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Journal articles on the topic 'Secondary socialization'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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1

Kuzheleva, Inessa, and Maxim Kuzhelev. "High school students’ socialization features under certain conditions in a secondary school." E3S Web of Conferences 273 (2021): 12164. http://dx.doi.org/10.1051/e3sconf/202127312164.

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This article examines high school students’ features of socialization in a comprehensive school, as well as the terms of their socialization efficiency. The age characteristics of high school students are also considered, the main features that help to form socialization are identified. The approaches and main characteristics of socialization are determined. Based on the characteristics identified in the course of the study, the conditions were determined under which the formation of socialization would be more successful. It was revealed that the personality of the teacher and his successful intraschool development play an important role and are an essential condition for the successful socialization of the personality. It is mentioned, that the educational process management is necessary as not only the teacher, but the student as well plays an important role in socialization. Moreover, the student learns to independently determine his goals and objectives.
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2

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

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Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and secondary socialization. A content analysis was performed to identify how coaches learned in their primary socialization with their family, and in their secondary socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and secondary socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.
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Richards, K. Andrew R., Andrew D. Eberline, and Thomas J. Templin. "Secondary Professional Socialization Through Professional Organizations: An Exploratory Study." Journal of Teaching in Physical Education 35, no. 1 (January 2016): 70–75. http://dx.doi.org/10.1123/jtpe.2014-0180.

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Secondary professional socialization is a phase of occupational socialization theory that focuses on graduate education in preparation for a career in academia. Due to the need to present and publish research and make professional contacts, professional organizations likely serve an important socializing function during graduate education. The purpose of this exploratory study was to understand graduate students’ perspectives of participating in professional organizations. Participants included 16 health and physical education graduate students who shared their experiences in focus group interviews. Data were analyzed using constant comparison and inductive analysis. Results indicate graduate students become involved in professional organizations primarily due to faculty encouragement. Participants highlighted networking as a benefit of involvement, and viewed professional learning and opportunities to present research as important to their career development. Results are discussed through the lens of occupational socialization theory, and limitations and implications for graduate student training are shared.
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Zavatska, Nataliya, Liana Spytska, Olena Fedorova, and Alisa Gorobets. "Reactionalization of minors in secondary education institutions." Теоретичні і прикладні проблеми психології, no. 3(50)T3 (2019): 96–107. http://dx.doi.org/10.33216/2219-2654-2019-50-3-3-96-107.

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The article shows that the current practice of purposeful re-socialization of minors in closed educational establishments is a tendency to use active didactic and psychological methods. It is emphasized that the re-socialization of such minors is a complex complex of rehabilitation, recreational, re-adaptation and other activities and technologies whose task is to return, involve the teenager in the established norms and models of prosocial life. A differentiated approach to the development of social and psychological measures aimed at the resocialization of minors in the conditions of a closed educational institution is proposed. The most common pole personality traits that determine one or another state of adolescent maladaptation are identified. The following tasks of psychological help in the process of re-socialization of minors are defined: for hypertensive people - increasing the desire to set and achieve goals; for the stimulating and the exalted - developing emotional restraint along with emotional expressiveness; for the emotional - engaging logical thinking in the predominant solution of problems; for the pedantic - the development of spiritual needs together with the material; for demonstratives, developing a focus on others, not on oneself, developing a desire for cooperation; for exciting and hypertensive - developing an orientation to specific people and circumstances in the pursuit of the goal, security while maintaining the desire to take risks. The peculiarity of psychoprophylactic work in the process of re-socialization of adolescents in the languages of the closed educational institution was the desire to consolidate the achievements in training at the level of personal education, stable relationships, beliefs, motives, behaviors. The formation of the desire for self-development is the result of compatible with the psychologist of developing his self-image adolescent. It is the most reliable means of self-monitoring that protects against the socially undesirable effects of maladaptation until they have become an integral part of the individual.
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Petrishchev, Vladimir Innokentievich, Tatiana Petrovna Grass, and Anastasia Evgenievna Krasheninnikova. "Vocational Education in Ensuring Successful Economic Socialization of High School Students in U. S. Secondary Schools." Siberian Pedagogical Journal, no. 3 (July 7, 2021): 98–106. http://dx.doi.org/10.15293/1813-4718.2103.10.

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The article examines the importance of studying the role of vocational education in solving the problem of economic socialization of high school students and its possible adaptation in domestic pedagogical practice. The article provides a comparative analysis of the content of the work of secondary schools in the United States in order to identify the role of vocational education in ensuring the process of successful economic socialization of high school students. The authors reveal the most effective methods, tools and strategies implemented in the studied US schools to ensure the successful economic socialization of high school students. The research was carried out on the basis of: analysis of scientific and methodological literature on the problem of economic socialization of high school students; content analysis of regulatory and software documentation; comparative analysis of initiatives and innovative projects implemented in the studied US schools.
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6

Park, Chan Woong, and Matthew D. Curtner-Smith. "Influence of Occupational Socialization on the Perspectives and Practices of Internationally Born Sport Pedagogy Faculty Members Working in American Universities." Journal of Teaching in Physical Education 37, no. 4 (October 1, 2018): 397–406. http://dx.doi.org/10.1123/jtpe.2017-0228.

