Favoritism Toward Foreign and Domestic Brands: A Comparison of Different Theoretical Explanations

Five theoretical approaches can predict favoritism toward domestic and foreign brands. This article applies a contrastive perspective to examine social identity, personal identity, cultural identity, system justification, and categorical cognition theories and their attendant constructs. The authors propose a set of main-effects hypotheses as well as hypotheses related to both product and country moderation effects on attitudes toward and loyalty to domestic and foreign brands. They test the hypotheses on a sample of Chinese consumers with respect to salient brands from 12 product categories. The results indicate that three of the theoretical approaches examined can explain only one side of favoritism—most commonly favoritism toward domestic brands—but not favoritism toward both domestic and foreign brands. Consumer xenocentrism, a concept rooted in system justification theory, seems to provide more consistent predictions for both domestic- and foreign-brand bias

How does cultural capital affect educational performance: Signals or skills?

In this paper, we test two mechanisms through which cultural capital might affect educational performance: (a) teachers misinterpreting cultural capital as signals of academic brilliance and (b) cultural capital fostering skills in children that enhance educational performance. We analyse data from the ECLS‐K and ECLS‐K:2011 from the United States and focus on three aspects of children’s cultural capital: participation in performing arts, reading interest and participation in athletics and clubs. We find that (1) none of the three aspects of cultural capital that we consider affects teachers’ evaluations of children’s academic skills; (2) reading interest has a direct positive effect on educational performance; and (3) the direct effect of reading interest on educational performance does not depend on schooling context. Our results provide little support for the hypothesis that cultural capital operates via signals about academic brilliance. Instead, they suggest that cultural capital fosters skills in children that enhance educational performance. We discuss the theoretical implications of our findings.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/152694/1/bjos12711.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/152694/2/bjos12711_am.pd

Fostering clinical reasoning in physiotherapy: Comparing the effects of concept map study and concept map completion after example study in novice and advanced learners

Background: Health profession learners can foster clinical reasoning by studying worked examples presenting fully worked out solutions to a clinical problem. It is possible to improve the learning effect of these worked examples by combining them with other learning activities based on con

PRO development: rigorous qualitative research as the crucial foundation

Recently published articles have described criteria to assess qualitative research in the health field in general, but very few articles have delineated qualitative methods to be used in the development of Patient-Reported Outcomes (PROs). In fact, how PROs are developed with subject input through focus groups and interviews has been given relatively short shrift in the PRO literature when compared to the plethora of quantitative articles on the psychometric properties of PROs. If documented at all, most PRO validation articles give little for the reader to evaluate the content validity of the measures and the credibility and trustworthiness of the methods used to develop them. Increasingly, however, scientists and authorities want to be assured that PRO items and scales have meaning and relevance to subjects. This article was developed by an international, interdisciplinary group of psychologists, psychometricians, regulatory experts, a physician, and a sociologist. It presents rigorous and appropriate qualitative research methods for developing PROs with content validity. The approach described combines an overarching phenomenological theoretical framework with grounded theory data collection and analysis methods to yield PRO items and scales that have content validity

The effects of changes in the order of verbal labels and numerical values on children's scores on attitude and rating scales

Research with adults has shown that variations in verbal labels and numerical scale values on rating scales can affect the responses given. However, few studies have been conducted with children. The study aimed to examine potential differences in children’s responses to Likert-type rating scales according to their anchor points and scale direction, and to see whether or not such differences were stable over time. 130 British children, aged 9 to 11, completed six sets of Likert-type rating scales, presented in four different ways varying the position of positive labels and numerical values. The results showed, both initially and 8-12 weeks later, that presenting a positive label or a high score on the left of a scale led to significantly higher mean scores than did the other variations. These findings indicate that different arrangements of rating scales can produce different results which has clear implications for the administration of scales with children

What difference does ("good") HRM make?

