Reconciling Jekyll and Hyde: The future of masculinity research within the domestic violent extremism context.

Over the last decade, there has been a visible surge of students participating in and leading different forms of activism. Following the cultural reckoning of 2020, the United States saw a rise in awareness and engagement in activism among young individuals. Continuing this trend, higher education institutions have seen an increase in on-campus demonstrations in recent years. Given the recent increase in activism, political engagement, and the globalization of social issues, this study examined how attitudes, beliefs, individual factors, and prior behaviors relate to undergraduate students’ willingness to engage in different forms of activism (i.e., conventional and high-risk). Across both forms of activism, institutional advocacy (i.e., the behavioral targeting of institutional racism) was the most consistent unique predictor of a student's willingness to engage in activism. Need for cognition and individual advocacy were significantly and positively related to conventional activism, whereas political orientation was negatively related to it. Social justice orientation was significantly and negatively related to high-risk activism.

در دهه گذشته، افزایش قابل‌توجهی در مشارکت دانشجویان در اشکال مختلف فعالیت‌های اجتماعی و رهبری آن‌ها مشاهده شده است. پس از بازنگری فرهنگی سال ۲۰۲۰، ایالات متحده شاهد افزایش آگاهی و مشارکت جوانان در فعالیت‌های اجتماعی بود. با تداوم این روند، مؤسسات آموزش عالی در سال‌های اخیر افزایشی در تظاهرات داخل محوطه دانشگاهی را تجربه کرده‌اند. با توجه به افزایش اخیر فعالیت‌های اجتماعی، مشارکت سیاسی و جهانی‌شدن مسائل اجتماعی، این مطالعه به بررسی چگونگی ارتباط نگرش‌ها، باورها، عوامل فردی و رفتارهای پیشین با تمایل دانشجویان کارشناسی به مشارکت در اشکال مختلف فعالیت‌های اجتماعی (یعنی فعالیت‌های متعارف و پرریسک) پرداخت. در هر دو شکل فعالیت‌های اجتماعی، حمایت نهادی (یعنی هدف‌گیری رفتاری نژادپرستی نهادی) به عنوان قوی‌ترین پیش‌بینی‌کننده منحصربه‌فرد تمایل دانشجویان به مشارکت در فعالیت‌های اجتماعی شناسایی شد. نیاز به شناخت و حمایت فردی به‌طور معناداری و مثبت با فعالیت‌های متعارف مرتبط بودند، در حالی که جهت‌گیری سیاسی با آن‌ها رابطه منفی داشت. جهت‌گیری عدالت اجتماعی به‌طور معناداری و منفی با فعالیت‌های پرریسک مرتبط بود.

Social capital represents a relational resource developed through trust, professional networks, collaboration, peer support, and knowledge exchange. In the context of Social Studies Education, social capital can support teachers in accessing information, experiences, and professional resources relevant to professional development and instructional planning. This study aims to analyze the conceptualization of teachers’ social capital, identify its dimensions in relation to teacher professionalism, and examine its relevance to Social Studies teaching practices and instructional planning. The study employs a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. The literature analyzed consists of scholarly publications published between 2023 and 2026 in Indonesian and English that met the established inclusion criteria. The data were analyzed through thematic synthesis based on conceptual dimensions, forms of professional relationships, and their contributions to teaching practices. The synthesis indicates that social capital facilitates teachers’ access to information, experiences, feedback, and professional support through networks and collaborative relationships. These resources can strengthen professional learning and pedagogical decision-making relevant to Social Studies instructional planning. However, empirical evidence directly linking teachers’ social capital to the quality of Social Studies instructional planning remains limited. These findings highlight the need for further research on how social capital can be translated into improvements in the quality of Social Studies instructional planning components.

