The Experts below are selected from a list of 3765 Experts worldwide ranked by ideXlab platform
Emma Back - One of the best experts on this subject based on the ideXlab platform.
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the Social activist conformity to the ingroup following rejection as a predictor of political participation
Social Influence, 2015Co-Authors: Holly M Knapton, Hanna Back, Emma BackAbstract:Humans have an overwhelming desire to belong to Social groups and if rejected, may act ingratiatory, and conform more easily, to a new accepting group (Williams, 2007) to establish themselves as a valued group member. We investigated whether following rejection, individuals were more willing to participate in and condone varying political actions against an excluding and opposing organization on behalf of a new organization. Results showed that rejected participants were more inclined to be politically active toward the outgroup, and this effect was magnified in those high in rejection sensitivity. Effects were mediated by thwarted inclusionary needs, suggesting that actions directed toward an outgroup may be driven by pro-Social Belongingness needs rather than outgroup aggression.
Holly M Knapton - One of the best experts on this subject based on the ideXlab platform.
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the Social activist conformity to the ingroup following rejection as a predictor of political participation
Social Influence, 2015Co-Authors: Holly M Knapton, Hanna Back, Emma BackAbstract:Humans have an overwhelming desire to belong to Social groups and if rejected, may act ingratiatory, and conform more easily, to a new accepting group (Williams, 2007) to establish themselves as a valued group member. We investigated whether following rejection, individuals were more willing to participate in and condone varying political actions against an excluding and opposing organization on behalf of a new organization. Results showed that rejected participants were more inclined to be politically active toward the outgroup, and this effect was magnified in those high in rejection sensitivity. Effects were mediated by thwarted inclusionary needs, suggesting that actions directed toward an outgroup may be driven by pro-Social Belongingness needs rather than outgroup aggression.
Salgado Leo - One of the best experts on this subject based on the ideXlab platform.
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Motivations of Low-Income Engineering Transfer Students Influencing Choice and Pursuit of Baccalaureate Degree Attainment
eScholarship University of California, 2020Co-Authors: Salgado LeoAbstract:The transfer pathway in engineering disciplines, especially for low-income students, is often seen as an opportunity to expand the science and engineering workforce, particularly when transferring from a two-year community college to a four-year institution. This study focused on low-income engineering transfer students’ motivational factors that led them to choose and continue to pursue an engineering baccalaureate degree. This studied used Eccles's (1983) expectancy-value theory of motivation as the guiding theoretical framework to show the relationship between competence and value beliefs as the motivated actions towards earning an engineering degree. This theory relates competence to, “Can I earn an engineering degree?” and task value beliefs to, “Do I want to earn an engineering degree?” Twenty students (12 first-year and 8 second-year low-income engineering transfer students) were interviewed about their experiences in engineering for this study. Additionally, these twenty students completed a survey collecting data on their demographics, recognition, Social Belongingness, performance, and value beliefs. Results showed that students mainly chose to pursue a baccalaureate degree in engineering due to the financial reward, family influences, faculty support, and early interest. Furthermore, students’ motivation to continue to pursue an engineering degree was attributed to prestige, engineering experiences acquired, financial and academic support, faculty, and peer support, and gain of engineering knowledge throughout their academic journey.Limitations of the study were: a) a set of small samples of data was analyzed, and b) examination of students belonging to a specific cohort. This cohort was provided with financial and academic support to navigate through their studies. Future studies regarding low-income engineering transfer students could consist of various topics. For example, a longitudinal research study is required to track students’ motivation and how that motivation transitions over time. Also, a study that compares two-year community college students transferring to a four-year institution who received financial support by applying for it versus students that were provided with a full financial tuition package. Furthermore, a research study about low-income engineering transfer students who do not belong to a cohort and are not receiving financial support are topics that can be further researched. Overall, this study intended to further explore low-income engineering transfer student’s experiences, in terms of motivation, which led them to choose and continue to pursue engineering
Hanna Back - One of the best experts on this subject based on the ideXlab platform.
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the Social activist conformity to the ingroup following rejection as a predictor of political participation
Social Influence, 2015Co-Authors: Holly M Knapton, Hanna Back, Emma BackAbstract:Humans have an overwhelming desire to belong to Social groups and if rejected, may act ingratiatory, and conform more easily, to a new accepting group (Williams, 2007) to establish themselves as a valued group member. We investigated whether following rejection, individuals were more willing to participate in and condone varying political actions against an excluding and opposing organization on behalf of a new organization. Results showed that rejected participants were more inclined to be politically active toward the outgroup, and this effect was magnified in those high in rejection sensitivity. Effects were mediated by thwarted inclusionary needs, suggesting that actions directed toward an outgroup may be driven by pro-Social Belongingness needs rather than outgroup aggression.
Hahn, Mary Hutto - One of the best experts on this subject based on the ideXlab platform.
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Pathways to Degree Completion of Female Nontraditional Students: the Role of Institutional Intervention at a Public Four-Year Research Institution
Scholar Commons, 2020Co-Authors: Hahn, Mary HuttoAbstract:Female nontraditional students are returning to undergraduate studies in increasing numbers. Limited research has been conducted about how female nontraditional undergraduate students enrolled in public four-year research institutions perceive their educational experience. This qualitative interview study describes the lived experiences of female nontraditional students enrolled in undergraduate studies at one four-year public research institution located in the southeastern United States. The phenomenological design captures the distinct personal experiences of the study’s participants within the study site and helps to answer to the study’s overarching research focus: How do female nontraditional undergraduate students perceive their experiences at a public four-year research institution and the institutional initiatives designed to attract and retain them? Thirteen female nontraditional undergraduate students’ responses to the research questions provide a deeper understanding of the phenomena from the participants’ perspectives. Strayhorn’s Sense of Belonging provides a conceptual framework for analyzing how female nontraditional students approach and adapt to the enrollment in undergraduate studies at a public four-year research institution of higher education. A thematic analysis of the interview data reveals three major themes that the college-going experience is a complicated process for female nontraditional students, that the campus experience matters to female nontraditional students, and that institutional support in both academic and Social Belongingness areas is key to the satisfaction and ultimate completion of degree among female nontraditional students. The findings from this study can encourage conversations on public four-year campuses directed toward improving how institutions assess, develop, and implement programs and services to influence academic success among female nontraditional undergraduate students. These findings are significant for universities similar to the study site and for researchers who want to understand female nontraditional students across institutional types. Recommendations for educational practice focus on the development, availability, and accessibility of programs and services to encourage retention and academic degree completion among female nontraditional undergraduate students