Stability of Boys� Social Success among Peers over an Eleven-Year Period

2015 ◽  
pp. 58-80 ◽  
Author(s):  
Glenn E. Weisfeld ◽  
Denise M. Muczenski ◽  
Carol C. Weisfeld ◽  
Donald R. Omark
Keyword(s):  
Social Success

Affect Recognition and Social Success Among Urban Elementary-Aged Students

2010 ◽  
Author(s):  
Erin Rotheram-Fuller ◽  
Gregory Naylor ◽  
Laura Katz ◽  
Laura MacMullen ◽  
Catherine A. Fiorello
Keyword(s):  
Affect Recognition ◽  
Social Success

Beliefs About the Causes of Social Success Questionnaire

1996 ◽  
Author(s):  
Denis W. Jarvinen ◽  
John G. Nicholls
Keyword(s):  
Social Success

Argumentation theory: competition between modern research approaches

2018 ◽  
pp. 77-87
Author(s):  
Анатолий Мигунов ◽  
Anatoliy Migunov ◽  
Елена Лисанюк ◽  
Elena Lisanyuk
Keyword(s):  
Social Life ◽  
Critical Discussion ◽  
Procedural Semantics ◽  
Social Success ◽  
Large Structures ◽  
Criteria Importance ◽  
Practical Argumentation ◽  
Argumentative Structure ◽  
Theory Competition

To overcome the crisis in the sphere of argumentation studies, the project proposes a logical-cognitive concept of argumentation which is a compound formalized theory that includes formalisms for modeling argumentation of different types, a relevant conceptual framework and a methodology for the use of scientific research in the practice. Three types of argumentation are defined: theoretical (two types) and practical. Theoretical argumentation is a critical discussion of the agents’ knowledge and opinions about facts aimed to substantiate a certain view or to change it – i.e. persuasion. Practical argumentation is a critical discussion of opinions about actions which includes, in addition to the statements about knowledge and opinions, statements of a non-descriptive nature about the agents’ values and intentions to adhere to a certain line of behavior. The study of argumentation needs to focus on the large structures that reflect specifics of the criticism and defense of the positions of the parties. An atom unit of such study is the argument as a statement of reason, while its molecular elements are the argumentative structure of a dispute (frame), a multitude of arguments that express the parties’ positions, a multitude of the agents’ knowledge and opinions that act as the bases for the formation of positions, lines of behavior, etc. Within the framework of this trend, both indefeasible (deductive) and defeasible argumentations can be studied. The argumentation effectiveness can be assessed based on the procedural semantics and using analogues of such logical notions as consistency and completeness. Modern approaches to the argumentation, including those claiming the compound status, can be classified using two methods: based on the substantive and practical criteria. Importance of the research outcomes amounts to the theoretical and methodological role of the new conception of argumentation and the general “umbrella” term argumentation that allows systematizing the manifold research and educational approaches and concepts in this field and is associated with communicative nature of modern social life where efficiency and social success rely on argumentative and narrative competences.

Rising Stars and Underdogs: The Role Race and Parental Education Play in Predicting Mentorship

2021 ◽  
pp. 0044118X2110046
Author(s):  
Veronica Fruiht ◽  
Jordan Boeder ◽  
Thomas Chan
Keyword(s):  
Critical Race Theory ◽  
Parental Education ◽  
Individual Characteristics ◽  
Conditional Inference ◽  
Youth Of Color ◽  
Social Success ◽  
Conditional Inference Tree ◽  
Tree Models ◽  
Nationally Representative ◽  
Inference Tree

Research suggests that youth with more financial and social resources are more likely to have access to mentorship. Conversely, the rising star hypothesis posits that youth who show promise through their individual successes are more likely to be mentored. Utilizing a nationally representative sample ( N = 4,882), we tested whether demographic characteristics (e.g., race, SES) or personal resources (e.g., academic/social success) are better predictors of receiving mentorship. Regression analyses suggested that demographic, contextual, and individual characteristics all significantly predicted access to mentorship, specifically by non-familial mentors. However, conditional inference tree models that explored the interaction of mentorship predictors by race showed that individual characteristics mattered less for Black and Latino/a youth. Therefore, the rising star hypothesis may hold true for White youth, but the story of mentoring is more complicated for youth of color. Findings highlight the implications of Critical Race Theory for mentoring research and practice.

Learning Disability: 10-Year Follow-up

PEDIATRICS ◽  
1984 ◽  
Vol 74 (6) ◽  
pp. 1058-1064
Author(s):  
Harry E. Hartzell ◽  
Carolyn Compton
Keyword(s):  
Job Satisfaction ◽  
Academic Success ◽  
Learning Disability ◽  
School Success ◽  
Learning Disabled ◽  
Social Success ◽  
School Attainment ◽  
Severe Degree ◽  
Negative Factors

A 10-year follow-up of 114 learning-disabled students has been conducted, gathering information on their academic achievement, social success, and job satisfaction. These students have been compared with 144 siblings without learning disabilities. Significantly lower levels of school attainment, academic success, and social success are found for the learning-disabled group. No difference is found in level of job satisfaction. Significant positive factors contributing to school success in the learning-disabled group were high IQ, less severe learning disability, positive personality characteristics in the child, effective family function, strong family support, high occupational level of family breadwinner, and high education level attained by the mother. Negative factors are a more severe degree of learning disability, the presence of hyperactivity, and a concomitant disability in mathematics.

scholarly journals Social Success of Future Primary School Teachers in the Process of Professional Training

2015 ◽  
Author(s):  
Marfuga Absatova ◽  
Аkkenzhe Ussenova ◽  
Alma Ordahanova ◽  
Аdlet Kariyev ◽  
Ainur Duisenbayeva
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Social Success
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