Thèses : « Academic social networks »

1

Gamal, Doaa. « Social Networks Influence Analysis ». UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/723.

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Pew Research Center estimates that as of 2014, 74% of the Internet Users used social media, i.e., more than 2.4 billion users. With the growing popularity of social media where Internet users exchange their opinions on many things including their daily life encounters, it is not surprising that many organizations are interested in learning what users say about their products and services. To be able to play a proactive role in steering what user’s say, many organizations have engaged in efforts aiming at identifying efficient ways of marketing certain products and services, and making sure user reviews are somewhat favorable. Favorable reviews are typically achieved through identifying users on social networks who have a strong influence power over a large number of other users, i.e. influential users. Twitter has emerged as one of the prominent social network services with 320 million monthly active users worldwide. Based on the literature, influential Twitter users have been typically analyzed using the following three models: topic-based model, topology-based model, and user characteristics-based model. The topology-based model is criticized for being static, i.e., it does not adapt to the social network changes such as user’s new posts, or new relationships. The user characteristics-based model was presented as an alternative approach; however, it was criticized for discounting the impact of interactions between users, and users’ interests. Lastly, the topic-based model, while sensitive to users’ interests, typically suffers from ignoring the inclusion of inter-user interactions. This thesis research introduces a dynamic, comprehensive and topic-sensitive approach for identifying social network influencers leveraging the strengths of the aforementioned models. Three separate experiments were conducted to evaluate the new approach using the information diffusion measure. In these experiments, software was developed to capture users’ tweets pertinent to a topic over a period of time, and store the tweet’s metadata in a relational database. A graph representing users was extracted from the database. The new approach was applied to the users’ graph to compute an influence score for each user. Results show that the new composite influence score is more accurate in comprehensively identifying true influential users, when compared to scores calculated using the characteristics-based, topic-based, and topology-based models. Also, this research shows that the new approach could leverage a variety of machine learning algorithms to accurately identify influencers. Last, while the focus of this research was on Twitter, our approach may be applicable to other social networks and micro-blogging services.

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Godlonton, Susan. « Social networks and academic achievement : a study of a South African university ». Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5789.

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McCampbell, Darcey. « Provider Perceptions of Ableism and Social Support Networks in the Healthcare Setting ». Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5667.

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The objective of this study is to investigate ableism and social support networks in the healthcare setting. Social support networks play an important role in combating emotional distress in healthcare. They provide disabled patients a method for defending against the negative effects of ableism among other stressors. By definition, ableism refers to perceptions that disability is abnormal and undesirable. Ten healthcare providers in central Florida (i.e., in nursing homes, rehabilitation centers, and primary care offices) were interviewed, using in-depth face-to-face qualitative interviewing. Participants were asked questions relating to the effects of ableist language on patients with disabilities as well as the role of social support networks in combating related stress. Throughout the process of data analysis, five major themes arose as most relevant to the research questions proposed: (1) Traditional Social Support, (2) Online Networks as a Source of Informational Support, (3) Concerns about Ableist Language, (4) External Sources of Patient Social Support, and (5) Accommodation and Accessibility. Results indicated a strong preference for traditional social support, as opposed to online support. Traditional social support is offered through accommodation of caregivers, availability of social workers, and creation of support groups. Benefits of online support networks are viewed mainly in terms of fulfilling the informational needs of patients with disabilities. Additionally, while some accommodations for patients with disabilities were described, these dealt primarily with alterations to the physical environment. Results showed a lack of attention paid to ableism in the healthcare field, particularly instances occurring in communication practices. Overall, there is room for improvement in the healthcare field concerning accommodations for patients with disabilities.
M.A.
Masters
Communication
Sciences
Communication; Interpersonal Communication

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Gukovas, Renata Mayer. « Social networks and academic achievement : peer-effects within Sao Paulo\'s public school system ». Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-03042014-203652/.

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Human beings are social animals, and the relevance of the networks an individual participates throughout his or her life has already been proved by several studies. In this dissertation, the social networks of 107 schools in São Paulo\'s public System are described intensively but not exhaustively. Several characteristics are detailed. Some of the characteristics observed go in the same direction as the common sense, while others go against it. Then, it is evaluated if the program \"TEM$+$Matemática\" has had an impact over the structure of friendship in some of these schools. This program consists of extra mathematics classes, and during its implementation, interested schools were randomized to participate, allowing this evaluation. It was observed that the schools that participated in the program had, in general, less cohesive networks, with fewer bonds and clusters. Among these schools students, the most affected were those who were eligible but did not show interest in participating on the classes. These students became less connected and less central in the networks. These results indicate that low performing students that do not show motivation suffer some sort of segregation.
O ser humano é um animal social e a relevância das redes nas quais cada indivíduo se insere, em diversos aspectos de sua vida já foi comprovada em vários estudos. Neste trabalho descreve-se intensa porém não exaustivamente as redes de amizades nas escolas estaduais de São Paulo. São detalhadas diversas características, algumas que confirmam e outras que vão contra o que diz o senso comum. Em seguida, é avaliado o possível impacto que o programa \" TEM +Matemática\" provocou sobre as estruturas de redes de amizades nos colégios. Esse programa é composto de aulas extras de matemática, e a aleatorização das escolas interessadas na sua implementação permitiu sua avaliação. Observou-se que nas escolas onde o programa foi realizado, as redes passaram a ser menos coesas de maneira geral, com menos conexões e clusters. Entre os alunos dessas escolas, aqueles que eram elegíveis e não demonstraram interesse em participar das aulas formam os mais afetados, com menos amigos e um grau de centralidade na rede menor. Esses resultados apontam para uma possível segregação de alunos com desempenho ruim que não demonstram motivação para melhorar.

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Heinrichs, Ashley Ann. « Investigating the relationship between teen pregnancy and social support networks ». Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1031.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology

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Gallardo-Echenique, Eliana, Mark Bullen et Andrea Castillo. « Peruvian undergraduate students' usage of digital technology in academic context ». Institute of Electrical and Electronics Engineers Inc, 2020. http://hdl.handle.net/10757/656777.

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El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.
This paper presents the results of an interview of first-year university students at a private face-to-face university in Lima city on how they use digital technologies in their social and academic lives. This study was positioned in the interpretive paradigm with qualitative research design. Semi-structured interview with 13 open-ended questions was selected as the means of data. Atlas.ti. were used to analysed and coded all the interviews. To provide a well-structured approach to handling a large data set, thematic analysis was employed to analyse the verbatim transcription as outlined by Braun and Clarke. Contrary to the assumption that young learners are seen as highly adept technology users, the findings show that social networks (Facebook and Instagram) and WhatsApp are the most important applications for the participants.

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Inzerilla, Tina Elaine. « Community college faculty's teaching social networks and their implications for librarians ». Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/62700/1/Tina_Inzerilla_Thesis.pdf.

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Collaboration between faculty and librarians is an important topic of discussion and research among academic librarians. These partnerships between faculty and librarians are vital for enabling students to become lifelong learners through their information literacy education. This research developed an understanding of academic collaborators by analyzing a community college faculty's teaching social networks. A teaching social network, an original term generated in this study, is comprised of communications that influence faculty when they design and deliver their courses. The communication may be formal (e.g., through scholarly journals and professional development activities) and informal (e.g., through personal communication) through their network elements. Examples of the elements of a teaching social network may be department faculty, administration, librarians, professional development, and students. This research asked 'What is the nature of faculty's teaching social networks and what are the implications for librarians?' This study moves forward the existing research on collaboration, information literacy, and social network analysis. It provides both faculty and librarians with added insight into their existing and potential relationships. This research was undertaken using mixed methods. Social network analysis was the quantitative data collection methodology and the interview method was the qualitative technique. For the social network analysis data, a survey was sent to full-time faculty at Las Positas College, a community college, in California. The survey gathered the data and described the teaching social networks for faculty with respect to their teaching methods and content taught. Semi-structured interviews were conducted following the survey with a sub-set of survey respondents to understand why specific elements were included in their teaching social networks and to learn of ways for librarians to become an integral part of the teaching social networks. The majority of the faculty respondents were moderately influenced by the elements of their network except the majority of the potentials were weakly influenced by the elements in their network in their content taught. The elements with the most influence on both teaching methods and content taught were students, department faculty, professional development, and former graduate professors and coursework. The elements with the least influence on both aspects were public or academic librarians, and social media. The most popular roles for the elements were conversations about teaching, sharing ideas, tips for teaching, insights into teaching, suggestions for ways of teaching, and how to engage students. Librarians' weakly influenced faculty in their teaching methods and their content taught. The motivating factors for collaboration with librarians were that students learned how to research, students' research projects improved, faculty saved time by having librarians provide the instruction to students, and faculty built strong working relationships with librarians. The challenges of collaborating with librarians were inadequate teaching techniques used when librarians taught research orientations and lack of time. Ways librarians can be more integral in faculty's teaching social networks included: more workshops for faculty, more proactive interaction with faculty, and more one-on-one training sessions for faculty. Some of the recommendations for the librarians from this study were develop a strong rapport with faculty, librarians should build their services in information literacy from the point of view of the faculty instead of from the librarian perspective, use staff development funding to attend conferences and workshops to improve their teaching, develop more training sessions for faculty, increase marketing efforts of the librarian's instructional services, and seek grant opportunities to increase funding for the library. In addition, librarians and faculty should review the definitions of information literacy and move from a skills based interpretation to a learning process.

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Schroeder, Peter J. « The relationship between academic integration and basketball participation at one NCAA Division III institution ». Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2334.

