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Dissertations / Theses on the topic 'Peer acceptance'

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Published: 4 June 2021

Last updated: 26 January 2023

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1

LEHMKUHL, HEATHER M. A. "RELATIONSHIP AMONG WEIGHT STATUS, AGE, GENDER, AND CHILDREN'S PEER ACCEPTANCE." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140202160.

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2

Skaletski, Angela. "The relationship between perceived peer acceptance and academic achievement." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007skaletskia.pdf.

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3

Lehmkuhl, Heather. "Relationship among weight status, age, gender, and children's peer acceptance." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1140202160.

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Thesis (Ph. D.)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Nov. 29, 2006). Includes abstract. Keywords: overweight; peer acceptance. Includes bibliographical references.

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4

Lee, Ka-ying, and 李嘉盈. "Peer acceptance and teacher preference toward children with voice problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/202376.

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Listeners’ perceptions toward children with communication disorders as well as the interpersonal experience of these children have been studied extensively by speech and language field and psychology field in the western countries. However, little is known about peers’ attitudes and social acceptance toward children with voice problems in the Chinese population. The current study examined the attitudes of peers and teachers toward children with different severity levels of voice problems; and evaluated how such attitudes could impact on the social acceptance of these children. Specifically, peer acceptance and teacher preference were investigated. Eighteen speakers (nine children with voice problems and nine vocally healthy children as controls) and 60 listeners (30 children and 30 teachers) participated in the study. Listeners were asked to provide attitude and acceptance ratings after listening to the voice samples of the speakers. For both groups of listeners, children with dysphonic voices were given significantly lower scores (i.e., less favorable) than children with normal voices in all the attitude ratings and acceptance ratings (both groups ps < .001). Moreover, the more severe the voice problems, the less positive the attitude and acceptance ratings the speakers received from the listeners. The attitude ratings and acceptance ratings made by the children listeners and teacher listeners did not differ significantly from each other (ps > .05). The results suggested that children with dysphonic voices were not only perceived less favorably on all attitude ratings than children with normal voices. They were also less socially accepted by peers and teachers. These findings provided valuable information and insights to the parents, educators, and speech-language pathologists on the potential impacts of pediatric voice disorders on listeners’ perception and children’s interpersonal experience.
published_or_final_version
Speech and Hearing Sciences
Master
Master of Philosophy

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5

黃幗宜 and Kwok-yee Ivy Wong. "A study on primary school children's peer acceptance: links with social functioning and school performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716942.

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6

Wong, Kwok-yee Ivy. "A study on primary school children's peer acceptance links with social functioning and school performance /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716942.

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7

Olsen, Brian T. "Factors Influencing Children's Attitudes Toward a Peer Who is Overweight." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367925768.

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8

Shaffer, Elizabeth Ann. "Effects of Peer-Monitored Social Skills Training on Measures of Social Acceptance." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281660194.

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9

Trzepacz, Angie M. "PEER ACCEPTANCE AND SELF-PERCEPTIONS IN CHILDREN: THE IMPACT OF GENDER AND RACE." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin989252512.

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10

Halliburton, Amanda E. "Piloting the Use of Acceptance, Cognitive Defusion, and Values, in Reducing Experiential Avoidance and its Consequences Among Youth Rejected by Peers." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81404.

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Peer rejection (PR) can be damaging to cognitive and emotional well being and lead to risky behavioral consequences (e.g., violence, increased peer pressure susceptibility), particularly for adolescents (Sebastian et al., 2010; Williams, 2007). Interventions designed to minimize the impact of and repair damage related to PR in youth have been somewhat successful (e.g., Mikami et al., 2005), although the need for further research into potentially pliable mechanisms underlying adolescent peer relationships remains. One suggested mediating factor is experiential avoidance (EA), which is the major target of acceptance- and mindfulness-based interventions such as Acceptance and Commitment Therapy (ACT; see Hayes, 2004 for a review). The present study built on the recommendations of Biglan et al. (2008) and Theodore-Oklota et al. (2014) in designing and implementing a prevention program aimed at reducing EA of PR experiences, with the hope of minimizing cognitive, emotional and behavioral consequences of PR. For this initial pilot, selected ACT components (acceptance, cognitive defusion, and values) were presented in age-appropriate form to six participants over five individual intervention sessions. The program was successful in reducing EA and cognitive fusion and/or improving mindfulness and acceptance for most participants, with some exceptions. Additionally, results showed a decrease in existing symptomatology for several participants (e.g., anger, depression, poor self-concept, overall stress). However, value congruence was not significantly improved for any of the six completers. Results are discussed in terms of theoretical implications and recommendations for further research, particularly in terms of how the existing pilot intervention could be altered and augmented to maximize effectiveness.
Ph. D.

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11

Marien, Wendi E. "Exploring the relation between social anxiety and depression in youth the roles of friendship and peer acceptance /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/5813.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 27, 2006) Vita. Includes bibliographical references.

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12

Cappas, Constance Lynne. "The assessment of peer social acceptance and social behavior of Type A children." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2120.