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Purpose: The purpose of the study was to examine the influences of occupational socialization on 11 sport pedagogy internationally born faculty members’ (IFMs) perspectives and practices regarding physical education teaching and physical education teacher education (PETE). Method: Data sources were formal and informal interviews and documents illustrating the IFMs’ practices. They were analyzed using constant comparison and analytic induction. Findings and Conclusions: All of the IFMs’ possessed progressive teaching orientations and were committed to carrying out high-level PETE. There were few differences between the current perspectives and practices of IFMs who originated from different regions of the world. The acculturation, professional socialization, and organizational socialization of a significant proportion of IFMs had been positive and led to them possessing strong traditional teaching orientations early in their careers. IFMs’ secondary professional socialization generally played a crucial role in their development of progressive ideas about physical education and PETE. IFMs’ secondary organizational socialization was also largely supportive of these progressive beliefs.
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Isbell, Daniel S. "Musicians and Teachers." Journal of Research in Music Education 56, no. 2 (July 2008): 162–78. http://dx.doi.org/10.1177/0022429408322853.

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This study was designed to investigate the socialization and occupational identity of undergraduate music education majors enrolled in traditional preservice teacher education programs. Preservice music teachers ( N = 578) from 30 randomly sampled institutions completed a 128-item questionnaire. Descriptive statistics were computed for all variables, and factor analysis was used to explore the underlying structure of occupational identity. Correlational and regression analyses revealed relationships among socialization influences and occupational identity. Descriptive findings surrounding various aspects of primary and secondary socialization revealed that parents, school music teachers, and private lesson instructors exerted a positive influence on student decisions related to participating in music and pursuing a music education career. Factor analysis results indicated that occupational identity consisted of three constructs: musician identity, self-perceived teacher identity, and teacher identity as inferred from others. Correlations between secondary socialization and occupational identity were slightly stronger than those between primary socialization and occupational identity, and influential experiences were more predictive of occupational identity than influential people.
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Dagbaeva, S. B., and S. Z. Kimova. "Psycho-Pedagogical Model of Ethnic Socialization of Secondary-School Students." Scholarly Notes of Transbaikal State University Series Pedagogical Sciences 11, no. 5 (2016): 6–16. http://dx.doi.org/10.21209/2542-0089-2016-11-5-6-16.

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Пономарева, Ольга Сергеевна, Olga Sergeevna Ponomareva, Янина Самвеловна Морозова, and Yanina Samvelovna Morozova. "Characteristics of influence of individual-personal factors of professional socialization of students of secondary vocational educational institution." Vestnik of Astrakhan State Technical University 2019, no. 2 (November 19, 2019): 64–67. http://dx.doi.org/10.24143/1812-9498-2019-2-64-67.

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The article analyzes the influence of the individual personality factors of professional socialization of the students studying at the vocational educational institution. Existing factors affecting the productivity of professional socialization of the students have been considered. There has been conducted a survey by means of questioning the students of engineering specialties of the Department of secondary vocational education in Federal State Educational Institution of Higher Education ASTU. Conclusions have been drawn about the influence of individual personality factors of students' professional socialization.
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Ikenberry, G. John, and Charles A. Kupchan. "Socialization and hegemonic power." International Organization 44, no. 3 (1990): 283–315. http://dx.doi.org/10.1017/s002081830003530x.

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Hegemons exercise power in the international system not only by manipulating material incentives but also by altering the substantive beliefs of elites in other nations. Socialization—the process through which leaders in these secondary states embrace a set of normative ideals articulated by the hegemon—plays an important role both in establishing an international order and in facilitating the functioning of that order. This article develops the notion of socialization in the international system and examines three hypotheses about the conditions under which it occurs and can function effectively as a source of power. The first hypothesis is that socialization occurs primarily after wars and political crises, periods marked by international turmoil and restructuring as well as by the fragmentation of ruling coalitions and legitimacy crises at the domestic level. The second is that elite (as opposed to mass) receptivity to the norms articulated by the hegemon is essential to the socialization process. The third hypothesis is that when socialization does occur, it comes about primarily in the wake of the coercive exercise of power. Material inducement triggers the socialization process, but socialization nevertheless leads to outcomes that are not explicable simply in terms of the manipulation of material incentives. These hypotheses are explored in the historical case studies of U.S. diplomacy after World Wars I and II and the British colonial experience in India and Egypt.
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Sorokopud, Yunna Valeryevna, Yulia Zufarovna Bogdanova, and Nurgun Vyacheslavovich Afanasev. "The role of the intercultural factor in the formation of a secondary language personality in modern Europe." Personality & Society 1, no. 1 (May 26, 2020): 29–37. http://dx.doi.org/10.46502/issn.2712-8024/2020.1.4.