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The purpose of this study was to assess the relationship between basketball participation and academic integration at one NCAA Division Ill school. Research on the college experiences of NCAA Division I male student-athletes in corporate sports has demonstrated that athletic participation does not enhance academic integration. Conversely, Division I women athletes have become academically integrated despite participating in intercollegiate athletics. Therefore, this study sought to discover integration differences between males and females at the Division Ill level and made comparisons with the Division I literature. Academic integration was defined as a belief in the academic goals of an institution based on academic involvement, peer interaction, faculty interaction and involvement in work, sport or other extracurricular activities. Nine male and five female Division Ill basketball players from one liberal arts college were interviewed. Based on qualitative analyses, three major themes were identified. First, the student-athletes were predisposed to academic integration based on their high school grade point averages, test scores, parent's education and social class. Second, once in college, they became academically integrated through academic planning, extracurricular involvement, and peer and faculty interaction. Finally, through their coach's assistance with academic planning and the social interaction it created, basketball played a partial role in the integration process for men. Women, however, did not use basketball as their primary means of establishing social ties and did not receive academic assistance from their coach. These were the only differences between genders. The school's academic climate and structure were the most significant factors impacting academic integration. The coach's ability to support these was a secondary factor. When compared to Division I males, these male student-athletes were much more integrated. The females in the current study were similar to their Division I counterparts with respect to academic integration.

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Poole, Aaron. « Road Networks, Social Disorganization and Lethality, an Exploration of Theory and an Examination of Covariates ». Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6005.

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Utilizing a Criminal Event Perspective, the analyses of this dissertation test a variety of relationships to the dependent variable: the Criminal Lethality Index. Data from the National Incident-Based Reporting System, the Census and American Community Survey, the American Trauma Society, and data derived from the Census's mapping TIGER files are combined to create a database of 190 cities. This database is used to test road network connectivity (Gama Index), medical resources, criminal covariates and Social Disorganization variables in relation to a city's Criminal Lethality Index. OLS regression demonstrates a significant and negative relationship between a city's Gama Index and its Criminal Lethality Index. In addition, percent male, percent black, median income and percent of the population employed in diagnosing and treating medical professions were all consistently positively related to Criminal Lethality. The percent of males 16 to 24, percent of single parent households, and Concentrated Disadvantage Index were all consistently and negatively related to Criminal Lethality. Given these surprising results, additional diagnostic regressions are run using more traditional dependent variables such as the number of murders in a city and the proportion of aggravated assaults with major injuries per 100,000 population. These reveal the idiosyncratic nature of utilizing the Criminal Lethality Index. This dependent variable has proven useful in some circumstances and counterintuitive in others. The source of the seemingly unintuitive results is the fact that certain factors only reduce murders but many factors impact both murder and aggravated assaults, thereby creating difficultly when trying to predict patterns in Criminal Lethality.
Ph.D.
Doctorate
Sociology
Sciences
Sociology

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Moglen, Daniel Justin. « Social Environments, Writing Support Networks, and Academic Writing| A Study of First Year International Graduate Students ». Thesis, University of California, Davis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264425.

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This dissertation is an inquiry into the social experiences of first year international graduate students, and how those social experiences inform their academic writing development. Drawing from the sociocognitive perspective (Atkinson, 2002; Lantolf, 2000), this study recognizes that the university is social in nature, and language learning occurs in the mind, body, and world (Atkinson et al., 2007). The international graduate students in this study were recruited from the first quarter academic writing class in fall 2014 (n=113), and were surveyed at four time points throughout the academic year. The dissertation focuses on four students, Luiza from Brazil, Camila from Chile, Q from Korea, and Kira from China as illustrative examples of the social environments that students have as well as trajectories of writing development. The focal students participated in three interviews throughout the year and written texts were also collected at three time points (at the end of the fall, winter, and spring quarters). Findings from the students’ social environments suggest that students tend to gravitate towards co-nationals in social settings. In terms of receiving writing support, students in the study relied primarily of colleagues and friends, followed by professors. Writing tutors and family members were sought out the least for writing support. Peers tended to be more accessible and approachable than professors, while professors were rated as more helpful than peers. In terms of the writing development of the students, this study focuses on clausal, phrasal, and lexical complexity. Findings from the textual analysis portion suggest that the writing of the focal students became more complex based on these measurements. In particular, students generally scored higher on the number of modifiers per noun phrase measure throughout the year, suggesting that their noun phrases were becoming more complex, although there were some deviations to this pattern. Also, students used more words from the academic word list and field specific jargon throughout the year. The implications of this study are relevant to writing professors, STEM professors, international student services, and the university as a whole.

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Wang, Xi. « Learning Collective Behavior in Multi-relational Networks ». Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6379.

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With the rapid expansion of the Internet and WWW, the problem of analyzing social media data has received an increasing amount of attention in the past decade. The boom in social media platforms offers many possibilities to study human collective behavior and interactions on an unprecedented scale. In the past, much work has been done on the problem of learning from networked data with homogeneous topologies, where instances are explicitly or implicitly inter-connected by a single type of relationship. In contrast to traditional content-only classification methods, relational learning succeeds in improving classification performance by leveraging the correlation of the labels between linked instances. However, networked data extracted from social media, web pages, and bibliographic databases can contain entities of multiple classes and linked by various causal reasons, hence treating all links in a homogeneous way can limit the performance of relational classifiers. Learning the collective behavior and interactions in heterogeneous networks becomes much more complex. The contribution of this dissertation include 1) two classification frameworks for identifying human collective behavior in multi-relational social networks; 2) unsupervised and supervised learning models for relationship prediction in multi-relational collaborative networks. Our methods improve the performance of homogeneous predictive models by differentiating heterogeneous relations and capturing the prominent interaction patterns underlying the network structure. The work has been evaluated in various real-world social networks. We believe that this study will be useful for analyzing human collective behavior and interactions specifically in the scenario when the heterogeneous relationships in the network arise from various causal reasons.
Ph.D.
Doctorate
Electrical Engineering and Computer Science
Engineering and Computer Science
Electrical Engineering

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Harrington, Marcia A. « Navigating the university system : The effects of Chinese and Indian graduate students' social networks on academic progression ». Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/29920.

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Currently more than half a million international students are enrolled at U.S. colleges and universities. All of these students face challenges associated with integrating into their new host education environments and learning how to make their way through the rules and regulations of their host university and community. Social network theories attribute behaviors to the structural and relational attributes of one's social network including access to resources and information. The social networks of most international students are insular, dense, and homogeneous and serve to reinforce cultural norms in the host society. Further, they provide little to no access to dissimilar others and limit information flow to redundant information. China and India are the countries of origin of over 20% of U.S. international students. The goal of this research was to understand the constructs of the Chinese and Indian students' social networks and ascertain factors affecting satisfaction and influencing academic progression. Support related to making their way through the university system and residing in the host community framed the social networks. Among the variables studied were tie strength, homogeneity, and roles and relationships of network members. Results indicated that while significant differences existed within the Chinese and Indian student populations, their networks contained many similarities. Males' networks were more homogeneous and dense than females' networks and weak links were more prevalent in females' networks. Chinese males had the most insular networks. The networks of Indian students and Chinese females were in many cases more similar with one another and different from those of Chinese males. Network members were predominately friends and most were students. University faculty and staff were present in only 12% of Chinese males' networks and at least 25% of all other groups. Not all students were satisfied that their networks met their needs. Despite having the largest networks, Chinese students wanted even larger networks. Just under half of Indian students wanted larger networks. Universally, students indicated their networks enabled academic progression and Chinese females rated their networks more effective than all others. Despite significant differences among and between the populations, the students were able to invoke effective networks enabling academic progression.
Ph. D.

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Westin, Deborah A. « Social Support during the Academic Transition of International Students in Ph.D. Programs ». VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1901.

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Kiopa, Agrita. « The prevalence and productivity effects of close friendship in academic science ». Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47695.

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This dissertation examines the prevalence of friendship and its effects on productivity in academic science from the perspective of networked social capital. It seeks to understand what friendship is in the context of the professional environment, what distinguishes it from other professional relationships, and how it affects the function and the outcomes of science. The study was motivated by the increased emphasis of collaboration as a means of fostering research competitiveness. The research reported here was performed as part of the National Science Foundation project "NETWISE I: Women in Science and Engineering: Network Access, Participation, and Career Outcomes" (Grant # REC-0529642). The importance of friendship in the context of academic science has often been implied and anecdotal, but it has not been elucidated or empirically tested. This dissertation seeks to address this gap. The unit of analysis in the model is the individual. The dissertation conceptualizes friendship as one aspect of a collaborative relationship and thus an important determinant of a scientist's social capability of pool relevant resources for the purposes of productivity. It hypothesizes that professional and personal roles form an integrative relationship within collaborative ties and that such complementarity benefits individual goal attainment, specifically with regard to publication productivity. The results of the study show that friendship has a strong positive effect on an individual's publication productivity, which is comparable to the effect of collaboration across organizational boundaries. The results also show that while friendship is fairly prevalent in collaborative relationships, some groups of scientists are more likely to have friends among their closest collaborators than other groups; that friendships differ from other collaborative relationships in that they more often form between individuals of the same status, provide a greater variety of productivity-relevant resources such as knowledge, advice, endorsements of one's reputation, and introductions to potential collaborators; and that friendship facilitates the mobilization of these resources from personal collaborative networks for productivity purposes.

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Fabian, Todd Fred. « Social skills training to help increase support networks for the mentally ill ». Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2677.

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An individual's friendship networks are relationships that assist in coping with life's challenges on a daily basis. Individuals failing to receive nurturing and reinforcement from their networks can have their mental health jeopardized. Within the chronic mentally ill, these failures have been found to result in higher re-admission rates into inpatient care. It is important to have opportunities to establish social networks that could assist with daily life struggles, and prevent decompensation requiring hospitalization. This study's purpose was to implement social skills training to promote social skill development, leisure skill development, and foster development of a social network. Participants were selected by whose score fell below the median (N = 49) of Mortweet's Perceived Social Support Questionnaire (1991). Training lasted for 10 weeks with a pre/posttest control group with pre-existing groups experimental design. Despite not having any significant training effects revealed in data, I believe training was successful based on self-reports and observations of participants getting involved in activities since completion of training (bowling league, school, attending day programs, finding a job). (Abstract shortened by UMI.)

