European Journal of Behavioral Sciences

Friendship and Autism Spectrum Disorder (ASD): Correlation Between Friendships of Students with ASD High Function (AHF) and Educational Practices in the Context of Inclusion in Primary Education

Tatiani Gkatsa, Irene Antoniou — Mon, 07 Oct 2024 00:00:00 +0000

Friendship contributes to mental well-being, is a protective factor in victimization and a challenge for children and adolescents with High Functioning Autism (HFA). The quantity and quality of their friendships depends on the quality of interventions in their environment. This study aims to investigate the quantity and quality of friendships between children with (AHF) and their peers in primary school, and the relationship between friendships and inclusive educational practices. The research sample consisted of 143 teachers of students with AHF in primary school. The qualitative approach used the Autism Inclusion Questionnaire (AIQ), while the quantitative approach used the Questionnaire on friendships between children with AHF and peers. Inferential statistics, i.e., the use of the x2 correlation test and Pearson's coefficient, was used to investigate the association and type of association between friendship practices with AHF and educational, behavioral practices. Results showed that 35% of teachers believed that children with ASD tended to have no friends and were surrounded by loneliness. Only one third of them had a good friend. However, these friendships could not be considered meaningful as they were not characterized by reciprocity and common interests. 19 out of 37 educational inclusion practices were linked to the development and improvement of friendships. They can be useful for educators, practitioners and families at this age stage.

Deciphering Assumptions in Lawmaking: Towards a More Human-Centric Approach

Maria Pawinska — Mon, 07 Oct 2024 00:00:00 +0000

This study investigates the assumptions legislators make about the recipients of laws, drawing parallels with the homo oeconomicus model. We question whether laws are crafted under the belief that recipients are instrumental rational individuals who strive to maximize profit and minimize or evade penalties. Key objectives include evaluating the influence of these assumptions on lawmaking and determining how a shift in these beliefs may impact the law itself. The research methodology combines an analysis of Polish and American court rulings and judicial models. The study argues for the necessity of a paradigm shift, recognizing that legal subjects do not always act logically or rationally. Our research concludes that recognizing the behavioral nuances in law recipients could lead to more effective lawmaking, introducing behavioral laws and regulatory tools better suited to average, not always rational, recipients.

Boosting Career Success: Innovative Behavioral Measures for Guiding Saudi Secondary School Graduates

Adel Mohammed Alosaimi — Mon, 07 Oct 2024 00:00:00 +0000

This study developed and validated a comprehensive behavioral measure for career guidance among secondary school graduates in Saudi Arabia, aiming to integrate soft skills, personality traits, attitudes, and cognitive factors to fill gaps in existing career guidance frameworks. Using a cross-sectional design, data were collected from 814 secondary school students (M_age = 16.47) from diverse urban (n = 407) and rural (n = 407) settings in Saudi Arabia. Multigroup latent profile analyses (LPA) were employed to identify distinct career decision-making profiles among students. The study explored whether urban and rural students exhibited different patterns of engagement in career guidance behaviors. Three distinct engagement profiles were identified: high, moderate, and low engagement, consistent across both settings. High engagement profiles were characterized by high self-efficacy, proactive career exploration, and low anxiety, linked to better career decision outcomes and greater satisfaction with career guidance. Variance analysis using the Games-Howell post hoc test was conducted to compare the profiles based on key behavioral measures such as self-efficacy, career exploration behavior, and anxiety. To further understand the contextual factors influencing these profiles, a multinomial regression analysis examined the impact of teacher support and resilience on career guidance engagement levels. Results indicated that higher levels of teacher support and resilience significantly predicted membership in high engagement profiles. These findings highlight the importance of incorporating behavioral components into career guidance programs, particularly those tailored to address the specific needs of urban and rural students in Saudi Arabia, ultimately supporting the broader educational and workforce development goals of Vision 2030.