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Results for “Cognitive Dissonance”

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At least 91 records · Page 5Linked to original sources
PubMed2006

Using cognitive dissonance to enhance faculty members' attitudes toward teaching online courses.

Adopting a reward strategy for inducing college faculty to teach online courses is expected to cause a positive shift of their attitudes. Based upon dissonance theory, a smaller reward will lead to greater attitude change, and this effect will be more pronounced in individualists. The results of an experimental study showed that individualist teachers exhibited greater attitude change under low reward than under high reward, but the reward effect was not prominent in collectivist teachers. Implications for enhancing college teachers' attitudes toward teaching online courses are discussed.

Adult↗
PubMed1985

Development of the concept of anxiety.

An interesting model in the conceptualization of anxiety--the cognitive dissonance theory--is summarized. Cognitive dissonance is a state where two mutually incompatible realities exist simultaneously, and it is associated with clinical anxiety in man. Anxiety is as distinctive a state cognitively, as it is emotionally and bodily. The clinical symptom most characteristic of anxiety is obsessional checking. The septo-hippocampal system, 'an organ of hesitation and doubt', is probably the neural substrate for Freud's repetition compulsion. It has the task of monitoring ongoing activities, comparing achieved with desired goals, registering discrepancies, dissonances and the threats of dissonances, and bringing ongoing activities to a halt when such registrations occur.

Anxiety↗
PubMed1999

Developing an evidence base for teaching nursing practice skills in an undergraduate nursing program.

There is international concern over inadequate levels of nursing practice skill acquisition in undergraduate programs. Preparation of student nurses in nursing practice skills prior to clinical placements reduces cognitive dissonance, enhances cognitive flexibility and thus facilitates skill acquisition. This research was a contextually modified replication of the work of Alavi, Loh & Reilly (1991) in determining an evidence basis for selecting content for the clinical skills curriculum in an undergraduate programme. Thirty-three senior nurse clinicians from medical/surgical areas in two large hospitals offering student placements were asked to rate the frequency of performance (frequently, occasionally, rarely and never) of 77 skills for the beginning registered nurse. Those skills frequently used and rated over 65% were considered for inclusion in the undergraduate program--yielding 26 nursing practice skills. The clinicians were also asked to list their ten most important skills and the related expected level of competence for the newly registered nurse in order to aid development of a practical skills curriculum for the undergraduate nursing program at Whitireia Community Polytechnic. The research has provided an illuminating glimpse into the world of practice for a newly registered nurse. Future study of the expectations the new graduates have for themselves compared to those of the clinicians would be useful. Further exploration and dialogue between clinicians and faculty could be enhanced through consideration of faculty expectations of the newly graduated nurse and comparison of the three groups as a whole.

Attitude of Health Personnel↗