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McJunkin, Kyle Stewart. « Understanding the college-going aspirations of charter high school students and the role of social networks ». Diss., Restricted to subscribing institutions, 2010. http://proquest.umi.com/pqdweb?did=2023836131&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Coward, Doris Dickerson. « Correlates of self-transcendence in women with advanced breast cancer ». Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185216.

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This study examined how women with advanced breast cancer manage adverse effects of disease and treatment so that they maintain energy for continued personal development and life quality during what may be a long period of dying. The specific purpose was to test a theory proposing that psychosocial resources mediate between illness related distress and self-transcendent views and behaviors that, in turn, lead to emotional well-being. The study employed a cross-sectional correlational design with a convenience sample (n = 107) of women with Stage IIIb or Stage IV breast cancer. Subjects had lived with advanced disease for a mean length of time of 1.7 years with bone being the most common site of metastases. Subjects completed a questionnaire consisting of 10 instruments indexing symptom distress, functional disability, concurrent distressful life events, financial concerns, perceived personal control, social support, spiritual perspective, self-transcendence, affective well-being and cognitive well-being. Factor analytic structural equations modeling was used for data analysis. There was no relationship between degree of illness distress and available psychosocial resources. Therefore, psychosocial resources did not serve as mediators between illness distress and self-transcendence. Self-transcendence mediated the positive link between psychosocial resources and emotional well-being. Negative paths between illness distress and both self-transcendence and emotional well-being led to a reconceptualization of the theory. An alternative model was analyzed with illness distress as a dependent variable. Self-transcendence continued to mediate between psychosocial resources and emotional well-being. Emotional well-being became a mediator between self-transcendence and decreased illness distress. Psychosocial resources indirectly served to decrease distress through their effect on self-transcendent perspectives and emotional well-being. However, the direct effect of resources was to increase illness distress. Further research is needed to support the reconceptualized theory and to clarify the apparent paradoxical role of psychosocial resources found in this study. Interventions that facilitate self-transcendent perspectives and activities may lead to increased emotional well-being and reduced distress associated with advanced breast cancer.

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Murase, Toshio. « Measuring multilevel constructs theoretical and methodological features of team behavioral process under compilational models ». Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4812.

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Since at least the 1950s, researchers interested in studying the dynamics of small groups have struggled with how best to measure interaction processes. Although team process measurement issues are not particularly unique in terms of content, measuring multilevel phenomena presents an interesting problem because structural aspects are integral components of emergence. The elemental content of multilevel phenomena is wholly unique and distinguishable from the elemental content of composite units, and emerges as individual behaviors compile to higher levels of analyses. Analogous to chemical structures, behavioral phenomena manifest at higher levels in different structural patterns as members connect to one another through dynamic interactions. Subsequently, multilevel phenomena are more appropriately characterized in terms of pattern in addition to the traditionally measured intensity. The vast majority of teams research conceptualizes and operationalizes multilevel phenomena based on compositional (i.e., additive) models. This approach impedes the further advancement of the science of team effectiveness by capturing content and intensity, but not structure. This dissertation argues that compilational models better capture content, intensity, and structure, and therefore represent a preferred alternative for conceptualizing and operationalizing team processes. This dissertation details measurement issues associated with compositional models in teams research, and provides concepts helpful for reconceptualizing team processes as compilational forms.
ID: 030646236; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 202-235).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational Psychology Track

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Calmenson, Nina. « Academic and Social Functioning of College Students with Attention-Deficit/Hyperactivity Disorder (ADHD) ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062861/.

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Attention-deficit/hyperactivity disorder (ADHD) is a complicated psychiatric disorder that is typically first diagnosed in childhood and associated with negative outcomes in adulthood such as poor academic performance and difficulties with social relationships. ADHD can be difficult to accurately diagnose in adulthood, given the absence of clear, agreed upon ADHD symptomology in adults. In the current study, two raters used psychometrically sound instruments and diagnostically valid assessment techniques on an archival dataset to create three distinct groups: ADHD [2/3 with other mental health diagnosis (OMH)], OMH only, and no diagnosis. Findings support the value of comprehensive assessment, combined with a thorough evaluation of the material by a trained clinician, for the accurate diagnosis of ADHD for research purposes. Comparisons were made across groups to infer that college students with ADHD have lower grade point averages and academic self-concept than students without mental health diagnoses. Yet, contrary to much of the current literature, college students with ADHD seem to create as strong, deep, supportive and harmonious relationships with loved ones and close friends as their non-diagnosed peers. Clinicians working with college students with ADHD may use the results of the current study to better inform conceptualization, better recognize the innate resilience college students with ADHD likely have, and inform treatment interventions.

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Langa, Patrício Vitorino. « Disciplines and engagement in African universities : a study of the distribution of scientific capital and academic networking in social sciences ». Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14621.

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Includes bibliographical references (p. 219-252).
Drawing on Pierre Bourdieu's theory of field and capital, this thesis examines the disciplinary differences in the social sciences concerning the possession of scientific capital and levels of engagement with academic and non-academic constituencies in three African universities, Eduardo Mondlane University in Mozambique, Makerere University in Uganda and the University of the Western Cape in South Africa. Contrary to approaches that regard disciplinary fields as homogeneous epistemic and social spaces on the grounds of the principles of the stratification of scientific fields, this study investigates the relationship between the hierarchical position of selected discipline-clusters and the levels of engagement with both internal and external constituencies. The study reveals that levels of possession of scientific capital have a significant effect on the differentiation of the disciplinary fields, both within and across institutions, and on the levels of engagement with (internal) academic and (external) non-academic entities. The analysis shows that scientific capital does not determine the level and forms of engagement with different constituencies. However, the differences across discipline-clusters at institutional level reflect the engagement with academic rather than with non-academic constituencies. In other words, this means that the level of engagement varies more between different disciplines when the engagement is related to academic entities than is the case when non-academic entities are concerned. Therefore, engagement is not a major discriminator amongst institutions. Scientific capital is what gives academics prestige and symbolic capital to the institution. The significance of this is that academics from different discipline-clusters might have different experiences of engagement with different constituencies. I further conclude that the growing importance that the notion of engagement has for the university is, perhaps, too simple if it does not account for the complex and multifaceted characteristics of disciplinary and institutional fields.

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Fong, Wai-tsz Ricci, et 方蔚子. « Perfectionism, social connectedness, and academic self-efficacy in average and academically talented primary school students in HongKong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329824.

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This research aimed to explore the phenomenon of perfectionism in Hong Kong Chinese primary school students, including those with academic talents, and to delineate any causal relationships among perfectionism, social connectedness and academic self-efficacy. To this end, three sequential studies were designed. Study One aimed to develop and validate a version of the Adaptive/Maladaptive Perfectionism Scale (AMPS) translated into Chinese. This instrument permits the examination of various dimensions of perfectionism and made available a reliable perfectionism measure for use in Study Two. The Chinese version of AMPS is now available to other researchers for future perfectionism studies with Chinese students. In Study One, 599 fourth to sixth grade students completed the Chinese version of the AMPS. It was found that perfectionism in this population could be considered in terms of four dimensions, namely: Compulsiveness, Sensitivity to Mistakes, Contingent Self-Esteem, and Need for Admiration. All the dimensions were positively inter-correlated. Study Two then aimed to use the validated Chinese version of AMPS to help develop a causal model to illustrate the direct predictive power of perfectionism on academic self-efficacy, and its indirect influence through the mediation of social connectedness. For this purpose, a structural equation modeling was used. A sample of 1425 fourth to sixth grade students completed a detailed questionnaire which assessed their perfectionism, their perceived social connectedness, and their academic self-efficacy. The results confirmed perfectionism as a significant and direct predictor of academic self-efficacy, and identified social connectedness as an indirect but reliable mediator in the causal relationship between perfectionism and academic self-efficacy. Study Thee focused on academically talented students in fourth to sixth grades. Individual semi-structured interviews were conducted with 21 students nominated by their teachers as “academically talented”. The aim was to collect qualitative data to supplement the quantitative findings already obtained in Study One and Study Two. In particular, the purpose was to investigate conception of perfectionism, as well as the relationships among perfectionism, social connectedness, and academic self-efficacy in academically talented Chinese students. The findings showed Compulsiveness, Sensitivity to Mistakes, and Need for Admiration to be influential dimensions within these students’ conceptions of perfectionism but, together, all four dimensions of perfectionism directly influenced students’ perceived academic competence. Students’ perfectionism was also found to be influenced by their perceived connectedness to their families, teachers, peers and school. Perceived social connectedness, in turn, played an important role in determining academic self-efficacy. Stemming from ecological theory and social cognitive theory, this research has provided an interactive framework for understanding the personal-social development of Chinese primary school students, particularly the academically talented. The quantitative and qualitative findings have pointed to the importance of cultural diversity in understanding perfectionism and social connectedness, and for appreciating the early impact perfectionism has on Chinese students. The implications of the findings are discussed, with due attention given to relevant theories, research methodology, directions for future research, and guidance and counseling.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Rumsey, Anne R. « The Association Between Co-authorship Network Structures and Successful Academic Publishing Among Higher Education Scholars ». BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/790.

