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We investigate the empirical phenomenon of rating bubbles, that is, the presence of a disproportionate number of extremely positive ratings in user-generated content websites. We test whether customers are influenced by prior ratings when evaluating their stay at a hotel through a field experiment that exogenously manipulates information disclosure. Results show the presence of (asymmetric) social influence bias (SIB): access to information on prior ratings that are above the average positively influences the consumers’ rating of the hotel. In contrast, information on ratings that are below the average does not affect reviewers. Furthermore, customers who have never been to the hotel before the intervention are more susceptible to prior ratings than customers who have repeatedly been to the hotel before. Finally, customers who are not used to writing online reviews are more prone to SIB than customers who frequently write online reviews. Our findings suggest that online rating systems should be adjusted to mitigate this bias, especially as these platforms become more relevant and widespread in the hospitality sector.

Information and Communication Technologies (ICTs) have been an ally of women wishing to engage in entrepreneurial activity, especially of the mompreneurs. Within this context, this study aims to investigate the antecedents and outcomes of the use of ICTs by mompreneurs. The data were collected in Brazil through an online questionnaire and were analyzed using structural equation modeling. The results indicated that perceived usefulness, social influence, and trust are antecedent factors of the use of ICTs by these women. Moreover, the use of ICTs has a positive impact on the perception of mompreneurs regarding the financial performance of their ventures in relation to competitors. The results also show that more than 97% of the mompreneurs use smartphones and WhatsApp to manage their business, suggesting that social media and mobile devices have assumed a predominant role in female ventures, especially during the COVID-19 pandemic, period in which the data were collected.

We introduce a theoretical argument linking group structure to an individual’s cohesion in collectively oriented task groups. We posit that status, the distribution of opinions, and social categories indirectly shape perceptions of cohesion by making individuals working on an uncertain task more or less susceptible to the opinions of others. Specifically, these factors influence how likely one is to succumb to the opinions of others, which in turn influences one’s likelihood of viewing one’s actions as valid or consonant with the expectations of the other members of the group. As this process repeats over time, it accumulates to affect individuals’ expressions of cohesion with group members. Results from a laboratory experiment corroborate this process.

Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students’ academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors that support educator’s use of AT. Fifteen educators who worked in K–12 schools participated in semi-structured interviews and completed a researcher-developed Assistive Technology Treatment Integrity Checklist (ATTIC). This exploratory study indicated that participants had limited experiences using AT to target challenging behaviors. However, participants used technology to support evidence-based interventions or customized instructional technologies to manage students’ needs. Our findings also indicated that school structures impacted AT-related attitudes and eventual use. The findings from this study add to the literature on technology supports for students with challenging behaviors. Implications for practice and future research are also discussed.

Individuals engage in a variety of behavioral responses to cope with the COVID-19 pandemic, from complying with or transgressing against physical distancing regulations, to stockpiling or prosocial behavior. We predicted that particularly descriptive social norms are important in driving pandemic-related behavior as they offer guidelines in times of insecurity and crisis. To investigate this assumption, we conducted a longitudinal survey with two measurement points ( n = 1,907) in Germany during the spring of 2020. Results show that descriptive norms (perceived behavior of close others) positively predicted future transgression against distancing regulations, stockpiling, and prosocial behavior over time. In our analysis, we account for previous behavior as well as other potential predictors (subjective threat, personality). In sum, our findings highlight the power of descriptive norms in increasing compliance with pandemic-related regulations and promoting future prosocial behavior.

How do people behave in the seconds after they become aware they have been caught up in a real-life transport emergency? This paper presents the first micro-behavioral, video-based analysis of the behavior of passengers during a small explosion and subsequent fire on a subway train. We analyzed the behavior of 40 passengers present in the same carriage as the explosion. We documented the first action of the passengers following the onset of the emergency and described evidence of pro- and anti-social behavior. Passengers’ first actions varied widely. Moreover, anti-social behavior was rare and displays of pro-sociality were more common. In a quantitative analysis, we examined spatial clustering of running behavior and patterns in passenger exit choices. We found both homogeneity and heterogeneity in the running behavior and exiting choices of passengers. We discuss the implications of these findings for the mass emergency literature and for evacuation modeling.

How can sociology instructors provide high-quality education in the sociology of sexualities that captures both the increasing need for digital pedagogical tools and sociology’s continued drive for theoretically rich course content? We present digital storytelling as a highly adaptable instructional tool that is appropriate for a range of undergraduate sociology courses. We outline one specific application of digital storytelling—a staged, semester-long assignment in which students create multimedia presentations to tell stories about how they were socialized into some gendered or sexual role. We also discuss three key learning outcomes from the digital storytelling project: (1) developing students’ sociological imagination and intersectional thinking by connecting their own lived experience to social theory, (2) developing transferable technological skills, and (3) learning to apply sociological concepts outside of the classroom. We close our discussion with potential assignment modifications to improve accessibility.

