Transitions as sites of socialization in family interaction outdoors

Keisanen, Tiina; Rauniomaa, Mirka; Siitonen, Pauliina

doi:10.1016/j.lcsi.2017.05.001

Cited by 33 publications

(12 citation statements)

References 39 publications

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“…For example, social learning theory views vicarious (observational) learning as copying or imitating the behaviours of others within a social and cultural context (Marsick, 2009; Aoki and Feldman, 2014) whereas the theory of informal and incidental learning considers vicarious learning to be learning ‘en passant’, in a context with triggers for learning, resources and environmental influences (Marsick, 2009; Boekaerts and Minnaert, 1999). In addition, socialisation theory defines vicarious learning as learning through practices and social actions (Keisanen et al, 2017; Forrester, 2013; Keel, 2016; Gottfredson, 2002). These theories and their concepts of vicarious learning have evolved over time and are used in different contexts, for instance, in studies on the role of informal learning in formal education.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

Following in parental footsteps? The influence of gender and learning experiences on entrepreneurial intentions

Bloemen-Bekx

Voordeckers

Remery³

et al. 2019

International Small Business Journal: Researching Entrepreneurs

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This study focusses on the influence of the family context on the development of entrepreneurial intention (EI) among young adults with entrepreneurial parents. It extends the EI literature by drawing on social cognitive career theory to study the interaction between entrepreneurial parents and their children. We introduce the learning experiences ‘vicarious learning’ and ‘social persuasion’ as antecedents of EI and found significant empirical support for the influence of social persuasion. In addition, we study the relationship between gender and EI. Our results not only confirm the direct effect of gender on EI but also reveal a significant mediating effect of parental preference – one of the social persuasion factors studied – on the gender–EI relationship.

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Section: Theoretical Considerationsmentioning

confidence: 99%

Following in parental footsteps? The influence of gender and learning experiences on entrepreneurial intentions

Bloemen-Bekx

Voordeckers

Remery³

et al. 2019

International Small Business Journal: Researching Entrepreneurs

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“…This study showed that nature truly is an important aspect in families' lives, suggesting that parents who value nature might have better relationships with their children as a result. The results of this study also suggest the important role that parents play in socializing their children to the outdoors, as previously demonstrated by Mayer et al (2009) and Keisanen, Rauniomaa, and Siitonen (2017), supporting the present study's finding that parents' nature connectedness was associated with child nature connectedness.…”

Section: Strengths Limitations and Future Directionssupporting

confidence: 91%

“…It has long been understood that contact with nature has beneficial components for overall well-being (Wilson, 1984) as well as for relationship interactions (Keisanen, Rauniomaa, & Siitonen, 2017); however, research has yet to encompass just how grand of a role the great outdoors has in developing children and family life. Contact with nature is suggestive of nature connectedness, which is viewed as the strong affinity towards and emotional connection with nature that many experience (Wilson, 1984).…”

Section: Overviewmentioning

confidence: 99%

“…Collectively, a lack of nature appreciation from a society can have devastating consequences on nature conservation efforts and initiatives, as children who are not socialized to appreciate nature and see the value in it might not want to make efforts to preserve it or continue to use it (Strife & Downey, 2009). Increasing levels of urbanization in modern society have been shown to be one of the main factors in children's decreased use of natural areas over time (Bento & Dias, 2017); however, parental choices may be to blame as well, as parents are often a primary socialization agent in their offspring's life (Bornstein, 2015;Keisanen et al, 2017). This widely apparent decline in connection with nature is an issue of research that is of interest for developmental psychologists, parents, policymakers, and healthcare officials alike due to its impact worldwide and because of its link with children's' developmental outcomes and overall well-being (Frumkin et al, 2017).…”

Section: Justificationmentioning

confidence: 99%

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The Dirt of Development: Nature's Role in Social-Emotional Development and Parent-Child Connectedness

Lindsey¹

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The purpose of this study was to examine associations between nature connectedness, parentchild connectedness, and the development of prosocial behavior. Nature connectedness pertains to the strong emotional affinity towards the natural environment and is linked with happiness, stress reduction, and good health. Prosocial behavior refers to actions or behaviors done with the intent to help others. This study consisted of 467 parent-informants that gathered information on the parent's nature connectedness, the child's nature connectedness, the parent-child connectedness, and the child prosocial behavior. Gaps in the literature were addressed by analyzing the role that parent nature connectedness has in predicting child nature connectedness, two variables that prior studies have yet to do. The findings of this study also suggest parent and child nature connectedness as being supportive of the parent-child relationship. The findings of this study have practical, applied implications for parents, educators, and practitioners due to the positive developmental outcomes and associations of nature connectedness and parent-child connectedness. To my exceptional committee-I truly appreciate all of your continued assistance throughout this grand adventure.

