Individual and Social Network Predictors of Physical Bullying: A Longitudinal Study of Taiwanese Early Adolescents

2014 ◽  
Vol 29 (4) ◽  
pp. 701-716 ◽  
Author(s):  
Hsi-Sheng Wei ◽  
Wonjae Lee
Keyword(s):  
Social Network ◽  
Repeated Measures ◽  
Economic Status ◽  
Friendship Networks ◽  
Friendship Network ◽  
Individual Level ◽  
School Year ◽  
Bullying Experiences ◽  
The Individual ◽  
Physical Bullying

This study followed 125 7th-grade students in Taiwan for the entire school year and analyzed the individual and social network factors predicting their involvement in physical bullying over 5 waves of data. Using self-reports of bullying experiences, 20 classroom-level networks of bullying and friendship were constructed for 4 classrooms and 5 temporal points, from which 4 individual-level network measures were calculated. They included bully and victim centrality, popularity, and embeddedness in friendship networks. A series of mixed models for repeated measures were constructed to predict students’ bully and victim centrality in bullying network at time t + 1. Compared to girls, boys were more likely to be both the bullies and victims. Lower self-esteem and higher family economic status contributed to victim centrality. Having parents married and living together predicted lower bully centrality. Higher educational level of parents predicted lower victim and bully centrality. Regarding the social network factors, students’ bully centrality at t positively predicted their bully centrality at t + 1, whereas victim centrality predicted their subsequent victim centrality. Interaction effects between friendship network and bullying network were observed. Embeddedness in friendship network reduced victim centrality at t + 1 except for those students with low victim centrality at t. For those with high victim centrality at t, popularity increased their risk of physical victimization over time. Implications for research and practice are discussed.

scholarly journals Quantifying segregation in an integrated urban physical-social space

2019 ◽  
Vol 16 (160) ◽  
pp. 20190536 ◽  
Author(s):  
Yang Xu ◽  
Alexander Belyi ◽  
Paolo Santi ◽  
Carlo Ratti
Keyword(s):  
Social Network ◽  
Large Scale ◽  
Social Space ◽  
Human Mobility ◽  
Economic Status ◽  
Physical Space ◽  
Two Dimensions ◽  
Time Resolved ◽  
Individual Level ◽  
The Individual

Our knowledge of how cities bring together different social classes is still limited. Much effort has been devoted to investigating residential segregation, mostly over well-defined social groups (e.g. race). Little is known of how mobility and human communications affect urban social integration. The dynamics of spatial and social-network segregation and individual variations along these two dimensions are largely untapped. In this article, we put forward a computational framework based on coupling large-scale information on human mobility, social-network connections and people’s socio-economic status (SES), to provide a breakthrough in our understanding of the dynamics of spatio-temporal and social-network segregation in cities. Building on top of a social similarity measure, the framework can be used to depict segregation dynamics down to the individual level, and also provide aggregate measurements at the scale of places and cities, and their evolution over time. By applying the methodology in Singapore using large-scale mobile phone and socio-economic datasets, we find a relatively higher level of segregation among relatively wealthier classes, a finding that holds for both social and physical space. We also highlight the interplay between the effect of distance decay and homophily as forces that determine communication intensity, defining a notion of characteristic ‘homophily distance’ that can be used to measure social segregation across cities. The time-resolved analysis reveals the changing landscape of urban segregation and the time-varying roles of places. Segregations in physical and social space are weakly correlated at the individual level but highly correlated when grouped across at least hundreds of individuals. The methodology and analysis presented in this paper enable a deeper understanding of the dynamics of human segregation in social and physical space, which can assist social scientists, planners and city authorities in the design of more integrated cities.

scholarly journals Comparison Between Non-Invasive Methane Measurement Techniques in Cattle

Animals ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. 563 ◽  
Author(s):  
Rey ◽  
Atxaerandio ◽  
Ruiz ◽  
Ugarte ◽  
González-Recio ◽  
...  
Keyword(s):  
Repeated Measures ◽  
Measurement Techniques ◽  
Genetic Selection ◽  
Mitigation Strategies ◽  
Population Means ◽  
Individual Level ◽  
Non Invasive ◽  
Ch4 Concentration ◽  
The Individual ◽  
Methane Measurement

