Journal articles: 'Peer acceptance'

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Hurley, John R., and Vernita A. Marsh. "Contrasting Interpersonal Correlates of Mutual Eye-Contact Reports by Self and others." Perceptual and Motor Skills 63, no. 3 (December 1986): 1267–74. http://dx.doi.org/10.2466/pms.1986.63.3.1267.

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Four small interpersonal groups' 32 participants estimated each pair's mutual eye contact (MEC) in seconds for 90-min. sessions culminating Hours 6, 22 1/2, 28 1/2, and 45. Individuals also inclusively rated each person's within-group behavior for acceptance of self and of others near Hours 22 and 44. Aggregated to augment reliability, peers' mean estimates of each individual's mutual eye contact showed greater interoccasion consistency and correlated more strongly with each acceptance index than did MEC self-reports. Substantial positive correlations (.47 to .55) between peer-rated self-acceptance and peer-based eye contact consistently exceeded other-acceptance's parallel linkages. In contrast, self-based estimates of mutual eye-contact correlated more positively with acceptance of others than with self-acceptance in all eight separate instances.

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Gleason, Tracy R. "Imaginary companions and peer acceptance." International Journal of Behavioral Development 28, no. 3 (May 2004): 204–9. http://dx.doi.org/10.1080/01650250344000415.

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Early research on imaginary companions suggests that children who create them do so to compensate for poor social relationships. Consequently, the peer acceptance of children with imaginary companions was compared to that of their peers. Sociometrics were conducted on 88 preschool-aged children; 11 had invisible companions, 16 had personified objects (e.g., stuffed animals animated by the child) and 65 had no imaginary companion. The three groups were compared on positive and negative nominations, social preference, social impact, and total number of reciprocal friends. Given the positive correlation between pretend play and social competence, fantasy predisposition was used as a covariate. The groups did not differ on number of positive nominations by peers, total number of reciprocal friends, or social preference scores. However, compared to their peers, children with personified objects had higher social impact scores, largely as a result of negative nominations. Attention is thus called to the differences between personified object and invisible imaginary companions, and to the underlying social cognition that may be involved in their creation.

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Baskin, Thomas W., Bruce E. Wampold, Stephen M. Quintana, and Robert D. Enright. "Belongingness as a Protective Factor Against Loneliness and Potential Depression in a Multicultural Middle School." Counseling Psychologist 38, no. 5 (February 10, 2010): 626–51. http://dx.doi.org/10.1177/0011000009358459.

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This study examines belongingness as a strengths-based protective factor. Belongingness is investigated in relationship to the threat of low peer acceptance for loneliness and of high loneliness for depression in adolescents. Data were collected from peers for adolescents’ peer acceptance and from adolescents themselves for other variables. Ratings of peers and self-reported survey data were analyzed together from data collected from 294 eighth-grade students from a culturally and ethnically diverse school. Results indicated belongingness was a significant moderator of the influence of peer acceptance on loneliness and of loneliness on depression. This suggests that belongingness is a potentially important buffer against the negative effects of low peer acceptance and high loneliness. Implications for counseling psychologists working with ethnically diverse adolescents are discussed.

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Mikesell, Megan, and Jessica Troilo. "Emerging Adults’ Peer Acceptance of Those Who Appear to be Undergoing Chemotherapy." Journal of Applied Social Science 16, no. 2 (May 14, 2022): 520–32. http://dx.doi.org/10.1177/19367244221094810.

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Physical appearance has been shown to be heavily influential in the overall peer acceptance of an individual. Yet, the role of a changing physical appearance due to an illness (e.g., cancer) and its impact on peer acceptance has garnered little focus. This study considered how appearing as if undergoing treatment for cancer impacted peer acceptance in emerging adults. Using photo vignettes, a sample of 182 emerging adults (79 percent female; 21 percent male) evaluated four types of hypothetical emerging adult peers. Results showed that the healthy models had significantly different peer acceptance scores compared with the chemotherapy models. A positive association between microsystem exposure to cancer and peer acceptance ratings was also found. Clinical applications to foster more microsystem influences, such as social support groups on university campuses, and future directions, such as the use of video vignettes, are provided.

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King, Kevin M., Katie A. McLaughlin, Jennifer Silk, and Kathryn C. Monahan. "Peer effects on self-regulation in adolescence depend on the nature and quality of the peer interaction." Development and Psychopathology 30, no. 4 (November 21, 2017): 1389–401. http://dx.doi.org/10.1017/s0954579417001560.

