Affective Attitudes Research Articles

The perception of ageism from the perspective of different professions

Abstract Aim. The aim of the study was to compare the differences between young people’s perceptions of ageism in terms of professions: helping professions and non-helping professions. Material and methods. We collected data by the Fraboni Ageism Scale. Cronbach α represented a value of 0.87. We performed statistical processing in SPSS 25.0 and used the t-test and Pearson correlation coefficient. The data collection of the entire research sample lasted from December 2020 to March 2021. Our final research group consisted of 262 respondents (HP and NHP). The selection criteria were the consent of each respondent, affiliation to the faculty and the age limit of 18 years and over. Results. HP are more inclined to help others and elderly. They have a greater degree of tolerance for older adults than NHP, which is confirmed by our results (the D2: Behavior attitudes; p=0.000 and in the D3: Affective attitudes; p=0.000)). Conclusions. For university students in preparation for their future profession, we can fundamentally influence their cognitive, affective and behavioral components of the perception of seniors. For these reasons, the evaluation of the perception of stereotypes (D1), separation (D2) and affective attitudes (D3) among students of different fields was important.

The impacts of ideological polarization among political elites on citizens’ attitudes toward opposing-party supporters via an affective channel

ABSTRACT Recent studies have reported that the ideological polarization of party elites induces citizens’ affective polarization toward parties in the United States, while others have found that American citizens’ affective polarization strengthens their biased attitudes toward opposing-party supporters. This study tests the implication of the literature that affective polarization mediates between the ideological polarization of party elites and biased attitudes against fellow citizens using survey experiments in the United States and South Korea. We find three common results between the two countries. First, the manipulation of the ideological distance between the two parties does not influence respondents’ relative affect between them. Second, however, there appears to be a positive correlation between the relative affect and biased attitudes toward fellow citizens. Finally, mediation analysis further reveals that the manipulation does not affect the biased attitudes through the relative affect. We conclude by briefly discussing the key findings.

Social media intergroup expression and White Americans’ attitudes toward ethnic Chinese during COVID-19

ABSTRACT Guided by intergroup contact theory, this survey study investigates how White American adults’ (N = 697, Mage = 44.42, SD = 14.6, age range = 18–67) social media intergroup expression frequency and valence, direct contact quality, and perceptions of institutional bias were associated with behavioral and affective attitudes toward ethnic Chinese during COVID-19. Structural Equation Modeling analyses indicate that social media intergroup expression valence and direct contact quality play a critical role in improving intergroup attitudes toward ethnic Chinese directly, and indirectly through building empathy and/or reducing anxiety. In addition, analyses demonstrate the negative role of social media intergroup expression frequency, which had: (1) a direct negative effect on behavioral attitudes and (2) an indirect negative effect on both attitudinal measures through increased anxiety and decreased empathy. Lastly, perceptions of institutional bias were negatively associated with affective attitudes through increased intergroup anxiety. Overall, findings reveal the dynamic interplay of the intergroup processes between social media intergroup expression, intergroup contact, and perceptions of institutional bias in shaping intergroup anxiety, empathy, and attitudes during COVID-19.

Factors Affecting the Use of Artificial Intelligence Generated Content by Subject Librarians: A Qualitative Study

To explore the factors affecting the use of artificial intelligence generated content (AIGC) by subject librarians through understanding their perceptions of AIGC. Interpretive phenomenological analysis (IPA) and technology acceptance model (TAM) were used in semi-structured interviews to explore the external variables of perceived ease of use and perceived usability of AIGC application in subject librarians. The perceptions of subject librarians towards AIGC included performance, risk perceptions, ability enhancement, and affective attitude. Attentions were paid to AIGC's performances in providing customized services, optimizing collection resources and improving cost efficiency. The risk perception involved technical stability, data security, user acceptance and occupational risk, the ability enhancement involved the improvement of personal literacy, innovative ability, and self-confidence through the use of AIGC technology, and the affective attitudes included not only excitement and anticipation for the technical potential of AIGC, but also concerns and skepticism about it, and critical attitudes toward its application in academic settings and the ethical issues it may raise. TAM analysis on the factors affecting the use of AIGC by subject librarians indicates that the external influencing factors of perceived ease of use include personal literacy, innovative ability, self-confidence enhancement and affective attitude; the external influencing factors of perceived usability include precise service, collection resource optimization, cost-effectiveness, technological risk, user acceptance and occupational risk. These factors constitute a theoretical framework for understanding and promoting the acceptance and effective use of AIGC by subject librarians. TAM analysis combined with IPA exploration on the external variables of perceived ease of use and perceived usability of AIGC application can identify the key factors affecting subject librarians' perceptions of AIGC, propose strategies for optimizing librarians' roles, enhancing information recognition ability and privacy protection, thus providing guidance for effective use of AIGC in library.

