The Personality And Academic Achievement

The Personality And Academic Achievement ABSTRACT Chemistry achievement is one of the major interests of educators. Educational psychologists have been always concerned to identify the factors that affect students achievement. The emphasis continued to change and shift from one aspect to the other from time to time. The purpose of this study is to determine the effect of students personality and attitude on Chemistry achievement. Data were collected by self-prepared survey instrument. The opinions of personally approached 780 secondary school students of government, semi-government and private school sectors were surveyed through stratified random sampling. Data was analyzed by calculating mean, and by applying one way ANOVA. The results revealed that Gender, Family Type, School sectors, Parents Education, and Choice of Course have significant effect on chemistry achievement. Findings of study also revealed that out of five sub-factors of personality, the two sub-factors (Conscientiousness and Openness to Experience) effect signific antly on students having 50-80% marks achievement in chemistry. From 81-90% the significant determinant of chemistry achievement is the sub-factor Achievement Motivation and above 90% marks the significant predictor of Chemistry Achievement is sub-factor Motivation. The research will benefit Educators, Curriculum developers, Teacher, Parents and students. Findings of the factors influencing academic achievement will help educators to develop fair academic curricula that can compensate for known weaknesses a student might carry in the classroom, and those that can nurture a students strengths. Keywords: Attitude towards chemistry; Personality traits; Chemistry Achievement; Openness to experience; Conscientiousness; Motivation; Achievement Motivation. Introduction Academic achievement represents the understanding of the student about different concepts and skills developed in different subjects. In most of the countries, parents usually desire that their children show high level of academic achievement which sets a lot of burden on children, teachers, schools and in general the whole education system. Thus the whole education system revolves round the academic achievement of students so, the schools set a lot of time for helping students to achieve high grades. Academic achievement may be influenced by different factors like intelligence, study habits, and attitudes of students, socio economic status, motivation, opportunities, and different characteristics of their personality. Academic achievement is considered as a core standard to measure students total potential and capabilities of learning. Hence academic achievement occupies a very vital place in our education as well as in the learning process. Achievement is the major outcome of education, the level to which a student, teacher has accomplished their educational goals. According to Crow and Crow (1964) academic achievement is reflected by the extent to which a skill or knowledge has been acquired by a person from the training imparted to him. Previous studies in science education revealed that students at all levels struggle to learn chemistry, but most of them remain unsuccessful (Herron, 1975; Nakhleh, 1992; Sawrey, 1990). Knowledge of the factors that influence academic success has important implications for learning and education. Academic success is strongly influenced by individual differences in personality and attitude. Literature Review Personality and Academic Achievement: Personality is the basic area of study for psychologists. Hall and Lindzey (1991) state that personality may be defined in terms of characteristics or abilities, that are highly representative of an individual and is an important part of the overall impression created on others. According to Pervin, and John (2005) Personality comprises of unique set of characteristics that define an individual feelings, way of thinking, and behavior. Personality is a person set of relatively stable characteristics that account patterns of behavior, in various situations each individual in some ways is different and in some ways is unique. There is much concern about the science achievement of the students in high schools recently. Accordingly a strong emphasis is currently placed on improving the quality of science education (Morrel Lederman, 1998). A widely used personality model, McCrae and Costas NEO Five Factor Model, or Big Five Model (1990), comprises of Extraversion, Neuroticism, Conscientiousness, Openness to Experience and Agreeableness. Recent studies show that Big Five traits measurement is powerful enough to explain a moderate percentage of the variance in academic achievement (Blickle, 1996; Rolfhus Ackerman, 1999). The relationship between Extraversion and academic achievement shows that Extravert students perform better in primary schools where as introverts perform well in secondary schools and university (Eysenck Cookson, 1969). Introverts are benefited in written exams, while extraverts have an advantage in oral exams (Chamorro- Premuzic Furnham, 2003a; Furnham Medhurst, 1995). Table 2.1: Characteristics of Big Five Personality Traits Big five traits Characteristics Sample Items Extraversion Impulsive, Ambitious, Social, Caring, optimistic, Confident I learn more through cooperating and discussing with my classmates. Agreeableness Friendly, helping, trusting, Kind, Cooperative Kindhearted, Supportive. I realize that helping my classmates in chemistry benefits me. Conscientiousness Hardworking, Motivated, well organized, dutiful, achievement-oriented I strive to achieve excellence in everything I do. Neuroticism Nervous, Sensitive, disturbed, confuse, distract I cannot