Sentences with phrase «social indicators research»

[jounal] Nickerson, A. B. / 2004 / The influence of parent and peer attachments on life satisfaction in middle childhood and early adolescence / Social Indicators Research 66 (1): 35 ~ 60

[jounal] Arthaud - Day, M. L. / 2005 / The subjective well - being construct: a test of its convergent, discriminant, and factorial validity / Social Indicators Research 74 (3): 445 ~ 476

[jounal] Diener, E. / 1994 / Assessing subjective well - being: Progress and opportunities / Social Indicators Research 31: 103 ~ 159

Social Indicators Research, 78 (2), 179 — 203.

Social Indicators Research, 106 (2), 287 - 305.

Journal of Social Indicators Research, 35, 39 - 52.

Ed Diener, who has studied thousands of people in over 140 nations of the world, present most of his major publications on culture and well - being of his Social Indicators Research Series: Culture and Well - Being.

Submitted to Social Indicators Research.

Jung - Sook Kim and Yeo - Jung Hwang, «The Effects of School Choice on Parental School Participation and School Satisfaction in Korea,» Social Indicators Research 115, no. 1 (2014), 363 - 85.

Twenge's findings were published in the journal Social Indicators Research, and an updated and revised edition of «Generation Me» is being released today.

See: «Results of the National Demonstration Project to Reduce Violent Crime and Improve Governmental Effectiveness in Washington, D.C.» Social Indicators Research, 47, 153 - 201.

Not exact matches

«There is robust evidence that social isolation and loneliness significantly increase risk for premature mortality, and the magnitude of the risk exceeds that of many leading health indicators,» Holt - Lunstad said in a statement about the research.

Princeton, NJ and New York, NY: Bendheim - Thomas Center for Research on Child Wellbeing and Social Indicators Survey Center, 2010.

Findings also showed it as an empirically and conceptually innovative, diverse, vibrant discipline that in many areas sets the intellectual agenda The UK publishes more than its share of major disciplinary journals; bibliometric indicators reveal international primacy both in volume and citation impact; and a large number of the seminal publications (books as well as articles) continue to have a UK origin UK human geography is radically interdisciplinary and with the spatial turn in the humanities and social sciences has become an exporter of ideas and faculty to other disciplines There was confidence that research in human geography had substantial impact on policy and practice and would successfully meet the challenges of the current impact agenda

This is despite research from the Sutton Trust that found that in selective areas on average 18 per cent of pupils are entitled to free school meals - an important indicator of social deprivation - but make up only three per cent of grammar school entrants.

Our model's foundation is based on groundbreaking research conducted by the Johns Hopkins University School of Education's Center for Social Organization of Schools showing that up to 75 % of America's high school dropouts can be identified between sixth and ninth grades by the presence of one or more indicators: poor attendance, poor behavior, and course failure in English or math.

Because of the research associated with strong social and emotional skills as they relate to academic performance, we believe that this is a strong indicator of student improvement and should be considered as part of a state's implementation plan.

For more detailed information about the research behind social and emotional learning as an indicator of academic success, visit our Research and Publicatioresearch behind social and emotional learning as an indicator of academic success, visit our Research and PublicatioResearch and Publications Page.

Despite this promising research, there is little to no research on how using social and emotional learning as an indicator in school classification systems would affect its validity.

In a paper written in the fall of 2017 and published on the Social Science Research Network (SSRN) on Friday, January 12, 2018, Credit Suisse's Dietmar Peetz and Gregory Mall argue that the boom in the initial coin offering (ICO) market is the clearest indicator of a bubble in bitcoin.

Relatively little is known about social gradients in developmental outcomes, with much of the research employing dichotomous socioeconomic indicators such as family poverty.2 5 16 Thus, it is unclear whether poor developmental outcomes exhibit threshold effects (evident only when a certain level of disadvantage is exceeded), gradient effects (linear declines with increasing disadvantage) or accelerating effects (progressively stronger declines with increasing disadvantage) as suggested by some recent studies.17 — 19 Further, most research has examined socioeconomic patterns for single childhood outcomes1 or for multiple outcomes within the physical3 4 or developmental17 18 20 health domains.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsiSocial Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsisocial desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

Several of the most commonly identified risk factors in previous research were identified in this study, including being male, membership in a single - parent or stepfamily, 5 high levels of parent - reported childhood activity, 23,24 maternal mental health problems, 25 and a history of teenage parenthood.26 What is relatively novel about this report is the consideration of the joint effects of psychosocial risk factors, while controlling for multiple indicators of social class and the assessment of both accidents and illnesses in a large community sample followed prospectively since pregnancy.

There are no current indicators that systematically track social and emotional learning; however, Georgetown University research found that 21st century skills like critical thinking are considered very important in 96 % of occupations.

Other authors also state that this work brings results in Primary School, as in the case of research by Cacheiro & Martins (2012), who found indicators of reduction in anxiety about learning and fear of being exposed to a group, including those students with special educational needs, through the development of social and emotional competencies.

Moreover, research shows that even after one controls for a range of family background differences, children who grow up living in an intact household with both biological parents present seem to do better, on average, on a wide range of social indicators than do children who grow up in a single - parent household (McLanahan and Sandefur, 1994).

Fragile Families and Child Well - Being Study The Center for Research on Child Wellbeing (CRCW) 609-258-5894 World Wide Web: http://crcw.princeton.edu/fragilefamilies/index.asp The Fragile Families and Child Wellbeing Study is a joint effort by Princeton University's Center for Research on Child Wellbeing (CRCW) and Columbia University's Social Indicators Survey Center (SIS Center).

Developed with Columbia University and experts from the Lancet Commission on Adolescent Health and Wellbeing this series of briefs provides a much needed review of contemporary research methodologies for adolescent well - being in low - and middle - income countries, covering: indicators and data sources, ethics, research with disadvantaged and vulnerable groups, participatory research, measurement of the social and structural determinants of adolescent health, and adolescent economic strengthening interventions.

To construct scales of relationship quality and shared activity, we began by selecting indicators for each scale based on previous research on positive and negative marital quality and the shared activity of social relationships.

Compared with prior research, our study significantly expands inquiry in this area by broadening the range of social participation indicators examined, increasing the external validity of findings, focusing on the under - studied developmental stage of adolescence, and taking an ecological approach that included many potential correlates of social participation.

In summary, compared with prior research, our study significantly expands inquiry in this area by broadening the range of social participation indicators examined, by increasing the external validity of findings, by focusing on the under - studied developmental stage of adolescence, and by taking an ecological approach that included many potential correlates of social participation.

In a review of relevant research, Repetti, Taylor, and Seeman [18] concluded that positive parental and family environmental characteristics are positively related to indicators of children's social development, and vice versa.

Again, our work extends prior research by pointing to the pervasive association between individual abilities and a wide range of social participation indicators.