Journal articles: 'Social evaluations'

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Barnett, Michael L., Michael Andreas Etter, Timothy Hannigan, Rhonda K. Reger, and Anastasiya A. Zavyalova. "Social Media and Social Evaluations." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 13845. http://dx.doi.org/10.5465/ambpp.2019.13845symposium.

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Svensson, Kate, Barbara Szijarto, Peter Milley, and J. Bradley Cousins. "Evaluating Social Innovations." American Journal of Evaluation 39, no. 4 (April 29, 2018): 459–77. http://dx.doi.org/10.1177/1098214018763553.

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Social innovations (SIs) frequently bring previously unrelated actors, ideas, and practices together in new configurations with the goal of addressing social needs. However, the dizzying variety of definitions of SI and their dynamic, exploratory character raise dilemmas for evaluators tasked with their evaluations. This article is based on a systematic review of research on evaluation, specifically an analysis of 28 published peer-reviewed empirical studies, within SI contexts. Given that design considerations are becoming increasingly important to evaluators as the complexity of social interventions grows, our objectives were to identify influences on design of evaluations of SI and clarify, which SI features should be taken into account when designing evaluations. We ultimately developed a conceptual framework to aid evaluators in recognizing some differences between SI and conventional social interventions, and correspondingly, implications for evaluation design. This framework is discussed in terms of its implications for ongoing research and practice.

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Nørholm, Morten. "Outlining a theory of the social and symbolic function of evaluations of education." Praxeologi – Et kritisk refleksivt blikk på sosiale praktikker 1 (May 21, 2019): e1467. http://dx.doi.org/10.15845/praxeologi.v1i0.1467.

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AbstractThe article presents the results of a research project focusing on evaluations of education as a part of a New Public Management in the area of education.The empirical material consists of:- 8 state-sanctioned evaluations of the formal training programs for the positions in a medical field- various texts on evaluations- various examples of Danish evaluation research.A field of producers of Danish evaluation research is constructed as part of a field of power: analogous to the analysed evaluations, Danish evaluation research forms a discourse legitimizing socially necessary administrative interventions. The evaluations and the evaluation research are constructed as parts of a mechanism performing and legitimizing a sorting to an existing social order. The theoretical starting point is from theories, primarily by Émile Durkheim, Pierre Bourdieu and Ulf P. Lundgren.Keywords: evaluation, evaluation of education, social reproduction, New Public Management, societies after the Modern, meritocracy

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Bufquin, Diego, Robin DiPietro, Marissa Orlowski, and Charles Partlow. "Social evaluations of restaurant managers." International Journal of Contemporary Hospitality Management 30, no. 3 (March 19, 2018): 1827–44. http://dx.doi.org/10.1108/ijchm-11-2016-0617.

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Purpose This paper aims to examine the effects of restaurant managers’ warmth and competence on employees’ turnover intentions mediated by job satisfaction and organizational commitment. The study aims to enhance existing literature related to the influence of social perceptions that casual dining restaurant employees may adopt regarding their restaurant managers. Design/methodology/approach The data came from 781 employees of a large US-based casual dining restaurant franchise group that owned 43 restaurants. Exploratory and confirmatory factor analyses were performed, followed by multilevel path and post hoc mediation analyses, to assess the effects of the proposed model. Findings Results demonstrated that managers’ warmth and competence represented a single factor, instead of two distinct constructs, thus contradicting several sociopsychological studies. Moreover, managers’ warmth and competence had an indirect influence on employees’ turnover intentions through both job satisfaction and organizational commitment. Practical implications Knowing that employees develop improved job attitudes and lower turnover intentions when they evaluate their managers as warm and competent individuals, restaurant operators should focus on both of these social characteristics when designing interviewing processes, management training, and performance appraisal programs. Originality/value By studying a casual dining restaurant franchise group that operates a single brand, thus minimizing variation in policies and procedures, this paper fulfills an identified need to examine two fundamental social dimensions that people often use in professional settings, and which have not been vastly studied in organizational behavior or hospitality literature.

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Zandniapour, Lily, and Nicole M. Deterding. "Lessons From the Social Innovation Fund." American Journal of Evaluation 39, no. 1 (October 30, 2017): 27–41. http://dx.doi.org/10.1177/1098214017734305.

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Tiered evidence initiatives are an important federal strategy to incentivize and accelerate the use of rigorous evidence in planning, implementing, and assessing social service investments. The Social Innovation Fund (SIF), a program of the Corporation for National and Community Service, adopted a public–private partnership approach to tiered evidence. What was learned from implementing this ambitious program? How can large funding initiatives promote evaluation capacity in smaller organizations and evidence building in a sector broadly, increasing knowledge about how to address important social problems? And what can evaluators and evaluation technical assistance providers not working within a tiered evidence framework learn from the SIF? We provide an overview of the SIF model and describe how the fund operationalized “evidence building.” Materials developed to support SIF grantees represent practical, best practice strategies for successfully completing rigorous, relevant evaluations. Key lessons from overseeing over 130 evaluations—and their utility for other local evaluators—are discussed.