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This study was conducted in order to extend the generalizability of a previous study CCappas et al., 1985) that examined the social acceptance of Type A children. One hundred and ninety-six 1 fourth, fifth, and sixth grade children from two public schools were classified as Type A or Type B based on teacher ratings on the Matthews Youth Test for Health (Matthews & Angulo, 1980). Students and teachers then assessed the level of social acceptance of each child. Lastly, behavioral observations were conducted on ~0 of these students. Results indicated that, similar to the prior study, Type A children were socially accepted by their peers. In addition, Type A children received more leadership nominations, less withdrawn nominations, were found to be more active, and had a greater number of friends than Type B children. Contrary to previous findings, no differences were found in the number of peer aggressive nominations received by Type A and Type B children. However, teachers rated these children differently, with Type A's receiving more aggression and hostility ratings than Type B's. Sex differences were also examined. The major implications of this study suggest that the positive characteristics that Type A children exhibit may counterbalance the negative characteristics, thus explaining why aggression is not related to peer rejection in these children.

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13

Oberjohn, Karen Solveig. "The Funny Papers: An Examination of Children's Sense of Humor, Peer Acceptance, and Friendships." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1037908432.

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14

Au, Mei-lin, and 區美蓮. "The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196524.

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The purpose of the study is to examine the effectiveness of the social cognition training on the peer acceptance (as playmates and working partners) of SEN students in the inclusive classrooms. 4 classes of Form 1 students were randomly assigned to either control groups (n=65) or experimental groups (n=58). The social cognition training on perspective-taking skills and empathy can help to initiate working relationship but failed to enhance the social interaction of the students in play. The results did not demonstrate any changes obtained on other measures of perceptions or behaviors. On the other hand, the study results revealed that there were no significant differences on peer acceptance between SEN and non SEN students in the pre-intervention and post-intervention stages. These findings were consistent with the previous studies when the non SEN students in these studies could not identify who are their SEN classmates, which may suggest that they could not hold stereotypical views on their SEN counterparts. Results also showed that empathy mediated the effects of perspective-taking ability on peer acceptance on play-with criterion. The implication of understanding on the peer acceptance of SEN students in an inclusive classroom and suggestions for appropriate intervention were discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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15

Paul, Lisa A. "Perceptions of peer rape myth acceptance association with psychological outcomes among sexual assault survivors /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1313922721&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Oberjohn, Karen. "The funny papers an examination of children's sense of humor, peer acceptance, and friendships /." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1038336719.

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17

Rogers, Emma E. "Discrepancies in Evaluations of Peer Acceptance in Youth: Disentangling the Unique Contribution of Informant Perspective." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1586429223366101.

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18

Gardiner, Margot Caroline. "Using Disability Awareness Instruction to Promote Peer Acceptance and Positive Attitudes Toward Students with Disabilities." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6275.

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This qualitative study examines the experiences and attitudes of elementary school students regarding individuals with disabilities, following five weeks of disability awareness instruction. It also evaluates the social validity of disability awareness instruction as an intervention tool based on student perceptions, and compares the use of a didactic teaching approach with one that also incorporates the use of bibliotherapy techniques. The current study is part of a larger study using a pre-test, post-test experimental group design (Teerlink, 2012). Participants included 322 elementary school students. Each class of first through sixth grade students was randomly assigned to one of three conditions: a bibliotherapy treatment group (n = 125), a didactic teaching group (n = 124), and a no-intervention control group (n = 73). Data for this study were collected at post-test only, using a short-answer, open-ended questionnaire administered to all participants, as well as focus group interviews conducted with three to four students from each grade level. Results indicate that age and grade level seemed to have a progressively strong influence on whether students knew someone with a disability or recognized the presence of a disability among those with whom they were acquainted. In their attempts to define what it means to have a disability, as well as to identify specific disabilities, student responses seemed to lean towards observable impairments such as Down syndrome, physical disabilities, and speech/language impairments. The overwhelming majority of participants indicated that they would like to be friends with someone who had a disability and that the most important thing they learned from the disability awareness lessons was to be kind and helpful to those with disabilities. Although the majority of students expressed the desire to be friends with people who had disabilities and clearly recognized the importance of treating them with kindness and compassion, students were equally split on whether or not these ideals were actually being implemented by students in their school. In addition, when students were given the opportunity to describe their own observations and examples of how students with disabilities were treated at their school, they were more likely to describe incidents of conflict or unpleasant interactions rather than recalling incidents of kindness or positive interactions. Students specifically identified communication issues and coping with stressful or frustrating situations as the biggest challenges or fears associated with trying to be friends with someone who has a disability. Students from both the bibliotherapy group and the didactic teaching group seemed to share similar attitudes towards individuals with disabilities and respond with equally positive enthusiasm to the intervention. Implications for future research and practice are discussed.

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19

Lau, Wing-shuen Erica. "The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791224.

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20

Andreassi, Cristina Lynne. "The Relationship Among Behavior, Social Cognition, and Peer Acceptance in School-Identified Children with Learning Disabilities." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-09172007-184508/.

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This study examined the relationships among social cognition, externalizing behavior, and social acceptance in children with and without learning disabilities. It was hypothesized that social-cognitive accuracy and externalizing behavior would mediate differences observed in social acceptance between children with and without learning disabilities. School-identified children with learning disabilities (N = 55) in grades 3 through 5 were compared to their non-identified peers (N= 631) in terms of social acceptance. Social acceptance was determined using peer nominations of liked most and liked least, which were converted into an overall social preference score for each child. When it was determined that children?s learning disability status accounted for a small but significant portion of the variance in children?s social acceptance (1.3%), mediation tests were conducted to determine if externalizing behavior or social cognitive accuracy functioned as mediators in the observed relationship. Externalizing behavior was assessed through teacher report on the Child Behavior Checklist. Social-cognitive accuracy was determined by calculating the extent to which individual children?s reports of peer groups in their classrooms matched the social groups derived through Social Cognitive Mapping. The results indicated that externalizing behavior partially mediated the relationship between learning disabilities and social acceptance. No evidence was found that social-cognitive accuracy functioned as a mediator. Limitations, implications for improving children?s social functioning, and future research on the social functioning, behavior, and social cognition of children with learning disabilities were discussed in light of these findings.