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AbstractAdolescence is a critical period for the development of self-regulation, and peer interactions are thought to strongly influence regulation ability. Simple exposure to peers has been found to alter decisions about risky behaviors and increase sensitivity to rewards. The link between peer exposure and self-regulation is likely to vary as a function of the type and quality of peer interaction (e.g., rejection or acceptance). Little is known about how the nature of interactions with peers influences different dimensions of self-regulation. We examined how randomization to acceptance or rejection by online “virtual” peers influenced multiple dimensions of self-regulation in a multisite community sample of 273 adolescents aged 16–17 years. Compared to a neutral condition, exposure to peers produced increases in cold cognitive control, but decreased hot cognitive control. Relative to peer acceptance, peer rejection reduced distress tolerance and increased sensitivity to losses. These findings suggest that different dimensions of adolescent self-regulation are influenced by the nature of the peer context: basic cognitive functions are altered by mere exposure to peers, whereas more complex decision making and emotion regulation processes are influenced primarily by the quality of that exposure.

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Syaputri, Wenny Hikmah, and Neneng Tati Sumiati. "Psikoedukasi “Temanku Istimewa” terhadap Peer acceptance Siswa Reguler di Sekolah Dasar Inklusi." Journal of Psychological Perspective 2, no. 2 (December 4, 2020): 101–8. http://dx.doi.org/10.47679/jopp.022.12200009.

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Sekolah yang belum menerima siswa berkebutuhan khusus, berpotensi mempengaruhi perkembangan proses belajar mereka di sekolah inklusi. Bentuk hubungan dengan teman sebaya adalah penerimaan individu di dalam kelompok teman sebayanya (peer accepatance). Maka, perlunya metode psikoedukasi untuk memberikan pengetahuan keistimewaan siswa berkebutuhan khusus sehingga meningkatkan peer acceptance siswa terhadap siswa berkebutuhan khusus. Populasi dalam penelitian ini adalah siswa-siswi yang bersekolah di SD Negeri 05 Kembangan Jakarta Barat. Teknik pengambilan sampel yang digunakan adalah nonprobability sampling dengan teknik convenience sampling. Sampel yang digunakan dalam penelitian sebanyak 78 siswa, yang terdiri dari kelas 2, 3, 4, 5, dan 6, namun yang mengikuti hingga tuntas (mengikuti kegiatan penelitian sampai post test) sebanyak 69 orang. Penelitian bertujuan mengetahui pengaruh dari psikoedukasi dengan tema Temanku Istimewa terhadap peer acceptance siswa reguler di sekolah Inklusi. Penelitian ini membandingkan rata-rata peer acceptance sebelum dan sesudah perlakukan. Hasil penelitian memperlihatkan bahwa psikoedukasi temanku istimewa secara signifikan efektif meningkatkan peer acceptance siswa regular terhadap siswa berkebutuhan khusus dengan down syndrome, autis, dan tuna rungu. Namun, siswa yang mengalami lambat belajar psikoedukasi temanku istimewa menunjukkan peningkatan peer acceptance siswa regular, tetapi perubahannya tidak signifikan. Hasil analisis menggunakan MANOVA terlihat bahwa tingkat kelas dan jenis kelamin tidak mempengaruhi peer acceptance. Tingkat kelas hanya berpengaruh pada post-test peer acceptance terhadap tunarungu (p=0.04 kurang dari 0.05). Abstract. Schools that have not accepted students with special needs have the potential to affect the development of their learning process in inclusive schools. The form of relationship with peers is the acceptance of the individual in the peer group (peer acceleration). So, the need for psychoeducation methods to provide knowledge of the privileges of students with special needs so as to increase student peer acceptance of students with special needs. The population in this study were students who attended SD Negeri 05 Kembangan, West Jakarta. The sampling technique used was nonprobability sampling with a convenience sampling technique. The sample used in the study was 78 students, consisting of levels 2, 3, 4, 5, and 6, but those who followed it to completion (following research activities to post-test) were 69 people. This study aims to determine the effect of psychoeducation with the theme “Temanku Istimewa” on peer acceptance of regular students in inclusive schools. This study compares the average peer acceptance before and after treatment. The results showed that the Psychoeducation theme “Temanku Istimewa” was significantly effective in increasing peer acceptance of regular students towards students with special needs with Down syndrome, autism, and hearing impairment. However, students who experienced slow learning about “Temanku Istimewa” psychoeducation showed an increase in peer acceptance of regular students, but the change was not significant. The analysis using MANOVA shows that class level and gender do not affect peer acceptance. The class level only affects post-test peer acceptance for deaf people (p = 0.04 less than 0.05).

