Three experiments integrate research from political science and social psychology to examine the consequences of two competing visions of American national identity. American identity has been defined not only in terms of shared ethnocultural heritage originating in Europe (the ethnocultural prototype) but also in terms of shared commitment to civic service (the civic responsibility prototype). Three experiments tested the consequence of highlighting each of these national prototypes on perceivers' inclusion of ethnic minorities as legitimately American. Experiments 1–3 showed that highlighting ethnic minorities' allegiance to their ethnic subgroup (versus downplaying it) challenges the ethnocultural prototype and makes ethnic minorities appear less American. Process data showed that this effect was mediated by increased threats to American distinctiveness. By contrast, emphasizing ethnic minorities' national service (versus local community service) highlights ethnic minorities' fit with the civic responsibility prototype and makes ethnic minorities appear more American (Experiments 2–3). Process data showed that this effect was mediated by enhanced American distinctiveness. Collectively, these experiments highlight how inclusion of ethnic minorities in the nation can wax and wane depending on which definition of national character is salient in the social context. Copyright © 2012 John Wiley & Sons, Ltd.
The recent economic crisis shaped a new wave of protest in Europe mobilising thousands of people. Austerity measures brought not only the 'usual suspects' onto the streets, they also awoke less frequent demonstrators. What brought all these people to the streets? Are their motivations the same for participation in all demonstrations? We compare participants in two types of mobilisations against austerity: those called particularistic (which are reactions to particular anti-austerity issues), and those universalistic (which address much broader issues such as questioning the political system). We also compare two typologies of participants taking into account their participation history: regular and occasional protesters. Employing a two-by-two design defined by type of demonstration (Particularistic vs. Universalistic) and the individual's participation history (Occasionals vs. Regulars), we found that the differences between demonstrations were smaller than those within types of protesters. Nevertheless, even in this period of hardship, motivation to participate in particularistic or universalistic protests differ depending on the perceptions of political system, ideological positioning and organisational embeddedness. Interaction analyses showed that different levels of identity, trust in institutions and satisfaction with democracy are crucial in driving people to participate in different types of demonstrations as occasionals or regulars.
Artículo Original. Los juegos cooperativos: incidencia en la motivación, necesidades psicológicas básicas y disfrute en Educación Primaria Vol. III, nº. 3; p. 589-604, septiembre 2017. A Coruña. España ISSN 2386 Para citar este artículo utilice la siguiente referencia: Navarro-Patón, R.; Basanta-Camiño, S.; Abelairas-Gómez, C. (2017). Los juegos cooperativos: incidencia en la motivación, necesidades psicológicas básicas y disfrute en Educación Primaria. Sportis Sci J, 3 (3), 589-604.DOI:https://doi.org/10. 17979/sportis.2017.3.3.2088 http://revistas.udc.es/ 589Los juegos cooperativos: incidencia en la motivación, necesidades psicológicas básicas y disfrute en Educación PrimariaCooperative games: incidence in motivation, basic psychological needs and enjoyment in Primary SchoolRubén Navarro-Patón, Silvia Basanta-Camiño; Cristian Abelairas Gómez Facultad de Formación de Profesorado. Universidad de Santiago de Compostela.Contacto: ruben.navarro.paton@usc.es ResumenEl propósito de este trabajo fue analizar los efectos de una unidad didáctica de juegos cooperativos sobre la motivación autodeterminada, las necesidades psicológicas básicas y el disfrute en escolares de 5º y 6º de educación primaria, dentro de las clases de educación física. Se empleó un diseño cuasi-experimental pre-post test con un grupo control. Los participantes fueron 104 escolares (10.29 ± .62 años) de Lugo (España). El grupo control y el experimental estuvieron constituidos por 50 y 54 alumnos, respectivamente. Para medir motivación, necesidades psicológicas básicas y disfrute se usó un cuestionario ad hoc utilizado en otras investigaciones. Los resultados indicaron efectos positivos del programa sobre la motivación intrínseca (p<.001); motivación externa (p=.044); desmotivación (p=.014); relación con los demás (p=.004), autonomía percibida (p=.001) y disfrute (p=.021). Los datos encontrados sugieren que la aplicación de unidades didácticas o programas basados en los juegos cooperativos podrían incidir de manera positiva en la motivación autodeterminada, la satisfacción de las necesidades psicológicas básicas y el disfrute de los escolares de educación primaria dentro de las clases de educación física. Palabras claveMotivación autodeterminada; Necesidades psicológicas básicas; Disfrute; Educación física; Educación primaria.Artículo Original. Los juegos cooperativos: incidencia en la motivación, necesidades psicológicas básicas y disfrute en Educación Primaria Vol. III, nº. 3; p. 589-604, septiembre 2017. A Coruña. España ISSN 2386 Para citar este artículo utilice la siguiente referencia: Navarro-Patón, R.; Basanta-Camiño, S.; Abelairas-Gómez, C. (2017). Los juegos cooperativos: incidencia en la motivación, necesidades psicológicas básicas y disfrute en Educación Primaria. Sportis Sci J, 3 (3), 589-604.DOI:https://doi.org/10. 17979/sportis.2017.3.3.2088 http://revistas.udc.es/ 590Abstract This research's aim was to analyse the effects of a cooperative games didactic unit on selfdetermined motivation, basic psychological needs and enjoyment,...
El ahogamiento en el mundo es una de las principales causas de muerte no intencional en edades tempranas, supone un riesgo importante para la vida de las personas. Para ello se debe conocer el estado de la cuestión y saber la accidentabilidad que se produce en los espacios acuáticos, así como conocer las medidas preventivas que se están llevando a cabo. Además se pretende saber si los docentes poseen formación en materia de prevención de riesgos, ya que son una parte importante del proceso educativo de las personas y son un importante eslabón de la cadena educativa. Muchos de los accidentes en los espacios acuáticos se producen bajo la supervisión y vigilancia de los tutores legales y profesores, por lo que esto supone un riesgo profesional para ellos. Esta problemática se debe poner en conocimiento de las autoridades para que se establezcan políticas sociales que minimicen dicha problemática.Abstract. Drowning is one of the main causes of unintentional death at an early age worldwide, posing a significant risk to the lives of people. Hence, we must know the state of the matter and the accident rates occurring in aquatic spaces, as well as the preventive measures that are being carried out. In addition, we intend to understand whether teachers receive training on risk prevention, as they are an important part of individuals’ educational process and they are an important link within the educational chain. Many of the accidents in aquatic spaces occur under the supervision of legal guardians and teachers, hence posing a professional risk to them. This problem should be brought to the attention of authorities so that social policies are established to minimize this problem.
A person, usually a child or young adult, dies by drowning every 90 seconds around the planet. Most drowning prevention initiatives do not assess the efficacy of the intervention. In this study, thirteen- to fourteen-year-olds had their level of water safety knowledge (covering cold shock, rips and tides) assessed before, just after, and 3-6 months after one, 25-minute water safety lesson on these topics. We evaluated the knowledge gained and retained on water safety “awareness” (i.e., knowledge of risks) and “confidence” in terms of knowing what to do in an emergency. The results demonstrated that the lesson significantly increased water safety awareness and confidence in pupils, and these benefits were retained for at least six months. We accept our hypothesis that theoretical, classroom-based instruction in water safety can improve the water safety awareness and confidence of children and may represent a “lesson for life.” Given the large numbers who drown around the globe annually, a lesson on water safety should be part of every national curriculum.
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