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Hinsz, Verlin B., and David C. Matz. "SELF-EVALUATIONS INVOLVED IN GOAL SETTING AND TASK PERFORMANCE." Social Behavior and Personality: an international journal 25, no. 2 (January 1, 1997): 177–81. http://dx.doi.org/10.2224/sbp.1997.25.2.177.

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Reactions from individuals having high (>50%) and low (<50%) evaluations of their relative ability on a task are compared. Low evaluation individuals had lower self-esteem as compared to the high evaluation group. The low evaluation group also had lower self-efficacy on the task, set lower goals, and had a lower expectation that they would attain the goal than the high evaluation group. In addition, the low evaluation group had less positive attitudes and lower commitment toward attaining the goal. Perhaps as a consequence of the poor evaluations, the low evaluation group had lower task performance and continued to have lower self-esteem subsequent to task performance.

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Georghiou, L. "Meta-evaluation: Evaluation of evaluations." Scientometrics 45, no. 3 (July 1999): 523–30. http://dx.doi.org/10.1007/bf02457622.

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Praestgaard, E. "Meta-evaluation: Evaluation of evaluations." Scientometrics 45, no. 3 (July 1999): 531–32. http://dx.doi.org/10.1007/bf02457623.

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Elliott, Megan, Mark Davies, Julie Davies, and Carolyn Wallace. "Exploring how and why social prescribing evaluations work: a realist review." BMJ Open 12, no. 4 (April 2022): e057009. http://dx.doi.org/10.1136/bmjopen-2021-057009.

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ObjectiveThe evidence base for social prescribing is inconclusive, and evaluations have been criticised for lacking rigour. This realist review sought to understand how and why social prescribing evaluations work or do not work. Findings from this review will contribute to the development of an evidence-based evaluation framework and reporting standards for social prescribing.DesignA realist review.Data sourcesASSIA, CINAHL, Embase, Medline, PsycINFO, PubMed, Scopus Online, Social Care Online, Web of Science and grey literature.Eligibility criteriaDocuments reporting on social prescribing evaluations using any methods, published between 1998 and 2020 were included. Documents not reporting findings or lacking detail on methods for data collection and outcomes were excluded.AnalysisIncluded documents were segregated into subcases based on methodology. Data relating to context, mechanisms and outcomes and the programme theory were extracted and context-mechanism-outcome configurations were developed. Meta-inferences were drawn from all subcases to refine the programme theory.Results83 documents contributed to analysis. Generally, studies lacked in-depth descriptions of the methods and evaluation processes employed. A cyclical process of social prescribing evaluation was identified, involving preparation, conducting the study and interpretation. The analysis found that coproduction, alignment, research agency, sequential mixed-methods design and integration of findings all contributed to the development of an acceptable, high-quality social prescribing evaluation design. Context-mechanism-outcome configurations relating to these themes are reported.ConclusionsTo develop the social prescribing evidence base and address gaps in our knowledge about the impact of social prescribing and how it works, evaluations must be high quality and acceptable to stakeholders. Development of an evaluation framework and reporting standards drawing on the findings of this realist review will support this aim.PROSPERO registration numberCRD42020183065.

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Skarżyńska, Krystyna. "SPRAWIEDLIWOŚĆ JAKO KRYTERIUM OCENY SYSTEMU EKONOMICZNO-POLITYCZNEGO." Civitas et Lex 5, no. 1 (March 31, 2015): 19–30. http://dx.doi.org/10.31648/cetl.2032.

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Justice is a widely used evaluation criterion applied to both particular decisions and behavioursas well as to whole social, economic and political systems. The paper presents research results fromthe representative sample of adult Poles conducted in September 2014. The goal of the research wasto investigate the relationships between different schemata of world perception and the evaluationof the justice of the current socio-economic system. The method of the data collection was computerassisted telephone interviews. The results indicate that the evaluations of justice of the politicalsystem are lower when: political cynicism is higher, interpersonal distrust is higher and whenrespondents held a stronger belief that the social world is full of uncontrollable danger. Also thelower evaluations of justice of the current system were accompanied by acceptance of aggressionin politics. Socio-demographic variables were less correlated with the evaluations of the justiceof the system then were psychological variables. Only age and educational level significantly butweakly differentiated the evaluations of justice.

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Ganzach, Yoav, and Einat Yaor. "The Retrospective Evaluation of Positive and Negative Affect." Personality and Social Psychology Bulletin 45, no. 1 (June 25, 2018): 93–104. http://dx.doi.org/10.1177/0146167218780695.

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A vast amount of literature examined the relationship between retrospective affective evaluations and evaluations of affective experiences. This literature has focused on simple momentary experiences, and was based on a unidimensional concept of affect. The current article examines the relationships between evaluations of complex experiences, experiences involving both positive and negative feelings, and the retrospective evaluation of these experiences. Based on the idea that negative information is better remembered than positive information, we predict that in comparison with negative retrospective evaluations, positive evaluations have a stronger correlation with end affect and a weaker correlation with peak affect. These predictions are tested in two studies. We explore boundary conditions for these effects and demonstrate the implications of the asymmetry between positive and negative affect to various topics that are at the center of affect research: the dimensionality of affective experiences, the memory-experience gap, and the analysis of net affect.

