Relevant bibliographies by topics / School social comparison

Academic literature on the topic 'School social comparison'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "School social comparison":

1

Ye, Yinghua, Weihui Mei, Yaoyao Liu, and Xiuming Li. "Effect of Academic Comparisons on the Subjective Well-Being of Chinese Secondary School Students." Social Behavior and Personality: an international journal 40, no. 8 (September 1, 2012): 1233–38. http://dx.doi.org/10.2224/sbp.2012.40.8.1233.

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We studied the effect of academic comparisons on the subjective well-being (SWB) of 330 students from 3 Chinese secondary schools. The results showed that the SWB of Chinese secondary school students (a) is relatively low; (b) is affected primarily by 4 demographic factors, namely, grade, gender, academic achievements, and family financial background; and (c) is significantly affected by academic comparisons in that self-comparison, upward comparison, and parallel comparison have a positive impact on SWB, and downward comparison has a negative impact on SWB. Both parents and teachers should guide students to draw appropriate academic comparisons.
2

Siska, Felia, Irwan Irwan, Yenni Melia, Meldawati Meldawati, and Trina Febriani. "COMPARISON STUDY OF ELEMENTARY SCHOOL SOCIAL STUDIES CURRICULUM IN SINGAPORE AND HONGKONG." PEDAGOGIK: Jurnal Pendidikan 9, no. 1 (May 22, 2022): 1–14. http://dx.doi.org/10.33650/pjp.v9i1.3559.

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This study aims to analyze the comparison of the primary school level school system in Singapore and Hong Kong, to analyze the comparison of the social studies curriculum at the elementary school level in Singapore and Hong Kong. The research method used is the library method with literature reviews from journals, books and other library sources. The results showed that; 1) The education systems in Singapore and Hong Kong have much in common. The school system starts at Kindergarten for 3 years, continues at the Primary or elementary school level. Then Secondary and College Level. The differences in the education systems of the two countries can be seen from the secondary or secondary school level; 2) The social studies education curriculum in Singapore and Hong Kong also has similarities as well as differences. The Social Studies curriculum at Elementary Schools in Singapore integrates the study areas of Geography, History, Economics and Sociology called Social Studies. Meanwhile, Hong Kong is included in the Personal, Social and Humanities Education group material as General Studies.
3

Donno, R., G. Parker, J. Gilmour, and D. H. Skuse. "Social communication deficits in disruptive primary-school children." British Journal of Psychiatry 196, no. 4 (April 2010): 282–89. http://dx.doi.org/10.1192/bjp.bp.108.061341.

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BackgroundParent and teacher data, from questionnaire surveys, suggest that school-identified disruptive children often have pragmatic language deficits of an autistic type.AimsThis replication study aimed to confirm earlier findings, using individual clinical assessment to investigate traits of autism-spectrum disorder in disruptive children.MethodPersistently disruptive children (n = 26) and a comparison group (n = 22) were recruited from primary schools in a deprived inner-city area. Measures included standardised autism diagnostic interviews (with parents) and tests of IQ, social cognition, theory of mind and attention (with children).ResultsThe disruptive children possessed poorer pragmatic language skills (P<0.0001) and mentalising abilities (P<0.05) than comparisons. Nine disruptive children (35%) met ICD–10 criteria for atypical autism or Asperger syndrome.ConclusionsMany persistently disruptive children have undetected disorders of social communication, which are of potential aetiological significance.
4

Bornholt, L. J., and G. H. Cooney. "How Good Am I at School Work and Compared with Whom?" Australian Journal of Education 37, no. 1 (April 1993): 69–76. http://dx.doi.org/10.1177/000494419303700105.

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This study explores students' responses to social comparisons made within and between gender groups about perceptions of their own achievement. The social comparisons were made explicit, in this case, compared with most boys and with most girls in the class. Students rated their perceptions of performance and effort in contrasting subject domains of mathematics and English. The results were consistent with traditional gender stereotypes in an interaction between the comparison group and gender, but only for English. In comparison with the opposite sex, females rated their English performance higher and males rated their performance lower, with corresponding opposite effects for effort. At least for English, gendered social comparison is one way traditional gender stereotypes are reflected in students' perceptions of their own achievement.
5

Luk, Chung-Leung, Wendy W. N. Wan, and Julian C. L. Lai. "Consistency in Choice of Social Referent." Psychological Reports 86, no. 3 (June 2000): 925–34. http://dx.doi.org/10.2466/pr0.2000.86.3.925.

