Attributions and peer harassment

2005 ◽  
Vol 6 (1) ◽  
pp. 119-130 ◽  
Author(s):  
Sandra Graham

Attribution theory is used as a conceptual framework for examining how causal beliefs about peer harassment influence how victims think and feel about themselves. Evidence is presented that victims who make characterological self-blaming attributions (“it must be me”) are particularly at risk of negative self-views. Also examined is the influence of social context, particularly the ethnic composition of schools and classrooms. It was found that students who were both victims of harassment and members of the majority ethnic group were more vulnerable to self-blaming attributions. In contrast, greater ethnic diversity, that is, classrooms where no one group was in the majority, tended to ward off self-blaming tendencies. Studies of peer harassment are a good context for examining one of the main themes of the special issue, which is how the social context (e.g., peer groups, ethnic groups) influences the way individuals think and feel about themselves.

Author(s):  
Kai Hua Zhuang ◽  
Franc Newland

Today, we live in a world of unprecedented challenges, opportunities, and complexities, where advances in technology are transforming the very fabric of our culture, economy, and environment. Engineering education is responsible for preparing students for the unprecedented challenges, opportunities, and complexities of this emerging future. Here, we share our current perspective on the evolution needed in engineering education via a conceptual model we have developed. In particular, we highlight the need for engineers to engage in social agency over technology, which requires them to understand the social context in which they live and work, and explore the kind of ingenuity needed to create a future where technology meets society’s need. We use the model to analyze a number of educational initiatives we have developed at the Lassonde School of Engineering.


2013 ◽  
Vol 44 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Beatriz D'Ambrosio ◽  
Marilyn Frankenstein ◽  
Rochelle Gutiérrez ◽  
Signe Kastberg ◽  
Danny Bernard Martin ◽  
...  

This is a dialogue extracted from a conversation among some members of the Equity Special Issue Editorial Panel (Beatriz D'Ambrosio; Marilyn Frankenstein; Rochelle Gutiérrez, Special Issue editor; Signe Kastberg; Danny Martin; Judit Moschkovich; Edd Taylor; and David Barnes) about racism in mathematics education. It raises issues about the use of terms such as race and racism; understanding fields of research outside of mathematics education; the kinds of racialization processes that occur for students, teachers, and researchers; the social context of students; the achievement gap; and the role of mathematics education in the production of race.


2010 ◽  
Vol 6 (3) ◽  
pp. 351-370 ◽  
Author(s):  
Miriam Erez ◽  
Rikki Nouri

The present article aims to answer the question of whether creativity is universal or culture-specific. We develop a conceptual framework that expands the existing knowledge in two ways. First, it distinguishes between the two dimensions of creativity – novelty and usefulness, and their relationship to culture. Second, it clarifies how the social context moderates the relationship between culture and creativity. We focus on the social context where cultural differences are likely to be more salient because of the presence of others, relative to the private work context where no one observes whether a person performs in a normative or a unique way. In addition, we propose that task structure, whether a task is tightly or loosely structured, is an important contextual characteristic that moderates the relationship between culture and creativity. Lastly, we offer several propositions to guide future research.


2017 ◽  
Vol 14 (1) ◽  
pp. 51
Author(s):  
WAN ABDUL RAHIM WAN MOHD ISA ◽  
Zulinda Ayu Zulkipli ◽  
Mimi Nurakmal Mustapa

Currently, the factors for adopting m-learning revolve around higher education settings. However, the factors surrounding different cultural and background context of the user in using m-learning in different contexts are not fully explored, especially in the social context. Thus, there are needs to understand blended learning for self-directed learners from different communities. The main objectives of this paper are (i) to develop a conceptual framework of blended learning for self-directed learners in the social context by using mobile learning as the case study and (ii) to provide recommendations for improving m-learning for self-directed learners. The adapted conceptual framework which consists of (i) learner aspects, (ii) device aspects and (iii) the social aspects, was used in this study. A survey was conducted with 190 respondents who have experience in using mobile devices for self-directed learning and their qualitative responses were recorded. The preliminary descriptive results are presented to understand the user’s background and qualitative responses in supporting the recommendations related to (i) learner's aspects, (ii) device aspects and (iii) the social aspects, as suggested in the conceptual framework. Keywords: blended learning; mobile learning, self-directed learners


2021 ◽  
Vol 46 (2) ◽  
pp. 153-185
Author(s):  
Sandra Costa ◽  
Jacqueline Coyle-Shapiro

Drawing on recent research highlighting the dynamic and social properties of psychological contracts, we propose a framework that examines socially embedded triggers and their impact on psychological contract change. Our model accounts for the social context in which individuals’ sensemaking process about their employment relationship occurs. The model specifies how individuals make sense of coworkers’ psychological contract violation and integrate that information into the creation of a plausible convergent or divergent account. These accounts have the potential to reinforce or initiate a review of the terms of the individual’s psychological contract schema, or they may leave the schema intact. Research and practical implications of this conceptual framework are discussed.


Author(s):  
Λία Φίγγου

The aim of this commentary on the papers that contribute to this special issue is to highlight the main points of convergence between them and to identify the position they take on some key argumentative debates on gender identity, within psychology. It is argued that an approach both to gender identity and to its psychological study as situated in the social context, the need to take into account intersectionality, and resistance to feminization constitute points of convergence between the studies.


Author(s):  
Eric Gordon ◽  
Gabriel Mugar

The introduction introduces the concept of civic design and the social context from which it arises. Civic designers are practitioners working within public-serving organizations (government, news, and civil society), many of which are experiencing pressure to adopt new technologies and be responsive to a digital culture. These practitioners are pushing up against pressures to incorporate digital technologies for enhanced efficiency in order to build trust and forge new relationships with a plurality of publics. Each is engaging in the creation of meaningful inefficiencies, which is the intentional design of less efficient over more efficient means of achieving some ends. The introduction describes the conceptual framework surrounding these practices and explains the research methodology. Finally, each of the book’s chapters is introduced.


2020 ◽  
Vol 47 (2) ◽  
pp. 123-143 ◽  
Author(s):  
Timothy J. Vogus ◽  
Allison S. Gabriel ◽  
Laura E. McClelland

As the demands and nature of caregiving work in the health-care sector become more varied and challenging, our research and theories need to match this evolving reality. This editorial introduces theories of caregiving work and then uses each of the four papers featured in the special issue to advance a more nuanced and social approach to theorizing and studying the emotional experience of caregiving work. The articles and editorial explore the implications of whole person organizational and social supports, (un)shared social location between caregivers and patients, the complexity and consequences of emotional experience, and novel measurement and analytic tools to study them.


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