Journal articles: 'School social comparison'

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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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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/10.5172/jmo.2011.17.5.583.

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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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Chan, Kara, and Gerard Prendergast. "MATERIALISM AND SOCIAL COMPARISON AMONG ADOLESCENTS." Social Behavior and Personality: an international journal 35, no. 2 (January 1, 2007): 213–28. http://dx.doi.org/10.2224/sbp.2007.35.2.213.

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Materialism and social comparison are important issues, especially in a Chinese context, and especially amongst adolescents. In this paper a theoretical model of the endorsement of materialistic values and social comparison by adolescents was proposed and tested. A survey of secondary school students in Hong Kong revealed normative peer influence and peer communication were positive predictors of social comparison with friends. In addition, motivation for advertisement viewing was a positive predictor of social comparison with media figures. Social comparison with friends and with media figures were both positive predictors of materialism. The implications are discussed, with recommendations for further research.

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Brigman, Greg A., Linda D. Webb, and Chari Campbell. "Building Skills for School Success: Improving the Academic and Social Competence of Students." Professional School Counseling 10, no. 3 (February 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000310.

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The focus of this article's study was to evaluate the impact of the school counselor-led Student Success Skills program on the academic and social competence of students. A randomized comparison group design was used to measure treatment outcomes for students in grades 5, 6, 8, and 9 from six schools using state-mandated achievement tests in math and reading and a measure of social competence. Achievement outcomes were measured for comparison group students in schools matched for key demographics. An analysis of covariance was used for the analysis. Students who received the intervention scored significantly higher in math achievement and showed substantial improvement in behavior.

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Kim, Mikyong Minsun, and Margaret Placier. "Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools." education policy analysis archives 12 (February 4, 2004): 5. http://dx.doi.org/10.14507/epaa.v12n5.2004.

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Utilizing hierarchical linear models, this study of 144 private schools (72 Catholic and 72 non-Catholic schools) drawn from the National Education Longitudinal Study of 1988 discovered that Catholic school students scored lower in reading than students at non-Catholic private schools. Analysis of internal school characteristics suggested that lower growth in reading achievement might be related in part to lower student morale in Catholic schools. However, we found no significant differences between Catholic and non-Catholic private secondary schools in the development of students' math, history/social studies, and science abilities from eighth to tenth grades. This study also identified important student- and school-level variables such as Catholicism, gender, risk factor, parental involvement, and enrollment size that help to explain the outcomes.

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Chua, J. "Social comparison, anxiety, and depressive symptoms in Singaporean school children." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S300. http://dx.doi.org/10.1016/j.neurenf.2012.04.864.

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Wegmann, Kate M. "Measuring Social Support and School Belonging in Black/African American and White Children." Research on Social Work Practice 27, no. 5 (May 24, 2015): 582–93. http://dx.doi.org/10.1177/1049731515584065.

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Objective: To determine the suitability of the Elementary School Success Profile for Children (ESSP-C) for assessment and comparison of social support and school belonging between Black/African American and White students. Methods: Multiple-group confirmatory factor analysis and invariance testing were conducted to determine the ESSP-C’s validity for use with Black/African American and White students. Latent mean comparisons were performed to determine statistically significant differences in school belonging and social support between racial/ethnic groups. Results: The ESSP-C demonstrated partial measurement invariance at a level (93% invariant) that supports the validity of the measure for Black/African American and White students. Black/African American students reported a significantly higher mean level of school belonging compared to White students. Conclusion: The ESSP-C can be used to make valid assessments and comparisons of social support and school belonging between Black/African American and White students, which may be useful in guiding school social work practice and intervention.

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Boulter, Lyn. "A Comparison of the Academic Achievement of Home School and Public School Students." International Journal of Business and Social Research 7, no. 3 (April 17, 2017): 01. http://dx.doi.org/10.18533/ijbsr.v7i3.1037.

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<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups. Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities). The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

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Ibrahim, Habiba, David L. Barnes, Sheretta T. Butler-Barnes, and Odis Johnson. "Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School." Social Sciences 10, no. 7 (July 15, 2021): 272. http://dx.doi.org/10.3390/socsci10070272.

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Black girls are more likely to receive in-school suspension (ISS) in comparison to their non-Black peers. However, research on the effect of in-school suspension on students’ academic achievement, specifically math achievement of Black girls, is still very limited. Mathematics is an important foundational component of science, technology, and engineering fields, which are domains in which Black girls are underrepresented. Using the nationally representative Educational Longitudinal Study of 2002 (ELS:2002), this study explores the relationship between in-school suspension and the highest math course completed in a multi-level analysis of 860 Black female participants from 320 high schools. Our findings revealed that in-school suspension was associated with lower mathematics course-taking. Implications for policy, practice, and research are discussed.