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Europe is one of those regions of the world where the tendency towards language unity is dual in nature - on the one hand, in the process of its spread, transnational contact English (EL) acquires regionally determined typological forms; on the other hand, there is a common European tendency of opposition to the expansion of its influence on national languages. Significant changes in their dynamics due to globalization are undergoing the functioning of the languages of the peoples of the world. Striving for the economic unity of the world, globalization is also causing a tendency towards its linguistic unity. In transnational communication of European countries, the contact EL is involved in many domestic and special areas. It develops in multilingual contexts of the European Union, which initially implies the need for transcultural and transnational communication among European communicants, within which the relationship of languages is not something fixed once and for all. The paradigm of international culture in the mentality of Europeans develops in the process of secondary socialization, when a secondary linguistic personality is formed, determined by the formal membership of the European community, regardless of the specific country of residence. The structure of the cultural component of the European transnational communication and the specificity of the linguocultural component of the EL in various European countries reflect the long process of secondary socialization and internalization of the EL, which has its own characteristics in different parts of the continent. In contrast to primary socialization, which has a universal national character, secondary socialization is aimed at the entry of the individual into the international community, for example, scientists, students, business people, bloggers, etc. Possession of EL as an instrument of secondary socialization allows representatives of various linguocultural communities to realize acquired cultural norms in both intranational and transnational communication. Within the spatial-temporal framework of European contexts, the linguocultural component of the ELis formed on the basis of the cultural component of primary socialization in the native language; passes through the emotional-personal filter of users, is made out of linguistic means at the appropriate level of knowledge of the EL and receives a secondary cultural orientation in the conditions of secondary socialization. The situation of intercultural communication arises when two or more persons belonging to different cultures interact, and members of different cultures can expect their partners to communicate and behave in the same way as they do, and not to make adjustments to their speech behavior. The paper raises questions of the vitality of culture in conditions of intensive contact, since identity in the context of globalization is a process of differentiation, fragmentation, and complementarity of systemic and subjective-objective factors. The complexity of the process of identifying a modern transcultural linguistic personality lies in the multidimensionality of identity criteria, the actualization of political, social, cultural and symbolic capital.
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Jüttler, Michael, and Stephan Schumann. "Is economics a man’s business? Exploring the long-term effects of the gender gap in economic competencies at the upper secondary level on students’ choice to study economics at university." Citizenship, Social and Economics Education 18, no. 3 (November 7, 2019): 177–97. http://dx.doi.org/10.1177/2047173419885628.

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In higher education, across countries, a large share of students choose to study economics. Although there is only a small difference in the share of female and male students in that field, there is robust empirical evidence of a gender gap in economic competencies, showing that male students in most cases outperform female students. There is a broad discussion about the differences in gender-specific socializations that cause this gender gap. However, no research exists on the long-term effects of this gender gap. This study uses longitudinal and representative data of N = 1397 Swiss students (824 female students) to analyse the gender-specific effects of economic competencies at the end of the upper secondary level on their aspiration and decision to study economics. The results show that economic knowledge and interest in economics have a substantially stronger effect on the choice of economics for female students. The aspiration to study strongly mediates these effects. We argue that these results can mainly be traced back to different interests and self-perceptions of skills and abilities in economics caused by gender-specific socialization. Possible implications of gender socialization and discrimination in economics for secondary and higher education and for the labour market are discussed.
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13

Guliaikhin, V. N., A. P. Galkin, and E. N. Vasil'eva. "Young People's and Children's Social Associations as Agents of Secondary Socialization." Russian Education & Society 55, no. 7 (July 2013): 68–78. http://dx.doi.org/10.2753/res1060-9393550706.

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14

Grincevičienė, Vilija, and Jonas Grincevičius. "Aspect of Life Quality in Secondary Socialization: Experience of Learners’ Parents." Pedagogika 116, no. 4 (December 22, 2014): 159–69. http://dx.doi.org/10.15823/p.2014.055.

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The article analyzes reflection of life quality in secondary socialization with reference to the experience of learners’ parents. The research has revealed that every second respondent is satisfied with his / her life achievements; every third respondent has achieved everything he / she could in life; learners’ parents tend to link their life quality primarily with health, financial status, successful marriage, profession, relationships with relatives and children’s achievements.
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Grincevičienė, Vilija, and Jonas Grincevičius. "Aspect of Life Quality in Secondary Socialization: Experience of Learners’ Parents." Pedagogika 116, no. 4 (December 15, 2014): 159–69. http://dx.doi.org/10.15823/p.2015.055.

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Skorobogatov, Andrey V., and Anna I. Skorobogatova. "Secondary Legal Socialization as a Means of Adoption of Legal Values." HISTORY OF STATE AND LAW 2 (February 15, 2018): 65–70. http://dx.doi.org/10.18572/1812-3805-2018-2-65-70.

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

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Depending on various criteria, the specialized literature defined several types of socialization. After socialization factors and the age at which the process are studied, we have primary socialization and secondary socialization (and continues), according to the assessment of society there are positive or negative socialization, and as awareness of how socialization process is distinguished there is formal or informal socialisation, depending on the objective pursued by already created effects, we have anticipatory or adaptive socialization , depending on the intervention of legitimate power we can talk about associative or institutional socialization after as contents and the results expressed in statuses and roles, gender socialization may be , professional, marital, according to methods of making can speak about planned, spontaneous, law enforcement, participatory socializing depending on the purpose we have societal, national, political, ideological-partisan socialization etc.. These types are not individualized in an environment amorphous, but they intermingle, they complement and, by correlation, manage to describe the complex phenomenon of socialization. The contribution of those who have defined numerous types of socialization should not be approached holistically, nor in opposition with each other, but as a complement to the comprehensive and specialized understanding of socialization. In this context, we propose a new criterion for classification, namely the extent of socialization, which assumes a total socialization of one partial socialization and a zero socialization, void. In regards the overall socialization, this is an ideal and not a reality. However, at least in theory, we could use this terminology as, for example, education sciences use the term " ideal educational " or how physics used the notion of "ideal environment". The concept of "zero socialization" could be the social equivalent of the expression used by Aristotel in his "De anima": a kind of "blank slate" for the socialization.
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Glebova, N. "Personal aspects of adaptation as secondary socialization of adult population of Ukraine." NEW UNIVERSITY: TOPICAL ISSUES OF HUMANITIES AND SOCIAL SCIENCES, no. 4 (April 30, 2014): 49–56. http://dx.doi.org/10.15350/2222-1484.2014.3.00070.

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Metzler, Andrey Vladimirovich. "THE COGNITIVE APPROACH TO THE SECONDARY SOCIALIZATION OF PEOPLE WITH MENTAL DISORDERS." Historical and social-educational ideas 7, no. 5/2 (August 14, 2015): 146. http://dx.doi.org/10.17748/2075-9908-2015-7-5/2-146-150.