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This research explores and describes co-authorship network structures in the academic publication process. The production of academic publications, through co-authorship choices or strategies, creates a network structure among co-authoring scholars which can influence research visibility and enhance stature among peers (Bayer & Smart, 1991). A specific scholar's co-authorship network may reflect a structure of more cohesion (Coleman, 1988) or one which fills more structural holes (Burt, 1992), both of which are theorized, from contrasting perspectives, to be associated with publication success. Therefore, this study examined the association of these two academic co-authorship network structures with publication success, specifically within the field of research and scholarship on higher education. The network population consisted of 810 academic scholars who published articles in at least one of four top-ranked higher education research journals. Based upon structural holes and cohesion, seven different co-authorship network structures were identified. In terms of total publications, findings suggest that filling structural holes—a network structure that spans across the larger network and provides authors with a greater variety of co-authors—may even be further enhanced when there were also multiple publications with the same co-authors. Thus, an ideal hybrid network structure of both structural holes and strong ties may be possible. The data suggested that co-authoring multiple times with the same scholars (mean tie strength) may be critical to realizing the potential value buried within the structural holes (Burt, 2001).

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Halter, Heather J. « Moving from a textbook to Facebook college students' motivations for using social networking sites in education ». Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4617.

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This study examined college student motivations for using social networking sites for educational purposes. Motives were examined through the uses and gratifications approach. If we can determine student motivations for using social networking sites, perhaps we can determine a way to successfully implement social networking sites into the classroom. By adding the concept of satisfaction, we can also determine if students will use the sites again. If students are satisfied with educational social networking site use, they will return to these sites for educational purposes again. Data was collected by giving a questionnaire to undergraduate students that assessed social networking site use, as well as motivations for and satisfaction with use. For general uses, students were motivated to use social networking sites for relationship maintenance, passing time, and information seeking purposes. Overall, students were satisfied with their use of the sites. For educational uses, students were motivated to use the sites for relationship maintenance and information seeking purposes. Overall, students are not satisfied with their use of these sites for educational purposes. Theoretical and practical implications of these findings are discussed.
ID: 029050089; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 94-98).
M.A.
Masters
Nicholson School of Communication
Sciences

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Leppma, Monica. « The effect of loving-kindness meditation on empathy, perceived social support, and problem-solving appraisal in counseling students ». Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4965.

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Participants who received the LKM intervention demonstrated a moderate positive correlation (Cohen, 1992) between quantity of meditation and Perspective Taking (Spearman's rank order correlation rsubscript s] = .29). Implications for counselor education and directions for future research are discussed.; The purpose of this study was to investigate the effects of a compassion-based meditation, known as loving-kindness meditation (LKM), as an intervention to positively affect empathy, perceived social support, and problem-solving appraisal in student counselors. This quasi-experimental study included 103 master's level counseling students enrolled in a large Southeastern university. The treatment consisted of six one-hour psychoeducational groups with a LKM component. The LKM intervention was compared with a control group on the constructs of (a) multidimensional empathy (Interpersonal Reactivity Index (IRI); Davis, 1980), (b) perceived social support (Multidimensional Scale of Perceived Social Support (MSPSS); Zimet, Dahlem, Zimet, & Farley, 1988), and (c) problem-solving appraisal (Problem Solving Inventory (PSI); Heppner, 1988). Participants who received the LKM intervention experienced gains in the cognitive empathy subscales of Perspective Taking (treatment group effect size = .213; control group effect size = .006) and Fantasy (treatment group effect size = .173; control group effect size = .032) and in the affective empathy subscale of Emotional Concern (treatment group effect size = .115, control group effect size = .028). The treatment group also demonstrated a decrease in the affective empathy subscale of Personal Distress (treatment group effect size = .088, control group effect size = .080). The control group did not experience changes in Perspective Taking, Fantasy, Emotional Concern, or Personal Distress. Furthermore, there was no change in either the treatment or control group in perceived social support or problem-solving appraisal from pretest to posttest. In addition, this study examined the relationship between quantity of meditation time and the dependent variables of multidimensional empathy, perceived social support, and problem-solving appraisal.
ID: 029810212; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 177-197).
Ph.D.
Doctorate
Educational and Human Sciences
Education

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Mead, Susan Virginia. « Identifying academic subcultures within higher education research : an examination of scholars' careers through author cocitation / ». Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10242005-124106/.

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Salinas, José P. « EDUCATIONAL EXPERIENCES OF CHILDREN IN THE MIGRANT STREAM : ECOLOGICAL FACTORS NECESSARY FOR ACADEMIC SUCCESS ». Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1179146294.

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Mogale, Mpho Gift. « Social Media and the Provision of Library and Information Services at the University of Limpopo Library ». Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3048.

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Thesis (M.Inf) --University of Limpopo, 2019.
The use of social media (SM) tools in both public and private institutions is growing remarkably. Academic libraries, in particular are confronted with serious challenges of becoming the leader in adopting various SM platforms to enhance the delivery of library and information services to their users. This study investigated the extent and ways in which librarians attached to the University of Limpopo library use SM platforms in the provision of library and information services to their patrons. The study examined types of SM tools used, purposes that SM tools are used for in academic libraries, factors that determine and impede the use of SM, as well as the attitudes of the library staff towards the use of SM in providing library and information services. The study adopted a qualitative research approach through the use of a semi-structured interview (administered face-to-face) with 10 academic librarians at the University of Limpopo (UL) as a data collection method. The findings of the study show that UL library staff largely use SM platforms such as Facebook to market and promote library services as well as Library-Blog to liaise with the schools or faculties. The study further revealed that librarians at UL are not in charge of SM applications. Instead the Marketing and Communication Department administrator is responsible for the management of SM in the university. The study notes that library personnel are aware of various SM platforms. Therefore, it has a direct influence on their use in work-related tasks. Moreover, the ease of use, low cost, high demand and usefulness of SM applications are contributory factors which motivated the librarians to want to use it. The study further reveals factors that inhibit the effective use of these applications and recommends that library management should create SM policies to boost the effective use of SM for the benefit of library patrons.

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Akbas, Mustafa. « Routing, Localization and Positioning Protocols for Wireless Sensor and Actor Networks ». Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6236.

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Wireless sensor and actor networks (WSANs) are distributed systems of sensor nodes and actors that are interconnected over the wireless medium. Sensor nodes collect information about the physical world and transmit the data to actors by using one-hop or multi-hop communications. Actors collect information from the sensor nodes, process the information, take decisions and react to the events. This dissertation presents contributions to the methods of routing, localization and positioning in WSANs for practical applications. We first propose a routing protocol with service differentiation for WSANs with stationary nodes. In this setting, we also adapt a sports ranking algorithm to dynamically prioritize the events in the environment depending on the collected data. We extend this routing protocol for an application, in which sensor nodes float in a river to gather observations and actors are deployed at accessible points on the coastline. We develop a method with locally acting adaptive overlay network formation to organize the network with actor areas and to collect data by using locality-preserving communication. We also present a multi-hop localization approach for enriching the information collected from the river with the estimated locations of mobile sensor nodes without using positioning adapters. As an extension to this application, we model the movements of sensor nodes by a subsurface meandering current mobility model with random surface motion. Then we adapt the introduced routing and network organization methods to model a complete primate monitoring system. A novel spatial cut-off preferential attachment model and center of mass concept are developed according to the characteristics of the primate groups. We also present a role determination algorithm for primates, which uses the collection of spatial-temporal relationships. We apply a similar approach to human social networks to tackle the problem of automatic generation and organization of social networks by analyzing and assessing interaction data. The introduced routing and localization protocols in this dissertation are also extended with a novel three dimensional actor positioning strategy inspired by the molecular geometry. Extensive simulations are conducted in OPNET simulation tool for the performance evaluation of the proposed protocols.
Ph.D.
Doctorate
Electrical Engineering and Computing
Engineering and Computer Science
Computer Engineering

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Mehess, Shawn James. « Finding the Missing Links : A Comparison of Social Network Analysis Methods ». PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2728.

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Too many students leave school without even the essential skills (ACT, 2011), and many others are so drained by the experience they lack a desire to continue on to a post-secondary education. Academic engagement has emerged as a construct representing students’ personal investment in school (Greenwood, Delquadri, & Hall, 1984), and may be a psychological variable which can be intervened on. However, interventions must occur as quickly as possible to maximize their efficiency (Heckman, 2007). Students’ peer groups may be a particularly potent venue of intervention, however several options exist for how to go about measuring their social networks. In this thesis, social networking data of the only middle school of a small town in the north-eastern United States is analyzed to determine the properties of two collection methods (self-reported networks and participant observations) and four network identification methods (probability scores, reciprocal nominations, factor-analyses, and rule-based). Analyses overwhelmingly supported participant observations as a more inclusive, less biased data collection method than self-reports. Meanwhile, hypothesis tests were somewhat mixed on the most inclusive, least biased network identification method, but after a consideration of the findings and the structural properties of each network, the probability score method was deemed the most useful network. Implications, future research, strengths, and limitations are discussed.

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KISANG, BENJAMIN KILIMO. « The Role of Social Networks in the Adjustment and Academic Success of International Students : A Case Study at a University in the Southwest ». Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193690.

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This study is a qualitative investigation of the role that social networks play in the adjustment and academic success of international students. With large numbers of international students enrolled on US campuses, it is important for practitioners to prepare, understand and address their dynamic needs. Based on social network, social capital, and student development integrated framework, the study focuses on how international students utilize social networks to adjust and for academic success. Data were gathered through 30 in-depth, semi-structured interviews with international students. The number of international students coming to the US has increased dramatically. As this increase continues to pick, competition for these students locally and globally has intensified. Competing effectively requires addressing the needs and challenges these students face. Social networks of friends, family members, faculty, and administrators address the different needs and challenges facing this population. Yet, few studies have investigated how the students utilize social networks. Despite their fundamental role in students' adjustment and academic success, social networks have received little attention from higher education scholars, particularly on the role of social networks in the students' adjustment and success. This study investigated social networks of international students in general, factors that facilitate and impede social networking, how different networks correspond to different needs, and ways in which these networks help the students adjust and succeed. The findings of this study confirm that social networks play an important role in the various needs and challenges international students encounter as they pursue their studies.

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Beane, David A. « A Tale of Self-Monitoring, Social Capital, and Social Media ». UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/343.

