scholarly journals influence of social support and personal networks on doctoral student performance

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Valentina Hlebec ◽  
Tina Kogovšek ◽  
Anuška Ferligoj
Keyword(s):  
Social Support ◽  
Student Performance ◽  
Doctoral Students ◽  
Work Motivation ◽  
Empirical Studies ◽  
Theoretical Models ◽  
Psychological Research ◽  
Personal Networks ◽  
Organizational Research ◽  
Explained Variance

In the paper the effects of individual and social factors on the performance of doctoral students (young researchers) in Slovenia are studied. The paper starts with an overview of theoretical models and empirical studies that originate in educational research and psychological research. The paper continues with a description of theoretical models and empirical studies that originate from organizational research and focus on explaining job performance. The Job Demands-Resources model (Xanthopoulou et al., 2007; Bakker and Demerouti, 2007) is used to explain why some doctoral students perform better than others. Social support networks and social support from a doctoral student's research group (supervisor and co-workers) are operationalized as job resources. The proportion of explained variance of the doctoral students' academic performance is 0.14. Social support and personal networks have the largest effect, following by work motivation.

Helfen und Wohlbefinden aus psychologischer Perspektive

2021 ◽  
Vol 81 (6) ◽  
pp. 423-430
Author(s):  
Maike Luhmann
Keyword(s):  
Empirical Studies ◽  
Theoretical Models ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Research ◽  
Self Determination ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Open Questions ◽  
The Relationship

Abstract Psychological research has long been interested in whether helping can make people happy. This article summarizes empirical evidence and theoretical models on the relationship between helping and well-being. Empirical studies indicate a significant, but weak positive relationship between helping behaviors and well-being. The functional approach and self-determination theory are two theoretical frameworks that are particularly relevant for interdisciplinary investigations of this topic. The article concludes with a discussion of open questions and avenues for future research.

Emerging Syndromes

2017 ◽  
Author(s):  
Kelly C. Allison ◽  
Jennifer D. Lundgren
Keyword(s):  
Empirical Studies ◽  
Theoretical Models ◽  
Future Research ◽  
Night Eating Syndrome ◽  
Statistical Manual ◽  
Night Eating ◽  
Diagnostic And Statistical Manual ◽  
Impairment In Functioning ◽  
Atypical Anorexia Nervosa ◽  
Comorbid Psychopathology

The Diagnostic and Statistical Manual, fifth edition, of the American Psychiatric Association (2013) has designated several disorders under the diagnosis of otherwise specified feeding and eating disorder (OSFED). This chapter evaluates three of these, night eating syndrome (NES), purging disorder (PD), and atypical anorexia nervosa (atypical AN). It also reviews orthorexia nervosa, which has been discussed in the clinical realm as well as the popular press. The history and definition for each is reviewed, relevant theoretical models are presented and compared, and evidence for the usefulness of the models is described. Empirical studies examining the disorders’ independence from other disorders, comorbid psychopathology, and, when available, medical comorbidities, are discussed. Distress and impairment in functioning seem comparable between at least three of these emerging disorders and threshold eating disorders. Finally, remaining questions for future research are summarized.

From Selz to Gigerenzer: A thought-psychological research history, which needs a Popperian, fallibilist theory of rationality to effectively develop

2017 ◽  
Vol 27 (4) ◽  
pp. 439-457 ◽  
Author(s):  
John Wettersten
Keyword(s):  
Philosophy Of Science ◽  
Empirical Studies ◽  
Psychological Research ◽  
Karl Popper ◽  
Thought Processes ◽  
Herbert Simon ◽  
Research History

Two sharply separated traditions in the philosophy of science and in thought psychology began with Otto Selz’s psychology. The first tradition began with Karl Popper; it has been developed by many others. The developers of the second tradition have included Julius Bahle, Adriaan de Groot, Herbert Simon, and Gerd Gigerenzer. The first tradition has ignored empirical studies of thought processes. The second tradition is widely based on Simon’s inductivist philosophy. The first tradition can be improved by integrating empirical studies of rationality into its research. The second tradition can be improved by replacing its inductivist assumptions with a fallibilist framework.