The academic literature analyzing the behavior and interactions among commensals at a table generally resorts to experimental settings with volunteer decision makers or focuses on receipts issued at actual restaurants. The experimental approach widens the potential scope of the phenomena that can be analyzed but is subject to observer effects, with decision makers being aware of the fact that their actions are being monitored. The approach using receipts is not subject to observer effects but limited in its scope by lacking interactions with the commensals and the data that can be collected. In the current article, we make extensive use of a data set collected by restaurant personnel following specific instructions. They gathered information on a number of decisions made at the table throughout the whole meal without the commensals being aware that they are being monitored. As a result, we are able to examine empirically the importance that the choices of the first-person ordering (the leader) may have for the decisions made by the other commensals at the table. In particular, we study the similarity of orders—in terms of dishes, drinks, and prices—between the table leader and the other commensals. Our results reveal that table leaders, both male and female, have a considerable influence on the choices made by other commensals under a variety of different scenarios. We also describe the differences arising when males and females act as table leaders, as well as the influence that specific payment arrangements have on the ordering behavior of the commensals.

Retail institutions offer economic and social benefits to the participants in a market. It is expected that in a less developed economy the social factors influence economic behaviour much more than in developed economies. The rural markets offer increased opportunities for the influence of social factors on economic transactions. This study examined the case of a rural periodic market. To ensure reliability the case study protocol questions reflected propositions developed on the research questions. It was expected that the participants would exhibit the influence of social relations in their market transactions. The results indicated that the economic benefits than social considerations influenced participant behaviour in the rural periodic market. Contrary to expectations not all consumers in a less developed economy exhibit social embeddedness in economic behaviour. Implications are for policymakers involved in planning and regulating rural markets. They need to take into consideration the differing behaviour of consumer groups in designing or regulating retail markets. This study examining the social embeddedness of buyer behaviour in the rural retail context of a less developed economy is presumably the first.

Online health communities (OHC) provide a platform for users to exchange health-related information and seek emotional support. However, users often lack the intention to share their knowledge, which may lead to the failure of OHC. Drawing on the social influence theory, this research examined OHC users’ sharing behaviour. The results indicated that users’ sharing intention is influenced by three social influence factors, which include subjective norm, social identity and group norm. In addition, social support and privacy concern have effects on these three social influence factors. The results imply that OHC need to leverage social influence in order to facilitate users’ sharing behaviour.

In contrast to work showing exogenous social influences on the production of economic ideas, this article asks how a market’s own infrastructure can endogenously shape practitioners’ economic perspectives. It investigates this question by comparing the evolution of opposed views on speculation across two 19th-century American futures markets. The analysis locates the origins of this divergence in features of the grading, receipting and contracting processes that linked these new derivative markets to underlying agricultural markets. This connective infrastructure both made possible new speculative practices and established market ontologies from which traders theorized the economic significance of those practices. These ontologies served as distinct cores around which incompatible constellations of ideas – including beliefs about price relations between spot and futures markets, the character of the global market and the motives and capabilities of speculators – were elaborated. New markets, new questions Spot and future markets The CBOT and the insufficiency of exogenous factors Theoretical divergence and endogenous difference Findings Discussion and conclusion: Infrastructure, ontology and meaning Acknowledgements Notes References

Autologistic actor attribute models (ALAAMs) provide new analytical opportunities to advance research on how individual attitudes, cognitions, behaviors, and outcomes diffuse through networks of social relations in which individuals in organizations are embedded. ALAAMs add to available statistical models of social contagion the possibility of formulating and testing competing hypotheses about the specific mechanisms that shape patterns of adoption/diffusion. The main objective of this article is to provide an introduction and a guide to the specification, estimation, interpretation and evaluation of ALAAMs. Using original data, we demonstrate the value of ALAAMs in an analysis of academic performance and social networks in a class of graduate management students. We find evidence that both high and low performance are contagious, that is, diffuse through social contact. However, the contagion mechanisms that contribute to the diffusion of high performance and low performance differ subtly and systematically. Our results help us identify new questions that ALAAMs allow us to ask, new answers they may be able to provide, and the constraints that need to be relaxed to facilitate their more general adoption in organizational research.

Leadership talent development has been identified as a priority in national and state standards for gifted education. However, leadership programs in schools are not always supported by mandates or funding in individual states and implementation is not always feasible within the constraints of local gifted service models. Although some research has been devoted to leadership for gifted and high-ability adolescents and emerging adults, a limited number of studies on the identification, measurement, and development of leadership talent have been conducted. This systematic review of literature examined existing research on leadership talent development for adolescents and emerging adults. A database search identified 38 quantitative, qualitative, and mixed methods studies that were screened, summarized, and synthesized for discussion. The review highlighted research contexts, definitions of leadership, and themes that captured the recommendations researchers made across studies. Implications for developing leadership talent and suggestions for future research are discussed.