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Similarity has been an important but ill-defined concept in social comparison theory. For social comparisons of competence, similarity should be defined within the same evaluative social context, for example, the same school for students or the same workplace for workers. 104 postsecondary school students, 96 full-time university students, and 81 part-time mature university students were recruited to participate in this study. They filled out a questionnaire to indicate whether they compared themselves with each of 11 categories of social referent in each of 10 domains of competence. Comparers preferred to choose those in the same evaluative social context as referents for social comparisons in domains of competence, and their comparisons with dissimilar others were rare. This preference was consistent across the three different samples.
6

SOLYALI, Sibel, and Suleyman CELENK. "The Impact of Family on School Achievement." Revista de Cercetare si Interventie Sociala 71 (December 1, 2020): 325–42. http://dx.doi.org/10.33788/rcis.71.20.

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Parents have a significant role in children education. Children maintain their knowledge and habits in school life and in the family environment throughout their lives. These behaviors and attitudes acquired in the family environment directly affect students' school success. In this study, the tradition of parents reading, democratic attitude, training, support, comparison, incompatibility, parent- school relationship, educational status, income levels, and the number of children have been compared. Survey method among quantitative research methods and demographic information scale developed by the researcher were used in the study. The third grade comprised a sample of 307 students from 9 schools determined by random sampling from primary schools in Northern Cyprus. It concluded that parents 'level of education, income level, divorce and having three children directly affected children's school success accaording to reading tradition, democratic attitude, educational support, comparison, lack of livelihood and the state of the parents' relationship with the school variables.
7

Sabornie, Edward J. "Bi-Directional Social Status of Behaviorally Disordered and Nonhandicapped Elementary School Pupils." Behavioral Disorders 13, no. 1 (November 1987): 45–57. http://dx.doi.org/10.1177/019874298701300104.

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Sociometric ratings assigned by and to behaviorally disordered and nonhandicapped elementary school students were compared. For this comparison, 22 resource room, school-identified behaviorally disordered pupils, who attended at least two regular classes during portions of the school day, were matched with an equal number of nonhandicapped classmates in three schools. The How I Feel Toward Others was administered in 20 regular physical education classrooms enrolling behaviorally disordered students. Results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped ones, assigned higher social rejection to their peers, and received far less acceptance and more rejection from them. Furthermore, the behaviorally disordered and nonhandicapped comparison groups did not differ significantly in assigned acceptance or assigned and received familiarity among their same- and opposite-sex classmates. These findings are discussed with regard to the need for examining the classroom social domain of behaviorally disordered students in totality, and increased awareness of the social reciprocity that occurs among peers.
8

Hazar, Zekihan, Kürat Hazar, and Orhan Gök. "Social Media Addiction and Social Anxiety Levels: a Comparison Between High School Students who remain Active Vs Non-Active in Sports." AMBIENT SCIENCE 09, no. 02 _03 (August 2022): 01–07. http://dx.doi.org/10.21276/ambi.2022.09.3.oa01.

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Gaudin, Mattéo, and Jean Hindriks. "An international comparison of school systems based on social mobility." Economie et Statistique / Economics and Statistics, no. 499s (June 13, 2018): 61–78. http://dx.doi.org/10.24187/ecostat.2018.499s.1940.

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Moon, Jeremy, and Marc Orlitzky. "Corporate social responsibility and sustainability education: A trans-Atlantic comparison." Journal of Management & Organization 17, no. 5 (September 2011): 583–603. http://dx.doi.org/10.1017/s1833367200001279.

