Journal articles: 'Primary socialization'

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Scott, J. P. "PRIMARY SOCIALIZATION IN YOUNG MAMMALS." International Zoo Yearbook 4, no. 1 (December 18, 2007): 283–85. http://dx.doi.org/10.1111/j.1748-1090.1963.tb03681.x.

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Kelly, Kathleen, and Lewis Donohew. "Media and Primary Socialization Theory." Substance Use & Misuse 34, no. 7 (January 1999): 1033–45. http://dx.doi.org/10.3109/10826089909039395.

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Nurco, David N., and Monroe Lerner. "A Complementary Perspective to Primary Socialization Theory." Substance Use & Misuse 34, no. 7 (January 1999): 993–1003. http://dx.doi.org/10.3109/10826089909039391.

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Çobanoğlu, Fatma, and Mustafa Öğretir. "The level of the organizational socializational of the primary school teachers." Pegem Eğitim ve Öğretim Dergisi 5, no. 2 (June 1, 2015): 149–66. http://dx.doi.org/10.14527/pegegog.2015.008.

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The process of socialization is important for the teachers to be integrated to the educational system and acting in accordance with the system values, norm and attitudes. In this study, the levels of the organizational socialization of primary school teachers have been examined. The population of the study organized as a relational descriptive survey consists of 364 teachers. In the study, Organizational Socialization Scale (Kartal, 2003) and a form prepared for determining the personal characteristics of the teachers were used in order to collect the data. Since the obtained data did not have normal distribution, nonparametric tests were used for the analysis. According to the results of the study, it was observed that the levels of organizational socialization of primary school teachers were higher in the sub dimensions of job satisfaction, motivation, organizational commitment and acceptance. Furthermore, the level of organizational socialization of teachers has no statistically significant differences in related to their gender, marital status and working period in recent school at the all sub-dimensions, but it is seen that the more seniority of teachers increases the more the level of organizational socialization increases and the more education level of teachers' increases, the more the level of organizational socialization decreases.

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Brint, Steven, Mary F. Contreras, and Michael T. Matthews. "Socialization Messages in Primary Schools: An Organizational Analysis." Sociology of Education 74, no. 3 (July 2001): 157. http://dx.doi.org/10.2307/2673273.

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Owuor, Everlyne Achieng, Beatrice Bunyasi Awori, and Syprine A. Otieno. "INFLUENCE OF SOCIALIZATION ON ACADEMIC PERFORMANCE OF LEARNERS WITH HEARING IMPAIRMENT AT INCLUSIVE PRIMARY SCHOOLS IN KENYA: A CASE IN THAWABU PRIMARY OF NAIROBI CITY COUNTY." African Journal of Education and Practice 6, no. 6 (October 12, 2020): 47. http://dx.doi.org/10.47604/ajep.1148.

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Purpose: This research aimed at determining the influence of socialization on performance of learners with hearing impairment at Thawabu Inclusive Public Primary School in Nairobi, Kenya. The objectives were to; establish modes of communication that promote socialization in an inclusive environment; establish strategies for boosting socialization to enhance academic performance; and establish challenges facing teachers in enhancing socialization to improve academic performance of learners with hearing impairment. Methodology: The research design was a case study design. Structured questionnaires and interviews were used to collect data. Purposive sampling was employed to select the school and learners with hearing impairment while hearing learners were randomly selected. Findings: The study found that: modes of communication among learners with hearing impairment, hearing learners and teachers create social and educational change for improvement of academic standards in the school and narrows the gap between those with hearing impairment and their hearing counterparts. Strategies like family support program (assisting children and families in language learning), family-infant-toddler program, and competent and consistent administration system promote learning. Socialization influences incidental learning of learners with hearing impairment to put them at par with their hearing peers on matters related to both academic performance and social advancement. Socialization makes learners with hearing impairment comfortable, self-esteemed, and self-actualized, hence improving educational performance. Unique contribution to theory, practice and policy: The study may help to promote attitudinal, psychological and educational change in all stakeholders for inclusive education to be a success and meaningful to learners with hearing impairment. The study recommends that the government should add specially qualified teachers of learners with hearing impairment in Thawabu among other inclusive public schools in Kenya to help promote socialization and to increase inclusivity of leaners with hearing impairment.

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Callary, Bettina, Penny Werthner, and Pierre Trudel. "Shaping the Way Five Women Coaches Develop: Their Primary and Secondary Socialization." Journal of Coaching Education 4, no. 3 (December 2011): 76–96. http://dx.doi.org/10.1123/jce.4.3.76.

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Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and secondary socialization. A content analysis was performed to identify how coaches learned in their primary socialization with their family, and in their secondary socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and secondary socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.

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Pomerantseva, T. A. "THE MAIN COMPONENTS OF SOCIALIZATION AND INDIVIDUALIZATION OF PRIMARY SCHOOL CHILDREN." Vestnik of Minin University 6, no. 3 (November 10, 2018): 8. http://dx.doi.org/10.26795/2307-1281-2018-6-3-8.

