The conceptualization and construction of the Self in a Social Context—Social Connectedness Scale: A multidimensional scale for high school students

Carroll, Annemaree; Bower, Julie; Muspratt, Sandy

doi:10.1016/j.ijer.2016.12.001

Cited by 16 publications

(18 citation statements)

References 32 publications

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“…They can increase the ability to initiate offline friendships (Koutamanis et al, 2013 ) and social cognition skills (Vossen and Valkenburg, 2016 ). Hence, the virtual environment has been linked to all youth's relationships (Carroll et al, 2017 ), yet it remains unacknowledged as a formal dimension of multidimensional social relationship constructs. Further, little is known about the preventive potential of the online setting (Robinson et al, 2016 ) and complex interventions stretching between the two settings to address on- and offline SPR are completely unaddressed, in spite of the demonstrated overlap between the two relational settings (Reich et al, 2012 ).…”

Section: Resultsmentioning

confidence: 99%

“…We consider the use of self-reported measures of PRQ as a strength of the review given the subjective nature of the PRQ construct (Carroll et al, 2017 ) and children's demonstrated ability to reliably assess the status of their friendship (Berndt and McCandless, 2013 ). However, our model was developed primarily from literature relating to typically developing, Caucasian, majority populations in the Western world and therefore has a limited applicability, especially to different cultural contexts and to vulnerable or disadvantaged youth whose perspectives need to be understood in relation to pertinent developmental contexts.…”

Section: Resultsmentioning

confidence: 99%

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Toward an Integrated Model of Supportive Peer Relationships in Early Adolescence: A Systematic Review and Exploratory Meta-Analysis

et al. 2021

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Supportive peer relationships (SPR) are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links with 93 variables referring to individual (identity, skills/strengths, affect/well-being, and behavior/health) and environmental (peer group, school, family, community, and internet/technology) potential influences on SPR based on cross-sectional correlational data. Findings suggest the central importance of identity and social–emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth's social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Toward an Integrated Model of Supportive Peer Relationships in Early Adolescence: A Systematic Review and Exploratory Meta-Analysis

et al. 2021

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“…Students from public schools obtained lower scores in the Student-Student Relations and School Identification factors. These differences could be explained given that public schools are generally large, an aspect that makes school identification difficult ( Carroll et al, 2017 ), and that they are often located in high crime areas ( Sulak, 2018 ) and unsafe neighborhoods ( Gálvez-Nieto et al, 2020a ).…”

Section: Discussionmentioning

confidence: 99%

“…School climate is a very relevant construct since a positive climate promotes better academic performance ( Li et al, 2020 ; Trinidad, 2020 ), prosocial behavior ( Villardón-Gallego et al, 2018 ), self-esteem ( Coelho et al, 2020 ), and identification with the school ( Carroll et al, 2017 ). On the other hand, a toxic school climate is associated with bullying, for example, conflictive teacher-student relationships have a positive effect on bullying, regardless of students’ social level ( Longobardi et al, 2018 ), likewise, low levels of school safety and deteriorated student-student good relationships are positively associated with bullying ( Xu et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

2021

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School climate is a multidimensional construct that has been related to a series of psychological, social, and school variables. The dual school climate and school identification measure-student (SCASIM-St) is a measure that has a multidimensional factor structure, with four first-order factors and a second-order factor, plus an independent factor that evaluates school identification. However, the SCASIM-St is long, with 38 items measuring school climate. The first objective of this study was to examine the psychometric properties of reliability and validity of the abbreviated version of the dual school climate and school identification measure-student (SCASIM-St-15), for use in contexts with time limitations or for explanatory studies that need to apply multiple instruments simultaneously. The second objective was to analyze the degree of invariance for the groups: sex, type of education, and age. The sample was made up of 2,044 students of both sexes (49.1% women and 50.9% men), with a mean age of 14.64 (SD = 0.718), representing 27 secondary schools in Chile. The results indicated that the SCASIM-St15 presents adequate indicators of reliability and construct validity. Evidence of external criterion validity confirmed significant associations with the Attitudes to Institutional Authority in Adolescence Scale measure. The results of the factorial invariance analysis indicate that the SCASIM-St15 remains stable up to the level of metric invariance for the variable sex and the level of scalar invariance for the variables type of education and age. The study concluded that despite the significant decrease in the number of items, the SCASIM-St15 measures school climate in a reliable and valid way, without losing its theoretical and conceptual robustness.

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“…But each child is having its own natural learning ability and capacity. A primary school teacher helps the students to develop the learning, thinking and problem solving skill that will act like stepping stone for lifelong learning for the child [1][2][3].…”

Section: Introductionmentioning

confidence: 99%

Teaching and Learning by Object Oriented Modeling in Pre-Primary and Primary School Education

Ghuli*,

Savakar,

Ghuli

et al. 2019

IJRTE

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Every single child in this world has every rights to be educated. It’s a primary duty of the responsible parent or guardian and teacher to look after the educational process of a child. Here we propose a conceptual methodology which uses the Object Oriented Modeling (OOM) to improve the basic mode of teaching and learning process in case of pre-primary and primary school education. In this paper we propose an object oriented methodology which helps in building a new path towards formulized teaching and learning process. This process considers the child as an object and the characteristics of the objects considered are Identity, Polymorphism, Inheritance and Encapsulation. Identity means - Each child will have/exhibits its own identity. Polymorphism – Each child’s behavior at school class room, home, during travel to school, at play ground etc., Inheritance – The process of acquiring the behavioral characteristics from previous class of study or from parents/grandparents etc., Encapsulation – Wrapping up of child’s attributes and behavior under single head. This type of modeling will allow the stake holders to keep track and promote the activities which are needed to improve the learning ability and multidimensional growth of the child. This is a conceptual analysis and modeling formalized in a meta-model with the help of Unified Modeling Language diagram symbols.

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The conceptualization and construction of the Self in a Social Context—Social Connectedness Scale: A multidimensional scale for high school students

Cited by 16 publications

References 32 publications

Toward an Integrated Model of Supportive Peer Relationships in Early Adolescence: A Systematic Review and Exploratory Meta-Analysis

Toward an Integrated Model of Supportive Peer Relationships in Early Adolescence: A Systematic Review and Exploratory Meta-Analysis

Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

Teaching and Learning by Object Oriented Modeling in Pre-Primary and Primary School Education

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