understand the imaginary concept of Chemistry. Openness to Experience Open-minded, Inventive, Curious, Imaginative, Innovative I am always willing to accept the new experiences of Chemistry. Neuroticism is the condition of fear, nervousness in stressful conditions i.e., exams (Hembree, 1988; Siepp, 1991). Neuroticism leads to poor self-concept (Wells Matthews, 1994) and low self-estimated intelligence (Furnham, Chamorro-Premuzic, and Moutafi, under review). Chamorro-Premuzie and Furnham (2003) found that Neuroticism may impair academic achievement or has no significant associations with academic achievement (Puklek Levpu[scaron] [caron] ek Zupan[caron] i[caron] 2009a).Openness to experience is significant predictor of academic achievement(Bratko et al., 2006; Laidra et al., 2007). Openness to experience and agreeableness are positively related to academic achievement (Lounsbury et al., 2003; Farsides Woodfield, 2003). Researchers have shown significant associations between Conscientiousness and academic achievement in school (Noftle Robins, 2007) because careful, organized, hardworking, and achievement-oriented students may expect to succeed in academic settings. Attitude and Academic Achievement Osborne et al. (2003) state that attitudes are the feelings, beliefs, and values held about an object, in terms of chemistry may be enthusiasm about chemistry, perceptions of chemistry, and the contribution of chemistry to society or scientists. Thus attitude play a vital role in fostering long-lasting learning and to determine students academic achievement. Affective characteristics are considered as an important domain of attitude so in this study we select seven affective characteristics that are motivation, interest, confidence, enjoyment, importance, anxiety and achievement motivation. Table.2.2: Characteristics of Affective Domain of Attitude Scale Description Sample Item Enjoyment Fascinating, Exciting, Fun, Interesting, Attractive, Captivating Chemistry lessons are interesting and fun to study. Anxiety Worry, Nervous, Fear, Confuse, Uncomfortable Chemistry usually makes me feel uncomfortable, nervous and confused. Importance Useful, beneficial, Advantageous, Helpful, Aware Chemistry is useful if the topics are connected with our daily life. Interest Aware, Curious, Like, I am interested to know about the new researches in chemistry. Motivation Inspiration, Reinforcement, Stimulation, Encouragement When I fail in Chemistry course, it encourages me to try much harder to do well in Chemistry. Confidence Success, Sureness, Sef-reliance I am sure I can learn and can do advance work in Chemistry Achievement Motivation Extent to which students are motivated to achieve their goals. I get good grades in Chemistry than any other subject. An examination of literature on attitude and chemistry achievement reveals conflicting results (Shibley et al., 2003; Turner and Lindsay, 2003). While some claim a low correlation between attitude and achievement, others claim the two are strongly positively correlated. Wei-nburghs (1995) meta-analysis of the research suggests that there is only a moderate relation between attitude and achievement. Previous researches show the effect of affective characteristics of attitude on academic achievement. Skaalvik and Rankin (1995), Egitimidergisi, (2007) found that motivation is correlated with academic achievement. Academic achievement is most likely to occur when learning is self-directed and students are motivated (Ryan, Connell, Deci, 1985). Furthermore, researchers have found that motivation leads to engagement in academic tasks, which is related to achievement (DeCharms, 1984; Dweck, 1986). Interest is an individual predisposition and a psychological state of mind, which is important for cognitive engagement, learning, and achievement (Ainley, Hidi, Berndorff, 2002; Pintrich Schunk, 2002). Krapp approach interest in two different point of views, Personal and situational interest. Personal interest is topic-specific, persists over time (Schiefele 1991). However, situational interest is aroused as a function of the interestingness of the event or object and it is also changeab le and partially under the control of teachers (Schraw, Flowerday, Lehman 2001). Interest is related to students devotion, goals, and depth of learning (Hidi Renninger, 2006). Interests increase when students feel competent, so even if students are not initially interested in a subject or activity, they may develop interests as they experience success. (Stipek, 2002). Whitfield (1979) reported chemistry and physics as the least enjoyable subject. Analysis indicates that there is significant mean difference between Grade 9 and Grade 10 students attitudes toward chemistry as a school subject on enjoyment and importance dimensions (Can Boz, 2012). Achievement motivation is correlated with academic achievement (Camara, 1986). Individuals academic achievement depends not only on their motivation to achieve but also on whether they expect to achieve and whether they fear failure. Students work hard when they perceive a reasonable chance to succeed than when they perceive a goal to be o ut of reach (Atkinson, 1964). Demographics (Gender, School Sector, Parents Qualification, Choice of Course) and Academic Achievement: Previous studies demonstrate that achievement in science is gender dependent. Male and female students achievement in science is significantly correlated (Schibeci and Riley 1986, Weinburgh 1995). Previous research revealed that boys outperform girls in science in most countries (Pinchas 1988, Wang Staver 1995). Gender differences in science achievement test scores have not typically been large when compared. However, recent studies on gender differences in science achievement