The overrepresentation of racial and ethnic minorities in crime has been an issue of debate. Some evidence, however, has shown that racial differences in offending are largely accounted for by economic disadvantage. Using data from the National Longitudinal Study of Adolescent Health (n = 4,290), the relationship between race and delinquency was examined looking at social disorganization factors. It was hypothesized that there would be racial and ethnic differences in delinquency and that these differences would be accounted for by social disorganization factors, specifically collective efficacy and economic disadvantage. The results show that compared to White adolescents Hispanic adolescents have increased odds of nonviolent and violent delinquency, and Black adolescents have increased odds of violent delinquency. Contrary to expectations, social disorganization factors did not account for the racial and ethnic differences in delinquency. Unexpectedly, higher levels of collective efficacy actually increased the odds of violent delinquency.

The purpose of this study is to research the relationships among leadership style, team cohesion, collective efficacy, organizational justice, and organizational capital. This study used the questionnaires as a measurement tool to research, and the questionnaires samples was drawn out from CSBC Corporation, Taiwan all engineers, managements, engineer assistants, and management assistants, the writer released 460 questionnaires to them, eventually ended up effective 375 questionnaires with 82.06% return rate. The findings are as follows. 1. The transformational leadership has positive influence on intellectual capital including human capital, structural capital, and social capital, and the transactional leadership have positive influence on structural capital, but have not any influence on human capital and social capital. 2. Team cohesion merely has partial medium on the relationships among transformational leadership, human capital and structural capital; Team cohesion has full medium on the relationships between transformational leadership and social capital. 3. Collective efficacy has full medium on the relationships between transformational leadership and human capital; Collective efficacy merely has partial medium on the relationships among transformational leadership, structural capital and social capital. 4. Organizational justice has full medium on the relationships between transformational leadership and human capital; Organizational justice merely has partial medium on the relationships among transformational leadership, structural capital and social capital.

This thesis deals with domain of teacher collective efficacy, that is related to the self-efficacy concept, both are part of the social cognitive theory from Albert Bandura. The theoretical part first summarizes basic theoretical background of self-efficacy. Next part deals with topic of teacher self-efficacy that played important role in forming of the concept of teacher collective efficacy and its measurements. Then it summarizes information and results of research relevant to the new emergent concept of teacher collective efficacy. The empirical part describes the qualitative research that was carried out. Its goals were to map the concept of teacher collective efficacy among teachers in primary and secondary schools and how they reflect on this concept and then to suggest new possible model and possible directions for creating a teacher collective efficacy scale for Czech teachers. Research method were half- structured interviews with 8 teachers and the use of thematic analysis. It was found out that interview contained several common themes. After comparing it with theoretical conception of collective efficacy, modified model of teacher collective efficacy was suggested with 4 main themes: support, collective team, pupils and parents. KEYWORDS Self-efficacy, collective efficacy, qualitative...

Sara, Amatul Sabooh (2020) Exploring place attachment and neighbourhood effects: A case study of Skärholmen and Vårberg, Sweden Urban and Regional Planning, advanced level, master thesis for master exam in Urban and Regional Planning, 30 ECTS credits Supervisors: Danielle Drozdsewski and Eva Andersson Language: English Key words: neighbourhood effect, place attachment, social cohesion, collective efficacy, social ties. Abstract If we take residential neighbourhoods as a space for making social ties and interactions, we can learn a lot about the generated neighbourhood effects on its residents and their subsequent attachments towards neighbourhoods as a place. It is believed that neighbourhoods have an impact on individuals and groups either significant or insignificant. The neighbourhood effect is understood by deeply observing the common trends, norms and similar behaviours, furthermore, by measuring the influence it has on life of its residents. This study intends to explore the relationships between neighbourhood effects and place attachment and is inspired from a bigger project ‘The Neighbourhood Revisited’ (Research programme in Department of Human Geography at Stockholm University, Riksbankens Jubileumsfond 2019-2024) that explores the spatial polarization and social cohesion in contemporary Sweden. The aim of my study is to look at social ties, how it changes over time and what neighbourhood effects we can observe on its residents’ social lives. Neighbourhood effect and place attachment studied together, through the narratives of local residents give many new meanings to both concepts. My focus here is on social aspects of it.

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Doctor of Philosophy / Department of Curriculum and Instruction / Paul Burden / Teachers’ ability to engage students is in influenced by teachers’ collective efficacy beliefs. Yet, empirical evidence on the relationship between the social persuasion variables of schools and teacher collective efficacy in student engagement is limited. This study was designed to answer the following research question: “To what extent do teachers’ perceptions of professional development opportunities (PPDO), school leadership (PSL), and school use of performance feedback (PPF) relate to teachers’ collective efficacy in student engagement (CESE)?” To explore the relationship between teacher collective efficacy in student engagement and the social persuasion variables of schools, extant data from 262 teachers in a large urban school district in the United States was supplied through the Measures of Effective Teaching (MET) project. Scaled scores of independent and dependent variables were used to examine the relationship between the independent variables (perception of professional development opportunities, school leadership, and the use of performance feedback), and the dependent variable (collective efficacy in student engagement). A multiple regression of social persuasion variables was conducted to examine the relationship between the variables and to determine which variable, if any, has the most influence on the dependent variable. The multiple regression analysis showed that a combination of the independent variables of PPDO and PSL could explain 37% of the variance in CESE. Analyses also showed that PPDO had the strongest relationship with CESE. The results reinforce information from the literature review regarding the research questions and hypotheses. The social persuasion variables of schools are correlated with collective efficacy in student engagement. Perceptions of the use performance feedback, professional development opportunities, and school leadership are all significantly correlated with collective efficacy in student engagement. Out of the three social persuasion variables analyzed, only perception of professional development opportunities and school leadership explain a significant amount of the variance in collective efficacy in student engagement.