Chapter 18- An Amazing Change in Mindset : Student Psychosocial Development and Social Science Research Methods

Students enroll in social science research methods courses with varying backgrounds and experiences with quantitative methods (Clark & Foster, 2017; Murtonen et al., 2015; Papanastasiou & Zembylas, 2008). Although some students approach research methods with self-efficacy and positive perceptions (Papanastasiou & Zembylas, 2008; Sizemore & Lewandowski, 2009), other students enter the course with misconceptions about research, and potentially apprehension regarding statistics or other unknowns about engaging in research (Earley, 2014; Kawulich et al., 2009; Slocum-Schaffer & Bohrer, 2019; Wishkowski et al., 2022). At the end of a research methods course, some students show improvements in knowledge in research methods while others remain stagnant (Balloo et al., 2016; Murtonen, 2015). Some students leave a research methods course with improved attitudes towards research (Kawulich et al., 2009) and others do not experience an improvement in attitude (Ciarocco et al., 2013; Sizemore & Lewandowski, 2009). Student motivation in these courses also improves significantly when they feel a sense of belonging to the learning community (Garrison, 2016). There is certainly learner diversity with students in mid-level social science research methods courses (Nind & Lewthwaite, 2018)

Development of Nutrition Education Modules for Dietetic Undergraduate Students to Increase Counseling Skills

Objectives: (1) To research effective methods for creating computer-assisted instruction for development of counseling skills (2) Incorporate acquired knowledge into nutrition counseling modules for undergraduate dietetic students to provide increased practice working with real life situations Intervention: Five modules were created for undergraduate students to better develop their nutrition counseling skills. The modules give students a way to practice counseling theories, methods, and techniques while working with virtual patients in a controlled environment. Research was conducted to assist development of the modules both technically and with content. Implementation: Modules will be implemented into courses at Utah State University and students will complete each module throughout the semester concurrent with a nutrition counseling course. Application: With only half (53%) of schools across the country having a dedicated nutrition counseling course, (1) there is a need for another way to educate students on the important skills associated with counseling. Schools could implement online modules such as these to assist students in becoming more proficient in counseling. This paper will summarize research available for counseling theories, skills, and development of modules, and then discuss successful models that have been previously developed

Social Implications of Adolescent Text Messaging

The purpose of this study was to pursue an understanding of social impacts of text messaging on adolescents. Mixed methodologies were used to gain an understanding of the social impacts of text messaging for adolescents. A sample (N = 218) of high school students was used to examine texting behaviors and practices, face-to-face communication preferences, and adolescent opinions about the use of text messaging in common social situations. Texting behaviors and perceptions were related. Adolescents indicated they pretend to text in social situations for various reasons. For some, texting was an avoidance technique of self and others, others pretended to text to maintain a positive appearance in social situations, and for others pretending to text provided a sense of security. Hierarchical multiple regression was used to examine face-to-face communication in relation to texting behaviors and texting perceptions. Overall, texting behaviors and texting perceptions contributed to face-to-face communication. Finally, adolescents explained their perceptions of adult misconceptions of adolescent text messaging. They felt that adults have misconceptions about motivations and practices associated with text messaging, misconceptions concerning message content, and misconceptions about developmental impacts. There were also some participants who felt adults have accurate perceptions of adolescent texting

Perceived Differences in Knowledge About Interactive Technology Between Young Adults and Their Parents

This study was designed to investigate generational differences in knowledge about interactive technology (i.e., cell phones, social networking, email, video chat) between parents and their young adult children. Parents (n = 555) and young adults (n = 604) residing in the United States provided information about their knowledge in the use of interactive technology. Young adult children also reported their perceptions of their parents’ technological knowledge for the various technologies. Comparisons of young adult self-reported technological knowledge and their parents’ own reports of technological knowledge revealed that young adults were perceived to be much more knowledgeable than their parents (by both the young adults and their parents) regardless of the technology medium. The largest differences between parents and their young adult children were associated with newer interactive technologies, with the largest gap between parent and young adult knowledge in the area of social networking. Perceived differences between parents and their young adult children were smaller among the technologies that have been in use longer (such as such as e-mail), and larger among the newer modes of interactive technology (e.g., video chat)

Occasional papers

no.4 (1994

The Effects of International Simple Resale on Prices in International Telecommunications Markets

This paper empirically investigates the effect of international simple resale (ISR) authorization on the prices for international message telephone service (IMTS). We compile a firm-level panel data set for over 200 United States-foreign country bilateral markets from 1995 to 2004. These data provide detailed information on prices, variable costs, fixed costs and market shares for 75 firms for each bilateral market, as well as the timing of ISR authorization by the Federal Communications Commission for each bilateral market. Estimates from a difference-in-differences model show that ISR authorization, and the associated lowering of barriers to entry, almost always results in lower prices for all markets. Additionally, we find evidence that ISR authorization alters the relationship between market concentration and price. Prior to ISR authorization more concentrated markets have higher prices. ISR authorization dampens this effect and in some cases reverses the relationship so that market concentration is negatively correlated with IMTS prices set by incumbent firms

Student Attitudes Toward Research in an Undergraduate Social Science Research Methods Course

This study used a mixed-methods longitudinal design to investigate change in students’ understanding, attitudes, anxiety, perceptions of relevance, and disinterest in a required social science undergraduate research methods course across a semester. Participants were 78 undergraduates (94% women, 6% men; 92% white non-Hispanic/Latinx, M age = 25.62, SD = 7.17) at a university in the United States. Results suggest that participant attitudes toward and perceptions of research methods shifted over the course of the semester. Overall, anxiety decreased, while positive attitudes increased. However, initial perceptions and changes in perceptions varied among the three course sections. Over time, students largely recognized the course’s relevance and conveyed positive attitudes toward research and their success in overcoming the challenge of completing the course. Implications for pedagogy include the need for continued assessment of learners, development of students’ self-concept as researchers, teaching of research as a process, and connection to application

Interested Brothers of AO Chapter Tulane University to Consul Eta Chapter Sigma Chi Fraternity, 19 September 1962

They recommend the chapter rush James Meredith. Ends with the words go white folks.https://egrove.olemiss.edu/west_union_um/1016/thumbnail.jp