An Exploration of Young Adolescents' Social Achievement Goals and Social Adjustment in Middle School
ERIC Educational Resources Information Center
Ryan, Allison M.; Shim, S. Serena
2008-01-01
Two studies investigated the proposition that social achievement goals (different orientations toward social competence) are an important aspect of young adolescents' social motivation. Study 1 (N = 153 6th-grade students) established that different orientations toward developing or demonstrating social competence can be seen in young adolescents'…
Filipino students' reported parental socialization of academic achievement by socioeconomic group.
Bernardo, Allan B I
2009-10-01
Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.
Schooling and Social Achievement.
ERIC Educational Resources Information Center
Kim, Byong-sung; And Others
Until the 1960s schooling in Korea was looked upon quite favorably as a means of achieving equal social and economic opportunities. In the 1970s, however, many began to raise the question of whether the expansion of educational opportunities really did reduce social inequalities. This report discusses research that analyzes available evidence…
The Empathizing-Systemizing Theory, Social Abilities, and Mathematical Achievement in Children
Escovar, Emily; Rosenberg-Lee, Miriam; Uddin, Lucina Q.; Menon, Vinod
2016-01-01
The Empathizing-Systemizing (E-S) theory describes a profile of traits that have been linked to autism spectrum disorders, and are thought to encompass a continuum that includes typically developing (TD) individuals. Although systemizing is hypothesized to be related to mathematical abilities, empirical support for this relationship is lacking. We examine the link between empathizing and systemizing tendencies and mathematical achievement in 112 TD children (57 girls) to elucidate how socio-cognitive constructs influence early development of mathematical skills. Assessment of mathematical achievement included standardized tests designed to examine calculation skills and conceptual mathematical reasoning. Empathizing and systemizing were assessed using the Combined Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C). Contrary to our hypothesis, we found that mathematical achievement was not related to systemizing or the discrepancy between systemizing and empathizing. Surprisingly, children with higher empathy demonstrated lower calculation skills. Further analysis using the Social Responsiveness Scale (SRS) revealed that the relationship between EQ-C and mathematical achievement was mediated by social ability rather than autistic behaviors. Finally, social awareness was found to play a differential role in mediating the relationship between EQ-C and mathematical achievement in girls. These results identify empathy, and social skills more generally, as previously unknown predictors of mathematical achievement. PMID:26972835
The Empathizing-Systemizing Theory, Social Abilities, and Mathematical Achievement in Children.
Escovar, Emily; Rosenberg-Lee, Miriam; Uddin, Lucina Q; Menon, Vinod
2016-03-14
The Empathizing-Systemizing (E-S) theory describes a profile of traits that have been linked to autism spectrum disorders, and are thought to encompass a continuum that includes typically developing (TD) individuals. Although systemizing is hypothesized to be related to mathematical abilities, empirical support for this relationship is lacking. We examine the link between empathizing and systemizing tendencies and mathematical achievement in 112 TD children (57 girls) to elucidate how socio-cognitive constructs influence early development of mathematical skills. Assessment of mathematical achievement included standardized tests designed to examine calculation skills and conceptual mathematical reasoning. Empathizing and systemizing were assessed using the Combined Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C). Contrary to our hypothesis, we found that mathematical achievement was not related to systemizing or the discrepancy between systemizing and empathizing. Surprisingly, children with higher empathy demonstrated lower calculation skills. Further analysis using the Social Responsiveness Scale (SRS) revealed that the relationship between EQ-C and mathematical achievement was mediated by social ability rather than autistic behaviors. Finally, social awareness was found to play a differential role in mediating the relationship between EQ-C and mathematical achievement in girls. These results identify empathy, and social skills more generally, as previously unknown predictors of mathematical achievement.
The social ties that bind: social anxiety and academic achievement across the university years.
Brook, Christina A; Willoughby, Teena
2015-05-01
Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.
Enhancing Students' Social and Psychological Development.
ERIC Educational Resources Information Center
Bartz, David; Mathews, Gary
2001-01-01
Social and psychological development shapes a child's character and personality as well as academic achievement. This article examines five factors that are critical to this development: self-esteem, achievement motivation, social skills, coping skills, and aspirations. Self-esteem should be a desired result in and of itself, enhancing the quality…
Chen, Xinyin; Huang, Xiaorui; Chang, Lei; Wang, Li; Li, Dan
2010-08-01
The primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.
ERIC Educational Resources Information Center
Lin, Yu-Tzu; Chen, Ming-Puu; Chang, Chia-Hu; Chang, Pu-Chen
2017-01-01
The benefits of social learning have been recognized by existing research. To explore knowledge distribution in social learning and its effects on learning achievement, we developed a social learning platform and explored students' behaviors of peer interactions by the proposed algorithms based on social network analysis. An empirical study was…
Student Achievement Testing Program: Grade 3 Social Studies.
ERIC Educational Resources Information Center
Student Evaluation Branch Bulletin, 1983
1983-01-01
The purpose of this bulletin is to provide information about the Alberta (Canada) Grade 3 Social Studies Achievement Test. The Bulletin includes a general description of the Achievement Testing Program, a description of the Grade 3 Social Studies Achievement Test, an outline of the objectives to be tested, and the test blueprint. Student…
Masculinity, Educational Achievement and Social Status: A Social Network Analysis
ERIC Educational Resources Information Center
Lusher, Dean
2011-01-01
This study utilises a quantitative case study social network approach to explore the connection between masculinity and scholastic achievement in two secondary, all-boys schools in Australia. In both schools two social networks representing social status are explored: the "friendship" network as a measure of status that includes…
Liem, Gregory Arief D
2016-03-01
Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Guided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), and socio-academic (cooperative learning, competitive learning, socially regulated, and self-regulated learning) functioning. A total of 356 Indonesian high-school students (mean age = 16 years; 36% girls) participated in the study. A self-report survey comprising items drawn from pre-existing instruments was administered to measure distinct dimensions of achievement goals and outcomes under focus. Regression analysis was performed to examine additive, interactive, and specialized effects of achievement goals on outcomes. Aligned with the hierarchical model of goal relationships (Wentzel, 2000, Contemp. Educ. Psychol., 25, 105), academic and social achievement goals bore additive effects on most outcomes. Findings also revealed a specialized effect on academic achievement and notable interactive effects on cooperative learning. In general, mastery-approach and performance-approach goals were more adaptive than their avoidance counterparts. The effects of social development goals were positive, whereas those of social demonstration-approach goals were mixed. Contrary to prior findings, social demonstration-avoidance goals did not appear to be inimical for school functioning. Findings underscore the importance of both academic and social achievement goals in day-to-day school functioning and the need to consider the meaning of goals and the coordination of multiple goals from cultural lenses. © 2015 The British Psychological Society.
Young Children Help Others to Achieve Their Social Goals
ERIC Educational Resources Information Center
Beier, Jonathan S.; Over, Harriet; Carpenter, Malinda
2014-01-01
From early in development, humans have strong prosocial tendencies. Much research has documented young children's propensity to help others achieve their unfulfilled goals toward physical objects. Yet many of our most common and important goals are social--directed toward other people. Here we demonstrate that children are also inclined, and able,…
The Role of Universities in Achieving Social Justice
ERIC Educational Resources Information Center
Jiang, Kai
2009-01-01
Social justice is not only a vital ethical principle of the human society but also the all-important value of the entire social system. As a public sphere, the university undertakes the purpose to achieve public interest. It plays a significant role in reflecting, defending, and fostering social justice. Nurturing people with social justice…
Becker, Bronwyn E; Luthar, Suniya S
2002-01-01
Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.
Social intelligence and academic achievement as predictors of adolescent popularity.
Meijs, Noortje; Cillessen, Antonius H N; Scholte, Ron H J; Segers, Eliane; Spijkerman, Renske
2010-01-01
This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14-15 year-old adolescents (56% girls, 44% boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction between academic achievement and social intelligence, further qualified by school context. Whereas college bound students gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either socially or academically, but not in combination. The implications of these findings were discussed.
Franco, Maria da Glória; Beja, Maria J.; Candeias, Adelinda; Santos, Natalie
2017-01-01
This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success. PMID:28861014
Social Capital and Educational Achievements: Coleman vs. Bourdieu
ERIC Educational Resources Information Center
Rogošic, Silvia; Baranovic, Branislava
2016-01-01
The influence of social capital on an individual's educational achievements is the subject of numerous scientific papers. Research on social capital is most frequently based on Coleman's (1988) or Bourdieu's (1986) theories of capital, which are related to different paradigms of social theory: whereas Coleman's approach has its roots in structural…
Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade.
Caemmerer, Jacqueline M; Keith, Timothy Z
2015-08-01
Previous research suggests that students' social skills and achievement are interrelated, and some findings support bi-directional effects between the two constructs. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of social skills and achievement for kindergarten through eighth grade students. Data from the Early Childhood Longitudinal Study program were analyzed; teachers' ratings of students' social skills and students' standardized math and reading achievement performance were collected 4 and 5 times, respectively. Latent variable structural equation modeling was used to test a panel model of reciprocal, longitudinal effects of social skills and achievement. The results suggest that the effects of students' social skills and achievement are bi-directional, but the effects of students' achievement on their later social skills are stronger than the effects of social skills on achievement. The significant effects of students' social skills on their later achievement are mostly indirect. These findings suggest that the future social skills of students who struggle academically may be of particular concern to educators, and intervention and prevention efforts aimed to address both social and achievement skills may help remediate the other skill in the future. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Achievement goals, social goals, and motivational regulations in physical education settings.
Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier
2011-02-01
This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.
Self-Regulatory Climate: A Social Resource for Student Regulation and Achievement
ERIC Educational Resources Information Center
Adams, Curt M.; Forsyth, Patrick B.; Dollarhide, Ellen; Miskell, Ryan; Ware, Jordan
2015-01-01
Background/Context: Schools have differential effects on student learning and development, but research has not generated much explanatory evidence of the social-psychological pathway to better achievement outcomes. Explanatory evidence of how normative conditions enable students to thrive is particularly relevant in the urban context where…
Social motivation in Qatari schools and their relation to school achievement.
Nasser, Ramzi
2014-10-01
This study assessed the relation between school-social motivation and student academic achievement. A factor analysis was performed on a set of school-social items selected a priori from three measures of school motivation: the Inventory of School Motivation, the General Achievement Goals Orientation Scale, and the Facilitating Conditions Scale. Three factors with fewer items represented Global Motivation, Peer Help, and Social Power. Hierarchical regression analysis showed social motivation measures were weak predictors of achievement scores in the various content areas. Findings are discussed in the context of Qatari education and culture.
Classroom Goal Structures, Social Achievement Goals, and Adjustment in Middle School
ERIC Educational Resources Information Center
Shim, Sungok Serena; Cho, YoonJung; Wang, Cen
2013-01-01
The current study investigated the mediating role of social achievement goals in the relation between classroom goal structures and academic engagement and social adjustment among 373 middle school students (52.8% female). Students' perceptions of classroom goal structures were measured in Fall; social achievement goals and academic and social…
Cross-Domain Effects of Achievement Goals: Social Costs and Benefits
ERIC Educational Resources Information Center
Barrera, Andrea Eugenia; Schuster, Beate
2018-01-01
In this research, we examined cross-domain effects of achievement goals. In two experimental studies, we manipulated achievement goals and assessed social reactions towards a hypothetical (study 1) and a real (study 2) target. Measurement of social reactions included prosocial behaviours such as helping, sharing and cooperating with others.…
Assessment for Social Justice: The Role of Assessment in Achieving Social Justice
ERIC Educational Resources Information Center
McArthur, Jan
2016-01-01
This article provides a rationale for "assessment for social justice", through which a greater focus is given to the role of assessment in achieving the social justice aspirations of higher education. It takes inspiration from work on assessment for learning to propose that as assessment is a powerful driver of how and what students…
Cluster Analysis of International Information and Social Development.
ERIC Educational Resources Information Center
Lau, Jesus
1990-01-01
Analyzes information activities in relation to socioeconomic characteristics in low, middle, and highly developed economies for the years 1960 and 1977 through the use of cluster analysis. Results of data from 31 countries suggest that information development is achieved mainly by countries that have also achieved social development. (26…
Liem, Arief Darmanegara; Nie, Youyan
2008-10-01
This study examined how values related to achievement goals and individual-oriented and social-oriented achievement motivations among secondary school students in China (N = 355) and Indonesia (N = 356). Statistical comparisons showed the Chinese students endorsed more strongly than the Indonesian students on self-direction and hedonism values, individual-oriented achievement motivation, and mastery-approach goals. Conversely, the Indonesian students endorsed more strongly than their Chinese counterparts on security, conformity, tradition, universalism and achievement values, social-oriented achievement motivation, and performance-approach and mastery-avoidance goals. Values explained a significant amount of the variance in almost all of the dimensions of motivation. Etic and emic relationships between values and achievement motivations were found.
ERIC Educational Resources Information Center
AlZboon, Saleem Odeh
2013-01-01
The study amid at exploring and detecting the level of social adaptation and its relationship with the achievement motivation of the secondary school students in Jordan, the study sample consisted of 495 secondary school students in the province of Jerash, and to achieve the objective of this study comes the development of two tools: the first one…
Social Media and Mentoring in Biomedical Research Faculty Development.
Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad
2014-09-01
To determine how effective and collegial mentoring in biomedical research faculty development may be implemented and facilitated through social media. The authors reviewed the literature for objectives, concerns, and limitations of career development for junior research faculty. They tabularized these as developmental goals, and aligned them with relevant social media strengths and capabilities facilitated through traditional and/or peer mentoring. The authors derived a model in which social media is leveraged to achieve developmental goals reflected in independent and shared projects, and in the creation and expansion of support and research networks. Social media may be successfully leveraged and applied in achieving developmental goals for biomedical research faculty, and potentially for those in other fields and disciplines.
ERIC Educational Resources Information Center
Mouratidis, Athanasios A.; Sideridis, Georgios D.
2009-01-01
The authors investigated the relation between social achievement goals (A. M. Ryan & S. S. Shim, 2006) and aspects of students' socio-emotional adjustment in a sample of elementary school students. Structural equation modeling analyses revealed that after controlling for levels of prosocial skills, a social development goal was positively related…
A question of belonging: race, social fit, and achievement.
Walton, Gregory M; Cohen, Geoffrey L
2007-01-01
Stigmatization can give rise to belonging uncertainty. In this state, people are sensitive to information diagnostic of the quality of their social connections. Two experiments tested how belonging uncertainty undermines the motivation and achievement of people whose group is negatively characterized in academic settings. In Experiment 1, students were led to believe that they might have few friends in an intellectual domain. Whereas White students were unaffected, Black students (stigmatized in academics) displayed a drop in their sense of belonging and potential. In Experiment 2, an intervention that mitigated doubts about social belonging in college raised the academic achievement (e.g., college grades) of Black students but not of White students. Implications for theories of achievement motivation and intervention are discussed. 2007 APA, all rights reserved
Baneful Effects of Social Crises on Adult Education Goals' Achievement in Nigeria
ERIC Educational Resources Information Center
Ogundele, Michael Olarewaju
2014-01-01
This study examined the baneful effects of social crisis on goals achievement of adult education in Nigeria. The study however described the concepts, types causes and impacts of social crisis in Nigeria. The study went further to examine the major indicators of Adult education goals achievement and how the social crisis affects effective goals…
Social Science, Equity and the Sustainable Development Goals
NASA Astrophysics Data System (ADS)
Liverman, D.
2015-12-01
The Sustainable Development Goals are underpinned by a committment to a world that is just, equitable, inclusive and environmentally sustainable and include goals of ending poverty and hunger; universal access to health, education, water, sanitation, energy and decent work; and reducing the risks and impacts of climate change, biodiversity loss, and marine, forest and land degradation. They seek to reduce inequality between and within countries and achieve gender equality. The SDGs build on the apparent success in meeting many of the Millenium Development Goals, including those of reducing poverty, hunger and debt and providing access to water. The science needed to achieve and monitor most of these goals is social science - an area of scholarship that is traditionally undervalued, underfunded, underepresented misunderstood and lacking in detailed data. This paper will provide an overview of the social science that is needed to support the Sustainable Development Goals, with a particular focus on the challenges of monitoring social data over time and within countries, the importance of research design, and of building capacity and credibility in the social sciences. As an example, the paper will discuss the social science that will be needed to achieve Goal 13: Take urgent actions to combat climate change and its impacts, and measuring targets such as strengthening resilience and adaptive capacity, and raising capacities of women, youth, and marginalized communities to manage and respond climate change.
Social Development and the Curriculum.
ERIC Educational Resources Information Center
Ediger, Marlow
Teachers and administrators need to select objectives for student achievement in social development. Teachers need to follow definite educational psychology standards in helping students work toward objectives. In the classroom, students should have the opportunity to work with learners from diverse racial groups and socioeconomic levels.…
Reducing the racial achievement gap: a social-psychological intervention.
Cohen, Geoffrey L; Garcia, Julio; Apfel, Nancy; Master, Allison
2006-09-01
Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could be lessened by having students reaffirm their sense of personal adequacy or "self-integrity." The intervention, a brief in-class writing assignment, significantly improved the grades of African American students and reduced the racial achievement gap by 40%. These results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions.
ERIC Educational Resources Information Center
Runge, Amy L.
2016-01-01
This evaluation case study explores the impact of the An Achievable Dream social, academic, and moral program on college student's performance in college. Through this study, the researcher was able to provide insight on college student and college student advocates perceptions of An Achievable Dream's social, academic, and moral program's impact…
Social Media and Mentoring in Biomedical Research Faculty Development
Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad
2015-01-01
Purpose To determine how effective and collegial mentoring in biomedical research faculty development may be implemented and facilitated through social media. Method The authors reviewed the literature for objectives, concerns, and limitations of career development for junior research faculty. They tabularized these as developmental goals, and aligned them with relevant social media strengths and capabilities facilitated through traditional and/or peer mentoring. Results The authors derived a model in which social media is leveraged to achieve developmental goals reflected in independent and shared projects, and in the creation and expansion of support and research networks. Conclusions Social media may be successfully leveraged and applied in achieving developmental goals for biomedical research faculty, and potentially for those in other fields and disciplines. PMID:26120494
Robinson, Keith; Harris, Angel L.
2013-01-01
Objective Despite numerous studies on parental involvement in children’s academic schooling, there is a dearth of knowledge on how parents respond specifically to inadequate academic performance. This study examines whether 1) racial differences exist in parenting philosophy for addressing inadequate achievement, 2) social class has implications for parenting philosophy, and 3) parents’ philosophies are consequential for children’s academic achievement. Methods Using data from the Child Development Supplement (N=1041) to the Panel Study of Income Dynamics, we sort parents into two categories—those whose parenting repertoires for addressing poor achievement include punitive responses and those whose repertoires do not. We then determine whether racial differences exist between these categories and how various responses within the aforementioned categories are related to students’ academic achievement. Results The findings show that white and black parents have markedly different philosophies on how to respond to inadequate performance, and these differences appear to impact children’s achievement in dramatically different ways. Conclusion Educators and policy makers should pay particular attention to how parents respond to inadequate achievement as imploring parents of inadequately performing students to be more involved without providing them with some guidance might exacerbate the problem. PMID:24563554
The impact of size of cooperative group on achievement, social support, and self-esteem.
Bertucci, Andrea; Conte, Stella; Johnson, David W; Johnson, Roger T
2010-01-01
The effect of cooperative learning in pairs and groups of 4 and in individualistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self-esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.
Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement
ERIC Educational Resources Information Center
Aluja, Anton; Blanch, Angel
2004-01-01
The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…
ERIC Educational Resources Information Center
Macdonald, James B., Ed.
This collection of short papers examines reading as a social institution. Rolland Callaway begins with the idea that the teaching of reading must be looked at in terms of educational policy or politics. Jack E. Williams follows with a semihistorical orientation which traces social class, ethnic, and racial biases on achievement. James B. Macdonald…
Validation of the Chinese Version of the Social Achievement Goal Orientation Scale
ERIC Educational Resources Information Center
Zhao, Yanhua; Zhu, Xiangru; Zhao, Guoxiang
2016-01-01
This study examined the validity of a Chinese version of the Social Achievement Goal Orientation Scale (C-SAGOS), a measure testing the trichotomous framework of achievement goal orientations in a social domain. A total of 208 college students (51% female) aged 18 to 23 participated in the study. Factor analyses showed that the three-factor model…
Longitudinal Relationship between Social Skills and Academic Achievement in a Gender Perspective
ERIC Educational Resources Information Center
Gustavsen, Ann Margareth
2017-01-01
Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers' grading of academic achievement seems to be based not only on students' knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through…
Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity
ERIC Educational Resources Information Center
Meijs, Noortje; Cillessen, Antonius H. N.; Scholte, Ron H. J.; Segers, Eliane; Spijkerman, Renske
2010-01-01
This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14-15 year-old…
ERIC Educational Resources Information Center
Najmuldeen, Hanan A.
2017-01-01
The present study aims to evaluate the impact of educational games-based iPad applications on the development of social studies achievement and learning retention. Sample consisted of (48) sixth grade primary students in Jeddah. The author adopted Quasi-experimental design of the experimental and control groups. She also provided the teacher a…
Characteristics of Academically-Influential Children: Achievement Motivation and Social Status
ERIC Educational Resources Information Center
Masland, Lindsay C.; Lease, A. Michele
2016-01-01
The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…
"Feeling" Hierarchy: The Pathway from Subjective Social Status to Achievement
ERIC Educational Resources Information Center
Destin, Mesmin; Richman, Scott; Varner, Fatima; Mandara, Jelani
2012-01-01
The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As…
ERIC Educational Resources Information Center
Nie, Youyan; Liem, Gregory Arief D.
2013-01-01
Underpinned by the hierarchical model of approach and avoidance motivation, the study examined the differential relations of individual-oriented and social-oriented achievement motives to approach and avoidance achievement goals (mastery-approach, performance-approach, mastery-avoidance, performance-avoidance). A total of 570 Chinese high school…
ERIC Educational Resources Information Center
Seo, Eunjin; Lee, You-kyung
2018-01-01
We examine the intrinsic value students placed on schoolwork (i.e. academic intrinsic value) and social relationships (i.e. social intrinsic value). We then look at how these values predict middle and high school achievement. To do this, we came up with four profiles based on cluster analyses of 6,562 South Korean middle school students. The four…
Parent Involvement and Children's Academic and Social Development in Elementary School
El Nokali, Nermeen E.; Bachman, Heather J.; Votruba-Drzal, Elizabeth
2010-01-01
Data from the NICHD Study of Early Childcare and Youth Development (N= 1364) were used to investigate children's trajectories of academic and social development across first, third and fifth grade. Hierarchical linear modeling was used to examine within- and between-child associations among maternal- and teacher-reports of parent involvement and children's standardized achievement scores, social skills, and problem behaviors. Findings suggest that within-child improvements in parent involvement predict declines in problem behaviors and improvements in social skills but do not predict changes in achievement. Between-child analyses demonstrated that children with highly involved parents had enhanced social functioning and fewer behavior problems. Similar patterns of findings emerged for teacher- and parent-reports of parent involvement. Implications for policy and practice are discussed. PMID:20573118
Promoting children's ethical development through social and emotional learning.
Devaney, Elizabeth; O'Brien, Mary Utne; Tavegia, Mary; Resnik, Hank
2005-01-01
In today's climate of increased emphasis on measuring achievement through high-stakes testing, academic subjects are too often divorced from the social context in which they are taught. We know that learning is a social process. In fact, many educators and other youth development practitioners recognize that social, emotional, and ethical development cannot be ignored in the name of better academic preparation, especially in the face of data showing that students are more disengaged than ever before. Social and emotional learning (SEL) offers educators and other youth development personnel a framework for addressing students' social and emotional needs in systematic way. SEL is the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively. Research has shown that SEL has an impact on every aspect of children's development: their health, ethical development, citizenship, academic learning, and motivation to achieve. This chapter profiles one school in Illinois that has been implementing SEL programming for a number of years. The authors provide evidence of the impact of SEL on school climate, student behavior, and attitudes. Ultimately the authors see this as fostering the kind of understanding of the larger world that leads young people to make ethical choices. They propose that the lessons learned are applicable to a wide variety of settings, including other schools, after-school programs, and summer camps.
ERIC Educational Resources Information Center
Hobbs, Graham
2016-01-01
There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school "effectiveness," where "effectiveness" refers to a school's impact on pupils' educational achievement (relative to…
The Effect of Social Media Usage on Course Achievement and Behavior
ERIC Educational Resources Information Center
Alghazo, Yazan M.; Nash, Julie A.
2017-01-01
This study investigated the effects of social media usage as a classroom management tool on students' achievement and their behavior in class. Groups were determined by choosing random samples of different classes. The treatment group included the social media application "whatsapp" which all students and the instructor were asked to…
The Educational Achievement Gap as a Social Justice Issue for Teacher Educators
ERIC Educational Resources Information Center
Collopy, Rachel; Bowman, Connie; Taylor, David A.
2012-01-01
The educational achievement gap is a critical social justice issue. Catholic and Marianist conceptions of social justice in particular call people to work with others in their spheres of life to transform institutions in order to further human rights while promoting the common good. Drawing on key elements of Catholic teaching on social justice,…
Occupational Health Research in Developing Countries: A Partner for Social Justice
Nuwayhid, Iman A.
2004-01-01
Occupational health remains neglected in developing countries because of competing social, economic, and political challenges. Occupational health research in developing countries should recognize the social and political context of work relations, especially the fact that the majority of developing countries lack the political mechanisms to translate scientific findings into effective policies. Researchers in the developing world can achieve tangible progress in promoting occupational health only if they end their professional isolation and examine occupational health in the broader context of social justice and national development in alliance with researchers from other disciplines. An occupational health research paradigm in developing countries should focus less on the workplace and more on the worker in his or her social context. PMID:15514227
Developing nursing leadership in social media.
Moorley, Calvin; Chinn, Teresa
2016-03-01
A discussion on how nurse leaders are using social media and developing digital leadership in online communities. Social media is relatively new and how it is used by nurse leaders and nurses in a digital space is under explored. Discussion paper. Searches used CINAHL, the Royal College of Nursing webpages, Wordpress (for blogs) and Twitter from 2000-2015. Search terms used were Nursing leadership + Nursing social media. Understanding the development and value of nursing leadership in social media is important for nurses in formal and informal (online) leadership positions. Nurses in formal leadership roles in organizations such as the National Health Service are beginning to leverage social media. Social media has the potential to become a tool for modern nurse leadership, as it is a space where can you listen on a micro level to each individual. In addition to listening, leadership can be achieved on a much larger scale through the use of social media monitoring tools and exploration of data and crowd sourcing. Through the use of data and social media listening tools nursing leaders can seek understanding and insight into a variety of issues. Social media also places nurse leaders in a visible and accessible position as role models. Social media and formal nursing leadership do not have to be against each other, but they can work in harmony as both formal and online leadership possess skills that are transferable. If used wisely social media has the potential to become a tool for modern nurse leadership. © 2016 John Wiley & Sons Ltd.
ERIC Educational Resources Information Center
Ilter, Ilhan
2014-01-01
In this research, an experimental study was carried out in social studies 4th grade students to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre- and posttest) was used in the…
How Does School Climate Impact Academic Achievement? An Examination of Social Identity Processes
ERIC Educational Resources Information Center
Reynolds, Katherine J.; Lee, Eunro; Turner, Isobel; Bromhead, David; Subasic, Emina
2017-01-01
In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is…
Correlation Analysis of Cultural Development and Social Security in Iran
NASA Astrophysics Data System (ADS)
Habibi, K.; Alizadeh, H.; Meshkini, A.; Kohsari, M. J.
In recent years, politicians have paid more attention to planning methods considering environmental, economical, social and cultural potentials of place. According to general principles and experiences has been achieved by the developed countries, there is a direct link between social security and cultural development. Where the society and region is culturally more developed, social security level is higher and vice versa. Considering this leading point, this research aims to establish a rational correlation between the provinces of Iran considering cultural development ranking and social security levels using planning models and analysis. To reach this goal, different variables in various sectors such as physical, social, economical, etc. were classified leading to developmental indicators of the provinces in the related sectors. In addition to this, many variables concerning the social security levels in provinces such as homicide, robbery, suicide, etc. were also classified to identify the social security level in each province. According to the results, more culturally developed and wealthier provinces, like Tehran, Khorasan, Fars, have lower social security degree and less culturally developed provinces, like Sistan va Baloochestan, Kurdistan, Elam have higher social security level. In other words, the mentioned principle, the correlation between social security and cultural development, does not work in the same direction in Iranian context.
ERIC Educational Resources Information Center
Chen, Su-Yen; Lu, Luo
2015-01-01
This study explores how motivational factors are associated with Taiwanese college students' cognitive, personal, and social development by incorporating both relatively global, static self-attributes, such as social-oriented achievement motivation and individual-oriented achievement motivation, which are considered to be culturally balanced…
The Impact of ICT on Pupils' Achievement and Attitudes in Social Studies
ERIC Educational Resources Information Center
Cener, Emin; Acun, Ismail; Demirhan, Gokhan
2015-01-01
The aim of this study is to investigate the impact of teaching social studies with the help of CT on pupils' achievement in social studies. A history, geography and culture oriented theme was selected from the social studies curriculum for the research, Turks on the Silk Road. A multimedia CD, documentaries, PowerPoint and so on were used to teach…
Bridging the gap: the roles of social capital and ethnicity in medical student achievement.
Vaughan, Suzanne; Sanders, Tom; Crossley, Nick; O'Neill, Paul; Wass, Val
2015-01-01
Within medical education, there is a discrepancy between the achievement level of White students and that of their ethnic minority peers. The processes underlying this disparity have not been adequately investigated or explained. This study utilises social network analysis to investigate the impact of relationships on medical student achievement by ethnicity, specifically by examining homophily (the tendency to interact with others in the same group) by ethnicity, age and role. Data from a cross-sectional social network study conducted in one UK medical school are presented and are analysed alongside examination records obtained from the medical school. Participants were sampled across the four hospital placement sites; a total of 158 medical students in their clinical phase (Years 3 and 4) completed the survey. The research was designed and analysed using social capital theory. Although significant patterns of ethnic and religious homophily emerged, no link was found between these factors and achievement. Interacting with problem-based learning (PBL) group peers in study-related activities, and having seniors in a wider academic support network were directly linked to better achievement. Students in higher academic quartiles were more likely to be named by members of their PBL group in study activities and to name at least one tutor or clinician in their network. Students from lower-achieving groups were least likely to have the social capital enabling, and resulting from, interactions with members of more expert social groups. Lower levels of the social capital that mediates interaction with peers, tutors and clinicians may be the cause of underperformance by ethnic minority students. Because of ethnic homophily, minority students may be cut off from potential and actual resources that facilitate learning and achievement. © 2014 John Wiley & Sons Ltd.
Enhancing Academic Achievement through Direct Instruction of Social Skills.
ERIC Educational Resources Information Center
Bendt, Lori; Nunan, Jan
This paper examines the impact of the explicit teaching of social skills to enhance academic achievement. The targeted population comprised kindergarten and second grade students in a middle-class community located in central Illinois. The problem of inappropriate behaviors and difficulties interacting with peers and how this may affect academic…
Agbuga, Bulent; Xiang, Ping; McBride, Ron E
2015-04-21
This study utilized the 2x2 achievement goal model (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance goals) to explore the relationships between achievement goals and self-reported personal and social responsibility behaviors in high school physical education settings. Two hundred and twenty one Turkish students completed questionnaires assessing their achievement goals, personal and social responsibility behaviors. Results of the one-way repeated measures ANOVA revealed significant differences among the four achievement goals, F(3, 660) = 137.05, p < .001, η2 = .39. The result also revealed that students were more likely to endorse the mastery-approach goal than three other goals. The simple correlations revealed mastery-approach and performance-approach goals were positively related to students' self-reported personal (r = .54, p < .001; r = .37, p < .001, respectively) and social responsibility (r = .38, p < .001; r = .22, p < .001, respectively) behaviors. However, hierarchical regression analyses indicated only the mastery-approach goal emerged as the significant positive predictor, b = .52, t(216) = 7.19, p < .001 for personal responsibility behaviors, and b = .41, t(216) = 5.23, p < .001 for social responsibility behaviors. These findings seem to provide convergent evidence that mastery-approach goals are positively related to positive educational outcomes.
Wong, Mitchell D; Strom, Danielle; Guerrero, Lourdes R; Chung, Paul J; Lopez, Desiree; Arellano, Katherine; Dudovitz, Rebecca N
2017-08-01
We examined whether standardized test scores and grades are related to risky behaviors among low-income minority adolescents and whether social networks and social-emotional factors explained those relationships. We analyzed data from 929 high school students exposed by natural experiment to high- or low-performing academic environments in Los Angeles. We collected information on grade point average (GPA), substance use, sexual behaviors, participation in fights, and carrying a weapon from face-to-face interviews and obtained California math and English standardized test results. Logistic regression and mediation analyses were used to examine the relationship between achievement and risky behaviors. Better GPA and California standardized test scores were strongly associated with lower rates of substance use, high-risk sexual behaviors, and fighting. The unadjusted relative odds of monthly binge drinking was 0.72 (95% confidence interval, 0.56-0.93) for 1 SD increase in standardized test scores and 0.46 (95% confidence interval, 0.29-0.74) for GPA of B- or higher compared with C+ or lower. Most associations disappeared after controlling for social-emotional and social network factors. Averaged across the risky behaviors, mediation analysis revealed social-emotional factors accounted for 33% of the relationship between test scores and risky behaviors and 43% of the relationship between GPA with risky behaviors. Social network characteristics accounted for 31% and 38% of the relationship between behaviors with test scores and GPA, respectively. Demographic factors, parenting, and school characteristics were less important explanatory factors. Social-emotional factors and social network characteristics were the strongest explanatory factors of the achievement-risky behavior relationship and might be important to understanding the relationship between academic achievement and risky behaviors. Published by Elsevier Inc.
Gender Gap Linked to Differential Socialization for High-Achieving Senior Mathematics Students.
ERIC Educational Resources Information Center
Campbell, James R.; Beaudry, Jeffrey S.
1998-01-01
Examined whether 11th-grade girls and boys enrolled in advanced mathematics courses nationwide were socialized in similar ways, using Campbell's differential socialization paradigm. Results uncovered a gender gap favoring boys. Self-imposed pressure and persistence had important direct effects on achievement. Self-concept had important direct…
ERIC Educational Resources Information Center
Carter, Dorinda J.
2008-01-01
In this article, Dorinda Carter examines the embodiment of a critical race achievement ideology in high-achieving black students. She conducted a yearlong qualitative investigation of the adaptive behaviors that nine high-achieving black students developed and employed to navigate the process of schooling at an upper-class, predominantly white,…
Social Psychological Dispositions and Academic Achievement of Inuit and Non-Inuit Students.
ERIC Educational Resources Information Center
Clifton, Rodney A.; Roberts, Lance W.
1988-01-01
Examines differences between Inuit and non-Inuit students in activism (social attitude), self-concept, and academic achievement. Inuits scored lower in activism and self-concept than non-Inuits. Suggests teachers create personalized classroom environments to positively affect activism and self-concept, and thereby enhancing achievement.…
Black Girls' Achievement in Middle Grades Mathematics: How Can Socializing Agents Help?
ERIC Educational Resources Information Center
Young, Jemimah L.; Young, Jamaal Rashad; Capraro, Mary Margaret
2017-01-01
The middle grades mathematics classroom is full of transitions that students must overcome to become successful long-term learners of mathematics. This transition can be exorbitantly more tumultuous for Black girls who must overcome gender and racial mathematics achievement stereotypes. Mathematics identities and achievement socialization trends…
ERIC Educational Resources Information Center
Ilter, Ilhan
2016-01-01
The purpose of this study was to investigate the effectiveness of three graphic organizers for teaching vocabulary and the development of the emotions-related to achievement. The study focused on the effects of different types of graphic organizers on word-learning and various emotions in social studies. This study was designed as a…
ERIC Educational Resources Information Center
Enwelim, Samuel Chiedu
2016-01-01
The study on teacher characteristics and students achievement in social Studies in Nigeria is geared towards investigating and determining the relationship between teachers' characteristics and students achievement in social studies in Nigeria. The main purpose of the study is to determine if there is relationship between certain teacher…
Effects of Within-Class Ability Grouping on Social Interaction, Achievement, and Motivation
ERIC Educational Resources Information Center
Saleh, Mohammad; Lazonder, Ard W.; De Jong, Ton
2005-01-01
This study examined how grouping arrangements affect students' achievement, social interaction, and motivation. Students of high, average and low ability were randomly assigned to homogeneous or heterogeneous ability groups. All groups attended the same plant biology course. The main results indicate that low-ability students achieve more and are…
ERIC Educational Resources Information Center
Ajogbeje, Oke James; Borisade, Fidelis Tunde; Aladesaye, Charles Ademuyiwa; Ayodele, Oludolapo Bolanle
2013-01-01
The urge to excel or perform maximally in mathematics varies from individual to individual because achievement motivation is often developed or learnt during socialization and learning experiences. The study examined the relationship between College of Education students' achievement motivation and mathematics achievement, correlation coefficient…
Rural Community Development: What Sort of Social Change?