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AbstractUsing a sample of 72 European and 22 North American educational institutions, we examine the extent to which business schools in North America and Europe are driving educational programs and initiatives in corporate social responsibility and sustainability (CSRS). Drawing on several theoretical perspectives, such as institutional-comparative perspectives and resource dependence theory, the study indicates the increasing prominence of CSRS education in business schools on both continents. It does so through analysis of the extent to which business schools offer (a) dedicated CSRS programs, (b) CSRS tracks and majors, (c) compulsory CSRS classes or modules, and (d) optional CSRS modules across the range of taught programs. Contrary to some previous findings, religious affiliation, public/private status, and program size had only a negligible direct association with schools' commitment to CSRS education. However, business school prestige showed a statistically significant relationship. Finally, the study highlights how European respondents' perceptions concerning the primary drivers and constraints of CSRS initiatives differed from those in North America.
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You might also be interested in the extended bibliographies on the topic 'School social comparison' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "School social comparison":

1

Shaw, Jo. "Social Skills Comparison of Online and Traditional High School Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1659.

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Online education has evolved over the last 18 years as technology continues to advance. Starting at age 5, children are able to forego traditional classrooms and begin attending school from a computer in their homes. Research has not identified significant academic differences between traditional and online schools; however, there is limited research on differences in social competency in these settings. Bandura's social learning theory was used as a framework to compare social competency skills in traditional (n = 113) and online (n = 28) high school students living in Pennsylvania using the Social Skills Inventory (SSI). Participants were recruited using a private research consulting company. When comparing overall SSI scores of online and traditional students using an ANOVA, a significant difference was found (p = .04), with traditional students scoring significantly higher in social skills than online students. However, ANCOVA analyses showed that after controlling for age and years enrolled in each school setting, there were no significant differences in SSI between the two groups (p = .08, and .09 respectively). These results should be interpreted with caution due to the disparate group sizes. It remains unclear if online school students are socially impaired compared to their peers in traditional brick and mortar schools; however, no such differences were identified in this research. The findings of this study may impact social change by serving as a pilot to inspire the development of new measures and identify a need for future studies. A longitudinal study may provide more insight about social development in online school students. In addition, development of a measure that encompasses modern socialization and variables that are applicable to all school aged children could assist with more clearly identifying any relation between school type and social development.
2

Joseph, Alfred Louis. "The tracking of school children : a comparison of life outcomes /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429096507.

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3

Kinsler, Linda L. "A Comparison of the Leadership Style Perceptions of School Board Presidents and Public School Superintendents." Thesis, Neumann University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10693023.

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This dissertation determined the perceptions of school board presidents regarding their superintendent's leadership style and the self-perceptions of superintendents regarding their personal leadership style. The leadership framework of Bass and Avolio (2004) was used to focus on three specific leadership styles of superintendents: transformational, transactional, and laissez-faire leadership. This information was vital because superintendents are considered the chief executive officers responsible for the day-to-day management of school districts.

The methodology for this study was quantitative with a correlational design. The Multifactor Leadership Questionnaire ([MLQ], 2004) was used to gather perceptions regarding transformational, transactional, and laissez-faire leadership styles from school board presidents regarding the leadership style of their superintendent and from superintendents regarding their personal leadership style. Seventy-five matched pairs (school board presidents and superintendents from the same school district) were collected to analyze research questions.

To address research questions one and two, the researcher conducted descriptive statistics on the data to describe the school board presidents’ perceptions regarding superintendent's leadership style. In addition, a one-sample t-test was used to compare the mean leadership style scores to a hypothesized mean. Once analyzed, data indicated that school board presidents perceived their superintendents to exhibit transformational and transactional leadership styles and did not perceive their superintendents to exhibit a laissez-faire leadership style. Superintendents’ ratings of their own leadership style indicated a strong tendency towards transformational leadership, with some tendencies towards the transactional leadership style. Superintendents scored lowest in laissez-faire leadership style.

For research question three, the assumption of linearity was assessed using a Pearson r correlation analyses. There were no statistically significant relationships between public school board presidents’ and superintendents’ behavior scores.

This study illustrated the importance of finding a superintendent’s leadership style and skills. It specifically highlighted the importance of ensuring a positive fit between a superintendent’s leadership style, the needs of a school board, and the needs of the district. The research established a statistically strong link between school board presidents’ and superintendents’ perceptions of leadership.

