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Full-Text Articles in Social and Behavioral Sciences
What's More Important: Design Or Content? An Analysis Of The Impact Of Website Design And Argument Quality On Source Credibility, Luke David Salomone
What's More Important: Design Or Content? An Analysis Of The Impact Of Website Design And Argument Quality On Source Credibility, Luke David Salomone
Honors Program Projects
When evaluating information online or offline, two important aspects are considered by readers: the credibility of the source and the quality of the argument. It is well known that strong arguments are more persuasive than weak arguments of the same length (Petty and Cacioppo, 1984), and recent research has shown that in an online environment source credibility is determined by the reader in part by the design aspects of website (Lowry et al., 2013). Using a 2 (website quality: good vs bad) x 2 (argument quality: strong vs weak) ANCOVA with need for cognition (NFC) and disposition to trust as …
Male Body-Satisfaction And Ideal Body Images In The Media: A Positive Intervention, Sarah Allison
Male Body-Satisfaction And Ideal Body Images In The Media: A Positive Intervention, Sarah Allison
Honors Program Projects
Growing evidence suggests that media images of ideal female and male body-types have a negative impact on body-satisfaction (Galioto & Crowther, 2013; Groesz, Levine, & Murnen, 2002; Hargreaves & Tiggeman, 2009; Hobza et al., 2007). Therefore, discovering ways to raise body-satisfaction after it has been lowered as a result of viewing media images may be an important area of research. This study sought to discover whether males receiving a positive intervention after looking at images of ideal male body-types would differ from males receiving no positive intervention after looking at these images in terms of body-satisfaction. This study also aimed …
Trending Emotional Disturbance: Strategies Through The Years, Hannah M. Rattin
Trending Emotional Disturbance: Strategies Through The Years, Hannah M. Rattin
Student Scholarship – Education
Teaching strategies and supports provided for students with emotional disturbance have evolved over the years. These changes are observed throughout three descriptive studies focused on specific writing strategies spanning three decades from the 1970s until the 1990s. Multiple changes are observed. For instance, terms other than the current “emotional disturbance” have been used over the years. The approach to schooling children with emotional disturbance has also shifted, from an emphasis on functional goals to focusing on academic progress. Additional changes include a more practical approach to implementing these writing strategies and an increased involvement throughout for these students. These changes …