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

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Studsrød, Ingunn, and Edvin Bru. "Perceptions of peers as socialization agents and adjustment in upper secondary school." Emotional and Behavioural Difficulties 16, no. 2 (June 2011): 159–72. http://dx.doi.org/10.1080/13632752.2011.569401.

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22

Keppens, Gil, and Bram Spruyt. "The School as a Socialization Context." Youth & Society 51, no. 8 (July 24, 2017): 1145–66. http://dx.doi.org/10.1177/0044118x17722305.

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This study contributes to the literature on school-based strategies to prevent and reduce truancy by investigating the relationship between an authoritative school climate and class skipping. We use data from The Programme for International Student Assessment with 15-year-old pupils ( N = 2,539) in secondary education in Flanders, the Dutch-speaking part of Belgium, to answer three research questions: (a) Is there a relationship between an authoritative school climate and class skipping? (b) Is this relationship mediated by individual school bonding? (c) Does school bonding moderate the relationship between an authoritative school climate and class skipping? In line with the authoritative school climate model, our results indicate that class skipping occurs less frequently in authoritative schools, irrespective of a pupil’s personal background or the school composition. In addition, this study demonstrates that (a) the influence of authoritative socialization at least partly acts through the enhancement of school bonding and (b) the link between school bonding and class skipping is stronger in authoritative schools. In the discussion, we elaborate on the implications of our findings.
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Setyawan, Sidiq, and Johan Rivanda. "SOCIALIZATION OF CHILD-FRIENDLY CITY." Humanities & Social Sciences Reviews 7, no. 3 (April 23, 2019): 228–34. http://dx.doi.org/10.18510/hssr.2019.7335.

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Purpose: The program of Kota Layak Anak (KLA), the Child-Friendly City (CFC), is a government program managed by the Office of Women Empowerment, Child Protection and Community Empowerment of Surakarta. This program aims to ensure the fulfillment of the rights of children. Methodology: This research is using the innovation diffusion theory approach. Diffusion of innovation is a theory that examines how the process of dissemination and adoption process that occurs in society to the presence of new innovations. Furthermore, the researcher also wanted to see how far the KLA program spread and the level of adoption that occurred in Surakarta society. This research is qualitative descriptive research using in-depth interview technique to collect data needed. Primary data sources are used interviews, as well as secondary data in the form of the document collection. The sampling technique is a snowball. Furthermore, to ensure data validation, researchers use data triangulation and interactive techniques in presenting the data. Results: The results of this research are the Office of Women Empowerment, Child Protection and Community Empower- ment Surakarta who acts as an innovator, using more interpersonal communication channel because it is considered deeper although less effective because of lack of maximization of mass communication in the socialization process. Implications: The channels of interpersonal communication are more widely used by the level of adopters and innovators because they are more persuasive. The adoption rate of the KLA program in Surakarta has reached the level of Laggards. Thus, adoption in this research includes 5 stages: knowledge (knowledge stage), persuasion (decision stage), decision (decision stage), implementation (implementation stage), and confirmation (stabilization phase).
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Yeo, Michelle, Deb Bennett, Deb Bennett, Cari Merkley, Cari Merkley, Jane McNichol, Jane McNichol, et al. "25. Experiences of New Faculty in a Transitional Institution." Collected Essays on Learning and Teaching 3 (June 13, 2011): 153. http://dx.doi.org/10.22329/celt.v3i0.3255.

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This research project studies the induction and socialization of new faculty at Mount Royal University, recently transitioned from college to undergraduate university status. There is extensive documentation in the literature on issues faced by new faculty in post-secondary institutions; however, very little is published on how a culture in flux may complicate this socialization. This project uses interpretive inquiry to study the experience over three successive years of new faculty experience. We use themes found in the prior literature of stress, time, socialization, and evaluation to structure our initial findings, but propose that a more complex framework is required to understand new faculty experience under these conditions of institutional transformation.
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Göttlichová, Marcela. "Social Advertising As A Socialization Factor Of The Contemporary Youth." West East Journal of Social Sciences 8, no. 1 (September 23, 2019): 93–108. http://dx.doi.org/10.36739/wejss.2019.v8.i1.12.

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The study focuses on the growing problem of the contemporary society which we may observe in the increasing impact of the media, namely advertising, reflecting in the consumer behavior of the contemporary youth influencing their value systems, in continuity with a significant weakening of the role of primary socialization factors, i.e. families and schools. The study should not only reveal the power of the media affecting the young but also to answer the question of whether social advertising can become a significant socializing factor in the current postmodern society. To find the answer, an extensive quantitative research was carried out in 1,080 primary school respondents, as well as in 1,080 secondary school respondents at 54 schools in the Czech Republic - the sample being directly proportional for girls x boys, and towns/cities x villages. The study also includes conclusions based on the follow-up qualitative research realized in the form of focus groups for pupils of primary and secondary schools, specifically aimed at specifying the effectiveness of social advertising according to the priority presentation of different socially problematic areas. The final part of the study presents the possibility to effectively use social advertising in the role of an educational and training agent in the system of primary and secondary education in the continuity of cooperation with university students with the focus on marketing communications, as well as with marketing employees of advertising agencies.
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Prior, Laura, and Matthew Curtner-Smith. "Influence of Occupational Socialization on Elementary Physical Education Teachers’ Beliefs and Curricula." Journal of Teaching in Physical Education 39, no. 1 (January 1, 2020): 9–17. http://dx.doi.org/10.1123/jtpe.2019-0013.