ERIC Educational Resources Information Center
Wright, Susan
1992-01-01
Describes the role of the rural community development worker in achieving social change by encouraging participatory decision making. Presents results of a participatory research study in which the author, as a community worker, empowers a village with a failed water supply to seek change where they had previously experienced resistance by…
The Social World, the Creative Self, and the Ongoing Achievement of Freedom
ERIC Educational Resources Information Center
Mayer, Susan Jean
2017-01-01
As an educator, Maxine Greene returned repeatedly to the dynamic transaction that John Dewey had theorized between a vital social world and individual creativity. With Dewey, she viewed mutually transformative relations with others as the wellspring of all personal growth and social progress and as key to achieving a form of freedom that both…
ERIC Educational Resources Information Center
Khodadady, Ebrahim; Zabihi, Reza
2011-01-01
This study explored the relationship between social and cultural capital and school achievement by developing, administering and validating a 35-statement questionnaire to 403 undergraduate and graduate students majoring in Teaching English as a foreign language and Persian Language and Literature and correlating their extracted factors with the…
ERIC Educational Resources Information Center
Wilkins, Stephen; Butt, Muhammad Mohsin; Kratochvil, Daniel; Balakrishnan, Melodena Stephens
2016-01-01
The purpose of this research is to investigate the effects of social and organizational identifications on student commitment, achievement and satisfaction in higher education. The sample comprised 437 students enrolled in an undergraduate or postgraduate programme in business or management. A model was developed and tested using structural…
ERIC Educational Resources Information Center
Khodadady, Ebrahim; Pishghadam, Reza; Alaee, Farnaz Farokh
2012-01-01
An achievement test based on schema theory (S-Test) was developed on the passages comprising the English textbook taught at grade three in state high schools in Iran and administered concurrently with a validated and reliable Social Capital Scale (SCS) to four hundred seventy seven male and female participants. The Z-scores obtained on the S-Test…
ERIC Educational Resources Information Center
Levpuscek, Melita Puklek; Zupancic, Maja; Socan, Gregor
2013-01-01
The study examined individual factors and social factors that influence adolescent students' achievement in mathematics. The predictive model suggested direct positive effects of student intelligence, self-rated openness and parental education on achievement in mathematics, whereas direct effects of extraversion on measures of achievement were…
Cambodian Early Adolescents' Academic Achievement: The Role of Social Capital
ERIC Educational Resources Information Center
Eng, Sothy
2013-01-01
This study examined the associations of parents' cultural beliefs and attitudes with respect to fate, traditional gender roles, aspirations, and involvement in children's academic achievement in Cambodia. Based on Coleman's social capital theory, a good parent-child relationship enables children's school success because resources are created as a…
New Directions in Social Psychological Interventions to Improve Academic Achievement
ERIC Educational Resources Information Center
Wilson, Timothy D.; Buttrick, Nicholas R.
2016-01-01
Attempts to improve student achievement typically focus on changing the educational environment (e.g., better schools, better teachers) or on personal characteristics of students (e.g., intelligence, self-control). The 6 articles in this special issue showcase an additional approach, emanating from social psychology, which focuses on students'…
Parental Influence on Chinese Students' Achievement: A Social Capital Perspective
ERIC Educational Resources Information Center
Wei, Dan
2012-01-01
This paper examines how social capital formed by effective parental practices within Chinese families influences student achievement. Survey responses from 266 students from Grades 4 to 6 in a suburban elementary school in China were analysed to identify their perceptions of parental practices (support, pressure, help, monitoring and…
da Silva, Ana Carolina Feldenheimer; Recine, Elisabetta; Johns, Paula; Gomes, Fabio da Silva; Ferraz, Mariana de Araújo; Faerstein, Eduardo
2018-03-01
The historical struggles that Brazil faced to overcome malnutrition coincided with the empowerment of civil society and social movements which played a crucial role in the affirmation of health and food as social rights. After two decades under military dictatorship, Brazil went through a redemocratization process in the 1980s when activism emerged to demand spaces to participate in policy-making regarding the social agenda, including food and nutrition security (FNS). From 1988 onward institutional structures were established: the National Council of FNS (CONSEA) convenes government and civil society sectors to develop and monitor the implementation of policies, systems and actions. Social participation has been at the heart of structural changes achieved since then. Nevertheless, the country faces multiple challenges regarding FNS such as the double burden of disease, increasing use of pesticides and genetically modified seeds, weak regulation of ultra-processed products, and marketing practices that affect the environment, population health, and food sovereignty. This article aims at examining the development of the participatory political system and the role played by Brazilian social movements in the country's policies on FNS, in addition to outlining challenges faced by those policies.
ERIC Educational Resources Information Center
Ali, Jinnat; McInerney, Dennis M.; Craven, Rhonda G.; Yeung, Alexander Seeshing; King, Ronnel B.
2014-01-01
The authors examined the relations between two socially oriented dimensions of student motivation and academic achievement of Native (Navajo) American and Anglo American students. Using confirmatory factor analysis, a multidimensional and hierarchical model was found to explain the relations between performance and social goals. Four first-order…
Self-Determined Motivation and Social Achievement Goals in Children's Emotions
ERIC Educational Resources Information Center
Mouratidis, Athanasios; Michou, Aikaterini
2011-01-01
In this cross-sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students' emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students' engagement in class activities because…
ERIC Educational Resources Information Center
Le Mare, Lucy; de la Ronde, Marie
2000-01-01
Relations among social status, current service delivery, and service delivery preferences were examined in 42 students with learning disabilities (LD), 40 low-achieving, and 42 average/high-achieving students in grades 2-4 and 6-7. Most students preferred pullout service to in-class service. Only among LD students were self- and peer-rated social…
The Achievement Ideology and Whiteness: "Achieving Whiteness" or "Achieving Middle Class?"
ERIC Educational Resources Information Center
Allen, Ricky Lee
Over the past few decades, social reproduction theorists have criticized achievement ideology as a dominant and dominating myth that hides the true nature of class immobility. Social reproductionists' primary criticism of achievement ideology is that it blinds the working class, regardless of race or gender, to the possibilities of collective…
Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study.
Cristóvão, Ana M; Candeias, Adelinda A; Verdasca, José
2017-01-01
Social and Emotional Learning (SEL) is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP), Online Knowledge Library (b-on), and Web of Science (WoS). The criteria were: (a) all time frames; (b) publications in either Portuguese or English; (c) programs that developed socio-emotional competencies in Portuguese schools; (d) academic levels including elementary, middle, and high school and (e) students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research.
Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study
Cristóvão, Ana M.; Candeias, Adelinda A.; Verdasca, José
2017-01-01
Social and Emotional Learning (SEL) is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP), Online Knowledge Library (b-on), and Web of Science (WoS). The criteria were: (a) all time frames; (b) publications in either Portuguese or English; (c) programs that developed socio-emotional competencies in Portuguese schools; (d) academic levels including elementary, middle, and high school and (e) students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research. PMID:29167650
Chagas disease: an impediment in achieving the Millennium Development Goals in Latin America
Franco-Paredes, Carlos; Von, Anna; Hidron, Alicia; Rodríguez-Morales, Alfonso J; Tellez, Ildefonso; Barragán, Maribel; Jones, Danielle; Náquira, Cesar G; Mendez, Jorge
2007-01-01
Background Achieving sustainable economic and social growth through advances in health is crucial in Latin America within the framework of the United Nations Millennium Development Goals. Discussion Health-related Millennium Development Goals need to incorporate a multidimensional approach addressing the specific epidemiologic profile for each region of the globe. In this regard, addressing the cycle of destitution and suffering associated with infection with Trypanosoma cruzi, the causal agent of Chagas disease of American trypanosomiasis, will play a key role to enable the most impoverished populations in Latin America the opportunity to achieve their full potential. Most cases of Chagas disease occur among forgotten populations because these diseases persist exclusively in the poorest and the most marginalized communities in Latin America. Summary Addressing the cycle of destitution and suffering associated with T. cruzi infection will contribute to improve the health of the most impoverished populations in Latin America and will ultimately grant them with the opportunity to achieve their full economic potential. PMID:17725836
The Development of Sex-Related Differences in Achievement.
ERIC Educational Resources Information Center
Petersen, Anne C.
Although sex differences in research have received considerable attention, few researchers have examined the bias, social context, and process of that research. In analyzing sex differences in academic achievement over the past 10 years, three areas (mathematics, spatial ability, and verbal ability) would appear to establish consistent sex…
Reasoning as a Metaphor for Skill Development in the Social Studies Curriculum.
ERIC Educational Resources Information Center
Hartoonian, H. Michael
The paper suggests ways to coordinate basic social studies skills to achieve the goal of developing reasoning ability in elementary and secondary students. The first three sections present a rationale for teaching the reasoning process in the social studies curriculum. The author stresses that in order to be an effective thinker, one should be…
ERIC Educational Resources Information Center
Gisladottir, Berglind
2013-01-01
This study examines the impact of social capital on mathematics achievement in eight European cities. The study draws on data from the 2008 Youth in Europe survey, carried out by the Icelandic Center for Social Research and Analysis. The sample contains responses from 17,312 students in 9th and 10th grade of local secondary schools in the…
Adolescent behavior and achievement, social capital, and the timing of geographic mobility.
Gillespie, Brian Joseph
2013-09-01
This paper examines the relationship between geographic mobility and adolescent academic achievement and behavior problems. Specifically, it addresses how the effects of moving differ by age and how social capital moderates the impact of moving on children (aged 6 to 15). Children's behavior problems and academic achievement test scores were compared across four survey waves of the National Longitudinal Survey of Youth (2000, 2002, 2004, and 2006) and matched to data from their mothers' reports from the National Longitudinal Survey of Youth 1979. The findings indicate that the negative behavioral effects of geographic mobility on adolescents are most pronounced for individuals relocating to a new city, county, or state as opposed to those moving locally (i.e., within the same city). Furthermore, as suggested by a life-course perspective, the negative effects of moving on behavior problems decrease as children get older. The results also show that several social capital factors moderate the effects of moving on behavior but not achievement. Copyright © 2013 Elsevier Ltd. All rights reserved.
Xu, Xiaoyan; Xu, Yangang; Mellor, David; Duan, Liqiong
2012-01-01
Previous research suggests that there is a relationship between social contexts (e.g., economic growth, engagement in wars) and motives within populations. In particular, high achievement motive is associated with subsequent economic growth, which in turn increases power motive. Increased national achievement and power motives have been argued to precede social changes that lead to decreased affiliation motives, and engagement in wars. The present study aimed to examine differences in achievement, power, and affiliation motives between 266 college students in China (a nation with sustained high economic growth) and 255 college students in the USA (a nation with previously strong but now slowing economic growth, and engaged in war). Analysis of personal strivings suggested that Chinese college students showed significantly higher levels of achievement motive than the American college students, but American college students showed significantly higher levels of affiliation motive than Chinese college students. Overall, males exhibited higher achievement motivation than females. No significant interaction effects were found for gender by location for any of the three motives. The findings are discussed in relation to previous research.
ERIC Educational Resources Information Center
Song, Juyeon; Bong, Mimi; Lee, Kyehyoung; Kim, Sung-il
2015-01-01
We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…
Machell, Kyla A; Kashdan, Todd B; Short, Jerome L; Nezlek, John B
2015-06-01
Research on meaning in life has generally focused on global meaning judgments. This study examined how people's daily experiences, represented by events that occur in daily life, influence their perceived sense of meaning on a daily basis. One hundred sixty-two college students completed daily reports for 2 weeks. We examined the relationships among daily social and achievement events, daily positive and negative affect, and daily meaning in life. In addition, we tested the possible moderating influence of depressive symptoms on these relationships. Positive daily social and achievement events were related to greater daily meaning, above and beyond the contributions of daily positive and negative affect. Negative social and achievement events were related to less daily meaning, and negative achievement events covaried with daily meaning above and beyond positive and negative affect. Depression moderated the relationships between positive events and meaning, such that people who reported more depressive symptoms had greater increases in daily meaning in response to positive social and achievement events than individuals who reported fewer symptoms. These findings suggest the important role that daily events may play in fluctuations in people's affective experiences and sense of meaning in life. © 2014 Wiley Periodicals, Inc.
ERIC Educational Resources Information Center
Liem, Gregory Arief D.
2016-01-01
Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims: Guided by multiple-goal perspectives, this study examined the role of academic and…
Gender Achievement and Social, Political and Economic Equality: A European Perspective
ERIC Educational Resources Information Center
Ireson, Gren
2017-01-01
Differences in gender equality based on social, political and economic factors is cited, by some writers, as a contributory factor in the differentially greater achievement of boys in STEM subjects through the concept of gender stratification. Gender differences, especially in mathematics, have been linked directly to gender parity in wider…
Pedagogic Practices in the Family Socializing Context and Children's School Achievement
ERIC Educational Resources Information Center
Neves, Isabel P.; Morais, Ana M.
2005-01-01
This paper describes a qualitative study about pedagogic practices in the family. The pedagogic code underlying family practices is characterized and related to specific social groups. Students' achievement is discussed in relation to family and school pedagogic practices. The analysis of family pedagogic practice was based on a model derived from…
ERIC Educational Resources Information Center
Richards, Eric W.
2011-01-01
The purpose of this study was to investigate specific social and musical objectives or experiences school music teachers anticipate their students will achieve as a result of attending a summer music camp. A survey instrument was developed to collect demographic data and responses to questions regarding 14 specific musical and social variables.…
ERIC Educational Resources Information Center
Youse, Keith Edward
2012-01-01
The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…
Downs, Timothy John; Larson, Heidi Jane
2007-10-01
Biomedical interventions promise achievement of health-related Millennium Development Goals provided social-, capacity- and knowledge-based constraints to scaling up and reaching marginalized people at risk, are addressed, and balance between prevention and treatment is struck. We argue for a new approach: multi-stakeholder capacity building and learning for empowerment: MuSCLE. MuSCLE is used as a way to frame three systemic weaknesses in traditional health science and policy approaches: (1) a lack of engagement with people at risk to build a collective understanding of the contexts of health problems, including social drivers; (2) a lack of multi-criteria evaluation of alternative interventions; (3) a lack of attention paid to integrated capacity building. The MuSCLE framework responds in three ways: (1) participatory assessment of the ecological, socio-cultural, economic and political contexts of health, identifying priorities using risk and vulnerability science, and modeling drivers; (2) selection among intervention alternatives that makes ecological, socio-cultural, economic and political tradeoffs transparent; (3) integrated capacity building for sustainable and adaptive interventions. Literature and field lessons support the argument, and guidelines are set down. A MuSCLE approach argues for a transformation in health science and policy in order to achieve Millennium Development Goals for health.
Ng, Florrie Fei-Yin; Sze, Irene Nga-Lam; Tamis-LeMonda, Catherine S; Ruble, Diane N
2017-05-01
Academic socialization by low-income immigrant mothers from Mainland China was investigated in two studies. Immigrant Chinese mothers of first graders (n = 52; M age = 38.69) in the United States (Study 1) and kindergartners (n = 86; M age = 36.81) in Hong Kong (Study 2) tell stories that emphasized achieving the best grade through effort more than did African American (n = 39; M age = 31.44) and native Hong Kong (n = 76; M age = 36.64) mothers, respectively. The emphasis on achievement was associated with mothers' heightened discussion on discrimination (Study 1) and beliefs that education promotes upward mobility (Study 2), as well as children's expectations that a story protagonist would receive maternal criticism for being nonpersistent in learning (Study 2). © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.
Education for Social Change? A Freirean Critique of Sport for Development and Peace
ERIC Educational Resources Information Center
Spaaij, Ramón; Jeanes, Ruth
2013-01-01
Background: The previous two decades have witnessed an increasing number of policymakers and practitioners using sport programmes to achieve broader social development aims, particularly in countries in the Global South. A core element of these programmes has been the use of sport as a context to provide young people with social, personal and…
Closing Achievement Gaps with a Utility-Value Intervention: Disentangling Race and Social Class
Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Priniski, Stacy J.; Hyde, Janet S.
2015-01-01
Many college students abandon their goal of completing a degree in STEM when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the two may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over four semesters of an introductory biology course (N = 1040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to CG-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. PMID:26524001
Profiling Differences in Achievement and Social Goals of Students at Different Levels of Expertise
ERIC Educational Resources Information Center
O'Malley, Patricia Tenowich; Sonnenschein, Susan
2010-01-01
The purpose of this study was to integrate domain-learning theory and goal theory to investigate the learning processes, achievement goals, social goals, and achievement of 141 college students. Cluster-analytic procedures were used to categorize participants at different levels of expertise based on their responses on knowledge, interest, and…
ERIC Educational Resources Information Center
Dundas, Traci Lynne
2010-01-01
Using the G8 countries' (Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States) samples from the 2003 Programme for International Student Assessment (PISA), this study aimed to explore the phenomenon of double jeopardy in mathematics achievement for socially disadvantaged students. Double jeopardy…
Mirzamani, S Mahmood; Ashoori, Mohammad; Sereshki, Narges Adib
2011-01-01
This study investigates the effect of social and token economy reinforcements on academic achievement of 9th grade boy students with intellectual disabilities in an experimental science class in Tehran Province. The method used for this study was experimental by pre-test, post- test with a control group. The boy students with intellectual disabilities from three junior high schools participated in this study. The sample consisted of thirty, 9th grade boy students with intellectual disabilities in the selected schools; the schools were chosen by the multi-stage cluster method. To measure the progress of students in the science class, a teacher made test and the Wechsler intelligence test for matching the groups for IQ were used. To ensure validity, the content validity criteria depended tests calculated by the Lashe method and teachers' perspective were used. The reliability coefficient was obtained by the reliability coefficient of related tests; the percent agreement method and the obtained data were analyzed using one-way variance analysis and Shefe prosecution test. The results showed that there was a significant increase in academic achievement of students with intellectual disabilities when using token economy than using social reinforcements compared with the control group. Also, when using social reinforcements, the academic achievement of students was more than the control group. Token economy and social reinforcements increased the academic achievement of students with intellectual disabilities in the science class; and also the effect of token economy reinforcements was more than social reinforcements on the subjects.
The "Developing" Achievement Gap: Colombian Voucher Reform
ERIC Educational Resources Information Center
Stern, Jonathan M. B.
2014-01-01
The achievement gap in many developing countries is defined in terms of rich/poor and public/private. The prevailing explanation for the "developing" achievement gap is an underfunded, inefficient, and/or inadequately supplied public school sector. Via an analysis of a Colombian voucher experiment, this article examines the extent to…
"Feeling" hierarchy: the pathway from subjective social status to achievement.
Destin, Mesmin; Richman, Scott; Varner, Fatima; Mandara, Jelani
2012-12-01
The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As predicted by the model, most of the relationship was mediated by emotional distress and study skills and habits. The lower SSS students had more depressive symptoms, which led to less effective studying and lower GPA. The model held across different racial/ethnic groups, was tested against alternative models, and results remained stable controlling for objective socioeconomic status. Implications for identity-based intervention are discussed. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
Staff Development and Student Achievement: Making the Connection.
ERIC Educational Resources Information Center
Weathersby, Jeanie; Harkreader, Steve
This study examined connections between staff development and student achievement in order to develop a base of knowledge for improving Georgia's staff development. The study asked whether differences in how districts and schools provided staff development for teachers accounted for some of the variation in student achievement across Georgia…
ERIC Educational Resources Information Center
Ukpong, D. E.; George, I. N.
2013-01-01
This study investigated the length of study time behaviour and academic achievement of Social Studies Education students in the University of Uyo. The purpose was to determine the difference in the academic achievement of the long study time behaviour students and their short study time behaviour counterparts in Social Studies Education. The study…
Ashoori, Mohammad; Sereshki, Narges Adib
2011-01-01
Objective This study investigates the effect of social and token economy reinforcements on academic achievement of 9th grade boy students with intellectual disabilities in an experimental science class in Tehran Province. Method The method used for this study was experimental by pre-test, post- test with a control group. The boy students with intellectual disabilities from three junior high schools participated in this study. The sample consisted of thirty, 9th grade boy students with intellectual disabilities in the selected schools; the schools were chosen by the multi-stage cluster method. To measure the progress of students in the science class, a teacher made test and the Wechsler intelligence test for matching the groups for IQ were used. To ensure validity, the content validity criteria depended tests calculated by the Lashe method and teachers' perspective were used. The reliability coefficient was obtained by the reliability coefficient of related tests; the percent agreement method and the obtained data were analyzed using one-way variance analysis and Shefe prosecution test. Results The results showed that there was a significant increase in academic achievement of students with intellectual disabilities when using token economy than using social reinforcements compared with the control group. Also, when using social reinforcements, the academic achievement of students was more than the control group. Conclusion Token economy and social reinforcements increased the academic achievement of students with intellectual disabilities in the science class; and also the effect of token economy reinforcements was more than social reinforcements on the subjects. PMID:22952517
How university students with reading difficulties are supported in achieving their goals.
Stack-Cutler, Holly L; Parrila, Rauno K; Jokisaari, Markku; Nurmi, Jari-Erik
2015-01-01
We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and institutional social ties through academic centers and university general services, among others. Resources mobilized among personal and institutional social ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional social ties also afforded job search assistance, accommodations, skill development, financial support, and mental health services. Finally, the status of employed, but not student, social ties explained academic achievement. © Hammill Institute on Disabilities 2013.
Restorative Practice in New Zealand Schools: Social Development through Relational Justice
ERIC Educational Resources Information Center
Drewery, Wendy
2016-01-01
This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Maori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary…
The Relation of Birth Order, Social Class, and Need Achievement to Independent Judgement
ERIC Educational Resources Information Center
Rhine, W. Ray
1974-01-01
This article reports an investigation in which the brith order, social class, and level of achievement arousal are the variables considered when fifth and sixth-grade girls make independent judgements in performing a set task. (JH)
Ahmed, Wondimu; Minnaert, Alexander; van der Werf, Greetje; Kuyper, Hans
2010-01-01
Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for the empirical link between PSS (from parents, peers and teachers) and mathematics achievement. The participants of the study were 238 grade 7 students (average age = 13.2 years, girls = 54%, predominantly native Dutch middle class socioeconomic status). A bootstrap analysis (a relatively new technique for testing multiple mediation) revealed that the motivational beliefs and the emotions, jointly, partially mediated the effect of PSS on achievement. The proportion of the effects mediated, however, varied across the support sources from 55% to 75%. The findings lend support to the theoretical assumptions in the literature that supportive social relationships influence achievement through motivational and affective pathways.
Computer Science Majors: Sex Role Orientation, Academic Achievement, and Social Cognitive Factors
ERIC Educational Resources Information Center
Brown, Chris; Garavalia, Linda S.; Fritts, Mary Lou Hines; Olson, Elizabeth A.
2006-01-01
This study examined the sex role orientations endorsed by 188 male and female students majoring in computer science, a male-dominated college degree program. The relations among sex role orientation and academic achievement and social cognitive factors influential in career decision-making self-efficacy were explored. Findings revealed that…
Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students
ERIC Educational Resources Information Center
Herpratiwi; Darsono; Sasmiati; Pujiyatli
2018-01-01
Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…
ERIC Educational Resources Information Center
Allen, Junior Lloyd; Huggins-Hoyt, Kimberly Y.; Holosko, Michael J.; Briggs, Harold E.
2018-01-01
Purpose: This study explored the scholarship experiences of top-ranked African American faculty in schools of social work. Method: Qualitative interviews were conducted with N = 10 top-ranked African American faculty identified as achieving considerable productivity and impact of scholarship. Findings: Four major themes were identified, each of…
Achievement Motivation Development Project. Final Report.
ERIC Educational Resources Information Center
McClelland, Dave C.; Alschuler, Alfred S.
Two efforts were made to develop achievement motivation in school children and to observe the effect of such training on their behavior in and out of school. These studies were undertaken because: (1) Achievement motivation might help children think more seriously about their work habits and career planning; (2) It might improve the grades of…
The Social Development Summit and the developing countries.
Barnabas, A P; Kulkarni, P D; Nanavatty, M C; Singh, R R
1996-01-01
This article discusses some concerns of the 1996 UN Summit on Social Development. Conference organizers identified the three key conference issues as poverty alleviation, social integration of the marginalized and disadvantaged, and expansion of productive employment. The goal of a "society for all" means dealing with the increasing differences between rich and poor countries, the survival of weaker economies in a competitive market system, wide variations in consumption patterns between countries, attainment of political stability while respecting ethnic identity, the rise in social problems among countries with a high human development index, and increasing joblessness. The Human Development Report for 1994 emphasizes human security. Social development is not the equivalent of human resource development nor a side issue of economic growth. The integration of ethnic groups poses social and political problems. There remains a question about what political system and culture would be best for social integration. Developed countries define poverty as the inability of people and government to provide resources and necessary services for people's productive activity. Poverty in developing countries is blamed on colonialism. Globally, developed countries control 71% of world trade. Sharing resources to meet basic needs throughout the world is not an operational ideal. The highest 20% of income earners receive 83% of the world income. The culture of poverty is the strategy used by the poor to survive. Welfare is not an end in itself but does enable the poor to improve their conditions. Development that focuses on productive employment is uncertain. Developed and developing countries do not share similar perceptions of human rights. There is a question as to who should set the priorities for social development. Sustainable social development is related to preservation of natural resources, control of population growth, and promotion of social security.
ERIC Educational Resources Information Center
Summers, Emily J.; Dickinson, Gail
2012-01-01
This longitudinal study focused on how project-based instruction (PBI) influenced secondary social studies students' academic achievement and promoted College and Career Readiness (CCR). We explored and compared student achievement in a PBI high school versus a traditional instruction high school within the same rural school district. While…
ERIC Educational Resources Information Center
Vitaro, Frank; Boivin, Michel; Brendgen, Mara; Girard, Alain; Dionne, Ginette
2012-01-01
The goal of this study was to examine how different types of social experiences in kindergarten relate to Grade 1 academic achievement, while controlling for possible genetic and shared environmental influences through the use of the monozygotic (MZ) twin difference method. Social experiences in kindergarten included relationship quality with the…
ERIC Educational Resources Information Center
Neto, Roque; Golz, Nancy; Polega, Meaghan
2015-01-01
This study explored the association between social media use, loneliness, and academic achievement in high school students and identified the demographic characteristics associated with these three elements. This study also aimed to identify the percentage of variance in loneliness accounted for by social media use and GPA. Participants were 345…
ERIC Educational Resources Information Center
Eamon, Mary Keegan
2005-01-01
Using data from a national sample of 388 Latino young adolescents, this study identified the social-demographic characteristics, influences in the broader social environment, and parenting practices that predict youth academic achievement. Youths who were Mexican American, older, and had an English language problem had lower levels of reading and…
Closing achievement gaps with a utility-value intervention: Disentangling race and social class.
Harackiewicz, Judith M; Canning, Elizabeth A; Tibbetts, Yoi; Priniski, Stacy J; Hyde, Janet S
2016-11-01
Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the 2 may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over 4 semesters of an introductory biology course (N = 1,040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to continuing generation (CG)-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of intersectionality in examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
2016-05-26
frequently visited by the organization(s) (such as social media , or campus bulletin boards in universities). Physical contact is not necessary, but...Uprisings in an Age of Uncertainty: A Look at the Potential for US Sponsored Social Movements to Achieve Reform A Monograph by MAJ...2016 4. TITLE AND SUBTITLE Uprisings in an Age of Uncertainty: A Look at the Potential for US Sponsored Social Movements to Achieve Reform 5a
Social and behavioral skills and the gender gap in early educational achievement.
Diprete, Thomas A; Jennings, Jennifer L
2012-01-01
Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. Copyright © 2011 Elsevier Inc. All rights reserved.
What Is Most Important: Social Factors, Health Selection, and Adolescent Educational Achievement
ERIC Educational Resources Information Center
Roos, Leslie L.; Hiebert, Brett; Manivong, Phongsack; Edgerton, Jason; Walld, Randy; MacWilliam, Leonard; de Rocquigny, Janelle
2013-01-01
This paper explores the relative importance of social factors and health measures in predicting educational achievement in early and late adolescence using population-based administrative data. The sample was made up of 41,943 children born in Manitoba, Canada between 1982 and 1989 and remaining in the province until age 18. Multilevel modeling…
DRAWS: Development of Reading and Writing in Social Studies. Teacher's Guide.
ERIC Educational Resources Information Center
Garrahy, Dennis J.
The teacher's guide outlines seven individual social studies units designed to help low achieving students develop reading and writing skills. Following a preface on reading and writing in the content area, material is divided into seven sections which cover the program units on religion, "isms," education, energy, technology, revolution, and…
ERIC Educational Resources Information Center
Rochmes, Jane
2015-01-01
While progress to close racial achievement gaps has stagnated and income achievement gaps have grown, recent case studies enthusiastically describe "transformational" schools, which claim to establish conditions that enable students--primarily poor students of color--to achieve at levels far higher than their social background predicts.…
ERIC Educational Resources Information Center
Noble, Marjorie; Hervey, Sarah D.
The purposes of this study were (1) to identify the social-emotional and information-achievement characteristics of 133 children enrolled in Head Start and (2) to explore the interrelationships found to exist between social-emotional behavior, as assessed by the teacher at the outset of the program, and the gains exhibited over the year in…
English Language Learners and Kindergarten Entry Age: Achievement and Social-Emotional Effects
ERIC Educational Resources Information Center
Gottfried, Michael; Le, Vi-Nhuan; Datar, Ashlesha
2016-01-01
In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a…
ERIC Educational Resources Information Center
Kesici, Sahin; Erdogan, Ahmet
2010-01-01
The purpose of this study is to clarify whether middle school students' mathematics anxiety differentiates or not, according to their low and high achievement motivation and their level of self-esteem stemming from social comparison. This study also aims to clarify the effects of these two variables on mathematics anxiety. The study groups were…
Broadening Educational Outcomes: Social Relations, Skills Development, and Employability for Youth
ERIC Educational Resources Information Center
Dejaeghere, Joan; Wiger, Nancy Pellowski; Willemsen, Laura Wangsness
2016-01-01
This article argues that, if a global development aim is to address educational inequalities, the post-2015 agenda needs to conceptually and practically broaden the focus of learning to include social relations as important processes and outcomes for achieving educational equity. We draw on Sen's capability approach and Bourdieu's forms of capital…
The Role of Social Capital at Home and in School in Academic Achievement: The Case of South Korea
ERIC Educational Resources Information Center
Yang, Hyunwoo
2017-01-01
Using data from the Korean Educational Longitudinal Study of 2005-2007, the current study investigated the role of family and school social capital in students' academic achievement in South Korea. Results showed that while some forms of family and school social capital were associated with increased math achievement, the effect of family social…
Dozois, David J A; Frewen, Paul A
2006-02-01
The comorbidity between the mood and anxiety is extensive and it is probable that individuals with these disorders share a number of cognitive characteristics. However, comorbidity rates with depression are not uniform among the various anxiety disorders. This study examined the common and distinguishing features of self-schematic structure in major depressive disorder and social anxiety compared to other anxiety disorders in general and to no psychiatric disturbance. Participants completed the Psychological Distance Scaling Task, which provided an index of the cognitive organization of positively and negatively valenced interpersonal and achievement self-referent content. The depression and social phobia groups were statistically equivalent on all indices of cognitive organization, and showed greater interconnectedness among interpersonal negative content than both control groups, and less interconnectedness among both positive interpersonal and achievement content than did nonpsychiatric controls. Psychiatric groups were equivalent on negative achievement content but showed greater interconnectedness than controls. This study had a modest sample size and the findings are constrained to females. Negative interpersonal content is more densely interconnected in individuals with social phobia and depression compared with both other anxiety disorder and nonpsychiatric controls. In addition, both social phobia and depression were associated with less interconnected positive content. These findings are indicative of similarities in the way self-schematic content may be organized in individuals with depression and social phobia. Theoretical explanations of these results and future research directions are discussed.
Parliamentarians play key role in linking population and social development.
1995-01-01
Mr. Hirofunti Ando, Deputy Executive Director of the UNFPA, delivered the statement of Dr. Nafis Sadik, Executive Director of the UNFPA at the International Meeting of Parliamentarians on Population and Social Development. The International Conference of Parliamentarians on Population and Development (ICPPD) in Cairo in September 1994 made a significant impact on the attitudes and support of parliamentarians regarding population issues. The Asian Forum of Parliamentarians on Population and Development (AFPPD) brought together a group of parliamentarians from all over the world to discuss population issues and social development. The World Summit included in its deliberations the accumulated experiences of earlier international conferences dealing with social economic issues. The ICPD Program of Action addressed concerns relevant to the agenda of the Social Summit: the crucial contribution that early population stabilization will make towards the attainment of sustainable development; the significant role of integrated policies on population and development in creating employment; the importance of population policies and programs in alleviating poverty; the contributions of reproductive health policies, including high-quality family planning services, to the enhancement of the status of women and to the achievement of gender equality; the synergy between education, family planning, and the general improvement of the human condition; and the relationship between population pressures, poverty, and environmental degradation. The ICPD Program of Action also identified critically important population and development objectives, such as ensuring access to education, especially of girls; reducing infant, child, and maternal mortality; and providing universal access to reproductive health and family planning services. Now the challenge is to mobilize the necessary resources for the Social Summit.
Achievement Goal Profiles and Developments in Effort and Achievement in Upper Elementary School
ERIC Educational Resources Information Center
Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea
2017-01-01
Background: The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. Aims: This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and…
How University Students with Reading Difficulties Are Supported in Achieving Their Goals
ERIC Educational Resources Information Center
Stack-Cutler, Holly L.; Parrila, Rauno K.; Jokisaari, Markku; Nurmi, Jari-Erik
2015-01-01
We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university…
Schonfeld, David J; Adams, Ryan E; Fredstrom, Bridget K; Weissberg, Roger P; Gilman, Richard; Voyce, Charlene; Tomlin, Ricarda; Speese-Linehan, Dee
2015-09-01
This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article. (c) 2015 APA, all rights reserved).
Gil-González, D; Ruiz-Cantero, M T; Alvarez-Dardet, C
2009-04-01
The Millennium Development Goals (MDG) progress targets have not been met. Nevertheless, the United Nations (UN) has not yet undertaken in-depth review in order to discover the reasons behind this lack of progress in achieving the MDG. From a political epidemiology perspective, the intention here is to identify the political elements affecting the social factors impeding MDG fulfilment and, at the same time, to suggest future public policies and appropriate proposals that are both more coherent and supported by broader, empirical knowledge of the relevant issues.
The World Summit for Social Development.
1995-01-01
The three goals of the UN World Summit for Social Development are to attack poverty, build solidarity, and create jobs. Unprecedented population growth has led to recognition of the need for a new, people-centered vision of development to counter the mutually reinforcing threats posed to world stability by poverty, unemployment, and social disintegration. This population growth may result in an inability of humanity to adapt and create unrelenting pressure on the world's natural resources. It has become increasingly recognized that improvements in the status of women will be vital to ensuring the future of humanity. Giving women the ability to decide their family size will eliminate hundreds of thousands of maternal deaths each year and will slow population growth while it increases women's productivity and control over resources. As the industrialized nations engage in unsustainable patterns of production and consumption, the lowest-income countries are caught in a "poverty-population-environment spiral." Although population growth is gradually slowing, the population of the world could double by 2050, with 95% of the growth occurring in developing countries. Concern is also mounting over the increasing urbanization of the world as well as the fact that while the populations of poor countries are becoming larger and younger, the population of industrialized countries are becoming older and smaller. The new vision of sustainable development involves generating economic growth, distributing benefits equitably, and allowing the regeneration of the environment. Without such security, the world can not achieve peace. The symptoms of social discrimination include social exclusion, which affects 90% of the world's population; sex and racial discrimination, which lowers the quality of life and increases life-threatening risks for women, indigenous people, and Blacks; violence and abuse, reflected in fact that the US has the highest incidence of murder in the world, in the
Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity
ERIC Educational Resources Information Center
Masland, Lindsay C.; Lease, A. Michele
2013-01-01
This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…
Integrating social networks and human social motives to achieve social influence at scale
Contractor, Noshir S.; DeChurch, Leslie A.
2014-01-01
The innovations of science often point to ideas and behaviors that must spread and take root in communities to have impact. Ideas, practices, and behaviors need to go from accepted truths on the part of a few scientists to commonplace beliefs and norms in the minds of the many. Moving from scientific discoveries to public good requires social influence. We introduce a structured influence process (SIP) framework to explain how social networks (i.e., the structure of social influence) and human social motives (i.e., the process of social influence wherein one person’s attitudes and behaviors affect another’s) are used collectively to enact social influence within a community. The SIP framework advances the science of scientific communication by positing social influence events that consider both the “who” and the “how” of social influence. This framework synthesizes core ideas from two bodies of research on social influence. The first is network research on social influence structures, which identifies who are the opinion leaders and who among their network of peers shapes their attitudes and behaviors. The second is research on social influence processes in psychology, which explores how human social motives such as the need for accuracy or the need for affiliation stimulate behavior change. We illustrate the practical implications of the SIP framework by applying it to the case of reducing neonatal mortality in India. PMID:25225373
Integrating social networks and human social motives to achieve social influence at scale.
Contractor, Noshir S; DeChurch, Leslie A
2014-09-16
The innovations of science often point to ideas and behaviors that must spread and take root in communities to have impact. Ideas, practices, and behaviors need to go from accepted truths on the part of a few scientists to commonplace beliefs and norms in the minds of the many. Moving from scientific discoveries to public good requires social influence. We introduce a structured influence process (SIP) framework to explain how social networks (i.e., the structure of social influence) and human social motives (i.e., the process of social influence wherein one person's attitudes and behaviors affect another's) are used collectively to enact social influence within a community. The SIP framework advances the science of scientific communication by positing social influence events that consider both the "who" and the "how" of social influence. This framework synthesizes core ideas from two bodies of research on social influence. The first is network research on social influence structures, which identifies who are the opinion leaders and who among their network of peers shapes their attitudes and behaviors. The second is research on social influence processes in psychology, which explores how human social motives such as the need for accuracy or the need for affiliation stimulate behavior change. We illustrate the practical implications of the SIP framework by applying it to the case of reducing neonatal mortality in India.
