive classroom behaviors may be afraid to do so for fear of rejection by peers and/or instructors, and that this relationship is moderated to a large degree by the students' prevention pride.
{"title":"Interpersonal Rejection Sensitivity and Regulatory Focus Theory to Explain College Students' Class Engagement","authors":"David Roscheck, William E. Schweinle","doi":"10.5402/2012/170790","DOIUrl":"https://doi.org/10.5402/2012/170790","url":null,"abstract":"The current study investigated the relationship between undergraduate students' sensitivity to rejection and their level of participation in positive classroom engagement. One hundred and thirty-five undergraduate students from an upper-Midwest university volunteered to participate in a survey as part of their Psychology 101 course. As hypothesized, there was a negative correlation between students' sensitivity to rejection and their level of participation in positive class behaviors. We also found that this relationship was moderated by the regulatory focus, “prevention pride”. The greater a student's prevention pride was, the more likely the student was to have an average amount of participation in positive class behaviors, regardless of their sensitivity to rejection. These findings suggest that students who do not become engaged in positive classroom behaviors may be afraid to do so for fear of rejection by peers and/or instructors, and that this relationship is moderated to a large degree by the students' prevention pride.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121801977","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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