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Purpose: Most research examining the effects of socialization on physical education teachers’ curricula is dated, has been incidental, and conducted in secondary schools. The purpose of this study was to examine the influence of occupational socialization on the curricula delivered by elementary teachers. Methods: Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed by employing standard interpretive methods. Findings and Discussion: Three groups of teachers were identified. These were nonteachers, conservatives, and progressives. The curricula they delivered varied greatly in terms of pedagogies and quality. Each teacher group was closely aligned to orientations for teaching and coaching, and these orientations were forged by the teachers’ socialization profiles. Conclusions: The findings provided clues as to how the cycle of poor and nonteaching might be broken in U.S. elementary schools. In addition, these findings served to potentially modify occupational socialization theory pertaining to physical education.
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Dunsmore, Kate, and Taso G. Lagos. "Politics, media and youth: understanding political socialization via video production in secondary schools." Learning, Media and Technology 33, no. 1 (March 2008): 1–10. http://dx.doi.org/10.1080/17439880701868770.

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As’ad, As’ad. "PENGEMBANGAN KARIER GURU DI MADRASAH IBTIDAIYAH (MI) AL-IFADAH PENJARINGAN JAKARTA UTARA." Jurnal Manajemen Pendidikan 6, no. 2 (December 1, 2015): 1108. http://dx.doi.org/10.21009/jmp.06202.

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The objective of this research was to understand comprehensively the development of teachers’ career at the Al-Ifadah Islamic secondary school it was a qualitative research with study case method conducted in Penjaringan, north Jakarta.Qualitative method was used with case studying approach. Head master and teachers as data source. In this research data collecting with triangulation technique to get credibility in this research grouped as (1) give longer time in research location (2) observation 60 documentation. After with the data categorized and coding were done in two data summary appropriately with the research problem and sub problems then and data analysis about completeness and relevance data examined.The finding lead to the recommendation teacher’s for continues them studies to get more education to apply teachers’ training in term of develop teacher’s career. Socialization leading and socialization training in order to get the Al-Ifadah Islamic secondary school running well, it is recommended for education head masters and teachers to improve accountability in assessing standard of Islamic secondary school.
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Petrova, S. "On the Primary and Secondary Needs." Bulletin of Science and Practice 7, no. 7 (July 15, 2021): 361–65. http://dx.doi.org/10.33619/2414-2948/68/50.

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The article is devoted to the problem of differentiation of needs into primary and secondary. It is shown that primary needs, by virtue of their purpose, determine the ability to respond to objects of reality, and not vice versa, while secondary needs, whether “true” or “false”, are a subjective expression of a need at the level of its awareness. Thus, the need to divide needs into primary and secondary needs is primarily associated with an attempt to display a hierarchy of needs for considering the evolution of human development in the process of its socialization. According to another position, the division of needs into primary and secondary needs is carried out in order to study the mechanism of development of needs, starting from primary needs to the realization of the final result of activity through the satisfaction of intermediate needs.
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Etoroma, Efa E. "Journeying into Academia via Immersion into Qualitative Research: Professor Shaffir as a Master Guide." Qualitative Sociology Review 16, no. 2 (April 30, 2020): 52–60. http://dx.doi.org/10.18778/1733-8077.16.2.05.

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The choice of a work career is one of the most important events in a person’s life course and typically involves secondary socialization and identification with role models. This paper is concerned with the crucial role of my PhD dissertation supervisor at McMaster University, Dr. Billy Shaffir, in my choice of an academic career. I highlight and celebrate how, through the guidance of Dr. Shaffir, I experienced “immersive socialization” into field research and happily converted from an intended business career to an academic career.
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Malee, Mario Rinaldi, Benu Olfie Olfie L.S, and Welson M. Wangke. "PERSEPSI MASYARAKAT TERHADAP PROGRAM PENGELOLAAN SAMPAH SECARA REDUCE, REUSE, RECYCLE (3R) DI KELURAHAN MANEMBO-NEMBO TENGAH KECAMATAN MATUARI KOTA BITUNG." AGRI-SOSIOEKONOMI 12, no. 2A (July 27, 2016): 225. http://dx.doi.org/10.35791/agrsosek.12.2a.2016.12877.

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Perceptions in relation to the environment, namely as the process where individuals organize and interpret their sensory impressions in order to give meaning to the environment. With the perception of the attitude that it will form a stable tendency to act a certain way in certain situations. Research on the public perception is very important because by knowing that perception would help prevent the arising problems. The purpose of this research is to determine public perception to Trash Processing Program by using 3R method viewed from aspects Socialization, facilities providing, and sorting, composting, and recycling by using instrument Likert scale. This research has been carried out for three months, from February until March 2016 from preparation till the preparation of research reports. Research located in the Manembo-nembo Tengah Sub District Matuari district Bitung City..This research using primary data and secondary data. Primary data obtained from 68 respondents by using questionnaires. While Secondary data obtained from Dinas Kebersihan and Menembo-nembo tengah office. Sampling method used in this research is purposive sampling. This research shows that public perception to trash processing socialization program with 3R still neutral, because of the low socialization from local govern, while public perception to facilities and infrastructure providing program is positive. For public perception to sorting, composting, and trash recycling is positive. So that most of public have positive perception to trash processing socialization program with 3R.Keywords: Public Perception, Solid Waste Managemeny, Manembo-nembo Tengah, Bitung City.
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ÖZBAS, Mehmet, and M. Abdullah ARSLAN. "Views of Turkish Language and Literature Teachers and Their Managers Related to Professional and Organizational Socialization Processes of Turkish Language and Literature Teachers." International Education Studies 9, no. 3 (February 24, 2016): 81. http://dx.doi.org/10.5539/ies.v9n3p81.