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21

Kwok, Suk-ying. "Primary children's perceptions of friendship: friendship quality and its effects on peer acceptance, socialdissatisfaction and loneliness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789795.

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22

Durrant, Sarah L. "Parent Behaviors as Predictors of Peer Acceptance in Children With and Without Attention Deficit/Hyperactivity Disorder." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4333/.

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It has been theorized that parents indirectly influence children's peer functioning through aspects of the parent-child relationship. One specific group of children that exhibit significant problems with peers and in interactions with parents is children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Given the limited research examining family-peer links in children with ADHD, the purpose of the current study was to examine the association between aspects of the parent-child relationship and peer functioning in boys and girls with and without ADHD. In the current study, participants included 91 boys and girls between the ages of 7 and 11 years old and their parents. Fifty-four of these children were previously diagnosed with ADHD, Combined or Hyperactive/Impulsive Type. Parents and children participated in a parent-child interaction and then completed several measures assessing the parent-child relationship and peer acceptance. Teacher reports of peer acceptance were also obtained. The results of a multiple regression indicate some support for a family-peer links in children with ADHD. Positive parental affect expressed during a parent-child interaction was the strongest predictor of child-reported peer acceptance in children diagnosed with ADHD. However, parents making positive comments about the child or giving physical affection to the child during parent-child interactions did not predict children's peer acceptance. Negative parenting behaviors showed trends toward significance in predicting lower level's of child-reported peer acceptance in both children with ADHD and undiagnosed children. Parents making negative comments about the child appeared to be the most important predictor of low peer acceptance. Parent and child reports of parental rejection failed to show a significant effect for peer acceptance in both children with ADHD and undiagnosed children. However, among children with ADHD, child-reported parental rejection approached significance as a predictor of peer acceptance. Overall, the results of the current study lend some support to the theory that parents of children with ADHD indirectly affect their children's peer acceptance through parent behaviors. Clinically, these results suggest that interventions with children with ADHD could also focus on parents expression of positive affect and decreasing negative comments. The limitations of the current study and directions for future research will be presented.

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23

HOWARD, Barbara, and barbara howard@ecu edu au. "Self-concept and attraction to physical activity: The effectiveness of an intervention programme to enhance children?s level of physical activity." Edith Cowan University. Computing, Health And Science: School Of Exercise, Biomedical & Health Science, 2007. http://adt.ecu.edu.au/adt-public/adt-ECU2007.0032.html.

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According to motivational theory physical self-perceptions are crucial to the intrinsic desire to engage in physical activity through play, games, and sport. While there has been prolific research with middle primary and older children little is known of the importance of young children's physical self-concept and their motivation to engage in physical activity. This study had three major purposes. Firstly it aimed to examine the relationship between children's self-concept, their attraction to physical activity, and level of physical activity. The second purpose of the study was to examine differences between boys' and girls' self-concept, attraction to physical activity and level of physical activity. The third purpose was to examine the effectiveness of an intervention programme designed to enhance children's level of physical activity.

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24

VALERIUS, KRISTIN SUNDSTROM. "PEER PERCEPTIONS OF POPULAR, REJECTED, CONTROVERSIAL, NEGLECTED, AND AVERAGE CHILDREN: SIMILARITIES AND DISTINCTIONS ACROSS BEHAVIORAL AND NON-SOCIAL ATTRIBUTES." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022197309.

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25

Parry, Melinda Ann. "Little Machiavellians: Deception in Early Childhood." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194285.

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The analyses in this dissertation were designed to identify 1) whether there is an age effect among three-, four-, and five-year-old preschool children for false-belief understanding, deceptive ability, and deception detection ability, 2) whether there is a gender effect among preschool children for false-belief understanding, deceptive ability, and deception detection ability, 3) whether there is a relationship between false-belief understanding, deceptive ability, and deception detection ability in preschool children, and 4) whether there is a relationship between peer acceptance and false-belief understanding, deceptive ability, and deception detection ability among preschool children. Participants were 78 (34 male, 44 female) preschool children of mixed ethnicity who were between three to five years of age. All subjects completed four tasks that assessed false-belief understanding, deceptive ability, deception detection ability, and peer acceptance. Results from the four-way repeated measures mixed-model analysis of variance (2 Gender x 3 Age x 2 False-Belief Understanding x 2 Deception) suggest that there is a task effect, age effect, gender effect, and false-belief understanding effect for deception among preschool children. Children received significantly higher scores on the deception detection ability task than they did on the deceptive ability task. This indicates that young children find deception detection to be easier than deceptive ability. In addition, this also provides evidence that deceptive ability and that deception detection are two separate constructs. This is further supported by the principal components analysis, which extracted two separate components for deception intelligence. In addition, three-year-old children perform significantly lower than four- and five-year-old children on deception tasks. However, there is not a significant difference between the performances of four- and five-year-old children on deception tasks. This supports previous research that four years of age appears to be the critical age for the emergence of Machiavellian Intelligence (Peskin, 1992; Peterson, 2003). Moreover, males perform significantly better on deception tasks than females. Furthermore, there is a significant positive correlation between deception detection ability and peer acceptance. Children who obtain higher deception detection ability scores are ranked as being more liked by their peers.

