Browsing by Subject "Attitude"

Now showing 1 - 5 of 5
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    The effects of virtual sport experience on brand attitude and attitude strength.
    (2010-02) Kim, Yongjae
    Given that virtual experience generated from sport video gaming is closely similar to consumption experience in actual sport contexts, repetitive sport video gaming is expected to result in favorable attitudes toward a specific sport that are easily accessible from memory, held with strong confidence, and are therefore predictive of subsequent behavior. However, despite the popularity and potential of SVGs as a marketing tool, previous research on new media have ignored the possibility that playing a sport video game and its repetition may affect sport brand attitudes and behavior and also the strength of the attitude-behavior relationship. This dissertation examined the possibility that repeated video gaming have influences on both evaluative and non-evaluative dimensions of attitudes (attitude accessibility and attitude confidence), and whether such an effect can influence the relationship between attitude and behavior. For this study, one hundred and ninety-seven undergraduate and graduate students at a large Midwestern university were recruited with a convenient sampling method. The hypotheses based on repeated exposure effect were tested using a single factor design with four conditions: single, three, and seven exposure conditions and a direct experience condition. The results of the study provided evidence that repeated video gaming affects both evaluative and non-evaluative dimensions of attitudes toward the NASCAR brand. Repetition was found to increase liking of the brand under three and seven exposure conditions, but the increment in liking the brand was not statistically significant for the single exposure condition. In addition, the results indicated that brand attitudes based on repeated video gaming are similar to those based on direct experience. This study also showed evidence that repeated exposure to the sport brand plays an important role in attitude-behavior consistency. The findings of the study provide researchers and marketers with benchmark data for future research to explore the potential of video games as a marketing tool for the penetration of a sport into a new market. Implications for advertisers and marketers and direction for future research were discussed.
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    Environmental Education for Forest Resources Management in Loliondo Area, Northern Tanzania
    (2018-02) Silisyene, Majory
    In this dissertation, I analyze the impact of three environmental education strategies implemented in rural northern Tanzania focused on forest-related knowledge. In Chapter Five, I assess the impact of two strategies—face-to-face group discussion and mobile phone texting—on knowledge. I also compare the effectiveness of the two strategies in terms of change in knowledge among participants and cost-effectiveness. I find a positive association between environmental education and knowledge, but only for the face-to-face group discussion strategy. In Chapter Six, I assess the impact of using a photo-map (a high-resolution map made from satellite imagery) on knowledge about forest health status. Increasingly, satellite images are being used for knowledge transfer and land use planning as they facilitate visual learning. While survey data show no evidence of increased knowledge, qualitative data suggest that knowledge increased among participants. To understand the actual health status of the forest, I analyzed satellite imagery and determined how the forest's land use land cover changed between 2003 and 2014. I compared land cover results with participants' knowledge about health status. Results suggest that people's answers to the question about forest health status were politicized; participants ensured that their answers aligned with community's conservation obligations. In Chapter Seven, I assess factors that influence engagement in environmentally friendly behaviors and found that, as in previous studies, both knowledge and sense of personal responsibility are strong determinants of engagement among people in Loliondo.
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    An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course
    (2014-01) Czaplewski, John
    A medium-sized accredited public university located in southeastern Minnesota has been offering an introductory undergraduate mathematics course with a consistent curriculum in two instructional formats: face-to-face and blended. Previously the course was offered only through a face-to-face instructional format while currently, it is only offered in a blended instructional format. This case study explored the influence that the method of instruction had on student achievement on common assessments, how a blended instruction course design impacted the attitude of students, and the amount of knowledge acquired in a blended instruction environment.A blended course is one taught by combining teacher-centered face-to-face instructional elements with online learning components and online course management tools. In more general terms, blended instruction is a term used to describe instruction or training events or activities where online learning, in its various forms, is combined with more traditional forms of instruction such as "classroom" learning. The terms hybrid and mixed mode are references to the same type of instruction and therefore used synonymously. An instrument developed by Martha Tapia and George Marsh measured changes in attitude toward mathematics related to a blended instructional course design. While one area of interest was the level of procedural knowledge acquired in a blended instructional environment versus that of a face-to-face setting, an additional interest was student comprehension beyond procedural knowledge. This study noted applications of the common knowledge students used to demonstrate their comprehension and sense-making ability. In order to evaluate the additional level of understanding, this study asked questions of students enrolled in a blended instructional environment via a series of interviews as well as observing classroom activities designed to allow for further exploration of content and demonstration of knowledge beyond that allowed for in a face-to-face setting. Results from this study indicated a statistically significant difference in comparing final course grades and final examination grades of the students enrolled in the blended instruction designed course versus the face-to-face lecture courses while the instructor was held constant. Students were less anxious working on assigned problems and assessments as they familiarized themselves with the design and instructional strategies. In addition, students were more engaged in discussions as the semester progressed, and students experienced the benefits of communicating with group members. The results also indicate that students enrolled in a blended instruction course perceive that the classroom environment promotes interactions, and they are involved in classroom discussions and activities.
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    Python Attitude Heading and Reference System
    (2014-07-23) Taylor, Brian
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    A qualitative study of the perceived attitudes toward counseling and effective counseling practices in working with clients of Iranian origin.
    (2009-11) Ghazi-Moghadam, Saba
    Since the Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPHS; Fisher & Turner, 1970) was developed more than 30 years ago, the ATSPPHS and other similar instruments have attempted to capture the essence of individuals' help-seeking attitudes across cultures and countries. However, the majority of published studies in this area has focused on college students as subjects and studied mainly Asian and Asian-American populations. With the ever-changing population of the United States and current multicultural social and political environment, there is a definite need for investigation of the willingness to seek professional psychological help in other cultural and demographic groups. This study explored common attitudes toward counseling, as well as the effective psychological practices among Iranians residing in the United States. The study's goal is to understand the general attitudes of Iranians toward mental health and seeking help, and to provide practitioners with ideas for working with this population. Sixteen Farsi-speaking Iranian therapists, 5 men and 11 women, were interviewed using a semi-structured interview guide. Sixteen interviews were transcribed and analyzed using an inductive qualitative method and consensual qualitative research principals. Six domains and 21 themes emerged. The domains were: 1) Clients' Expectations/Preferences in Therapy; 2) Therapists' Approach to Therapy; 3) Relationship/Rapport Building; 4) Boundary Setting; 5) Gender Roles; and 6) Help-Seeking Barriers. Implications for working with Iranian clients are discussed.