scholarly journals Specification and estimation of network formation and network interaction models with the exponential probability distribution

10.3982/qe944 ◽  
2020 ◽  
Vol 11 (4) ◽  
pp. 1349-1390 ◽  
Author(s):  
Chih-Sheng Hsieh ◽  
Lung-Fei Lee ◽  
Vincent Boucher
Keyword(s):  
High School Students ◽  
Network Formation ◽  
Subgame Perfect Equilibrium ◽  
Academic Learning ◽  
Friendship Networks ◽  
Unified Framework ◽  
School Students ◽  
Friendship Formation ◽  
Interaction Variables ◽  
Mcmc Approach

We model network formation and interactions under a unified framework by considering that individuals anticipate the effect of network structure on the utility of network interactions when choosing links. There are two advantages of this modeling approach: first, we can evaluate whether network interactions drive friendship formation or not. Second, we can control for the friendship selection bias on estimated interaction effects. We provide microfoundations of this statistical model based on the subgame perfect equilibrium of a two‐stage game and propose a Bayesian MCMC approach for estimating the model. We apply the model to study American high school students' friendship networks using the Add Health dataset. From two interaction variables, GPA and smoking frequency, we find that the utility of interactions in academic learning is important for friendship formation, whereas the utility of interactions in smoking is not. However, both GPA and smoking frequency are subject to significant peer effects.

Motivational Analysis of Academic Help-Seeking: Self-Determination in Adolescents' Freindship

2007 ◽  
Vol 100 (3) ◽  
pp. 1000-1012 ◽  
Author(s):  
Ryo Okada
Keyword(s):  
High School ◽  
High School Students ◽  
Help Seeking ◽  
Self Determination Theory ◽  
Self Determination ◽  
Academic Learning ◽  
School Students ◽  
Academic Help Seeking ◽  
Academic Help

The purpose of this study was to investigate the role that friendship motivation plays in academic help-seeking based on self-determination theory. The relations among self-determined friendship motivation, academic help-seeking, and feeling of satisfaction were examined among high school students ( N = 670) in Japan. Analyses showed that self-determined friendship motivation was associated with the academic help-seeking, which in turn was related to the feeling of satisfaction with academic learning and friendship. The role of friendship motivation in the academic setting is discussed.

scholarly journals High school students’ friendship network, physical activity and residential locations – a stochastic actor based model

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Wei Liu ◽  
Arika Ligmann-Zielinska ◽  
Kenneth Frank ◽  
Sue C. Grady ◽  
Igor Vojnovic
Keyword(s):  
Physical Activity ◽  
High School ◽  
Social Networks ◽  
High School Students ◽  
Built Environment ◽  
Significant Influence ◽  
Overweight And Obesity ◽  
Friendship Networks ◽  
School Students ◽  
Home Location

AbstractEvidence shows that adolescents do not do enough physical activity (PA), which could contribute to childhood overweight and obesity. Studies have shown that both the built environment and social networks could influence adolescents’ PA, but more studies are needed to investigate their combined influence using longitudinal data. We used a stochastic actor-based model analyzing two waves of Add Health data to test if (1) home location has a significant influence on high school student’s friendships, and (2) the neighborhood built environment has a significant influence on high school student’s PA while controlling for friendship networks. The results indicate that students’ PA level emulated peers’ PA levels and students who lived closer together, increased the likelihood of forming friendships. However, the built environment variables that described adolescents’ residential neighborhoods did not show a significant influence on students’ PA dynamics. This study contributes to our understanding of the joint impacts of social networks and home location on adolescents’ friend networks and PA dynamics in urban settings.

scholarly journals Entrenamiento en estrategias de autorregulación de la motivación y la volición: efecto en el aprendizaje

2017 ◽  
Vol 33 (2) ◽  
pp. 292
Author(s):  
Mario Baez- Estradas ◽  
Jesús Alonso-Tapia
Keyword(s):  
High School Students ◽  
Academic Writing ◽  
Self Regulation ◽  
Academic Learning ◽  
Font Size ◽  
School Students ◽  
Learning Tasks ◽  
Study Results ◽  
Regulation Strategies ◽  
Practical Implications

<p><span><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="EN-US"><span><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="EN-US">The objective of this work is to determine the relative and combined effect on self-regulation and learning of teaching students two kinds of self-regulation strategies, the first centered on motivation, and the second on negative emotions that obstruct volitional processes. Two guides with instructions and commentaries that the teacher should give to students before, during and after learning tasks were developed. The learning tasks were also of two kinds, academic –writing composition- and non- academic –learning to solve problems of the Tangram, a Chinese puzzle-. A total of 178 High School students, 16 to 19 years old (Mean: 16.7) participated in the study. Results of ANOVAs showed that the efficacy of each kind of training varies depending on the dependent variable, though –in general- emotional self-regulation training was superior. Theoretical and practical implications of these results are commented.</span></span></span></span></p>

The mixed company they keep: Potentially offensive sexual behaviours among adolescents

2003 ◽  
Vol 27 (6) ◽  
pp. 532-540 ◽  
Author(s):  
Anne Lacasse ◽  
Kelly T. Purdy ◽  
Morton J. Mendelson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Network ◽  
Gender Composition ◽  
Friendship Networks ◽  
Friendship Network ◽  
School Students ◽  
Sexual Behaviours ◽  
The Social ◽  
Network Form

This study investigated the incidence and tolerance of potentially offensive sexual behaviours in relation to the gender composition of adolescents’ friendship networks. High-school students (Grades 8 and 11) self-reported on the Sexual Experiences Questionnaire—High School and on the Social Network Form. Adolescents whose friendship network included a relatively greater proportion of other-sex friends tended to be those who experienced some form of potentially offensive sexual behaviours. However, tolerance (i.e., lack of upset) of these behaviours was not related to the gender composition of the friendship network. Moderate behaviours were perpetrated mostly by boys to both sexes, whereas severe behaviours were perpetrated by other-sex peers. The discussion addresses how sexual harassment in adolescence might be conceptualised.

A Multidisciplinary Assessment of Chesteropoly as an Academic-Service Experience

2009 ◽  
Vol 32 (2) ◽  
pp. 155-177
Author(s):  
Robert J. Bonk ◽  
Lori N. Simons ◽  
Timothy M. Scepansky ◽  
Nancy B. Blank ◽  
Elisa B. Berman
Keyword(s):  
High School ◽  
High School Students ◽  
Service Learning ◽  
Undergraduate Students ◽  
Social Issues ◽  
Independent Study ◽  
Academic Learning ◽  
School Students ◽  
Disadvantaged Community ◽  
Civic Values

Because service-learning challenges participants to widen perspectives on social issues, we designed and assessed a multi-semester, multidisciplinary project with both academic and service objectives. In this project, undergraduate students developed a script and video centered on a board game designed to educate high-school students about their community, Chester, Pennsylvania. The script and video featured undergraduate students playing Chesteropoly, with deeded properties reflecting Chester's current community agencies, as well as business, educational, entertainment, and government groups from past and present days. Next, students enrolled in an educational-psychology independent-study class developed a content-knowledge test; this test, along with assessments of social skills and self-concept, was administered to local high-school students from this disadvantaged community. Undergraduate participants assessed experiences through reflection journals, surveys, and focus-group interviews. Overall, the types of outcomes that we observed for our high-school and undergraduate participants reflected development of civic values, improvement of academic learning, and self-motivation.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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