Developing Effective Social Work University-Community Research Collaborations
ERIC Educational Resources Information Center
Begun, Audrey L.; Berger, Lisa K.; Otto-Salaj, Laura L.; Rose, Susan J.
2010-01-01
In many instances, departments of social work in universities and community-based social services agencies have common interests in improving professional practice and advancing knowledge in the profession. Effective university-community research collaborations can help partners achieve these goals jointly, but to be effective these collaborative…
Perceived ability and social support as mediators of achievement motivation and performance anxiety.
Abrahamsen, F E; Roberts, G C; Pensgaard, A M; Ronglan, L T
2008-12-01
The present study is founded on achievement goal theory (AGT) and examines the relationship between motivation, social support and performance anxiety with team handball players (n=143) from 10 elite teams. Based on these theories and previous findings, the study has three purposes. First, it was predicted that the female athletes (n=69) would report more performance worries and more social support use than males (n=74). The findings support the hypothesis for anxiety, but not for social support use. However, females report that they felt social support was more available than males. Second, we predicted and found a positive relationship between the interaction of ego orientation and perceptions of a performance climate on performance anxiety, but only for females. As predicted, perceived ability mediated this relationship. Finally, we predicted that perceptions of a performance climate were related to the view that social support was less available especially for the male athletes. Simple correlation supports this prediction, but the regression analyses did not reach significance. Thus, we could not test for mediation of social support between motivational variables and anxiety. The results illustrate that fostering a mastery climate helps elite athletes tackle competitive pressure.
A corporate approach to social monitoring and assessment for development in a fragile environment.
May, Peter H; Dabbs, Alan W; Fernández-Dávila, Patricia; Da Vinha, Valéria; Zaidenweber, Nathan
2002-05-01
The prevailing corporate trend regarding development of energy resources in the tropics emphasizes financial gain over long-term societal benefits. Some corporations are beginning to find a competitive advantage linked to proactive relations with host communities and adequate protection of fragile ecosystems. Herein, we describe a case study where an international energy production company worked with stakeholders to achieve social capital and sustainable development. The strategies aimed to strengthen local capacity to improve social welfare and to ensure conservation and wise use of biodiversity. We provide examples, discuss lessons learned and make recommendations for future development projects.
ERIC Educational Resources Information Center
Puar, Surjit Singh
2013-01-01
The present study has been designed to investigate the non-cognitive variables like anxiety, emotional maturity and social maturity and their relationship with academic achievement and also to see the locale-wise differences on the basis of their anxiety, emotional maturity and social maturity. The study was conducted over a sample of 400 (200…
Penner, Andrew M
2008-01-01
Genetic and other biological explanations have reemerged in recent scholarship on the underrepresentation of women in mathematics and the sciences. This study engages this debate by using international data-including math achievement scores from the Third International Mathematics and Sciences Study and country-level data from the World Bank, the United Nations, the International Labour Organization, the World Values Survey, and the International Social Survey Programme-to demonstrate the importance of social factors and to estimate an upper bound for the impact of genetic factors. The author argues that international variation provides a valuable opportunity to present simple and powerful arguments for the continued importance of social factors. In addition, where previous research has, by and large, focused on differences in population means, this work examines gender differences throughout the distribution. The article shows that there is considerable variation in gender differences internationally, a finding not easily explained by strictly biological theories. Modeling the cross-national variation in gender differences with country-level predictors reveals that differences among high achievers are related to gender inequality in the labor market and differences in the overall status of men and women.
Quantifying social development in autism.
Volkmar, F R; Carter, A; Sparrow, S S; Cicchetti, D V
1993-05-01
This study was concerned with the development of quantitative measures of social development in autism. Multiple regression equations predicting social, communicative, and daily living skills on the Vineland Adaptive Behavior Scales were derived from a large, normative sample and applied to groups of autistic and nonautistic, developmentally disordered children. Predictive models included either mental or chronological age and other relevant variables. Social skills in the autistic group were more than two standard deviations below those predicted by their mental age; an index derived from the ratio of actual to predicted social skills correctly classified 94% of the autistic and 92% of the nonautistic, developmentally disordered cases. The findings are consistent with the idea that social disturbance is central in the definition of autism. The approach used in this study has potential advantages for providing more precise measures of social development in autism.
Halpern, Benjamin S.; Klein, Carissa J.; Brown, Christopher J.; Beger, Maria; Grantham, Hedley S.; Mangubhai, Sangeeta; Ruckelshaus, Mary; Tulloch, Vivitskaia J.; Watts, Matt; White, Crow; Possingham, Hugh P.
2013-01-01
Triple–bottom-line outcomes from resource management and conservation, where conservation goals and equity in social outcomes are maximized while overall costs are minimized, remain a highly sought-after ideal. However, despite widespread recognition of the importance that equitable distribution of benefits or costs across society can play in conservation success, little formal theory exists for how to explicitly incorporate equity into conservation planning and prioritization. Here, we develop that theory and implement it for three very different case studies in California (United States), Raja Ampat (Indonesia), and the wider Coral Triangle region (Southeast Asia). We show that equity tends to trade off nonlinearly with the potential to achieve conservation objectives, such that similar conservation outcomes can be possible with greater equity, to a point. However, these case studies also produce a range of trade-off typologies between equity and conservation, depending on how one defines and measures social equity, including direct (linear) and no trade-off. Important gaps remain in our understanding, most notably how equity influences probability of conservation success, in turn affecting the actual ability to achieve conservation objectives. Results here provide an important foundation for moving the science and practice of conservation planning—and broader spatial planning in general—toward more consistently achieving efficient, equitable, and effective outcomes. PMID:23530207
Improving Student Interest and Achievement in Social Studies Using a Multiple Intelligence Approach.
ERIC Educational Resources Information Center
Hanley, Chris; Hermiz, Carmen; Lagioia-Peddy, Jennifer; Levine-Albuck, Valerie
This action research paper describes a program initiated by teacher researchers to improve academic achievement and interest in social studies. The targeted group consisted of fifth graders in a lower middle class community in the Midwest. Analysis of the problem-causes data show three main factors: curriculum, attitude, and effect. In regard to…
Ritz, Stacey A; Beatty, Kathleen; Ellaway, Rachel H
2014-01-01
The concept of the social accountability of medical schools has garnered many followers, in response to a broad desire for greater social justice in health care. As its use has spread, the term 'social accountability' has become a meta-narrative for social justice and an inevitable and unquestionable good, while at the same time becoming increasingly ambiguous in its meaning and intent. In this article, we use the lenses of postmodernism and critical reflexivity to unpack the multiple meanings of social accountability. In our view, subjecting the concept of 'social accountability' to critique will enhance the ability to appraise the ways in which it is understood and enacted. We contend that critical reflexivity is necessary for social accountability to achieve its aspirations, and hence we must be prepared to become accountable not only for our actions, but also for the ideologies and discourses underlying them.
ERIC Educational Resources Information Center
Hilts, Alexis; Part, Rachel; Bernacki, Matthew L.
2018-01-01
Students' perceptions of competence and relatedness are known to influence learning processes and achievement, and may have particular import for underrepresented science, technology, engineering and mathematics (STEM) learners. Sources of social support that contribute to undergraduate life science learners' perceived competence and relatedness…
ERIC Educational Resources Information Center
Peetsma, Thea; van der Veen, Ineke
2011-01-01
Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students' investment in learning and academic achievement were examined in this study. Participants were 584 students in the first and 584 in the second year of the lower…
Knapp, Martin; Manthorpe, Jill; Mehta, Angela; Challis, David; Glendinning, Caroline; Hastings, Gill; Mansell, Jim; Netten, Ann
2011-01-01
In a foreword to Shaping the Future of Care Together, Prime Minister Gordon Brown says that a care and support system reflecting the needs of our times and meeting our rising aspirations is achievable, but ‘only if we are prepared to rise to the challenge of radical reform’. A number of initiatives will be needed to meet the challenge of improving social care for the growing older population. Before the unveiling of the green paper, The National Institute for Health Research (NIHR) announced that it has provided £15m over a five-year period to establish the NIHR School for Social Care Research. The School’s primary aim is to conduct or commission research that will help to improve adult social care practice in England. The School is seeking ideas for research topics, outline proposals for new studies and expert advice in developing research methods. PMID:22003363
ERIC Educational Resources Information Center
Sierra, María Dolores Valadez; Cuervo, Angel Alberto Valdés; Amezaga, Teodoro Rafael Wendlandt; Sánchez, Ana Carolina Reyes; Guzmán, Rogelio Zambrano; Agraz, Juan Pedro Navarro
2015-01-01
The purpose of this study is to identify groups of gifted university students that differ in their self-concept and achievement motivation. For this, 80 students who achieved scores of the 95th percentile or higher in the Raven's Progressive Matrices test were selected. Two groups were identified in terms of their social self-concept and the…
Dompnier, Benoît; Darnon, Céline; Butera, Fabrizio
2013-09-01
Research on achievement goal promotion at University has shown that performance-approach goals are perceived as a means to succeed at University (high social utility) but are not appreciated (low social desirability). We argue that such a paradox could explain why research has detected that performance-approach goals consistently predict academic grades. First-year psychology students answered a performance-approach goal scale with standard, social desirability and social utility instructions. Participants' grades were recorded at the end of the semester. Results showed that the relationship between performance-approach goals and grades was inhibited by the increase of these goals' social desirability and facilitated by the increase of their social utility, revealing that the predictive validity of performance-approach goals depends on social value. © 2013 The British Psychological Society.
Banerjee, Meeta; Harrell, Zaje A T; Johnson, Deborah J
2011-05-01
Racial/ethnic socialization has not been studied in the context of other parenting behaviors such as parental involvement in education and its relationship to children's cognitive outcomes. The present study tested the impact of racial/ethnic socialization and parental involvement in education on cognitive ability and achievement in a sample of African American youth. Two dimensions of racial/ethnic socialization, cultural exposure (i.e., exposure to diverse cultures) and cultural socialization (i.e., in-group pride), were examined in a sample of 92 African American mother-child dyads, of which 50% were female. Maternal reports of involvement during their child's 5th grade year were examined as a moderator in the relationship between racial/ethnic socialization and cognitive ability and achievement. Hierarchical regression analyses revealed that mothers' reports of cultural exposure messages measured in 4th grade predicted children's scores on 5th grade assessments of passage comprehension. There was also a significant interaction indicating that greater cultural exposure and more parental involvement in education predicted better reading passage comprehension scores over time. The implications for assessing dimensions relevant to cognitive ability and achievement in African American children are discussed.
ERIC Educational Resources Information Center
Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.
2013-01-01
This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic…
A Cross-Cultural Analysis of Achievement and Social Goals among Chinese and Filipino Students
ERIC Educational Resources Information Center
King, Ronnel B.; Ganotice, Fraide A.; Watkins, David A.
2014-01-01
We examined how achievement (mastery and performance) and social goals (affiliation, approval, concern, and status) influenced various learning outcomes in two collectivist cultures. Filipino (n = 355) and Hong Kong Chinese (n = 697) secondary students answered the relevant questionnaires. Regression analyses using mastery, performance, and social…
Rehan, Sandra M; Bulova, Susan J; O'Donnell, Sean
2015-01-01
In social insects, both task performance (foraging) and dominance are associated with increased brain investment, particularly in the mushroom bodies. Whether and how these factors interact is unknown. Here we present data on a system where task performance and social behavior can be analyzed simultaneously: the small carpenter bee Ceratina australensis. We show that foraging and dominance have separate and combined cumulative effects on mushroom body calyx investment. Female C. australensis nest solitarily and socially in the same populations at the same time. Social colonies comprise two sisters: the social primary, which monopolizes foraging and reproduction, and the social secondary, which is neither a forager nor reproductive but rather remains at the nest as a guard. We compare the brains of solitary females that forage and reproduce but do not engage in social interactions with those of social individuals while controlling for age, reproductive status, and foraging experience. Mushroom body calyx volume was positively correlated with wing wear, a proxy for foraging experience. We also found that, although total brain volume did not vary among reproductive strategies (solitary vs. social nesters), socially dominant primaries had larger mushroom body calyx volumes (corrected for both brain and body size variation) than solitary females; socially subordinate secondaries (that are neither dominant nor foragers) had the least-developed mushroom body calyces. These data demonstrate that sociality itself does not explain mushroom body volume; however, achieving and maintaining dominance status in a group was associated with mushroom body calyx enlargement. Dominance and foraging effects were cumulative; dominant social primary foragers had larger mushroom body volumes than solitary foragers, and solitary foragers had larger mushroom body volumes than nonforaging social secondary guards. This is the first evidence for cumulative effects on brain development by
Success in Higher Education: The Challenge to Achieve Academic Standing and Social Position
ERIC Educational Resources Information Center
Life, James
2015-01-01
When students look at their classmates in the classroom, consciously or unconsciously, they see competitors both for academic recognition and social success. How do they fit in relation to others and how do they succeed in achieving both? Traditional views on the drive to succeed and the fear of failure are well known as motivators for achieving…
ERIC Educational Resources Information Center
Sumadi; Degeng, I Nyoman S.; Sulthon; Waras
2017-01-01
This research focused on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous,…
Thalagala, N
2015-11-01
The normative age ranges during which cohorts of children achieve milestones are called windows of achievement. The patterns of these windows of achievement are known to be both genetically and environmentally dependent. This study aimed to determine the windows of achievement for motor, social emotional, language and cognitive development milestones for infants and toddlers in Sri Lanka. A set of 293 milestones identified through a literature review were subjected to content validation using parent and expert reviews, which resulted in the selection of a revised set of 277 milestones. Thereafter, a sample of 1036 children from 2 months to 30 months was examined to see whether or not they had attained the selected milestones. Percentile ages of attaining milestone were determined using a rearranged closed form equation related to the logistic regression. The parameters required for calculations were derived through the logistic regression of milestone achievement statuses against ages of children. These percentile ages were used to define the respective windows of achievement. A set of 178 robust indicators that represent motor, socio emotional, language and cognitive development skills and their windows of achievement relevant to 2 to 24 months of age were determined. Windows of achievement for six gross motor milestones determined in the study were shown to closely overlap a similar set of windows of achievement published by the World Health Organization indicating the validity of some findings. A methodology combining the content validation based on qualitative techniques and age validation based on regression modelling found to be effective for determining age percentiles for realizing milestones and determining respective windows of achievement. © 2015 John Wiley & Sons Ltd.
ERIC Educational Resources Information Center
Rosenblatt, Jennifer L.; Elias, Maurice J.
2008-01-01
A number of studies have documented a normative decline in academic achievement across the transition from elementary school to middle or junior high school. The current study examined the effectiveness of varying levels of a social-emotional learning intervention, "Talking with TJ," in limiting achievement loss across transition. Data were…
Social goals, social behavior, and social status in middle childhood.
Rodkin, Philip C; Ryan, Allison M; Jamison, Rhonda; Wilson, Travis
2013-06-01
This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and aggressive behavior, and peer nominations of social status (preference, popularity) were examined over the course of an academic year among 980 3rd- to 5th-grade children. Findings support dual-component expectations. Confirmatory factor analyses verified the expected 3-factor structure of social goals and 2-factor structure of social status. Structural equation modeling (SEM) found that (a) social development goals were associated with prosocial behavior and increased preference, and (b) demonstration-approach goals were associated with aggressive behavior and increased popularity. Demonstration-avoid goals were associated with a popularity decrease. SEMs were invariant across grade, gender, and ethnicity. Discussion concerns the potential risks of high social status, extensions to the dual-component model, and the generality of an achievement goal approach to child social development. PsycINFO Database Record (c) 2013 APA, all rights reserved
Reading, Social Development, and the Child.
ERIC Educational Resources Information Center
Ediger, Marlow
Social development stresses the importance of working together with others in life. The home setting can emphasize social development and its objectives of instruction. How should parents assist the child in quality social development in which good human relations exist? First and foremost, parents should serve as models to children for good human…
Singer, Merrill
2008-12-01
Locating development efforts within the context of globalism and global drug capitalism, this article examines the significant health and social impact both legal and illegal drugs have on international development efforts. The paper takes on an issue that is generally overlooked in the development debate and is not much addressed in the current international development standard, the Millennium Development Goals, and yet is one that places serious constraints on the ability of underdeveloped nations to achieve improvement. The relationship between psychotropic or "mind/mood altering" drugs and sustainable development is rooted in the contribution that the legal and illegal drug trade makes to a set of barriers to development, including: (1) interpersonal crime and community violence; (2) the corruption of public servants and the disintegration of social institutions; (3) the emergence of new or enhanced health problems; (4) the lowering of worker productivity; (5) the ensnarement of youth in drug distribution and away from productive education or employment; (6) the skewing of economies to drug production and money laundering. The paper emphasizes the need for new approaches for diminishing the burden placed by drugs on development.
The Relationship between Parental Control and Students' Academic Achievement in Social Studies
ERIC Educational Resources Information Center
Fan, F. A.
2010-01-01
The home as the first place to teach a child has the responsibility of encouraging moral development. Every child is born into the warm embrace of parents and others who provide him a social environment. Throughout life, children are units of social processes. In interacting and relating to selves and the world around, they develop and use…
ERIC Educational Resources Information Center
Gauvain, Mary
Noting that sociocultural approaches to cognitive development provide valuable insights into the influences on learning of relationship and cultural variables, this book discusses recent theory and research on the social context of cognitive development. The book takes the view that the social settings in which children live and grow provide both…
Finding a Fit or Developing It: Implicit Theories About Achieving Passion for Work.
Chen, Patricia; Ellsworth, Phoebe C; Schwarz, Norbert
2015-10-01
"Passion for work" has become a widespread phrase in popular discourse. Two contradictory lay perspectives have emerged on how passion for work is attained, which we distill into the fit and develop implicit theories. Fit theorists believe that passion for work is achieved through finding the right fit with a line of work; develop theorists believe that passion is cultivated over time. Four studies examined the expectations, priorities, and outcomes that characterize these implicit theories. Our results show that these beliefs elicit different motivational patterns, but both can facilitate vocational well-being and success. This research extends implicit theory scholarship to the work domain and provides a framework that can fruitfully inform career advising, life coaching, mentorship, and employment policies. © 2015 by the Society for Personality and Social Psychology, Inc.
ERIC Educational Resources Information Center
Bernardez, Mariano
2005-01-01
Empirical evidence and recent revisions of conventional business doctrine indicate that companies that actively promote social performance and develop their clients' markets and skills as part of business strategy have a better chance of achieving sustainable profitability and growth than those that do not. This article discusses how landmark…
ERIC Educational Resources Information Center
Bergbauer, Annika; van Staden, Surette
2018-01-01
This study identifies factors predicting reading literacy achievement among Grade 4 students in South Africa by utilizing Vygotsky's social interaction theory. The study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 students' results below the international centre point of…
Social touch and human development.
Cascio, Carissa J; Moore, David; McGlone, Francis
2018-04-24
Social touch is a powerful force in human development, shaping social reward, attachment, cognitive, communication, and emotional regulation from infancy and throughout life. In this review, we consider the question of how social touch is defined from both bottom-up and top-down perspectives. In the former category, there is a clear role for the C-touch (CT) system, which constitutes a unique submodality that mediates affective touch and contrasts with discriminative touch. Top-down factors such as culture, personal relationships, setting, gender, and other contextual influences are also important in defining and interpreting social touch. The critical role of social touch throughout the lifespan is considered, with special attention to infancy and young childhood, a time during which social touch and its neural, behavioral, and physiological contingencies contribute to reinforcement-based learning and impact a variety of developmental trajectories. Finally, the role of social touch in an example of disordered development -autism spectrum disorder-is reviewed. Copyright © 2018. Published by Elsevier Ltd.
ERIC Educational Resources Information Center
Kaf, Ozlem; Yilmaz, Ozge Uygungul
2017-01-01
The purpose of this study was to investigate the effect of creative drama as a teaching method on academic achievement and retention in social studies, students' attitude towards social studies of 4th grade. The research is designed according to quasiexperimental model. The research was conducted with 4th year students in a public school in Adana…
Community College Faculty Development Program and Student Achievement
ERIC Educational Resources Information Center
Perez, Aaron M.; McShannon, Judy; Hynes, Pat
2012-01-01
Community college administrators look for strategies to help students. GRASP (Gaining Retention and Achievement for Students Program) is a semester-long faculty development program that coaches community college instructors about simple, effective teaching strategies that promote student academic achievement. GRASP is founded on the belief that…
ERIC Educational Resources Information Center
Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele
2011-01-01
This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social…
ERIC Educational Resources Information Center
Anderson, C. Arnold
1979-01-01
This paper relates the scholastic performance findings of the International Educational Achievement (IEA) Studies to social characteristics. It explores the relationship of national school achievement to economic development, national communication systems, and national social and cultural indices. This is the final article in a symposium on the…
Transgender social inclusion and equality: a pivotal path to development
Divan, Vivek; Cortez, Clifton; Smelyanskaya, Marina; Keatley, JoAnne
2016-01-01
Introduction The rights of trans people are protected by a range of international and regional mechanisms. Yet, punitive national laws, policies and practices targeting transgender people, including complex procedures for changing identification documents, strip transgender people of their rights and limit access to justice. This results in gross violations of human rights on the part of state perpetrators and society at large. Transgender people's experience globally is that of extreme social exclusion that translates into increased vulnerability to HIV, other diseases, including mental health conditions, limited access to education and employment, and loss of opportunities for economic and social advancement. In addition, hatred and aggression towards a group of individuals who do not conform to social norms around gender manifest in frequent episodes of extreme violence towards transgender people. This violence often goes unpunished. Discussion The United Nations Development Programme (UNDP) views its work in the area of HIV through the lens of human rights and advances a range of development solutions such as poverty reduction, improved governance, active citizenship, and access to justice. This work directly relates to advancing the rights of transgender people. This manuscript lays out the various aspects of health, human rights, and development that frame transgender people's issues and outlines best practice solutions from transgender communities and governments around the globe on how to address these complex concerns. The examples provided in the manuscript can help guide UN agencies, governments, and transgender activists in achieving better standards of health, access to justice, and social inclusion for transgender communities everywhere. Conclusions The manuscript provides a call to action for countries to urgently address the violations of human rights of transgender people in order to honour international obligations, stem HIV epidemics, promote
Transgender social inclusion and equality: a pivotal path to development.
Divan, Vivek; Cortez, Clifton; Smelyanskaya, Marina; Keatley, JoAnne
2016-01-01
The rights of trans people are protected by a range of international and regional mechanisms. Yet, punitive national laws, policies and practices targeting transgender people, including complex procedures for changing identification documents, strip transgender people of their rights and limit access to justice. This results in gross violations of human rights on the part of state perpetrators and society at large. Transgender people's experience globally is that of extreme social exclusion that translates into increased vulnerability to HIV, other diseases, including mental health conditions, limited access to education and employment, and loss of opportunities for economic and social advancement. In addition, hatred and aggression towards a group of individuals who do not conform to social norms around gender manifest in frequent episodes of extreme violence towards transgender people. This violence often goes unpunished. The United Nations Development Programme (UNDP) views its work in the area of HIV through the lens of human rights and advances a range of development solutions such as poverty reduction, improved governance, active citizenship, and access to justice. This work directly relates to advancing the rights of transgender people. This manuscript lays out the various aspects of health, human rights, and development that frame transgender people's issues and outlines best practice solutions from transgender communities and governments around the globe on how to address these complex concerns. The examples provided in the manuscript can help guide UN agencies, governments, and transgender activists in achieving better standards of health, access to justice, and social inclusion for transgender communities everywhere. The manuscript provides a call to action for countries to urgently address the violations of human rights of transgender people in order to honour international obligations, stem HIV epidemics, promote gender equality, strengthen social and
New Achievements in Technology Education and Development
ERIC Educational Resources Information Center
Soomro, Safeeullah, Ed.
2010-01-01
Since many decades Education Science and Technology has an achieved tremendous recognition and has been applied to variety of disciplines, mainly Curriculum development, methodology to develop e-learning systems and education management. Many efforts have been taken to improve knowledge of students, researchers, educationists in the field of…
ERIC Educational Resources Information Center
Padilla, Amado M.
2006-01-01
The conditions that result in bicultural social development among Latino children and adolescents represent the central focus of this article. The literature surrounding bicultural development is reviewed from four perspectives: (a) immigrant children and adolescents, (b) second generation Latinos or the offspring of immigrants, (c) later…
ERIC Educational Resources Information Center
Dereli-Iman, Esra
2014-01-01
The aim of this study was to examine the effect of the Values Education Programme (developed for pre-school children) on the children's social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending pre-school. The Values Education Programme…
ERIC Educational Resources Information Center
Snyder, Frank; Flay, Brian; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac; Beets, Michael; Li, Kin-Kit
2010-01-01
This article reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster-randomized, controlled design. The "Positive Action" Hawai'i trial included 20 racially/ethnically diverse…
Comprehensive Social Skills Taxonomy: Development and Application.
Kauffman, Nancy A; Kinnealey, Moya
2015-01-01
We developed a comprehensive social skills taxonomy based on archived children's social skill goal sheets, and we applied the taxonomy to 6,897 goals of children in 6 diagnostic categories to explore patterns related to diagnosis. We used a grounded theory approach to code and analyze social skill goals and develop the taxonomy. Multivariate analysis of variance and Tukey post hoc honestly significant difference test were used to analyze differences in social skill needs among diagnostic groups. We developed a taxonomy of 7 social skill constructs or categories, descriptions, and behavioral indicators. The 7 social skill categories were reflected across 6 diagnostic groups, and differences in social skill needs among groups were identified. This comprehensive taxonomy of social skills can be useful in developing research-based individual, group, or institutional programming to improve social skills. Copyright © 2015 by the American Occupational Therapy Association, Inc.
Achievement goal profiles and developments in effort and achievement in upper elementary school.
Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea
2017-12-01
The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.
ERIC Educational Resources Information Center
Ahmed, Wondimu; Minnaert, Alexander; van der Werf, Greetje; Kuyper, Hans
2010-01-01
Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and…
Social contract and social integration in adolescent development.
Hilles, W S; Kahle, L R
1985-10-01
Eighty-nine subjects from two high schools were tested during the spring of their sophomore and senior years, when their mean ages were 16 years, 1 month, and 18 years, 1 month, respectively. Composites measured social contract with: (a) independence, (b) implicit social contract, societal norms and expectations, and (c) explicit social contracts, rules. Composites and single items measured social integration with: (d) role commitment, (e) social-American Dream, accepting the belief in the American Dream that hard work would lead to social success, (f) self-American Dream, belief that hard work will produce personal satisfaction and success, (g) raw deal, perceptions of being treated unfairly, (h) self-blame, and (i) feelings of hopelessness. The results of the cross-lagged panel correlations generally support the hypothesis that students respond to implicit social contracts through role commitment, which is further expressed by a belief in the American Dream for social fulfillment, while responding to the perception of explicit social contracts by not believing in the benefits of the American Dream for personal fulfillment. These results were interpreted as supporting Dienstbier's theory of moral development.
Criteria for Public Open Space Enhancement to Achieve Social Interaction: a Review Paper
NASA Astrophysics Data System (ADS)
Salih, S. A.; Ismail, S.
2017-12-01
A This paper presents a various literatures, studies, transcripts and papers aiming to provide an overview of some theories and existing research on the significance of natural environments and green open spaces to achieve social interaction and outdoor recreation. The main objective of the paper is to identify the factors that affecting social interaction in green open spaces, through proving that an appropriate open spaces is important to enhance social interaction and community. This study employs (qualitative) summarizing content analysis method which mainly focused on collect and summarizing of documentation such as transcripts, articles, papers, and books from more than 25 source, regarding the importance of public open spaces for the community. The summarizing content analysis of this paper is the fundament for a qualitative oriented procedure of text interpretation used to analyse the information gathered. Results of this study confirms that sound social interaction need an appropriate physical space including criteria of: design, activities, access and linkage, administration and maintenance, place attachment and users’ characteristics, also previous studies in this area have a health perspective with measures of physical activity of open spaces in general.
Snodgrass, Jeffrey G; Dengah, H J Francois; Lacy, Michael G; Fagan, Jesse
2013-04-01
Yee (2006) found three motivational factors-achievement, social, and immersion-underlying play in massively multiplayer online role-playing games ("MMORPGs" or "MMOs" for short). Subsequent work has suggested that these factors foster problematic or addictive forms of play in online worlds. In the current study, we used an online survey of respondents (N = 252), constructed and also interpreted in reference to ethnography and interviews, to examine problematic play in the World of Warcraft (WoW; Blizzard Entertainment, 2004-2013). We relied on tools from psychological anthropology to reconceptualize each of Yee's three motivational factors in order to test for the possible role of culture in problematic MMO play: (a) For achievement, we examined how "cultural consonance" with normative understandings of success might structure problematic forms of play; (b) for social, we analyzed the possibility that developing overvalued virtual relationships that are cutoff from offline social interactions might further exacerbate problematic play; and (c) in relation to immersion, we examined how "dissociative" blurring of actual- and virtual-world identities and experiences might contribute to problematic patterns. Our results confirmed that compared to Yee's original motivational factors, these culturally sensitive measures better predict problematic forms of play, pointing to the important role of sociocultural factors in structuring online play.
ERIC Educational Resources Information Center
von Otter, Cecilia; Stenberg, Sten-Åke
2015-01-01
We analyse the utility of social capital for children's achievement, and if this utility interacts with family human capital and the quality of the parent-child relationship. Our focus is on parental activities directly related to children's school work. Our data stem from a Swedish cohort born in 1953 and consist of both survey and register data.…
Maurizi, Laura K.; Grogan-Kaylor, Andrew; Granillo, M. Teresa; Delva, Jorge
2013-01-01
While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed. PMID:23667282
Jewett, Elizabeth; Kuhn, Deanna
2016-03-01
Engagement in purposeful problem solving involving social science content was sufficient to develop a key set of inquiry skills in low-performing middle school students from an academically and economically disadvantaged urban public school population, with this skill transferring to a more traditional written scientific thinking assessment instrument 3weeks later. Students only observing their peers' activity or not participating at all failed to show these gains. Implications are addressed with regard to the mastery of scientific thinking skills among academically disadvantaged students. Also addressed are the efficacy of problem-based learning and the limits of observational learning. Copyright © 2015 Elsevier Inc. All rights reserved.
ERIC Educational Resources Information Center
Lavrijsen, Jeroen; Nicaise, Ides
2015-01-01
One of the major imperatives behind the comprehensivisation of secondary education was the belief that postponing the age at which students are tracked in different educational routes would mitigate the effect of social background on educational outcomes. Comparative investigations of large-scale international student achievement tests in…
Evaluation of an Organizational Development Program for Social Service Agencies. Final Report 77-2.
ERIC Educational Resources Information Center
Olmstead, Joseph A.
This report describes and evaluates an agency development program designed to aid administrators and supervisors of local social services to achieve effective agency performance. The program was conducted for a period of one year within four local agencies; two additional agencies were used as control groups. Assistance was provided through…
Gershoff, Elizabeth
2015-01-01
Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children’s (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children’s short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children’s learning-related social skills may be necessary before academic gains can be realized. PMID:26692657
Snyder, Frank; Flay, Brian; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac; Beets, Michael; Li, Kin-Kit
2010-01-01
This paper reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools (mean enrollment = 544) and was conducted from the 2002-03 through the 2005-06 academic years. Using school-level archival data, analyses comparing change from baseline (2002) to one-year post trial (2007) revealed that intervention schools scored 9.8% better on the TerraNova (2 nd ed.) test for reading and 8.8% on math; 20.7% better in Hawai'i Content and Performance Standards scores for reading and 51.4% better in math; and that intervention schools reported 15.2% lower absenteeism and fewer suspensions (72.6%) and retentions (72.7%). Overall, effect sizes were moderate to large (range 0.5-1.1) for all of the examined outcomes. Sensitivity analyses using permutation models and random-intercept growth curve models substantiated results. The results provide evidence that a comprehensive school-based program, specifically developed to target student behavior and character, can positively influence school-level achievement, attendance, and disciplinary outcomes concurrently.
Larson, Heidi J.
2007-01-01
Biomedical interventions promise achievement of health-related Millennium Development Goals provided social-, capacity- and knowledge-based constraints to scaling up and reaching marginalized people at risk, are addressed, and balance between prevention and treatment is struck. We argue for a new approach: multi-stakeholder capacity building and learning for empowerment: MuSCLE. MuSCLE is used as a way to frame three systemic weaknesses in traditional health science and policy approaches: 1) a lack of engagement with people at risk to build a collective understanding of the contexts of health problems; 2) a lack of multi-criteria evaluation of alternative interventions; and 3) a lack of attention paid to integrated capacity building. The MuSCLE framework responds in three ways: 1) Participatory assessment of the ecological, socio-cultural, economic and political contexts of health, identifying priorities using risk and vulnerability science, and modeling drivers; 2) Selection among intervention alternatives that makes ecological, socio-cultural, economic and political tradeoffs transparent; and 3) Integrated capacity building for sustainable and adaptive interventions. Literature and field lessons support the argument, and guidelines are set down. A MuSCLE approach argues for a transformation in health science and policy in order to achieve Millennium Development Goals for health. PMID:17399849
Boosting Social and Emotional Development In and Out of School.
Wallace, Ashley; Palmer, Jennifer
2017-11-01
(1) Illinois' state ESSA plan reflects the state’s whole-child approach, adding references to the social, emotional and behavioral needs of students, along with high expectations for student achievement. (2) Massachusetts' state ESSA plan lists supporting socialemotional learning, health and safety as among the state's core educational strategies. (3) South Carolina's ESSA plan develops a framework identifying self-direction, perseverance, global perspective and interpersonal skills to be among the characteristics that every student should have when he or she graduates from high school.
Did Tanzania Achieve the Second Millennium Development Goal? Statistical Analysis
ERIC Educational Resources Information Center
Magoti, Edwin
2016-01-01
Development Goal "Achieve universal primary education", the challenges faced, along with the way forward towards achieving the fourth Sustainable Development Goal "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". Statistics show that Tanzania has made very promising steps…
Seaton, Eleanor K.; Yip, Tiffany; Morgan-Lopez, Antonio; Sellers, Robert M.
2013-01-01
The current study examined perceptions of racial discrimination and racial socialization on racial identity development among 566 African American adolescents over three years. Latent class analyses were used to estimate identity statuses (Diffuse, Foreclosed, Moratorium and Achieved). The probabilities of transitioning from one stage to another were examined with latent transition analyses to determine the likelihood of youth progressing, regressing or remaining constant. Racial socialization and perceptions of racial discrimination were examined as covariates to assess the association with changes in racial identity status. The results indicated that perceptions of racial discrimination were not linked to any changes in racial identity. Youth who reported higher levels of racial socialization were less likely to be in Diffuse or Foreclosed compared to the Achieved group. PMID:21875184
ERIC Educational Resources Information Center
Harvard Univ., Cambridge, MA. Graduate School of Education.
THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF ACHIEVEMENT. APPROXIMATELY 40 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1952 TO 1965. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE BEHAVIOR TESTS, ACHIEVEMENT BEHAVIOR, ACADEMIC ACHIEVEMENT, AND SOCIAL-CLASS BACKGROUND. A RELATED REPORT IS ED…
Low birth weight young adults: quality of life, academic achievements and social functioning.
Odberg, Morten Duus; Elgen, Irene Bircow
2011-02-01
To compare the quality of life (QOL), academic achievements and social functioning of 134 non-handicapped low birth weight (LBW, birth weight < 2000 g) and 135 normal birth weight (NBW, birth weight > 3000 g) young adults. Population-based longitudinal follow-up study. The Norwegian version of the originally US child health questionnaire, child form 87 (CHQ-CF87), a generic health instrument was applied to measure different physical and psychosocial concepts of QOL. Questionnaires and semi-structured interviews were applied to the cohort to register different aspects of social functioning and academic performance. The LBW group reported well-being in the different aspects of QOL. The LBW group was socially well functioning. The college attendance was similar in the two groups, but more LBW young adults had dropped out of school or attended individually adjusted classes. Performance in mathematics for the LBW women attending academic college was lower. With this exception, the academic performance was comparable in the two groups. Except a somewhat higher rate of school dropouts, the overall outcome of school performance, QOL and social functioning in the LBW young adults was comparable to that of the NBW control group. © 2011 The Author(s)/Acta Paediatrica © 2011 Foundation Acta Paediatrica.
Socially cooperative choices: An approach to achieving resource sustainability in the coastal zone
NASA Astrophysics Data System (ADS)
Crance, Colin; Draper, Dianne
1996-03-01
Achieving resource sustainability, particularly in the coastal zone, is complicated by a variety of interdependencies and trade-offs between economic, social, and ecological variables. Although trade-offs between each of these variables are important, this paper emphasizes the social components of resource management. In this regard a distinction is made between individual and cooperative choices. Individual choices frequently are made from a shortterm, self-interested perspective, whereas cooperative choices are made from a long-term, community and resource-sustainability perspective. Typically, when presented with a spectrum of resource management decisions, individuals have a tendency to act in a self-interested manner. Thus, cooperative benefits, such as reduced conflict and improved resource certainty, are not realized. An overview of selected aspects of social dilemma theory suggests that socially cooperative choice outcomes are attainable in coastal zone management by integrating structural and behavioral solutions in resource use decision making. Three barriers to successful integration of structural and behavioral solutions are identified as self-interest, mistrust, and variable perceptions of resource amenities. Examples from coastal zone management indicate that these barriers may be overcome using approaches such as scopereduction, co-management, community education, and local participation. The paper also provides comment on the potential benefits of integrating structural and behavioral solutions in international coastal zone management efforts.