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<p class="apa">Teaching Turkish effectively and successfully is one of the main functions of all the teaching phases of Turkish education system. In secondary education, this duty mostly depends on Turkish Language and Literature teachers. The aim of the research named “Socialization of Turkish Language and Literature teachers” is to evaluate the process of vocational and organizational socialization of Turkish Language and Literature teachers according to teachers and the school managers’ view. This study includes 85 Turkish Language and Literature teachers and 62 school managers’ view who work in Erzincan city centre in 2013-2014 school year. In this study “The Scale of Turkish Language and Literature teachers’ socialization variables”, of which reliability and validity were analyzed, was used. According to findings both Turkish Language and Literature teachers and the school managers perceive “the process of in-services training” very inadequately within the context of practices that includes vocational socialization. Generally, school managers accept Turkish Language and Literature teachers’ “organizational socialization” less inadequate than teachers do. Turkish Language and Literature teachers and school managers think that social status of the teachers in Turkey “none”. The results show that Turkish Language and Literature teachers’ socialization practices cannot contribute to teachers’ vocational adaptation and dedication. In parallel with the results, it is suggested that in the context of vocational development and socialization of teachers in Turkey, specifically Turkish Language and Literature teachers, national norms which are compatible with international standards should be developed.</p>
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Coldwell, David A. L., Mervywn Williamson, and Danielle Talbot. "Organizational socialization and ethical fit: a conceptual development by serendipity." Personnel Review 48, no. 2 (March 4, 2019): 511–27. http://dx.doi.org/10.1108/pr-11-2017-0347.

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PurposeA significant and increasing number of graduate recruits take up employment for specific companies by virtue of their ethical reputation and profiles. As such, ethical fit has become an important dimension of the attraction and retention of graduates. However, preconceived notions of a company’s ethical orientation obtained through the media and initial recruitment exercises may be challenged during the induction and socialization phases of organizational entry, such that people may find that the reputation is just an external façade leading to disappointment and a reassessment of the employer. The paper aims to discuss these issues.Design/methodology/approachThe study’s essential focus is on building a conceptual ethical fit model and to underline the need for further conceptual development in the area. The analysis of extant secondary data and the methodology of serendipity were used.FindingsThe model’s conceptual cogency and practical utility for human resource management are analyzed in the light of specific secondary data and specific propositions described.Research limitations/implicationsA major concern with conceptual models is empirical validity and practical utility which requires empirical testing. However, this limitation has been mitigated by the use of a serendipitous approach from a qualitative empirical study with a generalized person–organization (P–O) focus.Practical implicationsVarious practical implications of the model described in the paper for HR management are evident from empirical studies in the area which have dealt with particular aspects of the model. For example, Baueret al.(1998) found that socialization effects employee turnover. And, Cable and Parsons (2001) indicate that organizational socialization is critical in generating committed employees whose values are congruent with those of the organization. Since committed employees are critical for the success of the organization, they suggest training programs for hiring managers and criteria in performance appraisals that include the development of employee value congruence through specific formal socialization tactics.Originality/valueThe paper contributes to the extant literature by building a dynamic conceptual model with attendant testable propositions that explore the implications of employee misalignment in pre-socialization anticipatory organizational ethical fit and post-socialization organizational ethical fit. More specifically, the study contributes to the extant literature by considering the socialization process in relation to ethical fit dynamics. It also considers from the point of view of specific moral development theory and changing perceptions of ethical climate that occur during organizational socialization. Serendipitous material obtained from a qualitative study of P–O fit puts flesh on the bones of the effects of the socialization process on ethical fit described by the paper’s conceptual model while providing circumstantial evidence for the propositions and their practical utility for HR management.
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Djuyandi, Yusa. "Efektivitas Sosialisasi Politik Pemilihan Umum Legislatif Tahun 2014 oleh Komisi Pemilihan Umum." Humaniora 5, no. 2 (October 30, 2014): 1202. http://dx.doi.org/10.21512/humaniora.v5i2.3263.

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Based on data from the Election Commission, the number of public participation in the elections of 2004 was 84%, while at the elections of 2009 the number of participation decreased to 71%. The declining participation shows increasing number of participants who did not vote or abstain. This phenomenon needs to be taken seriously by the Election Commission to conduct intensive socialization. The purpose of this study was to analyze the effectiveness of political socialization in the 2014 legislative elections by the Election Commission. The research method used was a qualitative method, the research data consists of primary and secondary data. Primary data is done through observation and interview techniques. Results and Discussion revealed that political socialization is very important. KPU socialization process, not just invite people to come to the polling stations (TPS), but also urge people to maintain order and the smooth running of the 2014 election. Commission was targeting 75% of community participation, and based on the results of the final calculation, the data shows the number of public participation is 75.11%. The conclusion of this study is the Commission has successfully reached its target in suppressing the number of abstain, and this shows that the Commission has effectively conduct political socialization.
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Darley, John M. "Methods for the Study of Evil-Doing Actions." Personality and Social Psychology Review 3, no. 3 (August 1999): 269–75. http://dx.doi.org/10.1207/s15327957pspr0303_9.