The importance of human resources management (HRM) to the success or failure of health system performance has, until recently, been generally overlooked. In recent years it has been increasingly recognised that getting HR policy and management "right" has to be at the core of any sustainable solution to health system performance. In comparison to the evidence base on health care reform-related issues of health system finance and appropriate purchaser/provider incentive structures, there is very limited information on the HRM dimension or its impact. Despite the limited, but growing, evidence base on the impact of HRM on organisational performance in other sectors, there have been relatively few attempts to assess the implications of this evidence for the health sector. This paper examines this broader evidence base on HRM in other sectors and examines some of the underlying issues related to "good" HRM in the health sector. The paper considers how human resource management (HRM) has been defined and evaluated in other sectors. Essentially there are two sub-themes: how have HRM interventions been defined? and how have the effects of these interventions been measured in order to identify which interventions are most effective? In other words, what is "good" HRM? The paper argues that it is not only the organisational context that differentiates the health sector from many other sectors, in terms of HRM. Many of the measures of organisational performance are also unique. "Performance" in the health sector can be fully assessed only by means of indicators that are sector-specific. These can focus on measures of clinical activity or workload (e.g. staff per occupied bed, or patient acuity measures), on measures of output (e.g. number of patients treated) or, less frequently, on measures of outcome (e.g. mortality rates or rate of post-surgery complications). The paper also stresses the need for a "fit" between the HRM approach and the organisational characteristics, context and priorities, and for recognition that so-called "bundles" of linked and coordinated HRM interventions will be more likely to achieve sustained improvements in organisational performance than single or uncoordinated interventions

Within-Household Selection Methods: A Critical Review and Experimental Examination

Probability samples are necessary for making statistical inferences to the general population (Baker et al. 2013). Some countries (e.g. Sweden) have population registers from which to randomly select samples of adults. The U.S. and many other countries, however, do not have population registers. Instead, researchers (i) select a probability sample of households from lists of areas, addresses, or telephone numbers and (ii) select an adult within these sampled households. The process by which individuals are selected from sampled households to obtain a probability-based sample of individuals is called within-household (or within-unit) selection (Gaziano 2005).Within-household selection aims to provide each member of a sampled household with a known, nonzero chance of being selected for the survey (Gaziano 2005; Lavrakas 2008). Thus, it helps to ensure that the sample represents the target population rather than only those most willing and available to participate and, as such, reduces total survey error (TSE). In interviewer-administered surveys, trained interviewers can implement a prespecified within-household selection procedure, making the selection process relatively straightforward. In self-administered surveys, within-household selection is more challenging because households must carry out the selection task themselves. This can lead to errors in the selection process or nonresponse, resulting in too many or too few of certain types of people in the data (e.g. typically too many female, highly educated, older, and white respondents), and may also lead to biased estimates for other items. We expect the smallest biases in estimates for items that do not differ across household members (e.g. political views, household income) and the largest biases for items that do differ across household members (e.g. household division of labor). In this chapter, we review recent literature on within-household selection across survey modes, identify the methodological requirements of studying within-household selection methods experimentally, provide an example of an experiment designed to improve the quality of selecting an adult within a household in mail surveys, and summarize current implications for survey practice regarding within-household selection. We focus on selection of one adult out of all possible adults in a household; screening households for members who have particular characteristics has additional complications (e.g. Tourangeau et al. 2012; Brick et al. 2016; Brick et al. 2011), although designing experimental studies for screening follows the same principles

Martial arts as a mental health intervention for children? Evidence from the ECLS-K

<p>Abstract</p> <p>Background</p> <p>Martial arts studios for children market their services as providing mental health outcomes such as self-esteem, self-confidence, concentration, and self-discipline. It appears that many parents enroll their children in martial arts in hopes of obtaining such outcomes. The current study used the data from the Early Childhood Longitudinal Study, Kindergarten class of 1998-1999, to assess the effects of martial arts upon such outcomes as rated by classroom teachers.</p> <p>Methods</p> <p>The Early Childhood Longitudinal Study used a multistage probability sampling design to gather a sample representative of U.S. children attending kindergarten beginning 1998. We made use of data collected in the kindergarten, 3^rdgrade, and 5^thgrade years. Classroom behavior was measured by a rating scale completed by teachers; participation in martial arts was assessed as part of a parent interview. The four possible combinations of participation and nonparticipation in martial arts at time 1 and time 2 for each analysis were coded into three dichotomous variables; the set of three variables constituted the measure of participation studied through regression. Multiple regression was used to estimate the association between martial arts participation and change in classroom behavior from one measurement occasion to the next. The change from kindergarten to third grade was studied as a function of martial arts participation, and the analysis was replicated studying behavior change from third grade to fifth grade. Cohen's f²effect sizes were derived from these regressions.</p> <p>Results</p> <p>The martial arts variable failed to show a statistically significant effect on behavior, in either of the regression analyses; in fact, the f²effect size for martial arts was 0.000 for both analyses. The 95% confidence intervals for regression coefficients for martial arts variables have upper and lower bounds that are all close to zero. The analyses not only fail to reject the null hypothesis, but also render unlikely a population effect size that differs greatly from zero.</p> <p>Conclusion</p> <p>The data from the ECLS-K fail to support enrolling children in martial arts to improve mental health outcomes as measured by classroom teachers.</p