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“…Luontoiluaineistossamme osallistujat liikkuvat tilassa, käsittelevät objekteja ja ohjaavat toisiaan ottamaan haltuun luontoilutoiminnalle ominaisia kehollisia käytänteitä, esimerkiksi poimimaan kaikki käden ulottuvilla olevat marjat samalla kertaa (ks. Keisanen, Rauniomaa & Siitonen 2017). Toiminta rakentuu siis pitkälti kehollisuuden, tilan ja liikkeen ehdoilla, ja tämä näkyy myös multimodaalisten toimintojen muotoilussa ja tulkinnassa.…”

Section: Kato Multimodaalisen Vuorovaikutuksen Resurssinaunclassified

<i>Kato. Hulluna puolukoita.</i>

Siitonen¹,

Rauniomaa²,

Keisanen³

2019

Virittäjä

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Artikkelissa tarkastellaan puhetoimintoja, joissa esiintyy jokin katsoa-verbin 2. persoonan imperatiivimuodoista, tyypillisesti kato. Tutkimusmenetelmänä käytetään keskustelunanalyysia, ja aineistona toimivat videoidut tilanteet luontoilutoiminnasta, kuten marjastuksesta, sienestyksestä ja retkeilystä. Artikkelissa analysoidaan, miten meneillään oleva toiminta ja sen resursseina kieli, osallistujien kehot, tila, liike ja materiaalinen ympäristö vaikuttavat kato-vuorojen muotoiluun ja tulkintaan. Artikkelissa osoitetaan, että kato-vuoroilla on ainakin neljä eri tehtävää sosiaalisessa vuorovaikutuksessa. Valtaosa tutkimusaineiston kato-vuoroista toimii direktiiveinä tai liittyy direktiivisiin tilanteisiin, joissa puhuja ohjaa vastaanottajaa toimimaan tai olemaan toimimatta tietyllä tavalla. Direktiivisillä kato-vuoroilla puhuja ohjaa vastaanottajaa joko 1) katsomaan jotain objektia ympäristössä tai 2) tekemään jotain meneillään olevan toiminnan kannalta relevanttia. Tällaiset direktiiviset kato-vuorot eroavat toisistaan niin kielellisen kuin kehollisen muotoilun suhteen: kato-vuoroissa, joilla ohjataan vastaanottajaa katsomaan, huomion kohde nimetään (kato muulahaitpetä) ja siihen suuntaudutaan kehollisesti, mutta osallistujat jäävät hieman etäälle siitä. Sen sijaan sellaisissa kato-vuoroissa, joilla osallistujaa ohjataan tekemään jotain muuta kuin katsomaan, ei yleensä nimetä tekemisen kohdetta tai tekemistä ylipäätään vaan kohde merkitään kehollisesti ja tekemistä käsitellään yhteisesti jaettuna meneillään olevan aktiviteetin perusteella (katopas tuosa ohjaa poimimaan marjan). Tutkimusaineistossa on myös sellaisia kato-vuoroja, joissa kato toimii 3) päivittelyn keinona tai 4) huomion kohdistavana, selittävänä lausumapartikkelina. Tutkimuksessa vuorovaikutusta tarkastellaan holistisesti, eli meneillään oleva toiminta ja osallistujien käyttämät multimodaaliset resurssit luovat puitteet sille, miten toimintoja on mahdollista tuottaa ja tulkita. Kato. An insane amount of lingonberries. Kato as an interactional resource in nature-related activities The article examines actions that include one of the second-person imperative forms of the verb katsoa (‘to look’), typically kato (‘look, see’). Methodologically the study draws on conversation analysis, and the data include video recordings of activities in nature, such as berry picking, mushroom picking and trekking. The article analyses how participants design and interpret turns that include kato on the basis of ongoing activities and available resources, such as language, participants’ bodies, movement, space and the material environment. The article shows that turns including kato have at least four functions in social interaction. In the majority of the cases in the data, kato functions as a directive or is used in a directive context. These turns are used for directing the recipient either 1) to look at some object in the surrounds or 2) to do something relevant in terms of the ongoing activity. Apart from the use of kato, the turns differ in their design: In turns in which kato directs the recipient to look at something, the target is mentioned explicitly (e.g. kato muulahaitpetä ‘look an anthill’) and the participants remain at some distance from it. By contrast, in turns in which kato directs the recipient to do something, the target – or the intended action in general – is not mentioned, but the target is indicated by embodied means and the desired course of action is dealt with as shared by the participants on the basis of their ongoing activity (e.g. katopas tuosa ‘look right there’ is used to direct the recipient to pick a berry). The data also include turns in which kato functions 3) as a resource for general wondering or 4) as an explanatory connective and attention getter. The study approaches interaction holistically, having as its premise that the ongoing activity and the multimodal resources employed by the participants provide the framework for the formation and interpretation of social actions.

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Transitions as sites of socialization in family interaction outdoors

Cited by 33 publications

References 39 publications

Following in parental footsteps? The influence of gender and learning experiences on entrepreneurial intentions

Following in parental footsteps? The influence of gender and learning experiences on entrepreneurial intentions

The Dirt of Development: Nature's Role in Social-Emotional Development and Parent-Child Connectedness

<i>Kato. Hulluna puolukoita.</i>

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