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For obvious ethical reasons, experimental studies of severe harm-doing actions are precluded. What methods are available to experimental social psychologists for the study of harm-and evil-doing activities? Three are suggested: experiments that may have a component of role-playing but still can illuminate nodes in the socialization into harm-doing process, probes into the conceptual world of individuals who are enlisted into real-world harm-doing socialization processes, and secondary analyses of case studies written by those who have been caught up in harm doing. The methodological limits of each activity are examined, and it is argued that an approach in which combinations of methods are employed to arrive at theoretical constructions can both support generalizations that provide insights into the socialization process and be sufficiently rigorous to support prudent social action recommendations.
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Drobysheva, Tatiana V., and Eleonora V. Tikhonova. "FACTORS OF COLLECTIVE SYMBOLIC COPING FOR THE UNEMPLOYED IN CONDITIONS OF SECONDARY ECONOMIC SOCIALIZATION." Bulletin of the Moscow State Regional University (Psychology), no. 2 (2018): 60–73. http://dx.doi.org/10.18384/2310-7235-2018-2-60-73.

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Zappa-Hollman, Sandra. "Academic Presentations across Post-secondary Contexts: The Discourse Socialization of Non-native English Speakers." Canadian Modern Language Review 63, no. 4 (June 2007): 455–85. http://dx.doi.org/10.3138/cmlr.63.4.455.

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Zakharkin, R. А. "The problem of correlating secondary socialization with such social processes as resocialization and alternation." ОЙКУМЕНА. РЕГИОНОВЕДЧЕСКИЕ ИССЛЕДОВАНИЯ 50, no. 3 (2019): 111–18. http://dx.doi.org/10.24866/1998-6785/2019-3/111-118.

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Studsrød, Ingunn, and Edvin Bru. "Upper secondary school students’ perceptions of teacher socialization practices and reports of school adjustment." School Psychology International 33, no. 3 (August 16, 2011): 308–24. http://dx.doi.org/10.1177/0143034311412841.

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Austin, James R., Daniel S. Isbell, and Joshua A. Russell. "A multi-institution exploration of secondary socialization and occupational identity among undergraduate music majors." Psychology of Music 40, no. 1 (December 17, 2010): 66–83. http://dx.doi.org/10.1177/0305735610381886.

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Eren Aydin, Alp, Nuri Topsakal, and Nurper Ozbar. "Comparison of the Socialization Levels of Secondary School Students In Terms of Some Variables." Asian Journal of Education and Training 6, no. 4 (2020): 583–91. http://dx.doi.org/10.20448/journal.522.2020.64.583.591.

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Hariyanto, Didik, Djarot Meidi Budi Utomo, Hendra Sukmana, and Ferry Adhi Dharma. "Konstruksi Realitas Makam Dewi Sekardadu dalam Komunikasi Pariwisata Pro-Poor di Sidoarjo." Jurnal Komunikatif 9, no. 2 (December 23, 2020): 229–43. http://dx.doi.org/10.33508/jk.v9i2.2704.

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This study aims to determine the construction of reality carried out by the community against the tomb of Dewi Sekardadu as pro-poor tourism development. This research method is qualitative with the Peter L. Berger phenomenological approach. The results showed that there was a construction of reality carried out through three stages (externalization, objectivation, internalization). In the externalization, the stakeholders emphasized the Islamic side of Dewi Sekardadu. The objective reality of Dewi Sekardadu as an Islamic figure was accepted by the whole community because they got primary socialization from the family. Secondary socialization of Dewi Sekardau's tomb as a tourism commodity occurs when the community is mature. Due to a lack of knowledge, existing tourism support facilities cannot be maximized by most people. They still work as keepers of fish ponds and river fishermen due to the lack of socialization and training in tourism management from the government.
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León-Moreno, Celeste, Juan Evaristo Callejas-Jerónimo, Cristian Suarez-Relinque, Daniel Musitu-Ferrer, and Gonzalo Musitu-Ochoa. "Parental Socialization, Social Anxiety, and School Victimization: A Mediation Model." Sustainability 12, no. 7 (March 29, 2020): 2681. http://dx.doi.org/10.3390/su12072681.

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The aim of this study was to examine the relationship between parenting dimensions (involvement/acceptance vs. strictness/imposition) and school victimization, considering the possible mediating role of social anxiety. The sample comprised 887 adolescents (52.3% girls) aged between 12 and 16 (M = 13.84 and SD = 1.22) enrolled at three compulsory secondary education ("ESO" or "Educación Secundaria Obligatoria" in Spanish) schools located in the provinces of Valencia, Teruel and Seville (Spain). A structural equations model was developed using the Mplus 7.4 program. The results obtained indicate that social anxiety mediates the relationship between parenting dimensions (involvement/acceptance vs. strictness/imposition) and school victimization. Finally, the results and their potential theoretical and practical implications are discussed.
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44

Beckett, Gulbahar H. "Academic language and literacy socialization through project-based instruction." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (June 30, 2005): 191–206. http://dx.doi.org/10.1075/japc.15.1.12bec.

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Project-based instruction has been heralded as a most promising activity that can socialize students into academic language and literacy skills (e.g., Beckett, 1999; Stoller, 1997). However, there is scanty research on project-based instruction in general and fewer still on ESL students’ perceptions of it (Thomas, 2000); furthermore, the few available studies show conflicting results (see Beckett, 2002). This article reports the findings of part of a larger research study conducted to understand how secondary school immigrant ESL students were socialized (taught) to acquire academic language and literacy skills in a public school in Vancouver, Canada. The findings of the study confirm the findings of earlier studies that ESL learners actively construct meaning from project-based instruction, and that some clash exists between language policy, teacher perceptions, and ESL students’ perceptions of this activity. I conclude by taking the discussion of clashes between teachers and students beyond the current cultural model and by making recommendations for further research and practice.
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Racionero-Plaza, Sandra, Elena Duque, Maria Padrós, and Silvia Molina Roldán. "“Your Friends Do Matter”: Peer Group Talk in Adolescence and Gender Violence Victimization." Children 8, no. 2 (January 20, 2021): 65. http://dx.doi.org/10.3390/children8020065.