4

Brown, Kevin L. "A comparison of social competencies among high school students referred for disciplinary action and nonreferred peers." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344197.

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Early identification of high school students at-risk for antisocial behavior and school failure is critical to reducing the number punitive consequences they may experience, as well as for lowering referral rates to special education. The identification of characteristics that are common to students accumulating disciplinary referrals for chronic or acute behavior problems can be valuable for targeting the needs of these students and developing proactive intervention strategies. Typical approaches employ deficit-based measures which describe behaviors that are regarded as problems to be eliminated or reduced, but which seldom provide guidance to teachers on how to achieve that result. This study used the Behavioral Objective Sequence (BOS) (Braaten, 1998) a strength-based instrument, to examine the attributes of students in an urban high school who had been referred the Character Development Center (CDC), an out-of-classroom disciplinary intervention.The BOS provides a criterion referenced assessment of behavioral competencies which can subsequently be used by educators to develop instructional interventions that are directly related to skill deficiencies. A Likert type rating scale method was used to assess students' demonstration the BOS skills or behavioral/social competencies.Data were collected on 99 students who had been referred to CDC one or more times and 37 randomly selected peers who had never been referred. BOS scores were obtained from the classroom teachers who had made the student referrals to CDC and the nonreferred students. One-way ANOVAs and independent t-tests were computed to test for differences in the mean scores on the six BOS subscales. Students who were referred for disciplinary intervention scored significantly lower on all subscales. ANOVA tests for significant interactions between rater and student demographic attributes were all non significant indicating that the results were not influenced by characteristics such as gender, ethnicity, or social economic status.The results support the findings of previous studies that indicate use of skill-based BOS scores can identify students who are a high risk for disciplinary intervention. This approach offers educators an assessment instrument that can assist with early identification by proactively targeting skills that need to be taught and reinforced rather than reliance on consequences for misconduct.
Department of Special Education
5

Beattie, Rebecca Jane. "A comparison between middle school and high school teachers' perceptions of empowerment, teaching social skill competency, and participative leadership." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-153036.

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Areskoug, Henrik, and Lina Olofsson. "Sociala Mediers skeva bild av verkligheten och dess konsekvenser. : En korrelationsstudie mellan gymnasieelevers användande av Sociala Medier, Social jämförelse och Självkänsla." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49374.

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Syftet med denna studie var att undersöka sambanden samt eventuella könsskillnader mellan Social Jämförelse, Självkänsla och användande av Sociala  Medier hos gymnasieelever . Enkäter delades ut till 127  elever på en skola i södra Sverige. Eleverna ombads besvara frågor om användningen av Sociala Medier samt uppskatta deras Självkänsla som bygger på Rosenberg self-esteem scale och deras upplevda grad av Social Jämförelse som baserades på en förkortad version (Schneider & Schupp, 2013) av the Iowa-Netherlands Comparison Orientation Measure (Buunk & Gibbons, 1999). Resultatet visade signifikanta samband samt könsskillnader mellan användning av Sociala Medier, Social Jämförelse och Självkänsla. Det visade sig att elever som spenderade mer tid på Sociala Medier och hade högre grad av Social Jämförelse tenderade att ha lägre Självkänsla. Kvinnor tenderade även spendera mer tid på Sociala Medier, ha högre grad av Social Jämförelse och lägre grad av Självkänsla än männen. I linje med Findahl och Davidsson (2015) studie fanns det tendenser till att Sociala Medier ökat men att aktiviteten minskar. I vår studie tenderade eleverna att lägga ut uppdateringar när positiva händelser hade skett eller bilder på Selfies och vänner samt bilder som redigerats. Detta skulle kunna bidra till en allvarligt skev bild av verkligheten som kan leda till negativa effekter (som lägre självskänsla). Mot bakgrund av resultaten bör fördjupade undersökningar kring Sociala Mediers och Social Jämförelses inverkan på vårt välmående utredas.
The purpose of this study was to investigate the association between Social Media use, Self-esteem and Social Comparison. Questionnaires were distributed to 127 pupils at a school in southern Sweden. Students were asked to answer questions about the use of social media and assess their self-esteem based on Rosenberg self-esteem scale and their perceived level of social comparison that was based on a shortened version (Schneider & Schupp, 2013) of the Iowa-Netherlands Comparison Orientation Measure (Buunk & Gibbons, 1999 ). The results showed significant relationships, and also gender differences in the use of social media, social comparison and self-esteem. The study showed that students who spent more time on social media and had greater social comparison tended to have lower self-esteem. Women also tended to spend more time on social media, have greater social comparison and lower levels of self-esteem than men. The study confirmed Findahl och Davidsson (2015), showing that social media is increasing, but that the activity decreases. Students tended to only post positive events or images on Selfies and friends as well as images edited. This could contribute to a serious distortion that can lead to negative effects (such as lower self-esteem). Given the results, we propose that future studies focus on in-depth research about social media impact on our wellbeing and how modern social comparison works.
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Sheppard, Sarah C. "Self-concept, school stress and social support : a comparison of children with and without learning disabilities /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09HS/09hss549.pdf.