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Georgesen, John C., and Monica J. Harris. "Why's My Boss Always Holding Me Down? A Meta-Analysis of Power Effects on Performance Evaluations." Personality and Social Psychology Review 2, no. 3 (August 1998): 184–95. http://dx.doi.org/10.1207/s15327957pspr0203_3.

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One factor with potential links to performance evaluation is evaluator power. In a meta-analytic review of the available literature, the relation between power and performance evaluation was examined. Results indicate that as power levels increase, evaluations of others become increasingly negative and evaluations of the self become increasingly positive. We examined moderators of these relations, and methodological variables caused the most differences in effect sizes across studies. The article addresses implications of these findings for businesses and social psychological theories of power.

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Park, Chae-rin, and Hyun-joo Song. "Infants’ social evaluations of helping behaviors." KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 32, no. 2 (June 15, 2019): 65–77. http://dx.doi.org/10.35574/kjdp.2019.06.32.2.65.

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Riederer, Bernhard, Gerold Mikula, and Otto Bodi. "Social Comparisons and Evaluations of Justice." Social Psychology 40, no. 4 (January 2009): 181–91. http://dx.doi.org/10.1027/1864-9335.40.4.181.

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This research investigates the causal directions of associations between justice evaluations and social comparisons, distinguishing between the outcome and the frequency of making comparisons. Structural equation modeling analyses examine cross-sectional and longitudinal associations between women’s justice evaluations of the division of family work and the outcomes and frequencies of comparing their own shares and their partner’s shares of work (N = 389). Results support the existence of causal effects of (1) perceived justice on the frequency and outcome of comparisons and (2) of the frequency of comparisons on perceived justice. No support was obtained for causal effects of comparison outcome on perceived justice. The latter result is attributed to the long time interval of 3 years between the two surveys.

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Greenberg, David, and Burt S. Barnow. "Flaws in Evaluations of Social Programs." Evaluation Review 38, no. 5 (August 21, 2014): 359–87. http://dx.doi.org/10.1177/0193841x14545782.

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Garifullina, V. N., and S. N. Enikolopov. "The Social Evaluations of Stigmatized Groups." Bulletin of the South Ural State University Series "Psychology" 9, no. 3 (2016): 67–75. http://dx.doi.org/10.14529/psy160307.

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Pun, Anthea, Matar Ferera, Gil Diesendruck, J. Kiley Hamlin, and Andrew Scott Baron. "Foundations of infants' social group evaluations." Developmental Science 21, no. 3 (July 13, 2017): e12586. http://dx.doi.org/10.1111/desc.12586.

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Becton, John Bret, H. Jack Walker, J. Bruce Gilstrap, and Paul H. Schwager. "Social media snooping on job applicants." Personnel Review 48, no. 5 (August 2, 2019): 1261–80. http://dx.doi.org/10.1108/pr-09-2017-0278.

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Purpose The purpose of this paper is to investigate how HR professionals use social networking website information to evaluate applicants’ propensity to engage in counterproductive work behaviors and suitability for hire. Design/methodology/approach Using an experimental design, 354 HR professionals participated in a two-part study. In part 1, participants viewed a fictitious resume and rated the applicant’s likelihood to engage in counterproductive work behavior as well as likelihood of a hiring recommendation. In part 2, participants viewed a fictitious social networking website profile for the applicant and repeated the ratings from part 1. The authors analyzed their responses to determine the effect viewing a social network website (SNW) profile had on ratings of the applicant. Findings Unprofessional SNW information negatively affected ratings of applicants regardless of applicants’ qualifications, while professional SNW profile information failed to improve evaluations regardless of qualifications. Originality/value Anecdotal reports suggest that many employers use SNW information to eliminate job applicants from consideration despite an absence of empirical research that has examined how SNW content influences HR recruiters’ evaluation of job applicants. This study represents one of the first attempts to understand how HR professionals use such information in screening applicants. The findings suggest that unprofessional SNW profiles negatively influence recruiter evaluations while professional SNW profile content has little to no effect on evaluations.

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Hu, Xiaoqing, Bertram Gawronski, and Robert Balas. "Propositional Versus Dual-Process Accounts of Evaluative Conditioning." Personality and Social Psychology Bulletin 43, no. 1 (November 18, 2016): 17–32. http://dx.doi.org/10.1177/0146167216673351.

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Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a valenced unconditioned stimulus (US). According to propositional accounts, EC effects should be qualified by the relation between the CS and the US. Dual-process accounts suggest that relational information should qualify EC effects on explicit evaluations, whereas implicit evaluations should reflect the frequency of CS–US co-occurrences. Experiments 1 and 2 showed that, when relational information was provided before the encoding of CS–US pairings, it moderated EC effects on explicit, but not implicit, evaluations. In Experiment 3, relational information moderated EC effects on both explicit and implicit evaluations when it was provided simultaneously with CS–US pairings. Frequency of CS–US pairings had no effect on implicit evaluations. Although the results can be reconciled with both propositional and dual-process accounts, they are more parsimoniously explained by propositional accounts.

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Barnidge, Matthew. "Social Affect and Political Disagreement on Social Media." Social Media + Society 4, no. 3 (July 2018): 205630511879772. http://dx.doi.org/10.1177/2056305118797721.

