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Cristina Maria de Aguiar Pastore Eliane Cristine Francisco‐Maffezzolli Wesley Vieira da Silva Paulo de Paula Baptista 《Journal of Consumer Behaviour》2017,16(1):42-50
The aim of this study was to investigate female consumption behavior during the different menstrual cycle phases, regarding impulsivity, regret, willingness to pay, and purchase intention for hedonic and utilitarian products. This paper focuses on the gap between literary theory and common sense beliefs. A survey was conducted to 405 women. The results revealed no idiosyncrasy in behavior during the different cycle phases. Impulsive behavior explains the perception of regret; however, hormonal changes throughout the month could not support this correlation, which suggests the reported behavior to be different from the actual one. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
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Mariola C. Gremmen Yvonne H. M. van den Berg Eliane Segers Antonius H. N. Cillessen 《Social Psychology of Education》2016,19(4):749-774
As a part of classroom management, teachers face the question of how and where to seat their students. However, it is far from clear what considerations teachers have when making seating arrangements. Therefore, in this study seating arrangement considerations from 50 teachers in grades 4–6 of elementary school were assessed. In Phase 1, teachers were interviewed about their goals and considerations for classroom seating arrangements. Teachers mentioned between 2 and 19 reasons for placing students at specific places in the classroom, with mostly academic considerations. They mainly preferred arrangements in small groups to promote student cooperation. In Phase 2, teachers completed a questionnaire about seating arrangements. This allowed us to examine individual differences between teachers related to gender, years of experience, and beliefs, and the concurrence between the interview and questionnaire data. Teachers reported multiple and various considerations for seating arrangements. Correlations with their general student-oriented or subject-oriented beliefs and personal characteristics were low. The concurrence between measurement methods also was low. The discussion focused on teacher awareness of classroom seating arrangements as an important part of classroom management and a tool for prevention and intervention. 相似文献
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Pereira MG Volchan E de Souza GG Oliveira L Campagnoli RR Pinheiro WM Pessoa L 《Emotion (Washington, D.C.)》2006,6(4):622-634
We investigated how viewing task-irrelevant emotional pictures affects the performance of a subsequent nonemotional visual detection task. Subjects performed target-detection trials following the offset of individual unpleasant, pleasant, and neutral pictures. Sustained interference occurred when subjects viewed unpleasant pictures (mutilated bodies) in a sequential, "blocked" fashion. Such slowing down of reaction time appeared to build up with time, consistent with the instatement of a defensive emotional state. With a randomized picture presentation, only a transient interference effect was observed, consistent with increased attentional demands during the processing of unpleasant pictures. During blocked presentation of affiliative pleasant pictures, reaction times were faster, suggesting the activation of appetitive motivational systems. Ultimately, both attentional and motivational systems are intricately tied in the brain and, together, determine behavior. 相似文献
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The purpose of this study was to determine the effect of an experimental manipulation of distance between classmates on peer
affiliations and classroom climate. Participants were 651 10-to-12 year-old children (48% boys) from 27 Grade 5 and Grade
6 classrooms of 23 schools, who were assigned to an experimental or a control condition. Peer affiliations were assessed with
peer nominations and likeability ratings before and after the manipulation of distance. In the experimental condition, children
who did not like each other were placed closer together for several weeks in order to promote more positive peer relations.
The decrease in distance lead to higher likeability ratings for children who were perceived most negatively at the beginning
of the school year. In addition, a reduction in peer-reported victimization and social withdrawal nominations was found. The
results suggest that the classroom seating arrangement can be used as a tool to improve liking among peers and reduce peer-reported
problem behaviors in the classroom. 相似文献
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