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Jacobs, James A. "School Climate: A Comparison of Teachers, Students, and Parents." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3476.

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This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018. Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals.
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Webb-Williams, Jane Louise. "Self-efficacy beliefs and social comparison processes in the context of transfer from primary to secondary school." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611574.

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Murray, John Stephen. "Social support for school-age siblings of children with cancer : a comparison between parent and sibling perceptions /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Books on the topic "School social comparison":

1

Entorf, Horst. Peer effects, social multipliers and migrants at school: An international comparison. Bonn, Germany: IZA, 2006.

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Di, Xu. A comparison of the educational ideas and practices of John Dewey and Mao Zedong in China: Is school society or society school? San Francisco: Mellen Research University Press, 1992.

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Schweinhart, L. J. Lasting differences: The High/Scope Preschool Curriculum Comparison Study through age 23. Ypsilanti, Mich: High/Scope Press, 1997.

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Ammannati, Francesco, ed. Dove va la storia economica? Metodi e prospettive. Secc. XIII-XVIII – Where is Economic History Going? Methods and Prospects from the 13th to the 18th Centuries. Florence: Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6453-287-5.

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The book proposes to take stock of the situation of the studies of economic history of the pre-industrial age, in an attempt to grasp what – in the current state of European research – is the cultural scope and role of the discipline among the many specialisations of history and economic science. It analyses the different approaches that have characterised the various European historiography schools over time, as well as the evolution and prospects of directions of research; it reflects on the analysis of the sources, the methods that are at the basis of their use, and the interpretative questions that they pose for the academic. Finally it proposes the inclusion of economic history within the more general context of research, through an interdisciplinary comparison between the method proper to this discipline and that of other economic and social sciences.
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Gillmor, Dan. We the media: Grassroots journalism by the people, for the people. Beijing: O'Reilly, 2004.

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Blossfeld, Hans-Peter, Sandra Buchholz, Jan Skopek, and Moris Triventi. Models of Secondary Education and Social Inequality: An International Comparison. Elgar Publishing Limited, Edward, 2016.

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Social Support for School-Age Siblings of Children with Cancer: A comparison Between Parent and Sibling Perceptions. Storming Media, 2000.

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A comparison of two intervention strategies for improving the social status of learning disabled elementary school children. 1989.

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Sakihana, Masaya. A cultural comparison of physical fitness in multi-sport and single-sport athletes. 2003.

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Sakihana, Masaya. A cultural comparison of physical fitness in multi-sport and single-sport athletes. 2003.

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Book chapters on the topic "School social comparison":

1

Walther, Andreas. "Welfare States as Transition Regimes: Reconstruction from International Comparisons of Young People’s Transitions to Work." In Life Course Research and Social Policies, 37–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_3.