The employment of art therapy to develop empathy and foster wellbeing for junior doctors in a palliative medicine rotation - a qualitative exploratory study on acceptability

BackgroundThe interdisciplinary realm of medical humanities explores narratives and experiences that can enhance medical education for physicians through perspective-taking and reflective practice. However, there is a gap in comprehension regarding its appropriateness at the postgraduate level, especially when utilising art therapists as faculty. This study aims to assess the acceptability of an innovative art therapy-focused educational initiative among junior doctors during a palliative care rotation, with the goal of cultivating empathy and promoting well-being.MethodsA qualitative research project was conducted at the Division of Supportive and Palliative Care (DSPC) in the National Cancer Centre Singapore (NCCS). The study involved the recruitment of junior doctors who had successfully completed a three-month palliative care rotation program, spanning from January 2020 to April 2021. In a single small-group session lasting 1.5 h, with 3 to 4 participants each time, the individuals participated in activities such as collage making, group reflection, and sharing of artistic creations. These sessions were facilitated by an accredited art therapist and a clinical psychologist, focusing on themes related to empathy and wellbeing. To assess the acceptability of the program, two individual interviews were conducted three months apart with each participant. An independent research assistant utilised a semi-structured question guide that considered affective attitude, burden, perceived effectiveness, coherence, and self-efficacy. Thematic analysis of the transcribed data was then employed to scrutinise the participants’ experiences.ResultsA total of 20 individual interviews were completed with 11 participants. The three themes identified were lack of pre-existing knowledge of the humanities, promotors, and barriers to program acceptability.ConclusionsThe participants have mixed perceptions of the program’s acceptability. While all completed the program in its entirety, the acceptability of the program is impeded by wider systemic factors such as service and manpower needs. It is vital to address these structural limitations as failing to do so risks skewing current ambivalence towards outright rejection of future endeavours to integrate humanities programs into medical education.

Hubungan Tingkat Pengetahuan Tentang Vaksinasi Terhadap Kesediaan Vaksinasi Booster COVID-19 Pada Radiografer di Wilayah Jember

Radiographers are at high risk of being infected with COVID-19 related to the most common transmission of COVID-19, so radiographers must be vaccinated. Antibody levels from primary vaccine can only last for 12 to 20 weeks, so booster vaccine is needed. Booster vaccination is one of health behaviors that divided into three domains: cognitive (knowledge), affective (attitudes), and psychomotor (actions). Based on the background above, the authors are interested in researching the relationship between knowledge level about vaccination and willingness to be vaccinated COVID-19 booster among radiographers at Jember. This type of research is a correlational analytic survey with a cross-sectional approach. Population in this research were all radiographers who are members of the Indonesian Radiographers Association (PARI) and active in Jember. The sampling method using total sampling (n=60). Data analysis in this research included editing, scoring, coding, tabulating, univariate analysis, normality test, and bivariate analysis (Rank Spearman Correlation Test) using IBM SPSS Statistics 25 software. Respondent's knowledge level about vaccination showed 46% good, 27% moderate, and 27% less. Respondent’s willingness to be vaccinated COVID-19 booster showed 47% good, 43% moderate, and 10% less. Rank Spearman Correlation Test (Spearman Rho) showed p value or Sig. (2- tailed) of 0.001 and correlation coefficient was 0.43 (+). There is a significant relationship between knowledge level and willingness to be vaccinated COVID-19 booster among radiographers at Jember with moderate correlation strength and unidirectional correlation.

