Community, Integration, and Stability in Multinational Yugoslavia

In 1981 a higher proportion of the multinational population of Yugoslavia chose to declare “Yugoslav” in place of an ethnic identity in response to the census question on nationality than ever before. We present arguments to support the interpretation of Yugoslav identity as evidence of shared political identity, and carry out an analysis of aggregate data on the level of social and material development, political socialization, and interethnic contact in the country's nearly five hundred counties to discover the sources of that identity. We find that with certain important regional variations, Yugoslav identity seems to be the product of interethnic contact and higher education rather than the level of material well-being. These findings support an interpretation of Yugoslav identity as evidence of diffuse support for the existence of a shared political community and suggest both the sources and vulnerabilities of Yugoslav stability.

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Stereotype confirmation concerns and peer pressure mediated through ethnic identity: Predictors of self-esteem and psychological well-being

PsycEXTRA Dataset ◽

10.1037/e633872013-595 ◽

2003 ◽

Author(s):

Hwa Cho ◽

Sabine E. French

Keyword(s):

Ethnic Identity ◽

Peer Pressure ◽

Well Being ◽

Self Esteem ◽

Psychological Well Being

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Ethnic Identity Formation in College Students: Implications for Well-Being

PsycEXTRA Dataset ◽

10.1037/e700902007-001 ◽

2007 ◽

Author(s):

Diane M. Fischer ◽

Judy A. McCown

Keyword(s):

College Students ◽

Ethnic Identity ◽

Identity Formation ◽

Well Being ◽

Ethnic Identity Formation

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THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

Baltic Journal of Career Education and Management ◽

10.33225/bjcem/19.7.9 ◽

2019 ◽

Vol 7 (1) ◽

pp. 9-20

Author(s):

Inna Yeung

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Well Being ◽

Young Person ◽

Self Determination ◽

Full Time ◽

Actual Problem ◽

The Third ◽

The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

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Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

Высшее образование в России ◽

10.31992/0869-3617-2019-28-11-56-67 ◽

2019 ◽

Vol 28 (11) ◽

pp. 56-67 ◽

Cited By ~ 1

Author(s):

A. V. Lyalyuk ◽

O. R. Tuchina

Keyword(s):

Higher Education ◽

Education Institution ◽

Well Being ◽

Social Institution ◽

Educational Environment ◽

Expert Assessment ◽

Risk Category ◽

Subjective Well Being ◽

Higher Education Institution ◽

Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them.

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IN HIGHER EDUCATION THE EFFECT OF LEADERSHIP STYLE ON THE SUBJECTIVE WELL-BEING: THE ROLE OF THE PERCEIVED SUPERVISOR SUPPORT

10.21506/j.ponte.2020.12.7 ◽

2020 ◽

Vol 76 (12) ◽

Author(s):

Rukiye Celik ◽

Begum Yalcin ◽

Serife Alev Uysal

Keyword(s):

Higher Education ◽

Leadership Style ◽

Supervisor Support ◽

Well Being ◽

Subjective Well Being ◽

Perceived Supervisor Support

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Hispanic/Latino Ethnic Identity and Diabetes: An Examination of Underlying Acculturation Processes and the Hispanic/Latino Health Advantage

Health Education & Behavior ◽

10.1177/10901981211010083 ◽

2021 ◽

Vol 48 (3) ◽

pp. 285-294

Author(s):

Jeannie B. Concha ◽

Kristen Kelly ◽

Briana Mezuk

Keyword(s):

Ethnic Identity ◽

Confidence Interval ◽

Health Outcomes ◽

Physical Health ◽

Odds Ratio ◽

Well Being ◽

The United States ◽

Diabetes Prevalence ◽

Physical Health Outcomes ◽

The Relationship

Background. Hispanics/Latinos in the United States experience both a health advantage and disadvantage in developing diabetes. Ethnic identity, a predictor of psychological well-being, has not been widely applied to physical health outcomes. The objective of this study is to apply what is known regarding ethnic identity and psychological health to physical health outcomes (diabetes) and to explore the moderating effect of education as a possible underlying mechanism of the Hispanic Health Advantage/Disadvantage. Specifically, this study examines (a) the association between ethnic identity and diabetes prevalence among adult Hispanics/Latinos and (b) determines whether education modifies this relationship. Method. Data come from the nationally representative adult U.S. household study, National Latino and Asian American Study (NLAAS), collected in 2001 to 2003 ( N = 1,746). Multiple logistic regression was conducted to examine the relationship between ethnic identity, education, and their interaction with likelihood of diabetes. Results. Hispanics/Latinos with high ethnic identity have a higher odds of reporting diabetes among those with 13 to 15 years of education (odds ratio: 1.84; 95% confidence interval: 1.16–2.92) and a lower odds among those with 16+ years of education (odds ratio: 0.53; 95% confidence interval: 0.34–0.84). Ethnic identity is associated with diabetes prevalence and the relationship is moderated by educational attainment. Conclusion. Given the growth, diversity, and diabetes disparities among Hispanics/Latinos, our buffering and exacerbating findings exemplify the complexity and fluidity of theory in understanding psychological/behavioral processes. The findings highlight the importance of designing targeted health interventions that take into account the diverse psychosocial and educational experiences of Hispanics/Latinos.