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Vannatta, K., EA Getzoff, DK Gilman, RB Noll, CA Gerhardt, SW Powers, and AD Hershey. "Friendships and Social Interactions of School-Aged Children With Migraine." Cephalalgia 28, no. 7 (July 2008): 734–43. http://dx.doi.org/10.1111/j.1468-2982.2008.01583.x.

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We set out to evaluate the friendships and social behaviour of school-aged children with migraine. Concern exists regarding the impact of paediatric migraine on daily activities and quality of life. We hypothesized that children with migraine would have fewer friends and be identified as more socially sensitive and isolated than comparison peers. Sixty-nine children with migraine participated in a school-based study of social functioning. A comparison sample without migraine included classmates matched for gender, race and age. Children with migraine had fewer friends at school; however, this effect was limited to those in elementary school. Behavioural difficulties were not found. Middle-school students with migraine were identified by peers as displaying higher levels of leadership and popularity than comparison peers. Concern may be warranted about the social functioning of pre-adolescent children with migraine; however, older children with migraine may function as well as or better than their peers.

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von Keyserlingk, Luise, Anna-Lena Dicke, Michael Becker, and Jacquelynne S. Eccles. "What Matters When? Social and Dimensional Comparisons in the Context of University Major Choice." AERA Open 7 (January 2021): 233285842110207. http://dx.doi.org/10.1177/23328584211020711.

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Students compare their achievement to different standards in order to evaluate their ability. We built on the theoretical frameworks of situated expectancy-value theory, dimensional comparison theory, and the big-fish-little-pond effect literature to examine the role of social and dimensional comparisons for ability self-concept and subjective task value (STV) in secondary school and university major choice. We used two German longitudinal data sets from different cohorts with data collection in 12th grade and 2 years after high school graduation (Study 1: N = 2,207, Study 2: N = 1,710). Dimensional and social comparisons predicted students’ self-concept and domain-specific STV in school: Individual achievement was positively related to ability self-concept and STV in the corresponding domain and negatively related in the noncorresponding domain. School-level mean achievement was negatively related to ability self-concept and STV in the corresponding domain. Dimensional comparisons were directly related to university major choice, social comparisons were only indirectly related.

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Qualter, Pamela, Alexandra Hennessey, Keming Yang, Kayleigh L. Chester, Ellen Klemera, and Fiona Brooks. "Prevalence and Social Inequality in Youth Loneliness in the UK." International Journal of Environmental Research and Public Health 18, no. 19 (October 3, 2021): 10420. http://dx.doi.org/10.3390/ijerph181910420.

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Using data from the English arm of the Health Behaviour in School-aged Children (HBSC) study, we examined the prevalence of loneliness for school-aged adolescents and how it is linked to social inequalities. The HBSC study collects data from 11-, 13-, and 15-year-olds, and is repeated every four years, allowing the exploration of prevalence rates of loneliness pre COVID-19 pandemic for comparison. We also explored whether loneliness was associated with socio-economic status (SES) and linked to academic attainment and health complaints. The total sample was 14,077 from 156 schools in England. Findings revealed a stable prevalence rate of 8.2% for loneliness from 2006 to 2014. We also found, across all survey years, (1) those aged 15 years were significantly lonelier than younger peers, (2) those who reported lower SES were lonelier than their more well-off peers, and (3) higher loneliness was associated with being ‘”below average” academically and reporting more health complaints. Conclusions: These prevalence data enable researchers, policymakers, and others to make comparisons with prevalence rates during the COVID-19 pandemic to explore whether there have been increases in loneliness among school-aged adolescents. Loneliness was consistently related to social inequalities, suggesting that targeted interventions that include whole systems changes are needed.

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Chan, Wing Yi, Gabriel P. Kuperminc, Scot Seitz, Christyl Wilson, and Nadim Khatib. "School-Based Group Mentoring and Academic Outcomes in Vulnerable High-School Students." Youth & Society 52, no. 7 (July 31, 2019): 1220–37. http://dx.doi.org/10.1177/0044118x19864834.

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This study examined the association between participation in a school-based group-mentoring program (Project Arrive) and academic outcomes in a group of ninth-grade students who had been identified as at high risk of high-school dropout ( n = 239). Comparison participants were ninth-grade students with similar levels of risk ( n = 980). Using inverse probability of treatment weighting (IPTW) with a propensity score to reduce selection bias, and a partially clustered model to account for nonindependence of data in program students, we found that Project Arrive students earned more credits by the end of 9th grade and 10th grade; and reported increased instructional time by the end of 9th grade, than comparison students.