The aim of this trial was to study the agreement between the non-dispersive infrared methane analyzer (NDIR) method and the hand held laser methane detector (LMD). Methane (CH4) was measured simultaneously with the two devices totaling 164 paired measurements. The repeatability of the CH4 concentration was greater with the NDIR (0.42) than for the LMD (0.23). However, for the number of peaks, repeatability of the LMD was greater (0.20 vs. 0.14, respectively). Correlation was moderately high and positive for CH4 concentration (0.73 and 0.74, respectively) and number of peaks (0.72 and 0.72, respectively), and the repeated measures correlation and the individual-level correlation were high (0.98 and 0.94, respectively). A moderate concordance correlation coefficient was observed for the CH4 concentration (0.62) and for the number of peaks (0.66). A moderate-high coefficient of individual agreement for the CH4 concentration (0.83) and the number of peaks (0.77) were observed. However, CH4 concentrations population means and all variance components differed between instruments. In conclusion, methane concentration measurements obtained by means of NDIR and LMD cannot be used interchangeably. The joint use of both methods could be considered for genetic selection purposes or for mitigation strategies only if sources of disagreement, which result in different between-subject and within-subject variabilities, are identified and corrected for.

Breaking Up Isn’t Hard to Do: Exploring the Dissolution of Teachers’ and School Leaders’ Work-Related Ties

2017 ◽  
Vol 53 (4) ◽  
pp. 616-648 ◽  
Author(s):  
James P. Spillane ◽  
Matthew Shirrell
Keyword(s):  
Social Network ◽  
School Leadership ◽  
School Leaders ◽  
Network Models ◽  
Organizational Level ◽  
School Staff ◽  
Leadership Positions ◽  
Individual Level ◽  
Work Related ◽  
The Individual

Purpose: School leaders are central to the development of work-related ties among school staff. Although prior work has examined the predictors of the presence of work-related ties, little is known about the breakup or dissolution of ties among school staff. This study examines the extent of tie dissolution among school staff, as well as both the individual- and organizational-level predictors of the breakup of ties. Research Methods: This study uses social network analysis of 4 years of survey data from 14 elementary schools in one suburban U.S. district. Social network models predict the likelihood of the breakup of a tie between school staff in three types of networks: close colleague networks, and instructional advice networks in mathematics and language arts. Findings: Work-related ties between school staff dissolve at high rates from year to year, and ties that dissolve generally do not re-form. Aspects of the formal school organization—particularly changing grade levels and losing leadership positions—predict the breakup of ties, while individual-level factors such as commitment to the school, perceptions of school leadership, and beliefs about instruction generally do not predict tie dissolution. Implications for Research and Practice: School leaders should carefully consider grade reassignments and changes in leadership positions, as these changes strongly predict the breakup of ties between school staff. School leaders should also invest in the promotion and maintenance of cross-grade ties after changes to grade-level assignments.

scholarly journals Development of Students’ Sustainability Competencies: Do Teachers Make a Difference?

2021 ◽  
Vol 13 (22) ◽  
pp. 12594
Author(s):  
Katja Scharenberg ◽  
Eva-Maria Waltner ◽  
Christoph Mischo ◽  
Werner Rieß
Keyword(s):  
Secondary School ◽  
Behavioral Intentions ◽  
Motivational Beliefs ◽  
Prior Learning ◽  
School Students ◽  
Individual Level ◽  
School Year ◽  
Teachers Attitudes ◽  
The Individual ◽  
Beliefs And Attitudes