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Maternal mental health and well-being during the COVID-19 pandemic in Beijing, China

World Journal of Pediatrics ◽

10.1007/s12519-021-00439-8 ◽

2021 ◽

Author(s):

Zhuang Wei ◽

Ming-Yue Gao ◽

Mary Fewtrell ◽

Jonathan Wells ◽

Jin-Yue Yu

Keyword(s):

Mental Health ◽

Higher Education ◽

Maternal Mental Health ◽

Descriptive Analysis ◽

Fair Division ◽

Personal Space ◽

Well Being ◽

Maternal Characteristics ◽

The Impact ◽

Beijing China

Abstract Background The aim of this study is to evaluate the impact of the coronavirus disease 2019 (COVID-19) pandemic on breastfeeding women and to identify predictors of maternal mental health and coping. Methods Mothers aged ≥ 18 years with a breast-fed infant ≤ 18 months of age during the COVID-19 pandemic in Beijing, China, completed a questionnaire. Descriptive analysis of lockdown consequences was performed and predictors of these outcomes were examined using stepwise linear regression. Results Of 2233 participants, 29.9%, 20.0% and 34.7% felt down, lonely, and worried, respectively, during the lockdown; however, 85.3% felt able to cope. Poorer maternal mental health was predicted by maternal (younger age, higher education) and infant (older age, lower gestation) characteristics, and social circumstances (husband unemployed or working from home, receiving advice from family, having enough space for the baby, living close to a park or green space). Conversely, better maternal mental health was predicted by higher income, employment requiring higher qualifications, more personal space at home, shopping or walking > once/week and lack of impact of COVID-19 on job or income. Mothers with higher education, more bedrooms, fair division of household chores and attending an online mother and baby group > once/week reported better coping. Conclusion The findings highlight maternal characteristics and circumstances that predict poorer mental health and reduced coping which could be used to target interventions in any future public health emergencies requiring social restrictions.

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The Neoliberal University in Ireland: Institutional Bullying by Another Name?

Societies ◽

10.3390/soc11020052 ◽

2021 ◽

Vol 11 (2) ◽

pp. 52

Author(s):

Margaret Hodgins ◽

Patricia Mannix McNamara

Keyword(s):

Higher Education ◽

Public Management ◽

New Public Management ◽

Academic Staff ◽

Well Being ◽

The United States ◽

Decent Work ◽

New Public ◽

The Impact ◽

Health And Well Being

New managerialism and the pervasive neoliberalisation of universities is by now a well-established phenomenon. Commentaries explore the political and economic drivers and effects of neoliberal ideology, and critique the impact on higher education and academic work. The impact on the health and well-being of academic staff has had less attention, and it is to that we turn in this paper. Much academic interest in neoliberalism stems from the UK, Australia and the United States. We draw particularly on studies of public Irish universities, where neoliberalism, now well entrenched, but something of a late-comer to the new public management party, is making its presence felt. This conceptual paper explores the concept of neoliberalism in higher education, arguing that the policies and practices of new public management as exercised in universities are a form of bullying; what we term institutional bullying. The authors are researchers of workplace culture, workplace bullying and incivility. Irish universities are increasingly challenged in delivering the International Labour Organisation (ILO) principles of decent work, i.e., dignity, equity, fair income and safe working conditions. They have become exposed in terms of gender imbalance in senior positions, precariat workforce, excessive workload and diminishing levels of control. Irish universities are suffering in terms of both the health and well-being of staff and organisational vibrancy. The authors conclude by cautioning against potential neoliberal intensification as universities grapple with the economic fallout from the COVID-19 pandemic. This paper reviews neoliberalism in higher education and concludes with insight as to how the current pandemic could act as a necessary catalyst to stem the tide and ‘call out’ bullying at the institutional level.

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