Student Reactions to Professor Use of Facebook

Mazer, Murphy and Simonds (2007) recently demonstrated that high self-disclosure, compared to low self-disclosure, on a fictitious professor's Facebook profile was related to students' expectations of a positive classroom environment and high levels of motivation. These findings raise the question of whether all types of self-disclosure would have the same effect. This study examined college students' perceptions of specific ways that professors might use Facebook. We created six Facebook profiles for a fictitious male professor, each with a specific emphasis: Republican, Democrat, religious, family- oriented, socially oriented, or professional only. While viewing a printed version of one of the randomly distributed profiles, participants responded to questions that assessed their perceptions of the professors' teaching ability, classroom demeanor and appropriateness of self-disclosure, as well as their own Facebook use. Students responded most negatively, but sometimes with greatest interest, to professors' posting of social and political information. Appropriate use of Facebook, including professional and family information, increased students' respect for the professor and his classroom. These findings could be very helpful in guiding professor Facebook use.

Gator Launch: Developing a Minority Career-Mentoring Program

Retaining minority students on college campuses is an important factor for maintaining the rich diversity of a university student body. This session will provide a look at the development of a career-mentoring program for minority college students to enhance retention and career success beyond graduation.

Instru����o verbal: solicitar foco de aten����o n��o garante sua ado����o e melhor desempenho

The purposes of this study were to investigate a) the effect of redundant and non-redundant instruction on external focus of attention adoption, b) the effect of adopting an external focus of attention on performance in a front crawl swimming task, and c) the effect of redundancy in the wording of a verbal instruction on the above variables. 43 college students (m/f) aged 17 to 46 swam 25 m crawl at maximum speed, once under each of three conditions: without focus instruction (SF), following a focus instruction (CF) and a redundant focus instruction (CFR), in counterbalanced order. For focus adoption control, after completing the task participants were asked about what they had focused on while swimming. As a measure of performance, time and number of strokes were taken and the stroke index was calculated. The results showed that under redundant focus instruction (CFR) condition, 42 % failed to adopt the attentional focus as asked, and following focus (CF) instruction, 23 %. Under CF condition, the frequency of participants that adopted the focus was higher than of those who did not. Performance did not differ significantly among the three conditions (p>0,05). These findings stress the need of manipulation checks in attentional focus research, regarding both performance and motor learning efficiency, as well as the need for further investigation into the relation between instruction extension and performance.

Validation of the Brazilian Portuguese version of the Beck Depression Inventory-II in a community sample

Background: The Beck Depression Inventory (BDI) is used worldwide for detecting depressive symptoms. This questionnaire has been revised (1996) to match the DSM-IV criteria for a major depressive episode. We assessed the reliability and the validity of the Brazilian Portuguese version of the BDI-II for non-clinical adults. Methods: The questionnaire was applied to 60 college students on two occasions. Afterwards, 182 community-dwelling adults completed the BDI-II, the Self-Report Questionnaire, and the K10 Scale. Trained psychiatrists performed face-to-face interviews with the respondents using the Structured Clinical Interview (SCID-I), the Montgomery-angstrom sberg Depression Scale, and the Hamilton Anxiety Scale. Descriptive analysis, signal detection analysis (Receiver Operating Characteristics), correlation analysis, and discriminant function analysis were performed to investigate the psychometric properties of the BDI-II. Results: The intraclass correlation coefficient of the BDI-II was 0.89, and the Cronbach's alpha coefficient of internal consistency was 0.93. Taking the SCID as the gold standard, the cut-off point of 10/11 was the best threshold for detecting depression, yielding a sensitivity of 70% and a specificity of 87%. The concurrent validity (a correlation of 0.63-0.93 with scales applied simultaneously) and the predictive ability of the severity level (over 65% correct classification) were acceptable. Conclusion: The BDI-II is reliable and valid for measuring depressive symptomatology among Portuguese-speaking Brazilian non-clinical populations.