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Lee, Se Young, and Ju Hee Park. "Effect of Upward Social Comparison in SNS on Depression among Middle School Students: The Mediating Effect of Self-Deprecation and the Moderated Mediating Effect of Cognitive Flexibility." Family and Environment Research 59, no. 3 (August 23, 2021): 353–67. http://dx.doi.org/10.6115/fer.2021.026.

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The purpose of this study was to examine the mediating effect of middle school students’self-deprecation in the relationship between upward social comparison in social network service (SNS) and depression and the moderated mediating effect of cognitive flexibility. The participants were 288 middle school students, in the first to third grades from four middle schools located in Seoul, Gyeong-gi, and Jeonnam. The date were analyzed with descriptive statistics, Pearson’s correlation coefficients and the Process Macro Model 4, 1, and 14.The results of this study are as follows. First, an upward comparison in SNS has a significant positive influence on students’depression, and students' self-deprecation of students mediated the relation between two. Second, the level of control, which is a sub-factor of cognitive flexibility, moderated the mediating effect of self-deprecation. That is, if students are more likely to perceive difficult situations as controllable, upward social comparison in SNS mediated by self-deprecation has smaller effect on depression.Based on these results, we suggest practical interventions to reduce depression among middle school students by decreasing upward social comparison in SNS and self-deprecation. In addition, helping students perceive difficult situations as controllable could be another effective way of reducing depression among those students who have a high level of self-deprecation in upward social comparison in SNS.

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Gan, Yongtao, Lijun Meng, and Junjun Xie. "Comparison of School Readiness Between Rural and Urban Chinese Preschool Children." Social Behavior and Personality: an international journal 44, no. 9 (October 9, 2016): 1429–42. http://dx.doi.org/10.2224/sbp.2016.44.9.1429.

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Children's future academic success may depend on their readiness to learn and participate in preschool education. We examined school readiness differences in a sample of rural and urban preschool children (N = 82) from Zunyi, China, using the School Readiness Test Battery. The results indicated that school readiness differed between rural and urban children; rural children scored lower on emotional and social skills, basic knowledge, and drawing and language competence subtests than did urban students, but higher on sport skills, and understanding of both time and space. Thus, improving the early education of rural children will likely help to decrease the school readiness differences between rural and urban children.

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McCafferty, Paul. "Group supervision for social work students on placement." Journal of Practice Teaching and Learning 5, no. 3 (December 26, 2012): 55–72. http://dx.doi.org/10.1921/jpts.v5i3.315.

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Partnership Care West is a voluntary organisation that contracts with the Northern Ireland Social Care Council (NISCC) to provide ten placements for social work students. NISCC is a statutory organisation, with responsibility for registering and regulating social care/work, improving standards in education and training and standardising practice in Northern Ireland NISCC (2003).The students attend the practice learning centre and are then given placements in voluntary sector sites established by the centre. Traditionally, the students were supervised on a one to one basis using the long arm approach. In recent years however, the centre has developed a model for supervising these students in groups.Building on my positive experience of conducting group supervision and to further my knowledge, skills and values in this area, I recently undertook an international comparison with the School of Social Work in Haifa Israel. This School has an already well established model for supervising students in groups and I hoped that I could learn something to help me develop my model further. I would like to thank Nava Arkin at the University of Haifa for her willingness to take part in this comparison and for her encouragement throughout. This article aims to outline my findings of the comparison and outline the theoretical constructs that make international comparisons in social work possible.

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Mustakim, Zaenal, Muhamad Chamdani, and Umi Mahmudah. "COMPARISON OF EFFICIENCY SCHOOL PERFORMANCE BETWEEN NATURAL AND SOCIAL SCIENCES: A BOOTSTRAPPING DATA ENVELOPMENT ANALYSIS." Jurnal Cakrawala Pendidikan 38, no. 2 (June 16, 2019): 281–91. http://dx.doi.org/10.21831/cp.v38i2.22837.

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The main purpose of this study is to compare the efficiency performance of high school education in Indonesiabased on its specialization groups, namely natural and social sciences. This study uses secondary data of high school published by Ministry of Education and Culture of Republic of Indonesia in 2016 which covers general description such as the numbers of schools, students, teachers, graduates, classes, et cetera. This study uses a bootstrap approach that is applied in Data Envelopment Analysis (DEA) method, which compares the efficiency of each Decision Making Unit (DMU). To compare its efficiency, as many as 34 provinces are used as DMUs by using six input variables, namely the number of participants of national exam, students, schools, teachers, libraries, and the number of classrooms. The output variables are the number of graduates, the average score of national exam in Indonesian, English, and mathematics.The results indicate that all provinces have very good performance in organizing high school education for both natural and social sciences where the average efficiency scores of the traditional DEA are .99 and .98 for natural and social sciences, respectively. Meanwhile, its average scores from bootstrapped DEA are .98 and .96 for natural and social sciences, respectively. The empirical results also reveal that bootstrapped DEA provides better accuracy of efficiency scores than the traditional DEA. Overall, the provinces in Indonesia have better performance in organizing natural science than social science.