Individuals with autism spectrum disorders typically exhibit reduced visual attention towards social stimuli relative to neurotypical individuals. Importantly, however, attention is not a static process, and it remains unclear how such effects may manifest over time. Exploring these momentary changes in gaze behaviour can more clearly illustrate how individuals respond to social stimuli and provide insight into the mechanisms underlying reduced social attention in autism spectrum disorder. Using a simple passive eye-tracking task with competing presentations of social and nonsocial stimuli, we examine the different ways in which attention to social stimuli evolves over time in neurotypical adults and adults with and autism spectrum disorders. Our temporal modelling of gaze behaviour revealed divergent temporal profiles of social attention in neurotypical and observers with autism. Neurotypical data showed an initial increase in social attention, a ‘decay’ and subsequent ‘recovery’ after prolonged viewing. By contrast, in individuals with autism spectrum disorder, social attention decayed over time in a linear fashion without recovery after prolonged viewing. We speculate that the ‘gaze cascade’ effect that maintains selection of social stimuli in neurotypical observers is disrupted in individuals with high autistic traits. Considering these temporal components of gaze behaviour may enhance behavioural phenotypes and theories of social attention in autism spectrum disorder. Lay abstract One behaviour often observed in individuals with autism is that they tend to look less towards social stimuli relative to neurotypical individuals. For instance, many eye-tracking studies have shown that individuals with autism will look less towards people and more towards objects in scenes. However, we currently know very little about how these behaviours change over time. Tracking these moment-to-moment changes in looking behaviour in individuals with autism can more clearly illustrate how they respond to social stimuli. In this study, adults with and without autism were presented with displays of social and non-social stimuli, while looking behaviours were measured by eye-tracking. We found large differences in how the two groups looked towards social stimuli over time. Neurotypical individuals initially showed a high probability of looking towards social stimuli, then a decline in probability, and a subsequent increase in probability after prolonged viewing. By contrast, individuals with autism showed an initial increase in probability, followed by a continuous decline in probability that did not recover. This pattern of results may indicate that individuals with autism exhibit reduced responsivity to the reward value of social stimuli. Moreover, our data suggest that exploring the temporal nature of gaze behaviours can lead to more precise explanatory theories of attention in autism.

This study provides a new perspective on servant leadership research by examining the social influence of the servant leadership of individuals who are not in a supervisory position. Drawing on servant leadership and social learning theories, we examine how the servant leadership of managers in support roles can initiate a social learning process that shapes the leadership style of line managers and thereby influences employee outcomes throughout the organization. To facilitate the integration between servant leadership and social learning theories, we also examine the role of efficacy beliefs in enhancing the effectiveness of the social learning process. Using nested, time-lagged data from 667 store managers, 121 line managers, and 23 human resource managers (i.e., support managers), we find that support managers’ servant leadership positively influences organizational members’ perceptions of overall justice and leader-member exchange through line manager servant leadership. In turn, employees’ favorable perceptions stemming from line manager servant leadership enhance the employees’ organizational commitment and job satisfaction. The results also indicate that high leadership self-efficacy augments line managers’ effectiveness in emulating servant leadership behaviors from support managers and reinforces the indirect effects on organizational members’ favorable perceptions.

A multiple study mixed methods research design was used to examine how gifted English as a Foreign Language (EFL) high school students in Vietnam form their career intentions. In the first study, interview data collected from 25 participants were analyzed using grounded theory to develop models that describe the formation of career intentions. In the second study, survey data collected from 512 participants were analyzed using structural equation modeling procedures to quantitatively test and refine the qualitative models developed in the first study. In the final third study, structural equation modeling was again used on data collected from 602 participants using a refined survey to quantitatively retest and refine the models developed in both of the earlier two studies. The finally accepted optimal model highlighted the importance of career interest, career self-efficacy, and career prospects in the formation of the career intentions of gifted EFL high school students in Vietnam.

Managers—whether they realize it or not—have a profound influence over how people they work with think and feel. This article presents ten nonverbal behaviors managers should (or should not) be doing, the science behind them, and the tools to start modifying them. The ten topics covered are: avoiding micro-aggressions, liking and valuing others, building trust and consensus, listening, resting “cranky face,” power, status, intelligence, deception, and how to leverage the “wisdom of the crowd” to better “read” others. Knowing these nonverbal strategies can potentially make managers more effective in their workplace.