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Introduction:the article deals with the main components of socialization and individualization of primary school children. Modern socio-cultural society sets the vector of the updated educational policy. It is not enough for a person to increase only intellectual development, it is necessary to pay attention to the education of a thinking, interacting, responsible person who can make decisions, self-develop and independently control the achievement of goals. Therefore, the normative documents, supporting the importance of socialization and individualization of students, focus on the active inclusion of the child in the socio-cultural reality due to the specific organization of the educational space of the school. The latter, in turn, is focused, on the one hand, on the education of the qualities of consciousness, thoughtfulness, responsibility, and on the other, on the development of creativity of students, the individuality of each and the ability to interact with the surrounding world.Materials and methods: critical selection of information (theoretical and comparative analysis of domestic and foreign literature) and integration of approaches and methods of different orientation (theoretical and empirical). The methodological basis of the study was: systemic, socio-cultural, dialectical, personalized approaches.Results:the author defines the main components of socialization and individualization of schoolchildren, namely motivational-target, procedural and evaluative-reflexive (diagnostic); substantiates a set of conditions that contribute to the effective socialization and individualization of children, which is based on the organization of free interaction of the child with the surrounding world. The latter is considered as its progressive socialization and individualization in the process of cognition and transformation, social and cultural patterns in different types of children's activities.The article also presents the criteria for determining the success of socialization and individualization of students: motivational, value-normative, cognitive, communicative, practice-creative.Discussion and conclusions:the proposed components of socialization and individualization of students and the described conditions of their successful implementation can be used by teachers of the school as key reference points in the implementation of educational activities.

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Whitbeck, Les B. "Primary Socialization Theory: It All Begins with the Family." Substance Use & Misuse 34, no. 7 (January 1999): 1025–32. http://dx.doi.org/10.3109/10826089909039394.

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Mangubhai, Francis. "Primary socialization and cultural factors in second language learning." Teaching Languages, Teaching Culture 14 (January 1, 1997): 23–54. http://dx.doi.org/10.1075/aralss.14.02man.

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Higgins, George E., Melissa L. Ricketts, Catherine D. Marcum, and Margaret Mahoney. "Primary socialization theory: an exploratory study of delinquent trajectories." Criminal Justice Studies 23, no. 2 (June 1, 2010): 133–46. http://dx.doi.org/10.1080/1478601x.2010.485472.

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Sabirova, M. "Family as a Primary Socialization in Preschool Children Upbringing." Bulletin of Science and Practice 7, no. 6 (June 15, 2021): 443–48. http://dx.doi.org/10.33619/2414-2948/67/55.

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This article examines the role of the family and its features in the process of socialization, also the main forms and functions (informative, mentor function, initiating and orienting function) of the family. Effective mechanisms of family social education of a child were described including the psychological climate of the family and its factors: national traditions, moral values, educational level, etc. Features of children's folklore in education. Methods of accustoming and the totality of the views of the people. The main components of the rural ethnocultural space.

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Cekaite, Asta. "Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom." Language in Society 41, no. 5 (November 2012): 641–70. http://dx.doi.org/10.1017/s0047404512000681.

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AbstractThe present study explores a child, language, and cultural novice's affective and moral socialization during her first year in a Swedish first-grade classroom. Within the language socialization framework, it focuses on the lexicogrammatical and embodied organization of the novice's affectively charged noncompliant responses to (teacher) instructional directives, and the teachers' socializing responsive moves (contextualizing them within local and wider societal values and ideologies). The methods adopted combine a microanalytic approach with ethnographic analyses of socialization within a classroom community.Longitudinal tracking of the novice's stances demonstrated a trajectory across which socialization into normatively predictable cultural patterns did not occur. As shown, the student's affective stances and the teachers' socializing responses were consequential for the emergence of her “bad subject,” that is, her socioculturally problematic identity (from a “resigned” to an “oppositional” student who was “unwilling” to learn). Such deviant cases, it is argued, provide insights into the contested and dynamic aspects of second language socialization and demonstrate how affective (and moral) stances are mobilized as resources in the indexing of institutional identities. (Language socialization, language novice, affective stance, teacher-student interactions, directive sequences, embodiment, volition)*

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Theodosiou, Valentina, and Yiasemina Karagiorgi. "Primary school heads’ professional socialization and leadership development in Cyprus." International Journal of Leadership in Education 20, no. 6 (August 13, 2015): 661–81. http://dx.doi.org/10.1080/13603124.2015.1073360.

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Vichalkovska, Natalia, and Oksana Ivanashko. "Metaphor as Instrument of Socialization of Primary School Age Children." Psychological Prospects Journal 28 (2016): 21–33. http://dx.doi.org/10.29038/2227-1376-2016-28-21-33.

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Isbell, Daniel S. "Musicians and Teachers." Journal of Research in Music Education 56, no. 2 (July 2008): 162–78. http://dx.doi.org/10.1177/0022429408322853.

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This study was designed to investigate the socialization and occupational identity of undergraduate music education majors enrolled in traditional preservice teacher education programs. Preservice music teachers ( N = 578) from 30 randomly sampled institutions completed a 128-item questionnaire. Descriptive statistics were computed for all variables, and factor analysis was used to explore the underlying structure of occupational identity. Correlational and regression analyses revealed relationships among socialization influences and occupational identity. Descriptive findings surrounding various aspects of primary and secondary socialization revealed that parents, school music teachers, and private lesson instructors exerted a positive influence on student decisions related to participating in music and pursuing a music education career. Factor analysis results indicated that occupational identity consisted of three constructs: musician identity, self-perceived teacher identity, and teacher identity as inferred from others. Correlations between secondary socialization and occupational identity were slightly stronger than those between primary socialization and occupational identity, and influential experiences were more predictive of occupational identity than influential people.

