scholarly journals Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training

2021 ◽  
Vol 13 (15) ◽  
pp. 8666
Author(s):  
Enrique Carmona-Medeiro ◽  
José María Cardeñoso Domingo
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Cognitive Conflict ◽  
Educational Process ◽  
Cultural Learning ◽  
Initial Teacher Training ◽  
Childhood Education ◽  
Methods And Techniques ◽  
Study Participants

This study aims to identify the set of elements in the educational process that affect the creation of a teaching profile consistent with the principles of sustainability. In this research, we focus on identifying those sustainability attributes related to understanding social interaction and its role in the learning process of logical-mathematical knowledge. Social interaction is an essential part of the principle of collaboration. The study participants were 133 future teachers, students of the degree in Early Childhood Education at the Universidad de Cádiz (Spain). Qualitative methods and techniques were used to collect data, and mixed methods and techniques were employed for their analysis. The data relating to the student's perception of the importance of social interaction in learning were gathered through the final reports produced by the students. The data were processed by classifying them into categories and subcategories. The meaning condensation method used enabled identifying 33 sustainability attributes linked to socio-cultural learning. Those attributes identify and describe the internal dynamics of cooperative learning and show the synergies and interrelationships between social interactions, socio-cognitive conflict and language. The results stress the importance of a meaningful understanding of the role of social interaction in learning in order to promote the principles of sustainability.

Trust in the Workplace: The Role of Social Interaction Diversity in the Community and in the Workplace

2015 ◽  
Vol 57 (2) ◽  
pp. 378-412 ◽  
Author(s):  
Victor Cui ◽  
Ilan Vertinsky ◽  
Sandra Robinson ◽  
Oana Branzei
Keyword(s):  
Social Capital ◽  
Social Interaction ◽  
Social Interactions ◽  
Social Trust ◽  
Two Cultures ◽  
The Two Cultures ◽  
Collectivistic Cultures ◽  
Capital Development ◽  
The Impact

Extending the literature on social capital development in the community, this article examines the impact of diverse social interactions (in the community and the workplace) on the development of social trust in the workplace, and investigates whether their effects differ in individualistic and collectivistic cultures. Using survey data collected in Canada and China, the authors find that the diversity of one’s social interactions in the community is positively associated with one’s social trust in the workplace, and this relationship is not significantly different between the two cultures. Diversity of one’s social interactions in the workplace is also positively associated with one’s social trust in the workplace, though only in collectivistic cultures.

The influence of concealing academic achievement on the self-esteem of adolescents with low achievement

2009 ◽  
Vol 37 (6) ◽  
pp. 805-810
Author(s):  
Baoshan Zhang ◽  
Jun-Yan Zhao ◽  
Guoliang Yu
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Social Interactions ◽  
Self Esteem ◽  
Low Achievers ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Positive Performance

An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.

scholarly journals Evolving intentions for social interaction: from entrainment to joint action

2008 ◽  
Vol 363 (1499) ◽  
pp. 2021-2031 ◽  
Author(s):  
Günther Knoblich ◽  
Natalie Sebanz
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Joint Attention ◽  
Joint Action ◽  
Perception And Action ◽  
Intentional Action ◽  
Cultural Learning ◽  
Interpersonal Processes ◽  
Self And Other ◽  
Blind Individuals

This article discusses four different scenarios to specify increasingly complex mechanisms that enable increasingly flexible social interactions. The key dimension on which these mechanisms differ is the extent to which organisms are able to process other organisms' intentions and to keep them apart from their own. Drawing on findings from ecological psychology, scenario 1 focuses on entrainment and simultaneous affordance in ‘intentionally blind’ individuals. Scenario 2 discusses how an interface between perception and action allows observers to simulate intentional action in others. Scenario 3 is concerned with shared perceptions, arising through joint attention and the ability to distinguish between self and other. Scenario 4 illustrates how people could form intentions to act together while simultaneously distinguishing between their own and the other's part of a joint action. The final part focuses on how combining the functionality of the four mechanisms can explain different forms of social interactions. It is proposed that basic interpersonal processes are put to service by more advanced functions that support the type of intentionality required to engage in joint action, cultural learning, and communication.