scholarly journals Does Social Support Affect the Health of the Elderly in Rural China? A Meta-Analysis Approach

2019 ◽  
Vol 16 (18) ◽  
pp. 3471 ◽  
Author(s):  
Natuya Zhuori ◽  
Yu Cai ◽  
Yan Yan ◽  
Yu Cui ◽  
Minjuan Zhao
Keyword(s):  
Social Support ◽  
Rural Areas ◽  
Rural China ◽  
Statistical Significance ◽  
Empirical Studies ◽  
Relevant Literature ◽  
The Elderly ◽  
Significant Difference ◽  
Meta Regression ◽  
The Impact

As the trend of aging in rural China has intensified, research on the factors affecting the health of the elderly in rural areas has become a hot issue. However, the conclusions of existing studies are inconsistent and even contradictory, making it difficult to form constructive policies with practical value. To explore the reasons for the inconsistent conclusions drawn by relevant research, in this paper we constructed a meta-regression database based on 65 pieces of relevant literature published in the past 25 years. For more valid samples to reduce publication bias, we also set the statistical significance of social support to the health of the elderly in rural areas as a dependent variable. Finally, combined with multi-dimensional social support and its implications for the health of the elderly, meta-regression analysis was carried out on the results of 171 empirical studies. The results show that (1) subjective support rather than objective support can have a significant impact on the health of the elderly in rural areas, and there is no significant difference between other dimensions of social support and objective support; (2) the health status of the elderly in rural areas in samples involving western regions is more sensitive to social support than that in samples not involving the western regions; (3) among the elderly in rural areas, social support for the older male elderly is more likely to improve their health than that for the younger female elderly; and (4) besides this, both data sources and econometric models greatly affect the heterogeneity of the effect of social support on the health of the elderly in rural areas, but neither the published year nor the journal is significant. Finally, relevant policies and follow-up studies on the impact of social support on the health of the elderly in rural areas are discussed.

scholarly journals Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dania Hernandez ◽  
Gema Jacomino ◽  
Uma Swamy ◽  
Krista Donis ◽  
Sarah L. Eddy
Keyword(s):  
Social Support ◽  
Active Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Social Supports ◽  
Informational Support ◽  
Confirmatory Factor Analyses ◽  
Appraisal Support ◽  
Instrument Measuring ◽  
Support Students

Abstract Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

Pragmatic sociology and competing orders of worth in organizations

2011 ◽  
Vol 14 (3) ◽  
pp. 343-359 ◽  
Author(s):  
Søren Jagd
Keyword(s):  
Empirical Studies ◽  
Organizational Research ◽  
Non Profit ◽  
Institutional Pluralism ◽  
Orders Of Worth ◽  
Competing Orders ◽  
Pragmatic Sociology ◽  
Basic Ideas ◽  
Pragmatic Aspects ◽  
Special Relevance

Different notions of multiple rationalities have recently been applied to describe the phenomena of co-existence of competing rationalities in organizations. These include institutional pluralism, institutional logics, competing rationalities and pluralistic contexts. The French pragmatic sociologists Luc Boltanski and Laurent Thévenot have contributed to this line of research with a sophisticated theoretical framework of orders of worth, which has been applied in an increasing number of empirical studies. This article explores how the order of worth framework has been applied to empirical studies of organizations. First, I summarize the basic ideas of the framework, stressing the aspects of special relevance for studies of organizations. Second, I review the empirical studies focusing on the coexistence of competing orders of worth in organizations showing that the order of worth framework primarily has been related to three main themes in organizational research: non-profit and co-operative organizations, inter-organizational co-operation, and organizational change. Third, I discuss how the pragmatic, process-oriented aspect of the research program, focusing on the intertwining of values and action in various forms of ‘justification work’, has been translated into empirical studies. I argue that even if highly interesting empirical studies have begun to appear on the pragmatic aspects of the order of worth program, empirical studies of ‘justification work’ may be a potentially very promising focus for future empirical studies.