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Friedman, Debra A. "Becoming National: Classroom Language Socialization and Political Identities in the Age of Globalization." Annual Review of Applied Linguistics 30 (March 2010): 193–210. http://dx.doi.org/10.1017/s0267190510000061.

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Although schools have long been recognized as primary sites for creating citizens of the modern nation-state, in recent years traditional assimilationist and exclusionist notions of national identity have been challenged by competing values of multiculturalism, hybridity, and transnationalism. This article surveys recent language socialization research that has examined classrooms as sites for socializing novices into political identities associated with membership in a national or transnational community. It explores five broad themes: (a) socialization into the national language, (b) socialization of immigrants, (c) socialization into new forms of national identity, (d) socialization of minority political identities within nation-states, and (e) socialization and transnational identities. The survey concludes with a review of the contributions of a language socialization approach to the study of these issues as well as suggested directions for future research.

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Spera, Christopher, and Holly C. Matto. "A Contextual-Congruence Model of Socialization." Families in Society: The Journal of Contemporary Social Services 88, no. 4 (October 2007): 551–60. http://dx.doi.org/10.1606/1044-3894.3677.

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For more than a century, social scientists from a variety of disciplines have proposed theories of socialization to explain how values, goals, skills, and attitudes are passed from socialization agents to children. Empirical research over the last 25 years points to variations in the socialization process across families from diverse ethnic and socioeconomic groups, prompting the call for new theoretical developments that can explain these differences and expand research questions and methodologies in this area. This article presents a new approach to empirically examining socialization processes that seeks to account for these sociocultural differences, called a contextual-congruence model of socialization. The primary tenets of the model and areas to focus future empirical study are discussed.

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Crisogen, Disca Tiberiu. "Types of Socialization and Their Importance in Understanding the Phenomena of Socialization." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 331. http://dx.doi.org/10.26417/ejser.v5i1.p331-336.

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Depending on various criteria, the specialized literature defined several types of socialization. After socialization factors and the age at which the process are studied, we have primary socialization and secondary socialization (and continues), according to the assessment of society there are positive or negative socialization, and as awareness of how socialization process is distinguished there is formal or informal socialisation, depending on the objective pursued by already created effects, we have anticipatory or adaptive socialization , depending on the intervention of legitimate power we can talk about associative or institutional socialization after as contents and the results expressed in statuses and roles, gender socialization may be , professional, marital, according to methods of making can speak about planned, spontaneous, law enforcement, participatory socializing depending on the purpose we have societal, national, political, ideological-partisan socialization etc.. These types are not individualized in an environment amorphous, but they intermingle, they complement and, by correlation, manage to describe the complex phenomenon of socialization. The contribution of those who have defined numerous types of socialization should not be approached holistically, nor in opposition with each other, but as a complement to the comprehensive and specialized understanding of socialization. In this context, we propose a new criterion for classification, namely the extent of socialization, which assumes a total socialization of one partial socialization and a zero socialization, void. In regards the overall socialization, this is an ideal and not a reality. However, at least in theory, we could use this terminology as, for example, education sciences use the term " ideal educational " or how physics used the notion of "ideal environment". The concept of "zero socialization" could be the social equivalent of the expression used by Aristotel in his "De anima": a kind of "blank slate" for the socialization.

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Oetting, Eugene R., and Joseph F. Donnermeyer. "Primary Socialization Theory: The Etiology of Drug Use and Deviance. I." Substance Use & Misuse 33, no. 4 (January 1998): 995–1026. http://dx.doi.org/10.3109/10826089809056252.

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Donohew, Lewis, Richard R. Clayton, William F. Skinner, and Susan Colon. "Peer Networks and Sensation Seeking: Some Implications for Primary Socialization Theory." Substance Use & Misuse 34, no. 7 (January 1999): 1013–23. http://dx.doi.org/10.3109/10826089909039393.

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Brokane, Larisa, and Inamora Zaiceva. "Socialization Problems among Hearing-Impaired Children at Special Primary School Establishment." Procedia - Social and Behavioral Sciences 12 (2011): 362–70. http://dx.doi.org/10.1016/j.sbspro.2011.02.045.

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Scottham, Krista Maywalt, and Ciara P. Smalls. "Unpacking Racial Socialization: Considering Female African American Primary Caregivers' Racial Identity." Journal of Marriage and Family 71, no. 4 (November 2009): 807–18. http://dx.doi.org/10.1111/j.1741-3737.2009.00636.x.

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Urusova, L. Kh. "Primary socialization as forming factor of gender identity of modern personality." Alma mater. Vestnik Vysshey Shkoly, no. 6 (June 2019): 46–49. http://dx.doi.org/10.20339/am.06-19.046.

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Rew, Lynn, Kristopher L. Arheart, Sanna Thompson, and Karen Johnson. "Predictors of adolescents' health-promoting behaviors guided by primary socialization theory." Journal for Specialists in Pediatric Nursing 18, no. 4 (June 10, 2013): 277–88. http://dx.doi.org/10.1111/jspn.12036.

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Borisovа, E. Y. "Opportunities for Socialization of Primary School Children with Intellectual Disabilities in Inclusive Education." Психологическая наука и образование 24, no. 4 (2019): 81–91. http://dx.doi.org/10.17759/pse.2019240407.

