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TESTING AN INTERVENTION TO ADDRESS THE SOCIOCULTURAL INFLUENCE OF MASS MEDIA ON BODY IMAGE: CAN WE REVERSE THE CURSE?
Title
TESTING AN INTERVENTION TO ADDRESS THE SOCIOCULTURAL INFLUENCE OF MASS MEDIA ON BODY IMAGE: CAN WE REVERSE THE CURSE?.
Creator
Murray, Janet, Tantleff Dunn, Stacey, University of Central Florida
Abstract / Description
The adverse effects of exposure to unrealistic ideals in the media are well documented, however, this is the first study to explore the possibility that women may experience improvement in body image and affect via social comparison to women with realistic, non-ideal body shape and size. Using material from The Century Project©, the impact of exposure to nude, non-pornographic photographs of women of varied shape, size, age, and physical condition, and the photographed women's personal...
Show moreThe adverse effects of exposure to unrealistic ideals in the media are well documented, however, this is the first study to explore the possibility that women may experience improvement in body image and affect via social comparison to women with realistic, non-ideal body shape and size. Using material from The Century Project©, the impact of exposure to nude, non-pornographic photographs of women of varied shape, size, age, and physical condition, and the photographed women's personal commentaries about how they successfully cope with body image concerns was tested using an experimental design. It was hypothesized that exposure to the photographs and their associated commentaries would lead to an improvement in body image, mood, and self-esteem, and that this effect would be moderated by preexisting levels of internalization of the thin ideal and strong core beliefs about the importance of appearance (schematicity). Women exposed to the photos and comments condition experienced significantly less appearance-related anxiety than those exposed to photo-only and comments-only conditions, and internalization, but not schematicity, moderated this effect. Findings suggest women who have a greater tendency to internalize sociocultural body image standards may be more receptive to positive changes in these standards when presented with a persuasive visual and cognitive stimulus. However, without both aspects (visual and commentary) high internalizers appear to experience greater negative reactions to these stimuli.
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Date Issued
2005
Identifier
CFE0000707, ucf:46599
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000707
A Study of Elementary Student Course Completion and Achievement in Virtual and Traditional Format Courses within the Volusia County School District
Title
A Study of Elementary Student Course Completion and Achievement in Virtual and Traditional Format Courses within the Volusia County School District.
Creator
Garzia, Janet, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, Murray, Barbara, Kennedy, Mary, University of Central Florida
Abstract / Description
The focus of this research study was to determine how elementary students enrolled in virtual education classes performed on state assessments and final report card grades in Reading and Mathematics as compared with students enrolled in traditional classes, and to examine whether there was a difference in the successful course completion rates between the two groups. Five research questions guided this study concerning the relationship of successful course completion, final grades, and FCAT 2...
Show moreThe focus of this research study was to determine how elementary students enrolled in virtual education classes performed on state assessments and final report card grades in Reading and Mathematics as compared with students enrolled in traditional classes, and to examine whether there was a difference in the successful course completion rates between the two groups. Five research questions guided this study concerning the relationship of successful course completion, final grades, and FCAT 2.0 achievement level scores and the variables of virtual and traditional education in the School District of Volusia County. This study is significant, as the movement of virtual learning is driven by economic factors and learning outcomes need to be considered in making instructional delivery decisions.Chi-square analysis suggested no statistical significant difference existed in either Reading or Mathematics successful course completion of students in virtual and traditional settings. Chi-square analyses and a one-sample t-test suggested there was no statistical significant difference in performance of virtual and traditional students on FCAT 2.0 Reading and Mathematics achievement levels. Although the Chi-square analyses showed no statistical significance in performance of virtual and traditional students on final report card grades in Reading and Mathematics, the one-sample t-tests suggested there was a statistically significant difference. When interpreting these results, caution should be taken as the virtual student population was extremely disproportionate to the traditional student population. Implications for practice and recommendations for future study are suggested in this study.
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Date Issued
2013
Identifier
CFE0004848, ucf:49713
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004848
A Comparison of Student Achievement in Florida Charter Schools with Not-For-Profit and For-Profit Management Models
Title
A Comparison of Student Achievement in Florida Charter Schools with Not-For-Profit and For-Profit Management Models.
Creator
Kaprow, Maurice, Johnson, Jerry, Baldwin, Lee, Murray, Kenneth, McGee, Janet, University of Central Florida
Abstract / Description
In this study, the researcher compared student achievement in Florida charter schools by investigating differences in those managed by for profit and not-for-profit entities in all 530 charter schools that reported results on the 2016 Florida Standards Assessments in Grades 4, 8, and 10 in English Language Arts (ELA) and mathematics. Using a two-way analysis of covariance, this investigation found statistically significant achievement differences only in 10th-grade ELA when using poverty as a...
Show moreIn this study, the researcher compared student achievement in Florida charter schools by investigating differences in those managed by for profit and not-for-profit entities in all 530 charter schools that reported results on the 2016 Florida Standards Assessments in Grades 4, 8, and 10 in English Language Arts (ELA) and mathematics. Using a two-way analysis of covariance, this investigation found statistically significant achievement differences only in 10th-grade ELA when using poverty as a moderator variable and eighth-grade mathematics using both school cohort size and poverty as moderator variables. Also, the covariates of percentage of minority students, percentage of disabled students, and percentage of English language learners accounted for some of the variance in achievement results. These findings are similar to the extant literature where prior similar studies found mixed results between traditional public schools and charter schools and between not-for-profit and for-profit charter schools. Questions are raised by this research regarding the public funding of for-profit or proprietary charter schools if they do not routinely achieve superior results to traditional public schools. Implications for future research both building on this study and investigating other aspects of charter school performance include conducting similar studies on a recurring basis to better evaluate charter school performance, closer study on the role the covariates (minority status, disability status, and English language learner status) has on charter school student achievement, and a comparison of Florida's charter schools with Florida's traditional public schools.
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Date Issued
2018
Identifier
CFE0007027, ucf:52032
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007027