1,721,174 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Variations on the Author
Full text link“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
Psychological, Educational and Sociological Perspectives on Success and Well-Being in Career Development
No full textBack Cover Text
This collection covers how success and well-being relate to each other in early career development in the domains of employment and education. It gives a conceptual overview of success and well-being as established in the psychological research tradition, complemented by educational and sociological approaches. The volume presents articles on success and well-being in applied contexts, such as well-being as an individual resource during school-to-work transition, or well-being and success at the workplace. Work psychologists, social psychologists, educational researchers, and sociologists will find this book valuable, as it provides unique insights into social and psychological processes afforded by the combination of disciplines, concepts, and a diversity of approaches.
Table of Contents
Acknowledgements
1. Introduction
Robin Samuel, Manfred Max Bergman, Anita C. Keller and Norbert K. Semmer
2. The Influence of Career Success on Subjective Well-Being
Andrea E. Abele-Brehm
3. Upper-Secondary Educational Trajectories and Young Men’s and Women’s Self-Esteem Development in Switzerland
Sybille Bayard, Monika Staffelbach, Phillip Fischer and Marlies Buchmann.
4. Young People’s Progress after Dropout from Vocational Edu-cation and Training: Transitions and Occupational Integration at Stake. Longitudinal Qualitative Perspective
Barbara Duc and Nadia Lamamra
5. Success, Well-Being and Social Recognition: An Interactional Perspective on Vocational Training Practices
Stefano A. Losa, Barbara Duc and Laurent Filliettaz.
6. Agentic Pathways toward Fulfillment in Work
Jeylan T. Mortimer, Mike Vuolo and Jeremy Staff
7. The How and Why of the Relationship between Job Insecuri-ty, Subjective Career Success, and Turnover Intention
Cécile Tschopp and Gudela Grote
8. Work Experiences and Well-Being in the First Years of Professional Work in Switzerland: A Ten-Year Follow-up Study
Wolfgang Kälin, Anita C. Keller, Franziska Tschan, Achim Elfering and Norbert K. Semmer
9. The Meaning and Measurement of Well-Being as an Indicator of Success
Anita C. Keller, Norbert K. Semmer, Robin Samuel and Manfred Max Bergma
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe 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
Male and female routes to success
No full textMuch of the recent interest in educational gender differences is based on differences in academic performance. Several studies have shown that young women now out-perform males in terms of school grades and university degrees. But while there is a lot of research into the reasons for this shift, and into gender gaps in reading and maths achievement, little research has been done on the consequences of these differences in educational and early occupational success. - See more at: https://cerp.aqa.org.uk/perspectives/male-and-female-routes-success#sthash.HR8fFTen.dpu
The Gendered Interplay between Success and Well-Being during Transitions
Full text linkpeer reviewedBackground: Young females have been found to out-perform males in terms of grades and university degrees in many studies. At the same time, young women seem to exhibit lower levels of well-being compared with men. Interestingly, little work has evaluated the interplay between educational success and well-being. However, antecedents and consequences of educational success will likely affect life chances and further educational and occupational trajectories.
Purpose: This paper contributes to this important, but as of yet, underdeveloped topic. The interplay between educational success—conceptualised as successful intergenerational educational mobility—and well-being is analysed as a dynamic, reciprocal, and gendered process.
Sample: Panel data from the Transition from Education to Employment Project (TREE) is used to study the gendered interplay between educational success and well-being. TREE focuses on post-compulsory educational and labour market pathways of the PISA 2000 cohort in Switzerland. It is based on a sample of 6343 young people who left compulsory schooling in 2000. Data were collected annually from 2001 to 2007. At the time of the first interview, the age range of the middle fifty percent of the youths was between 16.5 and 17.3 years.
Design and methods: As previous research shows, episodes of educational mobility will not be evenly distributed over the observed period (e.g., Mare 1980). Thus, an autoregressive cross-lagged mixture model framework is employed to account for the expected unequal distribution of the variables over time and the multilevel structure of the data (Samuel, Bergman, and Hupka-Brunner 2013). Within this framework, two modelling approaches are combined to test the implied reciprocal relationship between educational success and well-being. In the Latent Transition Analysis part of the model, success is measured as latent classes with fixed outcome categories. In the Autoregressive Structural Equation part of the model, well-being is specified to correlate over time. Models were estimated separately for males and females so as to allow for different error variances.
Results: The models reveal that mechanisms of social comparison are gendered and operate differently at various stages of the observed period. Young females seem to be more likely to succeed and to experience positive effects in terms of well-being during successful episodes when compared to males. On the downside, females’ well-being seems to be more strongly affected by failure.
Conclusions: This paper shows that well-being is a gendered personal resource during the transition to adulthood. These findings contribute to the literature on gender differences in educational success as they show how gender, as a social process, operates to create different success and well-being outcomes
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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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