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The article presents the data of an empirical study of the features of socialization of primary school children aged 8—11 years with intellectual disabilities enrolled in an inclusive (31 people, including 22 boys and 9 girls) and special education (59 people, including 42 boys and 17 girls).In order to test the hypothesis of the specificity of the processes of socialization in training under different conditions, a diagnosis was carried out using a set of techniques, both test and expert. The analysis of the results of the study of individual components of social competence allows us to state that children studying under the conditions of inclusion, compared with their peers, pupils of correctional schools, are characterized by less pronounced manifestations of social maladaptation and more harmonious family relationships, but there are difficulties in recognizing the emotional state of other people, insufficient ability to adequately navigate in fairly typical life situations, contradictory trends in the formation of self-image, reflecting the negative features of psychosocial development, presumably due to the specificity of social experience. Based on the results obtained, the conclusion is made about the importance of special correctional and developmental work in the education of children with intellectual disabilities in the conditions of inclusion, aimed at creating the conditions necessary for the successful socialization of a child with disabilities The article presents the data of an empirical study of the features of socialization of primary school children aged 8—11 years with intellectual disabilities enrolled in an inclusive (31 people, including 22 boys and 9 girls) and special education (59 people, including 42 boys and 17 girls).In order to test the hypothesis of the specificity of the processes of socialization in training under different conditions, a diagnosis was carried out using a set of techniques, both test and expert. The analysis of the results of the study of individual components of social competence allows us to state that children studying under the conditions of inclusion, compared with their peers, pupils of correctional schools, are characterized by less pronounced manifestations of social maladaptation and more harmonious family relationships, but there are difficulties in recognizing the emotional state of other people, insufficient ability to adequately navigate in fairly typical life situations, contradictory trends in the formation of self-image, reflecting the negative features of psychosocial development, presumably due to the specificity of social experience. Based on the results obtained, the conclusion is made about the importance of special correctional and developmental work in the education of children with intellectual disabilities in the conditions of inclusion, aimed at creating the conditions necessary for the successful socialization of a child with disabilities

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Afifah, Linda Alfiatus, and Susanti Susanti. "PENGARUH KUALITAS PELAYANAN, E-SYSTEM PERPAJAKAN, DAN SOSIALISASI PERPAJAKAN TERHADAP KEPUASAN WAJIB PAJAK." JURNAL AKUNTANSI UNIVERSITAS JEMBER 18, no. 2 (August 2, 2021): 87. http://dx.doi.org/10.19184/jauj.v18i2.19577.

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Taxes are the main source of state revenue, tax revenues are collected from the people and for the benefit of the people. The Directorate General of Taxes has made various efforts to increase tax revenue through services provided to taxpayers. This study aims to analyze the effect of service quality, taxation esystem, and tax socialization on taxpayer satisfaction at the West Sidoarjo Primary Tax Service Office. This type of research is quantitative research. The sampling technique in this study was calculated based on accidental sampling technique with a sample size of 40 respondents. The results of this study indicate that simultaneously and partially service quality, taxation e-system, and tax socialization have an effect the taxpayer satisfaction at the West Sidoarjo Primary Tax Service Office.Keywords: Service Quality, Taxation E-System, Taxpayer Satisfaction, Tax Socialization

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Djuyandi, Yusa. "Efektivitas Sosialisasi Politik Pemilihan Umum Legislatif Tahun 2014 oleh Komisi Pemilihan Umum." Humaniora 5, no. 2 (October 30, 2014): 1202. http://dx.doi.org/10.21512/humaniora.v5i2.3263.

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Based on data from the Election Commission, the number of public participation in the elections of 2004 was 84%, while at the elections of 2009 the number of participation decreased to 71%. The declining participation shows increasing number of participants who did not vote or abstain. This phenomenon needs to be taken seriously by the Election Commission to conduct intensive socialization. The purpose of this study was to analyze the effectiveness of political socialization in the 2014 legislative elections by the Election Commission. The research method used was a qualitative method, the research data consists of primary and secondary data. Primary data is done through observation and interview techniques. Results and Discussion revealed that political socialization is very important. KPU socialization process, not just invite people to come to the polling stations (TPS), but also urge people to maintain order and the smooth running of the 2014 election. Commission was targeting 75% of community participation, and based on the results of the final calculation, the data shows the number of public participation is 75.11%. The conclusion of this study is the Commission has successfully reached its target in suppressing the number of abstain, and this shows that the Commission has effectively conduct political socialization.

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Nanda, A. A. Istri Syania Vihira, and Naniek Noviari. "Pengaruh Sosialisasi Terhadap Tax Amnesty Dengan Risiko Offshore Investment dan Kemudahan Prosedur Sebagai Pemoderasi." E-Jurnal Akuntansi 30, no. 2 (February 17, 2020): 277. http://dx.doi.org/10.24843/eja.2020.v30.i02.p01.

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This reaserch aims to obtain empirical evidence of the effect of taxation socialization on tax amnesty as well as moderation of ease of procedures and the risk of offshore investment on the effect of tax socialization on tax amnesty. This research was conducted on taxpayers registered at the North Badung Primary Tax Service Office with a convenience sampling method. The analysis technique used is binary logistic regression with moderating regression analysis (MRA). Based on the results of this study indicate that taxation socialization has a significant positive effect on tax amnesty which means the higher the taxation socialization, the higher the tax amnesty participation. The interaction between ease of procedure and taxation socialization has a significant positive effect, which means that ease of procedure is able to strengthen the relationship between taxation socialization and tax amnesty. The interaction of offshore investment risks has a positive but not significant effect on tax amnesty which means that offshore investment risks are not able to strengthen the relationship of tax socialization to tax amnesty. Keywords: Tax Amnesty; Ease of Procedure; Offshore Investment Risk.

