Exploring and measuring differences in person–thing orientations

Graziano, William G.; Habashi, Meara M.; Woodcock, Anna

doi:10.1016/j.paid.2011.03.004

Cited by 57 publications

(70 citation statements)

References 10 publications

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“…This may be explained by those majoring in humanities having a "people orientation" due to their higher levels of empathy (Feist, 2013). This "people orientation" stands in contrast to a "thing orientation" (Feist, 2006;Graziano, Habashi, & Woodcock, 2011;Prediger, 1982) characterizing those who study physical sciences (Feist, 2013). That is, those in the physical sciences reclusively work to understand relationships among non-social entities (Feist, 2013).…”

Section: Empathy and Sciencementioning

confidence: 99%

Empathy or science? Empathy explains physical science enrollment for men and women

Thomson

Wurtzburg

Centifanti

2015

Learning and Individual Differences

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Citation for published item:homsonD xFhF nd urtzurgD F nd gentifnti @n¡ ee wu£ nozAD vFgF @PHISA 9impthy or sienec impthy explins physil siene enrollment for men nd womenF9D verning nd individul di'erenesFD RH F ppF IISEIPHF Further information on publisher's website: httpXGGdxFdoiForgGIHFIHITGjFlindifFPHISFHRFHHQ Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Learning and Individual Dierences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in Learning and Individual Dierences, 40, May 2015, 10.1016/j.lindif.2015.003. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Those in the physical sciences work to understand relationships among non-social entities and this may come at a cost to their understanding of social relationships. Alternatively, it could be that those in the physical sciences differ in how comfortable they feel in social situations. Prior research had been confined to looking at differences between particular subject majors (e.g., humanities) and physical sciences, leaving open the possibility that people choosing subjects like psychology or biology might differ on empathy. University students (N=404) majoring in humanities, social science, life science, or physical science completed the Empathy Quotient (EQ). Confirmatory factor analysis showed threefactors of the EQ, and these were used in multinomial logistic regression. Empathy differences made a unique contribution to explaining subject major choice. We found that greater levels of empathy predicted membership in social and life sciences, while lower levels of empathy predicted physical sciences enrollment.

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Section: Empathy and Sciencementioning

confidence: 99%

Empathy or science? Empathy explains physical science enrollment for men and women

Thomson

Wurtzburg

Centifanti

2015

Learning and Individual Differences

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“…Our findings from before the activity support previous findings 19,21 related to thing-oriented stereotypes and perceptions of engineering. In our pre-activity surveys and interviews, students with higher recorded thing-orientation scores exhibited a stronger inclination toward engineering as expressed in their pre/post interview responses, and saw a connection between their personal interests and the nature of engineering.…”

Section: Recommendations and Conclusionsupporting

confidence: 90%

“…Research shows that a person's orientation along this scale can be a strong predictor for interest in engineering where engineers are predominantly thing-oriented 19 . Su, Rounds, and Armstrong 20 found that women were more often person-oriented whereas men were more often thing-oriented, which also plays out with respect the demographics in the engineering profession.…”

Section: Figure 1: Problem Statement Prompt Presented To the Studentsmentioning

confidence: 99%

Broadening the Contexts of Engineering to Broaden Participation: A Multi-method Study of an Interest-based Engineering Challenges Framework

Hira¹,

Salah²,

Hurt³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Individuals differ by having strong or weak orientation to other people or things in their environment. Engineers and engineering students score high on thing orientation and often on person orientation as well [17]. An individual with a strong person orientation should be aware of breaches in ethics, because detecting ethical dilemmas involves an understanding of other peoples' motives and intentions.…”

Section: Individual Differences and Moral Motivationmentioning

confidence: 99%

“…Participants then completed validated measures of person and thing orientations [17] and spheres of control [19]. We scored their answers to the vignettes on a scale from 0-2.…”

Section: "While Working For Your Company You Invent a Device That Hamentioning

confidence: 99%

Differences in Ethical Decision-making Between Experts and Novices: A Comparative Study

Ramachandran¹,

Bairaktarova²,

Woodcock³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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from SASTRA University, India. She is currently a M.S. candidate in the School of Industrial and Systems Engineering at The University of Oklahoma. Madhumitha is always excited about school and looks to other motivated students to share her learning with them. Looking forward for a career in academia, she developed an interest for engineering education. Her recent research on engineering ethics, peer-to-peer learning in the design process has helped her identify the effective approaches to educate engineering students, in order to meet the demands of their profession. She will be starting her PhD in the fall of 2015 at The University of Oklahoma.Dr. Diana Bairaktarova, University of Oklahoma, Norman, OK Dr. Diana Bairaktarova is an Assistant Professor of Engineering Practice in the College of Engineering at University of Oklahoma. Through real-world engineering applications, Dr. Bairaktarova's experiential learning research spans from engineering to psychology to learning sciences, as she uncovers how individual performance is influenced by aptitudes, spatial skills, personal interests and direct manipulation of mechanical objects. Dr. Anna Woodcock, California State University San MarcosAnna Woodcock is a social psychologist and faculty member at the California State University San Marcos. She is currently investigating: individual differences in motivations to pursue science, technology, engineering, and mathematics (STEM) careers; the psychological processes underlying the underrepresentation of women and minorities in STEM; and models for teaching and understanding ethical decisionmaking. Mr. Othman Mohammed Bawareth Mr, University of Oklahoma c American Society for Engineering Education, 2015Page 26.544.1 An Exploratory Study To Predict Ethical Awareness using Linguistics Inquiry and Word Count AbstractLinguistic Inquiry and Word Count (LIWC) is a computerized text analysis program, which quantifies the frequency of different categories of words used in texts, emails, social media, etc. Linguistic analysis is widely used to predict personality, health and deception. This motivated us to do an exploratory study to investigate if the linguistic cues are the predictors of ethical awareness. In this study we have employed the free online version of LIWC to analyze the answers to the ethical vignettes. Pearson correlation coefficient was calculated, to study the association between four LIWC categories (self-reference words, social words, positive emotion words, and negative emotion words) and ethical awareness. There was a negative association between positive emotion words and ethical awareness. This association was expected, as many positive emotion words are not used to write about ethical breach. In our future study we aim to validate the usefulness of LIWC in predicting ethical awareness, by employing all the 74 LIWC categories to identify the ideal predictors of ethical awareness of a larger sample.

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Exploring and measuring differences in person–thing orientations

Cited by 57 publications

References 10 publications

Empathy or science? Empathy explains physical science enrollment for men and women

Empathy or science? Empathy explains physical science enrollment for men and women

Broadening the Contexts of Engineering to Broaden Participation: A Multi-method Study of an Interest-based Engineering Challenges Framework

Differences in Ethical Decision-making Between Experts and Novices: A Comparative Study

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