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Full-Text Articles in Education
Measurement Of Influence Of The Teacher’S Personality On Students In The Classroom, Shlomo S. Sawilowsky
Measurement Of Influence Of The Teacher’S Personality On Students In The Classroom, Shlomo S. Sawilowsky
Theoretical and Behavioral Foundations of Education Faculty Publications
The focus of this research is the assessment of pedagogical interaction as a dimension of the learning environment through the personal representation of a teacher in the student’s personality, and the assessment of the nature and extent to which teachers are involved in changes of interpersonal dimensions of their student’s personality. This was examined by the assessment of the shift in egograms of a teacher’s students, as measured by the Interpersonal Check List (ICL). A 2 x 9 doubly multivariate repeated measures analysis of variance was conducted on the adult, parent, and child ego states as self-assessed by 187 students …
The Protective-Style Questionnaire: Self-Protective Mechanisms Among Stigmatized Adolescents, Shlomo S. Sawilowsky
The Protective-Style Questionnaire: Self-Protective Mechanisms Among Stigmatized Adolescents, Shlomo S. Sawilowsky
Theoretical and Behavioral Foundations of Education Faculty Publications
Crocker and Major (1989) hypothesized three mechanisms by which members of stigmatized groups may protect self-esteem. The mechanisms are: a) ingroup social comparisons, b) valuing/devaluing performance selectively, and c) racial prejudice. We provide a test of Crocker and Major’s hypothesized mechanisms with the development of the Protective Style Questionnaire which was administered to a sample of 78 African-American adolescents. Evidence of high internal consistency reliability (about .86) and factor loadings support the orthogonality of the three mechanisms. Results showed varying levels of endorsement of each mechanism.
Controlling Experiment-Wise Type I Error Of Meta-Analysis In The Solomon Four-Group Design, Shlomo S. Sawilowsky
Controlling Experiment-Wise Type I Error Of Meta-Analysis In The Solomon Four-Group Design, Shlomo S. Sawilowsky
Theoretical and Behavioral Foundations of Education Faculty Publications
Abstract. Stouffer=s Z, a meta-analytic technique, was proposed by W. Braver and Braver (1988) for analyzing data collected from a Solomon Four-group Design. Sawilowsky, Kelley, Blair, and Markman (1994) showed that this technique produces inflated Type I error rates. Recommendations are made to control the false positive inflation of their procedure.
Attributional Style Of African-American Adolescents, Stephen B. Hillman, Paula C. Wood, Shlomo S. Sawilowsky
Attributional Style Of African-American Adolescents, Stephen B. Hillman, Paula C. Wood, Shlomo S. Sawilowsky
Theoretical and Behavioral Foundations of Education Faculty Publications
This study ascertains how positive and negative life events are viewed by stigmatized youngsters. The causal attributions of a sample of 139 at -risk AfricanAmerican adolescents are analyzed in a doubly multivariate repeated measures design. These students were participants in either the federally funded Summer Training and Education Program or the Student Academic and Leadership Enhancement Program funded by the Detroit Compact. Previous research on these students indicated that they have higher than norm global self-concepts and their locus of control is more external than would be expected for their age. The findings of the current study suggest that the …
Yalom Curative Factors And Group Member Involvement: Threats To Internal Validity, Shlomo S. Sawilowsky
Yalom Curative Factors And Group Member Involvement: Threats To Internal Validity, Shlomo S. Sawilowsky
Theoretical and Behavioral Foundations of Education Faculty Publications
No abstract provided.