scholarly journals The Dynamics of Interethnic Friendships and Negative Ties in Secondary School: The Role of Peer-Perceived Ethnicity

2020 ◽  
Vol 83 (4) ◽  
pp. 342-362
Author(s):  
Zsófia Boda ◽  
Bálint Néray ◽  
Tom A. B. Snijders
Keyword(s):  
Secondary School ◽  
Social Identity Theory ◽  
Social Ties ◽  
Minority Group ◽  
Joint Modeling ◽  
Ethnic Integration ◽  
Majority Students ◽  
Dynamic Stochastic ◽  
Ethnicity Data

This study examines ethnic integration in secondary school. Social identity theory suggests that perception of relevant individual attributes plays a crucial role in defining ingroups and outgroups, contributing to befriending, and disliking others. Therefore, we analyze the role of peer-perceived ethnicity in social ties. Networks of friendship, dislike, and perceived ethnicity were modeled together using dynamic stochastic actor-oriented models, separating the effect of perceived ethnicity on social ties from that of social ties on perceived ethnicity. Data came from a Hungarian sample of 12 school classes with one minority group: the Roma. Treating friendship and dislike as mutually exclusive and comparing them to neutral relations, we found evidence for the role of perceived ethnicity in dislike—majority students disliked those they perceived as minority peers. However, we saw no direct effect of ethnicity on the friendship network. Implications of the joint modeling of mutually exclusive relationship aspects are discussed.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

Closing the Circle

2017 ◽  
Author(s):  
Meenaxi Barkataki-Ruscheweyh
Keyword(s):  
Ethnic Minority ◽  
Minority Group ◽  
The State ◽  
Ethnic Minority Group ◽  
Role Of The State

In the concluding chapter, I discuss the various strategies that the Tangsa use in Assam to survive as a small ethnic minority group and how performing identity and ethnicity at festivals can be considered to be yet one more such strategy. This leads to a discussion of Tangsa identity, ethnicity, and culture as well as the role of the state and the Assamese ‘other’ in defining what it means to be Tangsa. In a ‘Taking Stock’ section, I list all my shortcomings, and also all that that still needs to be done before some amount of clarity can be achieved in understanding the complex Tangsa picture. The concluding section summarizes my findings to make clear the underlying and undeniable connection between performing ethnicity and negotiating marginalization.

Perceived parental involvement and student engagement with homework in secondary school: The mediating role of self-handicapping

2021 ◽  
Author(s):  
José Carlos Núñez ◽  
Carlos Freire ◽  
María del Mar Ferradás ◽  
Antonio Valle ◽  
Jianzhong Xu
Keyword(s):  
Student Engagement ◽  
Parental Involvement ◽  
Secondary School ◽  
Mediating Role

Team Networks and Team Identification: The Role of Leader-Member Exchange

2013 ◽  
Vol 41 (7) ◽  
pp. 1115-1123 ◽  
Author(s):  
KeXin Guan ◽  
ZhengXue Luo ◽  
JiaXi Peng ◽  
Zhen Wang ◽  
HaiTing Sun ◽  
...  
Keyword(s):  
Social Exchange ◽  
Social Identity Theory ◽  
Social Exchange Theory ◽  
Team Identification ◽  
Leader Member Exchange ◽  
Exchange Relationships ◽  
Member Exchange ◽  
The Mean ◽  
The Relationship

We examined the relationship among team networks, leader-member exchange (LMX), and team identification in the workplace. Social network theory, social exchange theory, and social identity theory served as references for our theoretical propositions and analyses. We collected data from a sample of 223 teams of military personnel, serving in the artillery in West China. We found that the team networks had a significant effect on team identification. Further, the variance and the mean for LMX in teams interacted in influencing team identification (β =-.893, p < .01). Our findings indicated that creating productive networks in teams would be useful to enhance team identification, the effect of which may be carried on through to building exchange relationships between leader and follower.

Does Customer Experience Always Benefit Company? Examining Customers’ Epistemic Motivation and Interaction With Service Contexts

2021 ◽  
pp. 183933492199886
Author(s):  
Vu Thi Mai Chi ◽  
Widya Paramita ◽  
Tran Ha Minh Quan
Keyword(s):  
Social Identity Theory ◽  
Empirical Support ◽  
Customer Experience ◽  
Customer Engagement ◽  
Survey Method ◽  
Epistemic Motivation ◽  
Engagement Behavior ◽  
Company Identification ◽  
Employee Identification

The main purpose of this study is explaining how and when customer experience benefits the company. Built upon social identity theory, we propose that customer experience leads to customer engagement behavior, via two routes: customer-company and customer-employee identification. Furthermore, we advance that customers’ epistemic motivation negatively moderates the mediated effect of customer experience on customer engagement behavior. We ran two studies to validate the measurement of customer experience and to test our hypotheses. For the two studies, we employed a survey method by recruiting consumers of beauty salons in Vietnam. The results demonstrated that EXQ as a measurement for customer experience is applicable to the context of the study and provided empirical support for the hypotheses. Such as, this research found that customer experience positively influences customer engagement behavior as mediated by customer-company and customer-employee identification. Furthermore, this research revealed that customer epistemic motivation negatively moderates the mediated effect of customer experience on customer engagement behavior via customer-employee identification. However, the moderating role of customer epistemic motivation is insignificant for the mediated relationship via customer-company identification. Finally, this research offers theoretical and practical contributions that are elaborated and further discussed.

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