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Research on gender violence has identified as one main component leading to gender violence a dominant socialization process which associates attractiveness to men who show violent behaviors and attitudes, while egalitarian and non-violent men are emptied of attractiveness. This is known as coercive dominant discourse. Starting from the evidence that the peer group is a main context of socialization in adolescence, quantitative data were collected from six classes of secondary education (14–15-year-old adolescents) to explore whether the coercive dominant discourse is displayed in social interactions in the peer group and, if so, how it influences attractiveness patterns and sexual-affective behavior in adolescence. The analyses reveal that the coercive dominant discourse is often reproduced in the peer group interactions, creating group pressure, and pushing some girls to violent relationships. Alternative ways of interaction are also reported, which allow a socialization leading to more freedom, less coercion, and more healthy relationships.
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Duncheon, Julia C. "“We Are Exposed to That College Environment”: Exploring the Socialization of Early College High School Students." Community College Review 48, no. 2 (January 20, 2020): 173–94. http://dx.doi.org/10.1177/0091552119898880.

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Objective: Early college high schools (ECHSs) allow high school students to accumulate credit toward an associate degree at little or no cost, often through partnerships with community colleges. The goal is to facilitate students’ socialization into higher education, or the process of learning the skills, knowledge, and dispositions required for college success. However, whether and how this goal translates to practice remains under-studied. Using an organizational socialization framework, this study explores (a) How are ECHS students socialized into higher education? and (b) What do students learn from their ECHS experience? Method: This case study draws a sample of 111 traditionally underrepresented students, 13 teachers, and 1 principal at one ECHS in a U.S.–Mexico border region of Texas. Data were collected via interviews, demographic questionnaires, and documents, and coded using NVivo software. Results: Data analysis revealed three themes pertinent to students’ socialization: (a) receiving academic support, (b) taking college courses, and (c) gaining independence. Across these categories, being able to participate in courses at the community college was especially critical for students’ socialization. Findings also illustrate how tensions between the expectations of the college and those of the school district limited the socialization process. Contributions: This study has implications for research and policy regarding the benefits of ECHS and dual credit coursework, the importance of social experiences on a college campus, and the challenges of secondary–postsecondary misalignment in cross-sector partnerships.
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Lachman, Ran. "Factors Influencing Workers' Orientations: A Secondary Analysis of Israeli Data." Organization Studies 9, no. 4 (October 1988): 497–510. http://dx.doi.org/10.1177/017084068800900403.

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This paper presents a conceptual model describing the influence an organization and certain non-work factors have on employees' value orientation. It is argued that since values differ with regard to their resistance to change influences, core values which are less susceptible to change should be distinguished from periphery values which are more susceptible. Hence, the socialization of employees' values at work is not only a function of the influences exerted by the organization, but also to which values these influences are directed. It is proposed here that organizational influence may affect periphery values, while core values are affected by non-work influences. A preliminary test of this model is conducted by path analyzing secondary data from 544 Israeli workers. The results basically support these propositions.
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Drobysheva, Tatyana, and A. Zhuravlev. "Secondary economic socialization of a person and a group: the main problems and research areas." Психологический журнал 39, no. 4 (2018): 61–71. http://dx.doi.org/10.31857/s020595920000071-4.

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Prior, Laura F., and Matthew D. Curtner-Smith. "Effects of occupational socialization on United States secondary physical education teachers’ beliefs regarding curriculum design." European Physical Education Review 26, no. 1 (April 10, 2019): 179–97. http://dx.doi.org/10.1177/1356336x19840062.

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The purpose of this study was to examine the effects of occupational socialization on the development of United States secondary physical education teachers’ beliefs and actions regarding curriculum design. Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed using analytic induction and constant comparison. Three groups of teachers were identified: non-teachers, conservatives, and progressives. Key influences on the teachers’ beliefs and values were their orientations to teaching and coaching. These orientations had been formed during their acculturation and were untouched or reinforced by their physical education teacher education. The cultures in which they worked generally supported the non-teachers’ perspectives. Practical implications of the study focused on the need for careful selection of preservice teachers, ways in which to deliver physical education teacher education, and the need for increased accountability in schools.
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Mediawahyu Lestari, Steffi, and Apollo Daito. "THE INFLUENCE OF TAXATION KNOWLEDGE, TAX SOCIALIZATION AND TAX ADMINISTRATION ON TAXPAYER COMPLIANCE (EMPIRICAL STUDY IN MICRO SMALL AND MEDIUM ENTERPRISES (MSMEs) TOBAT VILLAGE, BALARAJA SUB-DISTRICT, TANGERANG REGENCY, BANTEN PROVINCE)." Dinasti International Journal of Management Science 1, no. 5 (May 11, 2020): 732–39. http://dx.doi.org/10.31933/dijms.v1i5.287.

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This study aims to obtain empirical evidence about the influence of taxation knowledge, tax socialization, and tax administration on taxpayer compliance. The research sample was 38 micro small and medium enterprises in the village of Tobat, Balaraja sub-district, Tangerang regency, Banten province, which made a business certificate. Data analysis uses path analysis. The PLS application is used to test hypotheses. The overall results of this study state that taxation knowledge does not affect taxpayer compliance. tax socialization and tax administration affect taxpayer compliance. This study has limitations including, the sample used is less than 100 samples, the data used are only primary data is expected to further research using a larger sample and supported by secondary data
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