scholarly journals Symbolic mobility capital to fight the social stigma of staying: how young adults re-imagine narratives of ‘leaving’ during higher education

2021 ◽  
pp. 1-17
Author(s):  
Eva Mærsk ◽  
Annette Aagaard Thuesen ◽  
Tialda Haartsen
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Social Stigma ◽  
The Social

scholarly journals Ways of Psychosocial Development During Adolescence (12–20 years)

2015 ◽  
Vol 20 (2) ◽  
pp. 24-33 ◽  
Author(s):  
A.V. Shamne
Keyword(s):  
Higher Education ◽  
Cluster Analysis ◽  
Young Adults ◽  
Social Development ◽  
Psychosocial Development ◽  
Social World ◽  
Questionnaire Data ◽  
The Social ◽  
Different Types ◽  
Psychosocial Transition

We analyze the results of empirical operationalization of options (types) of psychosocial development in adolescent age. We studied a large sample of adolescents and young adults of 12-20 years (N = 1130, 48% male) from different strata of the urban and rural (17%) Ukrainian population (students of secondary, vocational, technical and higher education). We used the author’s method “Psychosocial Questionnaire”. Data were analyzed with K-means cluster analysis. We identified and analyzed five clusters (“internal”, “dominant”, “integrated”, “addict”, “aloof”), which represent individually typical features of modern youth psychosocial transition to a state of maturity. Clusters (types) were also analyzed with the following criteria: 1) productive / prosperous and non¬productive / dysfunctional types of psycho-social development; 2) psychosocial integration / adaptation and disintegration / maladaptation in the social world. We revealed the tasks and conditions of effective psychological support of the youth (correction zone) with different types of psycho-social development.

Optimal Cut-Off Score of Social Phobia and Anxiety Inventory-Brief Form

2018 ◽  
Vol 34 (4) ◽  
pp. 278-282 ◽  
Author(s):  
Luis-Joaquin Garcia-Lopez ◽  
Deborah Beidel ◽  
Jose-Antonio Muela-Martinez ◽  
Lourdes Espinosa-Fernandez
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Anxiety Disorder ◽  
Social Phobia ◽  
Clinical Utility ◽  
Healthy Controls ◽  
Screening Measure ◽  
Dsm 5 ◽  
The Social ◽  
Heated Debate

Abstract. No cut-off scores for the Social Phobia and Anxiety Inventory-Brief (SPAI-B) are available to screen for young adults with and without social anxiety disorder (SAD). In addition, there is a currently heated debate on the utility of the performance-only specifier in DSM-5. The present study is aimed at covering these gaps. Participants included 124 young adults in higher education with a clinical diagnosis of SAD and 81 healthy controls. The SPAI-B scores revealed a continuum of severity among the nonclinical population, performance-only specifier participants, and those with both performance and social interactional fears. Data suggested to use a rounded cut-off of 24 to screen for patients with both performance and interactional fears, and a rounded cut-off score of 23 for young adults with performance-only specifier. Findings demonstrated that the SPAI-B is particularly useful as a screening measure among young adults in higher education, but the limited discriminative capacity of the performance-only specifier may call into question the clinical utility of this recently established specifier.

scholarly journals L’expérience sociale des institutions scolaires : construire son identité linguistique au fil de la transition à l’enseignement supérieur

2013 ◽  
Vol 43 (1) ◽  
pp. 44-62
Author(s):  
Marie-Odile Magnan
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Social Reproduction ◽  
Life Story ◽  
Sociology Of Education ◽  
Constructivist Approach ◽  
Linguistic Identity ◽  
Classical View ◽  
The Social ◽  
Transition To Higher Education

Rather than using the classical view generally embraced by the field of sociology of education – that is equity in educational chances and mechanisms of social reproduction, this article analyses the construction of linguistic identity among young adults during their school and mobility pathways. The results obtained from this qualitative research (N=33) demonstrate that the transition to higher education influences the construction of linguistic identity of young adults who previously attended a minority linguistic school in Canada – and this is mainly due to the new relationships to otherness that the transition to higher education involves. Using a micro sociological and constructivist approach, the article draws a parallel between the objective pathways (school and mobility transitions) and the subjective pathways (construction of linguistic identity) of young adults by analysing their life story with a diachronic approach. Although some researchers have evoked the decline of the school institution (Dubet, 2002), this article reveals that the social experience of school leaves a mark on life pathways.    

Women's Path to Independence in Syria

1970 ◽  
pp. 74-76
Author(s):  
Talal El-Atrache
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Social Stigma ◽  
University Campus ◽  
Job Market ◽  
Social Phenomena ◽  
Female Population ◽  
Male Domination ◽  
The Past ◽  
The Social

Over the past twenty years, Syria has witnessed a dramatic evolution of its female population, especially in rural areas. By moving to Damascus to pursue their higher education, women are gradually able to declare their independence from male domination by living on their own, hitting the job market, and providing for themselves. Syrian society has experienced dramatic changes over the last two decades in terms of attitudes and mentalities towards women's education. Before the 1980s, the social stigma surrounding female independence and women's desire to move away from their homes made it practically impossible for young rural girls to move to the Damascus University Campus on their own; those who did were just a minority, and such early social phenomena did raise a few eyebrows.

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

The Hitman Study

2010 ◽  
Vol 15 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Stephanie M. Rueda
Keyword(s):  
Experimental Study ◽  
Young Adults ◽  
Aggressive Behavior ◽  
Video Game ◽  
Real Life ◽  
Mood Management ◽  
Video Game Play ◽  
Video Game Playing ◽  
Violent Video Game ◽  
The Social

This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

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