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AbstractInternational comparison of welfare states offers a way for understanding how welfare states have contributed to the constitution of life course transitions and the different ways in which they are being shaped. The chapter introduces the concept of “transition regimes”, a comparative model developed with regard to school-to-work-transitions. The aim is to question if and to what extent this model can contribute to the objectives of reflexive transition research that extends the research of how individual transitions progress to how they are constantly re-constituted. In detail, this implies relating the analysis of comprehensive constellations with the discursive, institutional and individual practices involved in doing transitions. The chapter starts with an overview of international studies of school-to-work-transitions. This is followed by a review of comparative welfare research and the introduction of the concept of transition regimes, which is then related to the concept of doing transitions. The conclusion explores the contribution of comparative analysis of transition regimes for reflexive transition research.
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Moor, Irene, Laura Hoffmann, Martin Mlinarić, and Matthias Richter. "Social Networks, Health, and Health Inequalities in Youth." In Social Networks and Health Inequalities, 129–51. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97722-1_8.

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AbstractSince 1960s school-based surveys also focused on social networks of young people. In comparison with other life stages, the evidence regarding social network research is more advanced for school-aged children. These studies identified that homophile of peer groups in adolescence can be attributed to two mechanisms: the thesis of social influence (young people adapt to health and health behaviour of their friends) and the thesis of selection (adolescents choose their friends according to whether they show the same attitudes and (health) behavior as they do themselves). The existing studies focused especially on substance use (smoking and drinking) but also on physical activity and nutrition and to a lesser extent also on mental health, where both these are relevant. However, for explaining health inequalities the evidence is scarce. This chapter will give an overview of social network research on young people and will give insights into the few existing studies regarding the explanation of health inequalities in adolescence (especially regarding smoking). It will also emphasize the need for further research in explaining health inequalities (beyond tobacco consumption) as well as longitudinal research designs.
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Garriga, Anna, Jani Turunen, and Laura Bernardi. "The Socioeconomic Gradient of Shared Physical Custody in Two Welfare States: Comparison Between Spain and Sweden." In European Studies of Population, 181–206. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68479-2_9.

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AbstractThis study contributes to the emerging literature on the diffusion of SPC across social strata, by comparing two national contexts, Sweden and Spain, with different prevalence rates of SPC and with diverging social and gender policies in the early XXI century. We draw on the 2006 and 2014 comparative cross-sectional data from the Spanish and Swedish Health Behaviour in School-Aged Children (HBSC), to test two competitive hypotheses (diffusion and diverging destinies hypotheses) on the association of parental socioeconomic status, children’s living arrangements in separated families and their relative prevalence in a populaiton. We also examine whether such association is modified by the great increase in SPC in both countries between 2006 and 2014. We present empirical evidence that, independently from the context, SPC arrangements are more frequent among parents with higher socioeconomic status and sole-custody arrangements among other parents; however, social inequality in post-separation arrangements differ in the two countries over time. In Spain, we find evidence in favour of the diffusion hypothesis with increases in the prevalence of SPC going hand in hand with the diffusion of SPC across social strata. By contrast, the Swedish data support the diverging destinies hypothesis with increases in SPC producing no variation in its social stratification over time.
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Downey, Douglas B., Aimee Yoon, and Elizabeth Martin. "Schools and Inequality: Implications from Seasonal Comparison Research." In Handbooks of Sociology and Social Research, 55–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76694-2_3.

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Moebius, Stephan. "Ups and Downs of Sociology in Germany: 1968–1990." In Sociology in Germany, 85–122. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_4.