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Wibowo, Hadian, and Endang Mahpudin. "Pengaruh Penerapan E-SPT, Pengetahuan Dan Sosialisasi Perpajakan Terhadap Kepatuhan Wajib Pajak Orang Pribadi." Journal of Economic, Bussines and Accounting (COSTING) 4, no. 2 (March 18, 2021): 601–11. http://dx.doi.org/10.31539/costing.v4i2.1680.

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This research aims to find out and test the influence of E-SPT Implementation, Knowledge and Socialization on Personal Taxpayer Compliance in TelukJambe Village. The study used quantitative methods using primary data obtained from questionnaires. The population in the study was 620 people. The sample in this study was 86 respondents. The sampling technique used is Purposive Sampling. The results showed that the Implementation of E-SPT had no significant effect on Taxpayer Compliance, Knowledge had a significant effect on Taxpayer Compliance and Socialization had no significant effect on People's Taxpayer Compliance. The influence of E-spt, Knowledge and Socialization together affects Taxpayer Compliance. Keywords: Implementation of E-SPT, Knowledge and Socialization, Taxpayer Compliance

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Göttlichová, Marcela. "Social Advertising As A Socialization Factor Of The Contemporary Youth." West East Journal of Social Sciences 8, no. 1 (September 23, 2019): 93–108. http://dx.doi.org/10.36739/wejss.2019.v8.i1.12.

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The study focuses on the growing problem of the contemporary society which we may observe in the increasing impact of the media, namely advertising, reflecting in the consumer behavior of the contemporary youth influencing their value systems, in continuity with a significant weakening of the role of primary socialization factors, i.e. families and schools. The study should not only reveal the power of the media affecting the young but also to answer the question of whether social advertising can become a significant socializing factor in the current postmodern society. To find the answer, an extensive quantitative research was carried out in 1,080 primary school respondents, as well as in 1,080 secondary school respondents at 54 schools in the Czech Republic - the sample being directly proportional for girls x boys, and towns/cities x villages. The study also includes conclusions based on the follow-up qualitative research realized in the form of focus groups for pupils of primary and secondary schools, specifically aimed at specifying the effectiveness of social advertising according to the priority presentation of different socially problematic areas. The final part of the study presents the possibility to effectively use social advertising in the role of an educational and training agent in the system of primary and secondary education in the continuity of cooperation with university students with the focus on marketing communications, as well as with marketing employees of advertising agencies.

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Neminska, Rumyana, and Tanya Borisova. "INNOVATIVE STRATEGIES FOR EDUCATION OF ROMA CHILDREN IN PRIMARY SCHOOL." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 269–72. http://dx.doi.org/10.12955/pss.v2.233.

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The problem with the education, socialization and upbringing of Roma children in Bulgaria is serious and requires the joint efforts of universities and schools. For many of these children, education is not a value. They study only in primary school and then remain traditionally in their family. It must be recognized that traditional family values and traditions for the Roma have the force of law. Many Roma families managed to socialize by leaving the ghetto and settling in Bulgarian communities - but many of them do not want to change their lifestyle. The cooperation between the schools and the university is presented in the university project "Innovations in the socialization of bilingual students through communication and speech development" presented here. A methodological innovation for the education of Roma children has been introduced. This innovation combines tradition (Roma fairy tale) and the development of reader literacy, thinking, and solving cases. A total of 415 Roma students participated in the empirical study. With their participation in the project it is established that they increase their reading skills, learn the Bulgarian language better and develop critical thinking.

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Setyawan, Sidiq, and Johan Rivanda. "SOCIALIZATION OF CHILD-FRIENDLY CITY." Humanities & Social Sciences Reviews 7, no. 3 (April 23, 2019): 228–34. http://dx.doi.org/10.18510/hssr.2019.7335.

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Purpose: The program of Kota Layak Anak (KLA), the Child-Friendly City (CFC), is a government program managed by the Office of Women Empowerment, Child Protection and Community Empowerment of Surakarta. This program aims to ensure the fulfillment of the rights of children. Methodology: This research is using the innovation diffusion theory approach. Diffusion of innovation is a theory that examines how the process of dissemination and adoption process that occurs in society to the presence of new innovations. Furthermore, the researcher also wanted to see how far the KLA program spread and the level of adoption that occurred in Surakarta society. This research is qualitative descriptive research using in-depth interview technique to collect data needed. Primary data sources are used interviews, as well as secondary data in the form of the document collection. The sampling technique is a snowball. Furthermore, to ensure data validation, researchers use data triangulation and interactive techniques in presenting the data. Results: The results of this research are the Office of Women Empowerment, Child Protection and Community Empower- ment Surakarta who acts as an innovator, using more interpersonal communication channel because it is considered deeper although less effective because of lack of maximization of mass communication in the socialization process. Implications: The channels of interpersonal communication are more widely used by the level of adopters and innovators because they are more persuasive. The adoption rate of the KLA program in Surakarta has reached the level of Laggards. Thus, adoption in this research includes 5 stages: knowledge (knowledge stage), persuasion (decision stage), decision (decision stage), implementation (implementation stage), and confirmation (stabilization phase).

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Shcherbinina, Olga S., and Irina N. Grushetskaya. "Features of the socialization of younger schoolchildren with giftedness signs." Social And Political Researches 1, no. 14 (2022): 111–22. http://dx.doi.org/10.20323/2658-428x-2022-1-14-111-122.

