Search results

The purpose of this paper was to explore a new sport attendance behavior spectrum framework where sport consumer behavior is not derived from just a dichotomy of a motivator positively impacting attendance or a constraint negatively impacting attendance. Rather, when accounting for the context of the setting (e.g. sport, playing level, locality, patron type, etc.), some areas belong on a spectrum that fluctuates between positive and negative impacts on attendance that are dependent on the context of the given environment.

Through factor analysis and structural equation modeling, the proposed model attempted to explain relationships between five second-order factors and game attendance, which expanded to include the new internal contextual and external contextual factors, and ultimately team fandom.

The results indicated three significant main effects where internal contextual exhibited a positive relationship with attendance, while constraints and external contextual demonstrated a negative relationship. Internal and external motives were not significant. Further, the moderating effect of high and low sport interest groupings largely indicated no significant spectator differences. The model explained 24% of the variance in attendance, and attendance accounted for 41% of the variance in team fandom.

Attendance is intricate, and this study highlighted the importance of considering and adapting to the sporting context as some factors exist on a sport attendance behavior spectrum and differently impact spectators positively or negatively, given the context of the setting. Further, in this lower-level sport setting, consumers viewed minor league hockey more as a leisure commodity than a premier sport contest.

Although sport museums are considered an important sector in nostalgia sport tourism, annual visitations of the major sport Hall of Fames (HoF) have been decreasing, often resulting in operational and financial difficulties for the HoF. The current study examined the relationship between sport museum image, motivation, constraints, monetary and non-monetary promotions (as a mediator), and visit intention among those who have attended or never attended.

Data was collected from the residents in the Northeast Ohio area via an online survey questionnaire using Qualtrics (N = 1,607). Two sets of data parameters were generated based on consumers previous visitation to Pro Football HoF (visited group n = 754; never-visited group n = 853) and each group's monetary and non-monetary promotion models (total of four models) were analyzed. Descriptive statistics and reliability tests were processed via IBM SPSS Statistics 26 and the structural relationships among the constructs were examined using SmartPLS 3.

Among all the antecedents, positive perceived image of HoF has been identified as the most significant predictor for both promotions and visit (revisit) intention. Social motivation was found to be a strong driver for visiting a sports museum regardless of the types of promotions. Promotions' mediation effects were found. The monetary promotion between cost constraints and visit intention implied, cost constraints can be mitigated through monetary promotion.

This is the first study examining the role of relationship between image, motivation, constraints and visit intention relative to sport museums. Results provide practical insights for the sport museum marketers and researchers relative to visit intension.

The purpose of this paper is to investigate students' social networking strategies based on learning values in the social context of Iranian universities.

This research has used the case study method to investigate students’ networked learning (NL) strategies among students of four different universities in the context of Iran. They were explored by semistructured in-depth interviews about the nature or current conditions of their study life. The data were analyzed by the qualitative analysis method based on the systematic approach of Strauss and Corbin (1998).

The researchers in this study found the special concept of NL in the social context: “NL as a continuous process of thinking to understand the environment through multiple/ diverse careers of learning knowledge and skills for environmental modeling towards creating added-value.” According to this definition, various networked strategies were identified as follows: 1) interactive and multidimensional searching, 2) multidimensional studying and learning, 3) environmental and social management, 4) studying and social wandering.

Designing dynamic curriculum, which integrates various careers of learning, multidimensional knowledge and abilities and subject matters with environmental events and social structures of the society. Given the exploratory nature of the research, the paper cannot provide empirically justified findings.

The research had identified diverse approaches of networking strategies, which do not appear just as a positive instrument to improve learning conditions. However, there is such an extreme degree of social wandering among students in universities that makes their efforts useless.

The purpose of the research reported in this paper was to examine the type of adjustments to delivery appropriate for students with an autistic spectrum disorder in a UK higher education setting.

A case study in a UK university was conducted over a two‐year period.

A variety of adjustments may be required for students with an autistic spectrum disorder in a UK higher education environment, including adjustments to teaching delivery, assessment and pastoral care.

Although the case study reported in this paper focused on just three students with an autistic spectrum disorder, the number of students entering UK higher education with such disorders is likely to increase and institutions need to be aware of the adjustments that may potentially be required.

Previously very few students with an autistic spectrum disorder had attended university in the UK. However, growing numbers of such students are now attending university, but thus far little, if any, research has been conducted regarding the adjustments that may need to be made for such students.

Many university-based services for individuals with autism spectrum disorder (ASD) have incorporated peer mentorship programs; however, the research on the success of these programs to increase social engagement is extremely limited. This study aims to examine the effectiveness of a peer mentor program, both alone and combined with an incentive program, on increasing the social engagement of college students with ASD. Additionally, the perceptions of college students with ASD were also examined to determine potential barriers to participate in these social events.

A component analysis was used to determine what intervention component or combination of components, was most effective in increasing the social engagement among college students with ASD. The number of students during each component was totaled and averaged across the number of social events held during that phase. A survey regarding barriers to social engagement was also provided.

Results suggest that both the peer mentor program alone, as well as the peer mentor program in conjunction with an incentive program, were effective at increasing students’ attendance at weekly supervised social events. Results from the survey regarding barriers to social engagement revealed that the majority of students reported difficulties managing time to fit social events into their schedule.

To the knowledge, the use of peer-mentoring programs combined with an incentive program on increasing social engagement has not yet been investigated. Further, perceptions of the use of these programs by college students with ASD is relatively limited.

Other business education literature, particularly in the field of economics, has developed theories in respect of the reasons for non‐attendance of lectures and the positive correlation between class attendance and academic performance. The aim of this paper is to determine the generalizability of these theories to a large accounting class in South Africa.

