scholarly journals Russian Students’ Social Representations of Higher Education

2019 ◽  
Vol 10 (1) ◽  
pp. 2
Author(s):  
Marianna E. Sachkova ◽  
Galina K. Esina
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Undergraduate Students ◽  
Social Representations ◽  
Modern Society ◽  
Total Sample ◽  
School Students ◽  
Master's Students ◽  
The Social ◽  
Education Levels

The ideas of the theory social representations proposed by Moscovici and developed in the structural approach by Abric were used in the research in order to reveal the structure and content of students’ social representations of higher education in a modern society. The total sample size was 572 students: of which 197 were secondary school students (average age of 16.7), 189 were undergraduate students (average age of 20.8) and 186 were master students (average age of 29.3). The methodology of Vergès for the analysis of the structure of social representations was used. We tested the hypothesis that the structure of social representations of higher education has general and specific features correlated to the age and educational level of students. It was found that the social representations of schoolchildren, undergraduate students and master’s students differ in a number of elements and content characteristics. Generally social representations of students with different education levels had similar characteristics. Students of secondary schools expanded the core performance, in contrast to students of universities, presumably because of their fewer social experiences, providing large “distance” to higher education as an “object”.

scholarly journals Structure of Social Representations of Higher Education in Students with Different Intragroup Status

2019 ◽  
Vol 16 (4) ◽  
pp. 582-599
Author(s):  
Marianna E. Sachkova ◽  
Galina K. Esina
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Undergraduate Students ◽  
Social Representations ◽  
Total Sample ◽  
School Students ◽  
The Social ◽  
Core Elements ◽  
Current Article ◽  
Definition Of

The current article represents the results of the study of the students’ social representations of higher education analyzing their (social representations) structure and content. The total sample size is 358 Moscow secondary school and undergraduate students (average age ~ 18.3). The aim of the research is to identify the structure and content of the students’ social representations of higher education, taking into account their intragroup position in the study group. We used the method of free associations (by P. Verges) to reveal the structure of social representations and a complex of socio-psychological methods (methodological procedure for definition of informal intragroup power structure in the contact community, sociometry, referentometry) to determine the students’ integral intragroup status. The obtained associations were subjected to prototypic (rank-frequency) analysis. The results of the research show that the cores of the social representations of higher education of the students of different intragroup status categories differ according to the number of elements and their content characteristics. It was revealed that the social representations of the undergraduate students of different status categories seemed to be more consistent in comparison to secondary school students due to the smaller “distance” to higher education as an “object”. We also revealed the differences in the significance and emotional rating of representations core elements depending on the student status categories.

scholarly journals Social Representations of Higher Education of Students from Families with Different Socio-Economic Status

2020 ◽  
Vol 11 (3) ◽  
pp. 99-113
Author(s):  
G.K. Esina
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Social Representations ◽  
Human Life ◽  
Economic Status ◽  
Total Sample ◽  
School Students ◽  
Socio Economic Status ◽  
The Social ◽  
Education Of Students

Objective of the study was to identify the structure and content of the social representations of higher education of students from families with different socio-economic status. Background. The higher education is the most important area of human life. It’s connected not only with the wellbeing and social success, but also with the social inequality. The family’s socio-economic status is one of the factors of such inequality in access to the higher education. The social representations of higher education’ specificity studying is a resource for understanding the differences in the assessment of its value, goals and results by students from families with different socio-economic status. Study design. The research is based on the structural approach of the theory of social representations. Three steps were carried out: (a) the students families’ socio-economic status was determined; (b) the structure of social representations of higher education of students from families of each status category was revealed; (c) students evaluated the significance and valence of the structure of social representations’ elements. Participants. The total sample size was 332 students (average age of 21.7): of which 112 were secondary school students (average age of 16.6), 105 were undergraduate students (average age of 20) and 115 were master students (average age of 28.3). Measurements. The methodology of P. Vergès for the analysis the social representations was used. Respondents were asked to evaluate associations in accordance with their perceived significance and emotional attitude (valence). The questionnaire was used to determine the respondents’ socio-economic status. Results. The structure of social representations of higher education of students from families with different socio-economic status was identified and described. The differences in the content of social representations of higher education were found. Conclusions. The cores of social representations of higher education differ according to the number of elements and in their content characteristics for students from families with different socio-economic status. It’s revealed differences in the significance and emotional rating of representations’ core elements

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

Dal bambino libero all'uomo autonomo: educare alla scelta attraverso il metodo Montessori