reported a change in pattern, thus reporting either no gender differences (Ventura 1992, Calsambis 1995) or girls outperforming boys in science (Young and Fraser 1990, Soyibo 1999). Fraser-Abder (1990) investigated the effects of gender, school-type (single-sex or coeducational schools, private denominational or government schools), parental occupation, and socioeconomic status on science achievement in Trinidad. Fraser-Abder found that girls scored significantly higher than boys on the science test. Zappala ( 2002) argue that the type of school a child attends influences academic achievement. Schools according to Sentamu (2003) are social institutions in which groups of individuals are brought together to share educational experiences and such interactions may breed positive or negative influences on learners. Parents education is positively related to students academic achievement. This is supported by Dills (2006) and Owens (1999). Considine and Zappala (2002) Kwesiga (2002) reveal that School sector (public or private) is linked to academic performance of students. Parents who scaffold learning experiences and provide support to their children when needed early in childrens lives may prepare their children for school entry and provide basis for them to benefit from educational activities (Pianta Egeland, 1994; Pianta et al., 1990; Pianta et al., 1997). Parents own behavior as well as joint family activities have been shown to influence childrens academic motivation and behavior ( Chen, Lee Stevenson, 1996; De Garmo, Forgatch Martinez, 1999; Grolnick Slowiaczek, 1994; Heiss, 1996). Authoritative parenting, has positive effects on how students approach the demands they face in school (Bradley et al., 2000; Gutman Eccles, 1999). Interest and attitude of learners towards the subject plays a decisive role for the success of the learner. Students choose course by their interest are believed to be highly motivated to learn than students placed in a department without their interest. High motivation is a factor which can lead students to a better achievement. Studies done by different authors disclosed that motivated students perform better academically than unmotivated ones (Bank and Finlapson, 1980; Broussard and Garrison, 2004; Sandra, 2002). Significance of the Study Attitude towards Chemistry and personality traits vary over time and effect academic achievement of students in different ways. Previous studies show that attitudes and personality towards Chemistry achievement are cultural dependent. Culture varies between and within countries. Therefore, it is reasonable to assume large number of variations in students achievement in chemistry reported from different parts of the world. Gender role varies in different cultures; it is therefore likely that chemistry achievement is gender dependent. Chemistry achievement is one of the major interests of educators. Although being not very frequent affective characteristics are studied together with personality and achievement in chemistry education. However studies based on Affective Characteristics and Achievement or on Personality and Achievement is found separately but combine study of all these three factors is not found in chemistry education. Prior research has established that both personality traits and attitude are associated with academic achievement. However, not much is known about the joint influence of personality traits and attitude on learners Chemistry academic achievement. In the current study, researcher sought to fill in this gap in the literature by directly examining the relationship between personality, attitude and academic achievement. Three major research questions were investigated: (1) what is the relationship between secondary school science students Big 5 personality traits and affective characteristics of attitude on their Chemistry academic achievement? (2) How demographic factors (age, gender, family type, school sector, choice of course and educational levels of parents) influence Chemistry academic achievement of secondary school science students. (3) Are the Affective Characteristics of Attitude depends on each other? Methods Development and Validation of Instrument To investigate the aim of this study, the first step was to develop a valid and reliable questionnaire for measuring students personality trait and attitudes toward chemistry achievement. Rather than translating an attitude and personality questionnaire among those available in literature, we constructed a new questionnaire, in order to be more relevant to the curriculum and conditions applied in the Pakistan schools. The questionnaire was prepared on the basis of Likert scale type. It was prepared by keeping in view different aspects of the problem. All participants completed a 37-statement investigator-developed questionnaire. The Questionnaire includes six demographic variables as well as two factors (Personality Attitude). Six demographic variables are included that elicits respondents background information. All participants were asked to rate each item using a five-point scale where a 5 represented strongly agree and a 1 represented strongly disagree. The ratings for all statement on each scale are summed, and a higher score indicates more obvious trait characteristics. All items were written in a structured alternative format design to reduce the tendency to give socially desirable responses (Harter, 1982). The pilot testing was done on a sample of 50 students. The reliability of the research instrument was 0.84 and level of difficulty of questionnaire was moderate. Procedures The authors obtained authorization from school administrators to conduct the study. Through individual meeting communications were provided to the school