Williams Syndrome and Neonatal Cardiac Surgery for Congenital Single Ventricle

Williams syndrome (WS) is an arteriopathic derangement associated with supravalvular aortic stenosis and branch pulmonary stenosis. We describe double-outlet right ventricle with mitral atresia and aortic arch hypoplasia in an infant with WS. This case demonstrates the difficulty in managing patients with WS with complex cardiac defects. To our knowledge, this is the first reported single-ventricle physiology in a patient with WS. (Level of Difficulty: Advanced.)

A Preliminary Study Of Classroom Motivators And De-Motivators From A Motivation-Hygiene Perspective

This study seeks to begin answering two simple questions: What motivates our students? and its corollary, What prevents our students from being motivated? The motivation-hygiene theory (F. Herzberg, Work and the nature of man, World Publishing, Cleveland, OH, 1966), a well-tested theory from organizational psychology, holds that people\u27s motivation stems from two sources: the desire to grow psychologically and the desire to avoid pain or unpleasantness. Previous research shows psychological growth factors serve as motivators, while pain avoidance factors serve as hygiene factors, neutral when present, but de-motivating when absent. Using this theory as a lens, the current study examines student motivation and finds that similar patterns are present in the classroom.© 2009 National Communication Association

The Power Of Provisional/Immediate Language Revisited: Adding Student Personality Traits To The Mix

Previous research found that relatively minor changes in the wording of written assessments can influence students\u27 motivation and affect toward the teacher. Not considered previously, however, is the role that student personality traits might play. Are the observed effects consistent across various personality types, or are different personality types affected differently by the same teacher behaviors? This study takes a first step toward answering that question, replicating the previous written feedback style research while adding the dimension of student personality traits to the investigation. The results suggest that the treatment may not be effective for those with high extroversion, low conscientiousness, and low neuroticism. When those cases were excluded from the analysis, the variance accounted for increased substantially, supporting the notion that efficacy of the teacher behaviors is, in part, dependent on student personality traits. © 2013 Copyright Eastern Communication Association

The Effect Of Face Threat Mitigation On Instructor Credibility And Student Motivation In The Absence Of Instructor Nonverbal Immediacy

Instructor nonverbal immediacy has been associated with a range of positive student outcomes, but it is difficult to convey in an online environment. We investigated whether the text-based variable of face threat mitigation (FTM) alone-without the visual cues of nonverbally immediate behaviors-could significantly raise students\u27 motivation and perceptions of instructor credibility. Two hundred seventeen students in a large introductory communication class were randomly assigned to read a high or low-FTM hypothetical scenario and then fill scales assessing their motivation and perceptions of instructor credibility. Students in the high-FTM condition rated the instructor in the scenario as more competent, trustworthy, and caring, and indicated higher state motivation. © 2014 © 2014 National Communication Association

A Comparison Of The Relationship Between Instructor Nonverbal Immediacy And Teacher Credibility In Brazilian And U.S. Classrooms

Sixty-six students at a Brazilian university and 100 students at a large university in the Southeastern United States completed measures of nonverbal immediacy and source credibility regarding the instructor in the class immediately prior to the one in which the research took place. Among U.S. students, perceived instructor nonverbal immediacy behavior was positively associated with all 3 dimensions of source credibility: competence, trustworthiness, and caring. Among Brazilian students, instructor nonverbal immediacy was positively related to competence and caring only. The relationship of nonverbal immediacy to instructor competence was stronger Brazilian than it was for U.S. students. © 2011 Eastern Communication Association

Testing The Classroom Citizenship Behaviors Scale: Exploring The Association Of Classroom Citizenship Behaviors And Student Traits

This study investigated the reliability and validity of Myers and colleagues’ Classroom Citizenship Behavior scale, as well as the relationship between student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, openness, and communication apprehension) and CCBs. Two hundred and thirteen students completed questionnaires regarding the instructor of the class they attended prior to the one in which the study was administered. Reliabilities for the involvement and affiliation dimensions of the scale were acceptable; reliability for the courtesy dimension was less than researchers generally look for, consistent with Myers’ findings. Model fit for the scale as indicated by confirmatory factor analysis was acceptable. Relationships emerged between students’ self-reported CCBs and several personality traits. The largest correlation was a negative relationship between communication apprehension and the involvement dimension of classroom citizenship

Refinement Of The Classroom Citizenship Behavior Scale

In its original presentation, scores on two of the three subscales of the Classroom Citizenship Behavior scale were highly reliable. Scores on the subscale measuring the third dimension of classroom citizenship behavior, Courtesy, had poor reliability. We inductively derived additional items for the Courtesy subscale and tested structure and reliability of the revised scale. Exploratory factor analysis indicated that the scale readily divided into three factors of six items each, consistent with the proposed model. Furthermore, the subscale scores associated with these factors demonstrated high reliability. Next, two additional communication classes completed the revised scale and confirmatory factor analyses were run on the new version of the three-factor scale. Fit indices were good. The revised Classroom Citizenship Behaviors scale provides a stronger tool for investigating student behaviors that contribute to the effective functioning of the classroom environment