Home  About us  Contact
 

Social Success (social + success)

Distribution by Scientific Domains
Humanities and Social Sciences80%

Selected Abstracts

The Anticipated Utility of Zoos for Developing Moral Concern in Children

CURATOR THE MUSEUM JOURNAL, Issue 4 2009
John Fraser
It proposes a new theory regarding the psychological value of such experiences for the development of identity. The study used a constructivist grounded theory approach to explore parenting perspectives on the value of zoo visits undertaken by eight families from three adjacent inner-city neighborhoods in a major American city. The results suggest that parents use zoo visits as tools for promoting family values. These parents felt that experiences with live animals were necessary to encourage holistic empathy, to extend children's sense of justice to include natural systems, and to model the importance of family relationships. The author concludes that parents find zoos useful as a tool for helping their children to develop skills with altruism, to transfer environmental values, to elevate children's self-esteem, and to inculcate social norms that they believe will aid in their children's social success in the future. [source]

The relationship of emotional intelligence with academic intelligence and the Big Five

EUROPEAN JOURNAL OF PERSONALITY, Issue 2 2002
Karen Van der Zee
The present study examines the relationship of self- and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional intelligence beyond academic intelligence and personality in predicting academic and social success. A sample of 116 students filled in measures for emotional and academic intelligence, the Big Five, and indicators of social and academic success. Moreover, other ratings were obtained from four different raters on emotional intelligence and social success. Factor analysis revealed three emotional intelligence dimensions that were labelled as ,Empathy', ,Autonomy', and ,Emotional Control'. Little evidence was found for a relationship between emotional and academic intelligence. Academic intelligence was low and inconsistently related to emotional intelligence, revealing both negative and positive interrelations. Strong relationships were found of the emotional intelligence dimensions with the Big Five, particularly with Extraversion and Emotional Stability. Interestingly, the emotional intelligence dimensions were able to predict both academic and social success above traditional indicators of academic intelligence and personality. Copyright © 2002 John Wiley & Sons, Ltd. [source]

How Does the Gender of Parents Matter?

JOURNAL OF MARRIAGE AND FAMILY, Issue 1 2010
Timothy J. Biblarz
Claims that children need both a mother and father presume that women and men parent differently in ways crucial to development but generally rely on studies that conflate gender with other family structure variables. We analyze findings from studies with designs that mitigate these problems by comparing 2-parent families with same or different sex coparents and single-mother with single-father families. Strengths typically associated with married mother-father families appear to the same extent in families with 2 mothers and potentially in those with 2 fathers. Average differences favor women over men, but parenting skills are not dichotomous or exclusive. The gender of parents correlates in novel ways with parent-child relationships but has minor significance for children's psychological adjustment and social success. [source]

Negotiating deaf,hearing friendships: coping strategies of deaf boys and girls in mainstream schools

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2003
D. Martin
Abstract Background Increasingly, deaf students are educated in mainstream school environments. This poses a question of how deaf children negotiate the demands of forming friendships with their hearing peers. The present study was designed to examine coping strategies of 35 deaf children attending full or partial mainstream school settings. Method Using a qualitative analysis design, a range of coping strategies used by the children was described based on parents' reports. The relative success of these coping strategies in establishing relationships with hearing peers was assessed by examining strategies that increased the social success of deaf girls and boys. Results The results showed differences by gender in the effectiveness of coping strategies used by the participants. Deaf girls who were confident and frequently asked for clarifications or who were comfortable playing alone tended to achieve good relationships with hearing peers. In contrast, deaf boys' relationships with hearing peers benefited mostly from the boys' ability to perform well in sports. Conclusions These findings are discussed in light of existing research on coping and current debates on the benefits of mainstreaming for deaf children. [source]

A cross-cultural comparison of student social attributions

PSYCHOLOGY IN THE SCHOOLS, Issue 1 2002
Robin C. Armbrister
One hundred sixty American and 397 Korean fourth- and fifth-graders were administered the Student Social Attribution Scale (SSAS), designed to assess students' explanations for social successes and failures. A Korean version of the SSAS was developed for the study. The American and Korean instruments' internal consistency reliability were determined (rs ranged from .56 to .86 for the Korean instrument and .62 to .88 for the American instrument). The means from both the American and Korean SSAS versions on the 8 scales and global scores (e.g., internal, external) were compared. Based on the literature, Korean children should have had higher scores for effort attributions in failure situations than the American children and Americans should have shown higher scores for ability attributions in successful situations. In fact, Korean children did show significantly higher ( p < .005) Failure Effort scores and American children showed significantly higher ( p < .005) Success Ability scores. Findings indicate that Korean children are potentially more willing to accept responsibility for social failure than American students. © 2002 John Wiley & Sons, Inc. [source]