The Role of Gang Involvement as a Protective Factor in the Association Between Peer Victimization and Negative Emotionality

2019 ◽  
Vol 52 (3) ◽  
pp. 469-489
Author(s):  
Jameela Conway-Turner ◽  
Kari Visconti ◽  
Adam Winsler
Keyword(s):  
High School Students ◽  
Peer Victimization ◽  
Protective Factor ◽  
Negative Emotionality ◽  
Fairfax County ◽  
School Students ◽  
Social And Emotional ◽  
Gang Involvement ◽  
Emotional Outcomes ◽  
The Social

Gang involvement is associated with many negative outcomes. However, the social and emotional development of gang-involved youth has received little empirical investigation. This study examines the social and emotional outcomes of gang-involved youth. Data come from the 2009 Fairfax County Youth Survey administered to eighth, 10th, and 12th grade students ( N = 27,869, 50% female, 55% minority). Hierarchical logistic regression was used to test the associations between victimization and negative emotionality, and the potential moderating effect of age and gang involvement. Results showed a positive relationship between victimization and negative emotionality. Youth involved in gangs were more likely to experience victimization. However, the association between peer victimization and negative emotionality was diminished for youth in gangs compared with those not in gangs. In addition, results showed that negative emotional outcomes from victimization were worse for middle school compared with high school students.

Further Validation of the Social and Emotional Health Survey for High School Students

2013 ◽  
Vol 9 (4) ◽  
pp. 997-1015 ◽  
Author(s):  
Sukkyung You ◽  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Tyler L. Renshaw ◽  
Douglas C. Smith ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Health Survey ◽  
Emotional Health ◽  
School Students ◽  
Social And Emotional ◽  
The Social

scholarly journals Edu-Car for life and career: evaluation of a program

2020 ◽  
Vol 37 ◽  
Author(s):  
Mara de Souza Leal ◽  
Lucy Leal Melo-Silva ◽  
Maria do Ceú Taveira
Keyword(s):  
High School Students ◽  
Public Schools ◽  
School Students ◽  
Social And Emotional ◽  
Paired Samples ◽  
The Social ◽  
Post Test ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Career Skills

Abstract Considering the relevance of the development of socio-emotional and career skills to deal with educational and occupational transitions, this study aimed to evaluate the effectiveness of the Edu-Car Program, which purpose is the development of socio-emotional and career competence. From the quasi-experimental design with intervention and comparison groups, 116 high school students from the 10th year, of two public schools in the interior of the State of São Paulo, specifically 60 girls and 56 boys, with mean age of 15, participated. The Social and Emotional or Non-cognitive Nationwide Assessment, called Senna 1.0 and the Career Education Questionnaire, were used as pre and post-test instruments. For the inter and intra-group comparison the T-Test was used for independent and paired samples. The results show that the intervention had significant effects on career exploration, with more search for help and/or information from different people and sources.

scholarly journals Usamljenost srednjoškolaca u domenama prijateljskih, obiteljskih i ljubavnih odnosa

2018 ◽  
Vol 41 (18) ◽  
Author(s):  
Vera Ćubela ◽  
Marina Nekić
Keyword(s):  
High School ◽  
High School Students ◽  
Empirical Data ◽  
Grade Level ◽  
School Students ◽  
Romantic Involvement ◽  
Social And Emotional ◽  
Emotional Loneliness ◽  
The Social ◽  
Research Findings

In studying a group of 483 high-school students from Zadar, the Social and Emotional Loneliness Scale for Adults (SELSA, DiTommaso & Spinner, 1993) was administered to assess the level of loneliness in three domains: friendships, family, and romantic relationships.The main aim of the study was to examine if three scales of the SELSA could be used as reliable measures of these aspects of loneliness during this period of adolescence as well. The results suggest that social and family scales can be considered as reliable measures of adolescents' loneliness in friendships and family, whereas items of romantic scale defined two unrelated dimensions, labeled unsatisfaction with actual status and desire for intimacy. However, in some subgroups, these dimensions were positively or negatively associated, depending on subjects' gender, grade level, and/or actual romantic involvement. The pattern of correlations among the SELSA's scales, obtained in this sample, is in line with the previous research findings, suggesting that the assumed validity of the SELSA in assessing Weiss' concepts of social and emotional loneliness, has no adequate support in empirical data.

Social Environment and Creativity

2011 ◽  
Vol 1 (2) ◽  
pp. 46-58
Author(s):  
Jiří Semrád ◽  
Milan Škrabal
Keyword(s):  
High School Students ◽  
Social Environment ◽  
Family Environment ◽  
Social Background ◽  
Family Influence ◽  
Creative Activity ◽  
School Students ◽  
Cultural Legacy ◽  
The Social ◽  
The Family

The paper deals with issues connected with the motivation of high school students to participate in activities aimed at professional creative activity and, in this context, issues of environmental influences, especially from school and the family. It is responding to some of the growing efforts of neoliberalism to over individualize creative expression and activities and completely ignore social influences. It also takes into account the cultural legacy of past generations and the sources of creative power that have taken root in society and from which individuals draw and process their inspiration. Presented within are the results of an empirical probe focused on the influence of the social environment on the creative activity of teenagers. The paper follows the relations to the existing body of knowledge on the relationship between social environment and creativity, with an effort to capture the social conditionality of creative performances—to capture their roots. The results of the probe have confirmed the initial hypothesis that the creative efforts of secondary school students taking part in vocational training is based on the social background of the family and school. However, the family influence on the students’ creativity is not as significant as one would expect. It is the indirect effect of the family environment that has a larger influence.

The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

2014 ◽  
Vol 11 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Steven R. Aragon ◽  
V. Paul Poteat ◽  
Dorothy L. Espelage ◽  
Brian W. Koenig
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Victimization ◽  
Educational Outcomes ◽  
School Students
Sign in / Sign up

Export Citation Format

Share Document