scholarly journals An Examination of Differences in Moral Disengagement and Empathy Among Bullying Participant Groups

2017 ◽  
Vol 8 ◽  
Author(s):  
Aaron D. Haddock ◽  
Shane R. Jimerson
Keyword(s):  
United States ◽  
Analysis Of Variance ◽  
Moral Disengagement ◽  
The United States ◽  
Cognitive Empathy ◽  
School Bullying ◽  
Affective Empathy ◽  
Targeted Intervention ◽  
Unit Increase ◽  
8Th Grade

This study examines how different roles in school bullying (e.g., bullies, victims, defenders) vary in cognitive and affective empathy and moral disengagement. Findings from this study revealed that levels of empathy and moral disengagement differed significantly among bullying groups for 702 6th, 7th, and 8th grade students in the United States. An analysis of variance showed differential patterns between bullying groups and outcome variables (i.e., cognitive and affective empathy and moral disengagement). In addition, the correlation between moral disengagement and empathy was statistically significant and negative. Affective empathy and cognitive empathy both significantly predicted moral disengagement; with every one unit increase in moral disengagement, affective empathy decreased by .38 and cognitive empathy decreased by .39. Students who scored higher in moral disengagement tended to score lower in empathy. The current findings confirm and extend the literature on the relation between moral disengagement, empathy, prosociality, and victimising behaviour. This information can inform school-wide and targeted intervention efforts.

Moral disengagement in war and peace: Portugal and the United States

2008 ◽  
Author(s):  
Mariana Barbosa ◽  
Carla Machado ◽  
Raquel Matos ◽  
Mi-Sung Kim ◽  
Ting Wu
Keyword(s):  
United States ◽  
Moral Disengagement ◽  
The United States ◽  
War And Peace

Moral disengagement and invasion: Peru, Lebanon, and the United States

2008 ◽  
Author(s):  
Tanvi Zaveri ◽  
Michael Toohey ◽  
Michael J. Stevens ◽  
Eros Desouza ◽  
Rouba Youssef ◽  
...  
Keyword(s):  
United States ◽  
Moral Disengagement ◽  
The United States

Analysis of school bullying legislation and policies in the United States

2012 ◽  
Author(s):  
Ariana N. Bell ◽  
Victoria Stuart-Cassel ◽  
Fred Springer
Keyword(s):  
United States ◽  
The United States ◽  
School Bullying

scholarly journals Notational analysis in female grand slam tennis competitions

Kinesiology ◽  
2021 ◽  
Vol 53 (1) ◽  
pp. 154-161
Author(s):  
Alejandro Sánchez-Pay ◽  
José Antonio Ortega-Soto ◽  
Bernardino J. Sánchez-Alcaraz
Keyword(s):  
United States ◽  
Analysis Of Variance ◽  
The United States ◽  
Wilcoxon Test ◽  
Specific Training ◽  
Improve Performance ◽  
Test Analysis ◽  
Notational Analysis ◽  
Break Points ◽  
Post Hoc

Grand Slam tennis tournaments are played on different surfaces. The aims of the present study were to analyse the technical differences in the Grand Slam tournaments (Australian Open or AO, Roland Garros or RG, Wimbledon or W, and the United States Open or US), as well as to establish differences between winning and losing players. A total of 580 sets in 248 matches played in Grand Slams between 2017 and 2018 were analysed. To observe differences between the tournaments, a one-way analysis of variance (Kruskal Wallis) with the Bonferroni post-hoc test was performed. Univariate (Wilcoxon test) analysis of data was carried out to show the differences between the winning and losing performances of sets. Players who had more aces, points won on the 1st serve, winning shots and net points won more matches in the AO, W and US than in the RG (p<.05). However, in RG, players won more receiving points (43.56% of the points played) with chances to break the opponents’ service game. The results also showed that the winning players were superior in both service and receiving, and the most influential variables on the outcome of the match were percentage of receiving points won, break points won, and percentage of points won on the first serve. Such knowledge may have implications in the design of appropriate game strategies and specific training sessions to improve performance in professional women’s tennis.

Combining Reliability Coefficients: Toward Reliability Generalization of the Conceptions of Mathematics Questionnaire

2005 ◽  
Vol 96 (3) ◽  
pp. 627-634 ◽  
Author(s):  
Andile Mji ◽  
Haitham M. Alkhateeb
Keyword(s):  
United States ◽  
South Africa ◽  
Analysis Of Variance ◽  
The United States ◽  
Reliability Generalization ◽  
Variance Testing ◽  
The Difference ◽  
Post Hoc ◽  
Strength Of Association ◽  
Reliability Coefficients

The combined coefficient alpha from studies reporting the reliability of scores using the Conceptions of Mathematics Questionnaire were computed. Five studies comprising 898 participants were evaluated. A test of differences among the independent coefficients alpha was statistically significant (χ42 = 10.38, p = .04) for the Fragmented and (χ42 = 11.58, p = .02) for the Cohesive subscales. Post hoc comparisons showed the difference ( F129,299= 1.50, p = .003) was between Australia and Nigeria for the former and ( F155,157 = 1.54, p = .004) between South Africa and the United States for the latter alpha values. A one-way analysis of variance, testing for homogeneity among means within each subscale, indicated that these were homogeneous because the measure of the strength of association accounted for 10% of variability. As reliability coefficients were from homogeneous samples and alpha values were not different, the combined reliability is the best estimate of the population reliability for each subscale.