Perceptions of Social Support in Doctoral Programs among Minority Students

2000 ◽  
Vol 86 (3) ◽  
pp. 1003-1010 ◽  
Author(s):  
Keith B. Williams
Keyword(s):  
Social Support ◽  
African American ◽  
Native American ◽  
Doctoral Students ◽  
Social Environment ◽  
Graduate School ◽  
Asian American ◽  
Doctoral Programs ◽  
Student Survey ◽  
The Social

This study examined the perceptions of social support reported by 70 African-American, 44 Hispanic, 20 Native-American, and 69 Asian-American doctoral students ( N = 203) concerning their experiences in graduate school. The Doctoral Student Survey was used to measure the levels and types of social support provided. One-way analysis of variance of mean scores indicated that a majority of doctoral students perceived the academic environment on campus and faculty advisers to be strong sources of social support, while perceiving the social environment on campus as unsupportive of their progress. The African-American and Native-American doctoral students perceived the social environment on campus to be less supportive than did the Hispanic and Asian-American doctoral students, and Native-American doctoral students perceived their departments to be less supportive than did the African-American, Hispanic, and Asian-American doctoral students.

The Relationship Between Proof and Certainty in Mathematical Practice

2022 ◽  
Vol 53 (1) ◽  
pp. 65-84
Keyword(s):  
Empirical Evidence ◽  
Doctoral Students ◽  
Empirical Studies ◽  
Mathematical Practice ◽  
Advanced Mathematics ◽  
Mathematics Educators ◽  
The Relationship

Many mathematics educators believe a goal of instruction is for students to obtain conviction and certainty in mathematical statements using the same types of evidence that mathematicians do. However, few empirical studies have examined how mathematicians use proofs to obtain conviction and certainty. We report on a study in which 16 advanced mathematics doctoral students were given a task-based interview in which they were presented with various sources of evidence in support of a specific mathematical claim and were asked how convinced they were that the claim was true after reviewing this evidence. In particular, we explore why our participants retained doubts about our claim after reading its proof and how they used empirical evidence to reduce those doubts.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

scholarly journals An N-Pact Factor for Clinical Psychological Research

2018 ◽  
Author(s):  
Kathleen Wade Reardon ◽  
Avante J Smack ◽  
Kathrin Herzhoff ◽  
Jennifer L Tackett
Keyword(s):  
Sample Size ◽  
Statistical Power ◽  
Empirical Studies ◽  
Psychological Research ◽  
Medium Effect ◽  
Medium Effect Size ◽  
One Step ◽  
Hard To Reach Populations ◽  
Self Examination ◽  
Adequate Sample Size

Although an emphasis on adequate sample size and statistical power has a long history in clinical psychological science (Cohen, 1992), increased attention to the replicability of scientific findings has again turned attention to the importance of statistical power (Bakker, van Dijk, & Wicherts, 2012). These recent efforts have not yet circled back to modern clinical psychological research, despite the continued importance of sample size and power in producing a credible body of evidence. As one step in this process of scientific self-examination, the present study estimated an N-pact Factor (the statistical power of published empirical studies to detect typical effect sizes; Fraley & Vazire, 2014) in two leading clinical journals (the Journal of Abnormal Psychology; JAP, and the Journal of Consulting and Clinical Psychology; JCCP) for the years 2000, 2005, 2010, and 2015. Study sample size, as one proxy for statistical power, is a useful focus because it allows direct comparisons with other subfields and may highlight some of the core methodological differences between clinical and other areas (e.g., hard-to-reach populations, greater emphasis on correlational designs). We found that, across all years examined, the average median sample size in clinical research is 179 participants (175 for JAP and 182 for JCCP). The power to detect a small-medium effect size of .20 is just below 80% for both journals. Although the clinical N-pact factor was higher than that estimated for social psychology, the statistical power in clinical journals is still limited to detect many effects of interest to clinical psychologists, with little evidence of improvement in sample sizes over time.

Sign in / Sign up

Export Citation Format

Share Document