scholarly journals Antecedents and Consequences of Peer–Rated Intelligence

2011 ◽  
Vol 25 (2) ◽  
pp. 108-119 ◽  
Author(s):  
Jaap J. A. Denissen ◽  
Felix D. Schönbrodt ◽  
Maarten van Zalk ◽  
Wim H. J. Meeus ◽  
Marcel A. G. van Aken
Keyword(s):  
Academic Achievement ◽  
Work Groups ◽  
Round Robin ◽  
Social Processes ◽  
Student Work ◽  
Antecedents And Consequences ◽  
In The Beginning ◽  
Reciprocal Associations ◽  
Interpersonal Liking ◽  
Over Time

The current study investigated the antecedents and consequences of peer–rated intelligence in a longitudinal round robin design, following previously unacquainted members of small student work groups. Results indicated that peer–reputations of intelligence were reliable, stable and weakly correlated with objective intelligence. Bias was shown by correlations with interpersonal liking (decreasing across time) and idiosyncratic rating tendencies (increasing across time). Agreement between self–ratings and peer–reputations increased over time but was not based on increasing accuracy but on reciprocal associations between self–ratings and peer–reputations in the beginning of the acquaintanceship process, and on peer–reputations predicting changes in self–ratings later on. Finally, it was shown that peer–rated intelligence reputations predict academic achievement across two 4–month periods (even when tested intelligence was controlled) and dropout from university after 8 months. Overall, the pattern of results demonstrates the utility of a socioanalytic perspective in analysing personality and social processes. Copyright © 2010 John Wiley & Sons, Ltd.

scholarly journals Antecedents and consequences of peer-rated intelligence

2016 ◽  
Author(s):  
Jaap J. A. Denissen ◽  
Felix D. Schönbrodt ◽  
Maarten van Zalk ◽  
Wim H. J. Meeus ◽  
Marcel van Aken
Keyword(s):  
Academic Achievement ◽  
Work Groups ◽  
Round Robin ◽  
Social Processes ◽  
Student Work ◽  
Antecedents And Consequences ◽  
In The Beginning ◽  
Reciprocal Associations ◽  
Interpersonal Liking ◽  
Over Time

The current study investigated the antecedents and consequences of peer-rated intelligence in a longitudinal round robin design, following previously unacquainted members of small student work groups. Results indicated that peer-reputations of intelligence were reliable, stable and weakly correlated with objective intelligence. Bias was shown by correlations with interpersonal liking (decreasing across time) and idiosyncratic rating tendencies (increasing across time). Agreement between self ratings and peer-reputations increased over time but was not based on increasing accuracy but on reciprocal associations between self-ratings and peer-reputations in the beginning of the acquaintanceship process, and on peer-reputations predicting changes in self-ratings later on. Finally, it was shown that peer-rated intelligence reputations predict academic achievement across two 4-month periods (even when tested intelligence was controlled) and dropout from university after 8 months. Overall, the pattern of results demonstrates the utility of a socioanalytic perspective in analysing personality and social processes.

Early Social Competence and Academic Achievement: Relations Over Time

2006 ◽  
Author(s):  
Ashley C. Gibb ◽  
John E. Bates ◽  
Jackson A. Goodnight ◽  
Kenneth A. Dodge ◽  
Gregory S. Pettit
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Over Time

Antecedents and Consequences of Gossip in Work Groups

2019 ◽  
pp. 416-434
Author(s):  
Bianca Beersma ◽  
Gerben A. van Kleef ◽  
Maria T. M. Dijkstra
Keyword(s):  
Social Order ◽  
Information Exchange ◽  
Work Groups ◽  
Psychological Theory ◽  
Future Research ◽  
Group Norms ◽  
Group Effectiveness ◽  
Interpersonal Aggression ◽  
Different Types ◽  
Antecedents And Consequences

This chapter provides an overview of the antecedents and consequences of gossip in work groups. First, the chapter reviews the different motives for gossip in work groups (i.e., bonding, entertainment, emotional venting, information exchange, maintenance of group norms/social order, and interpersonal aggression) and links each motive to psychological theory. Second, the chapter reviews the different types of influence that gossip can have on various indicators of group effectiveness. Reflecting on the motives underlying gossip in work groups, as well as on its outcomes, it argues that future research should start integrating the diverse insights provided by earlier research on both gossip motives and outcomes, and it provides a number of suggestions for doing so.