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We examined whether individual self-monitoring differences predict what type of relationships people have on Facebook. In the offline world, high self-monitors have large heterogeneous social networks made up of weak emotional ties, whereas low self-monitors have small homogenous social networks made up of strong emotional ties. In our study, we defined online relationships in terms of bridging and bonding social capital. Bridging social capital refers to large heterogeneous social networks made up of weak emotional ties. People maintain these relationships for social benefits. Bonding social capital refers to small homogeneous social networks made up of strong emotional ties. People maintain these relationships for emotional benefits. We predicted high self-monitors will have more bridging than bonding social capital on Facebook; low self-monitors will have more bonding than bridging social capital on Facebook. We believed attitudes about using Facebook would moderate these relationships. We used Snyder‟s Self-Monitoring Scale, Williams‟ Online Social Capital Scales, and Facebook Intensity Scale to assess our variables of interest. We found support for our hypotheses. For high self-monitors, greater importance placed on Facebook usage predicted increases in bridging social capital on Facebook; for low self-monitors, greater importance placed on Facebook usage predicted increases in bonding social capital on Facebook. Keywords: self-monitoring, social capital, social media, Facebook

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Bhatia, Annette Orozco. « The Cosmopolitan Guru : An Analysis of Indian Faculty Mobility and Career Trajectory ». Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/595981.

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Through a qualitative investigation, this study explored what motivated Indian faculty to seek academic positions at universities in Canada, the U.S. and the U.K. instead of returning to India after completing their doctorates in one of these countries. Twenty-four in-depth, semi-structured interviews were conducted over a two-year period with STEM Indian faculty who received their undergraduate degrees in India but their doctorates abroad and who were currently teaching at universities in one of the three aforementioned countries. While there have been several studies investigating trends in international student mobility, few studies have investigated mobility trends amongst faculty, especially those faculty who leave developing nations, such as India, for jobs in first world countries. Theories on globalization, internationalization and brain drain/migration studies guided this study and several theoretical lenses, such as Self Determination Theory, Transnationalism and Social Network Theory, were used to analyze the data. While push-pull literature argues that individuals might be pushed from their home countries because of poor salaries, lacking infrastructure, and lack of access to resources, this study revealed that it was poor communication on behalf of the Indian universities, departmental politics and rigid academic systems that demotivated these participants from returning. This study provides a framework for future research on the complicated process involved in faculty decision-making with regards to career trajectory and possibly how to approach future studies on the complicated job process for international faculty seeking employment outside their native countries.

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Maruyama, William Takahiro. « Predição de coautorias em redes sociais acadêmicas ». Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/100/100131/tde-07052016-232625/.

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Atualmente, as redes sociais estão ganhando cada vez mais destaque no dia-a-dia das pessoas. Nessas redes são estabelecidos diferentes relacionamentos entre entidades que compartilham alguma característica ou objetivo em comum. Diversas informações sobre a produção científica nacional podem ser encontradas na Plataforma Lattes, que é um sistema utilizado para o registro dos currículos dos pesquisadores no Brasil. A partir dessas informações é possível construir uma rede social acadêmica, na qual as relações entre os pesquisadores representam uma parceria na produção de uma publicação (coautoria) - um link. Na análise de redes sociais existe uma linha de pesquisa conhecida como predição de link ou de relacionamentos, que tem como objetivo identificar relacionamentos futuros. Essa tarefa pode favorecer a comunicação entre os usuários e otimizar o processo de produção científica identificando possíveis colaboradores. Este projeto analisou a influência de diferentes atributos encontrados na literatura e filtros de dados para prever relações de coautoria nas redes sociais acadêmicas. Foi abordado dois tipos de problemas na predição de relacionamentos, o problema geral que analisa todos os possíveis relacionamentos de coautoria e o problema de novas coautoria que refere-se aos relacionamentos de coautorias inéditas na rede. Os resultados dos experimentos foram promissores para o problema geral de predição com a combinação de atributos e filtros utilizados. Contudo, para o problema de novas coautorias, devido à sua maior complexidade, os resultados não foram tão bons. Os experimentos apresentados avaliaram diferentes estratégias e analisaram o custo e benefício de cada uma. Conclui-se que para lidar com o problema de predição de coautorias em redes sociais acadêmicas é necessário analisar as vantagens e desvantagens entre as estratégias, encontrando um equilíbrio entre a revocação da classe positiva e a acurácia geral
Nowadays, social networks are gaining prominence in the day-to-day lives. In these networks, different relationships are established between entities that share some characteristic or common goal. A huge amount of information about the Brazilian national scientific production can be found in the Lattes Platform, which is a system used to record the curricula of researchers in Brazil. From this information, it is possible to build an academic social network, where relations between researchers represent a partnership in the production of a publication - a link. In social network analysis there is a research area known as link prediction, which aims to identify future relationships. This task may facilitate communication among researchers and optimize the scientific production process identifying possible collaborators. This project analyzed the influence of different attributes found in the literature and data filters to predict co-authorship relationships in academic social networks. Was approached two types of problems in predicting relationships, the general problem that analyzes all possible co-authoring relationships and the problem of new co-authoring that relates to novel co-authorships relationships in the network. The experimental results were promising to the prediction general problem, combining attributes and using filters. However, for the new co-authorships problem the results were not as good. The experiments evaluated different strategies and analyzed the costs and benefits of each. We concluded that to deal with the co-authorships prediction problem in academic social networking it is necessary to analyze the advantages and disadvantages among the strategies, finding a balance between the recall of the positive class and the overall accuracy

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Coromina, Soler Lluís. « Social networks and performance in knowledge creation. An application and a methodological proposal ». Doctoral thesis, Universitat de Girona, 2006. http://hdl.handle.net/10803/7701.

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El objetivo de esta tesis es predecir el rendimiento de los estudiantes de doctorado en la Universidad de Girona según características personales (background), actitudinales y de redes sociales de los estudiantes. La población estudiada son estudiantes de tercer y cuarto curso de doctorado y sus directores de tesis doctoral. Para obtener los datos se ha diseño un cuestionario web especificando sus ventajas y teniendo en cuenta algunos problemas tradicionales de no cobertura o no respuesta.
El cuestionario web se hizo debido a la complejidad que comportan de las preguntas de red social. El cuestionario electrónico permite, mediante una serie de instrucciones, reducir el tiempo para responder y hacerlo menos cargado. Este cuestionario web, además es auto administrado, lo cual nos permite, según la literatura, unas respuestas mas honestas que cuestionario con encuestador.
Se analiza la calidad de las preguntas de red social en cuestionario web para datos egocéntricos. Para eso se calcula la fiabilidad y la validez de este tipo de preguntas, por primera vez a través del modelo Multirasgo Multimétodo (Multitrait Multimethod). Al ser datos egocéntricos, se pueden considerar jerárquicos, y por primera vez se una un modelo Multirasgo Multimétodo Multinivel (multilevel Multitrait Multimethod). Las la fiabilidad y validez se pueden obtener a nivel individual (within group component) o a nivel de grupo (between group component) y se usan para llevar a cabo un meta-análisis con otras universidades europeas para analizar ciertas características de diseño del cuestionario. Estas características analizan si para preguntas de red social hechas en cuestionarios web son más fiables y validas hechas "by questions" o "by alters", si son presentes todas las etiquetas de frecuencia para los ítems o solo la del inicio y final, o si es mejor que el diseño del cuestionario esté en con color o blanco y negro.
También se analiza la calidad de la red social en conjunto, en este caso específico son los grupos de investigación de la universidad. Se tratan los problemas de los datos ausentes en las redes completas. Se propone una nueva alternativa a la solución típica de la red egocéntrica o los respondientes proxies. Esta nueva alternativa la hemos nombrado "Nosduocentered Network" (red Nosduocentrada), se basa en dos actores centrales en una red. Estimando modelos de regresión, esta "Nosduocentered network" tiene mas poder predictivo para el rendimiento de los estudiantes de doctorado que la red egocéntrica.
Además se corrigen las correlaciones de las variables actitudinales por atenuación debido al pequeño tamaño muestral.
Finalmente, se hacen regresiones de los tres tipos de variables (background, actitudinales y de red social) y luego se combinan para analizar cual para predice mejor el rendimiento (según publicaciones académicas) de los estudiantes de doctorado. Los resultados nos llevan a predecir el rendimiento académico de los estudiantes de doctorado depende de variables personales (background) i actitudinales. Asimismo, se comparan los resultados obtenidos con otros estudios publicados.
The aim of this Doctoral Thesis is to predict the PhD students' academic performance in the University of Girona from characteristics of their research group understood as a social network and from background and attitudinal characteristics of the PhD student.
The data collection was done through web survey, regarding the traditional problems related to coverage and response errors. Web survey was made in order to reduce the complexity of social network questions.
The quality of social network questions for questionnaires with egocentered data is analyzed. For this, reliability and validity of this kind of questions are computed, for first time using a Multilevel Multitrait-Multimethod approach. Data are egocentered and thus hierarchy can be used. Reliability and validity can be obtained in an individual level (within group component) or group level (between group component), which are used for carrying out a meta analysis with other European universities. We study if social network questions asked in web questionnaires are more reliable and valid done "by questions" or "by alters", if the frequency labels are present or not and if the best questionnaire design is plane or graphical.
Social network as a whole is also studied, in this case are the research groups in the University of Girona. There is a proposal for the missing data problem in complete networks, different from the egocentered network. This new network structure is called "Nosduocentered Network", which is based in two central actors in a network. Regression model estimations explain that this network has more predictive power in order to predict the academic performance for PhD students.
Finally, regression models with background, attitudinal and social network variables are done. Then, we combine the regressions in order to specify the best combination which predicts the PhD student's performance (according to academic publications) best. According to the results, the academic performance depends on background and attitudinal variables. Also, a comparison of results from other published studies is done.

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Li, To-hung, et 李桃紅. « Relationship between social support, self-concept and academic attainment of students in a Cheung Chau secondary school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961137.