Carpendale, Jeremy I M; Lewis, Charlie
2004-02-01
Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.
ERIC Educational Resources Information Center
Carolan, Brian V.
2012-01-01
In an effort to enhance both adolescents' social capital and increase achievement, public school districts across the United States have created small high schools. Using data derived from a longitudinal and nationally representative study of U.S. high school students, the Educational Longitudinal Study of 2002, results show that when adolescents'…
Social Development:: 2 Year Olds
... Stages Listen Español Text Size Email Print Share Social Development: 2 Year Olds Page Content Article Body ... and they serve as valuable rehearsals for future social encounters. They’ll also help you appreciate the ...
ERIC Educational Resources Information Center
Banerjee, Meeta; Harrell, Zaje A. T.; Johnson, Deborah J.
2011-01-01
Racial/ethnic socialization has not been studied in the context of other parenting behaviors such as parental involvement in education and its relationship to children's cognitive outcomes. The present study tested the impact of racial/ethnic socialization and parental involvement in education on cognitive ability and achievement in a sample of…
Epistemological Development in Social Work Education
ERIC Educational Resources Information Center
Anderson-Meger, Jennifer
2014-01-01
Epistemological development is an important factor in facilitating learner identity and developing critical thinking aptitudes. This qualitative action research study explored undergraduate social work students' epistemological beliefs about knowledge, how knowledge is constructed, and implications for social work education. Data collection…
Dodlova, Marina; Giolbas, Anna; Lay, Jann
2018-02-01
Social transfer programs in developing countries are designed to contribute to poverty reduction by increasing the income of the poor in order to ensure minimal living standards. In addition, social transfers provide a safety net for the vulnerable, who are typically not covered by contributory social security. The question of how effective such programs are in achieving these aims has been the subject of numerous impact evaluations. However, the optimal design of such programs is still unclear. Even less is known about whether the adoption and implementation of transfer programs is really driven by poverty and neediness or whether other factors also have an influence. To investigate these and other research questions, we have developed a new dataset entitled Non-Contributory Social Transfer Programs (NSTP) in Developing Countries. One advantage of this dataset is that it traces 186 non-contributory programs from 101 countries back in time and presents them in panel form for the period up until 2015. The second advantage is that it contains all the details regarding the various programs' designs as well as information on costs and coverage in a coded format and thus facilitates both comparative quantitative and in-depth qualitative analyses. While describing the data we discuss a number of examples of how the dataset can be used to explore different issues related to social policies in developing countries. We present suggestive evidence that the adoption of social transfer programs is not based only on pro-poor motives, but rather that social policy choices differ between political regimes.
ERIC Educational Resources Information Center
Rabiner, David L.; Godwin, Jennifer; Dodge, Kenneth A.
2016-01-01
Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative…
ERIC Educational Resources Information Center
Shapira-Lishchinsky, Orly; Ben-Amram, Miri
2018-01-01
The purpose of this paper is to reexamine the effect of internal school factors such as school violence and class size, and external school factors such as family socio-economic resources on student math achievements, based on the social ecological model, eliciting an integrative approach. Data were collected from an Israeli national database,…
Achievement Motivation Development Project. Final Report. Appendix IV, Part 2.
ERIC Educational Resources Information Center
McClelland, David C.; Alschuler, Alfred S.
The Achievement Motivation Development Project is described. The Project has culminated in the development of course materials designed explicitly to promote aspects of psychological growth. As such, it is viewed as but one thrust in an emerging psychological education movement. Achievement motivation is defined as a way of planning, a set of…
ERIC Educational Resources Information Center
Deemer, Eric D.; Carter, Alice P.; Lobrano, Michael T.
2010-01-01
The current research sought to extend the 2 x 2 achievement goal framework by developing and testing the Achievement Goals for Research Scale (AGRS). Participants (N = 317) consisted of graduate students in the life, physical, and behavioral sciences. A principal components analysis (PCA) extracted five components accounting for 72.59% of the…
Development Of The Social Interest Index
ERIC Educational Resources Information Center
Greever, K. B.; And Others
1973-01-01
A Social Interest Index was developed to measure the level of social interest an individual has attained. Social interest was viewed as the willingness to contribute and cooperate within the areas of four life tasks (works, friendship, love, and self-significance). Findings relate the level of social interest to the variables of sex, socioeconomic…
Seaton, Eleanor K; Yip, Tiffany; Morgan-Lopez, Antonio; Sellers, Robert M
2012-03-01
The present study examined perceptions of racial discrimination and racial socialization on racial identity development among 566 African American adolescents over 3 years. Latent class analyses were used to estimate identity statuses (Diffuse, Foreclosed, Moratorium, and Achieved). The probabilities of transitioning from one stage to another were examined with latent transition analyses to determine the likelihood of youth progressing, regressing, or remaining constant. Racial socialization and perceptions of racial discrimination were examined as covariates to assess the association with changes in racial identity status. The results indicated that perceptions of racial discrimination were not linked to any changes in racial identity. Youth who reported higher levels of racial socialization were less likely to be in Diffuse or Foreclosed compared with the Achieved group. PsycINFO Database Record (c) 2012 APA, all rights reserved.
ERIC Educational Resources Information Center
Morsy, Leila; Rothstein, Richard
2015-01-01
That students' social and economic characteristics shape their cognitive and behavioral outcomes is well established, yet policymakers typically resist accepting that non-school disadvantages necessarily depress outcomes. Rather, they look to better schools and teachers to close achievement gaps, and consistently come up short. This report…
NASA Astrophysics Data System (ADS)
Chawa, A. F.; Kusumastuti, A.; Harjo, I. W. W.
2017-06-01
Indonesian government has delivered various community development programs to alleviate poverty problems of rural communities. This is despite the fact that the numbers of people who live in poverty in this area is going to increase. This has given rise to a crucial question in how development programs should be distributed to rural community members. This article present empirical findings of research depicts a model or mechanism by which rural community members who have been involved in Posdaya (Pos Pemberdayaan Keluarga/ Family Empowerment Post) program success in achieving economic empowerment objective by employing their social capital. This study employs qualitative method with an approach of case study and multiple case design. It conducts the logic of ‘replica’, meaning that it would lead the analysed case to be used either for making predictions of similar results (literal logic) or for achieving different results (theoretical replica). The fundamental assumption of the study refers to the lack involvement or participation of the empowered community or social groups. The domination of top-down approach has allowed people to rely on external party. On the other hand, bottom-up approach has not been fully implemented due to the absence of strong social capital in the empowered society. As a consequence, there have been only parts of people controlling and enjoying the presented empowerment program. Social capital is not an existing or a given capital in society. Rather, social capital is a mere potential, and in order to shape and develop it some strategies or endeavours are required. Thus, the study attempts to find out a suitable model to arrange and progress the social capital in the implementation of social empowerment program. Additionally, the study will advance the scaling up model into a wider space with an expectation to create a powerful community.
Faculty Development and Achievement: A Faculty's View.
ERIC Educational Resources Information Center
Braskamp, Larry A.; And Others
The way that 48 faculty at a major research university view their professional aspirations, achievement, and career conflicts between their professional activities and personal relationships was evaluated. In addition, a conceptual framework of faculty development using three professorial ranks as three qualitatively different stages of…
Development of Online Raw Achievement Battery Test for Primary Level
ERIC Educational Resources Information Center
Hanif, Maria; Khan, Tamim Ahmed; Masroor, Uzma; Amjad, Amira
2017-01-01
Achievement test is a mechanism to measure student's knowledge and abilities. Numerous categories of achievement tests have been developed by different scholars and psychologists. Since they do not directly consider curriculum adopted during the course of study of students, they do not reflect truly upon the achievements of students. We propose an…
ERIC Educational Resources Information Center
Knudson, Joel
2016-01-01
The California Collaborative on District Reform convened in Oakland for a two-day meeting, "Integrating Academic, Social, and Emotional Learning to Advance Equity and Achievement." The meeting explored methods to support and integrate academic, social, and emotional learning in K-12 education. Implementation efforts surrounding the…
Tian, Lili; Yu, Tingting; Huebner, E. Scott
2017-01-01
The purpose of this study was to examine the multiple mediational roles of academic social comparison directions (upward academic social comparison and downward academic social comparison) on the relationships between achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and subjective well-being (SWB) in school (school satisfaction, school affect) in adolescent students in China. A total of 883 Chinese adolescent students (430 males; Mean age = 12.99) completed a multi-measure questionnaire. Structural equation modeling was used to examine the hypotheses. Results indicated that (1) mastery goal orientations and performance-approach goal orientations both showed a statistically significant, positive correlation with SWB in school whereas performance-avoidance goal orientations showed a statistically significant, negative correlation with SWB in school among adolescents; (2) upward academic social comparisons mediated the relation between the three types of achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and SWB in school; (3) downward academic social comparisons mediated the relation between mastery goal orientations and SWB in school as well as the relation between performance-avoidance goal orientations and SWB in school. The findings suggest possible important cultural differences in the antecedents of SWB in school in adolescent students in China compared to adolescent students in Western nations. PMID:28197109
ERIC Educational Resources Information Center
Mogliacci, Rada Jancic; Raanhuis, Joyce; Howell, Colleen
2016-01-01
Policy and research have been advocating the importance of teachers in achieving equity and teachers are called to act as agents of social justice. This issue remains central to the development of a post-apartheid South Africa, where a need for reconciliation and healing still dominates the society. Such a landscape requires adequate support…
ERIC Educational Resources Information Center
Morehouse, Ward
Asserting that developmental growth is easier to attain in developing countries than social change, this paper assesses the prospective impact of biotechnology on the developing nations. Biotechnology is defined as the integrated use of biochemistry, microbiology, and chemical engineering to achieve the industrial processes of fermentation, enzyme…
Rosenblatt, Jennifer L; Elias, Maurice J
2008-11-01
A number of studies have documented a normative decline in academic achievement across the transition from elementary school to middle or junior high school. The current study examined the effectiveness of varying levels of a social-emotional learning intervention, Talking with TJ, in limiting achievement loss across transition. Data were gathered on 154 students during their fifth and sixth grade years in an urban, low socio-economic school district. Students participated in the Talking with TJ program over their fifth grade years, and curriculum fidelity in individual classrooms was evaluated. Changes in grade point average were assessed across the middle school transition. Overall, students showed a significant decline in GPA across the transition. Students in classrooms where higher dosages of intervention were delivered showed significantly smaller drops in GPA across transition than did students in lower dosage classrooms. Data on differential program effectiveness among demographic groups and along varying levels of baseline emotional intelligence also are presented. Editors' Strategic Implications: The authors present promising findings for a school transition program, link dosage to effects, and raise interesting theoretical questions about the relationships between social-emotional learning and academic growth and achievement.
Recent Developments in Social Science Research
ERIC Educational Resources Information Center
Jenness, David
1978-01-01
In this discussion of recent theoretical and methodological developments in three selected areas of the social sciences--social indicators, social experimentation and evaluation, and longitudinal studies, attention is given to the growing availability of machine-readable data sets and to special archives and resources of interest to librarians.…
NASA Astrophysics Data System (ADS)
Quigley, Mark Declan
The purpose of this researcher was to examine specific environmental, educational, and demographic factors and their influence on mathematics and science achievement. In particular, the researcher ascertained the interconnections of home computer access and social capital, with Asian American students and the effect on mathematics and science achievement. Coleman's theory on social capital and parental influence was used as a basis for the analysis of data. Subjects for this study were the base year students from the National Education Longitudinal Study of 1988 (NELS:88) and the subsequent follow-up survey data in 1990, 1992, and 1994. The approximate sample size for this study is 640 ethnic Asians from the NELS:88 database. The analysis was a longitudinal study based on the Student and Parent Base Year responses and the Second Follow-up survey of 1992, when the subjects were in 12th grade. Achievement test results from the NELS:88 data were used to measure achievement in mathematics and science. The NELS:88 test battery was developed to measure both individual status and a student's growth in a number of achievement areas. The subject's responses were analyzed by principal components factor analysis, weights, effect sizes, hierarchial regression analysis, and PLSPath Analysis. The results of this study were that prior ability in mathematics and science is a major influence in the student's educational achievement. Findings from the study support the view that home computer access has a negative direct effect on mathematics and science achievement for both Asian American males and females. None of the social capital factors in the study had either a negative or positive direct effect on mathematics and science achievement although some indirect effects were found. Suggestions were made toward increasing parental involvement in their children's academic endeavors. Computer access in the home should be considered related to television viewing and should be closely
ERIC Educational Resources Information Center
Salloum, Serena J.; Goddard, Roger D.; Larsen, Ross
2017-01-01
Background: Schools face pressure to promote equitable student outcomes as the achievement gap continues to persist. The authors examine different ways in which social capital has been conceptualized as well as prior theory and research on its formation and consequences. While some theoretical and empirical work conceptualizes social capital as a…
Parent Involvement Practices of High-Achieving Elementary Science Students
NASA Astrophysics Data System (ADS)
Waller, Samara Susan
This study addressed a prevalence of low achievement in science courses in an urban school district in Georgia. National leaders and educators have identified the improvement of science proficiency as critical to the future of American industry. The purpose of this study was to examine parent involvement in this school district and its contribution to the academic achievement of successful science students. Social capital theory guided this study by suggesting that students achieve best when investments are made into their academic and social development. A collective case study qualitative research design was used to interview 9 parent participants at 2 elementary schools whose children scored in the exceeds category on the Science CRCT. The research questions focused on what these parents did at home to support their children's academic achievement. Data were collected using a semi-structured interview protocol and analyzed through the categorical aggregation of transcribed interviews. Key findings revealed that the parents invested time and resources in 3 practices: communicating high expectations, supporting and developing key skills, and communicating with teachers. These findings contribute to social change at both the local and community level by creating a starting point for teachers, principals, and district leaders to reexamine the value of parent input in the educational process, and by providing data to support the revision of current parent involvement policies. Possibilities for further study building upon the findings of this study may focus on student perceptions of their parents' parenting as it relates to their science achievement.
ERIC Educational Resources Information Center
Neblett, Enrique W., Jr.; Philip, Cheri L.; Cogburn, Courtney D.; Sellers, Robert M.
2006-01-01
This study examines the interrelationships among racial discrimination experiences, parent race socialization practices, and academic achievement outcomes in a sample of 548 African American adolescents. Adolescents' racial discrimination experiences were associated with a decrease in academic curiosity, persistence, and student self-reported…
SOCIAL: an integrative framework for the development of social skills.
Beauchamp, Miriam H; Anderson, Vicki
2010-01-01
Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social skills. Here, a developmental biopsychosocial model (SOCIAL) is offered that incorporates the biological underpinnings and socio-cognitive skills that underlie social function (attention/executive function, communication, socio-emotional skills), as well as the internal and external (environmental) factors that mediate these skills. The components of the model are discussed in the context of the social brain network and are supported by evidence from 3 conditions known to affect social functioning (autism spectrum disorders, schizophrenia, and traumatic brain injury). This integrative model is intended to provide a theoretical structure for understanding the origins of social dysfunction and the factors that influence the emergence of social skills through childhood and adolescence in both healthy and clinical populations.
Guiding Children's Social Development. Second Edition.
ERIC Educational Resources Information Center
Kostelnik, Marjorie J.; And Others
Noting the importance of social competence for getting along in society, this book is designed as a text to help teachers of young children understand the nature of social development in young children and how to guide that development through the early childhood curriculum. The book contains a number of practical guidelines and strategies for…
ERIC Educational Resources Information Center
Gajar, Anna H.; And Others
The research analyzed the effects of peer tutoring and teacher presentations about handicaps on the social acceptance of 16 mainstreamed educable mentally retarded (EMR) children (10 from primary and 6 from intermediate level classes). In addition, the effect of peer tutoring on reading achievement of EMR students was examined. Results showed that…
NASA Astrophysics Data System (ADS)
Rarasati, A. D.; Octoria, N. B.
2018-03-01
Sustainable infrastructure is the key to development success. At the same time, transportation infrastructure development will involve social and environmental conditions of the local surroundings. Assessment of the availability of such transport infrastructure is one of the solutions adapted from social and environmental impacts. By conducting a correlation test, the presence of transportation infrastructure and the social conditions of the environment can be identified. The results obtained show that the accessibility, the level of security, and the level of equality are correlated to social and environmental sustainability in Karawang. In terms of environment, the availability of transportation infrastructure is not directly related to the impact of environmental sustainability. The impact of the perceived environment also has no effect on the journey. Correlation results indicate that the length of travel time and congestion level do not make the perceived impact greater. The impact of the perceived environment is merely due to the high utilization of private vehicles in Karawang which subsequently leads to higher energy consumption.
Steadward, R D
2000-11-01
It is important to reflect back on the enormous changes that have taken place in society over the past century that have affected the quality of life of disabled persons and societal attitudes towards disability. Although great progress has been made, these people remain marginalized and disadvantaged, and despite all the efforts of volunteers, professionals, and governments, we cannot categorically state that they are fully socially integrated. The term disability continues to carry an enormous stigma, and therefore it is important to examine the concept of social integration and the issues around it as they affect disabled persons and the role of the International Paralympic Committee (IPC) movement in achieving this end.
Race, School Achievement, and Educational Inequality: Toward a Student-Based Inquiry Perspective
ERIC Educational Resources Information Center
Wiggan, Greg
2007-01-01
Over the past four decades, there have been numerous discussions on student achievement and school failure. Within this time, the debate over the causes and consequences of racial differences in achievement has been at the heart of the nation's social and political life. The author discusses the major developments in achievement research over the…
Social Development in Hong Kong: Development Issues Identified by Social Development Index (SDI)
ERIC Educational Resources Information Center
Chua, Hoi-wai; Wong, Anthony K. W.; Shek, Daniel T. L.
2010-01-01
Surviving the aftermaths of the Asian Financial Crisis and SARS in 2003, Hong Kong's economy has re-gained its momentum and its economic growth has been quite remarkable too in recent few years. Nevertheless, as reflected by the Social Development Index (SDI), economic growth in Hong Kong does not seem to have benefited the people of the city at…
Levontin, Liat; Bardi, Anat
2018-04-01
Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.
Social Work Experience and Development in China
ERIC Educational Resources Information Center
Sibin, Wang
2013-01-01
This article presents the experience and limitations of government-run social work and the nonprofessional nature of social work, and suggests that the rapid development of social work and its professionalization are the inevitable results of the reform in the system. The author maintains that under market socialism, social work requires the…
ERIC Educational Resources Information Center
Pfeiffer, Jens P.; Pinquart, Martin; Krick, Kathrin
2016-01-01
Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from…
ERIC Educational Resources Information Center
Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; O'Brien, T. Caitlin
2011-01-01
This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents' academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were…
ERIC Educational Resources Information Center
Ng, Florrie Fei-Yin; Sze, Irene Nga-Lam; Tamis-LeMonda, Catherine S.; Ruble, Diane N.
2017-01-01
Academic socialization by low-income immigrant mothers from Mainland China was investigated in two studies. Immigrant Chinese mothers of first graders (n = 52; M[subscript age] = 38.69) in the United States (Study 1) and kindergartners (n = 86; M[subscript age] = 36.81) in Hong Kong (Study 2) tell stories that emphasized achieving the best grade…
Capitalizing on Social Media for Career Development.
Escoffery, Cam; Kenzig, Melissa; Hyden, Christel; Hernandez, Kristen
2018-01-01
Social media is powerful and has effective tools for career advancement. Health promotion professionals at all stages of their career can employ social media to develop their profile, network with a range of colleagues, and learn about jobs and other career-enhancing opportunities. This article focuses on several social media resources, describes their key functions for career development, and offers strategies for effective use. Steps in using social media include creating a personal profile, sharing products such as newsletters or publications, and locating volunteer and job opportunities. Learning skills to use social media effectively is important to advancing careers and to the expansion of the public health workforce.
Perceived live interaction modulates the developing social brain.
Rice, Katherine; Moraczewski, Dustin; Redcay, Elizabeth
2016-09-01
Although children's social development is embedded in social interaction, most developmental neuroscience studies have examined responses to non-interactive social stimuli (e.g. photographs of faces). The neural mechanisms of real-world social behavior are of special interest during middle childhood (roughly ages 7-13), a time of increased social complexity and competence coinciding with structural and functional social brain development. Evidence from adult neuroscience studies suggests that social interaction may alter neural processing, but no neuroimaging studies in children have directly examined the effects of live social-interactive context on social cognition. In the current study of middle childhood, we compare the processing of two types of speech: speech that children believed was presented over a real-time audio-feed by a social partner and speech that they believed was recorded. Although in reality all speech was prerecorded, perceived live speech resulted in significantly greater neural activation in regions associated with social cognitive processing. These findings underscore the importance of using ecologically-valid and interactive methods to understand the developing social brain. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.
ERIC Educational Resources Information Center
Nam, Chang Woo
2017-01-01
This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The "digital…
Future Directions: Social Development in the Context of Social Justice
ERIC Educational Resources Information Center
Killen, Melanie; Smetana, Judith G.
2010-01-01
Many societies and cultures have become increasingly diverse and heterogeneous over the past decade. This diversity has a direct bearing on social justice in children's and adolescents' social development. Increased diversity can have positive consequences, such as the possibility for increased empathy, tolerance, perspective taking, and the…
Herrera López, Mauricio; Romera Félix, Eva M; Ortega Ruiz, Rosario; Gómez Ortiz, Olga
2016-01-01
The first objective of this study was to adapt and test the psychometric properties of the Social Achievement Goal Scale (Ryan & Shim, 2006) in Spanish adolescent students. The second objective sought to analyse the influence of social goals, normative adjustment and self-perception of social efficacy on social adjustment among peers. A total of 492 adolescents (54.1% females) attending secondary school (12-17 years; M = 13.8, SD = 1.16) participated in the study. Confirmatory factor analysis and structural equation modelling were performed. The validation confirmed the three-factor structure of the original scale: social development goals, social demonstration-approach goals and social demonstration-avoidance goals. The structural equation model indicated that social development goals and normative adjustment have a direct bearing on social adjustment, whereas the social demonstration-approach goals (popularity) and self-perception of social efficacy with peers and teachers exert an indirect influence. The Spanish version of the Social Achievement Goal Scale (Ryan & Shim, 2006) yielded optimal psychometric properties. Having a positive motivational pattern, engaging in norm-adjusted behaviours and perceiving social efficacy with peers is essential to improving the quality of interpersonal relationships.
Early social-emotional development in blind infants.
Tröster, H; Brambring, M
1992-01-01
In order to study the impact of blindness on social and emotional development during the first year of life, the level of social-emotional development was compared in blind and sighted 9- and 12-month-old infants. The five 9-month-old and the 17 12-month-old blind infants were completely blind from birth and exhibited no further serious disabilities. Social-emotional development was assessed with a scale from the Bielefeld Developmental Test for Blind Infants and Preschoolers containing three subscales on emotions, social interaction and impulse control. Compared to non-disabled infants, blind infants exhibited a more limited repertoire of facial expressions and less responsiveness. They less frequently attempted to initiate contact with their mothers (self-initiated interactions) or comply with simple requests and prohibitions than sighted infants. These differences in the social-emotional development of blind and sighted infants are traced back to the effects of blindness on the mother-child interaction. The lack of visual perception appears to impede particularly the acquisition of a dialogue concept.
SOCIAL: An Integrative Framework for the Development of Social Skills
ERIC Educational Resources Information Center
Beauchamp, Miriam H.; Anderson, Vicki
2010-01-01
Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social…
Kaplan, Stephen J; Seabott, Heather M; Cunningham, Erika B; Helman, James D; Calderon, Alvin; Thirlby, Richard C; Schenarts, Kimberly D
The purpose of this study is to develop and generate validity evidence for an instrument to measure social capital in residents. Mixed-methods, phased approach utilizing a modified Delphi technique, focus groups, and cognitive interviews. Four residency training institutions in Washington state between February 2016 and March 2017. General surgery, anesthesia, and internal medicine residents ranging from PGY-1 to PGY-6. The initial resident-focused instrument underwent revision via Delphi process with 6 experts; 100% expert consensus was achieved after 4 cycles. Three focus groups were conducted with 19 total residents. Focus groups identified 6 of 11 instrument items with mean quality ratings ≤4.0 on a 1-5 scale. The composite instrument rating of the draft version was 4.1 ± 0.5. After refining the instrument, cognitive interviews with the final version were completed with 22 residents. All items in the final version had quality ratings >4.0; the composite instrument rating was 4.8 ± 0.1. Social capital may be an important factor in resident wellness as residents rely upon each other and external social support to withstand fatigue, burnout, and other negative sequelae of rigorous training. This instrument for assessment of social capital in residents may provide an avenue for data collection and potentially, identification of residents at-risk for wellness degradation. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Development of intelligent robots - Achievements and issues
NASA Astrophysics Data System (ADS)
Nitzan, D.
1985-03-01
A flexible, intelligent robot is regarded as a general purpose machine system that may include effectors, sensors, computers, and auxiliary equipment and, like a human, can perform a variety of tasks under unpredictable conditions. Development of intelligent robots is essential for increasing the growth rate of today's robot population in industry and elsewhere. Robotics research and development topics include manipulation, end effectors, mobility, sensing (noncontact and contact), adaptive control, robot programming languages, and manufacturing process planning. Past achievements and current issues related to each of these topics are described briefly.
Thinking Maps: An innovative way to increase sixth-grade student achievement in social studies
NASA Astrophysics Data System (ADS)
Reed, Tamita
The purpose of this quantitative study was to determine the effect of Thinking Maps on the achievement of 6th-grade social studies students in order to determine its effectiveness. The population of this study came from a suburban middle school in the state of Georgia. The quantitative data included a pretest and posttest. The study was designed to find (a) whether there is a significant difference between the mean posttest scores on the benchmark test of 6th-grade students who are taught with either Thinking Maps or traditional social studies methods, (b) whether there is a significant difference between the mean posttest scores on the benchmark test of 6th-grade male versus female social studies students, and (c) whether there is a significant interaction between 6th-grade students' type of social studies class and gender as to differentially affect their mean posttest scores on the benchmark test. To answer these questions, students' pretest and posttest were compared to determine if there was a statistically significant difference after Thinking Maps were implemented with the treatment group for 9 weeks. The results indicate that there was no significant difference in the test scores between the students who were taught with Thinking Maps and the students who were taught without Thinking Maps. However, the students taught with Thinking Maps had the higher adjusted posttest scores.
Nunes, Ana Raquel; Lee, Kelley; O'Riordan, Tim
2016-01-01
The 2030 Agenda for Sustainable Development came into force in January 2016 as the central United Nations (UN) platform for achieving 'integrated and indivisible' goals and targets across the three characteristic dimensions of sustainable development: the social, environmental and economic. We argue that, despite the UN adoption of the Sustainable Development Goals (SDGs), a framework for operationalising them in an integrated fashion is lacking. This article puts forth a framework for integrating health and well-being across the SDGs as both preconditions and outcomes of sustainable development. We present a rationale for this approach, and identify the challenges and opportunities for implementing and monitoring such a framework through a series of examples. We encourage other sectors to develop similar integrating frameworks for supporting a more coordinated approach for operationalising the 2030 Agenda for Sustainable Development.
ERIC Educational Resources Information Center
Klapp, Alli
2018-01-01
The purpose of the study was to investigate if academic and social self-concept and motivation to improve in academic school subjects mediated the negative effect of summative assessment (grades) for low-ability students' achievement in compulsory school. In two previous studies, summative assessment (grading) was found to have a differentiating…
De Silva, M J
2015-04-01
There have been repeated calls to include mental health in the sustainable development goals (SDGs), arguing that progress in development will not be made without improvements in mental health. Although these calls are starting to gain political traction, currently only a tiny fraction of international development work includes mental health. A social determinants framework may be useful in incorporating mental health into sustainable development because it promotes a multi-sectorial and multi-disciplinary approach which is the corner stone of good development practice. Two approaches are suggested to make mental health a part of sustainable development: (1) integrate mental health into existing development programmes to promote social and economic environments that prevent mental health problems developing; (2) ensure that mental health programmes are better at promoting sustainable development by preventing the negative social and economic consequences of mental illness. Real-world examples of these approaches are provided. To achieve this, the mental health impact of wider development programmes, and the social and economic consequences of mental health interventions, must be evaluated. Development agencies should ensure that they have equity for mental health in all their policies, and investment must be increased for those mental health prevention, promotion and treatment programmes which have the greatest impact on sustainable development. The SDGs bring the promise of a more holistic approach to development. It is now the task of global mental health to demonstrate not just that mental health is an integral part of sustainable development, but that affordable and effective solutions exist which can improve mental health and development more broadly.
Soto-Icaza, Patricia; Aboitiz, Francisco; Billeke, Pablo
2015-01-01
Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development.
Soto-Icaza, Patricia; Aboitiz, Francisco; Billeke, Pablo
2015-01-01
Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development. PMID:26483621
ERIC Educational Resources Information Center
Volpe, Richard
Evaluated were the cognitive and social development of 40 orthopedially handicapped children ages 6 to 12 years. Social development was measured by the Children's Social Relations Rating Scale, the Children's Social Relations Interview Schedule, and the Children's Role Taking Task. The Concrete Operations Tasks assessed cognitive ability. Data…
The Relationship between College Grades and Adult Achievement Reconsidered. AIR Forum 1982 Paper.
ERIC Educational Resources Information Center
Lewis, John; Nelson, Kim
The relationship between college grades and achievement of college graduates was studied at Winona State University, Minnesota. The following criteria for investigating this relationship were assessed: quality of vocational achievement, acceptance of responsibility in social groups, and further intellectual development. These criteria were…
Li, Ting; Yang, Yang Claire; Zhang, Yanlong
2018-05-01
This study examined the patterns of social-network types and their relative survival benefits among Chinese older adults. We examined how macro-level social factors such as cultural norms and unbalanced regional economic development shaped older people's network behaviors, and whether these factors could moderate the association between network types and mortality. Using data from the Chinese Longitudinal Healthy Longevity Survey (2008-2014), we identified four network types-diverse, friend-focused, family-focused, and restricted-based on individuals' social network measures. Multinomial logistic analyses revealed that older people situated in an area with a deeply rooted family culture or a more advanced economy tend to be less likely to enroll in a diverse network than a family-focused one. This prevents them from achieving the best adaptive survival, as Cox regression analyses showed that the family-focused network type was less beneficial than the diverse one for the survival of older adults. Furthermore, while the survival advantage of the diverse-network type over the family-focused type did not change with cultural contexts, economic development attenuated the deleterious effects of the friend-focused network type. Copyright © 2018 Elsevier Ltd. All rights reserved.
ERIC Educational Resources Information Center
Roussel, Peggy; Elliot, Andrew J.; Feltman, Roger
2011-01-01
The influence of achievement goals and social goals on help-seeking from peers in an academic context was examined in two studies. A total of 551 high school students participated in the two studies. The results across the studies demonstrated strong convergence, revealing that mastery-approach, mastery-avoidance, and friendship-approach goals…
Older Women's Career Development and Social Inclusion
ERIC Educational Resources Information Center
McMahon, Mary; Bimrose, Jenny; Watson, Mark
2010-01-01
This paper considers women's career development and the potential contribution of career development theory, research, practice and policy in advancing a social inclusion agenda. In particular, the paper focuses on older women in the contexts of an ageing population, labour market shortages and Australia's social inclusion agenda. Supporting young…
Development and Validation of Economics Achievement Test for Secondary Schools
ERIC Educational Resources Information Center
Eleje, Lydia Ijeoma; Abanobi, Chidiebere Christopher; Obasi, Emma
2017-01-01
Economics achievement test (EAT) for assessing senior secondary two (SS2) achievement in economics was developed and validated in the study. Five research questions guided the study. Twenty and 100 mid-senior secondary (SS2) economics students was used for the pilot testing and reliability check respectively. A sample of 250 students randomly…
NASA Astrophysics Data System (ADS)
Ekasari, A.
2018-01-01
Pro-environmental behavior is one of human activities to achieve sustainability. In order to encourage people to do so, it needs contribution from marketing discipline using social message. The research aims to investigate the effect of social message framed by norm abstraction level and ecological value orientation on attitude and intention to act pro-environmental behavior in the context of littering. This study implemented a 3 (message framing: biospheric/altruistic/egoistic) × 2 (norm abstraction level : abstract/concrete) between subject experimental design to collect the data. An independent sample t test was used to analyze the data. The results indicate that a social message using concrete norm combined with the three ecological value orientation gains more positive response than the use of abstract norm with the same ecological value orientations. Findings of the research are expected to help government or other institutions to create an appropriate social message in anti littering campaign and motivates people to change their behavior in practicing sustainable consumption.
The Global Agenda for Social Work and Social Development: Commitment to Action
ERIC Educational Resources Information Center
Journal of Social Work Education, 2012
2012-01-01
This Global Agenda is the product of a three-year collaborative initiative undertaken by three international organisations representing social work practice, social work education, and social development. All three of these international bodies were founded in 1928 and have held formal consultative status for many decades with the United Nations…
ERIC Educational Resources Information Center
Kara, Filiz; Celikler, Dilek
2015-01-01
For "Matter Changing" unit included in the Secondary School 5th Grade Science Program, it is intended to develop a test conforming the gains described in the program, and that can determine students' achievements. For this purpose, a multiple-choice test of 48 questions is arranged, consisting of 8 questions for each gain included in the…
Age at Childbearing over Two Generations and Grandchildren’s Cognitive Achievement
Krueger, Patrick M.; Wagner, Nicole M.
2014-01-01
We examine whether grandparents’ and parents’ ages at birth are associated with grandchildren’s early cognitive achievement, and whether grandparents’ or parents’ socioeconomic status, health, and marital status mediate those associations. Our analysis is based on data from the Panel Study of Income Dynamics and its Child Development Supplement. A grandparent’s age at the birth of their own children is robustly and positively associated with grandchildren’s verbal achievement, but not with grandchildren’s applied mathematics achievement, after controlling for parents’ age at the grandchild’s birth. The associations are similar in magnitude for grandmothers and grandfathers. A variety of indicators of social class in the grandparent and parent generations did not mediate this age effect. However, many of those indicators of grandparents’ social class were directly or indirectly related to grandchildren’s achievement. PMID:25767330
Reading Development and Achievement of 4th-Grade Hmong Students
ERIC Educational Resources Information Center
Mahowald, Megan; Loughnane, Megan
2016-01-01
Researchers and practitioners alike have noted that Hmong students in the United States do not achieve as well as their monolingual peers and other bilingual students. The current mixed-methods study is designed to describe reading development and achievement of 4th-grade Hmong students in one large, urban school district. This study explores the…
ERIC Educational Resources Information Center
Babalis, Thomas; Tsoli, Konstantina; Artikis, Constantinos T.; Mylonakou-Keke, Iro; Xanthakou, Yota
2013-01-01
The present study examined the relationship between emotional intelligence, academic achievement and school climate among primary school students. The purpose of the study was to investigate the impact of social and emotional learning programs on the emotional intelligence and the academic achievement of 143 students in the 5th and 6th grade of…
ERIC Educational Resources Information Center
Verhagen, Frans C.
2014-01-01
One of the obstacles to dealing with the social and ecological crises that obstruct the achievement of a culture of peace is silo thinking in global governance. A unidimensional mode of planning, silo thinking leads to decisions based on the area of expertise of a particular agency or intergovernmental organization and fails to recognize linkages…
ERIC Educational Resources Information Center
Shortall, Sally
2008-01-01
Considerable importance is attached to social exclusion/inclusion in recent EU rural development programmes. At the national/regional operation of these programmes groups of people who are not participating are often identified as "socially excluded groups". This article contends that rural development programmes are misinterpreting the…
SOCIAL CLASS AND COGNITIVE DEVELOPMENT IN INFANCY.
ERIC Educational Resources Information Center
BIRNS, BEVERLY; GOLDEN, MARK
THE PURPOSE OF THIS STUDY WAS TO FIND OUT WHETHER SOCIAL CLASS DIFFERENCES IN INTELLECTUAL DEVELOPMENT ARE PRESENT IF (1) CHILDREN FROM SOCIALLY DISORGANIZED SLUM FAMILIES ARE COMPARED WITH CHILDREN FROM STABLE, LOW INCOME AND MIDDLE INCOME FAMILIES, (2) THE PIAGET OBJECT SCALE, A NEW MEASURE OF COGNITIVE DEVELOPMENT BASED ON PIAGET'S SENSORIMOTOR…
ERIC Educational Resources Information Center
Zach, Sima; Yazdi-Ugav, Orly; Zeev, Aviva
2016-01-01
This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students' social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary…
A Social-Interactive Neuroscience Approach to Understanding the Developing Brain.
Redcay, Elizabeth; Warnell, Katherine Rice
2018-01-01
From birth onward, social interaction is central to our everyday lives. Our ability to seek out social partners, flexibly navigate and learn from social interactions, and develop social relationships is critically important for our social and cognitive development and for our mental and physical health. Despite the importance of our social interactions, the neurodevelopmental bases of such interactions are underexplored, as most research examines social processing in noninteractive contexts. We begin this chapter with evidence from behavioral work and adult neuroimaging studies demonstrating how social-interactive context fundamentally alters cognitive and neural processing. We then highlight four brain networks that play key roles in social interaction and, drawing on existing developmental neuroscience literature, posit the functional roles these networks may play in social-interactive development. We conclude by discussing how a social-interactive neuroscience approach holds great promise for advancing our understanding of both typical and atypical social development. © 2018 Elsevier Inc. All rights reserved.