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Resh, Nura. "Sense of Justice in School and Social and Institutional Trust." Comparative Sociology 17, no. 3-4 (June 14, 2018): 369–85. http://dx.doi.org/10.1163/15691330-12341465.

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AbstractBased on the notion that trust is an essential feature in the development and maintenance of democratic civil society, and that school is central to the daily life of students who view schooling as critical to their long-term life chances, the author investigates in this study the relationship between students’ sense of justice in school and their social and institutional trust. Sense of Justice, defined as the relationship between one’s actual reward and his/her deserved reward, is reflected in three interrelated but distinct categories: instrumental, relational and procedural. The study was carried out in Israel among over 5000 middle school students in a national sample of 48 public schools. Findings basically support our hypothesis that students, who feel that they were treated fairly by their teachers, will be more trustful. However, these relationships are differential in the comparison of students in three school’s sectors: Jewish general, Jewish religious, and Arab.

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Rękosiewicz, Małgorzata. "Type of social participation and identity formation in adolescence and emerging adulthood." Polish Psychological Bulletin 44, no. 3 (September 1, 2013): 277–87. http://dx.doi.org/10.2478/ppb-2013-0031.

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Abstract This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.

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Burgess-Champoux, Teri L., Hing Wan Chan, Renee Rosen, Len Marquart, and Marla Reicks. "Healthy whole-grain choices for children and parents: a multi-component school-based pilot intervention." Public Health Nutrition 11, no. 8 (August 2008): 849–59. http://dx.doi.org/10.1017/s1368980007001346.

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AbstractObjectiveThe aim of the present study was to pilot-test a school-based intervention designed to increase consumption of whole grains by 4th and 5th grade children.DesignThis multi-component school-based pilot intervention utilised a quasi-experimental study design (intervention and comparison schools) that consisted of a five-lesson classroom curriculum based on Social Cognitive Theory, school cafeteria menu modifications to increase the availability of whole-grain foods and family-oriented activities. Meal observations of children estimated intake of whole grains at lunch. Children and parents completed questionnaires to assess changes in knowledge, availability, self-efficacy, usual food choice and role modelling.Setting/sampleParent/child pairs from two schools in the Minneapolis metropolitan area; 67 in the intervention and 83 in the comparison school.ResultsWhole-grain consumption at the lunch meal increased by 1 serving (P< 0·0001) and refined-grain consumption decreased by 1 serving for children in the intervention school compared with the comparison school post-intervention (P< 0·001). Whole-grain foods were more available in the lunches served to children in the intervention school compared with the comparison school post-intervention (P< 0·0001). The ability to identify whole-grain foods by children in both schools increased, with a trend towards a greater increase in the intervention school (P= 0·06). Parenting scores for scales for role modelling (P< 0·001) and enabling behaviours (P< 0·05) were significantly greater for parents in the intervention school compared with the comparison school post-intervention.ConclusionsThe multi-component school-based programme implemented in the current study successfully increased the intake of whole-grain foods by children.

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Marsh, Herbert W., Philip D. Parker, Jiesi Guo, Reinhard Pekrun, and Geetanjali Basarkod. "Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries." European Journal of Personality 34, no. 2 (March 2020): 180–202. http://dx.doi.org/10.1002/per.2232.

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The concept of self is central to personhood, but personality research has largely ignored the relevance of recent advances in self–concept theory: multidimensionality of self–concept (focusing instead on self–esteem, an implicit unidimensional approach), domain specificity (generalizability of trait manifestations over different domains), and multilevel perspectives in which social–cognitive processes and contextual effects drive self–perceptions at different levels (individual, group/institution, and country) aligned to Bronfenbrenner's ecological model. Here, we provide theoretical and empirical support for psychological comparison processes that influence self–perceptions and their relation to distal outcomes. Our meta–theoretical integration of social and dimensional comparison theories synthesizes five seemingly paradoxical frame–of–reference and contextual effects in self–concept formation that occur at different levels. The effects were tested with a sample of 485,490 fifteen–year–old students (68 countries/regions, 18,292 schools). Consistent with the dimensional comparison theory, the effects on math self–concept were positive for math achievement but negative for verbal achievement. Consistent with the social comparison theory, the effects on math self–concept were negative for school–average math achievement (big–fish–little–pond effect), country–average achievement (paradoxical cross–cultural effect), and being young relative to year in school but positive for school–average verbal achievement (big–fish–little–pond effect—compensatory effect). We demonstrate cross–cultural generalizability/universality of support for predictions and discuss implications for personality research. © 2020 European Association of Personality Psychology