While an increasing number of girls and women are being identified with autism, we know little about the health of reproductive-aged autistic women. Our objectives were to (1) describe health characteristics of reproductive-aged autistic women who could potentially become pregnant and (2) compare these characteristics with those of non-autistic women. We conducted a population-based cross-sectional study using 2017–2018 administrative health data from Ontario, Canada. A total of 6,870 fifteen- to 44-year-old autistic women were identified and compared with 2,686,160 non-autistic women. Variables of interest included social determinants of health (neighborhood income, residential instability, material deprivation, rurality), health (co-occurring medical and psychiatric conditions, use of potentially teratogenic medications, history of assault), and health care factors (continuity of primary care). Overall, reproductive-aged autistic women had poorer health compared with non-autistic women, including increased rates of material deprivation, chronic medical conditions, psychiatric conditions, use of potentially teratogenic medications, and history of assault. These findings highlight the need for health interventions tailored to the needs of reproductive-aged autistic women. Lay abstract While an increasing number of girls and women are being identified with autism, we know little about reproductive-aged autistic women’s health. This study used administrative data from Ontario, Canada, to compare the health of reproductive-aged autistic women with non-autistic women. Overall, reproductive-aged autistic women had poorer health compared with non-autistic women, including increased rates of material deprivation, chronic medical conditions, psychiatric conditions, history of assault, and use of potentially teratogenic medications (i.e. drugs that can be harmful to the development of an embryo or fetus). These findings suggest that there is a need for health interventions tailored to the needs of reproductive-aged autistic women.

Teacher research has been promoted as a context-relevant approach to improving children’s learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers’ everyday practices. We present an informative project on facilitating toddlers’ conflict resolution to exemplify the process of early childhood teacher research for supporting SEL. Evidence of the teacher research project revealed that integrating the child-focused approach into the existing curriculum was beneficial for promoting children’s conflict resolution skills and self-regulation. As situated in the particular context of Singapore, this case of teacher research presents how to successfully innovate early childhood curriculum practices within sociocultural realities, which include the hierarchical management culture, the imbalance between pressure upon and support for teachers, and limited time and resources. Suggestions and implications for early childhood practitioners and policymakers are also discussed.

This study sought to determine if the implementation of standards-based learning in high schools affects students’ transition to learning in university courses. Surveys and interviews with 13 students who had graduated from high schools implementing standards-based learning and who had completed their first academic semester at a midsize, private, Midwest university revealed no detrimental effects. The most frequently mentioned transition difficulties related to social issues and time management. Implications for implementing high school grading reforms are discussed.

The adoption of information and communications technology (ICT) for rural development remains a critical issue in developing countries like Indonesia. Broadband projects, both infrastructure- and literacy-related, have been launched to increase ICT access and usage in rural areas. However, the extent of ICT usage for community development in rural areas remains unclear, and therefore this deserves critical assessment. This article argues that the higher the ICT adoption (ICTA) in a rural community, the greater its benefits in terms of development. By exploring Internet information literacy (IIL), Internet communication literacy (ICL) and social influence (SI), this study aims to get a better understanding of the relative influence of these factors on ICTA in rural areas. Also, this study considers Internet information overload (IO) and communication overload (CO) as moderators between independent and dependent variables. This study has been conducted in Gubugklakah village, Malang, Indonesia, with a pre-existing telecentre in the community. Using the partial least squares (PLS) method, the study finds that the ICL and SI variables are considerably higher in terms of construct validity compared with other variables. Both IIL and ICL significantly determine ICTA behaviour. IO and CO may even weaken the relationship between information and communication literacy and ICTA.

As student athletes exhibit unique alcohol use patterns based on being in- versus out-of-season and biological sex, we aimed to explore student athlete ( N = 442) alcohol use, pregaming behaviors, and associated negative outcomes. Results suggest being out-of-season and male are positively associated with negative alcohol-related consequences, and male athletes report greater numbers of pregame specific alcohol-related consequences than female athletes ( p < .05). Female athletes indicated significantly higher estimated blood alcohol concentrations than male athletes on pregaming nights. No differences emerged between in- and out-of-season athletes on pregame consequences. Results suggest that further emphasis on the role season status and sex has on pregaming behaviors and experiencing negative outcomes may be an important next step toward enhancing prevention and intervention approaches.

The current article presents a state-of-the-art review of research on the social factors that have been found to impact how learners acquire and use a second language (L2) sound system. These factors include ethnic group identification, gender, and study abroad experience. The research synthesis presents the key findings on each social factor, with examples drawn from the cited research for illustration. The article then presents recommendations for pedagogical practice. These recommendations are aimed at both teachers and learners, and for use both outside and inside the L2 classroom; they include examples and links to free online resources that both teachers and learners can use to enhance meaningful L2 pronunciation teaching and learning.

Are individuals’ attitudes constrained such that it is difficult to change one attitude without also changing other attitudes? Given a lack of longitudinal studies in real-world settings, it remains unclear if individuals have coherent attitude systems at all—and, if they do, what produces attitude constraint. I argue and show that groups can endogenously produce attitude constraint via cognitive authorities. Within groups, cognitive authorities explicitly link attitudes and generate feelings of connectedness among members, thereby facilitating the interpersonal processing of attitudes. Using data on interpersonal sentiment relations and attitude changes among members of intentional communities, I find cognitive authorities constrain attitudes via two mechanisms: (1) interpersonal tensions when attitudes and sentiment relations are misaligned (i.e., balance dynamics), and (2) social influence processes leading to attitude changes that are concordant with the group’s attitude system (i.e., constraint satisfaction). These findings imply that attitude change models based exclusively on interpersonal contagion or individual drives for cognitive consistency overlook important ways group structures affect how individuals feel and think.