Lee, Kelley; O'Riordan, Tim
2016-01-01
The 2030 Agenda for Sustainable Development came into force in January 2016 as the central United Nations (UN) platform for achieving ‘integrated and indivisible’ goals and targets across the three characteristic dimensions of sustainable development: the social, environmental and economic. We argue that, despite the UN adoption of the Sustainable Development Goals (SDGs), a framework for operationalising them in an integrated fashion is lacking. This article puts forth a framework for integrating health and well-being across the SDGs as both preconditions and outcomes of sustainable development. We present a rationale for this approach, and identify the challenges and opportunities for implementing and monitoring such a framework through a series of examples. We encourage other sectors to develop similar integrating frameworks for supporting a more coordinated approach for operationalising the 2030 Agenda for Sustainable Development. PMID:28588955
Zanchetta, Margareth; Schwind, Jasna; Aksenchuk, Kateryna; Gorospe, Franklin F; Santiago, Lira
2013-07-01
A Canadian nursing student-led knowledge dissemination project on health promotion for social development was implemented with local professionals and communities in Brazil. (a) to identify how student-interns contrasted Canadian and Brazilian cultural and social realities within a primary healthcare context from a social development perspective; (b) to examine how philosophical underpinnings, including social critical theory and notions of social justice, guided student-interns in acknowledging inequalities in primary healthcare in Brazil; and (c) to participate in the debate on the contribution of Canadian nursing students to the global movement for social development. A qualitative appraisal of short-term outcomes of an international internship in the cities of Birigui & Araçatuba (São Paulo-Brazil). Four Canadian fourth-year undergraduate nursing students enrolled in a metropolitan university program. Recruitment was through an email invitation to the student-interns, who accepted, and signed informed consent forms. Their participation was unpaid and voluntary. One-time individual interviews were conducted at the end of their internships. Transcriptions of the audio-recorded interviews were coded using the qualitative software program ATLAS ti 6.0. The findings were analyzed using thematic analysis. Student-interns' learning unfolded from making associations among concepts, new ideas, and their previous experiences, leading to a personal transformation through which they established new conceptual and personal connections. The two main themes revealed by the thematic analysis were dichotomizing realities, that is, acknowledging the existence of "two sides of each situation," and discovering an unexpected reciprocity between global and urban health. Furthermore, the student-interns achieved personal and professional empowerment. The knowledge gained from the international experience helped the student-interns learn how to collaborate with Brazilian society
NASA Astrophysics Data System (ADS)
Ramaswami, A.
2016-12-01
Urban infrastructure - broadly defined to include the systems that provide water, energy, food, shelter, transportation-communication, sanitation and green/public spaces in cities - have tremendous impact on the environment and on human well-being (Ramaswami et al., 2016; Ramaswami et al., 2012). Aggregated globally, these sectors contribute 90% of global greenhouse gas (GHG) emissions and 96% of global water withdrawals. Urban infrastructure contributions to such impacts are beginning to dominate. Cities are therefore becoming the action arena for infrastructure transformations that can achieve high levels of service delivery while reducing environmental impacts and enhancing human well-being. Achieving sustainable urban infrastructure transitions requires: information about the engineered infrastructure, and its interaction with the natural (ecological-environmental) and the social sub-systems In this paper, we apply a multi-sector, multi-scalar Social-Ecological-Infrastructural Systems framework that describes the interactions among biophysical engineered infrastructures, the natural environment and the social system in a systems-approach to inform urban infrastructure transformations. We apply the SEIS framework to inform water and energy sector transformations in cities to achieve environmental and human health benefits realized at multiple scales - local, regional and global. Local scales address pollution, health, wellbeing and inequity within the city; regional scales address regional pollution, scarcity, as well as supply risks in the water-energy sectors; global impacts include greenhouse gas emissions and climate impacts. Different actors shape infrastructure transitions including households, businesses, and policy actors. We describe the development of novel cross-sectoral strategies at the water-energy nexus in cities, focusing on water, waste and energy sectors, in a case study of Delhi, India. Ramaswami, A.; Russell, A.G.; Culligan, P.J.; Sharma, K
ERIC Educational Resources Information Center
Sakiz, Halis
2017-01-01
The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children…
ERIC Educational Resources Information Center
Neseth, Hans; Savage, Todd A.; Navarro, Rachel
2009-01-01
The current migration of Latino/as into the United States has many schools struggling to meet the unique academic needs of this particular group of students. Previous research suggests level of acculturation and perceived social support impact mathematics achievement amongst Latino/a students. The current study employed hierarchical and…
Developing Youth's Cultural and Social Skills through a Social-Virtual Curriculum
ERIC Educational Resources Information Center
Eteokleous, Nikleia
2011-01-01
Purpose: This study seeks to evaluate the application of a social-virtual curriculum delivered through in-classroom and web-based activities, aiming to develop youth's social-cultural skills, cultural competency and multicultural awareness. Specifically, the study evaluates the overall impact of the curriculum to the participating youth's…
Sapkota, V P; Bhusal, U P
2017-01-01
Nepal is pursuing Social Health Insurance as a way of mobilizing revenues to achieve Universal Health Coverage. The Social Health Insurance governance encourages service providers to maintain quality and efficiency in services provision by practicing strategic purchasing. Social Health Security Programme is a social protection program which aspires to achieve the goals of Social Health Insurance. Social Health Security Development Committee needs to consider following experiences to function as a strategic purchaser. The Social Health Security Development Committee need to be an independent body instead of falling under Ministry of Health. Similarly, purchasing of health services needs to be made strategic, i.e., Social Health Security Development Committee should use its financial power to guide the provider behavior that will eventually contribute to achieving the goals of quality and efficiency in service provision. The other social health security funds should be merged with Social Health Security Development Committee and develop a single national fund. Finally, the state has to regulate and monitor the performance of the SHI agency.
Social isolation and brain development in the ant Camponotus floridanus.
Seid, Marc A; Junge, Erich
2016-06-01
Social interactions play a key role in the healthy development of social animals and are most pronounced in species with complex social networks. When developing offspring do not receive proper social interaction, they show developmental impairments. This effect is well documented in mammalian species but controversial in social insects. It has been hypothesized that the enlargement of the mushroom bodies, responsible for learning and memory, observed in social insects is needed for maintaining the large social networks and/or task allocation. This study examines the impact of social isolation on the development of mushroom bodies of the ant Camponotus floridanus. Ants raised in isolation were shown to exhibit impairment in the growth of the mushroom bodies as well as behavioral differences when compared to ants raised in social groups. These results indicate that social interaction is necessary for the proper development of C. floridanus mushroom bodies.
Social isolation and brain development in the ant Camponotus floridanus
NASA Astrophysics Data System (ADS)
Seid, Marc A.; Junge, Erich
2016-06-01
Social interactions play a key role in the healthy development of social animals and are most pronounced in species with complex social networks. When developing offspring do not receive proper social interaction, they show developmental impairments. This effect is well documented in mammalian species but controversial in social insects. It has been hypothesized that the enlargement of the mushroom bodies, responsible for learning and memory, observed in social insects is needed for maintaining the large social networks and/or task allocation. This study examines the impact of social isolation on the development of mushroom bodies of the ant Camponotus floridanus. Ants raised in isolation were shown to exhibit impairment in the growth of the mushroom bodies as well as behavioral differences when compared to ants raised in social groups. These results indicate that social interaction is necessary for the proper development of C. floridanus mushroom bodies.
On the Use of Social Clocks for the Monitoring of Multidimensional Social Development
ERIC Educational Resources Information Center
Mueller, Georg P.
2011-01-01
This article describes a new methodology for monitoring multidimensional social development using social clocks: comparisons with so called reference trajectories make it possible to establish the development stage of a country along a number of independent time axes, thus affording new opportunities for analyzing leads, lags, and asynchronies…
Ngai, Steven Sek-yum
2006-01-01
Service-learning, which combines academic study with community service, is becoming increasingly popular throughout the world. It is ideally suited to achieving both the personal and academic goals of students and the broader goals of civic responsibility and social justice. This paper describes the design of a local service-learning program the author implemented at a university in Hong Kong. Based on survey data collected from 93 university student participants in the program, it illustrates the impact of service-learning on student outcomes. Results show that the majority of the students benefitted as follows: (1) By developing personal autonomy through real world experiences, students develop a recognition of and faith in their potential. It enhances self-assurance, assumption of new responsibilities, and achievement of individual growth. (2) Students move toward becoming responsible citizens and agents of social change. By learning to care for deprived groups in the community, they are assuming meaningful roles and responding to real issues in ways that have a long-lasting impact on their own lives. Recommendations, based on the shortcomings we have witnessed and the changes we have implemented, are also made.
ERIC Educational Resources Information Center
Nucci, Larry; Creane, Michael W.; Powers, Deborah W.
2015-01-01
Eleven teachers and 254 urban middle-school students comprised the sample of this study examining the social and moral development outcomes of the integration of social cognitive domain theory within regular classroom instruction. Participating teachers were trained to construct and implement history lessons that stimulated students' moral…
Social cognitive development during adolescence
Blakemore, Sarah-Jayne; Charman, Tony
2006-01-01
Social relationships are particularly important during adolescence. In recent years, histological and MRI studies have shown that the brain is subject to considerable structural development during adolescence. Brain regions that are implicated in social cognition, including parts of prefrontal, parietal and superior temporal cortex, undergo the most pronounced and prolonged change. However, the development of social cognition during adolescence and its neural underpinnings remains poorly understood. Here, we begin by outlining how the brain changes between childhood and adulthood. We then describe findings that have emerged from behavioural and neuroimaging studies of the recognition of facial expression during adolescence. Finally, we present new data that demonstrate development of emotional perspective taking during adolescence. In this study, 112 participants, aged 8–36 years, performed a computerised task that involved taking an emotional perspective either from the participant's own point of view or from that of another person. The results showed that average difference in reaction time (RT) to answer questions in the first person perspective (1PP) and third person perspective (3PP) significantly decreased with age. The RT difference of adults tended to cluster close to the zero line (3PP = 1PP), while a greater proportion of pre-adolescents had higher difference values in both the positive (3PP > 1PP) and negative direction (1PP > 3PP) of the scale. The data suggest that the efficiency, and possibly strategy, of perspective taking develop in parallel with brain maturation and psychosocial development during adolescence. PMID:18985103
Geddes, Rosemary; Frank, John; Haw, Sally
2011-06-01
Inequalities in health and educational outcomes in Scotland show a strong and persistent socioeconomic status gradient. Our aims were to provide policy-makers with a synthesis of international research evidence that assesses the effectiveness of early childhood interventions aimed at equitably promoting cognitive and social development and suggest potential areas for action in Scotland. A rapid review was conducted of review level studies of early childhood interventions with outcome measures relating to child cognitive-language or social-emotional development, subsequent academic and life achievement. Websites were searched and interviews were conducted to identify relevant interventions, policies and programmes delivered in Scotland. : Early childhood intervention programmes can reduce disadvantage due to social and environmental factors. Scottish health policy demonstrates a clear commitment to early childhood development but much work remains in terms of detail of policy implementation, identification of high risk children and families, and early childhood monitoring systems. Programmes should provide a universal seamless continuum of care and support from pregnancy through to school entry with the intensity of support graded according to need. The current information systems in Scotland would be inadequate for monitoring the effects of early childhood interventions especially in relation to cognitive-language and social-emotional development. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.
TV and Teens: Television In Adolescent Social Development.
ERIC Educational Resources Information Center
Luker, Richard; Johnston, Jerome
1988-01-01
Presents television as an instrument through which adolescents can gain social experience and strengthen social development. Examines the link between watching television and social relationships, discussing how television viewing can provide "blueprints" for behavior in social situations. Lists four steps for using television as a learning tool.…
Student’s social interaction in mathematics learning
NASA Astrophysics Data System (ADS)
Apriliyanto, B.; Saputro, D. R. S.; Riyadi
2018-03-01
Mathematics learning achievement is influenced by the internal and external factor of the students. One of the influencing external factors is social interaction with friends in learning activities. In modern learning, the learning is student-centered, so the student interaction is needed to learn about certain basic competence. Potential and motivation of students in learning are expected to develop with good social interaction in order to get maximum results. Social interaction is an important aspect of learning Mathematics because students get the opportunity to express their own thoughts in order to encourage a reflection on the knowledge they have. This research uses the correlational descriptive method involving 36 students for the tenth grade, eleventh grade, and twelfth grade of SMA Negeri 1 Wuryantoro and data collecting technique using questionnaire for social interaction and documentation for learning outcome. The result of this research shows that learning achievement and social interaction of students are not good. Based on the result of data analysis, it is shown that the social interaction and Mathematics learning achievement are still in the low level. This research concludes that students’ social interaction influences student learning achievement in Mathematics subjects.
ERIC Educational Resources Information Center
Bernardo, Allan B. I.; Ismail, Rosnah
2010-01-01
The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and…
ERIC Educational Resources Information Center
Grundmann, Matthias
This longitudinal study investigated the influence of social class and family socialization on the development of cognitive competence, educational performance, and academic attainment; the interdependencies between the development of cognitive competence and educational performance; and the impact of social class, family socialization, cognitive…
Kyougoku, Makoto
2016-01-01
Background. Achievement motive is defined as the intention to achieve one’s goals. Achievement motive is assumed to promote clients to choices and actions toward their valuable goal, so it is an important consideration in rehabilitation. Purpose. The purpose of this study is to demonstrate the structural relationship among achievement motive on purpose in life, social participation, and role expectation of community-dwelling elderly people. Methods. Participants were community-dwelling elderly people in day-service centers. A total of 281 participants (male: 127, female: 154) answered the self-administered questionnaire in cross-sectional research. The questionnaire was comprised of demographic data and scales that evaluated achievement motive, social participation, purpose in life, and role expectation. We studied the structural relationship established by our hypothesized model via a structural equation modeling approach. Results. We checked the standardized path coefficients and the modification indices; the modified model’s statistics were a good fit: CFI = 0.984, TLI = 0.983, RMSEA = 0.050, 90% CI [0.044–0.055]. Achievement motive had a significantly direct effect on purpose in life (direct effect = 0.445, p value < 0.001), a significantly indirect effect on purpose in life via social participation or role expectation (indirect effect = 0.170, p value < 0.001) and a total effect on purpose in life (total effect = 0.615). Discussion. This result suggests that enhancing the intention to achieve one’s goals enables participants to feel a spirit of challenge with a purpose and a sense of fulfillment in their daily lives. PMID:26835188
Sano, Nobuyuki; Kyougoku, Makoto
2016-01-01
Background. Achievement motive is defined as the intention to achieve one's goals. Achievement motive is assumed to promote clients to choices and actions toward their valuable goal, so it is an important consideration in rehabilitation. Purpose. The purpose of this study is to demonstrate the structural relationship among achievement motive on purpose in life, social participation, and role expectation of community-dwelling elderly people. Methods. Participants were community-dwelling elderly people in day-service centers. A total of 281 participants (male: 127, female: 154) answered the self-administered questionnaire in cross-sectional research. The questionnaire was comprised of demographic data and scales that evaluated achievement motive, social participation, purpose in life, and role expectation. We studied the structural relationship established by our hypothesized model via a structural equation modeling approach. Results. We checked the standardized path coefficients and the modification indices; the modified model's statistics were a good fit: CFI = 0.984, TLI = 0.983, RMSEA = 0.050, 90% CI [0.044-0.055]. Achievement motive had a significantly direct effect on purpose in life (direct effect = 0.445, p value < 0.001), a significantly indirect effect on purpose in life via social participation or role expectation (indirect effect = 0.170, p value < 0.001) and a total effect on purpose in life (total effect = 0.615). Discussion. This result suggests that enhancing the intention to achieve one's goals enables participants to feel a spirit of challenge with a purpose and a sense of fulfillment in their daily lives.
Paternal Age Alters Social Development in Offspring.
Janecka, Magdalena; Haworth, Claire M A; Ronald, Angelica; Krapohl, Eva; Happé, Francesca; Mill, Jonathan; Schalkwyk, Leonard C; Fernandes, Cathy; Reichenberg, Abraham; Rijsdijk, Frühling
2017-05-01
Advanced paternal age (APA) at conception has been linked with autism and schizophrenia in offspring, neurodevelopmental disorders that affect social functioning. The current study explored the effects of paternal age on social development in the general population. We used multilevel growth modeling to investigate APA effects on socioemotional development from early childhood until adolescence, as measured by the Strengths and Difficulties Questionnaire (SDQ) in the Twins Early Development Study (TEDS) sample. We also investigated genetic and environmental underpinnings of the paternal age effects on development, using the Additive genetics, Common environment, unique Environment (ACE) and gene-environment (GxE) models. In the general population, both very young and advanced paternal ages were associated with altered trajectory of social development (intercept: p = .01; slope: p = .03). No other behavioral domain was affected by either young or advanced age at fatherhood, suggesting specificity of paternal age effects. Increased importance of genetic factors in social development was recorded in the offspring of older but not very young fathers, suggesting distinct underpinnings of the paternal age effects at these two extremes. Our findings highlight that the APA-related deficits that lead to autism and schizophrenia are likely continuously distributed in the population. Copyright © 2017 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.
[Development of child mental health services in Lithuania: achievements and obstacles].
Pūras, Dainius
2002-01-01
In 1990, political, economic and social changes in Lithuania introduced the possibility to develop for the first time in nations's history an effective and modern system of child mental health services. During the period between 1990 and 1995 a new model of services was developed in the Department of Social pediatrics and child psychiatry of Vilnius University. The model included development of child and adolescent psychiatric services, as well as early intervention services for infants and preschool children with developmental disabilities. The emphasis, following recommendations of WHO and existing international standards, was made on deinstitutionalization and development of family-oriented and community-based services, which have been ignored by previous system. In the first half of 90's of 20th century, new training programs for professionals were introduced, more than 50 methods of assessment, treatment and rehabilitation, new for Lithuanian clinical practice, were implemented, and a new model of services, including primary, secondary and tertiary level of prevention, was introduced in demonstration sites. However, during next phase of development, in 1997-2001, serious obstacles for replicating new approaches across the country, have been identified, which threatened successful implementation of the new model of services into everyday clinical practice. Analysis of obstacles, which are blocking development of new approaches in the field of child mental health, is presented in the article. The main obstacles, identified during analysis of socioeconomic context, planning and utilization of resources, running of the system of services and evaluation of outcomes, are as follows: lack of intersectorial cooperation between health, education and social welfare systems; strong tradition of discrimination of psychosocial interventions in funding schemes of health services; societal attitudes, which tend to discriminate and stigmatize marginal groups, including
Social change, cultural evolution, and human development.
Greenfield, Patricia M
2016-04-01
Social change has accelerated globally. Greenfield's interdisciplinary and multilevel theory of social change and human development provides a unified framework for exploring implications of these changes for cultural values, learning environments/socialization processes, and human development/behavior. Data from societies where social change has occurred in place (US, China, and Mexico) and a community where it has occurred through international migration (Mexican immigrants in the US) elucidate these implications. Globally dominant sociodemographic trends are: rural to urban, agriculture to commerce, isolation to interconnectedness, less to more education, less to more technology, lesser to greater wealth, and larger to smaller families/households. These trends lead to both cultural losses (e.g., interdependence/collectivism, respect, tradition, contextualized thinking) and cultural gains (e.g., independence/individualism, equality, innovation, abstraction). Copyright © 2015. Published by Elsevier Ltd.
Creativity and the Child's Social Development.
ERIC Educational Resources Information Center
Nabors, Martha L.; Edwards, Linda C.
1994-01-01
Presents three teacher-preschooler scenarios illustrating teacher actions that hinder creativity and social development. Discusses the connection between psychosocial and creative development in light of Erik Erikson's eight stages of psychosocial development. Suggests that teachers need to be flexible, consider children's feelings, foster…
Developing and Improving Modified Achievement Level Descriptors: Rationale, Procedures, and Tools
ERIC Educational Resources Information Center
Quenemoen, Rachel; Albus, Debra; Rogers, Chris; Lazarus, Sheryl
2010-01-01
Some states are developing alternate assessments based on modified achievement standards (AA-MAS) to measure the academic achievement of some students with disabilities (Albus, Lazarus, Thurlow, & Cormier, 2009; Lazarus, Thurlow, Christensen, & Cormier, 2007). These assessments measure the same content as the general assessment for a given…
Youth Sport Volunteering: Developing Social Capital?
ERIC Educational Resources Information Center
Kay, Tess; Bradbury, Steven
2009-01-01
This paper analyses the capacity of youth sport volunteering to contribute to the development of social capital. Following a review of the emergence of social capital as a key theme in UK sport policy, the paper focuses on the ability of a structured sports volunteering programme to equip young people with skills for effective volunteering, and…
The Influence of Social Networking Sites on High School Students' Social and Academic Development
ERIC Educational Resources Information Center
Ahn, June
2010-01-01
This dissertation examines the effects of social network sites on youth social and academic development. First, I provide a critical analysis of the extant research literature surrounding social network sites and youth. I merge scholarly thought in the areas of Internet studies, digital divides, social capital theory, psychological well-being,…
Building Social Capital through Leadership Development
ERIC Educational Resources Information Center
Roberts, Cynthia
2013-01-01
Social capital, an important mechanism for the creation and maintenance of healthy organizational life, may be developed through initiatives such as leadership development as effective leadership development not only enhances individual effectiveness, but serves to build relationships, coordinate actions, and extend and strengthen the social…
An experimental manipulation of social comparison in social anxiety.
Mitchell, Melissa A; Schmidt, Norman B
2014-01-01
Negative self-appraisal is thought to maintain social anxiety particularly when comparing oneself to others. Work on social comparison suggests that gender may moderate the effects of social comparison in social anxiety. Self-appraisals of the desirability of one's personality may be more important to women, whereas self-appraisal of signs of anxiety may be more important to men. Within each gender, those with high social anxiety are expected to report more negative self-appraisal when comparing themselves to someone else described as high achieving. This study is the first we are aware of that examined gender-based interactive effects after a social comparison manipulation. Participants read a bogus profile of a fellow student's adjustment to college. They were randomly assigned to read a profile suggesting that the fellow student was "high achieving" or more normative in his/her achievements. When comparing to a "high achieving" individual, men with high social anxiety reported the most negative self-appraisals of their signs of anxiety. In addition, greater social anxiety was associated with a poorer self-appraisal of personality only among men. The implications of the findings for conceptualizing the role of social comparison in social anxiety are discussed.
The Millennium Development Goals: experiences, achievements and what's next.
Lomazzi, Marta; Borisch, Bettina; Laaser, Ulrich
2014-01-01
The Millennium Development Goals (MDGs) are eight international development goals to be achieved by 2015 addressing poverty, hunger, maternal and child mortality, communicable disease, education, gender inequality, environmental damage and the global partnership. Most activities worldwide have focused on maternal and child health and communicable diseases, while less attention has been paid to environmental sustainability and the development of a global partnership. Up to now, several targets have been at least partially achieved: hunger reduction is on track, poverty has been reduced by half, living conditions of 200 million deprived people enhanced, maternal and child mortality as well as communicable diseases diminished and education improved. Nevertheless, some goals will not be met, particularly in the poorest regions, due to different challenges (e.g. the lack of synergies among the goals, the economic crisis, etc.). The post-2015 agenda is now under discussion. The new targets, whatever they will be called, should reflect today's political situation, health and environmental challenges, and an all-inclusive, intersectoral and accountable approach should be adopted.
The Millennium Development Goals: experiences, achievements and what's next
Lomazzi, Marta; Borisch, Bettina; Laaser, Ulrich
2014-01-01
The Millennium Development Goals (MDGs) are eight international development goals to be achieved by 2015 addressing poverty, hunger, maternal and child mortality, communicable disease, education, gender inequality, environmental damage and the global partnership. Most activities worldwide have focused on maternal and child health and communicable diseases, while less attention has been paid to environmental sustainability and the development of a global partnership. Up to now, several targets have been at least partially achieved: hunger reduction is on track, poverty has been reduced by half, living conditions of 200 million deprived people enhanced, maternal and child mortality as well as communicable diseases diminished and education improved. Nevertheless, some goals will not be met, particularly in the poorest regions, due to different challenges (e.g. the lack of synergies among the goals, the economic crisis, etc.). The post-2015 agenda is now under discussion. The new targets, whatever they will be called, should reflect today's political situation, health and environmental challenges, and an all-inclusive, intersectoral and accountable approach should be adopted. PMID:24560268
Yang, Fan; Chen, Xinyin; Wang, Li
2014-01-01
The primary purpose of the study was to examine the moderating effects of academic achievement on relations between aggressive behavior and social and psychological adjustment in Chinese children. A sample of children (N = 1,171; 591 boys, 580 girls; initial M age = 9 years) in China participated in the study. Two waves of longitudinal data were collected in Grades 3 and 4 from multiple sources including peer nominations, teacher ratings, self-reports, and school records. The results indicated that the main effects of aggression on adjustment were more evident than those of adjustment on aggression. Moreover, aggression was negatively associated with later leadership status and positively associated with later peer victimization, mainly for high-achieving children. The results suggested that consistent with the resource-potentiating model, academic achievement served to enhance the positive development of children with low aggression. On the other hand, although the findings indicated fewer main effects of adjustment on aggression, loneliness, depression, and perceived social incompetence positively predicted later aggression for low-achieving, but not high-achieving, children, which suggested that consistent with the stress-buffering model, academic achievement protected children with psychological difficulties from developing aggressive behavior. The results indicate that academic achievement is involved in behavioral and socioemotional development in different manners in Chinese children. Researchers should consider an integrative approach based on children's behavioral, psychological, and academic functions in designing prevention and intervention programs.
Allen, Joseph P.
2012-01-01
Little is known about how to predict which individuals with known temperament vulnerabilities will go on to develop social anxiety problems. Adolescents (N = 185) were followed from age 13 to 18 to evaluate psychosocial, prospective predictors of social anxiety symptoms and fears of negative evaluation (FNE), after accounting for pre-existing social withdrawal symptoms. Results from structural equation modeling suggest that lack of perceived social acceptance predicts subsequent explicit social anxiety and FNE, whereas the emotional intensity of close peer interactions predicts subsequent implicit FNE. Results are discussed in terms of the importance of peer interaction in the development of social anxiety, and the value of measuring both implicit and explicit FNE. PMID:17171538
ERIC Educational Resources Information Center
Ellwood, Robin; Abrams, Eleanor
2018-01-01
This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants…
Ethnic Identity, Epistemological Development, and Academic Achievement in Underrepresented Students
ERIC Educational Resources Information Center
Pizzolato, Jane Elizabeth; Chaudhari, Prema; Murrell, Ennad Dyana; Podobnik, Sharon; Schaeffer, Zachary
2008-01-01
Through 2 related studies, we investigated the relation between ethnic identity, epistemological development, and achievement among students of color. Findings suggest that the three variables are related, with ethnic identity and epistemological development together contributing to explaining variance in college GPA almost as well as a…
ERIC Educational Resources Information Center
Fire, Nancy; Casstevens, W. J.
2013-01-01
Achieving foundation-level practice behaviors to develop social work core competencies involves integrating learning across a curriculum. This article focuses on two phases of foundation-level course redevelopment aimed to support graduate students in accomplishing this outcome. The first phase involved restructuring the course to become a…
Rodríguez, María Soledad; Tinajero, Carolina; Páramo, María Fernanda
2017-11-17
Transition to university is a multifactorial process to which scarce consideration has been given in Spain, despite this being one of the countries with the highest rates of academic failure and attrition within the European Union. The present study proposes an empirical model for predicting Spanish students' academic achievement at university by considering pre-entry characteristics, perceived social support and adaptation to university, in a sample of 300 traditional first-year university students. The findings of the path analysis showed that pre-university achievement and academic and personal-emotional adjustment were direct predictors of academic achievement. Furthermore, gender, parents' education and family support were indirect predictors of academic achievement, mediated by pre-university grades and adjustment to university. The current findings supporting evidence that academic achievement in first-year Spanish students is the cumulative effect of pre-entry characteristics and process variables, key factors that should be taken into account in designing intervention strategies involving families and that establish stronger links between research findings and university policies.
Croizet, Jean-Claude; Goudeau, Sébastien; Marot, Medhi; Millet, Mathias
2017-12-01
This article examines how the educational system participates in the reproduction of social inequality. After exposing the basics of the Social Reproduction Theory developed in sociology by Bourdieu and Passeron in 1977, we examine the research in social psychology that documents the reality of 'symbolic violence' that is the symbolic power that operates in the classroom and undermines the performance of students from underprivileged backgrounds. Three lines of research are examined: self-esteem, self-threat and research on the non-neutrality of educational settings. Copyright © 2017 Elsevier Ltd. All rights reserved.
ERIC Educational Resources Information Center
Aladag, Elif
2010-01-01
This study sought to determine the effect of Geographic Information Systems (GIS) on the academic achievement and motivation of seventh-grade students. The study used a quasi-experimental design and a set of social studies lessons. The study was conducted over the 2006-2007 academic year on the students of a primary school at Ankara, Turkey's…
ERIC Educational Resources Information Center
Davies, Michael; Cooper, Greta; Kettler, Ryan J.; Elliott, Stephen N.
2015-01-01
Decades of research on social skills assessment and intervention indicates the importance of social skills in improving academic achievement. Additionally, a strong evidence base promotes the inclusion of social-emotional learning into the whole school curriculum. In recognition of this evidence, the new Australian Curriculum, under Personal and…
Evolutionary Perspectives on the Development of Social Exchanges.
ERIC Educational Resources Information Center
Sheese, Brad E.; Graziano, William G.
2002-01-01
Argues that apparent incompatibilities between social exchange and developmental perspectives can be resolved by using evolutionary theories to extend the logic of social exchange. Discusses the implications of an expanded evolutionary perspective on social exchange and development, proposing that developmental context and genetic relatedness may…
Taghrid Samak Works to Affect Social Development in Egypt
; Technology Archive Home » News & Publications » News » CRD's Taghrid Samak Works to Affect Social Affect Social Development in Egypt March 29, 2013 Jon Bashor, Jbashor@lbl.gov, +1 510 486 5849 advancing social development in Egypt. Since the Egyptian uprising that ultimately toppled the 30-year reign
Halboub, E; Othathi, F; Mutawwam, F; Madkhali, S; Somaili, D; Alahmar, N
2017-02-01
We investigated the effect of social networking (SN) on academic achievement of dental students at Jazan University, Saudi Arabia. A self-administered questionnaire was distributed during the 2015/16 academic year to all dental students and data were analysed by SPSS version 21. There were 348 participants (70% response rate) and 53% were male. Fifty-one percent of participants reported that they studied just before examinations, and 51% scored 3.5-4.5 Grade Point Average (GPA) in the last semester. Up to 98% of the participants reported using their smartphones/ computers for SN, with 93% doing so on a daily basis, and 66% reported SN during lectures, laboratories and clinics. Fifty-seven percent thought that SN affected their study negatively, and 65% thought that their GPA would improve if they stopped or reduced SN. Students who spent more hours each day on SN had lower GPA scores. SN negatively affected the academic achievement of dental students. Further evaluation and tailored educational programmes are needed to increase students' awareness about the negative effects of SN.
Accelerate social development to promote the advancement of society.
Hao, J
1995-02-01
The statement of the vice minister of the Chinese State Planning Commission emphasized the achievements made by the government in improving the quality of life of the Chinese people, protecting the environment, controlling population growth, improving health and employment, improving public and social security, and promoting national solidarity. The Chinese government will look forward to sharing the Chinese experiences with social development at the forthcoming UN World Summit on Social Development in March, 1995. Since 1980 a national program for economic development has been in force. Since 1949 and the founding of the People's Republic and particularly since 1978, many advances have been made. The Chinese government has been able to provide adequate food and clothing for a population comprising 22% of the world's population living on 7% of the world's land. Not only have basic living standards been met, but per capital disposable income has increased. Ownership of durable consumer goods has increased to the level of moderately developed countries. Radio messages reach about 80% of the population, and television reaches about 83% of the population. Family planning programs have promoted a balance among population with ecology and socioeconomic development. The rate of natural increase has declined from 25.83 in 1970 to 11.45 in 1993. The crude birth rate for the same period declined from 33.43 to 18.09. The crude death rate has remained at about 6-7 per 1000 population. The total fertility rate has been reduced to 2.0. Life expectancy has increased from 65 years to 70 years. Illiteracy among the population 15 years and older has greater improved; the illiteracy rate among youth and adults was 7% in 1993. Environmental policies have brought industrial pollution under strict control. Sewage treatment plants have been built. Natural gas and centralized heating have been promoted. Sound agricultural practices have been promoted. Reforestation efforts have resulted
Developing Schemas for Assessing Social Competences among Unskilled Young People
ERIC Educational Resources Information Center
Aarkrog, Vibe; Wahlgren, Bjarne
2017-01-01
Social competences are crucial parts of vocational education and training (VET) competences. As part of a development project preparing unskilled young people for VET, an action research project was conducted with the aim of developing a schema for assessing and grading social competences. The development included defining the social competences…
Social-Emotional Development in Children and Youth Who Are Deafblind
ERIC Educational Resources Information Center
Hartshorne, Timothy S.; Schmittel, Megan C.
2016-01-01
Social-emotional development is important to personal adjustment and well-being. Little has been written about social-emotional development in children and youth who are deafblind. The authors discuss factors in typical social-emotional development--attachment, empathy, and friendships--and how they may be challenged in children who are deafblind.…
ERIC Educational Resources Information Center
Gauchat, Tiffanie A.
2010-01-01
The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group (n = 30) and the comparison academic/elective course option programs group (n = 30)…
Moral Development and Social Worker Ethical Decision-Making
ERIC Educational Resources Information Center
Groessl, Joan
2013-01-01
This study examined both the moral development levels using the Defining Issues Test-2 (DIT--2) and ethical decision-making using the Professional Opinion Scale (POS) of social workers who provide field supervision to students within accredited social work programs in Wisconsin. Using the moral development theory of Kohlberg (1981) which defined…
Disrupted social development enhances the motivation for cocaine in rats.
Baarendse, Petra J J; Limpens, Jules H W; Vanderschuren, Louk J M J
2014-04-01
Early social experiences are of major importance for behavioural development. In particular, social play behaviour during post-weaning development is thought to facilitate the attainment of social, emotional and cognitive capacities. Conversely, social insults during development can cause long-lasting behavioural impairments and increase the vulnerability for psychiatric disorders, such as drug addiction. The aim of this study was to investigate whether a lack of social experiences during the juvenile and early adolescent stage, when social play behaviour is highly abundant, alters cocaine self-administration in rats. Rats were socially isolated from postnatal days 21 to 42 followed by re-socialization until adulthood. Cocaine self-administration was then assessed under a fixed ratio and progressive ratio schedule of reinforcement. Next, cue, cocaine and stress-induced reinstatement of cocaine seeking was determined following extinction of self-administration. Early social isolation resulted in an enhanced acquisition of self-administration of a low dose (0.083 mg/infusion) of cocaine, but the sensitivity to cocaine reinforcement, assessed using a dose-response analysis, was not altered in isolated rats. Moreover, isolated rats displayed an increased motivation for cocaine under a progressive ratio schedule of reinforcement. Extinction and reinstatement of cocaine seeking was not affected by early social isolation. Early social isolation causes a long-lasting increase in the motivation to self-administer cocaine. Thus, aberrations in post-weaning social development, such as the absence of social play, enhance the vulnerability for drug addiction later in life.
Action Research for Developing Social Workers' Research Capacity
ERIC Educational Resources Information Center
Lunt, Neil; Fouche, Christa
2009-01-01
We reflect on the action research process implemented in assisting the development of a culture of practitioner inquiry amongst social workers in social services agencies, and highlight the overall outcomes of the intervention. The paper outlines the rationale and process for undertaking an action research process with social services…
ERIC Educational Resources Information Center
Odetunde, Florence Olayinka
2013-01-01
This study explored how social integration of African immigrants in the Louisville metropolitan area of Kentucky could be a factor in the academic achievements of their children. It involved critically investigating how the process of their adjustments as immigrants might have been shaped by various personal and environmental factors such as…
ERIC Educational Resources Information Center
Townsel, Andrae
2015-01-01
The purpose of this study was to examine the principals' perceptions of social networking access and its relationship to cyberbullying, the importance of student achievement, and the school environment across the United States. This research provides some evidence on how principals perceive and understand the threat of cyberbullying and its…
Structural violence: a barrier to achieving the millennium development goals for women.
Mukherjee, Joia S; Barry, Donna J; Satti, Hind; Raymonville, Maxi; Marsh, Sarah; Smith-Fawzi, Mary Kay
2011-04-01
In 2000, all 191 United Nations member states agreed to work toward the achievement of a set of health and development goals by 2015. The achievement of these eight goals, the Millennium Development goals (MDGs) is highly dependent on improving the status of women, who play a key role in health and education in families and communities around the world. Yet structural violence, defined as the systematic exclusion of a group from the resources needed to develop their full human potential, remains a significant barrier against women's development and threatens the achievement of the MDGs. Although sound evidence has long existed for improving women's survival, the will to address women's health concretely and holistically is only recently gaining the advocacy needed to change policy. Concrete examples of the integration of approaches to mitigate structural violence within the delivery of health services do exist and should be incorporated into global advocacy for women's health.