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TOYAMA, MIKI. "Developmental Changes in Social Comparison in Preschool and Elementary School Children." Japanese Journal of Educational Psychology 49, no. 4 (2001): 500–507. http://dx.doi.org/10.5926/jjep1953.49.4_500.

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Entorf, Horst, and Martina Lauk. "Peer Effects, Social Multipliers and Migrants at School: An International Comparison." Journal of Ethnic and Migration Studies 34, no. 4 (March 20, 2008): 633–54. http://dx.doi.org/10.1080/13691830801961639.

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Perkins, H. Wesley, David W. Craig, and Jessica M. Perkins. "Using social norms to reduce bullying." Group Processes & Intergroup Relations 14, no. 5 (April 7, 2011): 703–22. http://dx.doi.org/10.1177/1368430210398004.

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Bullying attitudes and behaviors and perceptions of peers were assessed in a case study experiment employing a social norms intervention in five diverse public middle schools in the State of New Jersey (Grades 6 to 8). Data were collected using an anonymous online survey (baseline n = 2,589; postintervention n = 3,024). In the baseline survey, students substantially misperceived peer norms regarding bullying perpetration and support for probullying attitudes. As predicted by social norms theory, they thought bullying perpetration, victimization, and probullying attitudes were far more frequent than was the case. Also as predicted, variation in perceptions of the peer norm for bullying was significantly associated with personal bullying perpetration and attitudes. Using print media posters as the primary communication strategy, an intervention displaying accurate norms from survey results was conducted at each of the five school sites. A pre-/postintervention comparison of results revealed significant reductions overall in perceptions of peer bullying and probullying attitudes while personal bullying of others and victimization were also reduced and support for reporting bullying to adults at school and in one’s family increased. The extent of reductions across school sites was associated with the prevalence and extent of recall of seeing poster messages reporting actual peer norms drawn from the initial survey data. Rates of change in bullying measures were highest (from around 17% to 35%) for the school with the highest message recall by students after a one-and-a-half-year intervention. Results suggest that a social norms intervention may be a promising strategy to help reduce bullying in secondary school populations.

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Brazil, Noli. "The Effects of Social Context on Youth Outcomes: Studying Neighborhoods and Schools Simultaneously." Teachers College Record: The Voice of Scholarship in Education 118, no. 7 (July 2016): 1–30. http://dx.doi.org/10.1177/016146811611800706.

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Background/Context A long line of research has empirically examined the effects of social context on child and adolescent well-being. Scholars have paid particular attention to two specific levels of social context: the school and neighborhood. Although youths occupy these social contexts simultaneously, empirical research on schools and neighborhoods has largely been conducted independently of one another. Purpose/Objective/Research Question/Focus of Study This study reviews neighborhood and school effects studies conducted between 2005 and 2013 to determine the degree to which these research domains have exclusively examined a single context. The study then uses nationally representative data to compare estimates of school and neighborhood effects across a variety of youth outcomes. The comparison reveals how much estimates of school and neighborhood effects change after accounting for both levels of context. Research Design Cross-classified random effects models are used to estimate the effects of school and neighborhood disadvantage on a variety of youth outcomes. For each youth outcome, I compare the effects of concentrated disadvantage and the percent of variation explained at the school and neighborhood levels across two models: a single context effects model that includes only the school or neighborhood and a model including characteristics of both contexts. Findings/Results Of the 238 school and neighborhood effects studies examined in the review, only 46, or 21%, account for both neighborhoods and schools in the analysis. The multivariate regression results indicate that excluding a level of context has greater consequences on the estimates of neighborhood effects than on school effects. However, ignoring the neighborhood obscures its independent effects on key adolescent outcomes. Conclusions/Recommendations An empirical analysis of context effects on youth well-being should account for both neighborhoods and schools in order to minimize bias in parameter estimates. Furthermore, simultaneously analyzing schools and neighborhoods will move the study of school and neighborhood effects forward by illuminating policies and strategies in which neighborhoods and schools can work together to increase the overall well-being of children and adolescents.

