Implicit Theories of Marriage and Evaluations of Marriage on Television

This study integrated social-cognitive and interpersonal frameworks in the mass communication setting. Although television presents a fairly consistent view of marriage as conventional and happy, we proposed that college students’ marital schemata, or implicit theories about marriage, would influence their evaluations of television couples’ marital satisfaction. College students (N = 358) completed two waves of questionnaires that used Fitzpatrick's (2988) Relational Dimensions Instrument to assess marital schemata and perceptions of married couples on television. Partial correlations revealed that greater similarity between marital schemata and ratings of television couples’ marriage type was associated with higher ratings of perceived television marital satisfaction. Analysis of covariance indicated that this effect held only for the Traditional schema type. The discussion focuses on the implications of the findings for media effects and marital communication research.     

Prejudice in the Lives of Asian Americans

Expressions of prejudice were compared between Asian American and Black, Hispanic, Jewish, and White respondents to social distance and stereotype items on 5 recent nationwide public opinion surveys. There was much prejudice toward Asian Americans. Their prejudice was greatest toward Blacks and Hispanics and least toward Jews and Whites. Among Asian American subgroups, prejudice toward Blacks, Hispanics, and Whites was greatest by Chinese Americans and Japanese Americans; and least by Filipino Americans and Asian Indian Americans. Suggestions are made for further research.     

The relationship between nonverbal immediacy, student motivation, and perceived cognitive learning among Japanese college students

Research in the United States has found a strong and consistent relationship between teacher behavior and learning. Data collected from American college students indicate that perceptions of teacher nonverbal immediacy (NVI) are associated with students' feelings toward learning and perceptions of cognitive learning. The purposes of this study were to accomplish the following: (1) develop standardized Japanese versions of the instruments used to measure teacher nonverbal immediacy, student motivation, and perceived cognitive learning (how much students think they have learned); and (2) assess the relationship between NVI, student motivation, and perceptions of cognitive learning among Japanese college students. Results note that Japanese students report (1) a positive relationship between reported levels of teacher NVI and student motivation; (2) a negative relationship between reported levels of teacher NVI and perceived learning loss; and (3) a negative relationship between student motivation (SM) and perceived learning loss (how much students think they did not learn with their teacher compared to an ideal teacher). Further, cross-cultural comparisons between Japanese and American students were conducted. Results from the cross-cultural comparison suggest that the relationships between reported teacher nonverbal immediacy, student motivation, and learning loss among Japanese college students are similar to those found among American college students, but the dimensional structure of the questionnaires was different.