سرمایه اجتماعی یک منبع رابطه‌ای است که از طریق اعتماد، شبکه‌های حرفه‌ای، همکاری، حمایت همتایان و تبادل دانش شکل می‌گیرد. در زمینه آموزش مطالعات اجتماعی، سرمایه اجتماعی می‌تواند به معلمان در دسترسی به اطلاعات، تجربیات و منابع حرفه‌ای مرتبط با توسعه حرفه‌ای و برنامه‌ریزی آموزشی کمک کند. این مطالعه با هدف تحلیل مفهوم‌سازی سرمایه اجتماعی معلمان، شناسایی ابعاد آن در ارتباط با حرفه‌ای‌گری معلمان و بررسی ارتباط آن با شیوه‌های تدریس مطالعات اجتماعی و برنامه‌ریزی آموزشی انجام شده است. این پژوهش از رویکرد مرور نظام‌مند ادبیات (SLR) با چارچوب PRISMA 2020 استفاده می‌کند. ادبیات مورد تحلیل شامل انتشارات علمی منتشر شده بین سال‌های ۲۰۲۳ تا ۲۰۲۶ به زبان‌های اندونزیایی و انگلیسی است که معیارهای ورود تعیین‌شده را برآورده کرده‌اند. داده‌ها از طریق سنتز موضوعی مبتنی بر ابعاد مفهومی، اشکال روابط حرفه‌ای و مشارکت آن‌ها در شیوه‌های تدریس تحلیل شدند. سنتز نشان می‌دهد که سرمایه اجتماعی از طریق شبکه‌ها و روابط همکاری، دسترسی معلمان به اطلاعات، تجربیات، بازخورد و حمایت‌های حرفه‌ای را تسهیل می‌کند. این منابع می‌توانند یادگیری حرفه‌ای و تصمیم‌گیری‌های پداگوژیک مرتبط با برنامه‌ریزی آموزشی مطالعات اجتماعی را تقویت کنند. با این حال، شواهد تجربی که مستقیماً سرمایه اجتماعی معلمان را به کیفیت برنامه‌ریزی آموزشی مطالعات اجتماعی مرتبط می‌کنند، محدود است. این یافته‌ها نیاز به پژوهش‌های بیشتر درباره چگونگی تبدیل سرمایه اجتماعی به بهبود کیفیت مؤلفه‌های برنامه‌ریزی آموزشی مطالعات اجتماعی را برجسته می‌سازند.

Children's behaviour and social adjustment within the classroom are important considerations. Behaviour can refer to how a pupil engages with learning tasks, follows instructions, works with others and interacts within the classroom. Social adjustment can relate to how children feel they fit in, build friendships, communicate effectively and feel included. Although behaviour and social adjustment are two distinct areas, they will be influenced by each other. This conceptual article will discuss the relationship between behaviour and social adjustment for upper primary school students. Using theories such as ecological systems, social learning and sociocultural. School engagement, friendships and school belonging will also be discussed. It is important to consider how behaviour should be seen as more than just an individual trait. Family factors, teaching style, peer relationships, individual differences and school factors can influence how a pupil behaves. A strength based approach to children's behaviour and social adjustment will be advocated. The article will conclude with key implications for classroom settings and recommendations for future research. Future research should be culturally aware, developmentally appropriate and ethical. This article is theoretical and will not give any findings.

Religious education is often expected to promote tolerance, but respect for religious difference does not necessarily ensure accurate understanding of religious others. This study examines how religious education policies in Indonesia and England emphasize different forms of cognitive tolerance. Using qualitative document analysis and comparative policy analysis, the study analyzes selected legal, curricular, and pedagogical documents through four components: Knowledge of Religious Others, Recognition of Internal Diversity, Critical Reflection, and Understanding Commonalities and Differences. Indonesian policy gives greater relative emphasis to understanding commonalities and differences within religion-specific formation, social harmony, and responsible citizenship. English policy gives greater emphasis to critical reflection and knowledge of religious and non-religious worldviews through shared enquiry. Recognition of Internal Diversity appears in similar proportions in both datasets, but it serves different curricular functions. The findings show differently configured pathways toward cognitive tolerance, combining the same cognitive components with different relative emphases and curricular purposes.

Abstract Child and adolescent externalizing problems have often been conceptualized broadly with imprecise language (e.g., “disruptive behavior”) or inconsistently across varying taxonomies (e.g., oppositional defiant and conduct disorder symptoms, aggressive and rule-breaking behaviors). Establishing clarity around dimensions of externalizing problems is an essential step toward more accurate measurement and construct validity across the externalizing domain. To that end, the current study investigated fine-grained dimensions in the structure of youth externalizing psychopathology. Caregiver-report survey data were collected for a national community sample of 576 youth (ages 6–14; 45% female, 25% Hispanic), including measures of irritability, oppositionality, reactive and proactive aggression, conduct problems, hyperactivity/impulsivity, and inattention. We used exploratory factor analysis (EFA) to examine relations among externalizing dimensions at the item-level followed by confirmatory factor analysis (CFA) to examine relations at the construct-level. EFA results suggested that a 3-factor model best fit the data, including factors characterized by externalizing affect (e.g., “felt mad”), externalizing behavior (e.g., “bullies, threatens, or intimidates others”), and ADHD symptoms (e.g., “talks excessively”), with a few cross-loadings. Similarly, confirmatory models indicated that a 3-factor, non-hierarchical structure fit the data best when compared to three other models. Results provide support for distinct facets of the externalizing spectrum in child psychopathology, suggesting a preliminary direction for a unifying framework. These findings highlight the potential for future measurement research to further disentangle the distinct and overlapping facets of externalizing constructs, particularly using multiple methods and informants and with replication across samples.