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26

Shuster, Thomas Anthony. "The Relationships of Gender and Age with Peer Acceptance in Primary-Grade, Multiage Classrooms at Edith Bowen Laboratory School." DigitalCommons@USU, 1996. https://digitalcommons.usu.edu/etd/6072.

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This study describes the effects of gender and age on peer acceptance in primary-grade, multiage classrooms at Edith Bowen Laboratory School at Utah State University. The population described consisted of six multiage classrooms composed of male and female students from 6 to 8 years old. The classrooms were approximately balanced by gender and age. Students spent the entire day and received all instruction in the multiage setting. Students completed "Work With" and "Play With" sociometric rating-scale instruments. For both instruments, results revealed the existence of "gender cleavage"--both genders preferred work and play partners of their own gender. In general, age accounted for more variance in peer acceptance scores for older students than younger students. However, eta-squared statistics demonstated that except for 8-year-old males, gender accounted for much more of the variance in peer acceptance scores than age. The correlation coefficient for paired peer acceptance scores for each student on the two instruments was .94. These results support the conclusion that students did not differentiate responses based on "Work With" and "Play With" criteria . Test-retest reliabilities for the "Work With" and "Play With" instruments with a 1-week testing interval were .94 and .92, respectively.

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27

Scharfstein, Lindsay. "Social Skills and Social Acceptance in Childhood Anxiety Disorders." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5860.

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The present study examined the social skills and social acceptance of children with SAD (n=20), children with GAD (n=18), and typically developing (TD) children (n=20). A multimodal assessment paradigm was employed to address three study objectives: (a) to determine whether social skills deficits are unique to children with SAD or extend to children with GAD, (b) to assess whether skills vary as a function of social context (in vivo peer interaction Wii Task versus hypothetical Social Vignette Task) and (c) to examine the relationship between anxiety diagnosis and social acceptance. Parent questionnaire data indicated that both youth with SAD and GAD experienced difficulties with assertiveness, whereas children with SAD experienced a broader range of social skills difficulties. Blinded observers' ratings during the behavioral assessment social tasks indicated that compared to children with GAD and TD children, children with SAD have deficits in social behaviors and social knowledge across settings, including speech latency, a paucity of speech, few spontaneous comments, questions and exclamations, and ineffective social responses. In addition, vocal analysis revealed that children with SAD were characterized by anxious speech patterns. By comparison, children with GAD exhibited non-anxious speech patterns and did not differ significantly from TD youth on social behaviors, with the exception of fewer spontaneous comments and questions. Lastly, children with SAD were perceived as less likeable and less socially desirable by their peers than both children with GAD and TD children. Clinical implications of these findings are discussed.
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology

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28

Van, Horn Jenny L. "Utility of positive peer reporting to improve interactions among children in foster care." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000488.

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29

Callias, Maria Metaxia. "The role of child characteristics, parenting and other social relationships in young children's peer acceptance at school." Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/the-role-of-child-characteristics-parenting-and-other-social-relationships-in-young-childrens-peer-acceptance-at-school(6c764caa-520b-4012-9ec5-7fae35c6567d).html.

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30

Masselos, Chrisoula Grace. "Acceptance and rejection of friendship in peer culture within an early childhood setting : an observational study approach /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604131925.

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31

Foster, Rebecca. "Perceptions of Social Acceptance and Peer and Romantic Relationship Self-Efficacy as Pediatric Cancer Survivors approach Adulthood." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2193.

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Social acceptance and peer and romantic relationship self-efficacy were examined as salient factors related to social development among emerging adult (ages 18 to 25) survivors of pediatric cancers. Using a cross-sectional, within-groups methodology, relationships between cancer treatment intensity and peer and romantic relationship self-efficacy and social acceptance were assessed. Perceived health vulnerability, situational coping style, parent and peer attachment, and perceived physical attractiveness were explored as moderators of peer and romantic relationship self-efficacy and social acceptance. Additionally, social acceptance was examined within a cancer stereotyping framework. Fifty-two emerging adult survivors of pediatric cancers (54% male; mean (M) age = 21.38 years, standard deviation (SD) age = 3.11 years) completed self-report questionnaires. Participants were diagnosed between ages 5 and 19 (Mage = 12.59 years, SDage = 4.57 years) and were at least six months post-active treatment (Mtime = 7.32 years, SDtime = 4.46 years). Simultaneous regression analyses indicated that health vulnerability, coping style, parent and peer attachment, and physical attractiveness together accounted for a significant amount of variance in peer and romantic relationship self-efficacy and self-perceived social acceptance. There were significant main effects of perceptions of physical attractiveness and peer attachment on peer relationship self-efficacy and self-perceived social acceptance. There was also a main effect of perceived physical attractiveness on romantic relationship self-efficacy. However, treatment intensity was not significantly related to peer or romantic relationship self-efficacy or social acceptance. Furthermore, there were no significant moderating effects of health vulnerability, coping, parent or peer attachment, or physical attractiveness on the relationship between treatment intensity and peer or romantic relationship self-efficacy or social acceptance. In terms of social acceptance, participants believed that others’ viewed them as more socially accepted than they viewed themselves. Participants also rated a hypothetical peer with cancer as less socially accepted than healthy peers. Results suggest greater perceived physical attractiveness and stronger attachment to peers may be strongly related to greater relationship confidence and feelings of being socially accepted. Survivors may also hold stereotyped views of their own level of social acceptance and the social acceptability of peers diagnosed with cancer. Future research and interventions implications are considered.