Socio-Cognitive Determinants of Pedestrians’ Intention to Cross on a Red Light Signal: An Application of the Theory of Planned Behaviour

The present research describes the development and validation of a self-reported instrument that measures the determinants of pedestrians’ intention to violate traffic rules, based on the theory of planned behaviour. Moreover, the research deals with the analysis of the predictive validity of an extended theoretical framework of the theory of planned behaviour in relation to pedestrians’ intention to violate. Based on the quota sample, adult pedestrian respondents (n = 383) completed a questionnaire assessing the relevant variables. Valid and reliable scales were developed, and they measure subjective, descriptive, normative, and personal norms, cognitive and affective attitudes, perceived behavioural control, habit formation, and behavioural intention concerning pedestrians’ misdemeanour. Hierarchical regression analysis indicated that all components, except descriptive norms, were significant simultaneous predictors of pedestrians’ intention to violate. The most powerful predictor is the personal norm. Overall, the findings considerably support the concept of the extended theoretical framework of the theory of planned behaviour.

Perception in Uniform: A Study of Police Attitudes towards the Transgender Community in Pakistan

This study analyzes the complicated relationships between the police force and the transgender population in Pakistan. While laws like 2018's Transgender Persons (Protection of Rights) Act are a step in the right direction, the transgender population still faces prejudice and violence, including from those in positions of authority. Using quantitative surveys, qualitative interviews, and focus groups, this study provides a sequential explanatory mixed-methods analysis of police opinions. In the quantitative stage, police officers' cognitive, affective, and behavioral attitudes are measured with a structured questionnaire; in the qualitative stage, the reasons for these attitudes are explored using thematic analysis. An intersectional analysis is used to investigate the relationship between many social identities and police training and policy. Findings demonstrate a gap between policy and practice, impacted by cultural stigma, lack of proper training, and personal prejudices. In order to create a police force that is more welcoming to all members of the community, the study finishes with suggestions on how policy and training can be improved and how the public can become involved. This study adds to the ongoing conversation on human rights and policing by stressing the critical importance of instituting structural reforms to guarantee the safety and respect of all citizens, regardless of their gender identity.

Correction: Education-based affective attitudes: higher educated-bias is related to more political trust and less populism

Correction: Education-based affective attitudes: higher educated-bias is related to more political trust and less populism

Application of the integrated threat theory to conservation law enforcement.

Interactions between law enforcement agents in conservation (e.g., rangers) and illegal resource users (e.g., illegal hunters) can be violent and sometimes fatal, which negatively affects conservation efforts and people's well-being. Models from social psychology, such as integrated threat theory (ITT) (intergroup interactions shape intergroup emotions, prejudices and perceived threats leading to hostile attitudes or behaviors between groups), are useful in addressing such interactions. Conservation approaches relying mainly on law enforcement have never been investigated using this framework. Using a structured questionnaire, we collected data from 282 rangers in protected and unprotected areas (n=50) in northern Iran. We applied Bayesian structural equation modeling in an assessment of rangers' affective attitudes (i.e., emotions or feelings that shape attitudes toward a person or object) toward illegal hunters in an ITT framework. Rangers' positive perceptions of illegal hunters were negatively associated with intergroup anxiety (emotional response to fear) and negative stereotypes about a hunter's personality, which mediated the relationship between negative contact and affective attitudes. This suggests that negative contact, such as verbal abuse, may lead rangers to perceive illegal hunters as arrogant or cruel, which likely forms a basis for perceived threats. Rangers' positive contact with illegal hunters, such as playing or working together, likely lowered their perceived realistic threats (i.e., fear of property damage). Perceived realistic threats of rangers were positively associated with negative contacts (e.g., physical harm). The associations we identified suggest that relationships based on positive interactions between rangers and illegal hunters can reduce fear and prejudice. Thus, we suggest that rangers and hunters be provided with safe spaces to have positive interactions, which may help lower tension and develop cooperative conservation mechanisms.