2020 ◽  
pp. 329-341
Author(s):  
Grazia Romanazzi
Keyword(s):  
Young People ◽  
Secondary School ◽  
Modern Society ◽  
Educational Needs ◽  
Educational Process ◽  
School Grades ◽  
The Social ◽  
Montessori Method

Freedom, autonomy and responsibility are the ends of every educational process, especially in the modern society: globalized, rapid, in transformation; society in which each one of us is called to make numerous choices. Therefore, it is urgent to educate to choose and educate to the choice, so that young people can emancipate themselves from possible conditionings. To this end, the Montessori method represents a privileged way: child is free to choose his own activity and learns "to do by himself" soon; the teacher prepares the environment and the materials that allow the student to satisfy the educational needs of each period of inner development. Then, Montessori gives importance to adolescence because it is during this period that grows the social man. Consequently, it is important to reform the secondary school in order to acquire the autonomy that each student will apply to the subsequent school grades and to all areas of life

The Relationship Between the Secondary School Students' Depression States and Their Feelings of Guilt and Shame

2010 ◽  
Vol 20 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Nurten Sargin
Keyword(s):  
Secondary School ◽  
School Performance ◽  
Secondary School Students ◽  
Parental Education ◽  
Personal Information ◽  
Negative Relationship ◽  
Education Level ◽  
School Students ◽  
Education Levels ◽  
The Relationship

AbstractAdolescence is believed to be a highly problematic period when depression is prevalent. This study aims to investigate the relationship between adolescents' depression states and their feelings of guilt and shame in respect to gender, age, school performance and parental education levels. The participants consisted of 187 teenagers; 88 (47.1%) girls and 99 (52.9%) boys. Beck's Depression Inventory (BDI), the Guilt and Shame Scale (GES, Şahin), and a personal information form developed by the researcher were used as instruments. The study found a relationship between guilt and shame, that levels of depression were higher in 17-year-olds, and also that levels of depression, guilt and shame were found to be higher in girls than in boys. There was also a negative relationship seen between increased guilt and shame, and a decrease in mothers' education level.

scholarly journals ALTERNANCE IN THE FORMATION OF COUNTRYSIDE EDUCATORS: LOOKING FOR MARKERS IN THE ACADEMIC PRODUCTIONS AND SOCIAL REPRESENTATIONS OF EDUCATION STUDENTS

2018 ◽  
Vol 11 (26) ◽  
pp. 339-350
Author(s):  
Josiane das Graças Carvalho ◽  
Lourdes Helena Da Silva
Keyword(s):  
Higher Education ◽  
Social Movements ◽  
Rural Education ◽  
Social Representations ◽  
Higher Education Institutions ◽  
Education Students ◽  
Academic Production ◽  
National Movement ◽  
The Social ◽  
Rural Teaching

The Education in the Countryside is part of a national movement that, starred by collective individuals of the countryside, has conquered several social, political and academic accomplishments. Among them, the Program of Support to Higher Education in Countryside Teaching – PROCAMPO, which has its origins in the fights and claims of social movements, allowed the creation of 42 new courses of Education in Rural Teaching in different Brazilian Higher Education Institutions. These courses work under Alternance training, between Time-School and Time-Community, contributing to the expansion, in our society, of the Formation by Alternance in the Higher Education, particularly in the Rural Education Graduation Courses, constituting a very recent phenomenon in the Brazilian Universities. Aiming to find a better comprehension about this educative phenomenon, the present paper has the purpose of presenting an overview of the national academic production about the alternance in the courses of formation of countryside educators, analyzing the social representations of alternance built by Rural Education students of the Federal University of Viçosa, looking for advance makers, challenges and perspectives in this pedagogical dynamic in the Higher Educaction.       

scholarly journals Sexuality of elders with dementia: social representation of nursing students

Rev Rene ◽  
2020 ◽  
Vol 21 ◽  
pp. e44199
Author(s):  
Wanderson Carneiro Moreira ◽  
Vanessa Carvalho Fontinele ◽  
Fernanda Cláudia Miranda Amorim ◽  
Maria do Perpétuo Socorro de Sousa Nóbrega ◽  
Cláudia Maria Sousa de Carvalho ◽  
...  
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Common Sense ◽  
Social Representations ◽  
Hierarchical Classification ◽  
Education Institution ◽  
Social Representation ◽  
Socially Constructed ◽  
Semantic Classes ◽  
The Social