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The perception of political disagreement is more prevalent on social media than it is in face-to-face communication, and it may be associated with negative affect toward others. This research investigates the relationship between interpersonal evaluations (i.e., perceived similarity, liking, and closeness) and perceived political disagreement in social media versus face-to-face settings. Relying on a representative survey of adult internet users in the United States ( N = 489), the study first examines the differences between social media and face-to-face settings in terms of interpersonal evaluations and relates them to parallel differences in perceived disagreement. Results are discussed in light of important, ongoing scholarly conversations about political disagreement, tolerance toward the other side in politics, and the “affective turn” in public communication about politics.

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Lau, Sing, and Kit-Ling Pun. "PARENTAL EVALUATIONS AND THEIR AGREEMENT: RELATIONSHIP WITH CHILDREN'S SELF-CONCEPTS." Social Behavior and Personality: an international journal 27, no. 6 (January 1, 1999): 639–50. http://dx.doi.org/10.2224/sbp.1999.27.6.639.

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The relationships between parents'evaluations of their children, and agreement between parental evaluations and children's self-evaluations in four self-concept domains (academic, physical, social and general) were examined in the present study. A sample of 974 families, each consisting of a father, a mother and a child of primary grade (aged 8 to 13), were included. Significant correlations were found between parental (especially maternal) evaluations and children's self-concepts. There was a significant relationship between parent-parent agreement and children's self-concepts. Children with parents who disagreed tended to have lower self-concepts than those with parents who agreed positively. They tended also to be more influenced by maternal evaluations. Across sex and grade, academic self-concept was the domain in which parental evaluation impact was the greatest.

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Parker, Robert J. "THE EFFECTS OF EVALUATIVE CONTEXT ON PERFORMANCE: THE ROLES OF SELF-AND SOCIAL-EVALUATIONS." Social Behavior and Personality: an international journal 29, no. 8 (January 1, 2001): 807–22. http://dx.doi.org/10.2224/sbp.2001.29.8.807.

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This study proposed that evaluative situations influence individual performance by raising concerns about self-and social-evaluations. When an individual performs a task, the individual's performance may be subject to two types of evaluation: self-evaluation and evaluation by others. Often, the basis of evaluation is the performance of others, i.e., social comparison. In such cases, an individual may increase performance to protect self-and social-esteem. Further, the individual's sensitivity to esteem threats, as measured by identity orientation, may moderate the performance increase. This study examined performance in two evaluative situations: peer groups and goal setting. Experimental results support the proposed theory in the case of peer evaluations. Regarding goals, results suggest that self-evaluation may not contribute to performance increases associated with goal setting.

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Patenaude, Johane, Georges-Auguste Legault, Monelle Parent, Jean-Pierre Béland, Suzanne Kocsis Bédard, Christian Bellemare, Louise Bernier, Charles-Etienne Daniel, Pierre Dagenais, and Hubert Gagnon. "OP104 Health Technology Assessment's Ethical Evaluation: Understanding The Diversity Of Approaches." International Journal of Technology Assessment in Health Care 33, S1 (2017): 47–48. http://dx.doi.org/10.1017/s0266462317001738.

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INTRODUCTION:The main difficulties encountered in the integration of ethics in Health Technology Assessment (HTA) were identified in our systematic review. In the process of analyzing these difficulties we then addressed the question of the diversity of ethical approaches (1) and the difficulties in their operationalization (2,3).METHODS:Nine ethical approaches were identified: principlism, casuistry, coherence analysis, wide reflexive equilibrium, axiology, socratic approach, triangular method, constructive technology assessment and social shaping of technology. Three criteria were used to clarify the nature of each of these approaches: 1.The characteristics of the ethical evaluation2.The disciplinary foundation of the ethical evaluation3.The operational process of the ethical evaluation in HTA analysis.RESULTS:In HTA, both norm-based ethics and value-based ethics are mobilized. This duality is fundamental since it proposes two different ethical evaluations: the first is based on the conformity to a norm, whereas the second rests on the actualization of values. The disciplinary foundation generates diversity as philosophy, sociology and theology propose different justifications for ethical evaluation. At the operational level, ethical evaluation's characteristics are applied to the case at stake by specific practical reasoning. In a norm-based practical reasoning, one must substantiate the facts that will be correlated to a moral norm for clearly identifying conformity or non-conformity. In value-based practical reasoning, one must identify the impacts of the object of assessment that will be subject to ethical evaluation. Two difficulties arise: how to apply values to facts and prioritize amongst conflicting ethical evaluations of the impacts?CONCLUSIONS:Applying these three criteria to ethical approaches in HTA helps understanding their complexity and the difficulty of operationalizing them in HTA tools. The choice of any ethical evaluations is never neutral; it must be justified by a moral point of view. Developing tools for ethics in HTA is operationalizing a specific practical reasoning in ethics.

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Kunda, Ziva, and Richard E. Nisbett. "Predicting Individual Evaluations from Group Evaluations and Vice Versa." Personality and Social Psychology Bulletin 14, no. 2 (June 1988): 326–34. http://dx.doi.org/10.1177/0146167288142010.

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Lee, Carole J., and Christian D. Schunn. "Social Biases and Solutions for Procedural Objectivity." Hypatia 26, no. 2 (2011): 352–73. http://dx.doi.org/10.1111/j.1527-2001.2011.01178.x.