Bertucci, Andrea; Johnson, David W; Johnson, Roger T; Conte, Stella
2011-01-01
The relative efficacy of positive task interdependence, positive resource interdependence, and individualistic learning were compared with achievement and academic and personal social support. The authors randomly assigned to conditions 66 7th-grade Italian students with no previous experience in cooperative learning. They participated in 6 90-min instructional sessions dealing with the dangers of smoking, alcohol, and drugs. The results indicated that students assigned to the task-interdependence and resource-interdependence conditions achieved higher and perceived greater peer academic support than did students working individually. Students in the resource-interdependence condition showed a higher perception of peer personal support than students assigned to the other conditions.
Developing a social media platform for nurses.
Jackson, Jennifer; Kennedy, Maggie
2015-11-18
Social media tools provide opportunities for nurses to connect with colleagues and patients and to advance personally and professionally. This article describes the process of developing an innovative social media platform at a large, multi-centre teaching hospital, The Ottawa Hospital, Canada, and its benefits for nurses. The platform, TOH Nurses, was developed using a nursing process approach, involving assessment, planning, implementation and evaluation. The aim of this initiative was to address the barriers to communication inherent in the large number of nurses employed by the organisation, the physical size of the multi-centre hospital and the shift-work nature of nursing. The platform was used to provide educational materials for clinical nurses, and to share information about professional practice. The implications of using a social media platform in a healthcare setting were considered carefully during its development and implementation, including concerns regarding privacy and confidentiality.
Poverty reduction by improving health and social services in Vietnam.
Gien, Lan; Taylor, Sharon; Barter, Ken; Tiep, Nguyen; Mai, Bui X; Lan, Nguyen T
2007-12-01
This article describes the development and implementation of a five-year plan for the reduction of poverty and the enhancement of human development through improving public health and social services in rural Vietnam. This plan was achieved by training the trainers and building capacity for the social workers. The project was a collaborative effort between the Schools of Nursing and Social Work at Memorial University, Newfoundland and Labrador, Canada and the University of Labor and Social Affairs, Hanoi, Vietnam. The collaboration was also committed to improving the quality of social work education and training in Vietnam. All the project's objectives were achieved beyond original expectations. The actual outcomes are sustainable and in addition gender equality has been a cross-cutting theme.
The Effectiveness of Social Media Activities on Taiwanese Undergraduates' EFL Grammar Achievement
ERIC Educational Resources Information Center
Singman, Cooper
2012-01-01
The purpose of this study was to compare the effects of social media language learning activities with traditional language learning activities on the development of L2 grammatical competence in two English as a Foreign Language (EFL) classes at a Taiwanese university. The study was grounded in four bodies of knowledge: (a) the…
ERIC Educational Resources Information Center
Abdullah, Maria Chong; Kong, Luo Lan; Talib, Abd Rahim
2014-01-01
Purpose: This study was conducted to examine relationships between perceived social support, university adjustment and academic achievement of first semester students enrolled in various undergraduate programs in a Malaysian public university. Methodology: This study employed a quantitative approach with a descriptive correlation design to address…
ERIC Educational Resources Information Center
Abdu-Raheem, B. O.
2012-01-01
This study investigated the effects of problem-solving method of teaching on secondary school students' achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six…
Strategies of blind children to achieve cognitive development. A qualitative study.
Bei, Elsa I; Oiberman, Alicia; Teisseire, Daniela; Barres, Jorgelina
2018-06-01
Studying the cogni t ive development of blind children is particularly interesting in itself and because it provides intervention guidelines. The etiology of blindness is heterogeneous but this does not hinder the possibility of establishing the characteristics typical of its development. If these children acquire language at approximately 2 years, it means the last stage of sensorimotor intelligence has been achieved. To determine the strategies that blind infants and toddlers adopt during the sensorimotor period to achieve an adequate level of development. Population and method. The study was carried out in students from a public Special Education School of the Autonomous City of Buenos Aires. This was a qualitative study for the identification of coincidences to define strategies. Blind children aged 3 months to 3 years were observed. The analysis unit was each significant segment of the "directed play" sessions conducted in a Gesell chamber and guided by the stimulation therapist. Thirty-four children were included and 55 observations were made. Children's "modes of action" were categorized as significant features of a strategy. Four thematic focuses and four stages were identified and chronologically supported with acquisitions that were considered "organizers." The assessment showed that 71% of children achieved an adequate cognitive development for their age. Systematizing strategies will help to develop an instrument to detect delays and define intervention guidelines. Sociedad Argentina de Pediatría.
Woodward, Lianne J; Lu, Zhigang; Morris, Alyssa R; Healey, Dione M
2017-02-01
To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account. Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; <32 weeks gestation, n = 110) and full term (37-40 weeks gestation). At corrected ages 2 and 4 years, children's regulatory abilities were assessed using (1) direct observation of child behavior, (2) a modified version of the Emotion Regulation Checklist, and (3) tester ratings of child behavior during neuropsychological testing. At age 9 years, mental health and educational achievement were assessed using the Development and Well-being Assessment interview and the Woodcock Johnson-III Tests of Achievement. VPT-born children had poorer emotional and behavioral regulation across all measures and time points. They also had higher rates of DSM-IV mental health disorder and educational delay at age 9. Across both study groups, poorer self regulation was associated with an increased risk of ADHD, conduct disorder, anxiety disorders and any disorder net of preschool child behavior problems and social risk. In contrast, only associations between early regulation and later language and any educational delay remained significant after adjustment for preschool cognitive functioning and family social risk. Early assessment of regulation in addition to behavioral screening may improve the early identification of preschool children at mental health risk.
Social conversational skills development in early implanted children.
Guerzoni, Letizia; Murri, Alessandra; Fabrizi, Enrico; Nicastri, Maria; Mancini, Patrizia; Cuda, Domenico
2016-09-01
Social conversational skills are a salient aspect of early pragmatic development in young children. These skills include two different abilities, assertiveness and responsiveness. This study investigated the development of these abilities in early implanted children and their relationships with lexical development and some language-sensitive variables. Prospective, observational, nonrandomized study. Participants included 28 children with congenital profound sensorineural hearing loss. The mean age at device activation was 13.3 months (standard deviation [SD] ±4.2). The Social-Conversational Skills Rating Scale was used to evaluate assertiveness and responsiveness. The MacArthur-Bates Communicative Development Inventory (Words and Sentences form) was used to analyze the lexical development. The device experience was 12 months for each child, and the mean age at testing was 25.9 months (SD ±4.6). Assertiveness and responsiveness scores were within the normal range of normal-hearing age-matched peers. Age at cochlear implant activation exerted a significant impact, with the highest scores associated to the youngest patients. The residual correlations between assertiveness and responsiveness with the lexical development were positive and strongly significant (r = 0.69 and 0.73, respectively). Preoperative hearing threshold demonstrated an associated significant coefficient on the assertiveness score. Age at diagnosis and maternal education level were not correlated with the social conversational skills. Early-implanted children developed social conversational skills that are similar to normal-hearing peers matched for age 1 year after device activation. Social conversational skills and lexical development were strongly correlated, but the present study design cannot specify the direction of this relationship. Children with better preoperative residual hearing exhibited better assertive ability. 4 Laryngoscope, 126:2098-2105, 2016. © 2015 The American Laryngological
New developments in social interdependence theory.
Johnson, David W; Johnson, Roger T
2005-11-01
Social interdependence theory is a classic example of the interaction of theory, research, and practice. The premise of the theory is the way that goals are structured determines how individuals interact, which in turn creates outcomes. Since its formulation nearly 60 years ago, social interdependence theory has been modified, extended, and refined on the basis of the increasing knowledge about, and application of, the theory. Researchers have conducted over 750 research studies on the relative merits of cooperative, competitive, and individualistic efforts and the conditions under which each is appropriate. Social interdependence theory has been widely applied, especially in education and business. These applications have resulted in revisions of the theory and the generation of considerable new research. The authors critically analyze the new developments resulting from extensive research on, and wide-scale applications of, social interdependence theory.
Can Professional Development Programs Help Close the Achievement Gap?
ERIC Educational Resources Information Center
Brahler, C. Jayne; Bainbridge, William L.; Stevens, Margaret
2004-01-01
This paper explores the question of whether it is possible to design professional development programs for teachers that can significantly improve student test results and reduce the achievement gap for students. The Dayton (Ohio) Foundation and the Montgomery County (Ohio) Educational Service Center, sponsors of The Miami Valley Teacher/…
Martins, Paulo; Rosado, António; Ferreira, Vítor; Biscaia, Rui
2017-01-01
Abstract The purpose of this study was to assess the relationship between motivation, engagement and personal and social responsibility among athletes. Based on the literature, a survey was conducted including measures of motivation, considering task orientation and ego orientation, intrinsic and extrinsic motivation, and amotivation. We also measured the components of engagement (dedication, confidence, vigor and enthusiasm) and the components of personal and social responsibility. A total of 517 athletes from different types of sports participated in the study. The results gathered through a structural equation model revealed that task orientation had the strongest relationship with personal responsibility and social responsibility, followed by engagement. Self-determination levels were not associated with personal and social responsibility. These results suggest that monitoring of task orientation and engagement levels should be performed by coaches as a strategy to develop personal and social responsibility among their athletes. Moreover, findings from this study provide scholars with a tool to aid them in managing athletes’ levels of personal and social responsibility. PMID:28713457
Martins, Paulo; Rosado, António; Ferreira, Vítor; Biscaia, Rui
2017-06-01
The purpose of this study was to assess the relationship between motivation, engagement and personal and social responsibility among athletes. Based on the literature, a survey was conducted including measures of motivation, considering task orientation and ego orientation, intrinsic and extrinsic motivation, and amotivation. We also measured the components of engagement (dedication, confidence, vigor and enthusiasm) and the components of personal and social responsibility. A total of 517 athletes from different types of sports participated in the study. The results gathered through a structural equation model revealed that task orientation had the strongest relationship with personal responsibility and social responsibility, followed by engagement. Self-determination levels were not associated with personal and social responsibility. These results suggest that monitoring of task orientation and engagement levels should be performed by coaches as a strategy to develop personal and social responsibility among their athletes. Moreover, findings from this study provide scholars with a tool to aid them in managing athletes' levels of personal and social responsibility.
[Social control and information democratization: a process under construction].
Assis, Marluce Maria Araújo; Villa, Tereza Cristina Scatena
2003-01-01
This work aims at a critical reflection on social control as a legal-institutional achievement and its legitimacy conditions, pointing out strategies for information democratization in the local health system. The text was developed according to three thematic units: the first discusses social participation as a legal-institutional achievement; the second analyzes the essential conditions for legitimacy and the third presents information as a fundamental element for management and social control as an unfinished process that is still under construction.
Social Development and Feeding Milestones of Young Down Syndrome Children.
ERIC Educational Resources Information Center
And Others; Cullen, Susan M.
1981-01-01
The data revealed that young Down syndrome children attained significantly higher scores on the Vineland Social Maturity Scale and achieved most feeding milestones much earlier if they had no or only mild congenital heart disease, if their parents followed through appropriately with furnished guidance, and if they had "good" muscle tone. (Author)
ERIC Educational Resources Information Center
Immordino-Yang, Mary Helen; Gotlieb, Rebecca
2017-01-01
Social-affective neuroscience is revealing that human brain development is inherently social--our very nature is organized by nurture. To explore the implications for human development and education, we present a series of interdisciplinary studies documenting individual and cultural variability in the neurobiological correlates of emotional…
Effects of child development accounts on early social-emotional development: an experimental test.
Huang, Jin; Sherraden, Michael; Kim, Youngmi; Clancy, Margaret
2014-03-01
This study, based on Oklahoma's statewide Child Development Accounts (CDAs) program, presents findings from the first experimental test of the hypothesis that creating lifelong savings accounts for children at birth promotes their long-term well-being. To examine the effects of CDAs, an innovative social policy to encourage lifelong saving and asset building for long-term development, on parent-reported social-emotional development in early childhood. A statewide randomized experiment of CDAs was conducted in 2008, drawing a probability sample of 7328 children from all infants born in two 3-month periods in Oklahoma (April 1 through June 30 and August 1 through October 31, 2007). After agreeing to participate in the experiment, caregivers of 2704 infants completed a baseline survey and were randomly assigned to treatment (n = 1358) and control groups (n = 1346). Approximately 84% of participants completed a follow-up survey in the spring of 2011. The intervention offered CDAs, built on the existing Oklahoma 529 college-savings plan, to treatment participants. It also provided additional financial incentives and information. The primary outcome-child social-emotional development-is measured by scores from a 17-item version of the Ages and Stages Questionnaire: Social-Emotional. Caregivers completed it in the 3-year follow-up survey. Lower scores indicate better functioning. The CDAs have positive effects on social-emotional development for children at approximately age 4 years. The nonweighted treatment-control difference is -1.56 (90% CI, -2.87 to -0.22; P = .06), but the weighted difference is nonsignificant. The effects appear to be greater for disadvantaged subsamples, such as low-income households (weighted mean difference, -2.21; 90% CI, -4.01 to -0.42; P = .04). As a complement to other early education and health interventions, CDAs may improve social-emotional development in early childhood. Their effects may be explained as a mediating
Urbina-Fuentes, Manue; Jasso-Gutiérrez, Luis; Schiavon-Ermani, Raffaela; Lozano, Rafael; Finkelman, Jacobo
2017-01-01
The United Nations Declaration of 2000 agreed on eight millennium development goals (MDGs) to be met in 2015. The results show that poverty continues through population growth and advances in both rich and poor countries are threatened by economic crises and inequities in geographic areas and population groups within countries. In a globalized world with great social and economic inequalities, from the perspective of the social determinants of health (SDH), the relevance of the new 17 sustainable development goals (SDGs) is greater. Faced with the health challenges in our country to achieve SDGs, the symposium "The transition from MDGs to SDGs from the perspective of SDH and health equity" was presented at the XLIV Congress of the National Academy of Medicine. The presentations dealt with five important aspects of the transition in Mexico: background and context; the current state of the MDGs in childhood; the impact on gender equity and adolescent fertility; the health system and the theme of environmental health and were presented by Dr. Raffaela Schiavon, Jacobo Finkelman, Luis Jasso and Rafael Lozano.
Social Capital and the Educational Achievement of Young People in Sweden
ERIC Educational Resources Information Center
Behtoui, Alireza; Neergaard, Anders
2016-01-01
Based on Bourdieu's conceptualization of social capital (the social stratification perspective), this study examines the impact of social capital on the educational outcomes of young people in Sweden, with a focus on the extra-familial aspect of social capital -- that is, social capital generated by parental networks and active membership in…
Emotional Distress, Drinking, and Academic Achievement across the Adolescent Life Course
ERIC Educational Resources Information Center
Owens, Timothy J.; Shippee, Nathan D.; Hensel, Devon J.
2008-01-01
Our study of the adolescent life course proposes that substantial maturation occurs within three intertwined arenas of development: the social, the psychological, and the normative attainment. Further, each arena may be linked, respectively, to three youth problem dimensions: drinking, depressive affect, and academic achievement. We use latent…
Social networks and expertise development for Australian breast radiologists.
Taba, Seyedamir Tavakoli; Hossain, Liaquat; Willis, Karen; Lewis, Sarah
2017-02-11
In this study, we explore the nexus between social networks and expertise development of Australian breast radiologists. Background literature has shown that a lack of appropriate social networks and interaction among certain professional group(s) may be an obstacle for knowledge acquisition, information flow and expertise sharing. To date there have not been any systematic studies investigating how social networks and expertise development are interconnected and whether this leads to improved performance for breast radiologists. This study explores the value of social networks in building expertise alongside with other constructs of performance for the Australian radiology workforce using semi-structured in-depth interviews with 17 breast radiologists. The findings from this study emphasise the influences of knowledge transfer and learning through social networks and interactions as well as knowledge acquisition and development through experience and feedback. The results also show that accessibility to learning resources and a variety of timely feedback on performance through the information and communication technologies (ICT) is likely to facilitate improved performance and build social support. We argue that radiologists' and, in particular, breast radiologists' work performance, needs to be explored not only through individual numerical characteristics but also by analysing the social context and peer support networks in which they operate and we identify multidisciplinary care as a core entity of social learning.
Putland, Christine; Baum, Fran; Ziersch, Anna; Arthurson, Kathy; Pomagalska, Dorota
2013-05-29
relationship requires long term vision, endorsement for cross-sectoral work, well-developed relationships and theoretical and practical knowledge. Attention to the practical application of social capital theory shows that community projects require structural support in their efforts to improve health and wellbeing and reduce health inequities. Sound community development techniques are essential but do not operate independently from frameworks and policies at the highest levels of government. Recognition of the interdependence of policy and practice will enable government to achieve these goals more effectively.
2013-01-01
. In particular this relationship requires long term vision, endorsement for cross-sectoral work, well-developed relationships and theoretical and practical knowledge. Conclusions Attention to the practical application of social capital theory shows that community projects require structural support in their efforts to improve health and wellbeing and reduce health inequities. Sound community development techniques are essential but do not operate independently from frameworks and policies at the highest levels of government. Recognition of the interdependence of policy and practice will enable government to achieve these goals more effectively. PMID:23714388
How do social norms influence prosocial development?
House, Bailey R
2018-04-01
Humans are both highly prosocial and extremely sensitive to social norms, and some theories suggest that norms are necessary to account for uniquely human forms of prosocial behavior and cooperation. Understanding how norms influence prosocial behavior is thus essential if we are to describe the psychology and development of prosocial behavior. In this article I review recent research from across the social sciences that provides (1) a theoretical model of how norms influence prosocial behavior, (2) empirical support for the model based on studies with adults and children, and (3) predictions about the psychological mechanisms through which norms shape prosocial behavior. I conclude by discussing the need for future studies into how prosocial behavior develops through emerging interactions between culturally varying norms, social cognition, emotions, and potentially genes. Copyright © 2017 Elsevier Ltd. All rights reserved.
The Development of Wisdom: A Social Ecological Approach.
Igarashi, Heidi; Levenson, Michael R; Aldwin, Carolyn M
2018-02-07
This study examined the development of wisdom within the context of difficult life events (DLEs), and the importance of individuals and their social environments in this process of growth. Social support has long been studied in adulthood, yet less is known about the ways social transactions can promote wisdom. Semi-structured interviews were conducted with men (n = 14) and women (n = 36), ages 56-91 years (M = 71.71; SD = 8.8) who described a DLE and how they coped with it. The analysis was guided by constructivist grounded theory. DLEs included those from childhood through later life. When personal meaning was disrupted by adversity, the social environment played a key role in facilitating new perspectives that corresponded with aspects of wisdom: self-knowledge, compassion, comfort with uncertainty, and accepting complexity. Wisdom is often studied as an individual characteristic, but this study highlighted the relevance of a social ecological perspective to understanding how wisdom development is also facilitated through social transactions. © The Author(s) 2018. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
ERIC Educational Resources Information Center
Kim, Woori; Ok, Min Wook; Yoo, Yongseok
2018-01-01
This study employed group randomized trials to investigate the effects of self- and peer-monitoring on the academic vocabulary and content knowledge of students with learning disabilities and low achieving students in social studies. Fourth grade students were randomly assigned to either treatment or control groups on a class level. Results…
The mirror mechanism and mu rhythm in social development.
Vanderwert, Ross E; Fox, Nathan A; Ferrari, Pier F
2013-04-12
Since the discovery of mirror neurons (MNs) in the monkey there has been a renewed interest in motor theories of cognitive and social development in humans by providing a potential neural mechanism underlying an action observation/execution matching system. It has been proposed that this system plays a fundamental role in the development of complex social and cognitive behaviors such as imitation and action recognition. In this review we discuss what is known about MNs from the work using single-cell recordings in the adult monkey, the evidence for the putative MN system in humans, and the extent to which research using electroencephalography (EEG) methods has contributed to our understanding of the development of these motor systems and their role in the social behaviors postulated by the MN hypothesis. We conclude with directions for future research that will improve our understanding of the putative human MN system and the functional role of MNs in social development. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.
The quest for universal health coverage: achieving social protection for all in Mexico.
Knaul, Felicia Marie; González-Pier, Eduardo; Gómez-Dantés, Octavio; García-Junco, David; Arreola-Ornelas, Héctor; Barraza-Lloréns, Mariana; Sandoval, Rosa; Caballero, Francisco; Hernández-Avila, Mauricio; Juan, Mercedes; Kershenobich, David; Nigenda, Gustavo; Ruelas, Enrique; Sepúlveda, Jaime; Tapia, Roberto; Soberón, Guillermo; Chertorivski, Salomón; Frenk, Julio
2012-10-06
Mexico is reaching universal health coverage in 2012. A national health insurance programme called Seguro Popular, introduced in 2003, is providing access to a package of comprehensive health services with financial protection for more than 50 million Mexicans previously excluded from insurance. Universal coverage in Mexico is synonymous with social protection of health. This report analyses the road to universal coverage along three dimensions of protection: against health risks, for patients through quality assurance of health care, and against the financial consequences of disease and injury. We present a conceptual discussion of the transition from labour-based social security to social protection of health, which implies access to effective health care as a universal right based on citizenship, the ethical basis of the Mexican reform. We discuss the conditions that prompted the reform, as well as its design and inception, and we describe the 9-year, evidence-driven implementation process, including updates and improvements to the original programme. The core of the report concentrates on the effects and impacts of the reform, based on analysis of all published and publically available scientific literature and new data. Evidence indicates that Seguro Popular is improving access to health services and reducing the prevalence of catastrophic and impoverishing health expenditures, especially for the poor. Recent studies also show improvement in effective coverage. This research then addresses persistent challenges, including the need to translate financial resources into more effective, equitable and responsive health services. A next generation of reforms will be required and these include systemic measures to complete the reorganisation of the health system by functions. The paper concludes with a discussion of the implications of the Mexican quest to achieve universal health coverage and its relevance for other low-income and middle-income countries. Copyright
Social cohesion matters in health.
Chuang, Ying-Chih; Chuang, Kun-Yang; Yang, Tzu-Hsuan
2013-10-28
The concept of social cohesion has invoked debate due to the vagueness of its definition and the limitations of current measurements. This paper attempts to examine the concept of social cohesion, develop measurements, and investigate the relationship between social cohesion and individual health. This study used a multilevel study design. The individual-level samples from 29 high-income countries were obtained from the 2000 World Value Survey (WVS) and the 2002 European Value Survey. National-level social cohesion statistics were obtained from Organization of Economic Cooperation and Development datasets, World Development Indicators, and Asian Development Bank key indicators for the year 2000, and from aggregating responses from the WVS. In total 47,923 individuals were included in this study. The factor analysis was applied to identify dimensions of social cohesion, which were used as entities in the cluster analysis to generate a regime typology of social cohesion. Then, multilevel regression models were applied to assess the influences of social cohesion on an individual's self-rated health. Factor analysis identified five dimensions of social cohesion: social equality, social inclusion, social development, social capital, and social diversity. Then, the cluster analysis revealed five regimes of social cohesion. A multi-level analysis showed that respondents in countries with higher social inclusion, social capital, and social diversity were more likely to report good health above and beyond individual-level characteristics. This study is an innovative effort to incorporate different aspects of social cohesion. This study suggests that social cohesion was associated with individual self-rated after controlling individual characteristics. To achieve further advancement in population health, developed countries should consider policies that would foster a society with a high level of social inclusion, social capital, and social diversity. Future research could
Social cohesion matters in health
2013-01-01
Introduction The concept of social cohesion has invoked debate due to the vagueness of its definition and the limitations of current measurements. This paper attempts to examine the concept of social cohesion, develop measurements, and investigate the relationship between social cohesion and individual health. Methods This study used a multilevel study design. The individual-level samples from 29 high-income countries were obtained from the 2000 World Value Survey (WVS) and the 2002 European Value Survey. National-level social cohesion statistics were obtained from Organization of Economic Cooperation and Development datasets, World Development Indicators, and Asian Development Bank key indicators for the year 2000, and from aggregating responses from the WVS. In total 47,923 individuals were included in this study. The factor analysis was applied to identify dimensions of social cohesion, which were used as entities in the cluster analysis to generate a regime typology of social cohesion. Then, multilevel regression models were applied to assess the influences of social cohesion on an individual’s self-rated health. Results and discussion Factor analysis identified five dimensions of social cohesion: social equality, social inclusion, social development, social capital, and social diversity. Then, the cluster analysis revealed five regimes of social cohesion. A multi-level analysis showed that respondents in countries with higher social inclusion, social capital, and social diversity were more likely to report good health above and beyond individual-level characteristics. Conclusions This study is an innovative effort to incorporate different aspects of social cohesion. This study suggests that social cohesion was associated with individual self-rated after controlling individual characteristics. To achieve further advancement in population health, developed countries should consider policies that would foster a society with a high level of social inclusion
Leondari, Angeliki; Gonida, Eleftheria
2007-09-01
Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. The aim of this study was to examine the relationship between academic self-handicapping, goal orientations (task, performance-approach, performance-avoidance), social goals, future consequences and achievement in mathematics. An additional aim was to investigate grade-level and gender differences in relation to academic self-handicapping. Participants were 702 upper elementary, junior and senior high school students with approximately equal numbers of girls and boys. There were no grade-level or gender differences as regards the use of self-handicapping. The correlations among the variables revealed that, when the whole sample was considered, self-handicapping was positively related to performance goal orientations and pleasing significant others and negatively to achievement in mathematics. The results of hierarchical regression analysis showed that, in upper elementary and junior high schools, the association between achievement in mathematics and self-handicapping was mediated by performance-avoidance goals. In senior high school, only task goal orientation was a negative predictor of self-handicapping.
Recent developments in research and treatment for social phobia (social anxiety disorder).
Cottraux, Jean
2005-01-01
This review covers three themes of research that brought fresh data useful for clinical practice in a handicapping anxiety disorder: social phobia. Recent findings deriving from basic biological research, new forms of psychological therapies, and recent psychopharmacology controlled trials are reviewed. The basic neuroimaging research suggests that greater activation of the amygdala to novel versus familiar faces may be an underlying trait marker for social phobia. Social phobia may represent a phenotype that expresses a genetically driven trait of social withdrawal, which may be related to infantile inhibited temperament (Kagan's syndrome). The development of virtual reality therapy as therapeutic tool for social phobia appeared promising in one controlled, but not randomized, study. A controlled study suggests that social phobias in children can be effectively treated with cognitive behavioural therapy. This represents an extension of the work done with adults. Venlafaxine appears an effective short-term treatment for social anxiety disorder in two controlled studies. A new compound, pregabalin, appeared clearly effective in a positive controlled study. This trial marks the advent of a new pharmacological lineage for social phobia. Both venlafaxine and pregabalin, however, have been studied in short-term studies. Longer follow-up and relapse prevention studies are warranted. Neuroimaging research points to a temperamental basis for social phobia. Virtual reality therapy is an emerging tool to carry out exposure treatment. Group cognitive behavioural therapy can be extended successfully to children. Venlafaxine and pregabalin have a proven short-term effectiveness in social phobia.
The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations.
Watts, Tyler W; Duncan, Greg J; Chen, Meichu; Claessens, Amy; Davis-Kean, Pamela E; Duckworth, Kathryn; Engel, Mimi; Siegler, Robert; Susperreguy, Maria I
2015-01-01
Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first-grade and adolescent mathematics achievement was present (β = .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self-concept, gifted and talented placement, and knowledge of fractions and division serving as significant mediators. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.
ERIC Educational Resources Information Center
Nsonwu, Maura Busch; Welch-Brewer, Chiquitia; Heffron, Laurie Cook; Lemke, Melinda A.; Busch-Armendariz, Noel; Sulley, Caitlin; Cook, Sharon Warren; Lewis, Mary; Watson, Elizabeth; Moore, Wayne; Li, Jilan
2017-01-01
Objective: This study sought to develop and evaluate the psychometric properties of a tool designed to assess social work students' knowledge of and perceptions and attitudes toward human trafficking. To achieve this aim, the Perceptions, Knowledge, and Attitudes toward Human Trafficking Questionnaire (PKA-HTQ) was developed and its psychometric…
Thoughts on the Professionalization and Industrialization of Social Work in China
ERIC Educational Resources Information Center
Feng, Cui
2013-01-01
China's economic and social development requires professional social work. To achieve the professionalization of social work in China, we must focus on its indigenization, change the function of mass organizations, and improve the professional quality of existing social work personnel. We must also pay attention to promoting social work theory and…
Fitness, Julie
2018-01-01
The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom) were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame) mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement. PMID:29461487
Rowe, Anna D; Fitness, Julie
2018-02-20
The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom) were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame) mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement.
[The development of organization of medical social care of adolescents].
Chicherin, L P; Nagaev, R Ia
2014-01-01
The model of the subject of the Russian Federation is used to consider means of development of health protection and health promotion in adolescents including implementation of the National strategy of activities in interest of children for 2012-2017 approved by decree No761 of the President of Russia in June 1 2012. The analysis is carried out concerning organization of medical social care to this group of population in medical institutions and organizations of different type in the Republic of Bashkortostan. Nowadays, in 29 territories medical social departments and rooms, 5 specialized health centers for children, 6 clinics friendly to youth are organized. The analysis of manpower support demonstrates that in spite of increasing of number of rooms and departments of medical social care for children and adolescents decreasing of staff jobs both of medical personnel and psychologists and social workers occurs. The differences in priorities of functioning of departments and rooms of medical social care under children polyclinics, health centers for children and clinics friendly to youth are established. The questionnaire survey of pediatricians and adolescents concerning perspectives of development of adolescent service established significant need in development of specialized complex center. At the basis of such center problems of medical, pedagogical, social, psychological, legal profile related to specific characteristics of development and medical social needs of adolescents can be resolved. The article demonstrates organizational form of unification on the functional basis of the department of medical social care of children polyclinic and clinic friendly to youth. During three years, number of visits of adolescents to specialists of the center increases and this testifies awareness of adolescents and youth about activities of department of medical social care. The most percentage of visits of adolescents to specialists was made with prevention purpose. Among
Social position, early deprivation and the development of attachment.
Stansfeld, Stephen; Head, Jenny; Bartley, Mel; Fonagy, Peter
2008-07-01
The effects of childhood social adversity on developing parent/child attachments may partially explain the effects of less advantaged childhood social position on adulthood mental health. Associations between social position, retrospectively recalled parental style and childhood emotional and physical deprivation and attachment were examined in 7,276 civil servants from the Whitehall II Study. Depressive symptoms were associated with insecure attachment style. Social position was not associated with attachment styles. However, fathers' social class was strongly associated with material and emotional deprivation. In turn, deprivation was associated with lower parental warmth. High parental warmth was associated with decreased risk of insecure attachment styles. Despite the methodological shortcomings of retrospective childhood data the results suggest material and emotional adversity influence the development of attachment through parental style, notably parental warmth.
ERIC Educational Resources Information Center
Hernandez, Lucie; Oubrayrie-Roussel, Nathalie; Prêteur, Yves
2016-01-01
Perceived social support has been widely recognized as having beneficial effects on a person's development, and adolescence is no exception. The objective of this article is to go beyond this "stereotypical" vision of friendship by showing that social support does not always have a positive and direct effect on adolescents' academic…
ERIC Educational Resources Information Center
Prtljaga, Snežana; Veselinov, Danica
2017-01-01
The paper deals with the influence of project work on the achievement of young learners in the area of science and social studies. The presented results are part of a wider study, in which they were interpreted from a different angle. The goal of the wider study was to determine to what extent a higher level of knowledge acquisition in the field…
Effect of Teachers' Professional Development from Mathforward™ on Students' Math Achievement
ERIC Educational Resources Information Center
Hill, Kristina K.; Bicer, Ali; Capraro, Robert M.
2017-01-01
MathForward™, developed in 2004-2005 in cooperation with the Richardson (TX) Independent School District, was implemented nationwide in 2007. The program integrates TI technology and professional development while focusing on student achievement and teacher efficacy. This study investigated the effect of the MathForward™ program on student…
ERIC Educational Resources Information Center
Necessary, James R.; Wilhite, Stephen C.
This study was designed to assess the effects of a specific cooperative learning strategy in an introductory college business information systems course. The cooperative approach's impact on student achievement and on a number of personal and social attributes was examined. A total of 117 college sophomores and freshmen enrolled in 3 sections of…
Gender Disparity in Third World Technological, Social, and Economic Development.
ERIC Educational Resources Information Center
Akubue, Anthony I.
2001-01-01
Socialization of women in developing countries inhibits their education and employment in scientific and technical fields. This mindset perpetuates poverty and limits economic and social development. Solutions include elimination of gender bias, information dissemination, replication of successful development projects, use of role models, and…
ERIC Educational Resources Information Center
Tyson, Diana F.; Linnenbrink-Garcia, Lisa; Hill, Nancy E.
2009-01-01
A theoretical framework that incorporates emotional responses and emotion regulation into achievement goal theory is proposed as an alternative view to understanding the inconsistent pattern of findings linking achievement goal orientations to academic outcomes. In this critical review and synthesis, the relation of achievement goal orientations…
NASA Astrophysics Data System (ADS)
Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul
2018-01-01
The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.
Promoting Academic Achievement and Identity Development among Diverse High School Students
ERIC Educational Resources Information Center
Rodriguez, James L.; Jones, Evangelina Bustamante; Pang, Valerie Ooka; Park, Cynthia D.
2004-01-01
This paper describes how a university outreach program promotes academic achievement and identity development among culturally diverse tenth-grade students. The primary goal of the outreach program is to advance students' engagement and competency in mathematics and science learning. A secondary goal of the program is to promote the development of…
Development and application of social learning theory.
Price, V; Archbold, J
This article traces the development of social learning theory over the last 30 years, relating the developments to clinical nursing practice. Particular attention is focused on the contribution of Albert Bandura, the American psychologist, and his work on modelling.
Development of the Preschool Developmental Assessment Scale (PDAS) on Children's Social Development
ERIC Educational Resources Information Center
Leung, Cynthia; Cheung, Jasmine; Lau, Vanessa; Lam, Catherine
2011-01-01
This paper aimed to describe the design and development of the social domain of the Preschool Developmental Assessment Scale (PDAS), which would be used for assessment of preschool children with different developmental disabilities. The original version of the social domain consisted of 30 items. Children were asked questions about their social…
Development of the Social Efficacy and Social Outcome Expectations Scale
ERIC Educational Resources Information Center
Wright, Stephen L.; Wright, Dorothy A.; Jenkins-Guarnieri, Michael A.
2013-01-01
The current study developed an 18-item scale measuring individuals' social expectations in relationships related to their efficacy expectations (Subscale 1) and outcome expectations (Subscale 2) based on Bandura's self-efficacy theory. Results from exploratory and confirmatory factor analyses, using an undergraduate sample ("N" = 486),…
ERIC Educational Resources Information Center
Elfeky, Abdellah
2017-01-01
The study aims to examine the impact of social networks of a "Computer in Teaching" course on the achievement and attitudes students at the faculty of education at Najran University. The sample consists of (60) students from the third level in the special education program, (30) students represented the control group whereas the other…
The development, past achievements, and future directions of brain PET
Jones, Terry; Rabiner, Eugenii A
2012-01-01
The early developments of brain positron emission tomography (PET), including the methodological advances that have driven progress, are outlined. The considerable past achievements of brain PET have been summarized in collaboration with contributing experts in specific clinical applications including cerebrovascular disease, movement disorders, dementia, epilepsy, schizophrenia, addiction, depression and anxiety, brain tumors, drug development, and the normal healthy brain. Despite a history of improving methodology and considerable achievements, brain PET research activity is not growing and appears to have diminished. Assessments of the reasons for decline are presented and strategies proposed for reinvigorating brain PET research. Central to this is widening the access to advanced PET procedures through the introduction of lower cost cyclotron and radiochemistry technologies. The support and expertize of the existing major PET centers, and the recruitment of new biologists, bio-mathematicians and chemists to the field would be important for such a revival. New future applications need to be identified, the scope of targets imaged broadened, and the developed expertize exploited in other areas of medical research. Such reinvigoration of the field would enable PET to continue making significant contributions to advance the understanding of the normal and diseased brain and support the development of advanced treatments. PMID:22434067
Who's the Boss? Concepts of Social Power Across Development.
Gülgöz, Selin; Gelman, Susan A
2017-05-01
Power differences are observed in children's early relationships, yet little is known about how children conceptualize social power. Study 1 recruited adults (n = 35) to assess the validity of a series of vignettes to measure five dimensions of social power. Using these vignettes, Study 2 (149 three- to nine-year-olds, 42 adults) and Study 3 (86 three- to nine-year-olds, 22 adults) showed that children visiting a science museum at a middle class university town are sensitive to several dimensions of social power from a young age; however, an adult-like breadth of power concepts does not develop until 7-9 years. Children understand social power whether the powerful character is malevolent or benevolent, though malevolent power is easier to detect for children and adults. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.
ERIC Educational Resources Information Center
2002
This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi…
Team Sports Achievement and Self-Esteem Development among Urban Adolescent Girls
ERIC Educational Resources Information Center
Pedersen, Sara; Seidman, Edward
2004-01-01
In this study we investigate the contribution of achievement in team sports to adolescent girls' self-esteem development. Adolescent girls (N = 247) from racially and ethnically diverse backgrounds were surveyed as part of a larger study investigating the development of poor urban youth. Participants responded to items tapping global self-esteem,…
Tweeting badges: user motivations for displaying achievement in publicly networked environments.
Kwon, K Hazel; Halavais, Alexander; Havener, Shannon
2015-02-01
Badge systems, a common mechanism for gamification on social media platforms, provide a way for users to present their knowledge or experience to others. This study aims to contribute to the understanding of why social media users publicize their achievements in the form of online badges. Five motivational factors for badge display in public networked environments are distinguished-self-efficacy, social incentives, networked support, passing time, and inattentive sharing-and it is suggested that different badge types are associated with different motivations. System developers are advised to consider these components in their designs, applying the elements most appropriate to the communities they serve. Comparing user motivations associated with badges shared across boundaries provides a better understanding of how online badges relate to the larger social media ecosystem.
