Edward Scott
Biographic Data
| ID | 4271325 |
|---|---|
| NAME | Edward Scott |
| GIVEN NAMES | Edward |
| FAMILY NAME | Scott |
| SIGNATURE | SCOTT E |
| AFFILIATIONS | University College of Townsville, Australia |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1961 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”
Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys ( N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they d…
Subcommunity Leadership in a Black Ghetto
Social Value Acquisition in Preschool Aged Children III. Internalization of Institutionalized Value Expectations
This article is the last of a series of three concerned with studying the acquisition of social values in three-to-five year old children in an under-privileged area. Some of the children were reared under the dual influence of primary (mothers) and secondary (nursery teachers) socializing agents, and some of them were reared under the influence of primary agents only. The two groups of children were compared (i) for their internalization of the …
Social Value Acquisition in Preschool Aged Children II. Conformity with Institutionalized Value Expectations
The article is the second of three concerned with studying the acquisition of social values in three-to-five year old children, in an underprivileged area, some of whom were reared under the dual influence of primary (mothers) and secondary (nursery teachers) socializing agents, and some of whom were reared under the influence of primary agents only. The two groups of children were compared for their conformity with the cultural expectations for …
Social Value Acquisition in Preschool Aged Children I. Institutionalized Value Expectations and their Perception
The article is the first of a series of three concerned with studying the acquisition of social values in three-to-five year old children, in an underprivileged area, some of whom were reared under the dual influence of primary (mothers) and secondary (nursery teachers) socializing agents, and some of whom were reared under the influence of primary agents only. Guttman scale analysis techniques were used to establish the cultural expectations for…
Developing Political Orientations of Panamanian Students
Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”
Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys ( N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they d…
Social Value Acquisition in Preschool Aged Children I. Institutionalized Value Expectations and their Perception
The article is the first of a series of three concerned with studying the acquisition of social values in three-to-five year old children, in an underprivileged area, some of whom were reared under the dual influence of primary (mothers) and secondary (nursery teachers) socializing agents, and some of whom were reared under the influence of primary agents only. Guttman scale analysis techniques were used to establish the cultural expectations for…
Developing Political Orientations of Panamanian Students
Developing Political Orientations of Panamanian Students
Social Value Acquisition in Preschool Aged Children II. Conformity with Institutionalized Value Expectations
The article is the second of three concerned with studying the acquisition of social values in three-to-five year old children, in an underprivileged area, some of whom were reared under the dual influence of primary (mothers) and secondary (nursery teachers) socializing agents, and some of whom were reared under the influence of primary agents only. The two groups of children were compared for their conformity with the cultural expectations for …
Social Value Acquisition in Preschool Aged Children I. Institutionalized Value Expectations and their Perception
The article is the first of a series of three concerned with studying the acquisition of social values in three-to-five year old children, in an underprivileged area, some of whom were reared under the dual influence of primary (mothers) and secondary (nursery teachers) socializing agents, and some of whom were reared under the influence of primary agents only. Guttman scale analysis techniques were used to establish the cultural expectations for…
Subcommunity Leadership in a Black Ghetto
Social Value Acquisition in Preschool Aged Children III. Internalization of Institutionalized Value Expectations
This article is the last of a series of three concerned with studying the acquisition of social values in three-to-five year old children in an under-privileged area. Some of the children were reared under the dual influence of primary (mothers) and secondary (nursery teachers) socializing agents, and some of them were reared under the influence of primary agents only. The two groups of children were compared (i) for their internalization of the …
Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”
Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys ( N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they d…
Developmental psychology (4 works) · Psychology (4 works) · Social Psychology (4 works) · Sociology (4 works) · Perception (3 works) · Value (mathematics) (3 works) · Child and Animal Learning Development (2 works) · Conformity (2 works) · Economics (2 works) · Accommodation (1 work)