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32

Galvinhill, Marcia Lea. "SELF-ESTEEM AS A MEDIATOR BETWEEN THE QUALITY OF INTERPERSONAL RELATIONSHIPS IN THE FAMILY AND CHILDREN'S SOCIAL ACCEPTANCE BY PEERS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin991912046.

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33

Lojk, Manca. "Promoting peer interactions of preschool children with behavior problems : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36073.

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Behavior problems are quite common in preschool. Without effective intervention, children with behavior problems are at risk for rejection by teachers, peers and academic failure. But many children in preschool are not diagnosed and are not getting the support they need. At the age of two, children can show both prosocial and aggressive behavior with peers. Researchers stress the importance of positive peer relationships in childhood, because early childhood is the time children learn how to interact with each other. Through peer interactions children develop social, cognitive and language skills. The aim of this systematic literature review is to identify, and critically analyze, special support in preschool which promote peer interaction of children with behavior problems (age of 2-5 years). Five studies, with different interventions have been found through the search procedure. The results show that all the implemented interventions had positive effect on peer interactions and did reduce behavior problems in the classrooms. The results show that the studies focused on different behavior problems, but aggression was found in all the articles. The studies were focused on different participants in order to influence behavior problems and peer interactions. Four major groups of special support orientations were found: Teacher oriented support, Team-based oriented support, Peer oriented support and Support oriented toward target children. This review presents a good overview on available special support in preschool settings, however more research still needs to be done.

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34

Howard, Barbara M. "Self-concept and attraction to physical activity: The effectiveness of an intervention programme to enhance children's level of physical activity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/38.

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According to motivational theory physical self-perceptions are crucial to the intrinsic desire to engage in physical activity through play, games, and sport. While there has been prolific research with middle primary and older children little is known of the importance of young children's physical self-concept and their motivation to engage in physical activity. This study had three major purposes. Firstly it aimed to examine the relationship between children's self-concept, their attraction to physical activity, and level of physical activity. The second purpose of the study was to examine differences between boys' and girls' self-concept, attraction to physical activity and level of physical activity. The third purpose was to examine the effectiveness of an intervention programme designed to enhance children's level of physical activity.

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Paquet, Stéphanie L. "Does acceptance of peer feedback predict employee performance and intrinsic motivation in a multi-source performance appraisal program?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ55232.pdf.

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Craig, Jonathan. "Promoting peer acceptance in the classroom : an evaluation of a cooperative learning intervention in a mainstream primary school." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/13523/.

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This study evaluates the effectiveness of a Cooperative Learning intervention upon the mean peer acceptance levels of all children (N=54) within two Year four classes in a mainstream primary school in the North West of England. A pre-test post-test non equivalent groups quasi-experimental design is employed, with the dependent variable, peer acceptance, measured by the 'Social Inclusion Survey' and the 'Strengths and Difficulties Questionnaire'. Inferential analysis in the form of 'Gain Score Analysis' supports the initial hypotheses, demonstrating that children within the experimental group were, on average, significantly more accepted at post-test by both their same sex and opposite sex peers, in relation to both the 'work' and 'play' contexts, than children within the no intervention control group. Furthermore, children within the experimental group self-reported, on average, significantly greater levels of 'prosocial behaviour' and significantly reduced 'peer problems' at post-test than children in the control group. It is concluded that the Cooperative Learning intervention employed for this study may be considered effective in enhancing mean peer acceptance levels, reducing 'peer problems' and enhancing 'prosocial behaviours' within the context in which this study was conducted. Methodological limitations, ethical concerns and implications for future research and professional practice are also considered.

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Walker, Susan. "Peer acceptance in early childhood : sex and social status differences in social information processing, temperament and social behaviour." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36634/1/36634_Walker_2001.pdf.

