scholarly journals Contextual and Psychological Predictors of Militant Extremist Mindset in Youth

2021 ◽  
Vol 12 ◽  
Author(s):  
Maša Vukčević Marković ◽  
Aleksandra Nicović ◽  
Marko Živanović
Keyword(s):  
High School Students ◽  
School Environment ◽  
Psychological Factors ◽  
Community Sample ◽  
Social Dominance Orientation ◽  
Right Wing ◽  
School Students ◽  
Right Wing Authoritarianism ◽  
Psychological Measures ◽  
Peer Abuse

The present study aims to identify contextual and psychological factors of proneness to radicalization and violent extremism (RVE) operationalized through the Militant Extremist Mindset scale (MEM) consisting of three distinct aspects: Proviolence (PV), Vile World beliefs (VW), and trust in Divine Power (DP). A community sample of 271 high school students (72% females) from Belgrade and Sandžak regions in Serbia completed: (1) a 24-item MEM scale; (2) contextual measures including a 6-item scale of family dysfunction (FDys) and a 4-item composite measure capturing exposure to a harsh school environment and peer abuse (HSE); (3) psychological measures including the 9-item Right-Wing Authoritarianism scale (RWA), the 5-item Social Dominance Orientation scale (SDO), and the 20-item UCLA Loneliness scale (LON). A path analysis was conducted with contextual factors on the first and psychological factors on the second level of the model predicting the three factors of MEM. LON was positively predicted by FDys and HSE, SDO by HSE only, while RWA was positively predicted by FDys only. Contextual and psychological factors accounted for 27% of the variance in PV (LON, SDO), 15% of the variance in VW (FDys, SDO), and 31% of the variance in DP (RWA). Obtained findings reveal a complex interplay of contextual and psychological drivers in the prediction of different aspects of RVE and build upon existing knowledge on risk factors associated with RVE.

Right-Wing Authoritarianism and Conspiracy Thinking in a Polish Sample

2009 ◽  
Vol 105 (2) ◽  
pp. 389-393 ◽  
Author(s):  
Monika Grzesiak-Feldman ◽  
Monika Irzycka
Keyword(s):  
High School ◽  
High School Students ◽  
Three Dimensional ◽  
Right Wing ◽  
School Students ◽  
Right Wing Authoritarianism ◽  
Conspiracy Beliefs ◽  
The Right ◽  
Conspiracy Thinking

The relationships among scores for right-wing authoritarianism and conspiracy thinking toward Jews, Arabs, Germans, and Russians were examined. 354 volunteer high school students were assessed using the Right-Wing Authoritarianism Three-Dimensional (RWA3D) Scale and the Conspiracy Beliefs Scale. The scores for conspiracy thinking about all the nationalities were positively correlated with the total scores for RWA3D.

Interpersonal Disgust, Ideological Orientations, and Dehumanization as Predictors of Intergroup Attitudes

2007 ◽  
Vol 18 (8) ◽  
pp. 691-698 ◽  
Author(s):  
Gordon Hodson ◽  
Kimberly Costello
Keyword(s):  
Social Dominance ◽  
Social Dominance Orientation ◽  
Path Model ◽  
Intergroup Attitudes ◽  
Right Wing ◽  
Disgust Sensitivity ◽  
Group Representations ◽  
Negative Attitudes ◽  
Attitudes Toward Immigrants ◽  
Right Wing Authoritarianism

Disgust is a basic emotion characterized by revulsion and rejection, yet it is relatively unexamined in the literature on prejudice. In the present investigation, interpersonal-disgust sensitivity (e.g., not wanting to wear clean used clothes or to sit on a warm seat vacated by a stranger) in particular predicted negative attitudes toward immigrants, foreigners, and socially deviant groups, even after controlling for concerns with contracting disease. The mechanisms underlying the link between interpersonal disgust and attitudes toward immigrants were explored using a path model. As predicted, the effect of interpersonal-disgust sensitivity on group attitudes was indirect, mediated by ideological orientations (social dominance orientation, right-wing authoritarianism) and dehumanizing perceptions of the out-group. The effects of social dominance orientation on group attitudes were both direct and indirect, via dehumanization. These results establish a link between disgust sensitivity and prejudice that is not accounted for by fear of infection, but rather is mediated by ideological orientations and dehumanizing group representations. Implications for understanding and reducing prejudice are discussed.

Prejudice and personality: A role for positive-approach processes?

2012 ◽  
Vol 35 (6) ◽  
pp. 446-447 ◽  
Author(s):  
Charles Seger ◽  
Philip J. Corr
Keyword(s):  
Social Change ◽  
Social Dominance ◽  
Social Dominance Orientation ◽  
Approach Motivation ◽  
Right Wing ◽  
Positive Approach ◽  
Right Wing Authoritarianism

AbstractIndividuals differ in their support for social change. We argue that examinations of inequality and change would benefit from consideration of underlying personality processes. New data suggest that Right-Wing Authoritarianism and Social Dominance Orientation, indicators of support for inequality, may be motivated by biologically driven personality processes, particularly those related to positive-approach motivation.

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

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