Developing a Model for the Measurement of Social Inclusion and Social Capital in Regional Australia
ERIC Educational Resources Information Center
Wilson, Lou
2006-01-01
This paper reviews the literature on social inclusion and social capital to develop a framework to guide the selection of items and measures for the forthcoming SA Department of Human Services Survey of Social Inclusion to be held in the region of Northern Adelaide in South Australia. Northern Adelaide is a region with areas of high socio-economic…
ERIC Educational Resources Information Center
Davidovitch, Nitza; Belichenko, Margarita
2018-01-01
During recent years there has been a significant increase in the usage of technological tools in general, and in academic teaching in particular. Many programs have been developed, including online teaching and online courses at educational institutions. In this paper, we discuss the Facebook social network and its use at the University. The…
Mechanisms of Sibling Socialization in Normative Family Development
ERIC Educational Resources Information Center
Whiteman, Shawn D.; Becerra, Julia M.; Killoren, Sarah E.
2009-01-01
Siblings are important sources of social influence throughout childhood and adolescence. Nevertheless, the processes by which siblings influence one another remain relatively unexplored. We highlight two theories of sibling influence--sibling deidentification and social learning--that offer insights as to how and why siblings develop similar and…
Leveraging Mindsets to Promote Academic Achievement: Policy Recommendations.
Rattan, Aneeta; Savani, Krishna; Chugh, Dolly; Dweck, Carol S
2015-11-01
The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive research shows that fostering these mindsets can improve students' motivation; raise grades; and reduce racial, gender, and social class gaps. Of course, mindsets are not a panacea, but with proper implementation they can be an excellent point of entry. We show how policy at all levels (federal, state, and local) can leverage mindsets to lift the nation's educational outcomes. © The Author(s) 2015.
Developing a Social Media and Marketing Course
ERIC Educational Resources Information Center
Faulds, David J.; Mangold, W. Glynn
2014-01-01
This paper describes the process used and experiences gained in developing a social media and marketing course. As the first known paper on this topic appearing in the marketing education literature, the paper provides educators with a framework for developing similar courses. The course was developed using a sound instructional design model, the…
Development in Early Childhood.
ERIC Educational Resources Information Center
Elkind, David
1991-01-01
Reviews some of the major cognitive, social, and emotional achievements of young children and discusses some of their limitations. Divides description of development into intellectual, language, social, and emotional development. Notes that this division represents adult categories of thought and does not represent young children's actual modes of…
Closing the Achievement Gap with Culturally Relevant Technology-Based Learning Environments
ERIC Educational Resources Information Center
Joseph, Roberto
2009-01-01
The most significant educational problem of our time has been the achievement gap. The author discusses the need for the field of educational technology to join in the social movement to close this gap. He provides background on the significance of incorporating culture throughout the design and development of technology-based learning…
Development and Assessment of the Social Issues Advocacy Scale
ERIC Educational Resources Information Center
Nilsson, Johanna E.; Marszalek, Jacob M.; Linnemeyer, Rachel M.; Bahner, Angela D.; Misialek, Leah Hanson
2011-01-01
This article describes the development and the initial psychometric evaluation of the Social Issues Advocacy Scale in two studies. In the first study, an exploratory factor analysis (n = 278) revealed a four-factor scale, accounting for 71.4% of the variance, measuring different aspects of social issue advocacy: Political and Social Advocacy,…
Teacher Assertiveness in the Development of Students' Social Competence
ERIC Educational Resources Information Center
Villena Martínez, M. D.; Justicia, F. Justicia; Fernández de Haro, E.
2016-01-01
Introduction: Social competence in school students has been studied extensively in terms of their being socially competent or not. However, there has been little analysis of how teachers contribute to the development of these skills. This research assesses the influence of teachers' assertiveness on the social competence of their students and on…
Association of Child Poverty, Brain Development, and Academic Achievement
Hair, Nicole L.; Hanson, Jamie L.; Wolfe, Barbara L.; Pollak, Seth D.
2015-01-01
IMPORTANCE Children living in poverty generally perform poorly in school, with markedly lower standardized test scores and lower educational attainment. The longer children live in poverty, the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-reduced occupational attainment. OBJECTIVE To determine whether atypical patterns of structural brain development mediate the relationship between household poverty and impaired academic performance. DESIGN, SETTING, AND PARTICIPANTS Longitudinal cohort study analyzing 823 magnetic resonance imaging scans of 389 typically developing children and adolescents aged 4 to 22 years from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development with complete sociodemographic and neuroimaging data. Data collection began in November 2001 and ended in August 2007. Participants were screened for a variety of factors suspected to adversely affect brain development, recruited at 6 data collection sites across the United States, assessed at baseline, and followed up at 24-month intervals for a total of 3 periods. Each study center used community-based sampling to reflect regional and overall US demographics of income, race, and ethnicity based on the US Department of Housing and Urban Development definitions of area income. One-quarter of sample households reported the total family income below 200% of the federal poverty level. Repeated observations were available for 301 participants. EXPOSURE Household poverty measured by family income and adjusted for family size as a percentage of the federal poverty level. MAIN OUTCOMES AND MEASURES Children’s scores on cognitive and academic achievement assessments and brain tissue, including gray matter of the total brain, frontal lobe, temporal lobe, and hippocampus. RESULTS Poverty is tied to structural differences in several areas of the brain associated with school readiness skills, with the largest influence
Association of Child Poverty, Brain Development, and Academic Achievement.
Hair, Nicole L; Hanson, Jamie L; Wolfe, Barbara L; Pollak, Seth D
2015-09-01
Children living in poverty generally perform poorly in school, with markedly lower standardized test scores and lower educational attainment. The longer children live in poverty, the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-reduced occupational attainment. To determine whether atypical patterns of structural brain development mediate the relationship between household poverty and impaired academic performance. Longitudinal cohort study analyzing 823 magnetic resonance imaging scans of 389 typically developing children and adolescents aged 4 to 22 years from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development with complete sociodemographic and neuroimaging data. Data collection began in November 2001 and ended in August 2007. Participants were screened for a variety of factors suspected to adversely affect brain development, recruited at 6 data collection sites across the United States, assessed at baseline, and followed up at 24-month intervals for a total of 3 periods. Each study center used community-based sampling to reflect regional and overall US demographics of income, race, and ethnicity based on the US Department of Housing and Urban Development definitions of area income. One-quarter of sample households reported the total family income below 200% of the federal poverty level. Repeated observations were available for 301 participants. Household poverty measured by family income and adjusted for family size as a percentage of the federal poverty level. Children's scores on cognitive and academic achievement assessments and brain tissue, including gray matter of the total brain, frontal lobe, temporal lobe, and hippocampus. Poverty is tied to structural differences in several areas of the brain associated with school readiness skills, with the largest influence observed among children from the poorest households. Regional gray matter volumes of children below 1
Baumert, Jürgen; Nagy, Gabriel; Lehmann, Rainer
2012-01-01
This article examines the development of social and ethnic disparities in academic achievement in elementary schooling. It investigated whether reading and mathematics development in 136 mixed-ability classes shows path-dependent processes of cumulative advantage (Matthew effects) from Grades 4 to 6 (Grade 4 mean age = 10.62, SD = 0.57) resulting in growing inequality. Status-dependent processes of cumulative advantage, their interaction with path-dependent processes, and consequences for the degree of social and ethnic inequality are examined. Two complementary methods for analyzing multilevel data are used: growth curve and quasi-simplex models. No evidence for a Matthew effect was found in either domain. A compensation effect emerged for reading, to the benefit of ethnic minorities. A fan-spread effect was found for mathematics, partly attributable to status-dependent processes of cumulative advantage. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
ERIC Educational Resources Information Center
Shecter, Julie
2009-01-01
Many universities implement programs and interventions to increase students' perceived instrumental social support within the classroom setting, yet to date, no measures exist to adequately assess such perceptions. In response to this need, the current research developed an operational definition of instrumental classroom social support and also…
Atypical Social Development in Vasopressin-Deficient Brattleboro Rats123
Peters, Nicole V.; Holder, Mary K.; Kim, Anastasia M.; Whylings, Jack; Terranova, Joseph I.; de Vries, Geert J.
2016-01-01
Abstract Over the past 3 decades, a large body of evidence has accumulated demonstrating that the neuropeptide arginine vasopressin (AVP) plays a critical role in regulating social behavior. The overwhelming majority of this evidence comes from adults, leaving a gap in our understanding of the role of AVP during development. Here, we investigated the effect of chronic AVP deficiency on a suite of juvenile social behaviors using Brattleboro rats, which lack AVP due to a mutation in the Avp gene. Social play behavior, huddling, social investigation & allogrooming, and ultrasonic vocalizations (USVs) of male and female rats homozygous for the Brattleboro mutation (Hom) were compared with their wild-type (WT) and heterozygous (Het) littermates during same-sex, same-genotype social interactions. Male and female Hom juveniles exhibited less social play than their Het and WT littermates throughout the rise, peak, and decline of the developmental profile of play. Hom juveniles also emitted fewer prosocial 50 kHz USVs, and spectrotemporal characteristics (call frequency and call duration) of individual call types differed from those of WT and Het juveniles. However, huddling behavior was increased in Hom juveniles, and social investigation and 22 kHz USVs did not differ across genotypes, demonstrating that not all social interactions were affected in the same manner. Collectively, these data suggest that the Avp gene plays a critical role in juvenile social development. PMID:27066536
Achieving Developmental Synchrony in Young Children With Hearing Loss
Mellon, Nancy K.; Ouellette, Meredith; Greer, Tracy; Gates-Ulanet, Patricia
2009-01-01
Children with hearing loss, with early and appropriate amplification and intervention, demonstrate gains in speech, language, and literacy skills. Despite these improvements many children continue to exhibit disturbances in cognitive, behavioral, and emotional control, self-regulation, and aspects of executive function. Given the complexity of developmental learning, educational settings should provide services that foster the growth of skills across multiple dimensions. Transdisciplinary intervention services that target the domains of language, communication, psychosocial functioning, motor, and cognitive development can promote academic and social success. Educational programs must provide children with access to the full range of basic skills necessary for academic and social achievement. In addition to an integrated curriculum that nurtures speech, language, and literacy development, innovations in the areas of auditory perception, social emotional learning, motor development, and vestibular function can enhance student outcomes. Through ongoing evaluation and modification, clearly articulated curricular approaches can serve as a model for early intervention and special education programs. The purpose of this article is to propose an intervention model that combines best practices from a variety of disciplines that affect developmental outcomes for young children with hearing loss, along with specific strategies and approaches that may help to promote optimal development across domains. Access to typically developing peers who model age-appropriate skills in language and behavior, small class sizes, a co-teaching model, and a social constructivist perspective of teaching and learning, are among the key elements of the model. PMID:20150187
The Use of Social Media in Orphan Drug Development.
Milne, Christopher-Paul; Ni, Wendi
2017-11-01
Social media has transformed how people interact with one another through the Internet, and it has the potential to do the same for orphan drug development. Currently, social media influences the orphan drug development process in the following three ways: assisting the study of orphan diseases, increasing the awareness of orphan disease, and playing a vital role in clinical trials. However, there are some caveats to the utilization of social media, such as the need to protect patient privacy by adequately de-identifying personal health information, assuring consistent quality and representativeness of the data, and preventing the unblinding of patient group assignments. Social media has both potential for improving orphan drug development and pitfalls, but with proper oversight on the part of companies, support and participation of patients and their advocacy groups, and timely guidance from regulatory authorities, the positives outweigh the negatives for this powerful and patient-centric tool. Copyright © 2017 Elsevier HS Journals, Inc. All rights reserved.
Achieving Millennium Development Goals 4 and 5 in India.
Chatterjee, A; Paily, V P
2011-09-01
This review relates to achieving the Millennium Development Goals (MDGs), especially MDGs 4 and 5, by India by the year 2015. India contributes the maximum number of maternal deaths (68,000) to the global estimate of 358,000 maternal deaths annually. Infant mortality rate (IMR) is also high at 50 per 1000 (2009). Low budgetary spending on health, poverty, lower literacy, poor nutritional status, rural-urban divide and lack of trained workers in the health sector are cited as reasons for a high maternal mortality ratio and IMR. Increased spending by the Government of India on the health sector has started to show encouraging results. Recent assessments by world bodies like the World Health Organisation have given hope that MDGs 4 and 5 are achievable. © 2011 The Authors BJOG An International Journal of Obstetrics and Gynaecology © 2011 RCOG.
Social Media: Developing an Acceptable Use Policy. Research Brief
ERIC Educational Resources Information Center
Williamson, Ronald
2010-01-01
The growing use of social media by students and staff has led many schools to consider developing acceptable use policies. There is tremendous opportunity for improving education through the use of social media. There is also potential risk because social media can be used to access age inappropriate information and to engage in aggressive online…
Thompson, Kimberly M; Strebel, Peter M; Dabbagh, Alya; Cherian, Thomas; Cochi, Stephen L
2013-04-18
Global prevention and control of infectious diseases requires significant investment of financial and human resources and well-functioning leadership and management structures. The reality of competing demands for limited resources leads to trade-offs and questions about the relative value of specific investments. Developing investment cases can help to provide stakeholders with information about the benefits, costs, and risks associated with available options, including examination of social, political, governance, and ethical issues. We describe the process of developing investment cases for globally coordinated management of action plans for measles and rubella as tools for enabling the implementation of the Global Vaccine Action Plan (GVAP). We focus on considerations related to the timing of efforts to achieve measles and rubella goals independently and within the context of ongoing polio eradication efforts, other immunization priorities, and other efforts to control communicable diseases or child survival initiatives. Our analysis suggests that the interactions between the availability and sustainability of financial support, sufficient supplies of vaccines, capacity of vaccine delivery systems, and commitments at all levels will impact the feasibility and timing of achieving national, regional, and global goals. The timing of investments and achievements will determine the net financial and health benefits obtained. The methodology, framing, and assumptions used to characterize net benefits and uncertainties in the investment cases will impact estimates and perceptions about the value of prevention achieved overall by the GVAP. We suggest that appropriately valuing the benefits of investments of measles and rubella prevention will require the use of integrated dynamic disease, economic, risk, and decision analytic models in combination with consideration of qualitative factors, and that synthesizing information in the form of investment cases may help
Social Group Stories in the Media and Child Development.
Dill-Shackleford, Karen E; Ramasubramanian, Srividya; Behm-Morawitz, Elizabeth; Scharrer, Erica; Burgess, Melinda C R; Lemish, Dafna
2017-11-01
How do children and youth come to understand what it means to be a member of a particular race, gender, and other social groups? How do they come to hold beliefs about the groups that they do and do not belong to? Both news stories and fictional narratives that we are tuned into as a culture tell stories about what it means to be a member of a particular social group. In this review article, we relate the latest scientific knowledge on news and entertainment media representations of race, gender and other social categories and what they tell us about how these messages are taken in and processed by developing minds. We include research on identity development, social learning about members of other groups, and both positive and negative behavioral outcomes to cultural messages about race, gender, and other social categories. We offer recommendations for stakeholders to understand the role of the media in educating youth about race, gender and other social categories. Copyright © 2017 by the American Academy of Pediatrics.
Development of an Adolescent Depression Ontology for Analyzing Social Data.
Jung, Hyesil; Park, Hyeoun-Ae; Song, Tae-Min; Jeon, Eunjoo; Kim, Ae Ran; Lee, Joo Yun
2015-01-01
Depression in adolescence is associated with significant suicidality. Therefore, it is important to detect the risk for depression and provide timely care to adolescents. This study aims to develop an ontology for collecting and analyzing social media data about adolescent depression. This ontology was developed using the 'ontology development 101'. The important terms were extracted from several clinical practice guidelines and postings on Social Network Service. We extracted 777 terms, which were categorized into 'risk factors', 'sign and symptoms', 'screening', 'diagnosis', 'treatment', and 'prevention'. An ontology developed in this study can be used as a framework to understand adolescent depression using unstructured data from social media.
Can Universities Develop Advanced Technology and Solve Social Problems?
NASA Astrophysics Data System (ADS)
Pérez Ones, Isarelis; Núñez Jover, Jorge
This paper presents case studies on how Cuban universities have increasingly become directly involved with the economic and social development of the country. The paper shows how Cuban universities, from the early 1980s and early 1990s, started reorientation and organization of their scientific research, becoming more directly and intensely involved in the economic and social development of the country. In this way, special reference is made to the case of a research group at the University of Havana: the Laboratory of Synthetic Antigens. This group developed the first synthetic vaccine for human use approved in the world. In the article, public policies involved in this success as well as different obstacles are discussed. These obstacles demonstrate the difficulties and challenges that universities face when carrying out research and innovation activities related to economic and social development.
ERIC Educational Resources Information Center
Nuthall, Graham; Alton-Lee, Adrienne
1995-01-01
Observational studies of student learning from classroom experience in science and social studies in elementary and middle school classrooms were carried out with 14 students. A model is described that explains how students use multilayered episodic and semantic memory for learning experience and related knowledge to answer achievement test items.…
'Uncrunching' time: medical schools' use of social media for faculty development.
Cahn, Peter S; Benjamin, Emelia J; Shanahan, Christopher W
2013-06-27
The difficulty of attracting attendance for in-person events is a problem common to all faculty development efforts. Social media holds the potential to disseminate information asynchronously while building a community through quick, easy-to-use formats. The authors sought to document creative uses of social media for faculty development in academic medical centers. In December 2011, the first author (P.S.C.) examined the websites of all 154 accredited medical schools in the United States and Canada for pages relevant to faculty development. The most popular social media sites and searched for accounts maintained by faculty developers in academic medicine were also visited. Several months later, in February 2012, a second investigator (C.W.S.) validated these data via an independent review. Twenty-two (22) medical schools (14.3%) employed at least one social media technology in support of faculty development. In total, 40 instances of social media tools were identified--the most popular platforms being Facebook (nine institutions), Twitter (eight institutions), and blogs (eight institutions). Four medical schools, in particular, have developed integrated strategies to engage faculty in online communities. Although relatively few medical schools have embraced social media to promote faculty development, the present range of such uses demonstrates the flexibility and affordability of the tools. The most popular tools incorporate well into faculty members' existing use of technology and require minimal additional effort. Additional research into the benefits of engaging faculty through social media may help overcome hesitation to invest in new technologies.
Service Learning and the Development of Social Responsibility.
ERIC Educational Resources Information Center
Johnson, Scott D.; Bozeman, Marci
This essay presents the findings of a study employing a developmental approach to student acquisition of social responsibility. Professors at seven collegiate institutions of differing types who teach service-learning courses were asked if they would be willing to include their students in a study of social responsibility development through…
Developing Cognitive Models for Social Simulation from Survey Data
NASA Astrophysics Data System (ADS)
Alt, Jonathan K.; Lieberman, Stephen
The representation of human behavior and cognition continues to challenge the modeling and simulation community. The use of survey and polling instruments to inform belief states, issue stances and action choice models provides a compelling means of developing models and simulations with empirical data. Using these types of data to population social simulations can greatly enhance the feasibility of validation efforts, the reusability of social and behavioral modeling frameworks, and the testable reliability of simulations. We provide a case study demonstrating these effects, document the use of survey data to develop cognitive models, and suggest future paths forward for social and behavioral modeling.
Information Technology, Mathematics Achievement and Educational Equity in Developed Economies
ERIC Educational Resources Information Center
Tan, Cheng Yong; Hew, Khe Foon
2017-01-01
The present study examined how access to home and school IT resources impacted student mathematics achievement. Data comprised 144,395 secondary school students from 7,308 schools in 22 developed economies who participated in the Programme for International Student Assessment (PISA) 2012. Results of hierarchical linear modelling showed that after…
ERIC Educational Resources Information Center
Mission, Paige Lauren
2016-01-01
Social-emotional development, psychosocial functioning, and relational experiences have been shown to impact academic achievement and psychological well-being. Social skills have been identified as being particularly critical in promoting mental health and life-long success. Children with well-developed social skills (e.g., sharing, being…
ERIC Educational Resources Information Center
McCombs, Barbara L.
2000-01-01
Reviews the College Board's report, "Reaching the Top," which addresses educational underrepresentation of high-achieving minority students, examining how social sciences, psychology, and education research contribute to an understanding of the feasibility of the report's recommendations and noting implications of these recommendations…
Career Development and Social Inclusion at St Patrick's College: A Case Study
ERIC Educational Resources Information Center
Hughes, Cathy
2010-01-01
Consistent with the Commonwealth government's social inclusion agenda, the mission statement of St Patrick's College advocates the development and delivery of career development services and programs that promote social justice and social inclusion. This case study describes the evolving career development program at St Patrick's College, which…
Developing an Adequately Specified Model of State Level Student Achievement with Multilevel Data.
ERIC Educational Resources Information Center
Bernstein, Lawrence
Limitations of using linear, unilevel regression procedures in modeling student achievement are discussed. This study is a part of a broader study that is developing an empirically-based predictive model of variables associated with academic achievement from a multilevel perspective and examining the differences by which parameters are estimated…
Peñaranda-Correa, Fernando
2011-10-01
to understand how the significance of child rearing is construed in the Growth and Development Monitoring Program as a way of studying health education and enhancing its theoretical and pedagogical framework. an ethnographic study in four health institutions in Medellín, Colombia, developed through observation of sessions and interviews with actors, namely significant adults and health team members. a communicative process based on a behavioral education model is established to modify behavior and to impose cultural values. the pedagogical setting or micro-context is influenced by powerful macro-contextual forces, which are a product of uneven distribution of social, cultural and economic capital. Consequently, significant adults and health team members are situated at two different communicative levels for the construction of significance, which affects communication between them. Understanding this social process from a wider theoretical perspective strengthens critical positions, which is required for achieving more pertinent health education from a socio-cultural dimension.
Bull, Rebecca; Espy, Kimberly Andrews; Wiebe, Sandra A.; Sheffield, Tiffany D.; Nelson, Jennifer Mize
2010-01-01
Latent variable modeling methods have demonstrated utility for understanding the structure of executive control (EC) across development. These methods are utilized to better characterize the relation between EC and mathematics achievement in the preschool period, and to understand contributing sources of individual variation. Using the sample and battery of laboratory tasks described in Wiebe, Espy and Charak (2008), latent EC was related strongly to emergent mathematics achievement in preschool, and was robust after controlling for crystallized intellectual skills. The relation between crystallized skills and emergent mathematics differed between girls and boys, although the predictive association between EC and mathematics did not. Two dimensions of the child’s social environment contributed to mathematics achievement: social network support through its relation to EC and environmental stressors through its relation with crystallized skills. These findings underscore the need to examine the dimensions, mechanisms, and individual pathways that influence the development of early competence in basic cognitive processes that underpin early academic achievement. PMID:21676089
Bull, Rebecca; Espy, Kimberly Andrews; Wiebe, Sandra A; Sheffield, Tiffany D; Nelson, Jennifer Mize
2011-07-01
Latent variable modeling methods have demonstrated utility for understanding the structure of executive control (EC) across development. These methods are utilized to better characterize the relation between EC and mathematics achievement in the preschool period, and to understand contributing sources of individual variation. Using the sample and battery of laboratory tasks described in Wiebe, Espy and Charak (2008), latent EC was related strongly to emergent mathematics achievement in preschool, and was robust after controlling for crystallized intellectual skills. The relation between crystallized skills and emergent mathematics differed between girls and boys, although the predictive association between EC and mathematics did not. Two dimensions of the child 's social environment contributed to mathematics achievement: social network support through its relation to EC and environmental stressors through its relation with crystallized skills. These findings underscore the need to examine the dimensions, mechanisms, and individual pathways that influence the development of early competence in basic cognitive processes that underpin early academic achievement. © 2010 Blackwell Publishing Ltd.
Dierkes, M
1990-05-01
This article provides an overview of the new developments in social scientific technology research which have changed considerably as a result of public debate and reactions to the importance of advancements in technology. The shift in emphasis, away from the effects of technology to its shaping, is described and certain hypotheses and concepts of advancement in the study of the social conditions underlying technical development processes are presented.
ERIC Educational Resources Information Center
Brown, Tisha J.
2012-01-01
Students in kindergarten are not meeting state standards on standardized academic and social/emotional scores in the southeastern United States. The focus of this study was to determine if a teacher's perceptions of self-efficacy affects student success in academic and social/emotional standards as reported on the Georgia Kindergarten of Inventory…
[Jan Pilecki (1821-1878) and achievements his Druskieninkai].
Kierzek, Andrzej; Kuciel-Lewandowska, Jadwiga; Pozowski, Andrzej; Borowicz-Paprocka, Małgorzata
2012-01-01
The history of development of health resort Druskieniki basing on Adam Wrzosek, an eminent Polish historian of medicine pointed out. The beauty and advantages of this health resort is depicted widely. The living and professional achievements of Jan Pilecki (1821-1878), an eminent physician of health resort, his significance for development and of Druskieninkai are presented in more detail. The medical indications and contraindications in Druskieniki basing on his own experiences have been reported. Pilecki was a author of many medical publications in Polish medical magazines. His papers contained interested medical observations and description of social life and entertainments in this health resort.
Gültekin, Bülent Kadri; Dereboy, I Ferhan
2011-01-01
The present study aimed to determine the prevalence of social phobia, and the sociodemographic variables, substance use patterns, and comorbid psychiatric disorders associated with it. The impact of social phobia on quality of life, academic achievement, and identity formation were also examined. The study was conducted between 01 March and 01 June 2008, and included 700 undergraduate students at Adnan Menderes University. A sociodemographic data form, the Liebowitz Social Anxiety Scale (LSAS), World Health Organization Quality of Life-Brief Form, Turkish Version (WHOQoL-BREF-TR), and Instrument for Assessing Identity Confusion (IFAIC) were administered to the participants. In all, 20.9% of the participants had social phobia during the previous year and 21.7% had social phobia for a lifetime. In total, 74.6% of those that had social phobia during the previous year and 76.5% of those that had social phobia for their whole lives also had a specific social phobia. There was a significant difference between the participants with generalized social phobia or a specific social phobia, and those without social phobia, in terms of LSAS and IFAIC scores. Logistic regression analysis showed that the risk of social phobia was 1.7-fold higher among the females than males, 1.5-fold higher among those that lived in cities for the last 15 years than those that lived in towns, 1.9-fold higher among those that lived in cities for the last 15 years than those that lived in villages, and 1.8-fold higher among those that had relatives with a psychiatric illness than those that didn't. Higher socioeconomic status was negatively correlated with the prevalence of social phobia. Cigarette smoking was more prevalent among the students without social phobia and suicidal ideation was more prevalent among the students with social phobia. WHOQOL-BREF-TR scores showed that students without social phobia had significantly higher quality of life quality than those with social phobia. Self
Cognitive Therapy for Social Anxiety Disorder in Adolescents: A Development Case Series.
Leigh, Eleanor; Clark, David M
2016-01-01
Social anxiety disorder is common and typically starts in childhood or adolescence. Cognitive Therapy for Social Anxiety Disorder (CT-SAD) in adults is a well-established treatment that shows strong evidence of differential effectiveness when compared to other active treatments. In contrast, CBT approaches to social anxiety in young people have yet to demonstrate differential effectiveness and there is some evidence that young people with social anxiety disorder respond less well than those with other anxiety disorders. To adapt CT-SAD for use with adolescents and conduct a pilot case series. Five adolescents, aged 11-17 years, with a primary DSM-5 diagnosis of social anxiety disorder received a course of CT-SAD adapted for adolescents. Standardized clinical interview and questionnaire assessments were conducted at pre and posttreatment, and 2 to 3-month follow-up. All five participants reported severe social anxiety at baseline and achieved remission by the end of treatment. Significant improvements were also observed in general anxiety, depression, concentration in the classroom, and putative process measures (social anxiety related thoughts, beliefs and safety behaviours). An adapted form of CT-SAD shows promise as a treatment for adolescents.
Developing Socially Responsible Leaders in Academic Settings
ERIC Educational Resources Information Center
Cauthen, T. W., III
2016-01-01
This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible leaders.
ERIC Educational Resources Information Center
Whitten-Andrews, Jeanie
2016-01-01
The social change model has proven an effective and widely utilized model assisting college students in leadership development toward positive social change. However, while this particular model gives much needed attention to the process of development leading to social change, it fails to acknowledge the external factors which significantly…
The Use of ICT in Achieving the Millennium Development Goals (MDGs) in Universities
ERIC Educational Resources Information Center
Kaino, L. M.
2012-01-01
The contribution of Information and Communication Technology (ICT) in achieving the Millennium Development Goals (MDGs) and the contribution of higher education institutions in achieving these have been emphasized. This study sought to find out the extent to which university-based researches on ICTs addressed and impacted the three MDGs of gender…
The Determinants of School Achievement in Developing Countries: A Review of the Research.
ERIC Educational Resources Information Center
Simmons, John; Alexander, Leigh
The goal of the review is to identify the factors which promote student cognitive achievement as measured by several studies conducted in developing countries. The major tool of analysis which measures the relationship between the school inputs, like teacher quality and school facilities, and cognitive achievement is the educational production…
ERIC Educational Resources Information Center
Jansen in de Wal, Joost; Hornstra, Lisette; Prins, Frans J.; Peetsma, Thea; van der Veen, Ineke
2016-01-01
This study's aim was to examine the prevalence, development and domain specificity of fifth- and sixth-grade elementary school students' achievement goal profiles. Achievement goals were measured for language and mathematics among 722 pupils at three points in time. These data were analysed through latent profile analysis and latent transition…
McDonough, Meghan H; Sabiston, Catherine M; Ullrich-French, Sarah
2011-10-01
Physical activity experiences may contribute to psychological and social wellbeing among breast cancer survivors. The main purpose of the current study was to qualitatively explore the development of social relationships, social support, and posttraumatic growth among breast cancer survivors participating in a dragon boat program over 19 months. Guided by interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009), semistructured interviews were conducted with 17 breast cancer survivors on five occasions over their first two seasons of dragon boating. Narrative accounts were developed for each participant, and four profiles emerged describing processes of social and posttraumatic growth development over time: "developing a feisty spirit of survivorship," "I don't want it to be just about me," "it's not about the pink it's about the paddling," and "hard to get close." Profiles were discussed in terms of developing social relationships and support, providing support to others, physicality and athleticism, and negative interactions and experiences.
Achievement orientation and fear of success in Asian American college students.
Lew, A S; Allen, R; Papouchis, N; Ritzler, B
1998-01-01
One hundred eighty-five Asian American undergraduates participated in a study designed to examine the relationships among gender, acculturation, achievement orientation, and fear of academic success. Acculturation was modestly correlated with achievement orientation. Endorsement of Asian and Anglo values were significantly related to individual-oriented achievement. Marginal significance, however, was obtained for endorsement of Asian values and beliefs to social-oriented achievement. These findings suggest that persons with a bicultural identity tend to adopt a multifaceted achievement style. Achievement orientation, in turn, predicted fear of academic success, with gender and perceived discrepancies from parental achievement values contributing minimal additional variance. Social-oriented achievement was related to high fear of academic success, whereas an individualistic orientation buffered against such conflicts.
Personality Trait Development and Social Investment in Work
Hudson, Nathan W.; Roberts, Brent W.; Lodi-Smith, Jennifer
2012-01-01
A longitudinal study of employed individuals was used to test the relationship between social investment at work—the act of cognitively and emotionally committing to one’s job—and longitudinal and cross-sectional personality trait development. Participants provided ratings of personality traits and social investment at work at two time-points, separated by approximately three years. Data were analyzed using latent change models. Cross-sectional results showed that extraversion, agreeableness, conscientiousness and emotional stability were related to social investment at work. Additionally, a positive association was found between longitudinal change in social investment in work and change in personality traits—especially conscientiousness. Finally, the correlated changes in social investment and personality traits were invariant across age groups, suggesting that personality traits remain malleable across the lifespan. PMID:22822278
Developing cultural competence and social responsibility in preclinical dental students.
Rubin, Richard W
2004-04-01
Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.
Quality Science Teacher Professional Development and Student Achievement
NASA Astrophysics Data System (ADS)
Dubner, J.
2007-12-01
Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.
'Uncrunching' time: medical schools' use of social media for faculty development.
Cahn, Peter S; Benjamin, Emelia J; Shanahan, Christopher W
2013-01-01
Purpose The difficulty of attracting attendance for in-person events is a problem common to all faculty development efforts. Social media holds the potential to disseminate information asynchronously while building a community through quick, easy-to-use formats. The authors sought to document creative uses of social media for faculty development in academic medical centers. Method In December 2011, the first author (P.S.C.) examined the websites of all 154 accredited medical schools in the United States and Canada for pages relevant to faculty development. The most popular social media sites and searched for accounts maintained by faculty developers in academic medicine were also visited. Several months later, in February 2012, a second investigator (C.W.S.) validated these data via an independent review. Results Twenty-two (22) medical schools (14.3%) employed at least one social media technology in support of faculty development. In total, 40 instances of social media tools were identified - the most popular platforms being Facebook (nine institutions), Twitter (eight institutions), and blogs (eight institutions). Four medical schools, in particular, have developed integrated strategies to engage faculty in online communities. Conclusions Although relatively few medical schools have embraced social media to promote faculty development, the present range of such uses demonstrates the flexibility and affordability of the tools. The most popular tools incorporate well into faculty members' existing use of technology and require minimal additional effort. Additional research into the benefits of engaging faculty through social media may help overcome hesitation to invest in new technologies.
Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology
ERIC Educational Resources Information Center
Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, Douglas I.; Hyde, Janet S.
2014-01-01
Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students,…
Social impact assessments: Developing a consolidated conceptual framework
DOE Office of Scientific and Technical Information (OSTI.GOV)
Arce-Gomez, Antonio, E-mail: aarcegomez@swin.edu.au; Donovan, Jerome D., E-mail: jdonovan@swin.edu.au; Bedggood, Rowan E., E-mail: rbedggood@swin.edu.au
Social Impact Assessments (SIAs) have played an increasingly important role in the conduct of planned interventions, providing proponents the capacity to assess and manage the social consequences of their activities. Whilst the SIA field has experienced significant conceptual and practical development over the last decade, efforts at consolidating this within one framework have been limited. In this paper, we incorporate this new knowledge by redeveloping and thus updating the SIA procedural framework developed by Interorganizational Committee on Guidelines and Principles for Social Impact Assessment. In doing so, this updated procedural framework has attempted to incorporate current ‘best practice’ that focusesmore » on participatory approaches to undertaking an SIA. This involved making adaptions to two steps, expansions to five steps, integration of a stronger participatory approach to six steps, and the development of a new step, Management and Evaluation reflecting moves towards ex-post use of SIA processes. It is hoped that this consolidation of the literature of a decade's worth of key findings in SIA research will lead to further efforts towards a meta-evaluation of SIA literature and a platform from which newer developments may be further investigated.« less
The Role of Mental Representation in Social Development
ERIC Educational Resources Information Center
Dweck, Carol S.; London, Bonita
2004-01-01
In this article we focus on a major advance of the past few decades: the introduction of mental representation as a tool for understanding social development. We argue that despite the considerable contributions made by this approach, it is underrepresented in social developmental research, except in the area of attachment. We go on to show that…
Social justice in pandemic preparedness.
DeBruin, Debra; Liaschenko, Joan; Marshall, Mary Faith
2012-04-01
Pandemic influenza planning in the United States violates the demands of social justice in 2 fundamental respects: it embraces the neutrality of procedural justice at the expense of more substantive concern with health disparities, thus perpetuating a predictable and preventable social injustice, and it fails to move beyond lament to practical planning for alleviating barriers to accessing care. A pragmatic social justice approach, addressing both health disparities and access barriers, should inform pandemic preparedness. Achieving social justice goals in pandemic response is challenging, but strategies are available to overcome the obstacles. The public engagement process of one state's pandemic ethics project influenced the development of these strategies.
Social Justice in Pandemic Preparedness
Liaschenko, Joan; Marshall, Mary Faith
2012-01-01
Pandemic influenza planning in the United States violates the demands of social justice in 2 fundamental respects: it embraces the neutrality of procedural justice at the expense of more substantive concern with health disparities, thus perpetuating a predictable and preventable social injustice, and it fails to move beyond lament to practical planning for alleviating barriers to accessing care. A pragmatic social justice approach, addressing both health disparities and access barriers, should inform pandemic preparedness. Achieving social justice goals in pandemic response is challenging, but strategies are available to overcome the obstacles. The public engagement process of one state's pandemic ethics project influenced the development of these strategies. PMID:22397337
Stephens, Nicole M; Hamedani, MarYam G; Destin, Mesmin
2014-04-01
College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial (N = 168). Using senior college students' real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college. Compared with a standard intervention that provided similar stories of college adjustment without highlighting students' different backgrounds, the difference-education intervention eliminated the social-class achievement gap by increasing first-generation students' tendency to seek out college resources (e.g., meeting with professors) and, in turn, improving their end-of-year grade point averages. The difference-education intervention also improved the college transition for all students on numerous psychosocial outcomes (e.g., mental health and engagement).
Social capital and child nutrition in India: The moderating role of development.
