scholarly journals Sociometric types, behavioral categories and intellectual abilities in adolescents

2017 ◽  
Vol 7 (2) ◽  
pp. 69-85
Author(s):  
Cándido Inglés ◽  
David Aparisi ◽  
José García-Fernández ◽  
Juan Luis Castejón ◽  
María Martínez-Monteagudo
Keyword(s):  
Predictor Variable ◽  
Self Concept ◽  
Intellectual Abilities ◽  
Mental Abilities ◽  
Intellectual Skills ◽  
The Relationship

The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and intellectual abilities in a sample of 1349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. The students' sociometric nomination was performed by the Programa Socio and academic self-concept was measured by the Primary Mental Abilities Test (PMA; Thurstone, 1938; TEA, 1996). The hypotheses of the study suggest, firstly, that students positively nominated by their peers will present significantly higher scores on different scales of the PMA than students negatively nominated by their peers and, secondly, that intellectual skills will be a predictor variable statistically significant of sociometric types and behavioral categories. Results show that students nominated positively obtained significantly higher scores on the different intellectual abilities that nominees negatively. Intellectual abilities were a significant predictor of sociometric types because with increasing the score on the different intellectual abilities students were more likely to be nominated by their peers positively.

scholarly journals Sociometric types, behavioral categories and intellectual abilities in adolescents

2017 ◽  
Vol 7 (2) ◽  
pp. 69-85
Author(s):  
Cándido Inglés ◽  
David Aparisi ◽  
José García-Fernández ◽  
Juan Luis Castejón ◽  
María Martínez-Monteagudo
Keyword(s):  
Predictor Variable ◽  
Self Concept ◽  
Intellectual Abilities ◽  
Mental Abilities ◽  
Intellectual Skills ◽  
The Relationship

The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and intellectual abilities in a sample of 1349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. The students' sociometric nomination was performed by the Programa Socio and academic self-concept was measured by the Primary Mental Abilities Test (PMA; Thurstone, 1938; TEA, 1996). The hypotheses of the study suggest, firstly, that students positively nominated by their peers will present significantly higher scores on different scales of the PMA than students negatively nominated by their peers and, secondly, that intellectual skills will be a predictor variable statistically significant of sociometric types and behavioral categories. Results show that students nominated positively obtained significantly higher scores on the different intellectual abilities that nominees negatively. Intellectual abilities were a significant predictor of sociometric types because with increasing the score on the different intellectual abilities students were more likely to be nominated by their peers positively.

scholarly journals Representation of Communicative and Pragmatic Frame ‘Intellect’ In English, German and Russian Paremiological World Pictures

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Milyausha R Shaimardanova ◽  
Anna V. Zorina ◽  
Leysan A. Akhmetova
Keyword(s):  
Comparative Analysis ◽  
Intercultural Communication ◽  
World View ◽  
Cognitive Learning ◽  
Comprehensive Analysis ◽  
Intellectual Abilities ◽  
The World ◽  
Mental Abilities ◽  
And Behavior ◽  
The Relationship

The purpose of the study is to conduct a cognitively-comparative analysis of the representation of the communicative-pragmatic frame intellect (Russianум, German Klugheit) objectified in proverbs of English and Russian languages, which, being a reflection of the world view of a particular ethnic group, are a conventional way of expressing stereotypes of the people.The scientific novelty of the study lies in a comprehensive analysis of stereotypical assessments of the intellectual abilities of an individual as a representative of a particular society, through the study of paremias containing the nomination of the intellect – foolishness binome in the English, German and Russian paremiological view of the world.The article bears the result of the study of 1243 proverbial units – 412 English, 433 German and 398 Russian proverbs and sayings. As a result, universal and unique stereotypical representations of the value and the availability of knowledge and intelligence were revealed; the relationship between the level of mental abilities and behavior, luck; dependence of intelligence on alcohol, age, wealth and happiness.In addition, a correlation was determined between related (English and German) and unrelated (Russian) languages, which, in turn, facilitates the process of cognitive learning of the languages studied. Consequently, the article contributes to solving the problems of intercultural communication.

scholarly journals Does Emotional Intelligence Have an Impact on Linguistic Competences? A Primary Education Study

2020 ◽  
Vol 12 (24) ◽  
pp. 10474
Author(s):  
Georgina Perpiñà Martí ◽  
Francesc Sidera Caballero ◽  
Elisabet Serrat Sellabona
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
Primary Education ◽  
School Environment ◽  
Writing Skills ◽  
Well Being ◽  
Intellectual Abilities ◽  
Education Study ◽  
Intellectual Skills ◽  
The Relationship

The relationship between emotional intelligence (EI) and academic achievement has received a lot of attention in the school environment. The objective of this study is to identify which EI components are more related to linguistic competences in primary education. One hundred eighty students between 8 and 11 years of age participated in the study. We administered the BarOn EI Inventory, the intellectual skills test (EFAI) to determine the intellectual abilities, and a test of basic linguistic competences. The results showed that the EI factors of adaptability and interpersonal had the strongest impact on linguistic competences. Specifically, adaptability was the EI component more related to reading comprehension, explaining 13.2% of the reading score’s variance, while adaptability and stress management were the best predictors of writing skills, accounting for 15.4% of the variance of the writing score. These results point to the need to consider emotional competences to help students reach academic success and personal well-being.