Background A growing body of research highlights the experiences of Black men students who successfully navigate science, technology, engineering, and mathematics (STEM) educational pathways. Many Black men graduate students in engineering describe moments when their advisors, peers, and, at times, community members make them feel different because of their race and gender. Needed is a better understanding of what motivates Black men to persist in graduate school despite such challenges. Purpose This study advances a new theoretical model, “Black Men's Graduate Engineering Motivation” (BMGEM), to describe the overlaying factors and sources of motivation—and their interrelations—that influence Black men in engineering graduate programs to persist. Research Design To explore the motivational factors that influence Black men in graduate engineering programs at predominantly White institutions (PWIs) to persist, this study of 42 students used an eight-item demographic form, one-on-one semi-structured interviews, and follow-up focus groups. Data analysis was conducted using adapted grounded theory techniques. After the completion of data collection and multiple iterations of analyses (both inductive and deductive), existing conceptualizations of motivation were used to help make sense of data. The connection to existing literature, code development, their placement into categories, and placing categories into themes led to the creation of a substantive, practice-informing theory: Black Men's Graduate Engineering Motivation. Findings Data analysis resulted in the theory of Black Men's Graduate Engineering Motivation (BMGEM). The BMGEM explains the overlaying factors that influence individuals’ experiences and motivations to persist (i.e., sociocultural factors, personal factors, social identities, pre-graduate school experiences), and external and internal motivational sources that also influence students’ motivations to persist (i.e., desire to earn a graduate degree, desire to become an engineer, challenges during graduate school, peers, family members, [under]representation, self-coaching practices, career and professional goals). Conclusions and Recommendations The findings from this study inform future research, and practice-based strategies around broadening participation, that aid in Black men's progress through science and engineering pathways. With this new information, we charge engineering colleges to make true commitments to broadening participation, which means centering students—in this case, Black men—as contributors to STEM. In doing so, engineering colleges need to commit to helping Black men succeed. Assisting in their motivation to persist is a key to meeting this charge.

If heterosexual male victims had been more active in the #MeToo movement, how might they have been judged? Although the #MeToo movement has been regarded as an historic milestone for women who were victimized by men in positions of power, participation in the movement by male victims has been noticeably absent. Research indicates that victims may avoid disclosure if they anticipate negative social reactions, and male victims may attract greater levels of victim blaming than female victims, particularly if their perpetrator was female. The current study investigated attributions of victim blame against a fictional heterosexual male in a between-subjects vignette design. Perpetrator gender and their social influence were manipulated in a sample of 208 college students. Results did not support the hypothesized main effects of perpetrator gender or social influence. Greater blame attributions were made against victims of a male perpetrator compared to one of an unspecified gender. Male participants attributed greater blame than females, and the relationship between shame proneness and blame was moderated by participant gender, males experiencing higher levels of shame engaged in less victim blame. Blame increased when participants believed the court case to be more distressing than the victimizing act. Results support the male rape myth framework, which posits that beliefs about a male victim’s experience of his own violation, particularly whether he experienced distress or pleasure, are related to gendered norms of masculinity, which include normative traits of toughness, dominance, and high sexual performance. Implications on the role of gender as a barrier to disclosure by male victims are discussed.

Given the preponderance of deficit-oriented discourse about Black men and adult learners in higher education, there have not been theoretical frameworks put forth to explain the success of Black male adult learners in higher education. Thus, this article describes the Black male adult learner success theory, which builds on Gilman Whiting’s scholar identity model and Urie Bronfenbrenner’s bioecological system theory and was developed as a lens to examine the unique experiences of Black male adult learners in higher education and the impact of their various environments on their academic success. In response to the call for action from adult education scholars, this article introduces an asset-based theoretical approach for researchers to use when studying Black male adult learners. The article provides implications for using the Black male adult learner success theory for policy and practitioners. The article ends with providing future recommendations for research based on the theory.

The COVID-19 Pandemic has led to social isolation; however, with the help of technology, education can continue through this tough time. Therefore, this research attempts to explore the Unified Theory of Acceptance and Use of Technology (UTAUT) through the expansion of the model. Also, make it relevant to investigate the influence of social isolation, and the moderating role of Corona fear on Behavioral Intention of the Learning Management System and its Use Behavior of Learning Management System among students. The data was analyzed using Partial Least Square (PLS) and Structural Equation Modelling (SEM). The findings show a positive link of Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Social Isolation on Behavioral Intention of LMS and, also between Behavioral Intention of LMS and its Use behavior. Moreover, the results of the moderation analysis show that Corona fears only moderates the link of Performance Expectancy and Social influence with Behavioral Intention of LMS. The findings imply the need for improving the LMS experience to increase its Behavioral Intention among students. Finally, the author's recommendation for future researchers is to examine the extended model in other countries and territories to analyze Coronavirus's influence on e-learning acceptance.