Rational and Intuitive Styles: Commensurability across Respondents' Characteristics

1997 ◽  
Vol 80 (1) ◽  
pp. 23-33 ◽  
Author(s):  
W. M. Taggart ◽  
Enzo Valenzi ◽  
Lori Zalka ◽  
Kevin B. Lowe
Keyword(s):  
United States ◽  
Multivariate Analysis ◽  
New Zealand ◽  
Ethnic Group ◽  
Analysis Of Variance ◽  
Training Programs ◽  
The United States ◽  
Assessment Tools ◽  
Industry Data ◽  
Birth Country

This study was designed to examine differences in responses to the six rational/intuitive scales of the Personal Style Inventory in relation to gender, age, ethnic group, birth country, occupation, and industry. Data were collected from 495 participants in training programs in Australia, England, New Zealand, and the United States. Multivariate analysis of variance indicated no differences among groups on the six scales which then are not sensitive to the characteristics so separate norming scores are not indicated. Lack of differences between sexes contrasts with the finding that women score more intuitive than men on other style assessment tools. Findings are not, however, consistent. And, since characteristics other than gender may show similar disparate results, further study of rational-intuitive commensurability is needed.

IS THERE A POSITIVE ASSOCIATION BETWEEN MERGER AND ACQUISITION AND NON-MERGER AND ACQUISITION FDI? FIRM-LEVEL EVIDENCE FROM JAPANESE FOREIGN DIRECT INVESTMENT INTO UNITED STATES

2013 ◽  
Vol 58 (04) ◽  
pp. 1350028
Author(s):  
JOSEPH D. ALBA ◽  
PETER X. K. SONG ◽  
PEIMING WANG
Keyword(s):  
United States ◽  
Positive Association ◽  
The United States ◽  
Merger And Acquisition ◽  
Foreign Direct Investments ◽  
Firm Level ◽  
Complementary Effect ◽  
Japanese Firms ◽  
Level Data ◽  
Unit Increase

Japanese firms undertake multiple foreign direct investments (FDIs) in the United States. When Japanese firms undertake merger and acquisition (M&A) FDI, they acquire indivisible assets in the United States. To utilize their acquired assets fully, these firms may undertake additional non-M&A FDI. This implies a positive association between the number of M&As and the number of non-M&A FDIs because they may be complements. In contrast, the literature on the choice of modes of FDI examines the tradeoff between M&A and non-M&A FDI. This may suggest a negative association between the number of M&As and non-M&A FDIs because they may be substitutes. The authors examine whether the number of M&As and non-M&A FDIs are positively associated or not by proposing an econometric model that tests the contemporaneous association and the lagged complementary effect between M&A and non-M&A FDI. Using firm-level data, the authors find evidence that M&A and non-M&A FDI of Japanese firms in the United States are positively associated. Particularly, the findings indicate that given all other things equal, a one unit increase in the number of the firm's M&A FDI (non-M&A) projects in a given year will increase the firm's average non-M&A (M&A) FDI by 28.1% (15.8%) the following year.

Applying Applied Anthropology: A Project with Applied Anthropologists, Congolese Refugees, and Refugee Service Providers in West Central Florida

2019 ◽  
Vol 41 (1) ◽  
pp. 15-19
Author(s):  
Emily A. Holbrook ◽  
Roberta Baer ◽  
Dillon Mahoney ◽  
Renice Obure ◽  
Florence Ackey
Keyword(s):  
United States ◽  
Sexual Harassment ◽  
Gender Roles ◽  
Nutritional Status ◽  
Service Providers ◽  
The United States ◽  
School Bullying ◽  
Applied Anthropology ◽  
Central Florida ◽  
Dietary Study

Abstract A team of applied anthropologists (EH, RDB, DM, RO) and refugee service providers (FA and others) worked in collaboration to research dietary change and nutritional status among recently resettled Congolese refugees and to apply the preliminary findings of that research. The Congolese also requested help from the anthropologists with issues of sexual harassment among the adults, school bullying, and issues related to changing gender roles in the United States. We discuss the relationships between the refugees, the applied anthropologists, and the refugee service providers, and how we worked together to address the issues, which were revealed by the dietary study.

The Integration of 21st-Century Skills in Science: A Case Study of Canada and the USA

2021 ◽  
pp. 001312452110625
Author(s):  
Chioma Stella Amadi
Keyword(s):  
United States ◽  
21St Century ◽  
21St Century Skills ◽  
Science Curriculum ◽  
The United States ◽  
School Science ◽  
Economic Decline ◽  
8Th Grade ◽  
The Usa ◽  
Common Framework

This comparative study examines the extent to which the 21st-century skills are integrated into the 4th and 8th-grade public school science curriculum in Canada in relation to that of the United States of America (USA) by analyzing the 4th and 8th grade Common Framework of Science Learning Outcomes of Canada and the 4th and 8th grade Next Generation Science Standards (NGSS) of the United States in relation to the 21st-century skills as listed by the Applied Educational System (AES). The results predicted a huge economic decline of the United States in the nearest future in contrast to that of Canada if an intervention is not instituted.

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