Insatisfa����o corporal em universit��rios de diferentes ��reas de conhecimento

OBJETIVOS: Verificar a preval��ncia de insatisfa����o corporal em universit��rios de diferentes ��reas de conhecimento, bem como a rela����o com sexo e com estado nutricional. M��TODOS: A amostra foi composta por universit��rios da Universidade Federal de Juiz de Fora (UFJF) de diferentes ��reas de conhecimento. O Body Shape Questionnaire (BSQ) e a Escala de Silhuetas para adultos avaliaram a insatisfa����o corporal. Massa corporal e estatura autorreferidas foram utilizadas para o c��lculo do ��ndice de massa corporal (IMC). Para as an��lises estat��sticas, foram realizados testes de associa����o, compara����o e regress��o log��stica. RESULTADOS: Dos 535 estudantes, com m��dia de idade de 20,82 �� 3,03 anos, 245 eram do sexo masculino. A m��dia do BSQ foi de 68,00 �� 28,74, sendo 88,9% livres de insatisfa����o. Por��m, pela escala de silhuetas, 76,6% foram considerados insatisfeitos. Os estudantes da ��rea de sa��de e humanas foram, sem signific��ncia, mais insatisfeitos que alunos de exatas. As mulheres em rela����o aos homens (p < 0,05) e aqueles com sobrepeso/obesidade (OR: 3,174; p = 0,000) tiveram a maior frequ��ncia na classifica����o de insatisfa����o corporal. CONCLUS��O: A maioria dos jovens mostrou-se livre de insatisfa����o corporal, n��o havendo rela����o com a ��rea de estudo, por��m as universit��rias com IMC mais elevado apresentaram-se mais insatisfeitas com sua imagem corporal.

Bem-estar subjetivo: autoavalia����o em estudantes universit��rios

O bem-estar subjetivo surgiu como um interessante tema da Psicologia Positiva e tem recebido cada vez mais aten����o de pesquisadores da ��rea. Este estudo teve como objetivo principal verificar a efic��cia de tr��s instrumentos de autoavalia����o do bem-estar subjetivo, a partir de uma popula����o de estudantes universit��rios da cidade de Ribeir��o Preto. Foi realizada a an��lise estat��stica descritiva e a an��lise de componentes principais para os resultados apresentados no Question��rio de Felicidade Oxford e na Escala de Felicidade Subjetiva. O Item de Felicidade Global foi analisado apenas por interm��dio da estat��stica descritiva, pois apresentava uma ��nica quest��o. Partindo do fato de que pesquisas realizadas indicam uma diferen��a pouco significativa entre autoavalia����es realizadas por homens e por mulheres, este estudo traz resultados que confirmam essa constata����o quanto ��s medianas apresentadas em todos os instrumentos, por��m aponta diferen��as significativas em rela����o �� estrutura dos instrumentos de homens e mulheres para o Question��rio de Felicidade Oxford.

Comportamento socioambiental do consumidor: um estudo com universit��rios do interior paulista

A Responsabilidade Social Corporativa vem se consolidando cada vez mais, dentro de um cen��rio de mercado muito competitivo e de consumidores mais exigentes e seletivos. Assim, o objetivo desta pesquisa foi verificar se as a����es de responsabilidade socioambiental influenciam no processo de decis��o de compra dos consumidores. Para tanto, foram aplicados 100 question��rios a alunos de um curso de administra����o de uma universidade no Estado de S��o Paulo, sendo que, 68 question��rios foram validados e analisados, aplicando-se a estat��stica descritiva. Os resultados demonstraram que: i) as a����es socioambientais n��o afetam o processo de compra desses consumidores; ii) que as empresas devem informar aos seus p��blicos em quais a����es sociais e ambientais est��o envolvidas e quais s��o os impactos positivos que suas a����es t��m gerado �� biodiversidade e �� sociedade.