Women, Physical Activity, and Quality of Life: Self-concept as a Mediator

2016 ◽  
Vol 19 ◽  
Author(s):  
Tamara Gonzalo Silvestre ◽  
Silvia Ubillos Landa
Keyword(s):  
Quality Of Life ◽  
Satisfaction With Life ◽  
Predictor Variable ◽  
Self Concept ◽  
Hierarchical Regression ◽  
Five Dimensions ◽  
Mediation Analyses ◽  
Perceived Quality Of Life ◽  
The Relationship

AbstractThe objectives of this research are: (a) analyze the incremental validity of physical activity’s (PA) influence on perceived quality of life (PQL); (b) determine if PA’s predictive power is mediated by self-concept; and (c) study if results vary according to a unidimensional or multidimensional approach to self-concept measurement. The sample comprised 160 women from Burgos, Spain aged 18 to 45 years old. Non-probability sampling was used. Two three-step hierarchical regression analyses were applied to forecast PQL. The hedonic quality-of-life indicators, self-concept, self-esteem, and PA were included as independent variables. The first regression analysis included global self-concept as predictor variable, while the second included its five dimensions. Two mediation analyses were conducted to see if PA’s ability to predict PQL was mediated by global and physical self-concept. Results from the first regression shows that self-concept, satisfaction with life, and PA were significant predictors. PA slightly but significantly increased explained variance in PQL (2.1%). In the second regression, substituting global self-concept with its five constituent factors, only the physical dimension and satisfaction with life predicted PQL, while PA ceased to be a significant predictor. Mediation analysis revealed that only physical self-concept mediates the relationship between PA and PQL (z = 1.97, p < .050), and not global self-concept. Physical self-concept was the strongest predictor and approximately 32.45 % of PA’s effect on PQL was mediated by it. This study’s findings support a multidimensional view of self-concept, and represent a more accurate image of the relationship between PQL, PA, and self-concept.

Identifying Physico-Chemical Laws from the Robotically Collected Data

2019 ◽  
Author(s):  
Liwei Cao ◽  
Danilo Russo ◽  
Vassilios S. Vassiliadis ◽  
Alexei Lapkin
Keyword(s):  
Experimental Data ◽  
Numerical Models ◽  
Predictor Variable ◽  
Physical Models ◽  
Training Data ◽  
Mixed Integer ◽  
Physico Chemical ◽  
Data Points ◽  
Future Work ◽  
The Relationship

<p>A mixed-integer nonlinear programming (MINLP) formulation for symbolic regression was proposed to identify physical models from noisy experimental data. The formulation was tested using numerical models and was found to be more efficient than the previous literature example with respect to the number of predictor variables and training data points. The globally optimal search was extended to identify physical models and to cope with noise in the experimental data predictor variable. The methodology was coupled with the collection of experimental data in an automated fashion, and was proven to be successful in identifying the correct physical models describing the relationship between the shear stress and shear rate for both Newtonian and non-Newtonian fluids, and simple kinetic laws of reactions. Future work will focus on addressing the limitations of the formulation presented in this work, by extending it to be able to address larger complex physical models.</p><p><br></p>

scholarly journals Possible Selves Across the Lifespan

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 449-449
Author(s):  
Victoria Chen ◽  
Alysson Light
Keyword(s):  
Possible Selves ◽  
Well Being ◽  
Self Concept ◽  
Life Stages ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Younger Adults ◽  
Midlife Adults ◽  
Age Range ◽  
The Relationship

Abstract Possible selves are defined as “personalized representations of one’s self in future states” (Cross & Markus, 1991). Research has also found that thinking frequently about possible selves predicts lower well-being, whereas thinking clearly about possible selves is associated with higher well-being (McElwee & Haugh, 2010). However, possible selves differ across the lifespan (Hooker & Kaus, 1994; Cross & Markus, 1991) and life stages can impact exploration of possible identities (Arnett, 2000). Thus we hypothesize that the relationship between thought about possible selves and well-being differs across the lifespan. In a cross-sectional survey, 240 participants (age range: 18-92) reported on frequency and clarity of possible selves, as well as general self-clarity (Campbell et al., 1996). Results indicate curvilinear moderation by age of the link between possible self-clarity and well-being, with the association being stronger among midlife adults than among younger adults and older adults. Also, as clarity of feared possible selves increases, self-concept clarity decreases. Similarly, frequency of thinking about feared possible selves was negatively correlated with self-concept clarity. However, clarity and frequency of thought about hoped-for positive possible selves had no correlation with self-concept clarity.

Sign in / Sign up

Export Citation Format

Share Document