School textbooks in the field of socialisation

http://www.ester.ee/record=b1308053*es

Chapter 19 Social generations and societal changes

This book focuses on social transformations as one of the central topics in the social sciences. The study of European social transformations is very valuable in the context of universal discussions within social sciences: explaining invariable, universal attributes of societies and examining changing attributes. The book consists of 20 chapters on European social transformations, written from the perspectives of distinguished scholars from such disciplines as economics, political science, educational science, geography, media and communication studies, public management and administration, social psychology and sociology. The temporal and spatial range of the book is wide, including such global changes as time-space compression, focusing particularly on change processes in Europe during the last two decades. The book consists of four main parts, beginning with an overview of the theoretical and methodological approaches, and then focusing separately on post-communist transformations, institutional drivers of social transformations in the European Union, and European transformations in the context of global processes. The book presents current theoretical, empirical and methodological approaches that complement the scientific literature on social transformations. This book is both an invaluable resource for scholars and an indispensable teaching tool for use in the classroom and will be of interest to students, academics, and policy-makers studying how this diverse region has changed over recent years

The role of Estonian teachers in the social mediation of children’s internet use

Õpetajatel on oluline roll laste ettevalmistamisel internetimaailmas toimetulekuks. Artiklis analüüsitakse Eesti õpetajate tegevust 9–16aastaste laste internetikasutuse sotsiaalses vahendamises, mille mõõtmiseks kasutati kaheksat tunnust EU Kids Online’i uuringust. Tulemused näitavad, et enamik Eesti õpetajatest on õpilaste internetikasutust sotsiaalselt vahendanud: üksnes 13% lastest ei suutnud meenutada, et nad oleks õpetajatelt kunagi juhiseid või informatsiooni saanud. Peamised erinevused Eesti õpetajate tegevuses ilmnesid keele ja asula suuruse puhul. Uuring lubab väita, et eesti keelt rääkivate ja väikestest asulatest pärit laste õpetajad vahendavad laste internetitegevusi aktiivsemalt ja mitmekülgsemalt ning pakuvad internetiohtude korral rohkem nõuandeid. See, kuidas on õpetajate tegevus ja laste kokkupuude internetiohtudega omavahel seotud, erineb vanuseja keelerühmiti. Internetis kahju kogemine ei ole seotud õpetajatepoolse sotsiaalse vahendamisega.  Summar

Who is afraid of dataveillance? Attitudes toward online surveillance in a cross-cultural and generational perspective

This article compares surveillance-related experiences and attitudes of two generations of media users in countries with different historical surveillance regimes (Estonia, Portugal, and Sweden) and analyzes the predictors of the attitudes toward contemporary surveillance. A large-scale online survey (N = 3221) reveals that attitudes toward online state and corporate surveillance are interrelated; the two attitudinal components are, however, generation-specific, having different predictors. Tolerance toward state surveillance is more characteristic of the older group, being predicted by trustful and obedient attitudes toward state authorities and institutions. Tolerance toward corporate dataveillance is more characteristic of the younger group, being predicted by active and self-confident media use. While the socio-historical context molds the intergenerational gaps in surveillance-related experiences and attitudes, individual-level experiences of state surveillance do not predict tolerance toward either type of contemporary surveillance, suggesting that global techno-cultural developments are probably more powerful factors than past experiences in forming generation-specific attitudes.info:eu-repo/semantics/publishedVersio

Behind the Curtains of e-State: Determinants of Online Sexual Harassment Among Estonian Children

"This article analyses the risk of receiving online sexual messages and experiencing harm among Estonian children. In particular, the paper examines the association between receiving sexual messages and behavioural, psychological and demographic characteristics, and the social mediation of children’s Internet use. Estonian data from ‘EU Kids Online’ survey are used, involving 780 children aged 11-16. Results demonstrate that 19% of children who use the Internet have received online sexual messages, and 6% have felt disturbed. The probability of receiving sexual messages online is higher for children with risky online and offline behaviour and psychological difficulties. Perceiving online messages as sexually harassing is higher among children with excessive Internet use, lower levels of parental monitoring and higher levels of peer mediation of Internet use. The risk of exposure to harassing sexual messages also differs by age and, more notably, by the minority status. Mediation by parents and teachers plays an insignificant role in reducing teenagers’ risks of receiving sexual messages." (author's abstract

Large-Scale Comparative School-Based Survey Research: Challenges and Solutions for Sampling, Fieldwork and Informed Consent

Based on our experiences with implementing the comparative school-based ySKILLS survey in six European countries, this article investigates the preparation of fieldwork in school-based surveys. This includes the sampling strategies and recruitment of schools and (secondary level) students, the continuous collaboration with schools, as well as collecting parental consent. By interviewing the national survey experts, we found that previously described challenges of school-based survey research have become specifically relevant during the COVID-19 pandemic. Our results further show that collaborating with schools is demanding and that collecting active parental consent involves problems regarding a non-response bias as well as ethical concerns about children’s rights. For future research, we have identified seven general preconditions and facilitating factors regarding the re­cruitment and collaboration with schools for a successful implementation of school-based surveys. Regarding informed consent, we provide seven ethical and practical recommenda­tions for research policy and future studies