Dallas Baptist University

The excessive use of social media among adolescents has triggered the phenomenon of social comparison, which has a negative impact on mental health and academic performance. Existing interventions have not specifically addressed this issue, even though reality counseling has been proven effective for other psychological problems. This study aims to prove the effectiveness of WDEP reality counseling in reducing social comparison among students who use social media at SMK Muhammadiyah 1 Bondowoso. The method used is a Quasi-Experiment with a Pre-test Post-test Control Group Design, involving 10 students with moderate and high levels of social comparison. Five students were placed in the experimental group and five others in the control group. Data collection used the adapted INCOM scale, with validity (0.361-0.837) and reliability (0.895). In the basic assumption test, the pre-test and post-test results showed that all data were normally distributed and homogeneous, with a sig. value <0.05, allowing the use of the T-test to analyze score differences. The T-test results showed a significant decrease in social comparison scores in the experimental group from 92.00 to 67.40, compared to the control group, which only decreased from 89.20 to 87.60. These findings prove that WDEP reality counseling is effective and practical in helping students understand and manage their social behavior. This intervention is recommended for counselors and educational institutions as an intervention strategy to address students' psychological well-being issues.

Entrepreneurship represents an increasingly dynamic and productive force in the economy. Why are some entrepreneurial ventures more successful than others? This study examined the role of emotional intelligence (EI) in predicting entrepreneurial success, with a specific focus on the mediating effect of managerial competence. Utilizing data collected from 307 entrepreneurs across industries in the United States, the researchers applied regression analyses to test the hypothesized correlations. Research findings indicated that EI significantly predicted entrepreneurial success in the dimensions of financial firm, relative, and personal success. The results also suggest that higher managerial competence contributes to greater entrepreneurial success by enhancing the ability to perform essential managerial tasks effectively. This study contributes to the field of entrepreneurship by identifying constructs critical to entrepreneurial success at multiple levels. It also provides practical implications for entrepreneurship education and entrepreneurial development.

The purpose of this article is to extend research conducted by Hertel, Konradt et.al (2006) as it relates to virtual team members, knowledge, skills, and abilities (KSAs), and job performance. A five-round Delphi study was conducted, utilizing a panel consisting of 43 experts residing across the United States with combined expertise in the area of leadership and virtual teams. A list of 80 competencies and attributes perceived to be essential to the 21st-century virtual team leader was developed and rated as to whether competencies and attributes were perceived to be innate to the individual or transferable to the Virtual Team Leader (VTL). A Cronbach’s coefficient alpha of .89 was produced indicating good internal consistency among the 80-item scale. While nine of 11 subscales of the Virtual Team Competency Inventory (VTCI) appeared relevant to the VTL, four new possible subscales were identified in this study. Research findings suggest the efficacy of the VTL’s success may be associated with higher levels of cognitive ability and should be evaluated in future research to delineate natural intelligence or inherent intelligence from one’s ability to learn. Only 50.1% of the panel agreed that 62.2% of the competencies and attributes perceived to be essential to the 21st century VTL could be taught. Additional research is needed to identify which of the competencies and attributes can be acquired and an instrument developed to measure KSAs specific to Virtual Team Leaders and Leadership.

One quarter of Americans self-identify as evangelical and a strong majority of these reject human-induced climate change. Can one lecture on climate science from a Christian perspective change their minds? Here, we examine the response of undergraduates at three evangelical institutions, located in upper state New York, Texas, and Canada, to a recorded lecture by an evangelical climate scientist. Pre/post-test surveys posed six questions from the Global Warming’s Six Americas instrument with additional questions on participants’ political and theological perspectives. All populations showed significant pre/post-test gains on almost every question, immediately after the intervention, with gains among the most conservative population being as large as the others. A one-month delayed post-survey showed that gains were still significant relative to pre-test values for most of the questions. Furthermore, gains did not decrease when the Christian frame was removed, except on one item related to Christian responsibility. These results suggest that even a limited exposure to accurate information can change minds, and that the context in which the information is presented (here, the evangelical college and faculty sponsor) may be more important than the content frame.

This article describes results of a professional development (PD) program for inservice science teachers. The PD integrated experiential learning to enhance participants’ literacy regarding energy production and associated environmental costs. The PD focused on six energy sources and environmental politics that must be navigated to make decisions about their sustainability. Participants toured energy extraction/production sites including coal mines, hydroelectric dams, wind farms, and nuclear power plants. At each site, participants encountered differing perspectives on the environmental costs and benefits of the energy sources. Group discussions allowed for sharing participants’ thoughts on each perspective and mathematical modeling was used as a tool for evaluating each energy source. Data included pre- and post-content assessments and PD evaluation surveys. Analysis revealed the role that experiential learning played in changed perspectives on energy production, content knowledge growth, and impacts on the participants’ own classroom teaching.

The relationship between informal leaders, i.e., highly competent individuals who have influence over peers without holding formal leadership positions, and organisational outcomes has not been adequately assessed in health care. We evaluated the relationships between informal leaders and experience, job satisfaction and patient satisfaction, among hospital nurses. Floor nurses in non-leadership positions participated in an online survey and rated colleagues' leadership behaviours. Nurses identified as informal leaders took an additional survey to determine their leadership styles via the Multifactor Leadership QuestionnaireTM . Six months of patient satisfaction data were linked to the nursing units. A total of 3,456 (91%) nurses received peer ratings and 628 (18%) were identified as informal leaders. Informal leaders had more experience (13.2±10.9 vs. 8.4±9.7years, p<0.001) and higher job satisfaction than their counterparts (4.8±1.2 vs. 4.5±1.1, p=0.007). Neither the proportion of informal leaders on a unit nor leadership style was associated with patient satisfaction (p=0.53, 0.46, respectively). While significant relationships were not detected between patient satisfaction and styles/proportion of informal leaders, we found that informal leaders had more years of experience and higher job satisfaction. More work is needed to understand the informal leaders' roles in achieving organisational outcomes. Nurse informal leaders are unique resources and health care organisations should utilise them for optimal outcomes.

Book Review| October 01 2017 Inanga: A Song of Survival in a Daughter’s Rwanda Inanga: A Song of Survival in a Daughter’s Rwanda. Produced by Gregory Barz, with Patrick McGovern, associate producer. DVD. Thirty-seven minutes. 2010. CD recording. Twenty-two-page booklet. Distributed by Lime Pulp Records, Nashville, TN. Jason McCoy Jason McCoy Dallas Baptist University Search for other works by this author on: This Site Google Ethnomusicology (2017) 61 (3): 555–557. https://doi.org/10.5406/ethnomusicology.61.3.0555 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jason McCoy; Inanga: A Song of Survival in a Daughter’s Rwanda. Ethnomusicology 1 January 2017; 61 (3): 555–557. doi: https://doi.org/10.5406/ethnomusicology.61.3.0555 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressEthnomusicology Search Advanced Search The text of this article is only available as a PDF. Copyright 2017 by the Board of Trustees of the University of Illinois2017 Article PDF first page preview Close Modal You do not currently have access to this content.