Research Notes. Effects of Work Redesign on Employee Perceptions, Attitudes, and Behaviors: A Long-Term Investigation

1991 ◽  
Vol 34 (2) ◽  
pp. 425-435 ◽  
Author(s):  
Ricky W. Griffin
Keyword(s):  
Employee Perceptions ◽  
Work Redesign ◽  
Attitudes And Behaviors ◽  
And Behaviors

Scholarly Learning in an Ecological Setting: Applying the Knowledge, Attitudes, and Behaviors Framework to Perceived Outcomes from Participation in the Long-Term Ecological Research Program

2016 ◽  
Author(s):  
Mark A. Boyer ◽  
Scott W. Brown
Keyword(s):  
Conceptual Framework ◽  
Research Program ◽  
Qualitative Methodology ◽  
Ecological Research ◽  
Attitudes And Behaviors ◽  
Aggregate Analysis ◽  
Long Term Ecological Research ◽  
And Behaviors ◽  
Ecological Research Program

Using the conceptual framework of Knowledge, Attitudes, and Behaviors (KABs), we develop a structured aggregate analysis of the essays in this volume. Building from the KAB analysis, we examine how the Long-Term Ecological Research Program (LTER) program altered career paths (or not), perhaps changed original scholarly directions, and led to more integrative and important research over the course of careers. Our primary finding is that the LTER program has successfully affected ecological research careers, mostly because the involved participants were predisposed to thriving in an interdisciplinary environment. Every scholar can point to events or experiences in his or her career that had a significant impact on his or her intellectual trajectory. For example, the authors of this chapter began collaborating as a result of a happenstance phone call in 1998 that led to more than 15 years of fruitful scholarly interactions centering around online international studies education in middle school through college environments. About a decade ago, one (Boyer) made a distinct turn in his scholarly agenda away from political economy and toward environmental inquiry. The other (Brown), a psychologist by training, has spent large portions of his career in K–12 and college settings working to promote research-based educational practices. The point is, many scholars develop their careers in ways unimagined early on, some by happenstance, as in our own case. With this type of “we know intellectual change happens, but how do we understand it?” in front of us, this collection of essays by participants in the LTER program provides a rich body of data on which to develop a macro-level analysis of patterns of intellectual evolution in environmental research. We will begin by laying out the conceptual framework of KABs as a means to develop a structured aggregate analysis of the chapters in this volume. In using this conceptual framework and associated qualitative methodology, we hope to provide insights into whether participation in the LTER program did in fact affect the scholars involved in the enterprise and, if so, in what ways.

scholarly journals Teacher and Teaching Effects on Students’ Attitudes and Behaviors

2016 ◽  
Vol 39 (1) ◽  
pp. 146-170 ◽  
Author(s):  
David Blazar ◽  
Matthew A. Kraft
Keyword(s):  
Standardized Tests ◽  
Full Range ◽  
Upper Elementary ◽  
Classroom Organization ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Students Attitudes ◽  
And Behavior ◽  
Nature Of Teaching

Research has focused predominantly on how teachers affect students’ achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students’ self-efficacy in math, and happiness and behavior in class. Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students’ attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers’ skills.

scholarly journals Long-Term Impact of Study Abroad on Sustainability-Related Attitudes and Behaviors

2021 ◽  
Vol 13 (4) ◽  
pp. 1953
Author(s):  
Hongping Zhang ◽  
Heather J. Gibson
Keyword(s):  
Study Abroad ◽  
Personal Development ◽  
Program Design ◽  
Behavioral Changes ◽  
Design Elements ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Study Abroad Program ◽  
The Impact