Reclaiming misandry from misogynistic rhetoric

In recent years, misogyny has become a central concept in philosophy as well as an established concept in public discourse and political policy. But where is misogyny’s supposed counterpart, namely, misandry? In this article, I argue for an ameliorative analysis of ‘misandry’, arguing that it can be reformulated in an effort to reclaim it from misogynistic weaponisation. The term ‘misandry’ is used almost exclusively as a misogynistic rhetorical device for attributing unjust anger, hatred or other similar emotions to a speaker, thereby undermining their epistemic authority. Rather than dismissing the term as conceptually flawed and politically problematic, I argue that we ought to ameliorate misandry to instead refer to a felt anger, hostility or fear towards the patriarchal social order and its valorisation and/or expression in misogynistic and machismo behaviour. To support these claims, I begin with a discussion of Kate Manne’s analysis of misogyny before reflecting on how this can inform our understanding of misandry. I then demonstrate the various ways in which misandry is rhetorically deployed as a means of silencing speakers who express dissent against the patriarchy. Following this, I argue that we should ameliorate the term, not only to undermine these misogynistic practices but also to articulate a legitimate affective and reactive attitude against the patriarchal imposition of a hierarchical gender binary.

Perceived Soccer Literacy: A Construct Linking Soccer Video Games Play to Soccer Engagement

This study investigates soccer video games as a platform to promote soccer engagement (i.e., involvement, behavioral intentions) among those who do not physically play soccer regularly. Perceived soccer literacy is proposed as a construct explaining the promotional effect, consisting of the four sub-themes of affective attitude, perceived functional knowledge, perceived critical knowledge, and perceived competence. A study was conducted based on an online survey and with US and Canadian adults who do not physically play soccer on a regular basis. With structural equation modeling, (1) the association between soccer video game use and perceived soccer literacy was examined (via mean comparison) and (2) perceived soccer literacy’s link to soccer involvement and behavioral intentions was tested (via latent variable path analysis). Positive links were reported from soccer video games usage to all four sub-themes. Perceived soccer literacy imposed significant influences on soccer involvement/intentions, where perceived critical knowledge was the most influential.

Acceptability of IV iron treatment for iron deficiency anaemia in pregnancy in Nigeria: a qualitative study with pregnant women, domestic decision-makers, and health care providers

BackgroundAnaemia in pregnancy causes a significant burden of maternal morbidity and mortality in sub-Saharan Africa, with prevalence ranging from 25 to 45% in Nigeria. The main treatment, daily oral iron, is associated with suboptimal adherence and effectiveness. Among pregnant women with iron deficiency, which is a leading cause of anaemia (IDA), intravenous (IV) iron is an alternative treatment in moderate or severe cases. This qualitative study explored the acceptability of IV iron in the states of Kano and Lagos in Nigeria.MethodsWe purposively sampled various stakeholders, including pregnant women, domestic decision-makers, and healthcare providers (HCPs) during the pre-intervention phase of a hybrid clinical trial (IVON trial) in 10 healthcare facilities across three levels of the health system. Semi-structured topic guides guided 12 focus group discussions (140 participants) and 29 key informant interviews. We used the theoretical framework of acceptability to conduct qualitative content analysis.ResultsWe identified three main themes and eight sub-themes that reflected the prospective acceptability of IV iron therapy. Generally, all stakeholders had a positive affective attitude towards IV iron based on its comparative advantages to oral iron. The HCPs noted the effectiveness of IV iron in its ability to evoke an immediate response and capacity to reduce anaemia-related complications. It was perceived as a suitable alternative to blood transfusion for specific individuals based on ethicality. However, to pregnant women and the HCPs, IV iron could present a higher opportunity cost than oral iron for the users and providers as it necessitates additional time to receive and administer it. To all stakeholder groups, leveraging the existing infrastructure to facilitate IV iron treatment will stimulate coherence and self-efficacy while strengthening the existing trust between pregnant women and HCPs can avert misconceptions. Finally, even though high out-of-pocket costs might make IV iron out of reach for poor women, the HCPs felt it can potentially prevent higher treatment fees from complications of IDA.ConclusionsIV iron has a potential to become the preferred treatment for iron-deficiency anaemia in pregnancy in Nigeria if proven effective. HCP training, optimisation of information and clinical care delivery during antenatal visits, uninterrupted supply of IV iron, and subsidies to offset higher costs need to be considered to improve its acceptability.Trial registration ISRCTN registry ISRCT N6348 4804. Registered on 10 December 2020 Clinicaltrials.gov NCT04976179. Registered on 26 July 2021

