Self concept and adolescents' representations of significant others' images of them

The main idea for this research is based on the assumptions of social interactionism. Adolescents representations of how they parents and friends see them are examined on the sample of 499 adolescents (12/13 i 16/17 years). In the structure of these representations EFA extracted five (for parents) and four dimensions (for friends): 1. prosociality, 2. sociability, 3. character and ambitiosness, 4. bed temper, and 5. maturity. First four dimensions have the same meaning in the booth structures, and they are equivalent to the dimensions of adolescents self-concept. Structures of these representations do not change between two examined ages. Canonical correlation showed that adolescents representations of how significant others see them, have influence on their self-concept, and that during the period of middle adolescence, information from peers are more significant

Does parochial cooperation exist in childhood and adolescence? A meta-analysis

Although previous meta-analytic evidence supports the existence of parochialism in cooperation among adults, the extent to which children and adolescents are more willing to incur a personal cost to benefit ingroups, compared to outgroups, is not yet clear. We provide the first meta-analysis on the existence and magnitude of parochialism in cooperation among pre-adults. Based on 20 experimental economics studies (k = 69, N = 5268, age = 3–19, 12 countries, published 2008–2019), a multilevel meta-analytic model revealed a small overall effect size indicating that children and adolescents were more cooperative towards ingroups (d = 0.22, 95% CI [.07, .38]). A series of single-moderator analyses tested for the following conditions: participant age and sex; game type ([mini-]dictator game, prisoner’s dilemma, public goods dilemma, trust game, ultimatum game); outcome interdependence; membership manipulation (between- vs. within-subjects); group type (natural vs. experimental); reward type (monetary vs. non-monetary); and country of the participant. Parochial cooperation did not vary with participants' age. Parochialism was larger in non-interdependent (dictator-type) compared to interdependent (bargaining and social dilemma) games. There were no moderating effects of group type, membership manipulation or reward type. To provide more data on how parochialism develops, primary studies should report age ranges more precisely and use more restricted age groups

All good readers are the same, but every low-skilled reader is different: an eye-tracking study using PISA data

PISA results show that a considerable number of fifteen-years old pupils after 8-10 years of schooling have a low level of functional reading literacy, as defined in the PISA framework. While PISA results help identify level of reading competency, they do not reveal what might be the reasons why some students fail to solve the tasks. One way to explore the difficulties pupils encounter while solving PISA reading tasks is to track their eye-movements during reading. The main aim of this study was to explore the similarities and differences in eye-movement patterns between pupils with high and low scores on PISA reading tasks. A sample of 92 students took part in the pre-test, which was based on PISA items, and administered to identify groups of students with high and low PISA reading scores. Based on student pre-test results, 20 students were selected for the main, eye-tracking test - 10 participants with low (average pre-test result M=431, SD=69) and 10 with high scores (M=695, SD=76). The eye-tracking test consisted of four different released PISA reading tasks, three of them continuous and one non-continuous. The continuous items were followed by one multiple-choice question each, at L1, L2 and L3 levels of difficulty. The non-continuous text was followed by three multiple-choice questions (also L1-L3). To explore continuous items, the following measures were explored: average fixation duration, median saccade amplitude, percentage of regressions and global reading speed (words per minute). Median saccade amplitudes were consistently shorter on all items in the low-scoring group. The non-continuous task was explored using several eye-tracking measures, but none were significant. However, the standard deviations of almost all variables were lower in the high-scoring group. Finally, qualitative analysis of heat maps showed that the high-scoring group was more efficient in searching for the relevant information in text, while the attention of the low-scoring students was more scattered around

Results - visualisation

Heat maps, focus maps and examples of individual scan paths

Stimuli

Here, you can find all PISA items and questions that were used in the pretest and the main test. They were originally presented in Serbian, but the link to the original English version can be found in the Wiki section. Screen-shots present the moment when each of the questions is added onto the screen

Results - statistical tests

Results of the quantitative analyses. "A"-"D" items in the Storage refer to global reading measures of the continuous texts, while "E" items are AOI measures and analyses results

Data

Pretest results, raw eye tracking data and main test behavioural and eye tracking measures. "A"-"D" items in the Storage refer to global reading measures of the continuous texts, while "E" item contains AOI measures for all screens

Data

The files data_1, data_2, data_3, and data_4 correspond to pilot 1, pilot 2, Study 1, and Study 2, respectively