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Shah, Fahad. « Modeling human group behavior in virtual worlds ». Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4704.

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Virtual worlds and massively-multiplayer online games are rich sources of information about large-scale teams and groups, offering the tantalizing possibility of harvesting data about group formation, social networks, and network evolution. They provide new outlets for human social interaction that differ from both face-to-face interactions and non-physically-embodied social networking tools such as Facebook and Twitter. We aim to study group dynamics in these virtual worlds by collecting and analyzing public conversational patterns of users grouped in close physical proximity. To do this, we created a set of tools for monitoring, partitioning, and analyzing unstructured conversations between changing groups of participants in Second Life, a massively multi-player online user-constructed environment that allows users to construct and inhabit their own 3D world. Although there are some cues in the dialog, determining social interactions from unstructured chat data alone is a difficult problem, since these environments lack many of the cues that facilitate natural language processing in other conversational settings and different types of social media. Public chat data often features players who speak simultaneously, use jargon and emoticons, and only erratically adhere to conversational norms. Humans are adept social animals capable of identifying friendship groups from a combination of linguistic cues and social network patterns. But what is more important, the content of what people say or their history of social interactions? Moreover, is it possible to identify whether people are part of a group with changing membership merely from general network properties, such as measures of centrality and latent communities? These are the questions that we aim to answer in this thesis. The contributions of this thesis include: 1) a link prediction algorithm for identifying friendship relationships from unstructured chat data 2) a method for identifying social groups based on the results of community detection and topic analysis. The output of these two algorithms (links and group membership) are useful for studying a variety of research questions about human behavior in virtual worlds. To demonstrate this we have performed a longitudinal analysis of human groups in different regions of the Second Life virtual world. We believe that studies performed with our tools in virtual worlds will be a useful stepping stone toward creating a rich computational model of human group dynamics.
ID: 030646202; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 162-183).
Ph.D.
Doctorate
Computer Science
Engineering and Computer Science
Computer Science

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Salgado, Maria Armanda Palma. « Marketing 3.0 nas bibliotecas de ensino superior português : as perceções dos utilizadores e dos profissionais da informação e da documentação ». Doctoral thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/11223.

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A adoção e implementação do marketing como filosofia de gestão por parte das bibliotecas académicas permite-lhes conhecer o valor que os utilizadores lhe conferem e, consequentemente, (re)afirmar o papel das bibliotecas no atual contexto de ensino-aprendizagem. Este trabalho tem, assim, como objetivo compreender o papel do marketing 3.0 na criação de valor, tendo-se para o efeito, aplicado uma entrevista e um questionário a utilizadores e profissionais ID. Questiona-se o papel do Facebook, enquanto plataforma mediadora e relacional, ao serviço do marketing 3.0, para efetivar a comunicação e conhecer o valor atribuído às bibliotecas. Apresentam-se as perceções dos utilizadores e dos profissionais ID face à usabilidade do Facebook pelas bibliotecas académicas e, em concreto, face a distintas dimensões (uso da biblioteca, comunicação e marketing, relação com o profissional ID e perceção do marketing). Propõe-se um modelo de vínculo com o utilizador, através da adoção do marketing 3.0, no qual confluem fatores determinantes para a sua aplicabilidade como: sensibilização e formação em marketing; presença nas redes sociais; promoção de responsabilidade social; definição, implementação e avaliação da estratégia de comunicação; e, clarificação do papel do profissional ID, enquanto marketeer 3.0. Conclui-se que as bibliotecas académicas aplicam avulsa e pontualmente ações reveladoras de um vínculo relacional com o público-alvo baseado no marketing 3.0, ainda que não revelem organização, regularidade e normas ao nível de procedimentos comunicativos na forma como o praticam. Infere-se sobre a necessidade da adoção do conceito de marketing 3.0 nas bibliotecas académicas, na qualidade de facilitador de interação, cocriação e inspiração, isto é, no fundo enquanto catalisador da comunicação e da valorização, tanto institucional como individual.

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Ribacki, Guilherme Haag. « Uma abordagem de recomendação de colaborações acadêmicas através da análise de séries temporais ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/141965.

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O avanço da tecnologia nos últimos anos permitiu a criação de Sistemas de Informação com acesso a grandes bases de dados, abrindo diversas possibilidades de aplicações. Tem-se como exemplo a Internet, onde uma enorme quantidade de dados é gerada e publicada a todo momento por usuários ao redor do mundo. Com isso, aos poucos foi surgindo a necessidade de métodos para filtrar o conteúdo disponível de forma a permitir que um usuário pudesse focar apenas nos seus interesses. Nesse contexto surgiram os Sistemas de Recomendação e as Redes Sociais, onde, mais recentemente, surgiram trabalhos que apresentam abordagens para o uso de Sistemas de Recomendação no contexto acadêmico, de forma a aumentar a produtividade de grupos de pesquisa. Também têm sido bastante exploradas formas de se utilizar informações temporais em Sistemas de Recomendação de maneira a melhorar as recomendações feitas. O presente trabalho propõe uma abordagem de recomendação de colaborações acadêmicas utilizando a técnica de Análise de Séries Temporais, buscando melhorar os resultados obtidos por trabalhos anteriores. Foi realizado um experimento offline para avaliar o desempenho da abordagem proposta em relação às abordagens anteriores e um estudo de usuários para fazer uma análise mais profunda com feedback de usuários. Foram utilizadas métricas conhecidas das áreas de Recuperação de Informação e Sistemas de Recomendação, mas alguns resultados se mostraram inferiores em comparação com as abordagens existentes; outros, porém, foram similares. Também foram utilizadas algumas métricas de avaliação focadas em Sistemas de Recomendação, e os resultados obtidos foram similares em todas as abordagens testadas.
The advance of technology in recent years made possible the creation of Information Systems with access to large databases, opening many applications possibilities. There’s the Internet, for example, where a vast amount of data is generated and published all the time by users around the world. In this sense, the need for methods to filter the available content to enable users to focus only on their interests slowly emerged. In this context, Recommender Systems and Social Networks appeared, where, recently, works reporting approaches to provide recommendations in the academic context appeared, increasing the productivity of research groups. New ways to employ temporal information in Recommender Systems to make better recommendations are also being explored. The present work proposes an approach to academic collaborations recommendation using Time Series Analysis, aiming to improve results reported on previous and current works. An offline experiment was done to evaluate the proposed approach in comparison with other works and a user study was done to make a deeper analysis from user feedback. Known metrics from the Information Retrieval and Recommender Systems fields were used, and in some cases the results obtained were lower compared to the current methods but similar in others. Some evaluation metrics from Recommender Systems were also used, and the results were similar to all approaches.

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Walters-Powell, Robin K. « THE IMPACT OF SOCIAL NETWORKS ON THE COMING-OUT PROCESS FOR LESBIAN, GAY, AND BISEXUAL INDIVIDUALS ». University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay147782605132415.

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Carnine, Julia. « La mobilité estudiantine française, le « study abroad » américain et le « 留学 liu xue » chinois : une étude comparative des séjours internationaux au travers des réseaux sociaux et des identifications nationales ». Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20042/document.

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Aujourd’hui, nous assistons à une véritable explosion de la mobilité académique internationale. Pourtant un étudiant mobile, est-il transformé après une expérience à l’étranger ? Est-ce que cela modifie sa vision de sa nation, d’autres nations? Et si oui, quels sont les facteurs déclencheurs des changements ? Il existe peu d’études empiriques comparatives internationales sur l’impact d’un séjour à l’étranger. Ceci est un travail de terrain dans trois pays avec de grands flux d’étudiants mobiles (la France, la Chine et les États-Unis) effectué de 2010 à 2011, et d’un échantillon de 180 étudiants mobiles enquêtés. L’objectif de cette thèse est d’examiner les éléments qui, pendant son séjour, peuvent influer sur le regard que l’étudiant porte sur lui-même et la manière dont il comprend ses attaches à son pays. Notre question centrale est de savoir si, grâce aux réseaux de relations interpersonnelles tissées lors du séjour à l'étranger, les éléments d'identification au pays d'origine et l'idée de la nation telle qu'elle est conçue dans chaque tradition nationale, subissent des transformations. Nous faisons l’hypothèse qu’il existe un lien entre la composition internationale du réseau et l’adhésion de l’étudiant aux identifications nationales ouvertes et tolérantes. L’analyse des réseaux sociaux ainsi qu’une analyse statistique multivariée qui définit un indicateur d’identification nationale servent à montrer ces articulations. En conclusion, il s’avère que les types de sociabilités développées lors du séjour international impactent les identifications. Les cadres institutionnels de la mobilité sont à réfléchir dans ce sens
We are currently witness to an explosion of international academic mobility across the globe. However, can we truly speak of a student returning ‘transformed’ by his or her foreign study experience with an altered worldview? And if so, what may have triggered such changes? As international educators we face a lack of international empirically based comparative studies on the impact of a study abroad as well as how the various institutional frameworks of mobility and students’ social lives in the host country contribute to different outcomes. This dissertation is based on fieldwork in three countries (France, China and the United States) undertaken in 2010 and 2011 with a sample of 180 mobile students surveyed. The various factors at play during an academic sojourn abroad that may impact a student’s self-understanding and his/her ties to his/her country are examined. Our central question is whether students’ national identifications and the idea of the nation as conceived in each national tradition undergo transformations influenced by the relationships and social networks woven during the stay abroad. We assume that there is a link between the internationally heterogeneous composition of a network and a more open and tolerant set of national identifications. Social network analyses and an original multivariate statistical indicator measuring national identity types are used to show this link. In conclusion, we demonstrate how types of social networks impact ideas about national identity. Given the strong structural influence of mobility frameworks on student sociability, we can more accurately compare them in terms of their potential impact on students’ international understanding

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Whittaker, Sanya Sholetta. « Investigation of Social Connectedness in a College Population and its Relationship to Perceived Stress and Health Symptoms ». UNF Digital Commons, 2008. http://digitalcommons.unf.edu/etd/314.