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The results of numerous studies in the field of pedagogy and psychology indicate the peculiarities of the development of gifted children and the specifics of their interaction with the microsocium. This specificity affects the success of timely solving the problems of socializing gifted children. Problems in solving a block of problems can lead to maladaptation or even victimization of students. The relevance of the issue of solving the problems of socializing gifted children successfully is at all age stages and at each has its own specificity. During primary school age, it is not always possible to talk about the gifted child. Mostly we are talking about signs of giftedness. At the same time, the support and assistance of such children become especially important for the disclosure of their potential and the development of abilities in the context of the crisis of adaptation to school and during further training in the student community. At the same time, the creation of conditions for the harmonious development of all spheres of the child and the timely solution of all blocks of socialization tasks remains extremely important. The purpose of the article is to determine the features of solving socio-cultural problems in socialization of primary school age children with giftedness signs. To solve the presented goal, we conducted a study on the basis of two general education organizations in the city of Kostroma, which covered 217 students. Based on the developed indicators (cognitive interests, creativity, performance and victories in competitions), a group of primary school-age students with signs of giftedness was identified, which became the main sample of our study (n=61). This group of children participated in a study aimed at studying the features of solving natural-cultural, socio-cultural and socio-psychological problems of socializing children of primary school age with signs of giftedness. In this article, we present the results of studying the peculiarities of solving the socio-cultural problems of primary school age students by socializing younger schoolchildren with signs of giftedness.

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Fuliyanto, Felix Kusuma. "Effects of Knowledge, Socialization, Services, and Tax Sanctions on the Compliance of Individual Taxpayers Performing Free Work In 2020: A Case Study at a Notary Office in Palembang." International Journal of Community Service & Engagement 3, no. 1 (March 1, 2022): 25–33. http://dx.doi.org/10.47747/ijcse.v3i1.652.

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This study aims to investigate the effect of knowledge, socialization, service, and tax sanctions on individual taxpayer compliance at the notary office in Palembang. The data used are primary and secondary data with data collection techniques through literature study, observation, interviews, anddistributing questionnaires to 50 respondents. The data analysis technique used multiple linear regression. Further statistical tests prove knowledge, socialization, and service have a significant effect on tax compliance variables. However, tax sanctions are not proven to have a positive effect on taxcompliance. This research provides benefits to tax agencies to improve taxpayer compliance through knowledge, socialization, and service.

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Fedai Çavuş, Mustafa. "Socialization and organizational citizenship behavior among Turkish primary and secondary school teachers." Work 43, no. 3 (2012): 361–68. http://dx.doi.org/10.3233/wor-2012-1372.

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Garcia, Sandra Anderson. "Primary Socialization Theory: Comments on Racism, Sexism, Generational Neglect, Abuse, and Abandonment." Substance Use & Misuse 34, no. 7 (January 1999): 1005–11. http://dx.doi.org/10.3109/10826089909039392.

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Sagan, O. "MEDIA WORLD AS ENVIRONMENT OF SOCIALIZATION OF THE PRIMARY SCHOOL-AGED CHILDREN." Information Technologies in Education, no. 22 (April 1, 2015): 103–8. http://dx.doi.org/10.14308/ite000523.

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Nicholson, Jason, Cherie Dawson-Edwards, George E. Higgins, and Isis N. Walton. "Binge drinking and African-Americans: a partial test of primary socialization theory." Journal of Substance Use 25, no. 2 (October 2, 2019): 186–89. http://dx.doi.org/10.1080/14659891.2019.1672819.

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Straka, Gerald A., and Wilfred Bos. "Socialization objectives of Chinese primary schools: Results of a comparative textbook analysis." Studies in Educational Evaluation 15, no. 2 (January 1989): 257–76. http://dx.doi.org/10.1016/0191-491x(89)90008-4.

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Bertrand, Marianne. "The Gender Socialization of Children Growing Up in Nontraditional Families." AEA Papers and Proceedings 109 (May 1, 2019): 115–21. http://dx.doi.org/10.1257/pandp.20191077.

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We study how childhood exposure to a nontraditional family (a working married mother, a married mother that is the primary breadwinner, or a non-married mother) affects gender role attitudes in young adulthood. Boys and girls develop more liberal gender attitudes when they spend more time with a non-married mother. In intact families, boys' gender attitudes, more than girls', appear positively influenced by the role model of a working mother, especially if she is also the primary breadwinner. However, the effect of childhood exposure to a mother with greater economic power on boys' gender attitudes is smaller in more gender conservative families.

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Wibisono, Nurharibnu. "Pengaruh Sikap Wajib Pajak, Pengetahuan Pajak Dan Sosialisasi Pajak Terhadap Kepatuhan Wajib Pajak Di Kantor Pelayanan Pajak Pratama Jember." JURNAL EKOMAKS : Jurnal Ilmu Ekonomi, Manajemen, dan Akuntansi 8, no. 1 (May 10, 2019): 1–9. http://dx.doi.org/10.33319/jeko.v8i1.20.