Understanding Intentions in Social Interaction: The Role of the Anterior Paracingulate Cortex

2004 ◽  
Vol 16 (10) ◽  
pp. 1854-1863 ◽  
Author(s):  
Henrik Walter ◽  
Mauro Adenzato ◽  
Angela Ciaramidaro ◽  
Ivan Enrici ◽  
Lorenzo Pia ◽  
...  
Keyword(s):  
Social Interaction ◽  
Theory Of Mind ◽  
Social Interactions ◽  
Brain Region ◽  
Neural System ◽  
Evolutionary Perspective ◽  
Social Stimuli ◽  
Prefrontal Region ◽  
Per Se

Neuroimaging studies have identified the anterior paracingulate cortex (PCC) as the key prefrontal region subserving theory of mind. We adopt an evolutionary perspective hypothesizing that, in response to the pressures of social complexity, a mechanism for manipulating information concerning social interaction has emerged in the anterior PCC. To date, neuroimaging studies have not properly distinguished between intentions of persons involved in social interactions and intentions of an isolated person. In two separate fMRI experiments, we demonstrated that the anterior PCC is not necessarily involved in the understanding of other people's intentions per se, but primarily in the understanding of the intentions of people involved in social interaction. Moreover, this brain region showed activation when a represented intention implies social interaction and therefore had not yet actually occurred. This result suggests that the anterior PCC is also involved in our ability to predict future intentional social interaction, based on an isolated agent's behavior. We conclude that distinct areas of the neural system underlying theory of mind are specialized in processing distinct classes of social stimuli.

scholarly journals Psychological and Pedagogical Conditions of Development of Abilities of Children and Support of Their Giftedness in the Conditions of Realization of Educational Process

2019 ◽  
Vol 16 (2) ◽  
pp. 8-14
Author(s):  
S.V. Murafa ◽  
A.А. Pavlova ◽  
E.V. Trifonova
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Process ◽  
Scientific Psychology ◽  
Theoretical Understanding ◽  
Childhood Education ◽  
Creative Initiative ◽  
Definition Of

The article reveals the psychological and pedagogical conditions of the educational process aimed at the development of children's abilities and support of their giftedness. The emphasis is made on the definition of the features of interaction between teachers and children. The work is based on the specifics of the theoretical understanding of abilities, creativity and giftedness, developed in the framework of national scientific psychology. The authors consider situations in which the effect on the child become difficult-mediated and suggest the upbringing through self-upbringing and growth of his giftedness, his own creative initiative and interest for the cognition process. The authors emphasize the role of the teacher in the context of early childhood education in the development of children's giftedness.

scholarly journals The role of state feelings of loneliness in the situational regulation of social affiliative behavior: Exploring the regulatory relations within a multilevel framework

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252775
Author(s):  
Andreas Reissmann ◽  
Ewelina Stollberg ◽  
Joachim Hauser ◽  
Ivo Kaunzinger ◽  
Klaus W. Lange
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Social Engagement ◽  
Social Contact ◽  
Spillover Effects ◽  
Social Contexts ◽  
Affiliative Behavior ◽  
Social Affiliation ◽  
Quadratic Effects

Previous empirical evidence suggests that the engagement in social interactions across different everyday contexts occurs in a manner highly responsive to a person’s social affiliation needs. As has been shown repeatedly, social engagement (as well as disengagement) can be predicted from earlier situational need states, implying that homeostatic principles underlie a person’s social affiliative behaviors. However, little is known about the role of emotion in these regulative processes. For this reason, the present exploratory study investigated the predictive role of state feelings of loneliness in subsequent engagement in social interaction. Since loneliness is conceptually associated with both the need to reaffiliate as well as self-protecting tendencies potentially hindering engagement in social contact, the study investigated the possibility of both increases and decreases in social contacts resulting from state feelings of loneliness. Adopting an experience sampling methodology (ESM), a sample of 65 participants was recruited from a local university and was followed for 14 days. Subjects were prompted several times a day to rate their feeling states and the quantity of social interactions, using a fixed interval assessment schedule. Statistical analyses using multilevel analysis indicated that state feelings of loneliness had complex quadratic effects upon subsequent social interaction, leading to both increases and decreases in subsequent social interaction. Moreover, these effects were contingent upon previous engagement in social interaction, implying spillover effects across social contexts that are conditionally mediated by feelings of loneliness. These findings clearly imply an important, albeit complex role of state feelings of loneliness in the regulation of social affiliation, both as a predictor and a consequence of social interaction. These exploratory findings are discussed against the background of methodological and conceptual limitations, and several recommendations for future studies are made.

scholarly journals The role of family and social media in athlete social interactions