scholarly journals A Qualitative Study on Employees’ Experiences of a Support model for Systematic Work Environment Management

2019 ◽  
Vol 16 (19) ◽  
pp. 3551 ◽  
Author(s):  
Therese Hellman ◽  
Fredrik Molin ◽  
Magnus Svartengren
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Work Environment ◽  
Work Groups ◽  
Comparative Method ◽  
Focus Group Interviews ◽  
Environment Management ◽  
Group Interviews ◽  
Over Time ◽  
Support Model

Background: The aim is to explore how an organisational work environment support model, the Stamina model, influences employees’ work situations and the development of sustainable work systems. Methods: It was a qualitative study with semi-structured, focus-group interviews, including 45 employees from six work groups. Eighteen focus group interviews were conducted over a period of two years. Data were analysed with constant comparative method. Results: The core category, shifting focus from an individual to an organisational perspective of work, illustrated how communication and increased understanding of one’s work tasks changed over time and contributed to deeper focus on the actual operation. These insights were implemented at different time points among the work groups during the two-year process. Conclusions: Our results indicate that working with the model engages employees in the work environment management, puts emphasis on reflections and discussions about the meaning and purpose of the operations and enables a shared platform for communication. These are important features that need to continue over time in order to create a sustainable work system. The Stamina model, thus seems to have the potential to promote productive and healthy work places.

Collective Efficacy and Aspects of Shared Mental Models as Predictors of Performance Over Time in Work Groups

2000 ◽  
Vol 3 (3) ◽  
pp. 296-316 ◽  
Author(s):  
Erika Peterson ◽  
Terence R. Mitchell ◽  
Leigh Thompson ◽  
Renu Burr
Keyword(s):  
Mental Models ◽  
Collective Efficacy ◽  
Work Groups ◽  
Shared Mental Models ◽  
Over Time

scholarly journals „Interculture TV“: Interkulturelles Lernen durch Educasts

2011 ◽  
Vol 38 ◽  
pp. 7-19
Author(s):  
Waltraud Timmermann
Keyword(s):  
Open Access ◽  
Work Groups ◽  
Friedrich Schiller ◽  
Learning Materials ◽  
Student Work ◽  
Intercultural Studies ◽  
Interkulturelles Lernen ◽  
Instruction And Learning ◽  
Definition Of ◽  
Teaching Learning

This paper gives an introduction to "Interculture TV", an educational videocast project initiated by the Department of "Intercultural Studies and Business Communications" at the Friedrich Schiller University, Jena. The project provides open access to audio-visual teaching/learning materials produced by intercultural student work groups and offers opportunities for cooperation. Starting from a definition of the term "educast", the article analyses the videocast episodes on Interculture TV and discusses their potential for inter-cultural instruction and learning.

scholarly journals Antecedents and Consequences of Student-Athletes’ Identity Profiles in Upper Secondary School

2020 ◽  
Vol 42 (2) ◽  
pp. 132-142 ◽  
Author(s):  
Ali Moazami-Goodarzi ◽  
Matilda Sorkkila ◽  
Kaisa Aunola ◽  
Tatiana V. Ryba
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Student Athletes ◽  
Growth Mixture Modeling ◽  
Athletic Identity ◽  
Upper Secondary School ◽  
Growth Mixture ◽  
Dual Identity ◽  
Upper Secondary ◽  
Antecedents And Consequences

This study examined the identity profiles that upper secondary school Finnish student-athletes show and the extent to which these profiles were associated with their athletic and academic achievements and withdrawal from sports and school. A total of 391 adolescent athletes (51% female) completed assessments of student and athletic identity four times during their time in upper secondary school. Using growth mixture modeling, three groups were identified: dual identity (77%), changing identity (5%), and athletic identity (18%). The higher the academic achievement was at Time 1, the more likely the athletes were to show a dual identity than an athletic identity profile. Similarly, athletes with dual identity showed higher subsequent academic achievement at Time 4 than those with an athletic identity profile. Finally, athletes with dual identity were more likely and athletes with athletic identity less likely to withdraw from sport activities during upper secondary school than would be expected by chance.