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The purpose of the study was to determine the effect of taxpayer attitudes, knowledge, tax socialization of taxpayer compliance in the Jember Primary Tax Service Office. This type of research is associative research. Data collection techniques using questionnaires, interviews and observations. The analysis technique uses multiple linear regression. The results obtained show that (1) there is an influence of the attitude of the taxpayer on taxpayer compliance in the KPP Pratama Jember.(2) there is the influence of tax knowledge on taxpayer compliance in KPP Pratama Jember. (3) there is an effect of tax socialization on taxpayer compliance at KPP Pratama Jember. (4) there is an influence of the attitude of the taxpayer, tax knowledge and tax socialization of taxpayer compliance in KPP Pratama Jember. Keywords: taxpayer attitudes, tax knowledge, tax socialization, taxpayer compliance

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Egerau, Anca Manuela. "THE VALUE OF FORMAL EDUCATION IN THE PERSONAL DEVELOPMENT OF PRIMARY SCHOOL PUPILS." Journal Plus Education 30, no. 1/2022 (May 1, 2022): 34–52. http://dx.doi.org/10.24250/jpe/1/2022/ame/ec/ht.

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Education has a decisive role on the personal development of the individual. It is especially important that from an early age the individual should have an effective education that will reflect on his entire life. Along with education, the internal and external factors that condition the development of the individual also play an important role. Internal factors are heredity and psychosocial and biological influences and the main external factor is the environment. A relationship of interdependence and mutual and continuous correlation is established between the internal and external factors of development. Each factor helps and determines the formation and development of the other in order to achieve the goals of education. The school offers the student the framework for development, training, socialization starting from the knowledge of the individual and age peculiarities specific to each stage of development, by designing a strategy and by carrying out a rigorous didactic approach, based on a program, planning, educational resources, methods. and didactic strategies aimed at achieving the objectives and the proposed goal. The present article shows the results of a brief research on the personal development of pupils and some elements of personality through instructive-educational activities within the frame of the formal education. The main instrument used was the questionnaire, applied to a number 73 4th grade pupils from a class from Arad County. The questions relate to the experiences of pupils in formal education and especially to the way in which they perceive the changes, events, learning and socialization that take place in these years and the way all these connect to the development of their personality through education.

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Siahaan, Stefani, and Halimatusyadiah Halimatusyadiah. "PENGARUH KESADARAN PERPAJAKAN, SOSIALISASI PERPAJAKAN, PELAYANAN FISKUS, DAN SANKSI PERPAJAKAN TERHADAP KEPATUHAN WAJIB PAJAK ORANG PRIBADI." Jurnal Akuntansi 8, no. 1 (June 17, 2019): 1–14. http://dx.doi.org/10.33369/j.akuntansi.8.1.1-14.

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This research is intended to increase tax awareness, tax socialization, fiscal service, and tax penalties. The data used in this study were primary data. Primary data from questionnaires distributed to Individual Taxpayer in Bengkulu City. The number of questionnaires distributed was 109 questionnaires, but only 104 questionnaires could be processed. Data were analyzed by using multiple linear regression analysis using SPSS program. The results of the research indicate the existence of taxation awareness and tax penalties on positive individual Taxpayer, while the socialization of taxation and fiscal service does not apply to individual taxpayer compliance. This research can contribute for KPP Pratama Kota Bengkulu to improve taxpayer compliance by raising tax awareness and tax penalties. The limitations of this study, researchers only use individual taxpayer respondents who have business activities in the city of Bengkulu. For further research may add an individual Taxpayer who has a free employment or corporate taxpayerKey Words: tax awareness,tax socialization, fiscal service, tax penalties, and personal taxpayer compliance.

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Adil, Farah, and Shehla A. Yasin. "Exposition Of Gender Awareness In Primary Textbooks Of Punjab: Gendered Content Analysis." Pakistan Journal of Gender Studies 16, no. 1 (March 8, 2018): 37–56. http://dx.doi.org/10.46568/pjgs.v16i1.114.

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Gender is a socially constructed phenomenon through which a society assigns certain roles, behaviors, activities, and attributes to men and women. Usually children develop their gender identities and learn what being male or female meant, between the ages of 3 to 7years. These concepts been taught by society through socialization which includes various agents of socialization and learning. After parents schools are most influential agents of socialization where students learn from peers, teachers and books. Text books have a long-lasting impact on students’ interpersonal development and provide role models for children in defining standards for feminine and masculine behaviors. Considering the impact of textbooks on child development; this study was designed to review how gender is represented in the texts and how the themes of stories and pictures in text books are presenting gender awareness? The sample of the research was Urdu textbooks of primary level (1-5) being taught in schools of the Punjab. We used content analysis to find out the concepts about gender awareness and also calculated the frequencies of pictures presenting gender ratio in concepts of the textbooks. The results showed gender biases in the content of the textbooks and lack of the content that promote gender awareness among primary level students. Male gender is over represented and stereotypical beliefs prevail in pictorial representation as males being shown as doctors and females as housewives. It is suggested to involve gender specialists, school psychologists and educators in developing curriculum to integrate gender perspective and gender awareness at all levels and to eliminate gender biases in textbooks so that to develop an equitable society.

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Al Rawas, Anwar Mohmad. "The Role of Omani Mass Media in Political Socialization Exploratory Study." Journal of Arts and Social Sciences [JASS] 5, no. 2 (June 1, 2014): 111. http://dx.doi.org/10.24200/jass.vol5iss2pp111-133.