2021 ◽  
Vol 6 (2) ◽  
pp. 130-139
Author(s):  
Aulia Gusdernawati ◽  
Widiyanto
Keyword(s):  
Social Media ◽  
Social Interaction ◽  
Social Interactions ◽  
Quantitative Research ◽  
Human Life ◽  
Limited Area ◽  
Research Subjects ◽  
A Value ◽  
Analysis Technique

Social interaction is an inseparable part of human life, including an athlete, because literally, humans are social creatures. Social interactions carried out in society can be influenced by other factors such as family and social media. This study aims to determine how many roles out social media both on the social interaction of athletes. This research is quantitative research with the instrument used is a questionnaire. The population in this study was 70 National athletes from Riau Province. The analysis technique used is descriptive quantitative in the form of a percentage. The results revealed that the family has a good role with a value of 32.86%, while social media does not have enough roles with a percentage obtained of 40% and for both family and social media have a sufficient role of 34.29%. Social media and family have an adequate role for athletes in social interaction. This study has several limitations including the limited area and scope of research subjects.

scholarly journals Peculiarities of distance learning in higher education: The teacher’s functions as a chat communication organizer

2021 ◽  
Vol 16 (1) ◽  
pp. 341-357
Author(s):  
Elena V. Maleko ◽  
Yuliya L. Kiva-Khamzina ◽  
Natal'ya A. Rubanova ◽  
Elena V. Каrpova ◽  
Natalya A. Plugina ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Knowledge Transfer ◽  
Educational Process ◽  
Cultural Environment ◽  
Internet Communication ◽  
Leading Role ◽  
New Knowledge

The purpose of this article is to define the functions of the teacher as the organizer of chat communication, which has become one of the foundations of Internet communication. The leading method for the study of this problem is the method of situational modeling, which allows considering chat-communication as a process of new social interaction, requiring the leading role of the teacher-organizer, ensuring the maximum involvement of all participants-communicators in this process in order to assimilate new knowledge by the perceiver (learners). This article presents new methodological methods of teacher's work within the framework of chat-communication, defines the important functions of a teacher, who communicates knowledge in the changed socio-cultural environment. The presented methodological material is designed to help teachers of higher education to use chat-communication as a new channel of knowledge transfer from a teacher to a student to adapt to the new communicative realities, to give awareness of the continuity of the educational process, even in a situation of significant changes in conditions of its implementation.   Keywords: distance learning, higher education, internet communication, chatting, teacher functions

scholarly journals PENTINGNYA PENDIDIKAN ANAK USIA DINI AGAR DAPAT TUMBUH DAN BERKEMBANG SEBAGAI GENERASI BANGSA HARAPAN DI MASA DEPAN

2019 ◽  
Vol 2 (2) ◽  
pp. 19
Author(s):  
I KETUT TANU
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Process ◽  
Education Law ◽  
School Age Children ◽  
Early Age ◽  
School Age ◽  
Childhood Education ◽  
The Family

<p><em>Early childhood education for children of pre-school age (3-6 years) is important, because at this age is a period of forming the foundations of the human personality, the ability to think, intelligence, skills and self-reliance and social skills in accordance with the mandate education law.</em></p><p><em>               Basically the child's world is a world of fundamental human progress toward a more perfect human adult. It has been realized that the generation is the next generation that needs to be nurtured from an early age, thus fostering early is the responsibility of families, neighborhoods and communities. Thus fostering pre-school age children, especially the role of the family is crucial development.</em></p><p><em>               Early childhood is the golden period (golden age) for the development of the child to the educational process. This period is the years of valuable for a child to recognize different kinds of facts on the environment as a stimulus to the development of personality, psychomotor, cognitive and sosialnya.Untuk it for early childhood education in the form of stimuli (stimulation) from the immediate environment is indispensable for optimizing the child's ability.</em></p>

scholarly journals Interaksi Sosial dalam Proses Pembelajaran

PALAPA ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 149-166
Author(s):  
Lalu Moh. Fahri ◽  
Lalu A. Hery Qusyairi
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Learning Process ◽  
Learning Processes ◽  
Educational Process ◽  
Development Of Attitudes

This study aims to provide an overview of students' social interactions in the learning process for instructors and prospective teachers. In this article a number of things will be reviewed, including the meaning of social interaction and learning, forms of social interaction and learning, and interaction relationships with learning. After understanding the interaction in the learning process, instructors and prospective instructors are expected to understand that learning outcomes and learning processes must be balanced so that the educational process leads to the development of attitudes, intellectual intelligence, or the development of children's skills according to their needs.

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