The Effectiveness of a Psycho-educational App to Reduce Sexist Attitudes in Adolescents

Navarro-Pérez, José-Javier; Carbonell, Ángela; Oliver, Amparo

doi:10.1016/j.psicoe.2018.07.002

Cited by 17 publications

(17 citation statements)

References 40 publications

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“…Wang [ 45 ] observed that as the educational level of participants increased, attitudes and perceptions towards partner violence had no significant effect. In contrast, Navarro-Pérez et al [ 44 ] point out that formal education has a direct influence on sexist attitudes; in the intervention performed, sexism was reduced between 6 and 12%.…”

Section: Discussionmentioning

confidence: 92%

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Dating Violence: Idealization of Love and Romantic Myths in Spanish Adolescents

Martín-Salvador

Saddiki-Mimoun

Pérez-Morente

et al. 2021

IJERPH

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Dating violence is a significant problem among adolescents. It encompasses a variety of violent behavior, from verbal abuse to physical and sexual abuse, from threats to rape and murder. Among young people, idealization of love and romantic myths are very common as a consequence of our culture and society, which lead them to develop dysfunctional relationships that somehow favor and facilitate partner violence and sexist ideas in daily life. Education is the basic tool to eradicate discrimination and violence against women. The objective of this study is to explore the false myths of romantic love in adolescents and their related factors. A cross-sectional study was conducted with 16–19-year-old teenagers (n = 180), through questionnaires and by employing the romantic love myths scale, the ambivalent sexism inventory, and the love attitudes scale. Adolescents accepted to a greater degree the love myths associated with idealization than those related to abuse with scale values of Med = 2.72, SD = 0.55, and Med = 1.34, SD = 0.68, respectively. Designed models predict love idealization on the basis of benevolent sexism (β = 0.03; CI 95% = 0.021–0.039), religion (β = 0.198; CI 95% = 0.047–0.349), passionate love (β = 0.038; CI 95% = 0.015–0.061), practical love (β = 0.024; CI 95% = 0.001–0.047), and friendly love (β = 0.036; CI 95% = 0.014–0.058). Hostile sexism and undergraduate studies were associated with the myths that relate love and abuse (β = 0.19; CI 95% = 0.007–0.031, β = 0.208; CI 95% = 0.001–0.414, respectively).

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Section: Discussionmentioning

confidence: 92%

“…Age was inversely related to the love–abuse link, so that as it increases, the association diminishes. Although the age margin analyzed is narrow, this finding may be indicative of a tendency toward the establishment of healthier romantic relationships as adolescents mature [ 37 , 43 , 44 ].…”

Section: Discussionmentioning

confidence: 99%

Dating Violence: Idealization of Love and Romantic Myths in Spanish Adolescents

Martín-Salvador

Saddiki-Mimoun

Pérez-Morente

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Specifically, they suggest that beyond explicit attitudes and behaviors, policy makers should also target subtler manifestations of sexism such as the sexual objectification of women—for example, by teaching about the negative implications for women of receiving objectifying gazes (Saguy et al, 2010) and comments, even if complimentary, about their bodies (Kahalon et al, 2018a). These interventions can be informed by existing strategies to reduce other forms of sexism, which aim to increase sensitivity for sexism in everyday lives (Becker & Swim, 2011), educate about the harm and prevalence of sexist beliefs (Becker & Swim, 2012), and raise awareness to the existence of more elusive and unconscious sexist behaviors (Shields, Zawadzki, & Johnson, 2011; see also Navarro-Pérez, Carbonell, & Oliver, 2019).…”

Section: Discussionmentioning

confidence: 99%

Domination and Objectification: Men’s Motivation for Dominance Over Women Affects Their Tendency to Sexually Objectify Women

Bareket

Shnabel

2019

Psychology of Women Quarterly

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In the present research, we examined the association between heterosexual men’s motivation for dominance over women and their sexual objectification of women. We found that men’s social dominance orientation (SDO) correlated with their tendency to sexually objectify women (Study 1). Inducing threat to men’s dominance over women by assigning men to work under the supervision of women bosses—versus jointly with women partners (Study 2a) or under men bosses (Study 3)—led to increased sexual objectification of women among high-SDO participants. These results persisted when controlling for mood. Examining the corresponding effects among heterosexual women revealed that the correlation between SDO and the sexual objectification of men was non-significant (Study 1) and that working under men bosses did not affect women’s sexual objectification of men (Study 2b). These findings support feminist theorizing that men (re)assert their dominance over women by sexually objectifying them. Increased awareness of the motivations underlying women’s sexual objectification can help professionals plan useful interventions to reduce this phenomenon, hopefully limiting its negative effects on women’s well-being.

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“…It was also discovered that higher learning motivation would result in better effectiveness. Navarro-Pérez et al ( 2019 ) found better performance in students with high learning motivation and better performance in students with intrinsic motivation than in those with extrinsic motivation. Consequently, the following hypotheses are proposed.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Study of Influence of Different Models of E-Learning Content Product Design on Students' Learning Motivation and Effectiveness

Shieh

Hsieh

2021

Front. Psychol.

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As teachers provide one-way teaching demonstration or reference materials in class, students lack of the opportunities for direct operation. The provision of interactive e-materials could reduce the need for instructors to prepare complicated teaching aids and could deal with issues of climate and location. Learners could learn any time, anywhere, and learning could be reinforced by repeating the instruction with no need to disrupt timetables. The participants in the experimental teaching study were 275 product design students who engaged in e-learning for 15 weeks (3 h per week for a total of 45 h). The research results are summarized as follows: (1) Interactive teaching materials can enhance students' active learning styles so that, in the product design area, this method could reduce learning differences in students. (2) E-materials deliver knowledge using simple and specific images, animation, audio, and video, making learning interesting and relaxed for the product design students. E-learning is easy and practical and reduces learners' cognitive load. (3) Students' cognitive development and prior knowledge should be considered in the development of e-materials. Simple images, animations, text, and language could improve the attention and learning motivation of product design students and allow students to learn based on prior knowledge. A suggestion, based on the findings, is the application of various communication teaching models using e-materials to course work for the product design students, enabling discussion, analysis, concept formation, and problem-solving.

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The Effectiveness of a Psycho-educational App to Reduce Sexist Attitudes in Adolescents

Cited by 17 publications

References 40 publications

Dating Violence: Idealization of Love and Romantic Myths in Spanish Adolescents

Dating Violence: Idealization of Love and Romantic Myths in Spanish Adolescents

Domination and Objectification: Men’s Motivation for Dominance Over Women Affects Their Tendency to Sexually Objectify Women

Study of Influence of Different Models of E-Learning Content Product Design on Students' Learning Motivation and Effectiveness

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