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Li, Yongzhan. "Upward social comparison and depression in social network settings." Internet Research 29, no. 1 (February 4, 2019): 46–59. http://dx.doi.org/10.1108/intr-09-2017-0358.

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Purpose Previous research has linked upward social comparison on social network sites (SNSs) to depressive symptoms; however, the mechanism underlying this relationship remains unclear. The purpose of this paper is to explore the roles of envy and self-efficacy in the relationship between upward social comparison on SNSs and depressive symptoms. Design/methodology/approach Based on the social comparison theory and previous related literature, a moderated mediation model integrating upward social comparison on SNSs, depressive symptoms, envy and self-efficacy was developed and empirically examined based on the data collected from 934 Chinese high school students. Findings The structural equation modeling analysis shows that envy partially mediates the relationship between upward social comparison on SNSs and depressive symptoms, whereas self-efficacy moderated both the direct effect of upward social comparison on SNSs on depressive symptoms and the mediating effect of envy in the relationship between upward social comparison on SNSs and depressive symptoms. Practical implications The findings offer interesting implications for guiding adolescents to use SNSs properly. This study found that envy and self-efficacy act as a mediator and moderator, respectively, between upward social comparison on SNSs and depressive symptoms, indicating that reducing envy and enhancing self-efficacy should be feasible to alleviate the negative effect of SNSs use. Social implications In order to alleviate the negative effect of SNSs use, parents and educators should direct adolescents to view others’ achievements and happiness properly and manage to improve self-efficacy among adolescents with poor self-efficacy through effective training. Originality/value Through building and examining a moderated mediation model integrating envy and self-efficacy into the relationship between upward social comparison on SNSs and depressive symptoms, the present study advances our understanding of how and when upward social comparison on SNSs augments the risk of depressive symptoms among adolescents.

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James, Karen, Natalie Munro, Leanne Togher, and Reinie Cordier. "The Spoken Language and Social Communication Characteristics of Adolescents in Behavioral Schools: A Controlled Comparison Study." Language, Speech, and Hearing Services in Schools 51, no. 1 (January 8, 2020): 115–27. http://dx.doi.org/10.1044/2019_lshss-18-0090.

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Purpose Working with students with emotional behavioral disorders is a challenging area of speech-language pathology practice. In this study, we compare and profile the narrative discourse, structural language, and social communication characteristics of adolescents attending behavioral support and mainstream schools. We also examine relationships between narratives, structural language, social communication, and behavior. Method Fifty-four students aged between 12 and 16 years participated. Twenty-seven students were from 3 Australian government Schools for Specific Purposes for students with behavioral difficulties, and 27 typically developing students were from a mainstream, government school. Students were matched for age and closely matched for sex and socioeconomic status. All students completed 3 communication assessments: oral narrative, structural language, and social communication skills. Teachers were asked to complete 2 behavioral questionnaires. Results Students in behavioral schools had significant difficulties generating narratives. Their structural language and overall social communication skills were also significantly poorer than their mainstream peers. One third of the behavioral group experienced significant difficulties across all 3 of these communication areas. Externalizing behavior was significantly related to narrative, structural language, and social communication only when the data were pooled across both groups. Conclusions Language and social communication difficulties were evident in adolescents who attend alternative school settings—behavioral schools. These findings confirm the need for speech-language pathologists to be engaged in specialist behavioral schools and provide impetus to service providers, speech-language pathologists, and educators to address relationships between behavior and communication ability.

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Rishel, Carrie W., Jiyoung K. Tabone, Helen P. Hartnett, and Kathy F. Szafran. "Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children." Children & Schools 41, no. 4 (October 2019): 239–48. http://dx.doi.org/10.1093/cs/cdz017.

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Abstract Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.

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Lee, Eun Ju. "Analysis of Change in Relationship between Communication and Social Competence: Comparison of Children and Adolescents by Grade Level." Communication Sciences & Disorders 27, no. 1 (March 31, 2022): 70–85. http://dx.doi.org/10.12963/csd.22872.

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Objectives: It is known that communication and social competence are related, but it is not known specifically which detailed items are involved in this relationship. Therefore, this study analyzed the relationship of the evaluation results of social communication competence by grade level (high school, middle school, elementary school) presented in the longitudinal data of the Analysis on the Actual Status and the Quality of School Education in Korea (AASQSEK) school panel of Korean Educational Development Institute (KEDI).Methods: The mean comparison, correlation measurement, and multi-group structural equation modeling analysis (multi-group SEM) of observed variables (communication, social cooperation, social responsibility competence) were conducted for each multi-age group (6th grade in elementary school, 3rd grade in middle school, and 2nd grade in high school).Results: 1) 6th graders rated all communication and social competence questions the highest. 2) It was found that the third-year middle school students’ communication competence and social cooperation were the lowest among the three grade levels. 3) Social responsibility was significantly lower in the 3rd grade of middle school and 2nd grade of high school compared to the 6th grade of elementary school. 4) In addition, the relationship between communication and social competence showed a significantly lower effect as the grade level increased.Conclusion: Social communication competence scores can be influenced by grade level factors, so clinicians should consider grade level factors in the interpretation of the results of the Social Communication Competence (SCC) assessment.