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An empirically sensitive formulation of the norms of transformative criticism must recognize that even public and shared standards of evaluation can be implemented in ways that unintentionally perpetuate and reproduce forms of social bias that are epistemically detrimental. Helen Longino's theory can explain and redress such social bias by treating peer evaluations as hypotheses based on data and by requiring a kind of perspectival diversity that bears, not on the content of the community's knowledge claims, but on the beliefs and norms of the culture of the knowledge community itself. To illustrate how socializing cognition can bias evaluations, we focus on peer-review practices, with some discussion of peer-review practices in philosophy. Data include responses to surveys by editors from general philosophy journals, as well as analyses of reviews and editorial decisions for the 2007 Cognitive Science Society Conference.

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Shedlosky-Shoemaker, Randi, Kristi A. Costabile, Haylee K. DeLuca, and Robert M. Arkin. "The Social Experience of Entertainment Media." Journal of Media Psychology 23, no. 3 (January 2011): 111–21. http://dx.doi.org/10.1027/1864-1105/a000042.

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People often look to others for guidance when selecting narrative entertainment. Previous work has demonstrated that this social guidance forms the basis of people’s expectations and subsequently affects people’s experience. The current work extends previous research by exploring the influence of peer evaluations of a story, on enjoyment of and psychological transportation in the written narrative. In two experiments, participants read peer evaluations prior to reading the story. Results of Experiment 1 revealed that social influence guides readers’ expectations, attention to elements in the narrative, reported enjoyment, and feelings of transportation in the narrative. This influence was particularly apparent when readers were given unfavorable reviews of the stimulus. In the second experiment, readers were given peer evaluations that were either confirmed or disconfirmed by other readers. Results indicated that valence of peer evaluations influenced both transportation and enjoyment. Additionally, inconsistent evaluations increased feelings of transportation, but consistency alone had no effect on reported enjoyment. Implications for social media experiences and future directions in research on entertainment media are discussed.

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Ledgerwood, Alison, Paul W. Eastwick, and Leigh K. Smith. "Toward an Integrative Framework for Studying Human Evaluation: Attitudes Toward Objects and Attributes." Personality and Social Psychology Review 22, no. 4 (August 29, 2018): 378–98. http://dx.doi.org/10.1177/1088868318790718.

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Evaluation is central to human experience, and multiple literatures have studied it. This article pulls from research on attitudes, human and nonhuman mating preferences, consumer behavior, and beyond to build a more comprehensive framework for studying evaluation. First, we distinguish between evaluations of objects (persons, places, things) and evaluations of attributes (dimensions, traits, characteristics). Then, we further distinguish between summarized attribute preferences (a valenced response to a direction on a dimension, such as liking sweetness in desserts) and functional attribute preferences (a valenced response to increasing levels of a dimension in a set of targets, such as the extent to which sweetness predicts liking for desserts). We situate these constructs with respect to existing distinctions in the attitude literature (e.g., specific/general, indirect/direct). Finally, new models address how people translate functional into summarized preferences, as well as how attribute preferences affect (a) subsequent evaluations of objects and (b) situation selection.

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Preskill, Hallie, and Valerie Caracelli. "Current and Developing Conceptions of Use: Evaluation Use TIG Survey Results." Evaluation Practice 18, no. 3 (September 1997): 209–25. http://dx.doi.org/10.1177/109821409701800303.

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This article presents the results of a survey sent to Evaluation Use Topical Interest Group (TIG) members for the purpose of ascertaining their perceptions about and experiences with evaluation use. Fifty-four percent ( n = 282) of the 530 members surveyed responded. These respondents agree that the major purposes of evaluation are to facilitate organizational learning, provide information for decision making, improve programs, and determine the merit or worth of the evaluand. Performance-results oriented evaluations, formative evaluations, as well as evaluations with a participatory emphasis, organizational learning emphasis, and practitioner-centered action research or empowerment approaches were all viewed as more important today than they were 10 years ago. Survey findings revealed that the most important strategies for facilitating use are planning for use at the beginning of an evaluation, identifying and prioritizing intended users and intended uses of the evaluation, designing the evaluation within resource limitations, involving stakeholders in the evaluation process, communicating findings to stakeholders as the evaluation progresses, and developing a communication and reporting plan. This survey represents a comprehensive effort to understand TIG respondents' views on evaluation use and should help further discussion on developing and advancing our theoretical and practical knowledge.

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Pawluczuk, Alicja, Hazel Hall, Gemma Webster, and Colin Smith. "Youth digital participation: Measuring social impact." Journal of Librarianship and Information Science 52, no. 1 (May 17, 2018): 3–15. http://dx.doi.org/10.1177/0961000618769975.

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Current scholarly debate around digital participatory youth projects and approaches to their evaluation are examined in this article. The analysis of the literature presented here reveals (1) an over-reliance on traditional evaluation techniques for such initiatives, and (2) a scarcity of models for the assessment of the social impact of digital participatory youth projects. It is concluded that the challenges and limitations of social impact evaluation practice in digital participatory youth projects should be addressed through the adoption of alternative, participant-centred approaches. These issues are discussed in reference to a current ongoing study that seeks to identify solutions for enhancing social impact evaluations of participatory digital initiatives by young people.

