Griffith University

About: Griffith University is a education organization based out in Brisbane, Queensland, Australia. It is known for research contribution in the topics: Population & Poison control. The organization has 13830 authors who have published 49318 publications receiving 1420865 citations.

Brand Consumption and Narrative of the Self

Abstract: This study investigates how consumers use brands to construct their self. Focusing on the consumer’s experience of brands, the study interprets consumer narratives on how brand consumption contributes to the construction of the self. The findings demonstrate that consumers use brands in different ways: symbolic, iconic, and indexical. Apart from the symbolism of brands used to construct the self, consumers also use brands that resemble something in an iconic manner. Additionally, consumers use brands that have a factual connection to something in an indexical way to construct the self. Given these findings, this paper therefore contributes to both theory and practice. Theoretically, the findings support semiotic theory and the relationships between the object, the sign, and the interpretant. More practically, this work shows that recognition of the experiential meaning of brands informs marketers and brand managers on how to effectively market brands. © 2010 Wiley Periodicals, Inc. Consumers make choices every minute of every day and consumer researchers seek to understand these decisions. However, beyond rational decision making, people use sign and symbol embeds in everyday life as a social tool to communicate the self. Recognizing brand consumption as a phenomenon worthy of investigation, this study aims to identify and describe how consumers use brands to construct their self. Taking a narrative approach and focusing on the consumer’s experience, this

The ability of 'family friendly' organizational resources to predict work-family conflict and job and family satisfaction

Abstract: The effectiveness of organizational interventions in reducing the adverse consequences of work–family conflict has produced mixed findings. This paper examines the relationship between the use of organizational ‘family friendly’ resources (such as creche facilities, flexible working hours, and job sharing), with levels of work–family conflict, and job and family satisfaction over time. Using structural equation modelling, these associations were tested in 398 employed men and women who each completed a self-report questionnaire administered on two occasions. The use of organizational interventions directly predicted increased levels of concurrent (Time 1) work–family interference and increased levels of subsequent (Time 2) job satisfaction. Both organizational interventions and family interventions (i.e. support) positively predicted subsequent family satisfaction. The research demonstrates that the provision of organizational ‘family-friendly’ practices will produce improved psychological outcomes for employees. Copyright © 2005 John Wiley & Sons, Ltd.

Why Knowledge Matters in Curriculum: A Social Realist Argument

Abstract: This book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum, and to elaborate social realism's critique of constructivism, technical-instrumentalism and neo-conservatism.

Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP).

Abstract: A frequently observed research finding is that females outperform males on tasks of verbal and language abilities, but there is considerable variability in effect sizes from sample to sample The gold standard for evaluating gender differences in cognitive ability is to recruit a large, demographically representative sample We examined 3 decades of US student achievement in reading and writing from the National Assessment of Educational Progress to determine the magnitude of gender differences (N = 39 million), and whether these were declining over time as claimed by Feingold (1988) Examination of effect sizes found a developmental progression from initially small gender differences in Grade 4 toward larger effects as students progress through schooling Differences for reading were small-to-medium (d = -32 by Grade 12), and medium-sized for writing (d = -55 by Grade 12) and were stable over the historical time Additionally, there were pronounced imbalances in gender ratios at the lower left and upper right tails of the ability spectrum These results are interpreted in the context of Hyde's (2005) gender similarities hypothesis, which holds that most psychological gender differences are only small or trivial in size Language and verbal abilities represent one exception to the general rule of gender similarities, and we discuss the educational implications of these findings (PsycINFO Database Record (c) 2019 APA, all rights reserved)