scholarly journals Domination-submissiveness as a communication pattern in adolescents’ dialogue: A qualitative study

2018 ◽  
Vol 50 (2) ◽  
pp. 209-228
Author(s):  
Ivana Stepanovic-Ilic ◽  
Aleksandar Baucal
Keyword(s):  
Qualitative Study ◽  
Qualitative Analysis ◽  
Peer Interaction ◽  
Adult Child ◽  
Complex Form ◽  
Communication Pattern ◽  
Primary School Students ◽  
School Students ◽  
Child Interaction ◽  
8Th Grade

The paper explores asymmetrical peer interaction and focuses on adolescents with higher competences, which is fairly rare in this field. Although interested in language, the Vygotskians dominantly studied adult-child interaction, while the Piagetian research, despite the orientation towards peer interaction, has started to investigate their dialogue only recently. In the current paper, we traced the domination submissiveness communication pattern in 10 dyad conversations of primary school students (the 6th and 8th grade), in which more competent students progressed or regressed most after an interaction with a less competent peer. This pattern is usually related to a lower achievement of less competent students who were found to be submissive, while domination was a feature of their more competent peers. The aim was to explore whether this pattern had variations and how it was related to the achievement and behaviour of more competent students. The results indicate that there are various forms of the investigated communication pattern and that it is associated with the more competent students? progression. The previous findings regarding the dominant behaviour of more competent students have been confirmed. Qualitative analysis enabled us to see the domination-submissiveness communication pattern as a complex form of interaction which appears in various forms in the dialogues of asymmetric dyads.

scholarly journals Using art and story to explore how primary school students in rural Tanzania understand planetary health: a qualitative analysis

2018 ◽  
Vol 2 ◽  
pp. S18
Author(s):  
Elizabeth VanWormer ◽  
Jesca Mlawa ◽  
Elizabeth Komba ◽  
Christopher Gustafson ◽  
Hilda Mrema ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
Primary School ◽  
Primary School Students ◽  
School Students ◽  
Planetary Health ◽  
Rural Tanzania

scholarly journals Primary school students’ argumentation skills: expression of arguments

2019 ◽  
Vol 45 (2) ◽  
Author(s):  
Vaiva Schoroškienė
Keyword(s):  
Qualitative Analysis ◽  
Primary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Primary School Students ◽  
School Students ◽  
Written Text ◽  
Written Texts ◽  
Fourth Grade Students ◽  
Study Participants

This study was conducted to analyze the fourth grade students’ linguistic abilities allowing them to express their arguments in oral and written texts: to determine both the number of presented arguments as well as the level of their elaboration, to characterize the expression of the arguments. The recorded number of participants was 117 fourth-graders from 15 Lithuanian schools. Oral and written texts created by the students were explored in the study. The obtained results revealed that the fourth grade students were able to voice their opinion on at least one argument when they cre-ated an oral or written text on a familiar topic and context. Approximately one-quarter of the study participants were able to present more than three arguments. No significant differences were found between oral and written argumentations with regard to quantity of the arguments. A qualitative analysis of the spoken and written texts indicates that the fourth grade students can use generalized statements (unelaborated secondary statements), they rely on examples and sources. It has also been observed that the study participants’ abilities to develop arguments differ considerably. Their very diverse, even contrasting abilities demonstrate the necessity for developing/updating the curriculum content that would focus more on argumentation.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

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