Introduction

2005 ◽  
Author(s):  
Patricia Albjerg Graham
Keyword(s):  
Academic Achievement ◽  
Racial Segregation ◽  
Academic Learning ◽  
School Practices ◽  
The Past ◽  
The Social ◽  
Musical Scores ◽  
American Children ◽  
High Level ◽  
Over Time

Schools in America have danced to different drummers during their long history. Sometimes the drumbeat demanded rigidity in all programs; sometimes it wanted academic learning for only a few. Sometimes it encouraged unleashing children’s creativity, not teaching them facts. Sometimes it wanted children to solve the social problems, such as racial segregation, adults could not handle. Sometimes it tacitly supported some schools as warehouses, not instructional facilities. Sometimes it sought schooling to be the equalizer in a society in which the gap between rich and poor was growing. Sometimes the principal purpose of schooling seemed to be teaching citizenship and developing habits of work appropriate for a democratic society, while at other times its purpose seemed to be preparation for employment, which needed the same habits of work but also some academic skills. Now, the drumbeat demands that all children achieve academically at a high level and the measure of that achievement is tests. The rhythm and tempo of the drumbeats have shifted relatively frequently, but the schools have not adjusted to the new musical scores with alacrity. They are typically just beginning to master the previous drummers’ music when new drummers appear. Many, though not all, of the new beats have been improvements both for the children and for the nation. All drummers have sought literacy in English for American children, though very modest literacy levels have been acceptable in the past. Drummers have always sought a few students who attained high levels of academic achievement, including children from disparate social, economic, and racial backgrounds. Beyond that consensus, however, what we have wanted from schooling has changed dramatically over time. These expectations for schools typically have been expressed through criticisms—often virulent—of current school practices, and the responses that followed inevitably were slower and less complete than the most ardent critics demanded. These are the shifting assignments given to schools. The following chapters of this book describe these shifting assignments given to schools and then to colleges during the last century: “Assimilation: 1900– 1920”; “Adjustment: 1920–1954”; “Access: 1954–1983”; and “Achievement: 1983–Present.”

Southern Christian Work Camps and a Cold War Campaign for Racial and Economic Justice

2020 ◽  
pp. 253-279
Author(s):  
Alison Collis Greene
Keyword(s):  
Twentieth Century ◽  
Cold War ◽  
Work Groups ◽  
Economic Justice ◽  
White Led ◽  
The South ◽  
Student Work ◽  
Postwar Europe ◽  
Work Camps

This chapter looks at mid-twentieth-century southern Christians who saw interracial work camps in the South as a model for working alternatives to capitalism. Under Nelle Morton’s leadership, the Fellowship of Southern Churchmen organized the first integrated UNRRA cattle boat relief trip to postwar Europe and sent student work groups to support economic cooperatives across the South. These camps revealed both the potential and the limits of white-led activism in the service of racial and economic justice.

scholarly journals EXAMINING THE AGREEMENT BETWEEN STUDENT AND INSTRUCTOR TASK PERCEPTIONS IN A COMPLEX ENGINEERING DESIGN TASK

2011 ◽  
Author(s):  
A F Hadwin ◽  
M Oshige ◽  
M Miller ◽  
P M Wild
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Engineering Design ◽  
Engineering Students ◽  
Design Task ◽  
Cultural Aspects ◽  
Complex Engineering ◽  
Highly Correlated ◽  
Over Time ◽  
Task Understanding

Understanding assigned tasks is an important skill for academic success. However, few studies have explored the accuracy of task understanding as it develops over the duration of a complex assignment. This study examined explicit, implicit, and socio-cultural aspects of task understanding in the context of an design project assigned to a third year class of Mechanical Engineering students. Specifically, this study examined: (1) the agreement between student and instructors task perceptions for the same complex engineering design task, and (2) changes in both instructor's and students' task perceptions from the beginning to the end of the task. Findings indicate that: (1) students' and instructor task-perceptions generally became more attuned over time, (2) instructor task-understanding evolved over time, and (3) socio-contextual aspects of task-understanding were highly correlated with task and course academic achievement.

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