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The apparent relationship between rejection from the peer group and future maladjustment, combined with the fact that peer rejection appears to be a relatively stable phenomenon (Coie & Dodge, 1983), has led to increasing concern about children who are experiencing peer relationship problems or who are socially rejected by their peers. Therefore, the social status of children deserves investigation to identify children at risk. Three factors that have emerged as important predictors of social status for children in middle childhood are individual differences in social information processing, temperament and social behaviour. However, although early childhood may be a optimum period for implementation of intervention programs, little is known about the correlates of social status in early childhood. Additionally, relatively little research has addressed the issue of sex differences in the factors that are associated with peer social status. The studies in this thesis were derived from a program of research focused on peer social status in early childhood. Specifically, the studies constitute an examination of sex and social status differences in social information processing, temperament and social behaviour in a sample of preschool-aged children. The first study used peer informants to identify children's social status as a basis for subject classification for the subsequent research studies. One hundred and eighty-seven preschool children (94 boys and 93 girls, mean age 62.4 months, SD = 4.22) were assigned to social status groups through a sociometric procedure involving a combination of limited choice positive nominations and a three-point rating scale (Asher & Dodge, 1986). From this procedure five social status groups were constituted: popular (12 boys, 14 girls), rejected (13 boys, 11 girls), neglected (13 boys, 12 girls), controversial (7 boys, 4 girls) and average (13 boys, 22 girls) and an unclassified group of "others" (36 boys, 30 girls). These social status groups were subsequently used for analysis of social status differences. In the second study, sex and social status differences in social information processing were examined. Children took part in individual interviews in which they were asked to respond to hypothetical problematic social situations involving same and opposite sex target peers. The situations consisted of intentional and ambiguous provocation situations, peer group entry and a situation that violated social expectations, such as sharing or taking turns. There were few social status differences in the competency of children's responses to the problematic social situations however, sex differences were evident both in the overall competency of children's responses and in the ways in which they responded to same and opposite sex target peers. Overall, girls were more likely than boys to suggest prosocial responses while boys were more likely than girls to suggest aggressive or retaliatory responses. In response to provocation situations, boys responded less competently to provocation by a boy target than they did to a girl target while girls responded similarly to same and opposite sex target figures. In contrast, while boys responded similarly across target figures in social expectation and peer group entry situations, girls responded less competently to a girl target child than to a boy target child in social expectation situations and less competently to a target group of boys than to a target group of girls in peer group entry situations. The third study assessed sex and social status differences in temperament. Teachers were asked to complete a 23 item Teacher Temperament Questionnaire (Keogh, Pullis & Cadwell, 1982) and data were analysed along the dimensions of Task Distractibility, Personal-Social Inflexibility, Reactivity and Threshold of Response. There were significant sex differences in temperament. Specifically, teachers rated boys as more likely than girls to display Task Distractibility in terms of high distractibility, high activity and low persistence. Temperament also emerged as an important discriminator between social status groups in that rejected children were rated by their teachers as displaying a more "difficult" temperamental style than popular children in terms of high Task Distractibility and high Personal-Social Inflexibility. The relationship between temperamental characteristics and social status also differed for boys and girls. Specifically, while Task Distractibility, Personal-Social Inflexibility and Reactivity were important predictors of rejected social status for girls, temperament did not predict rejected social status for boys. However, low Task Distractibility predicted popular social status for boys while temperament did not predict popular social status for girls. The fourth and fifth studies assessed children's social behaviour through teacher report and naturalistic observation. In the fourth study, teachers completed a 30 item questionnaire developed for this program of research which assessed aspects of prosocial behaviour, aggression, peer group entry and peer conflict. With respect to sex differences, teachers rated boys as more likely than girls to engage in aggressive behaviour, use aggressive and disruptive peer group entry strategies and use aggressive strategies when dealing with conflict. Results with respect to status differences indicated that the most powerful discriminator between children in the rejected and neglected groups and popular children was a lack of prosocial behaviour. The demonstration of cooperative play behaviour also emerged as the strongest predictor of popular social status for boys while low rates of cooperative play and prosocial behaviour predicted rejected social status for girls. In the fifth study, rejected, neglected and popular children were observed for a total of 25 minutes over a three month period engaging in free play within their preschool centres. Popular children were observed to engage in cooperative play, ongoing connected conversation and display positive affect while rejected and neglected children spent more time alone, engaged in conversation less often and were more likely to display neutral or negative affect. The final study investigated the stability of social status over a six month period. Group differences in temperament and social behaviour between children with stable rejected, neglected and popular social status and children whose social status was less stable were examined and profiles of children with stable rejected social status were described. The results indicated that preschool-aged children's social status classifications showed a moderate to high rate of stability for those children classified as popular, rejected and neglected. Specifically, half the boys and over half the girls identified as rejected on the basis of peer nominations and a rating scale at the beginning of the year retained this classification six months later. Children who were stably rejected and neglected were rated by their teachers as displaying higher Personal-Social Inflexibility and less prosocial behaviour than those children who were more transiently rejected or neglected. Children who retained popular social status over the six months of the study period were rated by their teachers as displaying lower Task Distractibility and more prosocial behaviour than children who were popular for a shorter period of time. Finally, four stably rejected children were selected and profiled in terms of their social problem solving strategies, teacher-rated temperament, teacher-rated social behaviour and observed social behaviour. The profiles illustrate both typical and atypical rejected children in order to demonstrate the need for intervention programs to be informed by observation of individual children and specifically tailored to the needs of each child. Overall, the results from the studies in this thesis suggest that although a lack of positive prosocial behaviours predicts a lack of peer acceptance in early childhood, the relationship between temperament, social behaviour and social status differs for boys and girls. Specifically, with respect to teacher-rated temperament, Task Distractibility, Personal-Social Inflexibility and Reactivity appeared to be important predictors of rejected social status for girls but not for boys. Similarly, with respect to teacher-rated social behaviour, low rates of prosocial, cooperative behaviour, high rates of aggression, use of aggressive or disruptive group entry strategies and infrequent use of direct group entry strategies predicted rejected social status for girls but not for boys. These differences appear to be related to gender specific styles of social functioning in that girls spend more time in small group activities, in cooperative and tum-taking games and are more sensitive to the requirements of collaboration than boys (Dorsch & Keane, 1994; Jones & Glenn, 1991; Maccoby, 1988). The results of these studies are discussed in tenns of the implications for intervention programs and research into the peer relationships of young children.

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Kehoe, Patricia. "The need for peer approval : moderating factors between the internalization of the thin ideal and body image dissatisfaction /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7887.

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Behrle, Sarah H. "EFFECTIVENESS OF PEER-MEDIATED SOCIAL SKILLS TRAINING ON MEASURES OF SOCIAL ACCEPTANCE OF AFRICAN AMERICAN CHILDREN DISPLAYING ANTISOCIAL BEHAVIORS." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313515170.

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Butler, Heidi Marie. "Maternal and paternal perceptions of hostility toward their adolescents links to adolescent peer-reported social acceptance and social behavior /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8734.

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Thesis (M.S.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Hamer, Mark James. "Male adolescents’ perceptions of how they interpret and manage their asthma symptoms." Thesis, University of Canterbury. School of Health Sciences, 2014. http://hdl.handle.net/10092/9561.