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The present study investigated factors related to social connectedness and social support in a college population. Participants in the study were 486 volunteer students at the University of North Florida. All data were collected through a world wide web surveying program that allowed each participant to complete surveys on computers from any location. The surveys administered were the Social Connectedness Scale, the Multidimensional Scale of Perceived Social Support (MSPSS), the Perceived Stress Scale 10, the Patient Health Questionnaire 15 (PHQ15), and the Center for Epidemiological Studies Depression Scale- Revised (CESD-R) along with a demographics questionnaire. Results show that participants in the ethnic majority group report greater social connectedness and social support than minority participants. Social connectedness is associated with perceived stress and health symptoms, even when controlling for other related factors. The impact of social connectedness on perceived stress explains the health effects of social connectedness, as perceived stress mediates the relationship between social connectedness and stress.

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DI, BIASE ELISA. « New technologies, social perspectives and communication roles within the knowledge society ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/41844.

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Nowadays the entire process of creation and communication of knowledge is in the middle of a profound transformation. In the background there is our Web civilization, got used to a technology encapsulated into everyday objects, into multimedia devices and digital artifacts, or embedded within artificial environments and intelligent systems. Technology-augmented tools are offering the possibility of expanding natural boundaries, of enriching our senses and awareness, of pervading every single moment of our life. The thesis tries to approach what is happening in our Knowledge Society, where new technological devices and tools are modifying our lifestyles and activities, pervading the environments where we conduct academic research, read write or publish new cultural contents, teach and learn at school: social and academic networks, virtual and augmented worlds, tablets and e-readers, large interactive screens and Interactive WhiteBoards are populating our space and time, changing our way of generating and sharing knowledge. After deepening the Knowledge Society concept and future perspectives, the aim of the thesis is to describe some of the latest possibilities offered by the mutated technological scenario, such as Ubiquitous Computing paradigm, new interfaces, virtual/augmented world opportunities, and reflect upon the new social behaviors and paradigms that can rise: the description of different case studies and personal experimentations will show new participating opportunities and the deconstruction of established roles within research, cultural and educational contexts.

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Flowers, Lakeesha A. « The Relationship between Mentoring and Social Status at Work : A Social Network Status Study ». Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5214.

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Mentoring is an important means of developing talent. Typically, mentoring involves two individuals – a mentor, who provides career development and psychosocial support to a less experienced counterpart (the protege). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine potential but unconfirmed outcomes of mentoring such as social network status. This study examined the relationships between several individual characteristics, namely social intelligence and emotional intelligence, and mentoring relationships. In addition, this study examined the relationships between mentoring and social network status. In this non-experimental study, there were several unique relationships among these constructs. The results indicate a person's social intelligence is indicative of their status as a mentor (or not a mentor) but is not related to status as a protege (or not a protege). In addition, a mentor's perception of the costs and benefits of mentoring were explained by the protege's social intelligence and emotional intelligence. A mentor's social intelligence also explained the quality of the mentoring given. Finally, a mentor's social network status was related to the protege's social network status but this relationship was not due to the mentoring received. This study provides one of the first examinations of the relationship between mentoring and social network status and provides areas for future research and practical considerations.
ID: 031001464; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Kimberly A. Smith Jentsch.; Title from PDF title page (viewed July 8, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 118-129).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational

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Cakit, Erman. « Investigating The Relationship Between Adverse Events and Infrastructure Development in an Active War Theater Using Soft Computing Techniques ». Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5777.

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The military recently recognized the importance of taking sociocultural factors into consideration. Therefore, Human Social Culture Behavior (HSCB) modeling has been getting much attention in current and future operational requirements to successfully understand the effects of social and cultural factors on human behavior. There are different kinds of modeling approaches to the data that are being used in this field and so far none of them has been widely accepted. HSCB modeling needs the capability to represent complex, ill-defined, and imprecise concepts, and soft computing modeling can deal with these concepts. There is currently no study on the use of any computational methodology for representing the relationship between adverse events and infrastructure development investments in an active war theater. This study investigates the relationship between adverse events and infrastructure development projects in an active war theater using soft computing techniques including fuzzy inference systems (FIS), artificial neural networks (ANNs), and adaptive neuro-fuzzy inference systems (ANFIS) that directly benefits from their accuracy in prediction applications. Fourteen developmental and economic improvement project types were selected based on allocated budget values and a number of projects at different time periods, urban and rural population density, and total adverse event numbers at previous month selected as independent variables. A total of four outputs reflecting the adverse events in terms of the number of people killed, wounded, hijacked, and total number of adverse events has been estimated. For each model, the data was grouped for training and testing as follows: years between 2004 and 2009 (for training purpose) and year 2010 (for testing). Ninety-six different models were developed and investigated for Afghanistan and the country was divided into seven regions for analysis purposes. Performance of each model was investigated and compared to all other models with the calculated mean absolute error (MAE) values and the prediction accuracy within &"177;1 error range (difference between actual and predicted value). Furthermore, sensitivity analysis was performed to determine the effects of input values on dependent variables and to rank the top ten input parameters in order of importance. According to the the results obtained, it was concluded that the ANNs, FIS, and ANFIS are useful modeling techniques for predicting the number of adverse events based on historical development or economic projects' data. When the model accuracy was calculated based on the MAE for each of the models, the ANN had better predictive accuracy than FIS and ANFIS models in general as demonstrated by experimental results. The percentages of prediction accuracy with values found within ± error range around 90%. The sensitivity analysis results show that the importance of economic development projects varies based on the regions, population density, and occurrence of adverse events in Afghanistan. For the purpose of allocating resources and development of regions, the results can be summarized by examining the relationship between adverse events and infrastructure development in an active war theater; emphasis was on predicting the occurrence of events and assessing the potential impact of regional infrastructure development efforts on reducing number of such events.
Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering

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Cowan, Jenna. « Self-efficacy and social support of academy cricketers ». Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1556.

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Self-efficacy is considered to be a significant variable for enhancing all aspects of human performance (Druckman, 2004). Social support may influence self-efficacy through each of the four channels of self-efficacy information which consist of performance accomplishments, vicarious experience, verbal persuasion and physiological responses (Bandura, 1997). The primary aim of this study was to explore and describe the nature of change that occurred in selfefficacy and received social support of university-age academy cricketers over the duration of an academy programme. The secondary aim was to explore and describe the relationship between the two constructs, self-efficacy and social support. Sixty-five male, university-age (18-25 years) provincial academy cricketers completed a social support measure and a self-efficacy measure specifically designed for the purposes of this study. These measures were based on Rees and Freeman’s (2007) items and Cox, Martens and Russell’s (2003) revised Competitive State Anxiety Inventory-2 (CSAI-2 - Martens, Burton, Vealey, Bump & Smith, 1990) respectively. The perceived pre- and post-academy personal ratings of self-efficacy and social support, obtained prior to the start of the South African Interprovincial Academy Cricket week, referred to participants’ perceptions before and after attending their respective provincial academies. An inferential pre-experimental post-pretest design was used. The results included significant changes found in self-efficacy, esteem social support, informational social support and tangible social support over the academy season. There were no differences attributed to the length of time a cricketer had spent at the academy or to the cricketer’s highest level of achievement in cricket. The only significant correlation that existed between self-efficacy and social support was the correlation between self-efficacy and x informational social support. This study provided an initial insight into the role of self-efficacy and social support in talented cricketers, especially in a South African context.

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Diaz, Delgado Juliana. « Adding Dimension : Ideas for building meaningful & ; broader social network within academic departments ». Research Showcase @ CMU, 2011. http://repository.cmu.edu/theses/10.

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College departments are constantly changing communities. Whether its new students entering the department or seniors who are graduating and moving onto their next phase of life. This constant movement makes the experience of building a community difficult, and makes the process of establishing social networks complicated and inefficient. College departments should look to encourage and help build meaningful relationship amongst peers while they are part of the community, in order to create lasting bonds, diverse social networks, and potential future resources. This project aims to provide ideas through the means of a toolkit, that departments can use to create community.

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Jordan, Katy. « Understanding the structure and role of academics' ego-networks on social networking sites ». Thesis, Open University, 2017. http://oro.open.ac.uk/48259/.

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Academic social networking sites (SNS) seek to bring the benefits of online networking to an academic audience. Currently, the two largest sites are Academia.edu and ResearchGate. The ability to make connections to others is a defining affordance of SNS, but what are the characteristics of the network structures being facilitated by academic SNS, and how does this relate to their professional use by academics? This study addressed this question through mixed methods social network analysis. First, an online survey was conducted to gain contextual data and recruit participants (n = 528). Second, ego-networks were drawn up for a sub-sample of 55 academics (reflecting a range of job positions and disciplines). Ego-networks were sampled from an academic SNS and Twitter for each participant. Third, co-interpretive interviews were held with 18 participants, to understand the significance of the structures and how the networks were constructed. Academic SNS networks were smaller and more highly clustered; Twitter networks were larger and more diffuse. Communities within networks are more frequently defined by institutions and research interests on academic SNS, compared to research topics and personal interests on Twitter. Emerging themes link network structure to differences in how academics conceptualise and use the sites. Academic SNS are regarded as a more formal academic identity, akin to a business card, or used as a personal repository. Twitter is viewed as a space where personal and professional are mixed, similar to a conference coffee break. Academic SNS replicate existing professional connections, Twitter reinforces existing professional relationships and fosters novel connections. Several strategies underpinning academics’ use of the sites were identified, including: circumventing institutional constraints; extending academic space; finding a niche; promotion and impact; and academic freedom. These themes also provide a bridge between academic identity development online and formal academic identity and institutional roles.