counselors (or classroom teachers) to explain the purpose of this study and the research instrument. Students were recruited through voluntary participation. There were 780 students who participate in this study. The investigators administered the Questionnaire to consenting students either during classes. Before administering the survey, the purpose of the study and the procedures to complete the Questionnaire were explained to the students. Students understanding of the survey was verified and questions about the survey were answered. Data Analyses Quantitative analysis was performed with the help of SPSS (Statistical Package for Social Sciences). Mean and one way ANOVA was applied on the data to investigate questionnaire in terms of personality traits and attitudes toward chemistry. Effect of Gender and Family Type on Students Chemistry Achievement Figure 1 illustrates a significant effect of Gender and Family Type on students Chemistry Achievement. Figure indicates that Male students have the mean value 3.66 and are high achievers in chemistry as compare to female students having mean value 3.60, while students belongs to Nuclear Family have the mean value 3.65 and are high achievers in chemistry as compare to students who belongs to Joint family system having mean value 3.62. Figure 1: Mean values of Class, Gender and Family Type on the basis of secondary school students Chemistry Achievement. Effect of School Sector on Students Chemistry Achievement Figure 2 shows a significant effect of School Sector on students Chemistry Achievement. Figure indicates that the Private school show highest mean value 4.14 of Chemistry Achievement while the Government School show lowest mean value 2.78 of Chemistry Achievement and Semi-Government School show moderate mean value 3.98 of Chemistry Achievement. Figure 2 shows Mean values of School Sector on the basis secondary school students Chemistry Achievement. Effect of Father Qualification on students Chemistry Achievement Figure 3 indicates that the students whose Father qualification is Masters show highest mean value 4.17 of Chemistry Achievement and the students whose fathers are Uneducated show lowest mean value 2.34 of Chemistry Achievement as compare to the students whose father qualifications is Matric, Intermediate, Graduation and Masters. Figure 3 illustrates a positive significant effect of Father Qualification on secondary school students Chemistry Achievement. Figure 3 shows Mean values Father Qualification based on secondary school students Chemistry Achievement. Effect of Mother Qualification on Students Chemistry Achievement Figure 4 indicates that the students whose mother qualification is Masters show highest mean value 4.21 of Chemistry Achievement and the students whose mothers are Uneducated show lowest mean value 2.37 of Chemistry Achievement as compare to the students whose mother qualifications are Matric, Intermediate, Graduation and Masters. Figure 4 illustrates a positive significant effect of Mother Qualification on secondary school students Chemistry Achievement. Figure 4 shows Mean values of Mother Qualification on the basis of Secondary School students Chemistry Achievement. Effect of Choice of Course on Students Chemistry Achievement Figure 5 illustrates a significant effect of Choice of Course on Students Chemistry Achievement. Figure indicates that the students who choose chemistry for Better Academic Accomplishment show highest mean value 3.93 of Chemistry Achievement and the students who choose chemistry Out of Interest show lowest mean value 3.36 of Chemistry Achievement. Figure 5 shows Mean values of Choice of Course based on secondary school students Chemistry Achievement. Sum of Squares (df ) Mean Square F-values (p-values) Post hoc (p-values) 51%-60%Vs. 61%-70% 51%-60%Vs. 71%-80% 91%-100%Vs. 50% below 50% 91%-100% Vs. 51%-60% 91%-100% Vs.61%-70% 91%-100% Vs. 71%-80% Extraversion Between group 2.445 (5) 0.489 1.136 (0.340) Within group 333.101 (774) 0.430 Agreeableness Between group 5.249 (5) 1.050 2.196 (0.053) Within group 369.982 (774) 0.478 Conscientiousness Between group 8.395 5 1.679 4.180 (0.001) -0.2453 (0.015) -0.2992 (0.001) Within group 310.866 (774) 0.402 Neuroticism Between group 4.343 (5) 0.869 1.485 (0.192) Within group 452.680 (774) 0.585 Openness to Experience Between group 10.273 (5) 2.055 3.661 (0.003) -0.55686 (0.009) -0.34645 (0.048) -0.31730 (0.042) -0.38241 (0.005) Within group 434.327 (774) 0.561 -0.15460 (0.017) Personality Between group 2.616 (5) 0.523 3.044 (0.010) Within group 133.024 (774) 0.172 Table 3: One way ANOVA and Tukey post hoc for multiple comparisons of Chemistry Achievement on secondary school students Personality trait Effect of Personality Traits on Students Chemistry Achievement Table 3 indicates that there is no significant effect of secondary school students Personality trait Extraversion, Agreeableness, Neuroticism on Chemistry Achievement. Table 3 also reveals that there is significant effect of secondary school students Personality trait Conscientiousness on Chemistry Achievement. From the Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 61%-70% and 71%-80% show more Conscientiousness that the students who got 51%-60% marks. Table 3 also specifies that there is significant effect of secondary school students Personality trait Openness to Experience on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 50% below 50%, 51%-60%, 61%-70% and 71%-80% show more Openness to Experience than the students who got 91%-100% marks. Table 3 also illustrates that there is significant effect of secondary school students Personality on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 71%-80% show more Personality than the students who got marks 51%-60%. Sum