Sustainability competence is an important goal of Education for Sustainable Development (ESD) in school. It is therefore anchored in the education plans of almost all school tracks in Germany. However, empirical findings regarding ESD in schools are scarce. The present study thus examined how sustainability competencies of secondary-school students develop within the course of a school year. Based on a proposed framework model of sustainability competencies, we assessed (a) students’ sustainability-related knowledge, (b) their affective-motivational beliefs and attitudes towards sustainability, as well as (c) their self-reported sustainability-related behavioral intentions. Our sample comprised n = 1318 students in 79 classrooms at different secondary school tracks (Grades 5–8) in Baden-Wuerttemberg (Germany). Measurements were taken at the beginning and at the end of the school year after the introduction of ESD as a guiding perspective for the new education plan. We observed an increase in students’ sustainability-related knowledge but a decline in their affective-motivational beliefs and attitudes towards sustainability over the course of one school year. Multilevel analyses showed that, at the individual level, prior learning requirements as well as ESD-related characteristics (students’ activities and general knowledge of sustainability) proved to be the strongest predictors of their development. In addition, grade- and track-specific differences were observed. At the classroom level, teachers’ attitudes towards ESD as well as their professional knowledge were found to be significant predictors of students’ development. The higher the commonly shared value of ESD at school and the higher teachers’ self-efficacy towards ESD, the higher was the students’ development of sustainability-related knowledge and self-reported sustainability-related behavioral intentions, respectively. The significance of the findings for ESD in schools is discussed.

A multilevel analysis of change in hatred of academic work during high school: focusing on the sociocultural background of Korea

2019 ◽  
Vol 29 (2) ◽  
pp. 166-176 ◽  
Author(s):  
Minyoung Lee ◽  
Soohyun Cho ◽  
Sang Min Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Autonomy Support ◽  
Economic Status ◽  
School Students ◽  
Individual Level ◽  
Policy Interventions ◽  
The Individual ◽  
Multilevel Growth Model

AbstractDevelopment of academic hatred was examined at four time points across 7 months among 1,015 South Korean high school students. A multilevel growth model showed that the baseline of, and change in, academic hatred varied across individuals and classrooms. At the individual level, gender, parents’ academic pressure, depression, and test anxiety were related to the initial level of academic hatred; gender and test anxiety were associated with a decrease in academic hatred over time. At the class level, lower socio-economic status and higher teachers’ autonomy support were associated with a lower baseline of academic hatred, and higher teachers’ autonomy support decreased academic hatred. Influence mechanisms of protective and risk factors on students’ academic hatred can be considered for strategic and policy interventions.

Adolescent Mothers’ Life Trajectory: What is Dimming Their Futures?

2020 ◽  
Vol 2 ◽  
pp. 122-133
Author(s):  
Laramie Nicole Riggs
Keyword(s):  
Adolescent Mothers ◽  
Economic Status ◽  
Cultural Beliefs ◽  
Life Outcomes ◽  
Individual Level ◽  
Adolescent Motherhood ◽  
Beliefs And Values ◽  
Primary Determinant ◽  
Life Trajectory ◽  
The Individual

For years, researchers contended that early pregnancy was the primary determinant for poor life outcomes for adolescent mothers (Hayes, 1987, as cited in SmithBattle 2007, p 410). More recently, the flaws in these assumptions have surfaced as theories such as the general systems theory on human behavior are gaining traction. This states that from the individual level (social interactions, cultural beliefs and values, degree of self-efficacy) to the environmental level (family, peer groups, societal norms, social class, economic status, racism), the widening disparity along one’s developmental life course reveals outcomes unique to a person and their experiences (Coie et al., 1993, pp 1014, 1016). The intertwined nature of these systems, each of which will be discussed in further sections, have altered the direction of research concerning sources of poor life outcomes commonly attributed to adolescent motherhood.

scholarly journals Area and individual circumstances and mood disorder prevalence

2004 ◽  
Vol 185 (3) ◽  
pp. 227-232 ◽  
Author(s):  
Nicholas W. J. Wainwright ◽  
Paul G. Surtees
Keyword(s):  
Health Outcomes ◽  
Mood Disorder ◽  
Mood Disorders ◽  
Economic Status ◽  
Relative Strength ◽  
Area Deprivation ◽  
Cross Sectional ◽  
Individual Level ◽  
Socio Economic Status ◽  
The Individual

BackgroundAssociations have been demonstrated between contextual (area level) factors and a range of physical health outcomes, but their relationship with mental health outcomes is less well understood.AimsTo investigate the relative strength of association between individual and area-level demographic and socioeconomic factors and mood disorder prevalence in the UK.MethodCross-sectional data from 19 687 participants from the European Prospective Investigation into Cancer and Nutrition in Norfolk.ResultsArea deprivation was associated with current (12-month) mood disorders after adjusting for individual-level socio-economic status (OR for top v. bottom quartile of deprivation scores 1.29, 95% C11.1–1.5, P < 0.001). However, this association was small relative to those observed for individual marital and employment status. Significant residual area-level variation in current mood disorders (representing 3.6% of total variation, P=0.04) was largely accounted for by individual-level factors.ConclusionsThe magnitude of the association between socio-economic status and mood disorders is greater at the individual level than at the area level.