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Capó, Artigues Aina Maria. « Predictors of knowledge creation performance. A quantitative qualitative comparative study of European doctorandi ». Doctoral thesis, Universitat de Girona, 2009. http://hdl.handle.net/10803/7704.

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Aquesta tesi forma part d'un projecte destinat a predir el rendiment acadèmic dels estudiants de doctorat portat a terme per l'INSOC (International Network on Social Capital and Performance). El grup de recerca INSOC està format per les universitats de Girona (Espanya), Ljubljana (Eslovènia), Giessen (Alemanya) i Ghent (Bèlgica). El primer objectiu d'aquesta tesi és desenvolupar anàlisis quantitatius comparatius sobre el rendiment acadèmic dels estudiants de doctorat entre Espanya, Eslovènia i Alemanya a partir dels resultats individuals del rendiment acadèmic obtinguts de cada una de les universitats. La naturalesa internacional del grup de recerca implica la recerca comparativa. Vam utilitzar variables personal, actitudinals i de xarxa per predir el rendiment. El segon objectiu d'aquesta tesi és entendre de manera qualitativa perquè les variables de xarxa no ajuden quantitativament a predir el rendiment a la universitat de Girona (Espanya). En el capítol 1, definim conceptes relacionats amb el rendiment i donam un llistat de cada una de les variables independents (variables de xarxa, personals i actitudinals), resumint la lliteratura. Finalment, explicam com s'organitzen els estudis de doctorat a cada un dels diferents països. A partir d'aquestes definicions teòriques, en els pròxims capítols, primer presentarem els qüestionaris utilitzats a Espanya, Eslovènia i Alemanya per mesurar aquests diferents tipus de variables. Després, compararem les variables que són relevants per predir el rendiment dels estudiants de doctorat a cada país. Després d'això, fixarem diferents models de regressió per predir el rendiment entre països. En tots aquests models les variables de xarxa fallen a predir el rendiment a la Universitat de Girona. Finalment, utilitzem estudis qualitatius per entendre aquests resultats inesperats. En el capítol 2, expliquem com hem dissenyat i conduït els qüestionaris en els diferents països amb l'objectiu d'explicar el rendiment dels estudiants de doctorat obtinguts a Espanya, Eslovènia i Alemanya. En el capítol 3, cream indicadors comparables però apareixen problemes de comparabilitat en preguntes particulars a Espanya, Eslovènia i Alemanya. En aquest capítol expliquem com utilitzem les variables dels tres països per crear indicadors comparables. Aquest pas és molt important perquè el principal objectiu del grup de recerca INSOC és comparar el rendiment dels estudiants de doctorat entre els diferents països. En el capítol 4 comparem models de regressió obtinguts de predir el rendiment dels estudiants de doctorat a les universitats de Girona (Espanya) i Eslovènia. Les variables són característiques dels grups de recerca dels estudiants de doctorat enteses com una xarxa social egocèntrica, característiques personals i actitudinals dels estudiants de doctorat i algunes carecterístiques dels directors. Vam trobar que les variables de xarxa egocèntriques no predien el rendiment a la Universitat de Girona. En el capítol 5, comparem dades eslovenes, espanyoles i alemnayes, seguint la metodologia del capítol 4. Concluïm que el cas alemany és molt diferent. El poder predictiu de les variables de xarxa no millora. En el capítol 6 el grup de recerca dels estudiants de doctorat és entès com una xarxa duocèntrica (Coromina et al., 2008), amb l'objectiu d'obtendre informació de la relació mútua entre els estudiants i els seus directors i els contactes d'ambdós amb els altres de la xarxa. La inclusió de la xarxa duocèntrica no millora el poder predictiu del model de regressió utilitzant les variales egocèntriques de xarxa. El capítol 7 pretèn entendre perquè les variables de xarxa no predeixen el rendiment a la Universitat de Girona. Utilitzem el mètode mixte, esperant que l'estudi qualitatiu pugui cobrir les raons de perquè la qualitat de la xarxa falla en la qualitat del treball dels estudiants. Per recollir dades per l'estudi qualitatiu utilitzem entrevistes en profunditat.
This thesis belongs to a wider project designed to predict PhD students' academic performance carried out by the INSOC (International Network on Social Capital and Performance). The INSOC research group is composed by the universities of Girona (Spain), Ljubljana (Slovenia), Giessen (Germany) and Ghent (Belgium). The first aim of this thesis is to develop quantitative comparative analyses about the PhD students' academic performance across Spain, Slovenia and Germany from the individual academic performance results obtained in each university member. The international nature of the research group implies that we strongly emphasize comparative research. We use together background variables, attitudinal variables and social network variables for predicting performance. The second aim of this thesis is to qualitatively understand why network variables fail to quantitatively predict performance in the University of Girona (Spain). Thus, this thesis fit into the multimethod tradition. In Chapter 1, we define concepts related with performance and we give a list of each of the independent variables (social network, background and attitudinal variables) with a literature summary. Finally, we explain how PhD studies are organaized in the different countries. Drawing from these theoretical explanations, in the next chapters we first present the questionnaires used in Spain, Slovenia and Germany to measure these different types of variables. Then, we compare the variables which are relevant in order to predict PhD student performance in each country. After that, we fit alternative regression models to predict performance across countries. In all these models network variables fail to predict performance in the University of Girona. Finally, we use a qualitative study to understand this unexpected result. In Chapter 2, we explain how we designed and conducted a survey in the different countries with the aim of explaining the PhD students' performance obtained in Spain, Slovenia and Germany. In Chapter 3, we create comparable indicators wherever some comparability problems arose with particular questions in Spain, Slovenia and Germany. In this chapter we explain how we used all three countries' variables in order to create comparable indicators. This step is very important because the main goal of the INSOC research group is to compare the PhD student's performance between the different countries. In Chapter 4 we compare regression models obtained to predict PhD students' academic performance in the universities of Girona (Spain) and Slovenia. Explanatory variables are characteristics of PhD student's research group understood as an egocentered social network, background and attitudinal characteristics of the PhD students and some characteristics of the supervisors. We find that egocentered network variables do not predict performance in the University of Girona. In Chapter 5 we compare the Slovenian, Spanish and German data, following the methodology used in Chapter 4. We conclude that the German case is very different. Predictive power of network variables does not improve. In Chapter 6 the PhD student's research group is understood as a duocentered social network (Coromina et al., 2008), in order to obtain information regarding the mutual relationship between PhD students and their supervisor and the ties of both to their alters in the network. The inclusion of duocentered network variables does not improve the predictive power of the regression model using egocentered network variables. Chapter 7 attempts to understand why networks fail to predict performance in the University of Girona. Using the mixed method approach, we expect that a qualitative study can uncover the reasons why the quality of the networks fails to translate into the quality of the students' work. For data collection in the qualitative research we used in-depth interviews.

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Vigliotti, Jeanette C. « The Double Sighted : Visibility, Identity, and Photographs on Facebook ». UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/506.

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The primary objective of this analysis is to uncover the tools of Facebook identity construction. Because Facebook users have the ability to control the images and information associated with their profiles, reactionary scholars typically classify Facebook identity as a symptom of cultural narcissism. However, I seek to displace the fixation on the newness of the medium in order to interrogate the possibility of a society that has internalized surveillance. Using Michel Foucault’s theories on panopticism and heterotopia, I examine the role photographs play in the construction of an individual on Facebook, and the ways in which user photographs are positioned into social memory construction.

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Kouakou, Kouassi. « Les déterminants de l'adoption en situation professionnelle des réseaux sociaux numériques : étude au sein des bibliothèques des universités ivoiriennes ». Doctoral thesis, Universite Libre de Bruxelles, 2015. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209060.

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Résumé :

Les Réseaux Sociaux Numériques (RSN) constituent de réelles opportunités pour les bibliothèques des pays du Sud. Ces bibliothèques, en particulier, celles des universités ivoiriennes, vu leur environnement économique et technologique peinent à exister. Souvent méconnues ou même méprisées de leurs propres usagers, elles n’ont pas les moyens de communiquer et d‘interagir efficacement (à distance) avec leurs utilisateurs. Leurs fonds documentaires, leurs nouvelles acquisitions, leurs activités menées et les services rendus par elles sont ignorés des utilisateurs. Elles ne disposent que de moyens très limités, ne pouvant leur permettre de s’offrir un site internet, un catalogue en ligne et/ou d’assurer une excellente médiation informationnelle.

Dans un tel contexte, nous pensons que les bibliothèques des universités ivoiriennes devraient profiter des fonctionnalités qu’offrent gratuitement les RSN, pour rattraper leur retard technologique et améliorer leurs offres de services. Cependant, force est de constater que cela n’est pas le cas. Contrairement à leurs homologues des pays du Nord, les bibliothèques des pays ouest-africains ne semblent pas intéressées par ces opportunités offertes par les RSN, ni les enjeux et les défis qu’ils imposent aux bibliothèques et aux métiers de bibliothécaires.

Face à ce constat, nous nous sommes posé la question de savoir ce qu’il faudrait faire pour amener les bibliothécaires ivoiriens à utiliser les RSN dans leurs pratiques professionnelles ?Autrement dit, quels sont les facteurs qui pourraient favoriser l’adoption des RSN en situation professionnelle ?C’est donc à cette question principale de recherche que notre étude intitulée « Les déterminants de l’adoption en situation professionnelle des réseaux sociaux numériques :étude au sein des bibliothèques des universités ivoiriennes » se propose de répondre.

Notre recherche a pour objectif principal d’identifier et d’évaluer les facteurs déterminants de l’adoption des réseaux sociaux numériques au sein des bibliothèques des universités ivoiriennes afin d’en proposer un modèle théorique prédictif. Cet objectif principal a été décliné en trois objectifs spécifiques que sont :

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Doctorat en Information et communication
info:eu-repo/semantics/nonPublished

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Thèses sur le sujet « Academic social networks »

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