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AbstractIn the 1960s, Germany was strongly marked by changes in cultural values and social concepts of order, by new developments in art, music, and film, as well as suburbanization; also, as in many other countries, in 1968 there were massive student protests in Germany. The student movement brought sociology into the limelight. The Frankfurt School and the more Marxist Marburg School in particular became closely connected with the student movement. As a subject of study, sociology gained enormously in importance, which was connected with the growing need for social reflection in all areas of life. A characteristic feature of sociology in this period was an increasing differentiation into specialized subfields. The number of academic positions for sociologists and the number of students increased, partly as a result of the founding of new universities and of reforms in higher education policy. The increasing number of non-university research institutions complemented sociological research at the universities. This expansion, which coincided with a highly visible public sociology, also led to counter-movements: Conservative sociologists criticized the growing social influence of sociology and propagated an “anti-sociology.” As far as empirical social research is concerned, quantitative research had become more professional; interpretative social research had slowly developed, reinforced by the increasing reception of symbolic interactionism. The “planning euphoria” of the 1960s and 1970s weakened, and many looked at 1968 with disappointment and some even turned away from sociology. There were debates, such as that between representatives of Critical Theory and systems theory (the “Habermas-Luhmann debate”) and the debate on “theory comparison,” and controversies regarding “postmodernism.” The 1980s was the great time for sociological theory in Germany. Also, a further increase in the differentiation and pluralization of the sociological field could be observed.
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Han, Sapphire Yu, and Cees H. Elzinga. "Modeling the Genesis of Life Courses." In Social Background and the Demographic Life Course: Cross-National Comparisons, 125–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67345-1_7.

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AbstractLife course research has been dominated by methods and models that focus on the description of life course patterns and on the causal patterns between agency- and structure-related variables on the one hand and, on the other hand, outcomes in later life. Little attention has been paid to modelling the driving force, the mechanism, that generates the chain of successive events and stages of the life course: the sequences of individual decisions pertaining to all facets of the life course. This paper presents the minimal requirements that models should satisfy in order to be considered as life course generating models. The paper then proposes Hidden Markov Models as one of the main building blocks of life course generating models and discusses a few applications of these models in the domains of family formation, school-to-work transition and their interaction.
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Roché, Sebastian, and Sandrine Astor. "Religion and Attitudes Towards State Organizations: The Case of Schools. A Comparison Across Five Countries." In Minority Youth and Social Integration, 105–35. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89462-1_5.

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Rienties, Bart, Therese Grohnert, Piet Kommers, Susan Niemantsverdriet, and Jan Nijhuis. "Academic and Social Integration of International and Local Students at Five Business Schools, a Cross-Institutional Comparison." In Building Learning Experiences in a Changing World, 121–37. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0802-0_8.

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Cismaru, Diana-Maria, Nicoleta Corbu, Valeriu Frunzaru, Cezar Mihai Hâj, and Oana Ştefăniţă. "The Impact of Social Scholarships and of Reserved Places for Graduates from Rural High Schools in Improving Access to Higher Education and Academic Performance." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 53–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_4.

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AbstractAlthough the level of tertiary education attainment as a share of the population aged 30 to 34 increased in Romania up to 26.3% in 2017, it is still modest in comparison with the EU average (39.9% in 2017) (Eurostat, 2021). Therefore, while the rate of young people exposed to the risk of poverty and exclusion increased in the last decade in Romania, there is a need to evaluate the support measures for students from disadvantaged categories. The paper presents the results of two impact studies for two public policies, social scholarships and reserved places for graduates from rural high schools. In order to find out to which extent the two public policies fulfil their aims in supporting students from vulnerable social categories to graduate higher education, a mix of quantitative and qualitative methods has been used. The quantitative analysis used data extracted from two national databases for higher education and data collected by a survey to which about half of the Romanian universities responded. The data for qualitative analysis were collected by face-to-face interviews (with professors in management positions and students beneficiary of the two policies) from eight universities with different profiles, located in five regions of Romania. The results of the quantitative analysis revealed that the social scholarships policy fulfils its objectives of improving academic performance and increasing the chances of graduation for beneficiaries. The results of the qualitative analysis revealed a high level of satisfaction of beneficiaries with both policies and a positive evaluation of both policies by the management of universities.
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Raharilaza, Nathalie Viviane. "Degraded Landscape Transformed into Foodland and Woodland by Village Agroforestry." In Fostering Transformative Change for Sustainability in the Context of Socio-Ecological Production Landscapes and Seascapes (SEPLS), 37–60. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6761-6_3.