scholarly journals Epidemiology of the early COVID-19 epidemic in Orange County, California: comparison of predictors of test positivity, mortality, and seropositivity

2021 ◽  
Author(s):  
Daniel M. Parker ◽  
Tim Bruckner ◽  
Veronica M. Vieira ◽  
Catalina Medina ◽  
Vladimir N. Minin ◽  
...  
Keyword(s):  
Orange County ◽  
Economic Status ◽  
Large Population ◽  
Central Area ◽  
North Central ◽  
Individual Level ◽  
Public Health Emergencies ◽  
The North ◽  
County Population ◽  
The Individual

COVID-19 is one of the largest public health emergencies in modern history. Here we present a detailed analysis from a large population center in Southern California (Orange County, population of 3.2 million) to understand heterogeneity in risks of infection, test positivity, and death. We used a combination of datasets, including a population-representative seroprevalence survey, to assess the true burden of disease as well as COVID-19 testing intensity, test positivity, and mortality. In the first month of the local epidemic, case incidence clustered in high income areas. This pattern quickly shifted, with cases next clustering in much higher rates in the north-central area which has a lower socio-economic status. Since April, a concentration of reported cases, test positivity, testing intensity, and seropositivity in a north-central area persisted. At the individual level, several factors (e.g., age, race/ethnicity, zip codes with low educational attainment) strongly affected risk of seropositivity and death.

scholarly journals Peer effects and scholastic achievement: spatial models estimates using the student friendship network at the classroom level

2019 ◽  
Vol 23 (1) ◽  
pp. 5-24
Author(s):  
Isabel Pessoa de Arruda Raposo ◽  
Tatiane Almeida de Menezes ◽  
Ricardo Carvalho de Andrade Lima ◽  
Ricardo Zimmerle da Nóbrega
Keyword(s):  
Standard Deviation ◽  
Peer Effects ◽  
Fixed Effects ◽  
Spatial Models ◽  
Friendship Networks ◽  
Friendship Network ◽  
Spatial Autoregressive ◽  
Spatial Autoregressive Models ◽  
The Individual ◽  
Identification Strategy

This paper evaluates the peer effects on individual academic performance. The identification strategy considers the architecture of friendship networks within classrooms, in addition to group and individual fixed effects. Estimates of spatial autoregressive models show that an increase of one standard deviation (sd) in peers’ math grade improves by 6% sds the student’s grade. Furthermore, when we also consider the indirect friendship bonds, the aggregate peer impact raises to 45% sds of the individual math grade.

Disability Income: The Experiences of Women with Multiple Sclerosis

1998 ◽  
Vol 65 (4) ◽  
pp. 193-201 ◽  
Author(s):  
Lyn Jongbloed
Keyword(s):  
Multiple Sclerosis ◽  
Economic Status ◽  
Pension Plan ◽  
Work Force ◽  
Eligibility Criteria ◽  
Individual Level ◽  
Policy Environments ◽  
Disability Income ◽  
Support Programmes ◽  
The Individual

This paper examines the experiences of unemployed women with multiple sclerosis with three income support programmes, the Canada/Quebec Pension Plan, long term disability insurance and social assistance. Findings are based on ethnographic interviews with 23 women. Difficulties experienced with these programmes include the low level of benefits of two of the programmes, the earnings-based component of two of the programmes, and requirements in eligibility criteria that applicants be defined as permanently unemployable. The occupational consequences of disability income policies are mediated by marital and socio-economic status. For some, policies mean lives of poverty and marginalization, for others they mean lack of freedom to change jobs, to work part-time or hesitance to return to the work force. The ways in which social policies shape the individual experience of disability should inform occupational therapy intervention at the individual level. Therapists are also challenged to help create policy environments that will enhance client function.

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