Death as the extinction of the source of value: the constructivist theory of death as an irreversible loss of moral status

In 2017, Michael Nair-Collins formulated his Transitivity Argument which claimed that brain-dead patients are alive according to a concept that defines death in terms of the loss of moral status. This article challenges Nair-Collins’ view in three steps. First, I elaborate on the concept of moral status, claiming that to understand this notion appropriately, one must grasp the distinction between direct and indirect duties. Second, I argue that his understanding of moral status implicit in the Transitivity Argument is faulty since it is not based on a distinction between direct and indirect duties. Third, I show how this flaw in Nair-Collins’ argument is grounded in the more general problems between preference utilitarianism and desire fulfillment theory. Finally, I present the constructivist theory of moral status and the associated moral concept of death and explain how this concept challenges the Transitivity Argument. According to my view, brain death constitutes a valid criterion of death since brain death is incompatible with the preserved capacity to have affective attitudes and to value anything.

Attitudes of students towards the use of video-based media in physical education

Introduction
 The importance of teachers’ attitudes regarding the use of technology and media in schools and classrooms gains more recognition in the development of their professional competence. However, students often still hold limited views about digital media in educational settings. This limited perspective is likely due to the significant increase in media usage over the past two decades. It’s assumed that students also desire to use media for learning purposes, which is particularly questionable in the subject of physical education, where physical activity is of central importance. Therefore, understanding students' attitudes toward media use, both inside and outside of school, is crucial, and it's a focal point of media educational efforts. To comprehensively study this, the social-psychological construct of attitude, with its cognitive, affective, and behavioral components, is considered (Zimbardo & Gerrig, 1996). Key questions revolve around characterizing student attitudes toward media use in physical education, identifying relationships between attitude components, and determining external factors that can promote positive attitudes.
 Methods
 Following the Technology Acceptance Model (Park, 2009), a questionnaire was developed to assess attitudes and validated through a survey of eighth-grade students (N = 202). External variables, cognitive attitude, affective attitude, and behavioral attitude dimensions were examined as separate aspects. These dimensions were refined and validated through reliability analysis and factor analyses. Using these validated scales and collected data, a structural equation model was created to illustrate the relationships between external factors and attitudinal dimensions.
 Results
 The proposed model demonstrated satisfactory fit to the data (RMSEA = .06; χ2/df ratio = 1.72; CFI = 0.90). The findings indicate that the use of media in physical education and the related self-efficacy in using media have a positive impact on the cognitive aspect of attitude. However, the cognitive component of attitude does not directly influence the intention to use media in physical education. Instead, positive evaluations of media use mediate the relationship between the cognitive component and the intention to use media. The intention to use media in physical education is primarily increased through positive affective evaluations.
 Conclusion
 A negative attitude toward using media in physical education can be attributed to a lack of access and insufficient self-efficacy in utilizing it. Therefore, interventions at both the student and teacher levels should focus on effectively introducing the benefits of media-supported physical education, with the goal of enhancing self-efficacy and reducing negative attitudes. This model will be further validated at the teacher level in subsequent studies to identify external factors suitable for targeted interventions.
 References
 Park, S. Y. (2009). An analysis of the Technology Acceptance Model in understanding university Students’ behavioral intention to use e-learning. Educational Technology & Society, 12(3), 150-162.
 Zimbardo, P. G., & Gerrig, R. J. (1996). Psychologie. (7th transl. and rev. ed.). Springer.