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Fitzpatrick, Jody, and James Riccio. "Exemplary Evaluations." Evaluation Practice 18, no. 3 (September 1997): 239–40. http://dx.doi.org/10.1177/109821409701800305.

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SIMONCHUK, ELENA. "SUBJECTIVE SOCIAL STATUSES OF THE UKRAINIANS: CHANGES OVER TIME (2009–2019)." Sociology: Theory, Methods, Marketing, Stmm 2021 (1) (April 7, 2021): 5–24. http://dx.doi.org/10.15407/sociology2021.01.005.

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The article examines the dynamics of social status self-evaluations of the Ukrainians based on two waves (2009 and 2019) of the Social Inequality module of International Social Survey Programme. Three types of social status self-evaluation in different biographical situations were noted: the current one (at the time of the survey), the retrospective one (of the parents’ family status) and the perspective one (status of oneself in 10 years’ time). They were measured through the respondents’ self-determination of their appropriate status on an imaginary 10-step social ladder. The noticeable changes for the better in the current social status self-evaluations of the Ukrainians are stated, which is visualized in changing the diagram of their distribution from pyramidal shape (where the lower-middle and the lowest positions are the basic ones) to the close to rhombus shape (where the majority is concentrated on the middle levels). The retrospective self-evaluations still demonstrate negative situation: the respondents mostly perceive the social status of parents’ families as higher than their current status. At the same time, the perspective self-evaluations of the Ukrainians are rather optimistic: majority of them hope to significantly increase their own status in the social hierarchy in the next decade. A connection between the class positions (both objectively and subjectively determined) and the status self-evaluations of three kinds was also studied. It is recorded that in both years of the survey this connection remains quite significant and expected in nature. Regarding EGP-classes: representatives of service classes and small owners had significantly higher current, retrospective and prospective self-evaluations than working-class people, primarily unskilled workers and farm labours. Regarding the subjective classes defined by nominal categories (upper middle, middle, lower middle, working, lower class): the higher the subjective class position a person has, the higher he/she evaluates his/her social status.

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Devenport, Jennifer L., Steven D. Penrod, and Brian L. Cutler. "Eyewitness identification evidence: Evaluation commonsense evaluations." Psychology, Public Policy, and Law 3, no. 2-3 (June 1997): 338–61. http://dx.doi.org/10.1037/1076-8971.3.2-3.338.

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Schleef, Erik. "Social Meanings across Listener Groups." Journal of English Linguistics 45, no. 1 (March 2017): 28–59. http://dx.doi.org/10.1177/0075424216686149.

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This study compares the group-specific evaluations of (t) in Greater Manchester, England, with those of (ing) published in a previous study. The comparison is based on a set of perception surveys, in which study participants listened to manipulated audio stimuli and rated them on a series of scales. In contrast to findings for (ing), the social characteristics of listeners are not pertinent to the evaluation of (t): most social meanings associated with (t) are shared across the Greater Manchester population. It is argued that this is due to the pronounced attitude strength of T-glottalling in this particular region.

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Brannon, Skylar M., and Bertram Gawronski. "A Second Chance for First Impressions? Exploring the Context-(In)Dependent Updating of Implicit Evaluations." Social Psychological and Personality Science 8, no. 3 (October 18, 2016): 275–83. http://dx.doi.org/10.1177/1948550616673875.

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Research on implicit evaluation has yielded mixed results, with some studies suggesting that implicit evaluations are relatively resistant to change and others showing that implicit evaluations can change rapidly in response to new information. To reconcile these findings, it has been suggested that changes in implicit evaluations can be limited to the context in which counterattitudinal information was acquired. The current research expands on evidence for such context-dependent changes by investigating whether two cases of rapid change—updating caused by a reinterpretation of earlier information and by exposure to diagnostic information—generalize across contexts or, instead, are limited to the context in which the qualifying information was acquired. Two experiments found that both reinterpretation of earlier information and diagnostic counterattitudinal information led to changes in implicit evaluations that generalized across contexts. Implications for the malleability of implicit evaluations and context-dependent changes in implicit evaluations are discussed.

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Nordahl, Hans M., Henrik Nordahl, and Adrian Wells. "Metacognition and Perspective Taking Predict Negative Self-Evaluation of Social Performance in Patients with Social Anxiety Disorder." Journal of Experimental Psychopathology 7, no. 4 (September 25, 2016): 601–7. http://dx.doi.org/10.5127/jep.055616.

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This study set out to test metacognitive beliefs and perspective taking in self-imagery as predictors of negative self-evaluation of performance in social anxiety disorder. Forty-seven patients with a primary diagnosis of DSM-IV social anxiety disorder were asked to engage in a speech task. Metacognitive beliefs were assessed before the task, and perspective taking in self-imagery and negative self-evaluations of performance were measured after the task. Positive metacognitive beliefs about worrying and observer perspective imagery were positively correlated with negative self-evaluation. A hierarchical linear regression showed that age, and both positive metacognitive beliefs and the observer perspective, were unique predictors of negative self-evaluation. The results suggest that psychological models, especially those formulating the self-concept, should incorporate metacognitive beliefs.