Using study abroad as a vehicle for sustainable education is a growing trend. However, an examination of the impact of study abroad on participants’ sustainability-related attitudes and behaviors years after their programs is scarce. Therefore, the purpose of this study was to explore how a short-term sustainability themed study abroad program impacted students’ sustainability-related attitudes and behaviors. Since long-term personal development and change of attitudes are complex and multidimensional, a qualitative approach was used allowing participants to share their experiences and reflections on the process of learning and internalizing sustainability. A total of 31 study abroad participants were interviewed (20 to 33 years of age) and a grounded theory method was used throughout the study. Participants’ behavioral changes were identified, and the specific study abroad program designs that were associated with such changes were identified and discussed. The three behavioral changes identified by the participants were lifestyle, professional development, and responsible travel behaviors. The effective program design elements include emotion, cognition, and action. Furthermore, the findings suggested revisions to the Value–Belief–Norm model in that more motives should be added whereas, weight of responsibility might need to be reevaluated. This study contributes to the educational tourism and sustainability literature with practical implications for program design, and a better understanding of students’ long-term learning outcomes regarding sustainability.

scholarly journals Unhealthy Attitude or Behavior Factors and Habitual Sugar Sweetened Beverages Consumption in Junior School Students: a Cross-Sectional Study in 2020 and Long Term Trend From 2012 to 2020

2020 ◽  
Author(s):  
Yuting Peng ◽  
Danyang Wang ◽  
Rui Zhang ◽  
Rujun Ai ◽  
Xiaofang Lin ◽  
...  
Keyword(s):  
School Students ◽  
Added Sugar ◽  
Attitudes And Behaviors ◽  
Sweetened Beverages ◽  
Sugary Drinks ◽  
Consumption Frequency ◽  
And Behaviors ◽  
And Behavior ◽  
Long Term Trend

Abstract BackgroundSugar-sweetened beverages (SSBs) consumption is the major source of added sugar intake and a common unhealthy eating behavior among youth in China and around the world. Excessive intake of SSBs has a negative impact on both short- and long-term health of adolescent. The targeting nutritional education and behavioral guidance, single use or as a supplement to the policy intervention like sales ban, is a low cost and effective intervening approach. The purpose of this study was to identify unhealthy attitudes and behaviors that affect youth's consumption of sugary drinks to provide evidence for subsequent targeted interventions.MethodsUsing the stratified cluster sampling method, a questionnaire survey was conducted among 1560 junior school students in Jinzhong City, Shanxi Province, in northern China and Suzhou City, Jiangsu Province, in southern China. The content of the questionnaire included sociodemographic characteristics, self-reported consumption frequency of SSBs, attitude, behaviors and habits related to SSBs consumption. The Cronbach coefficient of questions was 0.855. Data from the series surveys of 2012 and 2018 were also used in the long-term trend analysis.ResultsIn 1466 Chinese junior school students, 5.1 % consumed SSBs every day and 13.6 % consumed it 3-6 times/week. The binary logistic regression was significant (R2=31.1%, P=0.001), and the attitude and behavior factors contributed to 22.1% of the 31.1% variation that could be explained. Among all factors, four unhealthy attitudes or behaviors with the highest OR were "Drink SSBs as water" (OR=10.288, 95%CI: 6.392~16.558), "Deem SSBs not affect health” (OR=2.735, 95%CI: 2.032~3.681), "Just want to drink SSBs” (OR=2.302, 95%CI: 1.524~3.478) and “Purchase SSBs in advance” (OR=2.245, 95%CI: 1.454~3.465). The SSBs consumption frequency increased with the increase of risk score of unhealthy attitudes and behaviors. (χ²-trend=127.470, P<0.001). Both frequency of drinking SSBs and holding rates of unhealthy attitudes or behaviors decreased with the passage of time (P trend<0.005). The drinking times per month was significantly positively correlated with the risk scores from 2012 to 2020 (r=0.314, P<0.001).ConclusionThe consumption of sugary drinks was largely influenced by unhealthy attitudes and behaviors. Adolescents are in the critical period of cognitive and habit formation, thus targeted intervention should be taken to promote their SSBs related healthy attitude and behavior to reduce the intake of added sugar and benefit them for life.

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