Vikram, Kriti
2018-03-01
Empirical studies of social capital rarely take into account the socioeconomic context of the region in which it operates, indeed as most of this research has been located in high income countries. It is imperative to investigate how development may influence the impact of social capital, especially in developing countries. This paper examines the relationship between social capital and child nutrition using the India Human Development Survey, 2005-2006. Using a multilevel framework and a sample of 6770 rural children under the age of five, it finds that household based bridging social capital, expressed as connections with development based organizations, is positively associated with child nutrition. Bonding social capital, expressed as ties with caste and religious based organizations, has the opposite impact. At the village level, contextual measures of social capital are associated with nutritional status of children, but their influence is conditional on local development. Copyright © 2018 Elsevier Ltd. All rights reserved.
The Online Social Support Scale: Measure development and validation.
Nick, Elizabeth A; Cole, David A; Cho, Sun-Joo; Smith, Darcy K; Carter, T Grace; Zelkowitz, Rachel L
2018-05-21
A new measure, the Online Social Support Scale, was developed based on previous theory, research, and measurement of in-person social support. It includes four subscales: Esteem/Emotional Support, Social Companionship, Informational Support, and Instrumental Support. In college and community samples, factor analytic and item response theory results suggest that subtypes of in-person social support also pertain in the online world. Evidence of reliability, convergent validity, and discriminant validity provide excellent psychometric support for the measure. Construct validity accrues to the measure vis-à-vis support for three hypotheses: (a) Various broad types of Internet platforms for social interactions are differentially associated with online social support and online victimization; (b) similar to in-person social support, online social support offsets the adverse effect of negative life events on self-esteem and depression-related outcome; and (c) online social support counteracts the effects of online victimization in much the same way that in-person friends in one social niche counterbalance rejection in other social niches. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
The development of human social learning across seven societies.
van Leeuwen, Edwin J C; Cohen, Emma; Collier-Baker, Emma; Rapold, Christian J; Schäfer, Marie; Schütte, Sebastian; Haun, Daniel B M
2018-05-25
Social information use is a pivotal characteristic of the human species. Avoiding the cost of individual exploration, social learning confers substantial fitness benefits under a wide variety of environmental conditions, especially when the process is governed by biases toward relative superiority (e.g., experts, the majority). Here, we examine the development of social information use in children aged 4-14 years (n = 605) across seven societies in a standardised social learning task. We measured two key aspects of social information use: general reliance on social information and majority preference. We show that the extent to which children rely on social information depends on children's cultural background. The extent of children's majority preference also varies cross-culturally, but in contrast to social information use, the ontogeny of majority preference follows a U-shaped trajectory across all societies. Our results demonstrate both cultural continuity and diversity in the realm of human social learning.
High School Students' Cognitive Flexibility Is Predicted by Self-Efficacy and Achievement
ERIC Educational Resources Information Center
Esen, Binnaz Kiran; Özcan, H. Duygu; Sezgin, Mehtap
2017-01-01
In this research, the prediction cognitive flexibility obtained by general self-efficacy, academic self-efficacy, social self-efficacy, emotional self-efficacy and achievement is examined. This study is executed in 2014-2015 academic year on 760 high school students who are between ages 15 and 18. Cognitive flexibility Scale is developed by Bilgin…
ERIC Educational Resources Information Center
Elias, Maurice J.; White, Gwyne; Stepney, Cesalie
2014-01-01
While educators and policy makers have an intuitive understanding of the influence of socioeconomic factors and race on student achievement, these factors make the current emphasis on standardized test scores as a primary criterion for evaluating schools and teachers indefensible and ineffective. The research presented illustrates the limits of…
Social Justice Competencies and Career Development Practices
ERIC Educational Resources Information Center
Arthur, Nancy; Collins, Sandra; Marshall, Catherine; McMahon, Mary
2013-01-01
The recent focus on social justice issues in career development is primarily conceptual in nature and few resources account for the challenges or successes experienced by career development practitioners. The purpose of this article is to report the results of a research study of career practitioners in Canada regarding the competencies they use…
Developing Social and Emotional Aspects of Learning: The American Experience
ERIC Educational Resources Information Center
Elias, Maurice J.; Moceri, Dominic C.
2012-01-01
Developments in American policy, research and professional development to promote social and emotional learning in schools have drawn on work carried out by the Collaborative for Academic, Social, and Emotional Learning (CASEL), encouraged by the popular and political catalyst of Daniel Goleman's work on emotional intelligence. Based on CASEL's…
Skill Achievement and Returns in Developing Countries: Evidence from Adult Skills Surveys
ERIC Educational Resources Information Center
Chua, Kenn
2017-01-01
Using novel adult skills surveys, this article analyses cross-country patterns in skill achievement and labour market returns, comparing the outcomes for a subset of developing countries with the results previously found for high-income economies. Apart from displaying lower average cognitive skills, developing countries also exhibit wider…
Wakoko, F; Lobao, L
1996-01-01
This article focuses on how women's responses to crisis and social change in Uganda signal attempts to achieve a more gender-equal social life while facilitating national development. After an introduction, the article reviews research on women's response to change and points out the limitations of this research. In the next section, the article provides a historical overview of Uganda's gender system and the political and economic changes that occurred during the 1970s and early 1980s. The third main section argues that while the social structural changes created widespread hardship, they also provided openings for women to advance their interests. Thus, the National Resistance Movement of the mid-1980s responded to the mobilization of women by creating new avenues for women to participate in political life and have control over financial resources. Traditional ideologies, divisions of labor, and the social construction of gender have also been altered by such factors as the involvement of women in the guerrilla movement and the key developmental role played by nongovernmental organizations and women's groups. The article continues by considering the effect of these changes on contemporary gender relations. Data from a sampling of women and men from two regions of the country and of small business owners provide the basis for a discussion of the different strategies (such as small scale entrepreneurship and networking) employed by women to meet their daily and longterm needs. It is concluded that women's attempts to change their lives have influenced macrolevel social structure. However, it remains to be seen whether these postinsurgency gains can be sustained.
Martin, Anne; Manley, Kim
2018-01-01
Integration of health and social care forms part of health and social care policy in many countries worldwide in response to changing health and social care needs. The World Health Organization's appeal for systems to manage the global epidemiologic transition advocates for provision of care that crosses boundaries between primary, community, hospital, and social care. However, the focus on structural and process changes has not yielded the full benefit of expected advances in care delivery. Facilitating practice in the workplace is a widely recognised cornerstone for developments in the delivery of health and social care as collaborative and inclusive relationships enable frontline staff to develop effective workplace cultures that influence whether transformational change is achieved and maintained. Workplace facilitation embraces a number of different purposes which may not independently lead to better quality of care or improved patient outcomes. Holistic workplace facilitation of learning, development, and improvement supports the integration remit across health and social care systems and avoids duplication of effort and waste of valuable resources. To date, no standards to guide the quality and effectiveness of integrated facilitation have been published. This study aimed to identify key elements constitute standards for an integrated approach to facilitating work-based learning, development, improvement, inquiry, knowledge translation, and innovation in health and social care contexts using a three rounds Delphi survey of facilitation experts from 10 countries. Consensus about priority elements was determined in the final round, following an iteration process that involved modifications to validate content. The findings helped to identify key qualities and skills facilitators need to support interprofessional teams to flourish and optimise performance. Further research could evaluate the impact of skilled integrated facilitation on health and social care
Szumski, Grzegorz; Smogorzewska, Joanna; Grygiel, Paweł; Orlando, Ann-Marie
2017-11-20
We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers.
Kendziora, Kimberly; Osher, David
2016-01-01
This article contributes to the broader discussion of promotion, prevention, and intervention in child and adolescent mental health by describing implementation and early outcomes of an 8-school district demonstration project aimed at making the promotion of social and emotional learning a systemic part of school districts' practice. Eight districts are 2-3 years in to their participation in the 6-year project. The districts are large, are predominantly urban, and serve many students who are at disadvantage. The evaluation involved collection of qualitative data to measure the degree to which the districts realized the goals established in the initiative's theory of action, as well as school climate data, extant student records, and surveys of students' social and emotional competence. To date, results show that districts have followed highly individual pathways toward integrating social and emotional learning systemically, and all have made progress over time. Although school-level implementation remains at moderate levels, 2 districts in which we could examine school climate showed gains from preinitiative years. Four of 6 measured districts showed improvement in social and emotional competence for students in Grade 3, and achievement and discipline showed overall improvements across all districts. Overall findings show that implementation of the initiative's theory of action by school districts is feasible, even in times of budgetary stress and leadership turnover. This establishes the potential for school districts to serve as a lever of change in the promotion of students' social and emotional development and mental wellness.
Andrade, E L; Evans, W D; Barrett, N D; Cleary, S D; Edberg, M C; Alvayero, R D; Kierstead, E C; Beltran, A
2018-04-01
Immigrant Latino youth represent a high-risk subgroup that should be targeted with health promotion efforts. However, there are considerable barriers to engagement in health-related programming. Little is known about the engagement possibilities of social marketing campaigns and digital strategies for traditionally 'hard-to-reach' immigrants, underscoring the importance of testing these techniques with immigrant Latino adolescents. We developed and piloted a place-based social marketing campaign in coordination with the branded, Positive Youth Development-based (PYD) Adelante intervention targeting risk factors for co-occurring youth substance abuse, sexual risk and violence. Building on prior research, we conducted a four-phase formative research process, and planned the Adelante social marketing campaign based on findings from one group interview and ongoing consultation with Adelante staff (n=8) and four focus groups with youth (n=35). Participants identified four overarching campaign themes, and suggested portrayal of resilient, proud youth who achieved goals despite adversity. Youth guided selection of campaign features and engagement strategies, including message/visual content, stylistic elements, and a mixed language approach. We developed a 12-month campaign to be delivered via print ads, multi-platform social media promotion, contests, youth-generated videos, blog posts, and text messaging. We describe the process and outcome of campaign development and make recommendations for future campaigns.
THE DEVELOPMENT OF A STANDARDIZED ACHIEVEMENT TEST FOR SMALL GASOLINE ENGINE INSTRUCTION.
ERIC Educational Resources Information Center
EBBERT, J. MARVIN
THE PURPOSE OF THE STUDY WAS TO DEVELOP A STANDARDIZED, MULTIPLE-CHOICE ACHIEVEMENT TEST ON THE OPERATION, CARE, AND MAINTENANCE OF SMALL GASOLINE ENGINES. OBJECTIVES AND A UNIT OUTLINE WERE DEVELOPED WITH THE COOPERATION OF 75 INDIANA VOCATIONAL AGRICULTURE TEACHERS. A PANEL SUGGESTED MODIFICATIONS, AND THE REFINED OBJECTIVES AND OUTLINE WERE…
Social Influences on Neurobiology and Behavior: Epigenetic Effects During Development
Curley, JP; Jensen, CL; Mashoodh, R; Champagne, FA
2010-01-01
The quality of the social environment can have profound influences on the development and activity of neural systems with implications for numerous behavioral and physiological responses, including the expression of emotionality. Though social experiences occurring early in development may be particularly influential on the developing brain, there is continued plasticity within these neural circuits amongst juveniles and into early adulthood. In this review, we explore the evidence derived from studies in rodents which illustrates the social modulation during development of neural systems, with a particular emphasis on those systems in which a long-term effect is observed. One possible explanation for the persistence of dynamic changes in these systems in response to the environment is the involvement of epigenetic mechanisms, and here we discuss recent studies which support the role of these mechanisms in mediating the link between social experiences, gene expression, neurobiological changes, and behavioral variation. This literature raises critical questions about the interaction between neural systems, the concordance between neural and behavioral changes, sexual dimorphism in effects, the importance of considering individual differences in response to the social environment, and the potential of an epigenetic perspective in advancing our understanding of the pathways leading to variations in mental health. PMID:20650569
ERIC Educational Resources Information Center
Foley-Nicpon, Megan; Assouline, Susan G.; Kivlighan, D. Martin; Fosenburg, Staci; Cederberg, Charles; Nanji, Michelle
2017-01-01
Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention…
Wegner, Rhiana; Gong, Jie; Fang, Xiaoyi; Kaljee, Linda
2014-01-01
Individuals with greater social capital have better health outcomes. Investment in social capital likely increases one’s own social capital, bearing great implications for disease prevention and health promotion. In this study, the authors developed and validated the Social Capital Investment Inventory (SCII). Direct effects of social capital investment on perceived stress, and indirect effects through social capital were examined. 397 Participants from Beijing and Wuhan, China completed surveys. Analyses demonstrated that the SCII has a single factor structure and strong internal consistency. Structural equation modeling showed that individuals who invested more in social capital had greater bonding social capital, and subsequently less perceived stress. Results suggest that disease prevention and health promotion programs should consider approaches to encourage social capital investment; individuals may be able to reduce stress by increasing their investment in social capital. Future research is needed to provide additional empirical support for the SCII and observed structural relationships. PMID:25648725
Integrating mental health and social development in theory and practice.
Plagerson, Sophie
2015-03-01
In many low and middle income countries, attention to mental illness remains compartmentalized and consigned as a matter for specialist policy. Despite great advances in global mental health, mental health policy and practice dovetail only to a limited degree with social development efforts. They often lag behind broader approaches to health and development. This gap ignores the small but growing evidence that social development unavoidably impacts the mental health of those affected, and that this influence can be both positive and negative. This article examines the theoretical and practical challenges that need to be overcome for a more effective integration of social development and mental health policy. From a theoretical perspective, this article demonstrates compatibility between social development and mental health paradigms. In particular, the capability approach is shown to provide a strong framework for integrating mental health and development. Yet, capability-oriented critiques on 'happiness' have recently been applied to mental health with potentially detrimental outcomes. With regard to policy and practice, horizontal and vertical integration strategies are suggested. Horizontal strategies require stronger devolution of mental health care to the primary care level, more unified messages regarding mental health care provision and the gradual expansion of mental health packages of care. Vertical integration refers to the alignment of mental health with related policy domains (particularly the social, economic and political domains). Evidence from mental health research reinforces aspects of social development theory in a way that can have tangible implications on practice. First, it encourages a focus on avoiding exclusion of those affected by or at risk of mental illness. Secondly, it underscores the importance of the process of implementation as an integral component of successful policies. Finally, by retaining a focus on the individual, it seeks to
ERIC Educational Resources Information Center
Baydala, Lola; Rasmussen, Carmen; Birch, June; Sherman, Jody; Wikman, Erik; Charchun, Julianna; Kennedy, Merle; Bisanz, Jeffrey
2009-01-01
The authors explored the relationship between measures of self-belief, behavioural development, and academic achievement in Canadian Aboriginal children. Standardized measures of intelligence are unable to consistently predict academic achievement in students from indigenous populations. Exploring alternative factors that may be both predictive…
To, Siu-ming
2009-01-01
While empowerment has become a popular concept in working with adolescents, few attempts have been made to explore the possibilities for empowering school personnel to create an environment in which young people can make maximum use of the opportunity to learn and grow. Based on the field experiences of 15 Hong Kong school social workers, this article examines how practitioners use various strategies to interact with school personnel to generate empowering practices in the school setting: namely, (1) exerting influence on school personnel in daily conversations and interactions; (2) creating an environment conducive to the teacher-student relationship; (3) achieving consensus with school personnel through lobbying and negotiation; and (4) collaborating with school personnel to organize life education and positive youth development programs. The findings provide valuable reference materials to guide other practitioners in applying the empowerment approach in actual practice. It also helps fill the gap in existing literature on empowerment and school social work.
[Social scenarios in Latin America and the Caribbean].
Kliksberg, B
2000-01-01
A wide range of sources have pointed out the magnitude and depth of the social problems that trouble Latin America and the Caribbean and the risks that these problems pose for democracy. Although there are other issues that merit consideration, this article briefly outlines nine key social problems: 1) the increase in poverty, 2) the impact of poverty, 3) unemployment and informal employment, 4) deficiencies in public health, 5) problems in education, 6) the newly poor, 7) the erosion of the family, 8) increasing crime, and 9) the perverse cycle of socioeconomic exclusion. Solving these problems must not be delayed. It is urgent to move to a comprehensive view of development that achieves a different balance between economic and social policies, and that recognizes the indispensable role of these policies in achieving truly sustainable development. At stake are problems that not only concern resources, but also priorities, levels of equity, and the organization of society. Facing up to this poverty and inequity requires an in-depth assessment of these economic policies' social consequences, of the crucial subject of Latin American inequity--the greatest in the world--and of the role of social and public policies.
ERIC Educational Resources Information Center
Catalano, Richard F.; Haggerty, Kevin P.; Oesterle, Sabrina; Fleming, Charles B.; Hawkins, J. David
2004-01-01
This paper summarizes investigations of school connectedness completed by the Social Development Research Group in two longitudinal studies, the Seattle Social Development Project and Raising Healthy Children. The theoretical importance of school connectedness, empirical support for the theoretical propositions of the impact of school…
Boeri, Miriam; Gardner, Megan; Gerken, Erin; Ross, Melissa; Wheeler, Jack
The purpose of this paper is to understand how people with problematic drug use access positive social capital. Social capital is defined as relations that provide valuable resources to individuals through participation in social networks. People with low socioeconomic status remain at a disadvantage for acquiring positive social capital, a component of recovery capital. The concept of social recovery emphasises the relational processes of recovery. In-depth life history data were collected from 29 individuals who used heroin, cocaine, crack, or methamphetamine for at least five years, have less than a high school education, and unstable employment and housing. Qualitative data were coded for social networks accessed throughout the life course, distinguished by bonding, bridging and linking social capital. Social networks included drug treatment programs; non-drug-using family and friends; religious/spiritual groups; workplace networks, and social clubs/activities. Bonding and/or bridging social capital were acquired through treatment, family and friends, religious/spiritual groups, workplaces, and social clubs. Linking social capital was not acquired through any social networks available, and many barriers to accessing mainstream social networks were found. This is a small study conducted in the US. A greater focus on social recovery is needed to achieve sustained recovery for individuals lacking access to and engagement in mainstream social networks. Social recovery is proposed as an analytical tool as well as for developing prevention, intervention, and treatment strategies.
Sex Differences in the Development of Social Relationships in Rhesus Macaques (Macaca mulatta).
Kulik, Lars; Amici, Federica; Langos, Doreen; Widdig, Anja
2015-04-01
Several studies have documented the importance of social bonding for the enhancement of individual fitness. However, little is known about how social relationships develop through ontogeny, and whether their development follows the same trajectory in males and females. Here we analyzed affiliative interactions (proximity, social grooming, play) combined with demographic and genetic data in semi-free-ranging rhesus macaques ( Macaca mulatta ) on Cayo Santiago over their first 4 yr of life (from birth to sexual maturation) to understand how these interactions change through development in both sexes. Generalized linear mixed models revealed that social behaviors mostly followed different developmental trajectories in males and females and were highly dependent on the social context. In particular, sex differences in social behavior varied through development depending on the partner's sex and age. Females engaged in more social interactions than males, especially with other females, and were more involved in grooming around the time of maturation. In contrast, males interacted more with males and age peers, especially around maturation. Sex differences in social behavior varied through development, but also depended on rank, partner's rank, and kin line, although not consistently. High-ranking individuals, especially older females, were generally preferred as social partners. Moreover, both male and female individuals interacted mostly with maternal kin, although males also preferred paternal kin over nonkin. Importantly, most developmental changes in sociality happened when individuals were ca . 2 yr old, suggesting that this might be a milestone in the development of sociality in rhesus macaques. The only notable exception to this pattern was play, which was more pronounced in males from the beginning of their lives. We propose that play might serve as a trigger of sex differences in social behavior, with sex differences emerging early in development and increasing
Finnish and Russian Teachers Supporting the Development of Social Skills
ERIC Educational Resources Information Center
Väyrynen, Sai; Kesälahti, Essi; Pynninen, Tanja; Siivola, Jenny; Flotskaya, Natalia; Bulanova, Svetlana; Volskaya, Olga; Usova, Zoya; Kuzmicheva, Tatyana; Afonkina, Yulia
2016-01-01
We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by…
ERIC Educational Resources Information Center
Steen, Sam; Henfield, Malik S.; Booker, Beverly
2014-01-01
This article presents the Achieving Success Everyday (ASE) group counseling model, which is designed to help school counselors integrate students' academic and personal-social development into their group work. We first describe this group model in detail and then offer one case example of a middle school counselor using the ASE model to conduct a…
Theory, explanation, and a third generation of theoretical development in social gerontology.
Bengtson, V L; Burgess, E O; Parrott, T M
1997-03-01
Efforts at cumulative knowledge building in social gerontology have been lax, judging from research articles published in journals between 1990 and 1994. Too little attention has been paid to the cumulative development of theory; readers are left with many empirical generalizations but underdeveloped explanations by which to interpret findings and build upon them in subsequent research. To assist future theory development in social gerontology, we review seven theoretical perspectives referenced most frequently in recent journals: (1) social constructionist, (2) social exchange, (3) life course, (4) feminist, (5) age stratification (age and society), (6) political economy of aging, and (7) critical theory. We suggest that, taken together, these represent a "third generation" of explanation in social gerontology, noting their debt to older and more established traditions in social science theory. We argue that authors and journal reviewers should place more emphasis on theory development - which means, most simply, the construction of explicit explanations in accounting for empirical findings - if knowledge development about social aspects of aging is to be cumulative, systematic, and incremental.
Disaster risk, social vulnerability, and economic development.
Ward, Patrick S; Shively, Gerald E
2017-04-01
This paper examines the extent to which economic development decreases a country's risk of experiencing climate-related disasters as well as the societal impacts of those events. The paper proceeds from the underlying assumption that disasters are not inherently natural, but arise from the intersection of naturally-occurring hazards within fragile environments. It uses data from the International Disaster Database (EM-DAT), representing country-year-level observations over the period 1980-2007. The study finds that low-income countries are significantly more at risk of climate-related disasters, even after controlling for exposure to climate hazards and other factors that may confound disaster reporting. Following the occurrence of a disaster, higher income generally diminishes a country's social vulnerability to such happenings, resulting in lower levels of mortality and morbidity. This implies that continued economic development may be a powerful tool for lessening social vulnerability to climate change. © 2017 The Author(s). Disasters © Overseas Development Institute, 2017.
The Social Development of Human Intelligence.
ERIC Educational Resources Information Center
Eisenberg, Leon
Intelligence makes man unique. To date man's use of this intelligence has been deficient. The deficit lies in the one-sided development of his problem-solving capacity; that is, an enormous growth has occurred in technological capabilities without a corresponding gain in solutions to social problems. This deficit is particularly significant…
A Review of Peer Social Development in Early Childhood.
ERIC Educational Resources Information Center
Goin, Robin P.
1998-01-01
Reviews the literature on young children's peer social development. Addresses implications of social learning theory and empirical research. Discusses recurring themes, including child/peer versus child/adult interactions, incorporation of toys and games, influence of mothers, and gender peer preferences. Considers areas lacking empirical support…
A Feeling for Books: Using Literature to Promote Social-Emotional Development
ERIC Educational Resources Information Center
Tunks, Karen W.; Gilles, Rebecca M.
2013-01-01
Social-emotional development is a fundamental part of a child's overall well-being. Healthy development forms a critical foundation for building positive relationships and a strong self-esteem. Social-emotional development includes the ability to express and manage emotions and to establish secure relationships. All children have a natural desire…
ERIC Educational Resources Information Center
Ramirez-Valles, Jesus; Zimmerman, Marc A.; Juarez, Lucia
2002-01-01
Investigated gender-specific contextual and individual socioeconomic predictors of the timing of first intercourse among low-achieving African American high school students, following financial deprivation and collective socialization theories. Data from 3 years of surveys indicated that males and females were affected differently by social…
Population Growth and Economic and Social Development.
ERIC Educational Resources Information Center
Clausen, A. W.
Because evidence is clear that in many developing countries development will be postponed indefinitely unless slower population growth can be achieved soon, the international community must work together in a renewed effort to slow population growth. Assistance can be accomplished in three ways: (1) encouraging dialog aimed at forging…
The Role of Social Perspective-Taking in Developing Students' Leadership Capacities
ERIC Educational Resources Information Center
Dugan, John P.; Bohle, Christopher W.; Woelker, Lindsey R.; Cooney, Matthew A.
2014-01-01
This study examined relationships between social perspective-taking (SPT) and the individual, group, and societal domains of socially responsible leadership. SPT is a higher-order cognitive skill linked to moral development and social coordination, but never empirically connected to leadership development. Analyses determined SPT has a strong…
ERIC Educational Resources Information Center
Teachman, Bethany A.; Allen, Joseph P.
2007-01-01
Little is known about how to predict which individuals with known temperament vulnerabilities will go on to develop social anxiety problems. Adolescents (N = 185) were followed from age 13 to 18 to evaluate psychosocial, prospective predictors of social anxiety symptoms and fears of negative evaluation (FNE), after accounting for pre-existing…
ERIC Educational Resources Information Center
Nielsen, Diane Corcoran; Luetke, Barbara; Stryker, Deborah S.
2011-01-01
The ability to access and understand the meaning of multi-morphemic words is essential for age-appropriate literacy growth as well as for achievement in other participants, such as science and social studies, which are so print-dependent. This paper provides a theoretical basis for focusing on the morphology of English when teaching students who…
Achievement Test Provincial Report, June 1987 Administration.
ERIC Educational Resources Information Center
Alberta Dept. of Education, Edmonton. Student Evaluation and Records Branch.
This document summarizes results of province-wide achievement tests given in Alberta, Canada in June 1987. These tests evaluated student achievement in third grade science, sixth grade mathematics, and ninth grade social studies. The test questions for each subject area reflected Alberta's curriculum specifications for that subject. The grade 3…
Course Development: Industrial or Social Process.
ERIC Educational Resources Information Center
Kaufman, David
The development of course materials at the Open Learning Institute, British Columbia, Canada, is examined from two perspectives: as an industrial process and as a social process. The public institute provides distance education through paced home-study courses. The course team model used at the Institute is a system approach. Course development…
Undergraduate Education and Professional Achievement of MSWs.
ERIC Educational Resources Information Center
Specht, Harry; And Others
1984-01-01
Investigated the differences in professional achievement of graduates of master's of social work (MSW) programs having a bachelor of social work (BSW) background (N=125) versus a bachelor of arts (BA), or similar background (N=594). Results indicated that the MSW/BA graduates, as a group, outperform the MSW/BSW graduates. (LLL)
Social Capital and Youth Development: Toward a Typology of Program Practices
ERIC Educational Resources Information Center
Emery, Mary
2013-01-01
As part of our inquiry into how youth development and 4-H programming can affect the development of social capital for youth and for the community, we engaged youth in ripple mapping. Based on this information, we provide a typology of participation structures in youth development activities and the expected bridging and bonding social capital…
Ayón, Cecilia
2018-04-26
The study describes multiple steps taken to develop and test the Latino Immigrant Family Socialization (LIFS) scale. Scale items were developed based on qualitative interviews, and feedback on the items was solicited from content experts including an academic, practitioner, and a group of promotoras (or lay health workers). The scale was completed by 300 Latino immigrant parents in the state of Arizona. Exploratory and confirmatory factor analysis confirmed a six-factor model. The six factors ware cultural socialization, adapt, advocate, value diversity, promote mistrust, and educate about nativity and documentation. Follow-up studies are needed to continue the measurement validation process and assess how strategies are used in conjunction with each other, the application of the six strategies across different policy contexts, and how the ethnic-racial socialization process supports children's health and well-being.
Social cognitive theory of gender development and differentiation.
Bussey, K; Bandura, A
1999-10-01
Human differentiation on the basis of gender is a fundamental phenomenon that affects virtually every aspect of people's daily lives. This article presents the social cognitive theory of gender role development and functioning. It specifies how gender conceptions are constructed from the complex mix of experiences and how they operate in concert with motivational and self-regulatory mechanisms to guide gender-linked conduct throughout the life course. The theory integrates psychological and sociostructural determinants within a unified conceptual structure. In this theoretical perspective, gender conceptions and roles are the product of a broad network of social influences operating interdependently in a variety of societal subsystems. Human evolution provides bodily structures and biological potentialities that permit a range of possibilities rather than dictate a fixed type of gender differentiation. People contribute to their self-development and bring about social changes that define and structure gender relationships through their agentic actions within the interrelated systems of influence.
ERIC Educational Resources Information Center
Tiantong, Monchai; Teemuangsai, Sanit
2013-01-01
One of the benefits of using collaborative learning is enhancing learning achievement and increasing social skills, and the second benefits is as the more students work together in collaborative groups, the more they understand, retain, and feel better about themselves and their peers, moreover working together in a collaborative environment…
Using social media to enhance career development opportunities for health promotion professionals.
Roman, Leah A
2014-07-01
For health promotion professionals, social media offers many ways to engage with a broader range of colleagues; participate in professional development events; promote expertise, products, or services; and learn about career-enhancing opportunities such as funding and fellowships. Previous work has recommended "building networking into what you are already doing." This article provides updated and new social media resources, as well as practical examples and strategies to promote effective use of social media. Social media offers health promotion professionals cost-effective opportunities to enhance their career by building communities of practice, participating in professional development events, and enriching classroom learning. Developing the skills necessary to use social media for networking is important in the public health workforce, especially as social media is increasingly used in academic and practice settings. © 2014 Society for Public Health Education.
Assessing Young Children's Social Concept Development.
ERIC Educational Resources Information Center
Stanley, William B.; And Others
This study investigated a number of questions regarding the nature of social concept development in young children. Subjects were 64 kindergarten children and 65 first grade public school students from lower to upper middle class socioeconomic levels, of whom 66 were male, 63 were female, 78 were Caucasian, and 51 were black. Two assessment…
Motivation and academic achievement in medical students.
Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh
2012-01-01
Despite their ascribed intellectual ability and achieved academic pursuits, medical students' academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007-2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. In view of our observations, students' academic achievement requires coordination and interaction between different aspects of motivation.
Schauber, Stefan K; Hecht, Martin; Nouns, Zineb M; Kuhlmey, Adelheid; Dettmer, Susanne
2015-10-01
In medical education, the effect of the educational environment on student achievement has primarily been investigated in comparisons between traditional and problem-based learning (PBL) curricula. As many of these studies have reached no clear conclusions on the superiority of the PBL approach, the effect of curricular reform on student performance remains an issue. We employed a theoretical framework that integrates antecedents of student achievement from various psychosocial domains to examine how students interact with their curricular environment. In a longitudinal study with N = 1,646 participants, we assessed students in a traditional and a PBL-centered curriculum. The measures administered included students' perception of the learning environment, self-efficacy beliefs, positive study-related affect, social support, indicators of self-regulated learning, and academic achievement assessed through progress tests. We compared the relations between these characteristics in the two curricular environments. The results are two-fold. First, substantial relations of various psychosocial domains and their associations with achievement were identified. Second, our analyses indicated that there are no substantial differences between traditional and PBL-based curricula concerning the relational structure of psychosocial variables and achievement. Drawing definite conclusions on the role of curricular-level interventions in the development of student's academic achievement is constrained by the quasi-experimental design as wells as the selection of variables included. However, in the specific context described here, our results may still support the view of student activity as the key ingredient in the acquisition of achievement and performance.
ERIC Educational Resources Information Center
Ohrn, Deborah Gore, Ed.
1993-01-01
This issue of the Goldfinch highlights some of Iowa's 20th century women of achievement. These women have devoted their lives to working for human rights, education, equality, and individual rights. They come from the worlds of politics, art, music, education, sports, business, entertainment, and social work. They represent Native Americans,…
ERIC Educational Resources Information Center
Hawley, Todd S.; Crowe, Alicia R.
2016-01-01
Despite a solid body of research on rationale development in social studies teacher education, little research exists exploring how social studies preservice teachers' purposes develop over time. This article presents four examples of social studies preservice teachers as they grappled with developing a purpose for teaching social studies.…
Self-Theories: Their Role in Motivation, Personality, and Development. Essays in Social Psychology.
ERIC Educational Resources Information Center
Dweck, Carol S.
Based on extensive research with children and young adults, this book examines adaptive and maladaptive cognitive-motivational patterns and shows how these patterns originate in people's self theories; their consequences for one's achievement, social relationships, and emotional well-being; their consequences for society; and the experiences that…
Social re-orientation and brain development: An expanded and updated view.
Nelson, Eric E; Jarcho, Johanna M; Guyer, Amanda E
2016-02-01
Social development has been the focus of a great deal of neuroscience based research over the past decade. In this review, we focus on providing a framework for understanding how changes in facets of social development may correspond with changes in brain function. We argue that (1) distinct phases of social behavior emerge based on whether the organizing social force is the mother, peer play, peer integration, or romantic intimacy; (2) each phase is marked by a high degree of affect-driven motivation that elicits a distinct response in subcortical structures; (3) activity generated by these structures interacts with circuits in prefrontal cortex that guide executive functions, and occipital and temporal lobe circuits, which generate specific sensory and perceptual social representations. We propose that the direction, magnitude and duration of interaction among these affective, executive, and perceptual systems may relate to distinct sensitive periods across development that contribute to establishing long-term patterns of brain function and behavior. Published by Elsevier Ltd.
ERIC Educational Resources Information Center
Slover-Linett, Cheryl; Stoner, Michael
2010-01-01
Earlier this year, CASE formed a social media task force to explore what educational institutions are trying to achieve with social media presence and learn about social media engagements at member institutions. CASE, in partnership with mStoner and Slover Linett Strategies, in June launched a benchmarking survey on social media in advancement by…
Social Buffering of Stress in Development: A Career Perspective
Gunnar, Megan R.
2016-01-01
This review provides a broad overview of my research group's work on social buffering in human development in the context of the field. Much of the focus is on social buffering of the hypothalamic-pituitary-adrenocortical (HPA) system, one of the two major arms of the mammalian stress system. This focus reflects the centrality of the HPA system in research on social buffering in the fields of developmental psychobiology and developmental science. However, buffering of the cardiovascular and autonomic nervous system is also discussed. The central developmental question in this area derives from attachment theory which argues that the infant's experience of stress and arousal regulation in the context of her early attachment relationships is not an immature form of social buffering experienced in adulthood, but rather the foundation out of which individual differences in the capacity to gain stress relief from social partners emerge. The emergence of social buffering in infancy, changes in social buffering throughout childhood and adolescence, the influence of early experience on later individual differences in social buffering, and critical gaps in our knowledge are described. PMID:28544861
Parent report measures of infant and toddler social-emotional development: a systematic review.
Pontoppidan, Maiken; Niss, Nete K; Pejtersen, Jan H; Julian, Megan M; Væver, Mette S
2017-04-01
Identifying young children at risk for socio-emotional developmental problems at an early stage, to prevent serious problems later in life, is crucial. Therefore, we need high quality measures to identify those children at risk for social-emotional problems who require further evaluation and intervention. To systematically identify parent report measures of infant and toddler (0-24 months) social-emotional development for use in primary care settings. We conducted a systematic review applying a narrative synthesis approach. We searched Medline, PsychInfo, Embase and SocIndex for articles published from 2008 through September 2015 to identify parent-report measures of infant and toddler social-emotional development. Data on the characteristics of the measures, including psychometric data, were collected. Based on 3310 screened articles, we located 242 measures that were screened for eligibility. In all 18 measures of infant and toddler social-emotional development were included. Ten of the measures were developed specifically for measuring social-emotional development, and eight were measures including subscales of social-emotional development. The measures varied with respect to, e.g. the time of publication, number of items, age span, cost and amount of psychometric data available. Several measures of infant and toddler social-emotional development have been developed within the last decade. The majority of psychometric data are available through manuals, not peer-reviewed journals. Although all measures show acceptable reliability, the most comprehensive and psychometrically sound measures are the Ages and Stages Questionnaires: Social-Emotional-2, Infant-Toddler Social and Emotional Assessment, Brief Infant-Toddler Social and Emotional Assessment and Child Behaviour Checklist 1½-5. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Adolescent Work, Vocational Development, and Education
Zimmer-Gembeck, Melanie J.; Mortimer, Jeylan T.
2006-01-01
This review examines contemporary issues in vocational development with emphasis on adolescents’ work experiences in social context. Attention is directed to the changing social and cultural context for vocational development, the influence of work experience on adolescent development and educational achievement, and theoretical approaches that guide contemporary studies of vocational development and career maturity. In light of the utility of current theories, new directions are suggested to enhance understanding of adolescent employment, vocational development, and educational pursuits. Social policy initiatives to promote adolescents’ exercise of agency and their vocational development are considered. PMID:17387375
‘Uncrunching’ time: medical schools’ use of social media for faculty development
Cahn, Peter S.; Benjamin, Emelia J.; Shanahan, Christopher W.
2013-01-01
Purpose The difficulty of attracting attendance for in-person events is a problem common to all faculty development efforts. Social media holds the potential to disseminate information asynchronously while building a community through quick, easy-to-use formats. The authors sought to document creative uses of social media for faculty development in academic medical centers. Method In December 2011, the first author (P.S.C.) examined the websites of all 154 accredited medical schools in the United States and Canada for pages relevant to faculty development. The most popular social media sites and searched for accounts maintained by faculty developers in academic medicine were also visited. Several months later, in February 2012, a second investigator (C.W.S.) validated these data via an independent review. Results Twenty-two (22) medical schools (14.3%) employed at least one social media technology in support of faculty development. In total, 40 instances of social media tools were identified – the most popular platforms being Facebook (nine institutions), Twitter (eight institutions), and blogs (eight institutions). Four medical schools, in particular, have developed integrated strategies to engage faculty in online communities. Conclusions Although relatively few medical schools have embraced social media to promote faculty development, the present range of such uses demonstrates the flexibility and affordability of the tools. The most popular tools incorporate well into faculty members’ existing use of technology and require minimal additional effort. Additional research into the benefits of engaging faculty through social media may help overcome hesitation to invest in new technologies. PMID:23810170