scholarly journals An Assessment of Primary School Pupils' Needs with Regard to Planning the Social-pedagogic Interventions - Standardisation of the Measurement Instrument

2016 ◽  
Vol 24 (2) ◽  
pp. 93-114
Author(s):  
Dejana Bouillet
Keyword(s):  
Elementary Schools ◽  
Parental Support ◽  
Measurement Instrument ◽  
Behavioural Problems ◽  
Behavioral Difficulties ◽  
Behavioural Difficulties ◽  
Gender And Age ◽  
The Social ◽  
Pedagogical Interventions ◽  
Primary School Pupils

This paper presents the development process of the measuring instrument for timely identification of elementary school pupils’ behavioural problems, with the aim of proper implementation of appropriate socio-pedagogical interventions. The key matter discussed in the paper is the Questionnaire for assessment of interventional needs of pupils – version for pupils, which is being developed and evaluated with the aim of contributing to the standardisation and evaluation processes of the socio-pedagogical interventions in elementary schools. The research was conducted on a sample of 3301 pupils from the third, fifth, and seventh grades, from 43 elementary schools in 13 Croatian counties. The final version of the Questionnaire consists of 42 variables which measure relationships with peers, relationship towards education, relationship towards obligations, relationships with parents, the level of parental support, openness in communication and interests, relationships with teachers, self-satisfaction and permissiveness in upbringing. The reliability, validity and objectivity of the Questionnaire are satisfactory (Cronbach’s Alpha =.894). The pupils were clustered in three groups, based on the result on the Questionnaire: pupils with behavioural disorders, with behavioural difficulties and other pupils who do not display behavioral difficulties or disorders. It was found that, according to this criteria, there is an average of 12.88% pupils with behavioural problems in Croatian elementary schools. This paper suggests guidelines for grouping pupils into categories that depend on the gender and age of the pupils, but the precise norms concerning the criteria will be developed in the next stage of the project.

Reliability of the Social Skills Rating System in a Group of Iranian Children

2001 ◽  
Vol 89 (3) ◽  
pp. 566-570 ◽  
Author(s):  
Sima Shahim
Keyword(s):  
Elementary Schools ◽  
Social Skills ◽  
Rating System ◽  
Behavioural Problems ◽  
Rating Systems ◽  
Social Skills Rating System ◽  
Self Rating ◽  
The Social ◽  
Iranian Children ◽  
Pearson Correlations

The purpose of this study was to investigate reliability of the Social Skills Rating Systems of Gresham and Elliott for use in Iran. The sample consisted of 304 students aged 6 to 12 years, selected from the elementary schools in Shiraz, Iran. Parents' and teachers' ratings of social skills and behavioural problems and self-rating of social skills were applied in this study. Pearson correlations between parents' and teachers' ratings were low to moderate. Correlations between social skills subdomains and behavioural problems subdomains were low to high. Cronbach coefficients alpha were satisfactory for the two subdomains.

scholarly journals Career Decision, Work Adjustment, and Person–Job Fit of Adolescents: Moderating Effects of Parental Support

2021 ◽  
pp. 089484532199596
Author(s):  
Markus P. Neuenschwander ◽  
Jan Hofmann
Keyword(s):  
Parental Support ◽  
Self Efficacy ◽  
Structural Equation ◽  
Social Cognitive ◽  
Structural Equation Models ◽  
Cognitive Model ◽  
Career Decision ◽  
Work Conditions ◽  
Job Fit ◽  
The Social

We applied the social cognitive model of work satisfaction to the transition from lower secondary education to work in Switzerland and combined career decision and adjustment to work. The model assumes that self-efficacy affects career decision outcomes and adjustment after transition to work. Self-efficacy interacts with parental support during career decision making. We tested the model using a longitudinal sample of 603 adolescents who filled out questionnaires in seventh grade, ninth grade, and 1 year after starting work. Structural equation models showed that parental support weakens the effect of self-efficacy on anticipated person–job fit and expectations of work conditions (moderation). Expectations of work conditions and a company’s support help newcomers to attain a high perceived person–job fit. These findings have several implications on how to support adolescents’ school-to-work transition.