Compet��ncia informacional e midi��tica no ensino superior: Desafios e propostas para o Brasil

A presen��a das tecnologias e das m��dias �� hoje t��o importante, que �� imposs��vel ignor��-la. Os calouros e estudantes universit��rios de hoje t��m telefones celulares com fotos digitais e ��deos. Eles usam blogs, twitter e sites de redes sociais. Ao mesmo tempo, leem livros e artigos, e fazem seus projetos e a li����o de casa. Continuamente, diferentes tecnologias e novas informa����es est��o impactando o ensino superior. Isto exige uma r��pida atualiza����o da compet��ncia informacional e midi��tica pelos alunos. Apesar do impacto progressivo da tecnologia digital na cultura acad��mica contempor��nea, �� imperativo resgatar e consolidar um compromisso mais cr��tico com a informa����o, m��dia e tecnologia. N��s defendemos a converg��ncia da literacia da informa����o e da literacia dos media no ensino superior. O Projeto CIMES (Compet��ncia em Informa����o e M��dia no Ensino Superior) est�� em est��gio inicial. O presente artigo tem como objetivo revisar as quest��es te��ricas, pol��ticas e pr��ticas sobre a educa����o para a compet��ncia em informa����o e m��dia no ensino superior, especialmente no Brasil. O objetivo final do Projeto CIMES �� fornecer uma estrutura para desenvolver programas educacionais no Brasil que tenham a compet��ncia em informa����o e a compet��ncia midi��tica como uma aplica����o transversal no ensino superior. O atual est��gio do projeto permite apenas tra��ar um quadro geral anal��tico

Relaci��n entre actitudes hacia la actividad f��sica y el deporte y rendimiento acad��mico de los estudiantes universitarios espa��oles y portugueses

[ES] El presente estudio trata de analizar la existencia de relaciones entre las actitudes hacia la actividad f��sico-deportiva y el rendimiento acad��mico universitario desde una perspectiva transcultural. Este estudio se ha basado en dos muestras de estudiantes universitarios espa��oles y portugueses matriculados en estudios de Turismo.

Le rappresentazioni sociali della musica degli insegnanti di scuola dell'infanzia. Documenti orientativi e indagini empiriche a confronto tra Italia e Venezuela

Questo lavoro si occupa di studiare l���effetto delle rappresentazioni sociali della musica degli studenti universitari che diventeranno insegnanti di scuola dell���infanzia e in particolare i cambiamenti che intervengono durante il periodo di formazione universitaria sia italiana sia venezuelana. Obiettivo fondamentale �� quindi realizzare un���analisi comparativa sulle seguenti tematiche: bambino musicale, competenze dell���insegnante e finalit�� dell���educazione musicale. Questo lavoro si �� inserito all���interno del progetto ���Il sapere musicale come rappresentazione sociale��� (Addessi-Carugati 2010). L���ipotesi guida �� che le concezioni implicite della musica funzionino come rappresentazioni sociali che influenzano le pratiche dell���insegnamento e dell���educazione musicale. Il primo capitolo, affronta i temi dei bambini, degli insegnanti e dell���educazione musicale nella scuola dell���infanzia in Italia e Venezuela. Nel secondo vengono presentati gli studi sui saperi musicali; la teoria delle rappresentazioni sociali (Moscovici 1981) e il progetto pilota realizzato presso l���Universit�� di Bologna ���Il sapere musicale come Rappresentazione Sociale���. Il capitolo successivo presenta l'analisi e l'interpretazione dell���indagine empirica effettuata su un gruppo di studenti dei corsi di formazione per insegnanti dell���Universit�� di M��rida (Venezuela). Nel quarto capitolo si sviluppano riflessioni e discussioni riguardo i risultati dello studio comparativo; i piani e programmi di studio universitari e il profilo professionale musicale dell���insegnante. Le conclusioni finali illustrano come l���ipotesi iniziale sia effettivamente confermata: dall���analisi e interpretazione dei dati sembra che le concezioni implicite sui saperi musicali possedute dagli studenti influiscano sulla loro pratica professionale in qualit�� di futuri insegnanti. Si �� anche osservato che le differenze incontrate sembrano essere dovute ai diversi tipi di variabili del contesto dove si trova l���insegnante di educazione musicale; e soprattutto ai significati espressi dai programmi di studi, dai contenuti didattici diversi, dai contesti sociali e culturali e dal curriculum universitario.

