Attributions and peer harassment

2005 ◽  
Vol 6 (1) ◽  
pp. 119-130 ◽  
Author(s):  
Sandra Graham
Keyword(s):  
Social Context ◽  
Conceptual Framework ◽  
Attribution Theory ◽  
Ethnic Diversity ◽  
Peer Groups ◽  
Ethnic Composition ◽  
Causal Beliefs ◽  
Special Issue ◽  
The Social ◽  
Peer Harassment

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.

scholarly journals Engineering the Future: A Conceptual Framework for Evolving Engineering Education

2017 ◽  
Author(s):  
Kai Hua Zhuang ◽  
Franc Newland
Keyword(s):  
Social Context ◽  
Engineering Education ◽  
Conceptual Framework ◽  
Conceptual Model ◽  
Social Agency ◽  
Educational Initiatives ◽  
Current Perspective ◽  
The Social ◽  
The Future

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.

Addressing Racism

2013 ◽  
Vol 44 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Beatriz D'Ambrosio ◽  
Marilyn Frankenstein ◽  
Rochelle Gutiérrez ◽  
Signe Kastberg ◽  
Danny Bernard Martin ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Social Context ◽  
Achievement Gap ◽  
Special Issue ◽  
Race And Racism ◽  
The Social

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.

scholarly journals Creativity: The Influence of Cultural, Social, and Work Contexts

2010 ◽  
Vol 6 (3) ◽  
pp. 351-370 ◽  
Author(s):  
Miriam Erez ◽  
Rikki Nouri
Keyword(s):  
Social Context ◽  
Conceptual Framework ◽  
Cultural Differences ◽  
Present Article ◽  
Two Dimensions ◽  
Future Research ◽  
Task Structure ◽  
The Social ◽  
The Relationship ◽  
Contextual Characteristic

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.

A Conceptual Framework of Blended Learning for Self-Directed Learners in the Social Context: Case of Mobile Learning

2017 ◽  
Vol 14 (1) ◽  
pp. 51
Author(s):  
WAN ABDUL RAHIM WAN MOHD ISA ◽  
Zulinda Ayu Zulkipli ◽  
Mimi Nurakmal Mustapa
Keyword(s):  
Social Context ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Mobile Learning ◽  
Social Aspects ◽  
Self Directed Learning ◽  
The Social ◽  
Directed Learning ◽  
Qualitative Responses

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

scholarly journals What Happens to Others Matters! An Intraindividual Processual Approach to Coworkers’ Psychological Contract Violations

2021 ◽  
Vol 46 (2) ◽  
pp. 153-185
Author(s):  
Sandra Costa ◽  
Jacqueline Coyle-Shapiro
Keyword(s):  
Social Context ◽  
Conceptual Framework ◽  
Psychological Contract ◽  
Psychological Contracts ◽  
Employment Relationship ◽  
Psychological Contract Violation ◽  
The Social ◽  
Sensemaking Process ◽  
Psychological Contract Violations ◽  
Practical Implications

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.

scholarly journals Ψυχολογία, φύλο και ταυτότητα: Αντινομίες, διασταυρώσεις και προκλήσεις

2020 ◽  
Vol 19 (2) ◽  
pp. 237
Author(s):  
Λία Φίγγου
Keyword(s):  
Social Context ◽  
Gender Identity ◽  
Special Issue ◽  
Psychological Study ◽  
The Social

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.

Introduction

2020 ◽  
pp. 1-25
Author(s):  
Eric Gordon ◽  
Gabriel Mugar
Keyword(s):  
Civil Society ◽  
Social Context ◽  
Conceptual Framework ◽  
Research Methodology ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Culture ◽  
The Social ◽  
The Creation

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.

The Social Context of Caregiving Work in Health Care: Pushing Conceptual and Methodological Frontiers

2020 ◽  
Vol 47 (2) ◽  
pp. 123-143 ◽  
Author(s):  
Timothy J. Vogus ◽  
Allison S. Gabriel ◽  
Laura E. McClelland
Keyword(s):  
Health Care ◽  
Social Context ◽  
Emotional Experience ◽  
Social Supports ◽  
Health Care Sector ◽  
Social Location ◽  
Special Issue ◽  
Social Approach ◽  
The Social ◽  
Whole Person

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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