Estimating educational outcomes from students’ short texts on social media
Digital traces have become an essential source of data in social sciences because they provide new insights into human behavior and allow studies to be conducted on a larger scale. One particular area of interest is the estimation of various users’ characteristics from their texts on social media. Although it has been established that basic categorical attributes could be effectively predicted from social media posts, the extent to which it applies to more complex continuous characteristics is less understood. In this research, we used data from a nationally representative panel of students to predict their educational outcomes measured by standardized tests from short texts on a popular Russian social networking site VK. We combined unsupervised learning of word embeddings on a large corpus of VK posts with a simple, supervised model trained on individual posts. The resulting model was able to distinguish between posts written by high- and low-performing students with an accuracy of 94%. We then applied the model to reproduce the ranking of 914 high schools from 3 cities and of the 100 largest universities in Russia. We also showed that the same model could predict academic performance from tweets as well as from VK posts. Finally, we explored predictors of high and low academic performance to obtain insights into the factors associated with different educational outcomes.
The article shows the importance of philosophy Ricker for theoretical sociology. Perspectives of sociology associated with a combination of theories and theories of action events. Action theory developed in sociology and theory of events is not. Ricoeur philosophy - one of the possible intellectual resources in order to change this situation.
The existing findings on the relationship between optimism and academic performance are rather contradictory. Two studies were undertaken to investigate thе relationship between attributional style, well-being, and academic performance. A new Russian-language measure of attributional style for positive and negative events (Gordeeva, Osin, Shevyakhova, 2009) with stability, globality, and controllability subscales was used. In the first study, optimistic attributional style for good events was associated with higher academic achievement in high school students (N=225) and mediated the effect of academic performance on self-esteem. In the second study, pessimistic attributional style for negative events predicted success in passing three difficult written entrance examinations in university entrants (N=108), and optimistic attributional style for good events predicted success with success expectations as a mediator. The results indicate that attributional styles for positive and negative events are not uniform in their relationship to performance in different academic settings and to well-being variables.
Exposure to prenatal androgens affects both future behavior and life choices. However, there is still relatively limited evidence on its effects on academic performance. Moreover, the predicted effect of exposure to prenatal testosterone (T)–which is inversely correlated with the relative length of the second to fourth finger lengths (2D:4D)–would seem to have ambiguous effects on academic achievement since traits like aggressiveness or risk-taking are not uniformly positive for success in school. We provide the first evidence of a non-linear, quadratic, relationship between 2D:4D and academic achievement using samples from Moscow and Manila. We also find that there is a gender differentiated link between various measures of academic achievement and measured digit ratios. These effects are different depending on the field of study, choice of achievement measure, and use of the right hand or left digit ratios. The results seem to be asymmetric between Moscow and Manila where the right (left) hand generates inverted-U (U-shaped) curves in Moscow while the pattern for hands reverses in Manila. Drawing from unusually large and detailed samples of university students in two countries not studied in the digit literature, our work is the first to have a large cross country comparison that includes two groups with very different ethnic compositions.
The social and community driven aspects of our digital lives continue to rapidly increase, resulting in transformative behaviors and, significantly, publishing and distributing huge amounts of fascinating data. The seventh meeting of the International AAAI Conference on Weblogs and Social Media (ICWSM-13) held in Cambridge, Massachusetts, promised to be a benchmark year for ICWSM. Thanks to the enthusiastic participation of our community, we received a record number of submissions, with a growth of 50 percent over the previous year. More than the quantity, however, the high quality of the submitted papers is the truest evidence that ICWSM is maturing in its role as a premier venue for social media research.
The article examines the formation of monologue speech and the infl uence of linguistic laws of incorporation and contamination on this process. It contains analysis of the semantic structure of monologue carried out on the basis of key words and nuclear tones of theme centres and their prosodic depiction. The analysis was performed on spontaneous monologues. The results of the acoustic analysis and statistics data were obtained through the computer programme Speech Analyzer
Meta-analytic research in psychology of academic performance proved that Big Five Conscientiousness and Openness to Experience predict scholastic achievements of university students (O’Connor, Paunonen, 2007; Poropat, 2009). But we claim that psychological predictiors of academic success depend on educational environment and can be culture-related. We examined 176 2nd and 3rd year economy and computer science university students in Russia with the Big Five – Ipsative version test (Shmelyov, 2010) and discovered that GPA and USE (United State Examination in Russia) scores are significantly correlated with Agreeableness (r = 0.15; p < 0.01 for GPA and r = 0.22 p < 0.01 for USE math) and Neuroticism (r = 0.2, p < 0.01 for GPA and r = -0,17; p < 0,01 for USE math). We suppose that the difference between our result and results provided by the meta-analyses mentioned above can be explained by the differences in educational environment in Russia and other countries. We assume that big number of classes and relatively small amount of individual and analytical assignments create the environment where Agreeableness and Neuroticism are important for the academic success.
In this article the author attempts to explain the events occurring in the country taking into account the specificity of the Ukrainian political culture. From the point of view of the author, a key player in the Ukrainian revolution in 2014 was the Ukrainian society itself, and any attempt to comment the situation of modern Ukraine, first of all, should take into account civil conditions of the society itself. Qualitative state of civil society in Ukraine outrun the quality of the ruling elite, which inevitably provokes new confrontations and conflicts.
The present book will be helpful resource for pre-intermediate level (A1-A2) people aimed to systematize their grammar knowledge, enlarge vocabulary and improve reading comprehension activities (scanning, skimming, intensive reading) in order to prepare for different types of exams.
The book includes authentic texts from French media and Intrenet sites accompanied by a set of questions, exercises and tests. Many of them are based on french and russian placement examination tasks.