of Squares (df ) Mean Square F-values (p-values) Post hoc (p-values) 81%-90% Vs.51%-60% 81%-90%Vs. 61%-70% 91%-100%Vs. 50% below 50% 91%-100% Vs.61%-70% 91%-100% Vs. 71%-80% Interest Between group 3.199 (5) 0.640 0.857 (0.510) Within group 577.815 (774) 0.747 Motivation Between group 12.250 (5) 2.450 3.923 (0.002) -0.61783 (0.005) -0.33498 (0.042) -0.36734 (0.015) Within group 483.388 (774) 0.625 Enjoyment Between group 5.923 (5) 1.185 1.197 (0.309) Within group 766.010 (774) 0.990 Confidence Between group 4.141 (5) 0.828 1.790 (0.112) Within group 358.069 (774) 0.463 Importance Between group 2.379 (5) 0.476 0.832 (0.527) ) Within group 442.382 (774) 0.572 Anxiety Between group 5.907 (5) 1.181 1.419 (0.215) Within group 644.330 (774) 0.832 Achievement Motivation Between group 12.150 (5) 2.430 3.637 (0.003) 0.36081 (0.015) 0.28473 (0.033) Within group 517.194 (774) 0.668 Attitude Between group 1.168 (5) 0.234 0.671 (0.646) Within group 269.496 (774) 0.348 Table 4: One way ANOVA and Tukey post hoc for multiple comparisons of Chemistry Achievement on secondary school students Affective Characteristics of Attitude Effect of Attitude on Students Chemistry Achievement Table 4 also indicates that there is no significant effect of secondary school students Interest, Enjoyment, Confidence, Importance, and Anxiety of Chemistry lessons. Table 4 indicates that there is significant effect of secondary school students Motivation towards Chemistry on Chemistry Achievement. Tukey Post Hoc Test of Multiple Comparisons it is evident that the students who got marks 91-100% show more Motivation as compare to students who got 50% below 50%, 61%-70% and 71%-80% marks. Table 4 illustrates that there is significant effect of secondary school students Achievement Motivation towards Chemistry on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons revealed that there is significant effect of secondary school students Achievement Motivation on Chemistry Achievement. The students who got marks 81%-90% show more Achievement Motivation than the students who got 51%-60% and 61%-70% marks. Table indicates that there is no significant effect of secondary school students Attitude towards Chemistry on Chemistry Achievement. Inter-relationship between different sub-factors of affective attitude Variable r- value Sig. Enjoyment and Interest 0.765 0.000 Interest and Motivation 0.694 0.000 Interest and Confidence 0.623 0.000 Interest and Importance 0.574 0.574 Interest and Anxiety 0.031 0.389 Interest and Achievement Motivation 0.666 0.000 Motivation and Enjoyment 0.566 0.000 Motivation and Confidence 0.824 0.000 Motivation and Importance 0.476 0.000 Motivation and Anxiety 0.014 0.687 Motivation and Achievement Motivation 0.464 0.000 Confidence and Importance 0.500 0.000 Confidence and Anxiety 0.009 0.793 Confidence and Achievement Motivation 0.445 0.000 Importance and Anxiety 0.008 0.834 Importance and Achievement Motivation 0.407 0.000 Anxiety and Achievement Motivation 0.196 0.000 Table 1 shows that r-ratio (0.765) SO, there is strong positive relationship between secondary school students Interest in chemistry and students Enjoyment in learning chemistry lessons. r-ratio (0.694) indicates strong positive relationship between secondary school students Interest in chemistry and students Motivation in learning chemistry lessons. r-ratio (0.623) illustrate the strong positive relationship between secondary school students Interest in chemistry and students Confidence in learning chemistry lessons. r-ratio (0.574) is not significant at pà ¢Ã¢â‚¬ °Ã‚ ¤0.05 level of significance and there is no significant relationship between secondary school students Interest in chemistry and they do not know the Importance of chemistry lessons. r-ratio (0.031) is not significant at pà ¢Ã¢â‚¬ °Ã‚ ¤0.05 level of significance so,there is no significant relationship between secondary school students Interest in chemistry and their Anxiety about chemistry lessons. r-ratio (0.666) il lustrate the strong positive relationship between secondary school students Interest in chemistry and students Achievement Motivation about chemistry lessons. Table 1 also shows that r-ratio (0.566) shows the moderate positive relationship between secondary school students Motivation about chemistry and students Enjoyment of chemistry lessons. r-ratio (0.824) represents strong positive relationship between secondary school students Motivation about chemistry and students and Confidence about chemistry lessons. r-ratio (0.476) shows the intermediate positive relationship between secondary school students Motivation about chemistry and Importance of chemistry lessons. r-ratio (0.014) is not significant at pà ¢Ã¢â‚¬ °Ã‚ ¤0.05 level of significance So, it is evident that there is no significant relationship between secon

Merchants of Cool Essay

In watching the film, Merchants of Cool, which was aired in 2001, it is quite concerning how our society is turning to consuming as a means of achieving a satisfying standard of living. The film brought to light how large media companies, especially conglomerates that own all production and distribution of media from start to finish, study and sell to teen youths because of their large quantity of â€Å"guilt money†, disposable income giving to youth by parents to keep them happy. They have become the most marketed group, which in turn turns the youth into adults that continue to seek happiness in consuming. The fear in this standard of living is that we start losing touch with our true values, and instead of looking towards family, community, ethnicity and religion as the creator of cultural forms, we are now being oriented as a society by the world of commodities. And with the advancement of technology, so has marketing