Affective neuroscience theory and attitudes towards artificial intelligence

AbstractArtificial intelligence represents a key technology being inbuilt into evermore products. Research investigating attitudes towards artificial intelligence surprisingly is still scarce, although it becomes apparent that artificial intelligence will shape societies around the globe. To better understand individual differences in attitudes towards artificial intelligence, the present study investigated in n = 351 participants associations between the Affective Neuroscience Personality Scales (ANPS) and the Attitudes towards Artificial Intelligence framework (ATAI). It could be observed that in particular higher levels of SADNESS were associated with higher negative attitudes towards AI (fearing AI). The findings are discussed in this work from an evolutionary perspective because primary emotional systems—according to Affective Neuroscience Theory—represent tools for survival, which have been homologously conserved across mammalian species including homo sapiens.

Clustering residents of a spanish mining site: when attitudes towards tourism are not linked to perceptions

is study uses a segmentation framework to categorize the residents of Minas de Riotinto, a mining town in Andalusia, Spain, based on their perceptions of the personal and community effects of tourism. ese segments were then classified according to their tourism attitudes, utilizing a three-dimensional approach encompassing affective, cognitive, and behavioral elements. For this purpose, a cluster analysis and the Kruskal-Wallis test were successively applied to the responses of 346 residents. The results revealed three main groups of residents: "interested and enthusiastic supporters", "disinterested and moderate supporters" and "incongruous and impulsive residents". Contrary to our expectations, all groups showed favorable affective attitudes towards tourism development in their region. However, significant differences emerged between groups concerning the cognitive and behavioral dimensions of their attitudes.

Education-based affective attitudes: higher educated-bias is related to more political trust and less populism

Education-based affective attitudes: higher educated-bias is related to more political trust and less populism

Written Corrective Feedback in EFL Context: Contextual and Individual Factors Influencing Students’ Responses

This study explores the written corrective feedback (WCF) behaviors of English as a foreign language (EFL) students in an EFL context and the individual and contextual factors that shape these behaviors. Ten students from the English language and translation department were interviewed and their WCF behaviors were explored. The participants were aged between 19 and 23 years, and had studied at least two writing courses taught by different instructors at a Saudi University. The findings revealed that most students had positive affective attitudes toward WCF. Most of them appreciated receiving both positive and negative comments, as the former were encouraging, while the latter helped improve their writing skills. Students’ behavioral responses to WCF varied; while some students were eager to read the feedback and correct their errors, others could correct them only when a second draft was requested. Additionally, most students relied on instructors for error correction, while only a few attempted more autonomous approaches to correction using textbooks or electronic resources. This variation in behavior could be attributed to the students’ different levels of motivation to improve their writing skills and their different individual goals for the writing course. Moreover, students’ responses to WCF were influenced by contextual factors such as the type of WCF received, the instructor’s professionalism and relationship with the students, number of assignments, and time constraints.

Bloom의 신교육목표분류체계 기반 2015 및 2022 개정 초등영어 교육과정 성취기준 비교·분석

Objectives The purpose of this study is to compare the achievement standards of the 2022 revised national English curriculum with those of the 2015 curriculum based on Bloom's revised taxonomy.
 Methods The 2022 revised curriculum made efforts to ensure that the purpose of competency education is ac-tually implemented in the achievement standards, from the perspectives of knowledge, skills, and attitudes. To examine whether this purpose has been achieved, this study compares and analyzes the achievement standards of the revised English curriculum in 2015 and 2022 in terms of knowledge dimension and cognitive process di-mension based on Bloom's revised taxonomy of educational objectives.
 Results In terms of knowledge dimension, the achievement standards of both the 2015 and 2022 revised curricu-lum were the most distributed in “factual knowledge”. There were almost no achievement standards correspond-ing to “conceptual knowledge” and “procedural knowledge” in both the 2015 and 2022 revised curriculum. Meta-cognitive knowledge has increased in proportion in the 2022 revised curriculum. This is analyzed as a result of reflecting strategic knowledge and affective attitudes in the achievement standards. In terms of cognitive process dimension, both the 2015 and 2022 revised curriculum achievement standards showed a tendency to be focused on low-level cognitive functions of “remember” and “understand”, but unlike 2015, the 2022 curriculum showed a change of introducing high-level cognitive functions such as “evaluate” and “create”.
 Conclusions These changes show that the 2022 revised national English curriculum strives to present the ach-ievement standards in a balanced manner in terms of knowledge, skills, and attitudes in order to reflect the pur-pose of competency education.