This paper is a differentiated replication of the study by Paisey and Paisey, who provided initial evidence of the generalizability of these theories to a small accounting class in Scotland, employing a research questionnaire and the analysis of quantitative and qualitative data.

The reasons given for the non‐attendance of lectures generally correspond with those previously reported. Certain differences that are identified are likely a result of specific country or economic factors. This study found a significant positive correlation between class attendance and academic performance; however, the correlation is low and not very meaningful. Further analysis reveals some difference between language groups suggesting that culture and ethnicity may have an effect on the relationship between class attendance and academic performance.

This paper raises questions as to the generalizability of prior research on class attendance and academic performance. The findings of this study suggest other factors, including students' economic, cultural and ethnic backgrounds, are likely to affect associations between class attendance and academic performance.

Autism spectrum condition (ASC) is a lifelong developmental condition. According to research, it is recommended that those diagnosed with ASC should be offered post-diagnosis support to explore their diagnosis (Punshow, Skirrow and Murphy, 2009). The ASC Diagnostic Assessment Service at Gloucestershire Health Care (GHC) NHS Foundation Trust offers an assessment service to adults (18+) located within Gloucestershire. All those who receive a diagnosis are then invited to a 7-week post-diagnostic group facilitated by the multidisciplinary team. This service evaluation aimed to evaluate the aforementioned group so that it can be improved upon and thus provide a better service for future clients.

In total, 14 participants (6 males, 8 females) were interviewed for the purpose of this evaluation following their attendance at these groups.

The interview transcripts then underwent thematic analysis with four themes identified; “Autistic Community”, “Experience of Being Part of an Online Group”, “Opportunity for Consolidation”, and “Design Considerations and Improvements”. Further sub-themes were also identified. Overall, the service evaluation identified that the group provided a platform for sharing experiences and gaining a sense of belonging. It also highlighted that individuals have different preferences for whether groups should be facilitated online or face-to-face, and also different preferences for the duration of sessions. Further analysis also revealed the suggestion that the final session, for family and friends, should be optional so that those without a support network, do not need to attend as this caused unease in some. Further findings were also identified.

To the authors’ knowledge, existing articles have only focused on the evaluation of the availability of post-diagnostic provision and autistic individuals’ general impression of it rather than an in-depth evaluation of a specific type of support.

Autism spectrum conditions (ASC) and borderline personality disorder (BPD) have overlapping symptom profiles. Dialectical behaviour therapy (DBT) is an established treatment for self-harm and BPD, but little research has investigated the outcomes of DBT for ASC populations. This exploratory service evaluation aims to investigate the outcomes of a comprehensive DBT programme for adolescents with a diagnosis of emerging BPD and a co-occurring ASC diagnosis as compared to those without an ASC diagnosis.

Differences from the start to end of treatment in the frequency of self-harming behaviours, BPD symptoms, emotion dysregulation, depression, anxiety, the number of A&E attendances and inpatient bed days, education and work status, and treatment non-completion rates were analysed for those with an ASC diagnosis, and compared between those with an ASC diagnosis and those without.

Significant medium to large reductions in self-harming behaviours, BPD symptoms, emotion dysregulation and inpatient bed days were found for those with an ASC diagnosis by the end of treatment. There were no significant differences between those with an ASC and those without in any outcome or in non-completion rates. These findings indicate that DBT may be a useful treatment model for those with an ASC diagnosis, though all results are preliminary and require replication.

To the best of the authors’ knowledge, this is the first study to report the outcomes of a comprehensive DBT programme for adolescents with an ASC diagnosis, and to compare the changes in outcomes between those with a diagnosis and those without.

The facilitation of digital spaces, in lieu of urban material spaces, for social interaction through computer gaming and other play activities has become particularly important to children in the wake of the 2020–2021 Coronavirus pandemic, to combat the negative effects of physical lockdown restrictions. Pre-pandemic, autistic children living in urban areas may already experience exclusion from physical society and may consequently already be isolated from current imposed normative societal groupings due to their neuro-difference, sensory sensitivities to the surrounding environment, communication comprehension, and social understanding. However, an exploration into personally and independently chosen play activities by autistic youth has identified how such isolation can be overcome and positive social experiences created. A particular play practice, cosplay, and related companionable fandom activities are providing and creating digital spaces for autistic youth to be social. Character play is also enabling the use of limited physical spaces within urban contexts and as such combatting anxiety from sensory overstimulation. Thematic analysis of online content together with semi-structured interviews with autistic young people have indicated a positive connection between cosplay practice, increased social activity, and reduced levels of sensory overload, anxiety, and depression, with early findings suggesting transferrable elements that could inform more effective support for others with social, environmental, and communication challenges or restrictions.

Research demonstrates that non-attendance at healthcare appointments is a waste of scarce resources; leading to reduced productivity, increased costs, disadvantaged patients through increased waiting times and demoralised staff. The purpose of this paper is to investigate non-attendance and implemented interventions to improve practice.

A mixed methods service audit took place in a primary care psychological therapies service. Existing service guidelines and reporting systems were reviewed. A cross-sectional design was used to compare a year’s cohort of completers of cognitive behavioural therapy (CBT) (n=140) and drop-outs (n=61).

Findings suggested contrasting guidelines and clinically inaccurate reporting systems. The overall service did not attend (DNA) rate was 8.9 per cent; well below rates suggested in the literature. The drop-out rate from CBT was 17 per cent. The most influential factor associated with CBT drop-out was the level of depression. The level of anxiety, risk ratings and deprivation scores were also different between completers and drop-outs. The main reasons given for non-attendance were forgetting, being too unwell to attend, having other priorities, or dissatisfaction with the service; again these findings were consistent with prior research.

A range of recommendations for practice are made, many of which were implemented with an associated reduction in the DNA rate.