research advanced, where we are being specifically being catered to with ads to continue this cycle of finding meaning and happiness through the purchase of goods and services. Advertisers know that they cannot sell meaning and happiness, but they can illicit those feelings by advertising visions of what a â€Å"good life† should be through the selling of products, known as **image-based advertising**. Sut Jhally’s article, Image-Based Culture: Advertising and Popular Culture, explains how image-based advertising has been so integrated into our way of thought and consumption that it is difficult to pinpoint when our most cherished values became tied into consumer culture (p 201). Advertisements have taken up so much of our public space and discourse, and now even our private with the advancement of technology, that we are constantly being shown what the vision of happiness is, and what we must buy to achieve a satisfying standard of living. Juliet Schor’s article, The New Politics of Consumption: Why Americans Want So Much More Than They Need, breaks down the idea that Americans live in a constant state of **dis-ease**: worrying about the preoccupation with getting and spending (p 205). Not only is this disconcerting because it takes away from living in the moment, but it pushes us to live beyond our means. We aren’t happy because we do not emulate what we see as the â€Å"good life† because of the growing aspirational gap because of upscale emulation. We are never at ease where we stand economically and socially, and feel the pressures to keep up. And although this is a problem with the upper and middle class, it is a more dangerous problem for the lower class. The trickle effect of status symbol goods, such as state of the art phones, flat screen televisions, etc. , sets up those with limited resources and aspirations of living the â€Å"good life† by buying those goods for continual financial failure through consumption of expensive goods that is beyond their means. The film, The Merchants of Cool, aired in 2001, and the way that companies acquired information from the consumer was with â€Å"cool hunters†, marketing researchers who would research and interview to see what trends could be capitalized on. The analyzing was apparent, as opposed to now where consumers are being researched and targeted in ways that are more subtle, and now advertisers have the tools to more conspicuously sell us the â€Å"good life†. On the radio interview â€Å"How Companies are ‘Defining Your Worth’ Online†, Joseph Turrow discussed how marketers don’t even have to do much to gather information from us, they can now track our online movements using digital tracking like cookies. This information is gathered and sold to advertisers by data marketers, unbeknownst to us. Market research has evolved so much because of the growing digital world we live in. And advertisers are now able to subtly sell to us in a personally targeted way, instead of the blatant in your face banner ads that we would automatically close without even reading them. Although this is perfectly legal, the downfall falls on the consumer that is being researched and targeted. Our sense of consumption is insatiable when we are constantly being targeted, we lose a sense of privacy when we are constantly being watched, and, as Joseph Turrow also discussed, and we can also be targets of **digital social discrimination**. Digital social discrimination, which is the idea that companies can take digital information and make inferences of what kind of ads are suitable for the individual consumer, they target only certain ads, discounts, and such (2012). Advertisers then think of that individual only in a certain way, and may even target ads that may have negative connotations, such as getting out of debt ads, weight loss, and such. Consumers are being categorized, and because of the categories they are being targeted by certain ads, which perhaps sell a good that is not appropriate, and denied others because of assumptions being made by the online information gathered on that individual. This is why it is important to have some sort of regulatory system overseeing the structure and ownership of media. U. S. government plays only a small role in determining who owns the media, and only regulates it minimally, and the power of the U. S. media that uses the market research to produce products reaches us not just here in the United States, but also has a global impact. Because of the United States’ **cultural imperialism**, where American styles in fashion and food, as well as media far, dominate the global market, our versions of the â€Å"good life† are influenced on parts of the world, as discussed in Richard Campbell’s â€Å"Media Economics and the Global Marketplace†, (p 411). Our ‘cultural dumping’ of exporting U. S. media can influence other countries societal value systems, development of original local products, and abandon their own rituals to adopt American tastes. In reality, the power behind these large media researchers, marketers, producers, and distributors, who are often the owned by the same company, is astounding and influences not only our lives as an individual, but also has the potential to influence on a global level. They are able to gather information about individuals, sell it, and categorize as they see fit, leaving us with no sense of privacy, with the goal of selling us as many goods and services as possible until we reach the unattainable â€Å"good life†, which is a vision that they have carefully created. Until we, as consumers, are more aware of how much consumption has taken over our sense of self-worth and satisfaction and how little privacy we have in the new digital age, we will keep trying to buy the â€Å"good life†. ?