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Harwell, Michael R., Mary Lee Herrick, Deborah Curtis, Daniel Mundfrom, and Karen Gold. "Evaluating Statistics Texts Used in Education." Journal of Educational and Behavioral Statistics 21, no. 1 (March 1996): 3–34. http://dx.doi.org/10.3102/10769986021001003.

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Evaluating texts is an important activity associated with teaching statistics. Surprisingly, the statistical education literature offers little guidance on how these evaluations should be conducted. This lack of guidance may be at least partly responsible for the fact that published evaluations of statistics texts almost invariably employ evaluation criteria that lack any theory-based rationale. This failing is typically compounded by a lack of empirical evidence supporting the usefulness of the criteria. This article describes the construction and piloting of instruments for evaluating statistics texts that are grounded in the statistical education and text evaluation literatures. The study is an initial step in a line of research which we hope will result in the establishment and maintenance of a database of evaluations of statistical texts. Evaluative information of this kind should assist instructors wrestling with text selection decisions and individuals charged with performing evaluations, such as journal reviewers, and should ultimately benefit the direct consumers of these texts—the students.

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Danylchenko, Tetiana. "Correlation between the individual’s experience of well-being and social evaluation." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 179–89. http://dx.doi.org/10.15503/jecs2021.2.179.189.

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Aim. The aim of this paper is to define the correlation between social evaluation and personal well-being. Methods. The study involved the citizens of Chernihiv (average age – 31.5 years old): 91 people in total, 37 men and 54 women. The following methods were used: the scale of satisfaction with life scale by Diener, as adapted by Leontiev and Osin (2008); questionnaire of parameters of subjective social well-being by Danylchenko (2015); subjective life satisfaction scale by Lybyna (2008), questionnaire on the peculiarities of evaluation by other people by Danylchenko (2019). Results and conclusion. In Ukrainian society, the most important reference groups are parents and a spouse, while friends and colleagues play a comparatively smaller role. All these groups are more likely to give positive and neutral social evaluations. However, negative evaluations are more likely to come from colleagues and friends, and positive – from family. There are differences in indicators of subjective well-being, social acceptance (as a measure of social well-being) and competence between people who are assessed predominantly positively and predominantly negatively. Subjective well-being is reduced reproaches from reference groups. Praise contributes to the enhancement of subjective social well-being Comparison with other people and the existence of a role model reduces psychological well-being. The filter for the perception of positive and negative evaluations from the social environment is a person’s self-acceptance.

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Gilbert, P., S. Allan, L. Ball, and Z. Bradshaw. "Overconfidence and personal evaluations of social rank." British Journal of Medical Psychology 69, no. 1 (March 1996): 59–68. http://dx.doi.org/10.1111/j.2044-8341.1996.tb01850.x.

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Duclos, Jean‐Yves, and Agnès Zabsonré. "Social evaluations when populations differ in size." Canadian Journal of Economics/Revue canadienne d'économique 47, no. 2 (May 2014): 605–33. http://dx.doi.org/10.1111/caje.12085.

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Miller, Arthur H., and Christopher Wlezien. "The social group dynamics of partisan evaluations." Electoral Studies 12, no. 1 (March 1993): 5–22. http://dx.doi.org/10.1016/0261-3794(93)90003-3.

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Brekke, Kjell Arne, Hilde Lurå, and Karine Nyborg. "Allowing disagreement in evaluations of social welfare." Journal of Economics 63, no. 3 (October 1996): 303–24. http://dx.doi.org/10.1007/bf01227438.

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Peets, Kätlin, Ernest V. E. Hodges, and Christina Salmivalli. "Affect-Congruent Social-Cognitive Evaluations and Behaviors." Child Development 79, no. 1 (January 2008): 170–85. http://dx.doi.org/10.1111/j.1467-8624.2007.01118.x.

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Guadagno, Rosanna E., Kimberly R. Swinth, and Jim Blascovich. "Social evaluations of embodied agents and avatars." Computers in Human Behavior 27, no. 6 (November 2011): 2380–85. http://dx.doi.org/10.1016/j.chb.2011.07.017.

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Moore, Graham F., Rhiannon E. Evans, Jemma Hawkins, Hannah Littlecott, G. J. Melendez-Torres, Chris Bonell, and Simon Murphy. "From complex social interventions to interventions in complex social systems: Future directions and unresolved questions for intervention development and evaluation." Evaluation 25, no. 1 (October 31, 2018): 23–45. http://dx.doi.org/10.1177/1356389018803219.

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Complex systems approaches to social intervention research are increasingly advocated. However, there have been few attempts to consider how models of intervention science, such as the UK’s Medical Research Council complex interventions framework, might be reframed through a complex systems lens. This article identifies some key areas in which this framework might be reconceptualized, and a number of priority areas where further development is needed if alignment with a systems perspective is to be achieved. We argue that a complex systems perspective broadens the parameters of ‘relevant’ evidence and theory for intervention development, before discussing challenges in defining feasibility in dynamic terms. We argue that whole systems evaluations may be neither attainable, nor necessary; acknowledgment of complexity does not mean that evaluations must be complex, or investigate all facets of complexity. However, a systems lens may add value to evaluation design through guiding identification of key uncertainties, and informing decisions such as timings of follow-up assessments.