Outcomes of the Social Competence Program Second Step in Norwegian Elementary Schools

2008 ◽  
Vol 29 (1) ◽  
pp. 71-88 ◽  
Author(s):  
Ingrid Holsen ◽  
Brian H. Smith ◽  
Karin S. Frey
Keyword(s):  
Elementary Schools ◽  
Social Competence ◽  
Second Step ◽  
The Social

scholarly journals Investigation of the relationship between children's prosocial behaviour and self-regulation skills

2020 ◽  
Vol 15 (5) ◽  
pp. 877-886
Author(s):  
İsa Kaya
Keyword(s):  
Prosocial Behavior ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
The Self ◽  
Demographic Information ◽  
Gender And Age ◽  
The Social ◽  
Significant Difference ◽  
Behavior Scale ◽  
The Relationship

This study aimed to investigate the relationship between children's prosocial behavior and self-regulation skills. To collect the data of the study, demographic information form developed by the researcher was used for the demographic information of children, the prosocial behavior sub-dimension of the social behavior scale was used for the prosocial behavior, and the self-regulation skills scale was used for the self-regulation skills of the children. The collected data were analyzed by independent sample t-test, Pearson’s product moment correlation analysis and simple linear regression analysis in a computer package software. As a result of the research, while the self-regulation and prosocial behaviors of children differed according to gender and age of children, the situation of the children whether they have siblings and duration of the pre-school education did not make any significant difference. According to these results, girls' self-regulation and prosocial behavior scores were higher than that of boys and 6 years of age children’s scores were higher than that of 5 years of age children. While there was a moderate positive significant relationship between self-regulation skills and prosocial behavior, it was concluded that the prosocial behavior of children predicted self-regulation skills at the level of 11%.   Keywords: Prosocial behavior, self-regulation skills, early childhood, preschool

scholarly journals Komparativna analiza hrvatskog i nizozemskog školskog sustava

2018 ◽  
Vol 36 (13) ◽  
Author(s):  
Igor Radeka ◽  
Ljiljana Radman
Keyword(s):  
Elementary Schools ◽  
School System ◽  
Cultural Context ◽  
Basic Characteristic ◽  
Institutions Of Higher Education ◽  
Cultural Economic ◽  
Resource Potential ◽  
The Social ◽  
State And Society ◽  
Developed World

The article commences its comparative analysis of the Croatian and the Holland system by emphasising the main features of the Croatian and the Holland state and society and by analysing the Croatian and the Holland school subsystems: kindergardens, elementary schools, high schools, institutions of higher education, specialized schooling and schools for grownups. Transition, as the basic characteristic of the Crotian school system and multiculturalism as the chief feature of the Holland system, are given places of prominence.The authors conclude that the surrounding European cultural context, the geographical and resource potential of the countries which stress the immense significance of education, the large number of the population covered by elementary and high school subsystems and the problems of the social deviation of youth are common to both the Croatian and the Holland societies and their school systems.The differences between these two systems are much greater and these can be divided according to the structure, the degree of centralization and way of running the schools, financing them, their ownership, the organisation of their activitiess, their programs, the pedagogical standards, the position of those attending the systems and the state of the educated labour market.At the end of the article, the authors voice a plea for the application of the positive experience of the Holland school system into the Croatian school system, taking into consideration its historical, cultural, economic, social and national specificities in order to bring the school system of Croatia as close as possible to that of the developed world.

scholarly journals Social Mobility of Collective Farmers in the 1930s

2021 ◽  
Vol 23 (1) ◽  
pp. 114-128
Author(s):  
Vladimir A. Il’inykh ◽  
Keyword(s):  
Social Mobility ◽  
Rural Areas ◽  
Collective Farm ◽  
Professional Career ◽  
Gender And Age ◽  
The Social ◽  
Machine Operators ◽  
Corporate Character ◽  
Farm System ◽  
Collective Farms

The author carries out a retrospective analysis of social mobility elevators and channels functioning within the collective farm system in the USSR in the 1930s. The subject of research is the collective farm peasantry and its border social groups (machine operators, administrative staff of collective farms, and machine and tractor station workers). It is concluded that multidirectional channels and lifts of intergroup and intragroup social mobility operated in Soviet rural areas in the 1930s. The most widespread channel of social mobility was collectivisation. Intensive social processes took place inside collective farms, which resembled social elevators that had an internal corporate character. A professional career in collective farms could be used as a mechanism of mobility: external elevators, institutionalised state practices, “positive” behavioural practices, and “positive” socio-political record. Channels of social and professional mobility functioned within the collective farm system. The most socially significant of them was the transition of workers engaged in horse and manual labour to machine operators. The collective farm system was integrated into the system of social elevators and channels operating in the USSR, but transition to them from collective farms was limited. Administrative, educational, professional, gender, and age barriers were in place for the social mobility of collective farmers. Chance to go beyond collective farms was given to young people receiving education and conscription. Being sentenced to prison meant the collective farmer’s descent to the bottom of the Soviet social ladder. The mechanisms of social descent could be: “negative” behavioural practices, illegal actions, and “negative” socio-political record.

scholarly journals Sensory Interactive Table (SIT)—Development of a Measurement Instrument to Support Healthy Eating in a Social Dining Setting

Sensors ◽  
2020 ◽  
Vol 20 (9) ◽  
pp. 2636 ◽  
Author(s):  
Juliet A. M. Haarman ◽  
Roelof A. J. de Vries ◽  
Emiel C. Harmsen ◽  
Hermie J. Hermens ◽  
Dirk K. J. Heylen
Keyword(s):  
Social Interactions ◽  
Real Time ◽  
Healthy Eating ◽  
Eating Behaviors ◽  
Measurement Instrument ◽  
High Accuracy ◽  
Social Setting ◽  
The Social ◽  
Software Specifications ◽  
Load Cells