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Ozturk, Emsal, Samet Karyagdi, and Mustafa Ustundag. "Comparison of Students at School of Physical Education and Sports and Education Faculty in Terms of Social Identity Perception." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 363–71. http://dx.doi.org/10.18844/gjhss.v3i3.1583.

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Hui, Anna, Sing Lau, Chun Sau Li, Toby Tong, and Jie-Lian Zhang. "A CROSS-SOCIETAL COMPARATIVE STUDY OF BEIJING AND HONG KONG CHILDREN'S SELF-CONCEPT." Social Behavior and Personality: an international journal 34, no. 5 (January 1, 2006): 511–24. http://dx.doi.org/10.2224/sbp.2006.34.5.511.

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This was a cross-sectional comparative study of the self-concept of Beijing and Hong Kong grade three and five children. Beijing students scored much higher than Hong Kong students on the academic, social, physical and general domains and all the perspectives of parental appraisal, school appraisal, upward comparison and downward comparison. Boys were higher than girls on all domains, and on upward and downward comparison. Grade 3 students were higher than grade 5 students on the academic and physical domains and the perspectives of parental and school appraisal. Patterns of difference were found in the main effects of gender and grade as qualified by the interactions of society. Only children in Beijing were found to score higher than Hong Kong only children on academic, physical and general self-concept as well as school appraisal and upward comparison.

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Mogro-Wilson, Cristina, and Lorin Tredinnick. "Influencing Social and Emotional Awareness and Empathy with a Visual Arts and Music Intervention for Adolescents." Children & Schools 42, no. 2 (April 2020): 111–19. http://dx.doi.org/10.1093/cs/cdaa008.

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Abstract Art and music create a powerful presence in the lives of youths. Skills gained from participating in the arts can better facilitate social and emotional learning (SEL) such as improving goal setting, increasing empathy, building relationships, and improving decision making. Connect with Kids, an SEL program that focuses on social and emotional skill building through the use of visual arts and music, was implemented in an urban high school in the Northeast. A total of 304 high school students participated in the study. Students from eight classrooms received the intervention (n = 143); students from another 10 classrooms (n = 161) comprised the comparison group and did not receive the intervention. The average youth was 14 years old, white, and female. Results indicated that the Connect with Kids program increased positive social and emotional behaviors among students compared with the comparison group. Examining the implications of the intervention advances gaps in the literature on SEL programs, supports integrating SEL programming on music and art in schools, and promotes continued program evaluation of unique SEL programming specifically for high school students.

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Blunk, Elizabeth M., and Sue W. Williams. "A COMPARISON OF ADOLESCENT AND ADULT MOTHERS' MATERNAL SEPARATION ANXIETY." Social Behavior and Personality: an international journal 27, no. 3 (January 1, 1999): 281–87. http://dx.doi.org/10.2224/sbp.1999.27.3.281.

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Maternal separation anxiety was compared for twenty adolescent and twenty adult mothers. The adolescent mothers were recruited from a high school teen parent program. Adult participants were recruited from two university day care programs. The Maternal Separation Anxiety Scale was used to assess the level of anxiety experienced by employed or school enrolled mothers when separated from their children. Analysis of variance indicated a group difference for separation anxiety with the adolescent mothers being significantly more anxious when leaving their children.

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Ball, Annahita, and Candra Skrzypek. "Closing the Broadband Gap: A Technology-Based Student and Family Engagement Program." Children & Schools 41, no. 4 (October 2019): 229–37. http://dx.doi.org/10.1093/cs/cdz015.

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Abstract This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest–posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home tablets and broadband access. Student surveys assessed behavioral, cognitive, and affective engagement and academic motivation. Parent surveys assessed perceptions of school support, empowerment in schools, and overall experiences in schools. Teachers participated in a focus group to share their impressions of the program. Results showed that affective engagement and academic motivation decreased for all students, with no differences between the intervention and comparison groups. Parents in the intervention group reported greater perceptions of school support but no significant differences or changes in empowerment or overall school experiences. Students, parents, and teachers all reported positive experiences with the program. Findings point to the ways varying contexts may influence engagement in school.