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

The social identity approach suggests that group prototypical individuals have greater influence over fellow group members. This effect has been well-studied offline. Here, we use a novel method of assessing prototypicality in naturally occurring data to test whether this effect can be replicated in online communities. In Study 1a ( N = 53,049 Reddit users), we train a linguistic measure of prototypicality for two social groups: libertarians and entrepreneurs. We then validate this measure further to ensure it is not driven by demographics (Study 1b: N = 882) or local accommodation (Study 1c: N = 1,684 Silk Road users). In Study 2 ( N = 8,259), we correlate this measure of prototypicality with social network indicators of social influence. In line with the social identity approach, individuals who are more prototypical generate more responses from others. Implications for testing sociopsychological theories with naturally occurring data using computational approaches are discussed.

A simple compliment can make someone’s day, start a new friendship, or just make the world a better, kinder place. So, why don’t people give more compliments? Perhaps people misforecast the effect their compliment will have. Five studies explored this possibility. In Studies 1a and 1b, compliment givers underestimated how positively the person receiving their compliment would feel, with consequences for their likelihood of giving a compliment. Compliment givers also overestimated how bothered and uncomfortable the recipient would feel (Study 2)—and did so even in hindsight (Study 3). Compliment givers’ own anxiety and concern about their competence led to their misprediction, whereas third-party forecasters were accurate (Study 4). Finally, despite compliment givers’ anxiety at the prospect of giving compliments across our studies, they felt better after having done so (Study 4). Our studies suggest that people misestimate their compliments’ value to others, and so they refrain from engaging in this prosocial behavior.

The central objective of the study was to investigate a moderated mediation model addressing social cognitive mechanisms that account for the association between peer victimization and anxiety. A sample of 81 youth ( M age = 12.78, SD = 0.88) completed questionnaires assessing peer victimization, anxiety, social self-efficacy, and peer perceptions. Reports of peer victimization were associated with anxiety symptoms. Moreover, social self-efficacy partially mediated the relationship between peer victimization and anxiety. Lastly, the perception of school peers moderated the mediation process between peer victimization and anxiety via social self-efficacy. These findings suggest that social contextual variables (e.g., peer victimization and perception of school peers) and negative self-evaluations (e.g., social self-efficacy) are risk factors for anxiety symptom severity in youth. Limitations and practical implications were discussed.

This study investigated the role of home learning environments and family socioeconomic status in children’s learning in Tanzania. A total of 303 participants from the naturalized refugees, rural, and urban majority groups were recruited. Data were collected using parents’ questionnaires, interviews, Bracken’s Basic Concept Scale–Receptive, Early Grades Reading Assessment, and Early Grades Mathematics Assessment. The results indicate that although naturalized refugees’ home learning environments were comparable to those of the rural majority, and had lower socioeconomic status than the urban majority, their learning attainments were as good as those of the more-advantaged urban majority. Parental beliefs and expectations were the possible reasons for their demonstrating better learning attainments. These findings broaden our understandings of various protective and supportive factors which have implications on children’s development and learning across contexts.

This study investigates how technology acceptance model (TAM) factors and social factors determine customer purchase intention. Although previous studies on mobile apps have investigated TAM, critical social factors have been neglected, thus, reinforcing the need to study the latter’s contribution to consumer purchase intention. Accordingly, this study examines social influence and peer influence in the TAM and collects 777 questionnaires from Digikala app users. Data were then analysed using structural equation modelling by AMOS. The findings indicate that perceived usefulness does not have a significant effect on attitude towards mobile app use. However, perceived ease of use, social and peer influence, and intention to purchase were shown to exhibit positive effects on attitude in this regard. The results also demonstrate that attitude towards mobile app use is a full mediator on three paths of the model. Finally, moderation analysis showed that only age has a mediating effect on the path from perceived usefulness to attitude towards mobile app use.

Background/ContextThe corpus of scholarship on Black male students who play sports focuses on students at the collegiate level, thus ignoring the regional, neighborhood, and K–12 educational backgrounds and experiences of these young people before some matriculate into a college or university. This omission suggests the need for more robust investigations that (a) focus on Black males during K–12 schooling, (b) place Black male students’ experiences within the larger geographic (e.g., regions, neighborhoods and schools) and social and historical contexts in which they live and go to school, and thereby, (c) seek to understand how these contexts shape students’ experiences and beliefs about race and the role of academics and athletics in their lives and future.Purpose/Objective/Research Question/Focus of StudyWe investigated two research questions: (1) For Black male students who play high school sports, how do the social contexts shape their experiences and their beliefs about race and the role of academics and athletics in their lives and future? (2) And, what are the consequences of Black male students’ experiences and beliefs for their academic and athletic outcomes? This investigation across geographically and economically contrasting cities, neighborhoods, and schools in the U.S. South (metro Atlanta, Georgia) and Midwest (Chicago, Illinois) offers empirical, theoretical, and practice-related evidence about young Black males’ experiences and beliefs about race, academics, and athletics, while providing a window into the complex social and cultural worlds in which they live, go to school, and play sports.Research DesignThis article emanates from research studies that employed ethnographic research methods such as interviews and observations, while embedding the researchers within the communities where Black people resided. The research design used a cross-case analysis to investigate participants’ experiences and beliefs. The constant comparative method allowed for the synthesizing of data collected from two different research sites.Description of Main FindingsKey findings revealed the importance for researchers to consider place and its implication in the experiences of Black male students who play sports, particularly their perceptions of the role of academics, athletics, and race in their lives.Conclusions/RecommendationsThis article moves the scholarly understanding of the study of Black male “students who play sports” forward by illuminating the centrality of places, whether a particular country, region, city, neighborhood, or school—in shaping participants’ experiences and beliefs. We offer insights for research, theory, and practice.