Differential Association Theory

The paper discusses Edwin Sutherland’s Differential association theory. The nine principles of Differential association theory are discussed. The paper aims to connect fighting to Sutherland’s Differential association theory. Based on Sutherland’s theory, fighting is a form of deviant behavior, which young people learn via face-to-face communication with other people. Individuals choose to fight, when group beliefs that favor fighting overweigh group beliefs that do not favor violations of law.Whether individuals choose to fight or not to fight depends on the intensity and duration of messages that favor this form of deviance. Those who fight and those who do not fight usually express the same values and beliefs; the only difference is in the means they choose to pursue their goals. Differential Association Theory Crime and deviance have always been the objects of the peer sociological analysis. Dozens of theories were developed in an attempt to explain what crim e is, how it develops, and what can keep people from committing a crime.The list of possible explanations of deviance is endless – from genetics and social status, to television, oedipal complexes and severe mental deficiencies; yet, Edwin Sutherland’s Differential association theory remains one of the most important theoretical foundations of sociology. According to Differential association theory, individuals learn deviant behaviors through face-to-face communication with other people.As a result, fighting is a form of deviant behavior individuals learn from other people and use to achieve their goals. Differential Association Theory: The Basic Principles Differential association theory reflects Edwin Sutherland’s beliefs about the origins of crime: Sutherland was confident that crime and deviance were not biologically or economically driven, but learned through various socialization processes (Finley, 2007).Generally, the theory of differential association co mprises nine different principles: (a) delinquent behavior is learned; (b) delinquent behavior is learned from other people via face-to-face communication; (c) learning usually occurs in intimate groups and small face-to-face gatherings; (d) in these intimate groups, individuals learn techniques for committing crime, as well as appropriate attitudes and rationalizations for doing so; (e) individuals learn to direct their motives, based on whether they consider the legal code as favorable or unfavorable to crime; (f) individuals learn deviant behaviors and crime when definitions favorable to deviance overweigh the definitions unfavorable to violating law; (g) specific tendencies toward delinquency will depend on the frequency and duration of learning experiences; (h) learning delinquency is similar to any other form of learning; and (i) deviant and non-deviant behaviors usually express the same needs – the only difference is in the means individuals use to pursue their goals ( Regoli, Hewitt & DeListi, 2010).These are the principles that can readily explain any form of deviant behavior, including fighting. Fighting As a Form of Deviant Behavior: Making Connections Fighting is a popular form of deviant behavior among youth. Nine principles of Sutherland’s theory help to explain fighting in terms of communication, socialization, and peer influence; however, to make the explanation more plausible, some important connections should be made.The fact is that Sutherland’s nine propositions are grouped around three important concepts – normative conflict, differential association, and differential group organization (Matsueda, 2000). As a result, the roots and origins of fighting are easy to trace through the societal, group, and individual levels (Matsueda, 2000). At the societal level, crime is always rooted in normative conflict – a conflict of attitudes toward specific norms, beliefs, and ideas (Matsueda, 2000). Different segments of society hold different beliefs about law: some consider law as the set of rules to be followed under all circumstances, while others view law as the set of rules to be violated under certain circumstances (Matsueda, 2000).These are favorable and unfavorable attitudes to deviance, which Sutherland mentions in his theory. Fighting is a form of deviant behavior, which develops under the influence of excessive beliefs that favor fighting. Fighting will be uncommon in societies that do not consider it as an appropriate form of behavior. The question is in how these beliefs transform into individual fighting acts. According to Sutherland, fighting is always the act of learned behavior (Regoli, Hewitt & DeListi, 2010). Fighting is learned via face-to-face interactions with other people. For example, individuals will choose to fight if their parents welcome this form of deviance. However, peer influence alone cannot suffice to make individuals fight.Individuals must learn (a) specific fi ghting techniques; and (b) definitions favorable to fighting (Matsueda, 2000). The latter are, actually, the rationalizations which