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Sabornie, Edward J. "Social-Affective Characteristics in Early Adolescents Identified as Learning Disabled and Nondisabled." Learning Disability Quarterly 17, no. 4 (November 1994): 268–79. http://dx.doi.org/10.2307/1511124.

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This study examined social-affective characteristics, including loneliness, self-concept, integration, victimization, participation, and teacher-rated social competence across groups identified as either learning disabled or nondisabled. Subjects were students in middle schools, and the pupils with learning disabilities were enrolled in resource room special education programs. Results indicated that the two comparison groups differed significantly on every measure except self-concept. Variable intercorrelations were also different across groups. Moreover, certain linear combinations of scores on the dependent measures accurately classified students into each of the comparison groups. The results are discussed in terms of the need for comprehensive assessment and treatment of students who present social-affective problems in school.

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Ma, Josef Kuo-Hsun. "The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries." International Journal of Comparative Sociology 62, no. 2 (April 2021): 115–40. http://dx.doi.org/10.1177/00207152211023540.

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Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.

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Hanafiah, Hanafiah. "Dayah collectively as a social movement." International Journal of Human Rights in Healthcare 11, no. 1 (March 12, 2018): 56–64. http://dx.doi.org/10.1108/ijhrh-08-2017-0034.

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Purpose The purpose of this paper is to explore, find and formulate a mechanism and strategy in social process in Dayah, which can be developed to be a model of new social process applied in public school. Design/methodology/approach The main objective of this research was to examine the strategy and mechanism of social reproduction in Dayah. The strategy and mechanism of social reproduction in public schools were also observed for comparison. The public schools were high school or vocational high school equivalent to the class in Dayah Mudi Mesra. The selected high schools as the object of comparison were SMAN 1 Samalanga and SMAN 2 Tanjungan, Samalanga. The selected public schools were public schools with similar sociological and psychological background and culture with Dayah Samalanga. This study is a social study using a qualitative approach with phenomenological design. The method used is the case study method; case studies are used as a comprehensive explanation related to the various aspects of a person, group, organization, program, or community situation that is studied, attempted and explored as deeply as possible. Findings Dayah with Islamic culture promises an effective social movement in Acehnese society. Dayah potential power was on the agents or social actor as the initiators of the idea of the creation of a network of social movements among Dayahs in Aceh. The stages of the creation of a social movement until movement crystallization can be modelled by utilizing their expert elite agents that are owned by Dayah in Aceh which is the intellectual elites and clerical elites. In addition, Dayah is a form of Acehnese local wisdom in education and religion that enables social movements to walk more naturally, democratically and educationally. Dayah ability related to Islamic culture as a broader social movement even has been tested at the level of the state and the nation of Indonesia. It is indicated by the creation of democratic process in Indonesia, which is activated by a community of Islam with democratic values as religion doctrine. As social movements, religious communities are able to construct perceptions, thoughts and attitudes in the lower class in response to the post-Suharto democratic change. Collins mentioned that social movements, which are derived from Islamic organizations, are able to show their presence at the local and national level. Originality/value The sociological wisdom is its unique social process. Based on preliminary studies, social processes in Dayah are closely related to the cosmopolitan value of Islam. This cosmopolitan value appears in the social order in the Dayah subculture, which appears to be more open to the role of the individual in society as an agent who can achieve a new social class. In this case, Dayah education can be a counter attack against negative social reproduction trends in general education.

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Lee Sang-Jic, Jung, Woo-Yeon, 한신갑, and Chun, Young-Woo. "Grades, Social Relations, and Happiness among Middle-School Students: A Gender Comparison." Korean journal of sociology of education 26, no. 1 (March 2016): 121–54. http://dx.doi.org/10.32465/ksocio.2016.26.1.006.

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Felicio, Diane M., and Carol T. Miller. "Social Comparison in Medical School: What Students Say About Gender and Similarity." Basic and Applied Social Psychology 15, no. 3 (September 1994): 277–96. http://dx.doi.org/10.1207/s15324834basp1503_4.

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Tholander, Michael. "‘How long was your poem?’ Social comparison among junior high school students." International Journal of Qualitative Studies in Education 24, no. 1 (January 2011): 31–54. http://dx.doi.org/10.1080/09518390903397785.

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Damean, Diana, Maria Roth, and Paul Teodor Haragus. "Social Dimensions of School Success in Romania: A Comparison with USA Data." International Journal of Learning: Annual Review 17, no. 8 (2010): 367–80. http://dx.doi.org/10.18848/1447-9494/cgp/v17i08/47179.

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Journal articles on the topic 'School social comparison'

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