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The study aims to explore the perspectives of Omani viewers on the role of Omani mass media in the political socialization process. The study uses a questionnaire with a sample of 300 respondents, divided into six categories: academics, members of the Council of Oman, media specialists, administrators in the public and private sectors, political and military leaders, and university students. The results of this exploratory study show that respondents generally rate mass media as the first institution of political socialization. The reason for this result may be attributed to the ability of mass media to influence and shape political views, due to their wide coverage and diversity of content. The results also indicate that forming intellectual and political perspectives represents the primary role of institutions concerned with political socialization. With respect to the various manifestations of political socialization practices, the results show that the elections are the main embodiment of such political socialization practices. This can perhaps be attributed to the citizens’ interest in the political process and their active participation in the elections. The results also show some differences in the views of the respondents regarding the role of the Omani mass media in political socialization.

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Luchinkina, Angelica, Lilia Zhikhareva, Tatiana Yudeeva, and Irina Luchinkina. "Cross-border and digital socialization of personality." E3S Web of Conferences 210 (2020): 15005. http://dx.doi.org/10.1051/e3sconf/202021015005.

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The article discusses the problem of the influence of digital space and the digital environment on the cognitive processes of primary school children and adolescents. The authors cite and theoretically analyze the characteristics of a personality included in digital space. The contradictions in the ideas about the influence of digital space on the personality are noted: on the one hand, digital space can have a negative impact on the formation of cognitive processes, on the other hand, stimulate their development. The authors empirically investigated such parameters as verbal and logical thinking, behavioral features in the digital environment, attention characteristics and strategies for overcoming stressful situations. It was revealed that the respondents of all groups of the sample have developed classification skills rather than the skills of establishing semantic analogies. The results of the study showed that adolescents with high Internet activity choose impulsive, manipulative and aggressive actions as coping strategies, less often they choose such as seeking social support and cautious steps.

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Stafeckis, Gatis, and Velta Lubkina. "ADULT LEARNING AND SOCIALIZATION PROCESSES: RTA EXPERIENCE." Education Reform: Education Content Research and Implementation Problems 1 (June 16, 2020): 56. http://dx.doi.org/10.17770/er2020.1.5193.

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ERASMUS+ Strategic Partnership project Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment/ ASL (Ref. No. 2019-1-TR01-KA204-076875) co-funded by the Erasmus+ programme, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for adult education. The project aims at teaching learners to acquire new skills and competences using learning innovative practices and digital technologies as well as developing a functioning collaborative learning environment to help them identify skills gaps and needs and to collaborate locally and independently for joint capacity-building. The ASL project is expected to produce three main results corresponding to three primary European priorities:1. Supporting the setting up of, and access to, up skilling pathways (priority: adult lifelong learning);2. Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults (priority: social inclusion/further education opportunities);3. Open education and innovative practices in a digital era (priority: adults' professionalization/empowerment).

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Klossner, Joanne. "The Role of Legitimation in the Professional Socialization of Second-Year Undergraduate Athletic Training Students." Journal of Athletic Training 43, no. 4 (July 1, 2008): 379–85. http://dx.doi.org/10.4085/1062-6050-43.4.379.

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Abstract Context: Professional socialization during formal educational preparation can help students learn professional roles and can lead to improved organizational socialization as students emerge as members of the occupation's culture. Professional socialization research in athletic training is limited. Objective: To present the role of legitimation and how it influences the professional socialization of second-year athletic training students. Design: Modified constructivist grounded theory and case study methods were used for this qualitative study. Setting: An accredited undergraduate athletic training education program. Patients or Other Participants: Twelve second-year students were selected purposively. The primary sample group (n = 4) was selected according to theoretical sampling guidelines. The remaining students made up the cohort sample (n = 8). Theoretically relevant data were gathered from 14 clinical instructors to clarify emergent student data. Data Collection and Analysis: Data collection included document examination, observations, and interviews during 1 academic semester. Data were collected and analyzed through constant comparative analysis. Data triangulation, member checking, and peer-review strategies were used to ensure trustworthiness. Results: Legitimation from various socializing agents initiated professional socialization. Students viewed trust and team membership as rewards for role fulfillment. Conclusions: My findings are consistent with the socialization literature that shows how learning a social or professional role, using rewards to facilitate role performance, and building trusting relationships with socializing agents are important aspects of legitimation and, ultimately, professional socialization.

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Fajar Satrya, Isfan, Herlina Helmy, and Salma Taqwa. "Pengaruh Komitmen Profesional Dan Sosialisasi Antisipatif Mahasiswa Akuntansi Terhadap Niat Whistleblowing Dengan Religiusitas Sebagai Variabel Moderasi." JURNAL EKSPLORASI AKUNTANSI 1, no. 4 (December 5, 2019): 1863–80. http://dx.doi.org/10.24036/jea.v1i4.181.

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The accounting profession has emphasized the need for professionals to develop attitudes early in their careers, even before they moved professions. This study discusses the professional commitment and anticipatory socialization of accounting students towards whistleblowing intentions. Religiosity as a moderating variable that moderates the relationship between professional commitment and anticipatory socialization of accounting students to whistleblowing intentions. The population in this study is accounting students in the city of Padang. The sample is based on the purposive stratified sampling method. The data used in this study are primary data. This study used a questionnaire instrument from 277 respondents. The method of analysis is done by using MRA (Moderated Regression Analysis). The results showed that professional commitment had a significant effect on whistleblowing, but anticipatory socialization had a significant negative effect on whistleblowing. Religiosity weakens the relationship between professional commitment to whistleblowing but supports the relationship between anticipatory socialization of whistleblowing.

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Journal articles on the topic 'Primary socialization'

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