individuals use to justify their fighting acts. Some individuals justify fighting by telling that everyone fights. Others view fighting as the best expression of true masculinity. Certainly, fighting can be easily offset by definitions that do not favor violations of law, e. g. â€Å"Fighting is bad† or â€Å"Fighting causes pain and sufferings to other people†. Whether a person chooses to engage in or refrain from fighting depends on the duration, frequency, priority, and intensity of presenting these definitions.Here, group influence is of critical importance: Sutherland’s theory assumes that â€Å"when groups are strongly organized against crime, they will present an abundance of definitions favorable to crime and few definitions unfavorable to crime† (Matsueda, 2000, p. 131). Individuals growing up in groups that favor fi ghting will be more likely to fight, than those who live in groups strongly organized against fighting. Through the intimate interaction with groups that favor fighting, individuals will learn techniques and rationalizations for doing so. The process of learning to fight will be similar to any other form of learning. The goals of those who fight and those who do not fight will be similar, too. What will be different is the means fighting and non-fighting individuals choose to pursue their goals (Regoli, Hewitt & DeLisi, 2010). ConclusionFrom the viewpoint of Sutherland’s Differential association theory, fighting is a form of deviant behavior learned through face-to-face communication. Such learning usually occurs in intimate groups, where individuals learn specific fighting techniques and rationalizations for doing so. Fighting prevails in groups, where definitions that favor fighting overweigh the definitions that do not favor this form of deviance. Whether individuals choos e to fight depends on the frequency, duration, priority, and intensity of messages and beliefs that favor fighting. Learning to fight is similar to other forms of learning. Those who fight and those who do not fight express similar ideas and values. The only difference will be in the means these individuals choose to pursue their goals.

What Is the French Verb Conjugation for Acquérir

The French verb  acquà ©rir  looks very similar to its English meaning to acquire. That makes the word an easy one to add to your vocabulary. When it comes to conjugating the verb, you may find it to be a bit of a challenge. Dont worry, though. This lesson will help out with your  acquà ©rir  conjugations. Conjugating the French Verb   Acquà ©rir The challenge with  acquà ©rir  is that it is an  irregular verb. This means that it does not necessarily follow a pattern. You will have to rely on your memory instead of any set rules. However, it does use the same endings as  conquà ©rir  and it will be helpful to study the two together. When studying these conjugations, use the chart to pair the subject pronoun with the proper tense for your sentence. For instance, I acquire is jacquiers and they will acquire is ils acquerront. Subject Present Future Imperfect j acquiers acquerrai acqurais tu acquiers acquerras acqurais il acquiert acquerra acqurait nous acqurons acquerrons acqurions vous acqurez acquerrez acquriez ils acquirent acquerront acquraient The Present Participle of  Acquà ©rir To transform  acquà ©rir  into the  present participle, simply change the -ir  to -ant  and you have  acquà ©rant.  This acts as a verb and can also be used as an adjective, gerund, or noun in certain circumstances. The Passà © Composà © and Past Participle of  Acquà ©rir The  passà © composà ©Ã‚  is a common way to express the past tense in French. To use it, you must use a conjugate of the  auxiliary verb  avoir.  You will also use the  past participle  for all subjects and that is acquis. For example, we acquired becomes nous avons acquis in the passà © composà ©. Likewise you acquired is tu avez acquis. More Verb Conjugations for  Acquà ©rir Depending on how far you go with your French studies, you may or may not use any of the following conjugations. This is particularly true for the passà © simple and imperfect subjunctive, which are primarily used for formal writing. The other two forms may be useful as they both imply a degree of uncertainty to the action of acquiring. The subjunctive verb mood is used when there is a level of uncertainty. Similarly, the conditional verb mood is useful for those times when the action may or may not happen. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive j acquire acquerrais acquis acquisse tu acquires acquerrais acquis acquisses il acquire acquerrait acquit acqut nous acqurions acquerrions acqumes acquissions vous acquriez acquerriez acqutes acquissiez ils acquirent acquerraient acquirent acquissent You can also choose to use  acquà ©rir  in the imperative. This is useful for short and direct commands or requests. When using the imperative, you can leave out the subject pronoun. Rather than tu acquiers, you can just use acquiers. Imperative (tu) acquiers (nous) acqurons (vous) acqurez