A second‐order meta‐analysis was conducted to assess the implications of using college student subjects in social science research. Four meta‐analyses investigating response homogeneity (cumulative N > 650,000) and 30 meta‐analyses reporting effect sizes for 65 behavioral or psychological relationships (cumulative N > 350,000) provided comparative data for college student subjects and nonstudent (adult) subjects for the present research. In general, responses of college student subjects were found to be slightly more homogeneous than those of nonstudent subjects. Moreover, effect sizes derived from college student subjects frequently differed from those derived from nonstudent subjects both directionally and in magnitude. Because there was no systematic pattern to the differences observed, caution must be exercised when attempting to extend any relationship found using college student subjects to a nonstudent (adult) population. The results augur in favor of, and emphasize the importance of, replicating r...

https://www.jstor.org/stable/10.1086/323732

On the Use of College Students in Social Science Research: Insights from a Second‐Order Meta‐analysis

The American Community College.

Media effects researchers seek to isolate communicator, channel, or message elements that explain the impact of messages on receivers. One view
of this process emanates from a mechanistic perspective and assumes
direct influence on message recipients. Primary components of mechanistic effects research are: seeing audience members as passive and reactive;
focusing on short-term, immediate, and measurable changes in thoughts,
attitudes, or behaviors; and assuming direct influence on audiences.

The uses-and-gratifications perspective of media effects.

Contents: Foreword. Preface. P. Vorderer, J. Bryant, K.M. Pieper, R. Weber, Playing Video Games as Entertainment. M. Sellers, Designing the Experience of Interactive Play. Part I: The Product. H. Lowood, A Brief Biography of Computer Games. B.P. Smith, The (Computer) Games People Play. S. Smith, Perps, Pimps, and Provocative Clothing: Examining Negative Content Patterns in Video Games. E. Chan, P. Vorderer, Massively Multiplayer Online Games. Part II: Motivation and Selection. G.C. Klug, J. Schell, Why People Play Games: An Industry Perspective. P. Ohler, G. Nieding, Why Play? An Evolutionary Perspective. T. Hartmann, C. Klimmt, The Influence of Personality Factors on Computer Game Choice. C. Klimmt, T. Hartmann, Effectance, Self-Efficacy, and the Motivation to Play Video Games. M. von Salisch, C. Oppl, A. Kristen, What Attracts Children? A.A. Raney, J.K. Smith, K. Baker, Adolescents and the Appeal of Video Games. J. Bryant, J. Davies, Selective Exposure to Video Games. Part III: Reception and Reaction Processes. D. Williams, A Brief Social History of Game Play. J.L. Sherry, K. Lucas, B.S. Greenberg, K. Lachlan, Video Game Uses and Gratifications as Predicators of Use and Game Preference. R. Tamborini, P. Skalski, The Role of Presence in the Experience of Electronic Games. S.M. Zehnder, S.D. Lipscomb, The Role of Music in Video Games. K.M. Lee, N. Park, S-A. Jin, Narrative and Interactivity in Computer Games. M.A. Shapiro, J. Pea-Herborn, J.T. Hancock, Realism, Imagination, and Narrative Video Games. A-S. Axelsson, T. Regan, Playing Online. F.F. Steen, P.M. Greenfield, M.S. Davies, B. Tynes, What Went Wrong With The Sims Online: Cultural Learning and Barriers to Identification in a Massively Multiplayer Online Role-Playing Game. Part IV: Effects and Consequences. K.M. Lee, W. Peng, What Do We Know About Social and Psychological Effects of Computer Games? A Comprehensive Review of the Current Literature. R. Weber, U. Ritterfeld, A. Kostygina, Aggression and Violence as Effects of Playing Violent Video Games? K.E. Buckley, C.A. Anderson, A Theoretical Model of the Effects and Consequences of Playing Video Games. D.A. Lieberman, What Can We Learn From Playing Interactive Games? U. Ritterfeld, R. Weber, Video Games for Entertainment and Education. K. Durkin, Game Playing and Adolescents' Development.

Video Game Uses and Gratifications as Predicators of Use and Game Preference.

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No Sense of Place: The Impact of Electronic Media on Social Behavior.

The study approached viewers of religious television as an active audience as defined in uses and gratifications research, and considered the interrelated nature of television motives, and relationships among viewing motives and patterns. Recent religious television programming research suggests an expansion of the conceptual distinction between ritualized and instrumental secular television use. Canonical correlation identified reactionary television use as a third viewing pattern among 210 adult viewers of religious television. Dissatisfaction with secular television, rather than motives associated with religiosity, contributed to this type of use.

Religious television uses and gratifications

Academic advisors charged with developing and implementing student success strategies should ask: To what extent is the process of intervention, rather than the nature of any specific intervention,...

/pdf/style-over-substance-in-interventions-for-at-risk-students-28r2g8jslf.pdf

Style Over Substance in Interventions for At-Risk Students: The Impact of Intrusiveness

Historically Black colleges and universities (HBCUs) have been subjected to harsh criticism within the higher education community. A common theme is that the shared and archaic mission of these institutions compromises academic standards and keeps individual schools from effective leadership and competing for financial resources and quality students. A content analysis of the mission and vision statements from HBCUs was performed, and key linguistic components found to constitute a well-conceived, viable, and easily diffused institutional vision were isolated. The prevalence of these components in comparison to other types of academic institutions is discussed, and ways in which this information can be used to address the current challenges facing HBCUs are presented.

The Institutional Vision of Historically Black Colleges and Universities

Providing an accessible and adaptable education has become an increasingly daunting task for community colleges. Administrators must formulate adaptive strategies as well as purposefully articulate them. A content analysis of the mission and vision statements from a nationwide sample of community colleges was performed, and key linguistic components found to constitute a well conceived, viable, and easily diffused institutional vision were isolated. The prevalence of these components in comparison to other types of academic institutions is discussed.

The Institutional Vision of Community Colleges Assessing Style as Well as Substance

The investigation reported here lends further support to the interrelated‐ness of television use motives, the identification of instrumental and ritualized patterns in how television is used, and the generalizability of these patterns to times when local television stations change network affiliation. By augmenting traditional measures of viewing affinity and viewer perceptions, this study expands the known parameters of television viewer uses and gratifications and identifies three major viewer archetypes‐medium‐oriented viewers, station‐oriented viewers, and network‐oriented viewers. Implications for theory building and television network audience maintenance and generation strategies are discussed.

What viewers watch when they watch TV: Affiliation change as case study

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