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Asthma is a chronic condition affecting approximately 235 million people worldwide, yet international studies have identified that most adolescents with asthma have poor self-management skills. Asthma is common in adolescent males however only a few studies have specifically investigated the asthma experiences of this population group. The aim of this study was to explore how male adolescents understand and manage their asthma symptoms. A qualitative descriptive study design was selected to investigate the experiences of male adolescents, focusing on their perceptions of societal and masculine influences on their asthma management. Individual semi-structured interviews were undertaken with 15 male adolescents to capture data about their perceptions of masculinity, asthma management, interpersonal relationships, and their physical wellbeing. Findings support previous research illustrating that asthma restricts adolescent male’s lives, both at school and recreationally. This study established that these restrictions could unpredictably affect perceived masculine ideals and their ability to be independent, strong, muscular, and competitive. Consequently, the majority of participants felt their masculinity was challenged and described feeling different, isolated, and/or marginalised from their non-asthmatic peers. To counteract these feelings, maintain control, and seek normality in front of peers, most participants reported downplaying their asthma symptoms and/or did not adhere to their prescribed treatment regimes. In addition, hegemonic representations of males as ‘tough’ and ‘self-reliant’ influenced most participants to describe re-active, non-help seeking behaviours, and minimisation of their asthma symptoms. However not all participants described adverse outcomes, with a minority resisting hegemonic ideals by taking care of their health and asthma management. Findings illustrate how a variety of masculine ideals influenced young men’s health and asthma management. Further research is required to investigate the ways differential masculine ideals may be protective or detrimental to asthma medication.

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Kingsmill, Bryan Matthew. "Students' and Teachers' Socialization Beliefs about Shy/Withdrawn Students: Preschool-Grade 2." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276652174.

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McCarty, Betty M. Carlson. "The Effect Of Kindergarten Nonpromotion Of The Developmentally Immature Child On Self-Concept, Peer Acceptance, Academic Attitude, Classroom Adjustment And Academic Achievement." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3180.

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The purpose of this study was to investigate the effect of a second year in kindergarten on the self-concept, peer acceptance, academic attitude, classroom adjustment, and academic achievement of children who were identified by their kindergarten teacher as developmentally unready for first grade. The ex post facto study, which was conducted in a large school district in northern California, was unique in its longitudinal nature. Whereas other studies looked at subjects over a 2 or 3 year period, no other study was found that examined the effects of kindergarten nonpromotion over an 8 year span. The sample comprised 63 pupils who entered kindergarten between the chronological ages of 5 years 3 months and 4 years 9 months and who were assigned primarily to one kindergarten teacher. The subjects were divided into two groups: (1) The developmentally immature nonpromoted (DI-N), the children whose parents accepted the recommendation for a second year in kindergarten and (2) The developmentally immature promoted (DI-P), the children whose parents placed them in first grade notwithstanding the teacher assessment of readiness. The subjects represented various racial backgrounds and different socioeconomic levels. An analysis of variance was used to compare the self-concept (SCAHIN), peer acceptance (BRP Sociometric Scale), academic attitude (EAS), classroom adjustment (DESB II), and academic achievement (CTBS) means for the two groups. Grade level was used as a controlling variable to parcel out differences between grades into separate categories, to provide information concerning possible interaction effect among factors, and to extend the generalizability of the findings. Results indicated that nonpromotion of the developmentally immature kindergarten child had a positive effect upon subsequent levels of peer acceptance, academic attitude, classroom adjustment, and academic achievement. The difference between means was beyond the .01 level for the BRP and beyond the .05 level for scores on the EAS, 5 of 6 of the scores on the CTBS and 10 of 14 factors on the DESB II all favoring the nonpromoted group. The differences in the cumulative CTBS mean scores favored the nonpromotcd group and were beyond the .01 level at every grade. Although nonsignificant F-values beyond p>.05 were obtained on the variable self-concept, it was noted that the statistics consistently favored the nonpromoted group.

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Koeyer, Elisabeth Levina de. "Peer acceptance, parent-child fantasy play interactions, and subjective experience of the self-in-relation: a study of 4- to 5-year-old children." Utrecht : Universiteit Utrecht [host], 2001. http://igitur-archive.library.uu.nl/dissertations/1965654/inhoud.htm.

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Shields, Morgan Christina. "Physical Activity Predicts Emotion-Context-Sensitivity." Kent State University Honors College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1399133615.

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Grizzle, Jonhenry Cordell. "The influence of contagion information and behavior on older adolescents' perceptions of peers with chronic illness." Texas A&M University, 2004. http://hdl.handle.net/1969.1/2798.

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To explore attributions about chronically ill peers, 545 older adolescents ages 17-26 read a short vignette describing a brief social encounter with a hypothetical peer suffering from a medical condition, and then responded to a series of questionnaires to assess their perceptions of that peer. Nine measures intended to assess perceptions of ill peers were developed and empirically validated. Test-retest reliability and internal consistency was moderate to good for all measures. Component structure of the Peer Acceptance Questionnaire (PAQ), Peer Acceptance Questionnaire ?? 3rd Person (PAQ-F), and Perceived Similarity Questionnaire (PSQ) were also evaluated. Principal components analysis yielded a 2-factor structure of Openness and Egalitarianism for both the PAQ and PAQ-F. A 6-factor structure of (a) Familial/Spiritual, (b) General Health, (c) Social, (d) Behavioral, (e) Physical, and (f) Educational was suggested for the PSQ. Results indicated an interaction between illness type and behavior on acceptance ratings, such that behavior potentiated the effect of illness type on acceptance. In addition, vignette characters with contagious illnesses were rated less favorably than those with noncontagious illnesses, and vignette characters displaying typical behavior were rated more favorably than either withdrawn or aggressive vignette characters. Illness-specific knowledge, ratings of perceived similarity, and ratings of assigned blame predicted acceptance ratings, whereas illness-specific knowledge and acceptance ratings predicted ratings of assigned blame. Finally, significant differences were observed between first- and third-person ratings of both acceptance and assigned blame.