In this article, I describe how the theory of integrative learning frames student learning in a course on climate leadership. The course is grounded in the theory of strong sustainability, which is sustainability for the planet rather than for individual companies alone. In a description of Beta, an MBA course on climate leadership, I show how these theories interact to enhance the student experience. Implications for the theories of integrative learning and strong sustainability as emerging pedagogies are discussed. This course can be adapted for undergraduate and executive audiences. Course content emphasizes what leaders need to know to make effective decisions in their organizations and communities, with an emphasis on applying a range of social sciences, including psychology, sociology, anthropology, and economics. A description of the pedagogical content is embedded in the article, and includes learning objectives, assignments, the main topics, a short book aligned with these topics, other readings, and an array of media. Additional pedagogical materials, including experiential exercises, are available directly from the author.

With renewed emphasis on civic education in K–12 schools, educators and politicians call for young people to engage in civic action. Worth considering are the kinds of ideas taken up, the performances deemed critical enough, and actions recognized in schools as civic engagement. Drawing from a case study of second graders in New York City (NYC), I move away from hypervisible expressions of civic participation to show how children take up critical literacy and civic action through everyday, ordinary moments. Beyond public displays of social action, how do we build up critically literate citizens who question, disrupt, and engage civically in their daily lives? Highlighted throughout this article are children’s questions, inquiries, and tensions around diverse identities and practices (e.g., religion, race, gender, politics). In centering children’s political agendas, I argue that the production of civic engagement is lived out in the curricular, conversational, and playful moments leading up to social movements.

In this article, we share findings from three qualitative studies, illustrating how children of color and their families make meaning of the racial, linguistic, cultural, and gendered worlds in which they develop. The first study examines how White adoptive Lesbian, Gay, Bisexual, Trans, Queer (LGBTQ) parents engage in race conscious child-rearing of their young African American son and the dialogism of racial identity formation and racial literacies; the second study examines the family literacy learning and teaching practices of one adult English to Speakers of Other Languages student; the third study examines how Latinx parents engage intergenerational sharing of stories as tools of resistance. Utilizing critical race theory, LatCrit theory, and sociocultural perspectives on literacy and intergenerational learning as analytical lenses, this article illuminates the consequential nature of intergenerational learning that occurs through the lived and embodied literacy practices of children and families of color and the implications for literacy researchers and practitioners.

Objective: To understand tobacco use patterns and the context, implementation and reception of a 2-year school-based behavioural intervention to promote awareness and support for tobacco control policies. Design: Qualitative exploration of participating students’, parents’ and teachers’ perspectives, experiences and observations related to tobacco use and the school-based intervention, as well as suggestions for the more effective prevention of tobacco use. Setting: 1,440 schools (720 intervention, 720 control) in two districts of Andhra Pradesh and five districts of Gujarat, India, participated in the study. Method: Forty-six focus group discussions were conducted with 94 teachers, 105 parents and 138 students in the intervention schools. Results: Evaluation findings signal the influence of the social, economic and cultural context on the initiation and perpetuation of tobacco use. Positive health beliefs, the economic importance of tobacco and cultural practices related to tobacco use were at variance with mounting evidence on the adverse outcomes of tobacco use. Health behaviour change related to tobacco use was observed in participating students, teachers and their families. However, the wider community was not as much influenced. Analysis of the intervention revealed various inputs and gaps in the implementation of the intervention associated with low impact on tobacco use in the community. Conclusion: School-based interventions can effect significant perceived health behaviour change among students and families. Health promotion interventions need to acknowledge, harness and address cultural norms, economic pressures and policy implementation with respect to the initiation and perpetuation of tobacco use health behaviours.

International education provides students with an opportunity to develop new social networks while they fit in to the new culture. In a three-wave longitudinal study, we investigated how social networks and psychological adjustment coevolve within a group of international students enrolled in a coursework degree at the tertiary level. Using the Stochastic Actor-Oriented Model (SAOM), we identified the occurrences of social selection based on the levels of psychological and sociocultural adjustment. More specifically, students tended to deselect classmates who were dissimilar in their level of psychological adjustment and to befriend those who differed in their levels of sociocultural adjustment. In contrast, little evidence was found to suggest that features of social networks influenced students’ adjustment. Potential applications of this new method to future acculturation research are suggested.

