2011 Volume 16 Issue 1

David J. Hagenbuch & Raeann R. Hamon

ABSTRACT: Most prospective students are unfamiliar with Human Development and Family Science (HDFS), which makes building program enrollment among incoming students challenging. This study used the Theory of Planned Behavior (Ajzen, 1991) to conduct a two-stage empirical analysis of attitudes associated with majoring in HDFS. HDFS students demonstrated many significantly different attitudes toward majoring in the field than did non-HDFS students. They possessed more positive attitudes toward the discipline’s treatment of human sexuality, its development of interpersonal communication skills, and its potential for strengthening families. These findings may prove beneficial to HDFS departments that want to improve perceptions of the field and build enrollment. Several strategies for program development and communication enhancement are presented.

Jodi M. Jacobson, Linda M. Oravecz, Audrey F. Falk, and Philip Osteen

ABSTRACT: Attitudes in academics, career, civic responsibility, and empowerment were reported before and after 143 undergraduate Family Studies students completed a service- learning project. Results suggested improved academic and career post-test scores. Civic responsibility and empowerment improved but not significantly. Open-ended responses suggested three additional outcomes: group work, leadership, and empathy. Implications for academic programs focused on engaging students in service learning projects working with or on behalf of families are discussed.

Robin G. Yaure and Jacqueline E. Schwab

ABSTRACT: This study was conducted to determine whether embedding instruction about exam questions in class leads to higher exam performance.  Students (N = 64) in an introductory level Human Development and Family Studies (HDFS) course were tested on questions discussed in class, questions that were in online materials, and new questions. Students’ scores on the Study Behavior Inventory (SBI; Bliss & Mueller, 1986; 1993) were correlated with exam performance. On Exam 1, students performed better on the questions that had been presented in class than on the other two types of questions. Students’ test scores also correlated significantly with their SBI results. On the second exam, students’ performance on the questions presented in class and those available online differed significantly from the new questions, although exam performance was not significantly correlated with the SBI results. These results suggest that students benefit from embedded test instruction and alter their study habits following test performance feedback.

Catie Walker-O’Neal and Ted G. Futris

ABSTRACT: This article examines the effect of gender role attitudes (GRAs) on relationship well- being and the potential mediating effect of communication behaviors in a sample of engaged cohabiting couples (n = 30). Males and females reported having similar egalitarian attitudes. Regression results indicated that egalitarian GRAs were positively associated with relationship well-being. This relationship was mediated by communication behaviors, but the models differed for males and females. For females, positive interaction and female demand/male withdrawal and male demand/female withdrawal patterns were associated with relationship well-being; but for males, the only significant mediator was positive interaction patterns. The authors conclude that cohabitating couples who have egalitarian GRAs and intend to marry engage in more constructive communication behaviors, which in turn influence their perceptions of the quality of their relationship.

Natalia Sira and Sharon M. Ballard

ABSTRACT: This study investigated gender differences in body satisfaction in college students. Participants (195 males and 340 females) self-reported weight and height (in order to calculate BMI). In addition, attachment (to mother and father), dieting behaviors, perceived parental control, global self worth, and body satisfaction were measured and examined in relation to satisfaction with one’s body. Lower BMIs were associated with a higher degree of body satisfaction and higher self-worth scores among females, but male scores were not related to BMI. Regression analysis revealed that psychological correlates, such as attachment to mother and father, parental control, and eating attitudes demonstrated a unique association among variables in prediction of body satisfaction for each gender. Implications for clinicians and researchers are discussed.

Carmel Parker White, Susan Reichelt and Barbara Woods

ABSTRACT: Low stakes writing has the goal of increasing how much students think about, understand, and learn the content being taught and is typically ungraded or graded informally. Students in two child development and family relations courses were asked to participate in low stakes writing. Students reported that low stakes writing helped facilitate the transition into the class session, allowed them to apply course content, and helped them to better understand themselves and others. The majority of students reported that low stakes writing questions were valuable and effective. Students provided comments about why low stakes writing was an effective learning tool and identified other benefits for course instructors. Low stakes writing is an easily implemented and effective strategy to engage students in the classroom.

Audrey Faye Falk

ABSTRACT: Family resource management is a course ripe for inclusion of international approaches and perspectives for a variety of reasons. First, the topic is inherently global; second, family studies students need to be prepared to work with culturally diverse families; and finally, global citizenship is increasingly identified as an aim of liberal arts education. This paper suggests strategies and approaches for imbuing family resource management with a global perspective. It may be of interest to faculty teaching family resource management or other family studies courses who wish to integrate a global perspective into their courses.