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Jirovec, Ronald L., Chathapuram S. Ramanathan, and Ann Rosegrant Alvarez. "Course Evaluations." Journal of Social Work Education 34, no. 2 (April 1998): 229–36. http://dx.doi.org/10.1080/10437797.1998.10778919.

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Störzinger, Tobias, Felix Carros, Anne Wierling, Catrin Misselhorn, and Rainer Wieching. "Categorizing Social Robots with Respect to Dimensions Relevant to Ethical, Social and Legal Implications." i-com 19, no. 1 (April 28, 2020): 47–57. http://dx.doi.org/10.1515/icom-2020-0005.

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AbstractThe aim of this paper is to suggest a framework for categorizing social robots with respect to four dimensions relevant to an ethical, legal and social evaluation. We argue that by categorizing them thusly, we can circumvent problematic evaluations of social robots that are often based on overly broad and abstract considerations. Instead of questioning, for example, whether social robots are ethically good or bad in general, we instead propose that different configurations of (and combinations thereof) the suggested dimensions entail different paradigmatic challenges with respect to ethical, legal and social issues (ELSI). We therefore encourage practitioners to consider these paradigmatic challenges when designing social robots to find creative design solutions.

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Carugi, Carlo, and Heather Bryant. "A Joint Evaluation With Lessons for the Sustainable Development Goals Era: The Joint GEF-UNDP Evaluation of the Small Grants Programme." American Journal of Evaluation 41, no. 2 (September 17, 2019): 182–200. http://dx.doi.org/10.1177/1098214019865936.

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The integrated nature of the Sustainable Development Goals (SDGs) calls for greater synergy, harmonization, and complementarity in development work. This is to be reflected in evaluation. Despite a long and diversified history spanning over almost three decades, joint evaluations have fallen out of fashion. Evaluators tend to shy away from joint evaluations because of timeliness, institutional and organizational differences, and personal preferences. As the SDGs call for more joint evaluations, we need to get them right. This article supports the appeal for more joint evaluations in the SDGs era by learning from the existing long and diversified experience. This article shares lessons from a joint evaluation that is relevant in the context of the SDGs for the United Nations Evaluation Group, the Evaluation Cooperation Group, and the wider international evaluation community.

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LIEFBROER, AART C., and JENNY DE JONG GIERVELD. "The Impact of Rational Considerations and Perceived Opinions on Young Adults' Union Formation Intentions." Journal of Family Issues 14, no. 2 (June 1993): 213–35. http://dx.doi.org/10.1177/019251393014002004.

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This article examines the extent to which the plans of young adults concerning the choice between cohabitation and marriage are influenced by a rational evaluation of the differences between marriage and cohabitation and by the perceived opinions of significant others, and the extent to which these evaluations mediate the effects of young adults' family backgrounds and current social positions. Among a representative sample of young adults in the Netherlands, it is found that evaluations and perceived opinions are quite strong predictors of union formation intentions. However, perceived opinions of significant others are better predictors than evaluations of the inherent properties of cohabitation and marriage. Furthermore, the effects of family background and social status variables on union formation intentions are almost completely mediated by these subjective evaluations. The implications for the discussion of whether union formation choices are rational decisions or based on cultural scripts are discussed.

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Van Dessel, Pieter, Gaëtan Mertens, Colin Tucker Smith, and Jan De Houwer. "Mere Exposure Effects on Implicit Stimulus Evaluation: The Moderating Role of Evaluation Task, Number of Stimulus Presentations, and Memory for Presentation Frequency." Personality and Social Psychology Bulletin 45, no. 3 (August 17, 2018): 447–60. http://dx.doi.org/10.1177/0146167218789065.

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The mere exposure (ME) effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to it. So far, the vast majority of studies on ME effects have examined changes in explicit stimulus evaluation. We describe the results of three large-scale studies (combined N = 3,623) that examined ME effects on implicit stimulus evaluation. We looked at three moderators of these effects: the implicit evaluation measure, the number of stimulus presentations, and memory for presentation frequency. We observed ME effects on implicit stimulus evaluations as measured with an Implicit Association Test (IAT) and Affect Misattribution Procedure (AMP), but not an Evaluative Priming Task (EPT). ME effects were more robust when there were relatively few stimulus presentations and when participants had accurate memory for the presentation frequencies. We discuss how these findings relate to ME effects on explicit evaluations as well as theoretical and practical implications.

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Stafford, Bruce. "Being more certain about Random Assignment in Social Policy Evaluations." Social Policy and Society 1, no. 4 (September 12, 2002): 275–84. http://dx.doi.org/10.1017/s1474746402004013.

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Social experiments have been widely utilised in evaluations of social programmes in the US to identify ‘what works’, whilst in the UK their use is more controversial. This paper explores the paradigmatic, technical and practical issues evaluators confront in using randomised experiments to evaluate social policies. Possible remedies to some of these problems are outlined. It is argued that although no evaluation methodology is problem-free, policy makers and researchers should be more confident about the merits of using random assignment, provided it is used in conjunction with other methodologies more suited to understanding why and how interventions work.

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Journal articles on the topic 'Social evaluations'

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