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Karakosta, Efstathia. "Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17325.

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There is a scarcity of research exploring the field of Speech and Language Disorders (SLD) in the Greek mainstream primary education context. Accordingly, the aim of this study was twofold: (i) to identify the nature and extent of speech, language and communication skills of Greek pupils with noticeably slow progress, and (ii) to examine the provision made for these pupils in Greek mainstream and inclusion classes. The study was in two phases. For the first phase, pupils whose speech and language development was below expectations were assessed using a battery of tests. Data analysis indicated no significant differences in the language profile and non-verbal reasoning ability of the pupils with SLD, General Learning Difficulties (GLD) and other Special Educational Needs (SEN). The data also gave an indication of SLD incidence in Greek mainstream primary classrooms. Phase two involved seven case studies. Together, these provided a rich profile of the speech/language and literacy functioning of the pupils identified with SLD, GLD and Specific Writing difficulties (SpWd) and the provision offered to them in Greek primary mainstream settings. The findings revealed that these pupils shared difficulties in the domains of speech/language and literacy, which impacted on their access to the curriculum and academic attainments. However, teaching practices were not differentiated according to the pupils’ specific needs or year group. Additionally, pupils’ difficulties in the above areas had a negative impact on their social participation and acceptance by peers. Overall, the study highlights the complex nature of SLD, and the similarities in the language profile and the non-verbal reasoning skills of the SLD and other SEN subgroups. This raised questions about whether SLD, as used in these schools, is a distinct area of difficulty or on a continuum with other areas of difficulties. In addition, the study raised questions regarding the assessment and identification of SLD in the Greek context, as well as the practical teaching of pupils who experience such difficulties.

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Dosani, Sima. "Investigating the efficacy of a short-term cognitive behavioural intervention in reducing anger related difficulties and promoting peer acceptance for children and an exploration of the relationship between their social status and behaviourial characteris." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532938.

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The aim of this study was to investigate the impact of a six-week cognitive behavioural intervention in reducing anger and enhancing peer acceptance for a group of children, whilst also exploring the relationship between their behavioural characteristics and social status. The research was part of a larger project involving the researcher and two other Trainee Educational Psychologists (TEPs). A total of sixty-nine participants aged between 7 to 11 years were selected for this study using teacher nominations. These children were recruited from twelve primary schools across a large county within the south of England. Thirty-five of these participants were assigned to the experimental group and thirty-four of these participants were assigned to the wait-list control group. Teacher ratings showed that the intervention was effective in reducing anger for the wait-list control group but not for the experimental group. Participant ratings from both the experimental and wait-list control groups showed that the intervention was effective in enhancing participants' awareness of the number of physiological symptoms associated with their anger and the range of strategiest hat they could use to diffuse their anger.T he interventionw as not effective in enhancingp eer acceptances coresf or either the experimentalo r wait-list control groups. Finally, the analysis determined that the participants who were perceived by their peers as being highly cooperative and/or having good leadership qualities were accepted by their peers. In contrast, participants who were perceived by their peers as being highly disruptive, unhappy and/or a bully were rejected by their peers. This indicated that peer valued behavioural characteristicsc ould moderatet he relationshipb etweena ngera nd peerr ejection. The theoretical underpinnings, relevant literature and findings from this research will be discussed in relation to implications for professional practice and future recommendations

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Chen, Yung-Ju. "Exploring the Mechanisms of Children’s Physical Activity Behavior on the School Playground." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159537253755685.

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Lai, Yu-Fan, and 賴伃凡. "The Effectiveness of Peer Acceptance Curriculum Programs on the Peer Accepted Attitudes of Children With Autism." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/39305909120420615255.

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碩士
國立東華大學
特殊教育學系
103
The purpose of this study explored the effectiveness of Peer Acceptance Curriculum Programs on promoting peer acceptance attitude of regular class students for autistic peer acceptance. The objects of fifth grade students were from an Elementary Shool in Yilan County.This study was to examine Peer Acceptance Attitudes Scale pretest and teacher nomination selected 18 students. Non-equal group pretest-posttest design was used as the research method. The subjects were divided into experimental and control groups.The experiment groups participanted eighteen Peer Acceptance Curriculum Programs each for 40 minutes except control groups. The instruments developed to explore the intervention effects in this study were as follows: peer acceptance attitude scale,course feedback sheets, total feedback sheets interviews,observing records. The study results were concluded as follows： (1) Peer Acceptance Curriculum Programs to enhance the students' peers in regular classes to receive Peer Acceptance Attitude Scale is not significant. (2) Peer Acceptance Curriculum Programs demonstrated good guidance effectiveness. (3) Peer Acceptance Curriculum Programs shows positive evaluation by teachers and students. (4) Peer Acceptance Curriculum Programs was helpful on peer relationships and interaction of each child in class. Conclusion is provided as recommendations for teachers, school administration, and future studies.

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