National pride and students’ attitudes towards history: an exploratory study

Andrews, Rhys; McGlynn, Catherine; Mycock, Andrew

doi:10.1080/03055690903424782

Cited by 18 publications

(19 citation statements)

References 15 publications

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“…(Respondent 48) This minority of responses can be read as further evidence of the range of political attitudes within the teaching workforce, but the lack of critical additional comments in some of the answers raises the potential at least that some of these teachers may not be aware of the potential problems associated with this approach. This sub-group resonates with Andrews et al (2009Andrews et al ( , 2010, discussed above, who identified strong links between personal beliefs about Britishness and the view of British history espoused.…”

Section: Malleability Of Britishnesssupporting

confidence: 73%

Teaching (about) Britishness? An investigation into trainee teachers' understanding of Britishness in relation to citizenship and the discourse of civic nationalism

Jerome

Clemitshaw

2012

The Curriculum Journal

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This research was prompted by the developing political discourse proposing the teaching of Britishness and British values in the context of the United Kingdom. This discourse will be reviewed in the first part of the article, in the context of previous work which has sought to assess how Britishness and related concepts might be promoted through education. The second part will be based on questionnaire responses from a sample of students following post-graduate initial teacher training programmes in a number of higher education partnerships. It indicates that, while political discourse and educational policy have sensitised trainee teachers to the agenda, there remains a deep uncertainty and misgiving about this as an educational objective.

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Section: Malleability Of Britishnesssupporting

confidence: 73%

Teaching (about) Britishness? An investigation into trainee teachers' understanding of Britishness in relation to citizenship and the discourse of civic nationalism

Jerome

Clemitshaw

2012

The Curriculum Journal

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“…People feel collective pride when they self‐categorize with a group that has an admirable quality or is responsible for admirable behavior (Liu, Lai, Yu, & Chen, ). National history is a potent resource from which to derive collective pride, as has been demonstrated in the United States, Nordic countries, Eastern Europe, Canada, and Ghana, among others (Andrews, McGlynn, & Mycock, ; Evans & Kelley, ; McDonnell & Fine, ); history is often presented in textbooks to induce collective pride (Bromley, ; Foss, ; Nelson, ).…”

Section: Intergroup Emotionsmentioning

confidence: 99%

“Patriotism à la Carte”: Perceived Legitimacy of Collective Guilt and Collective Pride as Motivators for Political Behavior

White

Branscombe

2018

Political Psychology

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Intergroup emotions motivate behavior, yet little is known about how people perceive these emotional experiences in others. In three experiments (Ns = 109, 179, 246), we show that U.S. citizens believe collective guilt is an illegitimate emotional motivator for ingroup political behavior, while collective pride is legitimate. This differential legitimacy is due to the perception that collective guilt violates the norm of group interest, while collective pride adheres to it; those who believe ingroup interests are more important than outgroups' exhibited this illegitimacy gap. The perception that the intergroup emotion promoted ingroup entitativity mediated the relationship between emotion (pride vs. guilt) and legitimacy; this relationship was especially strong for those high in the belief in the norm of group interest. Collective guilt can have prosocial consequences, yet the perception that it is illegitimate may hinder such consequences from being realized.

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“…ej., Auzmendi, 1992;Fennema & Sherman, 1976;Gairín, 1990;Lim & Chapman, 2013;Sandman, 1980;Tapia & Marsch, 2004). Por una parte, el instrumento de Andrews et al (2009Andrews et al ( , 2010) consta de 7 ítems distribuidos en dos factores independientes, que son tradicional/conservador y multicultural/ liberal. Los participantes puntúan su grado de acuerdo con cada ítem en una escala Likert de 5 puntos, desde Completamente en Desacuerdo (1) a Completamente de Acuerdo (5).…”

Section: Instrumentosunclassified

Untitled

2018

Evaluar

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Nota de los autores: Los autores agradecen a las asistentes de investigación Mayra G. Solórzano-Barragán, Jessica Reynoso-Sánchez, Karla S. García-Solís y Guadalupe García-Palomera por el apoyo en la recolección de los datos. ResumenContar con la versión breve de un cuestionario para evaluar la insatisfacción con la imagen corporal es importante tanto para la clínica como para la investigación, por ello, el objetivo de esta investigación fue analizar la estructura factorial, la validez convergente y la consistencia interna de una versión de 14 reactivos del Body Shape Questionnaire (Cooper, Taylor, Cooper, & Fairburn, 1987) en una muestra de mujeres universitarias. Participaron 400 universitarias mexicanas (M = 19.43 años, DE = 1.11), quienes respondieron el BSQ-14 y el Eating Attitudes Test (EAT-26). El análisis factorial confirmatorio comprobó la unidimensionalidad del BSQ-14 (CFI = .95; NFI = .92; GFI = .86; RMR = .07; RMSEA = .09). Asimismo, el BSQ-14 correlacionó positivamente con el EAT-26 (r = .56; p < .001) y se encontró una excelente consistencia interna (α = .96; Omega = .96). Se concluyó que la evidencia acerca de la validez y confiabilidad de las puntuaciones del BSQ-14 fue adecuada para mujeres universitarias mexicanas. AbstractA short version of a questionnaire to assess body dissatisfaction is important for both clinical and research application. Therefore, the aim of this study was to analyze the factorial structure, convergent validity and internal consistency of a 14-items short version of the Body Shape Questionnaire (Cooper, Taylor, Cooper, & Fairburn, 1987) in a sample of university women. The sample included 400 Mexican university women (M = 19.43 years, SD = 1.11), who completed the BSQ-14 and the Eating Attitudes Test (EAT-26). The confirmatory factor analysis corroborated the unidimensionality of BSQ-14 (CFI = .95; NFI = .92; GFI = .86; RMR = .07; RMSEA = .09). Also, BSQ-14 showed positive correlation with EAT-26 (r = .56; p <.001) and an excellent internal consistency (α = .96; Omega = .96). It was concluded that the evidence about the validity and reliability of the BSQ-14 scores was adequate for university Mexican women.

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National pride and students’ attitudes towards history: an exploratory study

Cited by 18 publications

References 15 publications

Teaching (about) Britishness? An investigation into trainee teachers' understanding of Britishness in relation to citizenship and the discourse of civic nationalism

Teaching (about) Britishness? An investigation into trainee teachers' understanding of Britishness in relation to citizenship and the discourse of civic nationalism

“Patriotism à la Carte”: Perceived Legitimacy of Collective Guilt and Collective Pride as Motivators for Political Behavior

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