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Despite the societal importance of activism, the understanding of activist intentions remained limited (Liebert, Leve, & Hu, 2011; Klar & Kasser, 2009). The current study used the Theory of Planned Behavior (TPB) to examine two structural models of low-risk activist intentions and high-risk activist intentions (Ajzen, 1991). The

Despite the societal importance of activism, the understanding of activist intentions remained limited (Liebert, Leve, & Hu, 2011; Klar & Kasser, 2009). The current study used the Theory of Planned Behavior (TPB) to examine two structural models of low-risk activist intentions and high-risk activist intentions (Ajzen, 1991). The traditional TPB model was tested against a hybrid commitment model that also assessed past activist behaviors and activist identity. Participants (N = 383) were recruited through social media, professional list-serves, and word of mouth. Results indicated a good model fit for both the traditional TPB model (CFI = .98; RMSEA = .05; SRMR = .03; χ2(120) = 3760.62, p < .01) and the commitment model (CFI = .97; RMSEA = .05; SRMR = .04; χ2(325) = 7848.07, p < .01). The commitment model accounted for notably more variance in both low-risk activist intentions (78.9% in comparison to 26.5% for the traditional TPB model) and high-risk activist intentions (58.9% in comparison to 11.2% for the traditional TPB model). Despite this, the traditional TPB model was deemed the better model as the higher variance explained in the commitment model was almost entirely due to the inclusion of past low-risk activist behaviors and past high-risk activist behaviors. A post-hoc analysis that incorporated sexual orientation and religious affiliation as covariates into the traditional model also led to a good-fitting model (CFI = .98; RMSEA = .04; SRMR = .04; χ2(127) = 217.18, p < .01) and accounted for increased variance in low-risk activist intentions (29.7%) and high-risk activist intentions (18.7%) compared to the traditional model. The merits of each of the structural models and the practical implications for practice and research were discussed
ContributorsJew, Gilbert (Author) / Tran, Alisia (Thesis advisor) / Tracey, Terence (Committee member) / Capielo Rosario, Cristalís (Committee member) / Arizona State University (Publisher)
Created2019
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Bitcoin is a form of virtual currency that can be used as a medium of exchange for goods or services. Different from other forms of virtual payment, bitcoin is de-centralized and puts all of the power in the hands of the user, rather than a banking institution. However, bitcoin's ability

Bitcoin is a form of virtual currency that can be used as a medium of exchange for goods or services. Different from other forms of virtual payment, bitcoin is de-centralized and puts all of the power in the hands of the user, rather than a banking institution. However, bitcoin's ability to develop as a renowned medium of exchange has been impeded, potentially due to a lack of knowledge, active bitcoin platforms, and support. In this paper, I conduct a survey to understand factors that affect households' adoption of bitcoin. In particular, I focus on factors that capture the potential benefit and cost of adopting bitcoin. Through a public survey, participants are asked a series of questions on their willingness to adopt bitcoin. I found significant results stating that subjects were more inclined toward bitcoin contingent upon the number of platforms accepting it, the number of acquaintances using bitcoin, and the degree of personal knowledge participants have about bitcoin. These findings suggest that perceived benefit captured by network effect and convenience of use, as well as the potential cost captured by uncertainty help shape the adoption of bitcoin.
ContributorsMorrissey, Michael Joshua (Author) / Wang, Jessie (Thesis director) / Ray, Colter (Committee member) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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The current study used a Solomon four-group, experimental design to investigate the influence racist hate speech has on college students' anxiety, affective state, and attentional functioning. This study also examined if racist hate speech has differential impacts between students of color (i.e. targets of racist hate speech) and White students

The current study used a Solomon four-group, experimental design to investigate the influence racist hate speech has on college students' anxiety, affective state, and attentional functioning. This study also examined if racist hate speech has differential impacts between students of color (i.e. targets of racist hate speech) and White students (i.e., non-targets of racist hate speech). Participants included 591 undergraduate students predominantly from Arizona (n = 553, 93.57%). Participants were randomly assigned to one of four groups (i.e., pretest experimental, pretest control, posttest only experimental, and posttest only control). Participants assigned to the experimental condition read a vignette containing a classroom incident of racist hate speech, while participants assigned to the control condition read a vignette containing a classroom incident of speech remarking on a university’s football team. Repeated measures, within-between interaction analyses of variance as well as Spearman's bivariate correlations were conducted. Findings revealed that exposure to racist hate speech in a classroom setting can raise state anxiety for students of color and White students. Unexpectedly, exposure to racist hate speech reduced positive affect among White students, and previous experiences witnessing racist hate speech was associated with greater anxiety and attentional difficulty for White students; however, students of color did not experience changes in affective outcomes following exposure to racist hate speech, and previous experiences with racist hate speech were not associated with affective or attentional outcomes for students of color. The present study and future research on this topic can help to inform university policies and campus initiatives to support students impacted by racist discourse and create a more inclusive learning environment for all students.
ContributorsCruz, Samantha Nicole (Author) / Spanierman, Lisa B (Thesis advisor) / Capielo Rosario, Cristalís (Committee member) / Bebout, Lee (Committee member) / Arizona State University (Publisher)
Created2021