Objective: to learn about the social representation of nursing students about the sexuality of elders with dementia. Methods: qualitative study, based on the Theory of Social Representations, developed with 20 Nursing Graduation students from a Brazilian higher education institution. Data was collected through a focal group, processed in the software IRAMUTEQ and analyzed using a Descending Hierarchical Classification. Results: four semantic classes emerged: Sexuality as a right, The theme was insufficient in graduation, Meanings attributed to sexuality, and Care from the perspective of students. Conclusion: the study showed that the nursing students investigated had polysemic representations about the sexuality of elders with dementia, among which discriminatory and stigmatizing conceptions stood out, socially constructed and anchored in common sense.

scholarly journals Request Strategies: A Contrastive Study Between Yemeni EFL and Malay ESL Secondary School Students in Malaysia

2018 ◽  
Vol 14 (12) ◽  
pp. 29
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Social Distance ◽  
Secondary School Students ◽  
Social Power ◽  
Mother Tongue ◽  
Target Language ◽  
School Students ◽  
The Social ◽  
Request Strategies

The aim of this study was to investigate the types of request strategies employed by Yemeni and Malay secondary school students in English language. It also aimed at investigating the influence of social power and social distance on the students’ choice of request strategies. The data was collected through a discourse completion test (DCT) and the analysis used both Blum-Kulk’s et al. (1989) Cross-Cultural Speech Act Realization Patterns (CCSARP), and Scollon and Scollon’s (1995) politeness system. The findings of the study showed that both groups often use non-conventionally indirect request strategies by means of query preparatory. The analysis revealed that both groups do not take into consideration the social power and the social distance between the interlocutors because they always use the same strategies with any person. The students have this sociopragmatic knowledge in their mother tongue; however, both groups are not sensitive to the social power and social distance existing between the interlocutors as they lack the sociopragmatic knowledge in the target language. Moreover, the students almost use the same strategies even though they have different cultural backgrounds, and this might be attributed to their assimilation in the school learning environment which is a positive indicator for conductive learning environment.

Effects of Parenting Styles on Social Adjustment of Secondary School Students in Kebbi State, Nigeria

2020 ◽  
Vol 3 (2) ◽  
pp. 135-144
Author(s):  
Shehu Haruna Muza ◽  
Abubakar Muhammad Ndagi
Keyword(s):  
Secondary School ◽  
Parenting Styles ◽  
Social Adjustment ◽  
Secondary School Students ◽  
Sampling Technique ◽  
School Students ◽  
Senior Secondary School ◽  
Ex Post ◽  
The Social ◽  
Senior Secondary

This study aimed at investigating the effect of parenting styles on social adjustment of senior secondary school students in Kebbi State Nigeria. Ex-post facto research design was employed to collect the data. The study was carried out on a sample of 291 senior secondary school students drawn from 1,252 SS II students of six (6) selected senior secondary schools, using stratified random sampling technique. Parenting Style Questionnaire (PSQ) was used to assess three (3) parenting styles, while Modified Social Adjustment Scale (MSAS) was used to assess the social adjustment level of the students. One (1) hypothesis was formulated and tested in the study. The results of data analysis using One-way Analysis of Variance (ANOVA) indicate that parenting styles (Democratic, Autocratic and Permissive) have significant effect on social adjustment of senior secondary school students. It is recommended that since parenting styles effect the social adjustment of students, parents should endeavour to adopt a style such as the democratic one that ensures or guarantees the development of some measure of positive self-concept, self-confidence, and self-esteem in the students.

scholarly journals Teach a Student to Fish? International Relations Scholars in the Classroom

2017 ◽  
Vol 50 (01) ◽  
pp. 214-220
Author(s):  
Nina Srinivasan Rathbun ◽  
Brian C. Rathbun
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Relations ◽  
Political Science ◽  
Undergraduate Students ◽  
Theoretical Work ◽  
Practical Skills ◽  
Relevant Research ◽  
American Higher Education ◽  
The Social

ABSTRACT American higher-education institutions are under increasing pressure to prepare their students with practical skills for the workplace, and the social sciences—including political science—are not immune. Political figures have suggested—sometimes seconded by academics themselves—that research distracts academics from imparting practical skills to undergraduate students. Using a survey of international relations (IR) scholars, this article shows that this is not the case. Those who spend more time on research actually devote more time to policy-relevant research in their courses than more abstract and theoretical work, and they incorporate more contemporary issues. Research seems to encourage academics to teach their students to fish.

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