This paper presents the Sensory Interactive Table (SIT): an instrumented, interactive dining table. Through the use of load cells and LEDs that are embedded in the table surface, SIT allows us to study: (1) the eating behaviors of people in a social setting, (2) the social interactions around the eating behaviors of people in a social setting, and (3) the continuous cycle of feedback through LEDs on people’s eating behavior and their response to this feedback in real time, to ultimately create an effective dietary support system. This paper presents the hard- and software specifications of the system, and it shows the potential of the system to capture mass-related dimensions in real time and with high accuracy and spatial resolution.

Social Order, Cultural Capital and Citizenship: An Essay concerning Educational Status and Educational Power versus Comprehensiveness of Elementary Schools

1989 ◽  
Vol 37 (4) ◽  
pp. 668-705 ◽  
Author(s):  
Jan C.C. Rupp ◽  
Rob de Lange
Keyword(s):  
Elementary Schools ◽  
Social Order ◽  
Empirical Investigation ◽  
Historical Data ◽  
Social Background ◽  
Educational Status ◽  
Mass Education ◽  
Dominant Class ◽  
The Social ◽  
Dutch History

The question of whether education should be seen as an instrument of social order is an old topic in the social sciences. There exist several theories concerning this question. Two of these rival theories are dealt with in this paper. On the basis of each, historical data have been looked at anew and empirical research has been carried out into the prevailing conditions in the Netherlands. On the basis of the first theory, which was inspired by Bourdieu and which concerns economic, cultural (including educational) and social capital, data on the Dutch history between the seventeenth and the nineteenth centuries have been reanalysed with respect to the attitude of the diverse sections of the dominant class towards culture in general and the university in particular. Dutch history can be regarded as a national variant of the universal tensions between ‘culture’ and ‘knowledge’ and between ‘culture’ and ‘economics’ in human societies. On the basis of Bourdieu's theory it is assumed that under the prevailing social conditions elementary schools will differ in ‘educational status’ in the schools market. Empirical investigation confirms this hypothesis. The ‘educational status’ of elementary schools mediates (reproduces) almost all of the influence of the childrens' social background on their school career, and reinforces this influence. On the basis of the second theory, which is based on the work of Meyer, Boli and Ramirez, data on the Dutch history in the Enlightenment period have been reanalysed with respect to the rise of mass education. These historical data give substantial evidence to the theory that the construction of the nation-state is of decisive importance for the rise of mass education. Our empirical investigation, however, does not confirm the hypothesis that in the actual situation elementary schools differ in ‘comprehensiveness’. Neither schools nor parents are oriented towards integration. Rather, the contrasts seem to be getting sharper in the 1980s and the schools as well as the social classes seem to be distancing themselves further from each other. Various sections of the dominant class are busy strengthening their position of power in education. In short, the use of schools to constitute citizens does not lessen the pressure towards differentiation. Thus, the theory of Boli and Ramirez explains the rise of mass education, but cannot explain its social class bound form, a fact that can be explained very well by Bourdieu's theory. Therefore the theories of both Bourdieu and Boli and Ramirez should be regarded not as rivalizing, but as complementary.

Managing participation and turn-taking in children’s digital activities: touch in blocking a peer’s hand

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Teppo Jakonen ◽  
Kreeta Niemi
Keyword(s):  
Social Action ◽  
Hand Movements ◽  
Classroom Activities ◽  
Multimodal Analysis ◽  
The Social ◽  
Digital Classroom ◽  
Controlling Actions ◽  
The Individual ◽  
Primary School Pupils ◽  
Material Setting

This article investigates touch in the social organization of digital classroom activities as small groups of primary school pupils animate a story by using a shared iPad. Such a socio-material setting foregrounds haptic resources for action and requires coordination of hand movements on and around the screen. The groups in our data treat the animation as a product that takes its shape through the individual members operating the device one at a time. Our analysis focuses on how the haptic practice of blocking a peer’s hand is deployed to manage competition for a turn at using the tablet and to resolve the problem of its simultaneous manual operation by two or more participants. The blocks we describe are non-intensive human-to-human touches with varying duration whereby one participant prevents another from accessing the screen by sweeping the latter’s hand aside or grabbing and holding it. We show through a multimodal analysis how blocks accomplish the social action of claiming a turn for the blocker by investigating how they emerge sequentially, how participants operating the tablet anticipate peer interruption with ready-to-block hand movements, and how blocks are complied with or resisted. In our conclusion, we consider to what extent the young children in our data treat blocks as morally problematic and socially controlling actions, and how digital technologies shape educational practices.

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