Lexical Development in Adult Beginning Second Language Learners

This research tests the hypothesis that knowledge of derivational morphology facilitates vocabulary acquisition in beginning adult second language learners. Participants were mono-lingual English-speaking college students aged 18 years and older enrolled inintroductory Spanish courses. Knowledge of Spanish derivational morphology was tested through the use of a forced-choice translation task. Spanish lexical knowledge was measured by a translation task using direct translation (English word) primes and conceptual (picture) primes. A 2x2x2 mixed factor ANOVA examined the relationships between morphological knowledge (strong, moderate), error type (form-based, conceptual), and prime type (direct translation, picture). The results are consistent with the existence of a relationship between knowledge of derivational morphology andacquisition of second language vocabulary. Participants made more conceptually-based errors than form-based errors F (1,22)=7.744, p=.011. This result is consistent with Clahsen & Felser���s (2006) and Ullman���s (2004) models of second language processing. Additionally, participants with Strong morphological knowledge made fewer errors onthe lexical knowledge task than participants with Moderate morphological knowledge t(23)=-2.656, p=.014. I suggest future directions to clarify the relationship between morphological knowledge and lexical development in adult second language learners.

Thought-Action Fusion and Neutralization Behavior

This study presents a new inventory to assess thought-action fusion (TAF). 160 college students ages 18 to 22 (M = 19.17, SD = 1.11) completed the new Modified Thought Action Scale (MTAFS). Results indicated high internal consistency in the MTAFS (Cronbach���s �� = .95). A principal component analysis suggested a three factor solution of TAF-Moral (TAFM), TAFLikelihood (TAFL), and TAF-Harm avoidance-Positive (TAFHP) all with eigenvalues above 1, and factor loadings above .4. A second study examined the association between TAF, obsessivecompulsive and anxiety tendencies after the activation of TAF-like thought processes in a nonclinical sample (n=76). Subjects were randomly assigned to one of three treatment groups intended to provoke TAFL-self, TAFL-other, and TAF moral thought processes. Stepwise regression analyses revealed: 1) the Obsessive-Compulsive Inventory subscales Neutralizing and Ordering significantly predicted instructed neutralization behavior (INB) in non-clinical participants; 2) TAF-Likelihood contributed significant unique variance in INB. These findings suggest that the provocation of neutralization behavior may be mediated by specific subsets of TAF and obsessive-compulsive tendencies.

How Do Relationship Labels Affect Partner Treatment And Relationship Status Perceptions?

The present research examined which terms are most used by college students to define relationships, and how these various terms prime or affect partner treatment and relationship status perceptions. Once primed with the labels ����hooking-up,���� ����exclusive���� or ����boyfriend/girlfriend,���� it was hypothesized that public displays of affection, commitment, jealousy and sociosexuality would influence partner treatment. The results indicate that being primed with various relationship labels does influence public displays of affection. This priming does not influence jealousy, and it influences commitment on some occasions. The data collected can further our understanding of relationship dynamics among college students by differentiating between various terms.

Designing a Liberal Arts Curriculum that Develops the Capacity for Effective Practice

A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent educational program. With support from several major associations, foundations, and research collaborations, this twenty-first century reframing of the aims of education has included a persistent call for better evaluative data to gauge the extent to which college students are actually meeting learning goals that faculty are being encouraged to specify more fully.

Designing a Liberal Arts Curriculum that Develops the Capacity for Effective Practice

A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent educational program. With support from several major associations, foundations, and research collaborations, this twenty-first century reframing of the aims of education has included a persistent call for better evaluative data to gauge the extent to which college students are actually meeting learning goals that faculty are being encouraged to specify more fully.