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Social life in middle school: Peer rejection, behavioral style, and loneliness
No full textThis study was designed to learn whether subgroups of peer-rejected middle school students could be identified, corresponding to internalizing and externalizing styles, and whether these groups differed not only in behavior, but in loneliness and social concerns. Sociometric nominations, peer behavioral assessment data, loneliness and social dissatisfaction information, and responses to a newly-developed social concerns measure were obtained from 450 seventh- and eighth-grade middle school students. Results indicated the existence of two distinct subgroups, one described by their peers as starting fights and the other as easy to push around. The groups also differed in their degree of loneliness and their social concerns, with the Submissive-Rejected group reporting greater loneliness, social anxiety, and worry about their relations with others. Although the groups differed on several behavioral dimensions, both groups were perceived by peers as low in prosocial behavior and as unable to take teasing.Made available in DSpace on 2011-05-07T14:17:37Z (GMT). No. of bitstreams: 2
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Previous issue date: 1989Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T15:05:06Z
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Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Goals and strategies in peer conflict situations: An investigation of the linkages in three relational contexts
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Previous issue date: 1995It is widely accepted that human behavior is goal-directed. Several researchers have also argued that goals underlie children's social behavior with peers. Nonetheless, children's goals in social situations have not been given sufficient attention in existing research. In the present research, two studies were conducted to investigate the linkages between children's goals and strategies in peer conflict situations. In Study 1, a total of 265 fourth- and fifth-grade children were presented with hypothetical peer conflict situations and were asked to indicate which goals they would be likely to pursue and which strategies they would be likely to enact. Goals and strategies were assessed in counterbalanced order at two separate sessions. Results indicated that (a) children's goals and strategies in hypothetical conflict situations were reliably assessed, (b) children's strategies were associated with their behavioral characteristics as perceived by peers, (c) boys and girls differed in a number of goals and strategies, and (d) children's goals were closely and meaningfully related to their strategies for responding to hypothetical conflicts.Study 2 was designed to investigate whether children's goals and strategies in peer conflict situations vary according to their relationship with the peer and whether the goal-strategy linkages are similar in different relational contexts. A total of 343 fourth- and fifth-grade children were presented with hypothetical peer conflict situations. In this study, however, the measure was individually customized for each child by inserting the names of the child's same-sex classmates into conflict vignettes. By using sociometric measures, it was possible to examine how children responded to conflict when the protagonist in a vignette was a best friend, a liked peer, a disliked peer, or a neutral associate. Results indicated that (a) children's goals and strategies differed significantly depending on their relationship with the protagonist in the conflict, and (b) the linkages between goals and strategies were similar regardless of children's relationship with the peer.The findings from both studies suggest that how children resolve conflicts with peers is associated with what children desire to attain or accomplish in conflict situations. These findings have substantial implications for future research and for social skills intervention.Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T14:53:28Z
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Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Friendship and friendship quality in middle childhood: Links with group acceptance and loneliness
No full textResearch on children's peer relations has dealt mainly with differences in children's group acceptance. Only rarely have studies examined alternative forms of adjustment, particularly children's success at close friendships. Further, the links between success in friendship and acceptance are mostly unknown. This study addressed four primary questions: (1) What is the prevalence of very best friendship among low-accepted children?; (2) How do the friendships of accepted and unaccepted children compare qualitatively?, (3) Do accepted and unaccepted children differ in their satisfaction with their friendships?; and (4) How do acceptance, participation in friendship, and friendship quality and satisfaction relate to children's experience of loneliness? Subjects were 881 third- through fifth-grade children. Children responded to a variety of sociometric measures designed to identify pairs of best friends and to assess children's overall level of acceptance in the classroom. They also responded to a questionnaire designed to assess feelings of loneliness. Finally, children rated their very best mutual friendship on a newly-developed measure that assessed six qualitative dimensions of friendship, and children indicated their satisfaction with their friendship. Many low-accepted children were found to have reciprocal very best friends, although fewer low-accepted children had friends than other children. Low-accepted children reported less validation and caring, less intimate disclosure, less help and guidance, and more conflict and betrayal and more difficulty resolving conflict in their friendships than other children did. Low-accepted children's friendships were not distinctive in the level of companionship and recreation they provided, however. Girls reported higher quality friendships than boys for most dimensions. Despite the lower quality of their friendships, low-accepted children did not report less satisfaction with these relationships than other children. Having a friend had strong buffering effect on children's feelings of loneliness, regardless of level of acceptance. In addition, the quality of children's friendships independently predicted children's feelings of loneliness. Overall, the results point out the need to distinguish friendship from group acceptance, and highlight the importance of assessing the quality, not simply the quantity, of children's friendships.Made available in DSpace on 2011-05-07T13:23:33Z (GMT). No. of bitstreams: 2
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Previous issue date: 1991Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T14:54:10Z
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Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
An examination of children's strategy responses to two types of conflict situations
No full textThe present study was designed to provide a more differential assessment of children's responses to interpersonal conflict. A distinction was made between two types of peer conflict situations: equal legitimacy conflict situations and rights infraction conflict situations. Equal legitimacy conflict situations involve disputes in which two children get into a conflict because they both get to a desired resource at the same time, they both want to use the resource and only one of them can use it first. Rights infraction conflict situations involve disputes in which one child has a prior claim to a desired resource because of prior possession, or because of ownership, and another child tries to take the resource from him or her. A sample of 629 fourth- and fifth-grade children completed a rating-scale sociometric measure, a behavioral nomination measure, and three questionnaire measures designed to assess their strategy responses, goal responses, and self-efficacy beliefs in equal legitimacy conflict situations and rights infraction conflict situations. Four major questions were addressed in the present study. Question 1: Are equal legitimacy conflict situations and rights infraction conflict situations psychologically distinct to children? Results indicated that the two types of conflict situations were seen as calling for different strategy responses and goal responses. The situations also evoked different self-efficacy beliefs. Question 2: How do highly aggressive and highly submissive children respond to the two types of conflict situations? Results indicated that children identified as highly aggressive by their peers and children identified as highly submissive by their peers appropriately modified their strategy responses, goal responses, and self-efficacy beliefs across the two types of conflict situations, but in a more limited way than average children. Question 3: Are children who do not modify their strategy responses to the conflict situations or modify them in a direction opposite that of most children found to be poorly-accepted by their peers? Results indicated that within the average and submissive behavior groups there was a tendency for children who did not appropriately modify their responses to be poorly-accepted by their peers. The relationship was less strong among the aggressive children. Question 4: What is the relative contribution of children's self-efficacy beliefs and goals in predicting their strategy responses to peer conflict situations? Results indicated that both children's self-efficacy beliefs and children's social goals added incrementally in predicting their strategy responses. Overall, the findings underscore the value of examining children's responses to different types of conflict situations.Made available in DSpace on 2011-05-07T14:27:41Z (GMT). No. of bitstreams: 2
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Previous issue date: 1996Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding ([email protected]) on 2011-05-07T15:06:57Z
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Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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