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AbstractThis case study shares the results and lessons learned from agroforestry practices to restore a degraded and abandoned landscape, the production of seedlings of native and endemic tree species for forest restoration, and a trial of autochthones species transplantation at the village level in Madagascar. Awareness-raising and facilitation carried out by the NGO team on landscape changes and their effects on local people’s lives, food and natural resources, were the initial drivers of this process. A farmer led the landscape restoration experimentation by taking part of his poor, degraded land that had been long abandoned, and giving the green light to use it as a ‘farmer field school’. The community decided to keep the other side of the field untouched to enable comparison. Community members learned from each other by periodically sharing experiences. Community capacity-building on family accounting, production and harvest management helped community members to make decisions regarding the choice of crops and landscaping types suited to their needs. The community started to see results from the third year and increased the landscaped areas to boost future production. Some native trees like Harina (Bridelia tuleasneana), a highly preferred tree usually harvested from the rainforest for building materials, adapted very well to the village. The villagers learned to plant them rather than harvest them from the natural forest. The commitment, patience and courage of the community, and their immense pride in what they have achieved, created a cascading effect leading to sustainability.

Conference papers on the topic "School social comparison":

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Di Stasio, Maria. "Competition and Social Comparison in High School Classrooms Influence Social Status." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680691.

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TURHAN, Zeynep. "SCHOOL BULLYING IN THE MIDDLE SCHOOL: COMPARISON OF VIOLENCE PREVENTION PROGRAMS." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.202059.

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Doulik, Pavel. "COMPARISON OF A SCHOOL CLASS CLIMATE IN A TRADITIONAL AND AN ALTERNATIVE SCHOOL." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.017.

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Yang, Yiwen. "Perceived Parents' Critical Comparisons and Self-Initiated Social Comparison Directions Among Chinese Middle School Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686366.

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Jajat, Jajat, Sumardiyanto, and Syam Hardwis. "The Comparison of Social Physique Anxiety of High School Students by Gender." In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.083.

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Nasution, Nasution, Artono, and Agus Trilaksana. "Comparison of National History Education Textbook Content in Middle School and Senior High School in Indonesian in New Order Era." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.160.

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Suk, Koh Myung, Kang Mal Soon, Xiaoyang Mei, and Jeon Mi Yang. "Comparison with family planning knowledge and attitudes between South Korea and China's High School Students." In Does Nonprofit Board of Directors Affect the Management of Social Welfare Organization?-Focusing on Social Workers’ Perception of Organizational Ethics. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.131.27.

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Benyamin, Aditya, Ratna Djuwita, and Amarina Ashar Ariyanto. "Normal vs. Green Elementary School Students: Comparison in Nature Relatedness and Pro-environmental Behavior." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008590404240430.

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Yudhasatria, Ebma, and Ajat Sudrajat. "Comparison of Indonesian History Learning Model Science Class and Social Class in Senior High School." In Proceedings of the International Conference of Ethics on Business, Economics, and Social Science (ICEBESS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebess-18.2019.20.

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Cao, Yuping. "Comparison of the Practical Curriculum for Pre-school Education in Chinese and American Universities." In 2nd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emehss-18.2018.63.

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Reports on the topic "School social comparison":

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Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo, and Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003920.

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The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.
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Erulkar, Annabel, and Erica Chong. Evaluation of a savings and micro-credit program for vulnerable young women in Nairobi. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1010.

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Tap and Reposition Youth (TRY) was a four-year initiative undertaken by the Population Council and K-Rep Development Agency to reduce adolescents’ vulnerabilities to adverse social and reproductive health outcomes by improving livelihoods options. The project targeted out-of-school adolescent girls and young women aged 16–22 residing in low-income and slum areas of Nairobi. TRY used a modified group-based micro-finance model to extend integrated savings, credit, business support, and mentoring to out-of-school adolescents and young women. A longitudinal study of participants was conducted with a matched comparison group identified through cross-sectional community-based studies, undertaken at baseline and endline to enable an assessment of changes associated with the project. This report states that 326 participants and their controls were interviewed at baseline and 222 pairs were interviewed at endline. The results suggest that rigorous micro-finance models may be appropriate for a subset of girls, especially those who are older and less vulnerable. The impact on noneconomic indicators is less clear. Additional experimentation and adaptation is required to develop livelihoods models that acknowledge and respond to the particular situation of adolescent girls.

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