Syntactic priming studies in second language (L2) have contributed to understanding how L2 speakers’ syntactic knowledge is represented and processed. However, little is known about social influences on L2 speakers’ syntactic processing and learning. The present study investigated whether L2 speakers’ syntactic priming is influenced by social factors, specifically different accents of English speakers and their familiarity with those accents. Korean L2 learners of English with intermediate proficiency were asked to describe pictures depicting ditransitive events after listening to sentences recorded by three English speakers with different accents: a standard-accented speaker (an American English speaker), and two speakers with non-standard accents (a Korean English speaker and an Indian English speaker). The results of the picture description task showed that syntactic priming effects in Korean L2 English speakers were significantly influenced by speaker accents and their familiarity with the accents. In addition, their priming patterns and interactions with these factors changed over time. These results suggest that syntactic priming in L2 speakers is socially mediated. We propose that priming effects in real language use can be better accounted for using a combination of cognitive and sociolinguistic models of syntactic priming and speech production.

Purpose: This article presents a case study of a successful Black male public urban school principal, offering a counterstory to discourses of failure in urban schools. I build on scholars’ work in critical caring, the Black principalship, and radical hope to call for an expansion of narrow frameworks of effective school leadership to include an ethic of radical care within urban school leadership. Method: This study represents a counterstory in the tradition of critical race theory, centering the voice and perspectives of a Black male urban school principal. Using ethnographic research methods, this case study was based on prolonged and embedded engagement in the field including observations, informal and formal interviews, and document review. Data were collected and analyzed over a 2-year period. Findings: Five components of effective school leadership emerged from analysis of the data that, taken together, can be described as a radical care framework. These components include the folowing: (a) adopting an antiracist, social just stance; (b) cultivating authentic relationships; (c) believing in students’ and teachers’ capacity for growth and excellence; (d) strategically navigating the sociopolitical and policy climate; and (e) embracing a spirit of radical hope. Conclusion: In addition to highlighting the power of counterstories in educational leadership research, this study reinforces the critical need for leadership preparation that is grounded in antiracism and social justice, and comprises all aspects of an ethic of radical care. Furthermore, the study points to the need for targeted recruitment of Black and Latinx school leaders, particularly in urban contexts.

This work explores the influence of social connections on young people’s political knowledge. Extending previous research on individual and interpersonal predictors of political learning, the study examines relational characteristics and their role in informed citizenship. Factors expected to affect social contagion in political behavior include conversation content, interaction frequency, relational closeness, mutual communication partners, and shared ideology. The analyses were based on longitudinal network data from 13 residential student communities. The study found evidence consistent with social contagion. The political knowledge of participants was predicted by the knowledge of their strong social ties. Political discussants were not as influential as high-frequency general conversation partners. These findings have important implications for research exploring social influence on political behavior. They signal that the contacts we tend to identify as political are not necessarily the ones that matter most in shaping our opinions and attitudes.

This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children’s digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study asks two questions, ‘How do digital technologies and media inform the daily lives of children in their homes? Moreover, how do the sociocultural contexts of homes mediate children’s digital literacy practices across operational, cultural, critical and creative dimensions of literacy?’ The empirical data collection drew on the ‘day-in-the-life’ methodology, using a combination of video recordings, photographs, observational field notes and parent interviews. The data were subjected to thematic analysis following an ethnographic logic of enquiry. The findings make visible how children’s digital literacy practices are intertwined in families’ everyday activities, guided by parental rules and values. The study demonstrates children’s operational, cultural and creative digital literacy practices. The study also points out the need for more attention to children’s critical engagement in their digital literacy practices.

This research analyses tweets, interviews and observations to grasp power relations between oppressive education and liberative technology in Arab contexts. It ascertains that liberative technology may limit oppressive education and unveils that oppressive education may restrict liberative technology or exploit technology as instruments for further oppression. It discloses that oppressive education may apply liberative technology to oppress itself or may tolerate liberative technology to gain vested interests. It reasons that students may use technology to counter-oppress oppressive education, meaning that education and students undertake repressive ‘battles’, turning oppression into a lifestyle. It proclaims that students may, online, incite the public against education. It indicates that, in societies where the crowd is more powerful than authorities, oppressed students can, virtually, unite against oppressive education, meaning that ‘the oppressed’ (students) becomes more powerful than ‘the oppressor’ (education). The take-home message is that, despite the growing philosophisation of technology as oppressive tools, individuals are, as found by this article, not powerless, as they can turn technologies into liberative tools and develop emancipation out of oppression. A further proposition to be drawn from the findings is that students are not apolitically decent, as they can encounter downward oppression with even crueller upward oppression.