The Experts below are selected from a list of 261 Experts worldwide ranked by ideXlab platform
Katariina Salmelaaro - One of the best experts on this subject based on the ideXlab platform.
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introversion and social engagement scale validation their interaction and positive association with self esteem
Frontiers in Psychology, 2020Co-Authors: Sanna Tuovinen, Xin Tang, Katariina SalmelaaroAbstract:Learning through social interaction has been documented widely; however, how introverted people are socially engaged in learning is largely unknown. The aim of this study was, first, to examine the reliability and validity of the social engagement scale among students at Finnish Comprehensive Schools. Then, we aimed to examine the interaction effect of introversion and social engagement on self-esteem, schoolwork engagement, and school burnout. Based on a sample of 862 ninth grade students in Finland, we found that a two-factor model best fitted the social engagement scale (i.e., social engagement and social disengagement). Further, we found that introverts with high social engagement have higher self-esteem than introverts with low social engagement. Our results implied that introverts should be given extra support when they encounter group work in school.
Xin Tang - One of the best experts on this subject based on the ideXlab platform.
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introversion and social engagement scale validation their interaction and positive association with self esteem
Frontiers in Psychology, 2020Co-Authors: Sanna Tuovinen, Xin Tang, Katariina SalmelaaroAbstract:Learning through social interaction has been documented widely; however, how introverted people are socially engaged in learning is largely unknown. The aim of this study was, first, to examine the reliability and validity of the social engagement scale among students at Finnish Comprehensive Schools. Then, we aimed to examine the interaction effect of introversion and social engagement on self-esteem, schoolwork engagement, and school burnout. Based on a sample of 862 ninth grade students in Finland, we found that a two-factor model best fitted the social engagement scale (i.e., social engagement and social disengagement). Further, we found that introverts with high social engagement have higher self-esteem than introverts with low social engagement. Our results implied that introverts should be given extra support when they encounter group work in school.
Katya Williams - One of the best experts on this subject based on the ideXlab platform.
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multicultural mixing or middle class reproduction the white middle classes in london Comprehensive Schools
Space and Polity, 2010Co-Authors: Sumi Hollingworth, Katya WilliamsAbstract:Drawing on interviews with White middle-class families who choose to send their children to London Comprehensive Schools, this paper focuses on the construction of Whiteness and middle classness as privileged identities. The paper explores the contradiction between parents’ desire for multiethnic ‘mixed’ environments for their children's schooling and their fear and ambivalence about their children being ‘out of place’ in these contexts. It examines how various practices and processes set these children apart and result in a reification of Whiteness and middle classness as normative. The paper concludes that Comprehensive schooling can do little to dismantle privilege in a wider system of structural inequality.
Bettina Hannover - One of the best experts on this subject based on the ideXlab platform.
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when being a girl matters less accessibility of gender related self knowledge in single sex and coeducational classes and its impact on students physics related self concept of ability
British Journal of Educational Psychology, 2008Co-Authors: Ursula Kessels, Bettina HannoverAbstract:Background. Establishing or preserving single-sex schooling has been widely discussed as a way of bringing more girls into the natural sciences. Aims. We test the assumption that the beneficial effects of single-sex education on girls' self-concept of ability in masculine subjects such as physics are due to the lower accessibility of gender-related self-knowledge in single-sex classes. Sample. N = 401 eighth-graders (mean age 14.0 years) from coeducational Comprehensive Schools. Methods. Random assignment of students to single-sex vs. coeducational physics classes throughout the eighth grade. At the end of the year, students' physics-related self-concept of ability was measured using a questionnaire. In a subsample of N = 134 students, the accessibility of gender-related self-knowledge during physics classes was assessed by measuring latencies and endorsement of sex-typed trait adjectives. Results. Girls from single-sex physics classes reported a better physics-related self-concept of ability than girls from coeducational classes, while boys' self-concept of ability did not vary according to class composition. For both boys and girls, gender-related self-knowledge was less accessible in single-sex classes than in mixed-sex classes. To the extent that girls' feminine self-knowledge was relatively less accessible than their masculine self-knowledge, their physics-related self-concept of ability improved at the end of the school year. Conclusions. By revealing the importance of the differential accessibility of gender-related self-knowledge in single- and mixed-sex settings, our study clarifies why single-sex schooling helps adolescents to gain a better self-concept of ability in school subjects that are considered inappropriate for their own sex.
Sanna Tuovinen - One of the best experts on this subject based on the ideXlab platform.
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introversion and social engagement scale validation their interaction and positive association with self esteem
Frontiers in Psychology, 2020Co-Authors: Sanna Tuovinen, Xin Tang, Katariina SalmelaaroAbstract:Learning through social interaction has been documented widely; however, how introverted people are socially engaged in learning is largely unknown. The aim of this study was, first, to examine the reliability and validity of the social engagement scale among students at Finnish Comprehensive Schools. Then, we aimed to examine the interaction effect of introversion and social engagement on self-esteem, schoolwork engagement, and school burnout. Based on a sample of 862 ninth grade students in Finland, we found that a two-factor model best fitted the social engagement scale (i.e., social engagement and social disengagement). Further, we found that introverts with high social engagement have higher self-esteem than introverts with low social engagement. Our results implied that introverts should be given extra support when they encounter group work in school.