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Weiss, Maureen R., and Susan C. Duncan. "The Relationship between Physical Competence and Peer Acceptance in tie Context of Children's Sports Participation." Journal of Sport and Exercise Psychology 14, no. 2 (June 1992): 177–91. http://dx.doi.org/10.1123/jsep.14.2.177.

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Youth sport literature contends that the development of self-esteem is influenced by social interactions in the physical domain. However, little research has investigated the role of the peer group in developing perceptions of physical competence and social acceptance. The purpose of this study was to examine the relationship, between competence in physical skills and interpersonal competence with peers in a sport setting. Children (N=126) completed measures assessing perceptions of physical competence and peer acceptance» perceptions of success for athletic performance and interpersonal skills, causal attributions for physical performance and interpersonal success» and expectations for future success in these two areas. Teachers' ratings of children's actual physical ability and social skills with peers were also obtained. Canonical correlation analyses indicated a strong relationship (rc = .75) between indices of physical competence and peer acceptance. Children who scored high in actual and perceived physical competence and who made stable and personally controllable attributions for sport performance also scored high in actual and perceived peer acceptance and made stable attributions for successful peer interactions.

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Sisto, F. F., S. Urquijo, and M. T. C. C. Souza. "Peer Acceptance and Cognitive Development." Psychological Reports 84, no. 2 (April 1999): 611–16. http://dx.doi.org/10.2466/pr0.1999.84.2.611.

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To verify whether development of cognitive skills and peer acceptance are necessarily linked, 212 students of low socioeconomic status in the first, second, and third grades of a public school in Brazil were studied. A sociometric evaluation of peer group acceptance in play and study situations was conducted. The cognitive tasks were the mental imaging and conservation of mass and length (operative casks) as well as location of dice and equidistancing arrangements (creation of possibilities tasks). Analysis showed the children identified as desirable study companions had highly developed general cognitive abilities, and those chosen as desirable for both study and play not only had highly developed general cognitive abilities but also highly developed operativeness. Children who were socially isolated, however, had even higher mean cognitive assessment score in relation to both creation of possibilities and general cognitive development than did those with ratings of negative or positive salience.

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SIST, F. F. "PEER ACCEPTANCE AND COGNITIVE DEVELOPMENT." Psychological Reports 84, no. 2 (1999): 611. http://dx.doi.org/10.2466/pr0.84.2.611-616.

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Ayu, Nuzul Putri. "The Effect of Acceptance of People Friends on Students' Learning Motivation in Class XI IPA SMA Negeri I Bonjol Regency Pasaman." Jurnal Riset Ilmu Pendidikan 2, no. 4 (October 18, 2022): 215–21. http://dx.doi.org/10.56495/jrip.v2i4.183.

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The problem studied based on the phenomenon that researchers found in the field is the behavior of peer acceptance of the learning motivation of students in the school environment at this time is not in accordance with what it should be. Students also play an important role in the acceptance of peers, especially in motivation. So the researcher raised the research problem about how the influence of peer acceptance on the learning motivation of students at SMA Negeri 1 Bonjol, Pasaman Regency. This study aims to describe the acceptance of students' peers, students' learning motivation, the influence of peer acceptance on students' learning motivation. The type of research used is simple linear regression analysis. The population in this study were students of SMA Negeri 1 Bonjol. This sample was taken using a random sampling technique. From the calculation results obtained a sample of 105 people. The instrument used in this research is a questionnaire. To analyze the data, the Pearson Product Moment formula was used in order to see the relationship between the influence of peer acceptance on the learning motivation of students at SMA Negeri 1 Bonjol, Pasaman Regency

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Hughes, Jan N., Timothy A. Cavell, and Archna Prasad-Gaur. "A Positive View of Peer Acceptance in Aggressive Youth Risk for Future Peer Acceptance." Journal of School Psychology 39, no. 3 (May 2001): 239–52. http://dx.doi.org/10.1016/s0022-4405(01)00067-x.

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Lee, Dong Y., Nan H. Sohn, and Sung H. Park. "Adolescents' Peer-Rated Mental Health, Peer-Acceptance, and Irrational Beliefs." Psychological Reports 94, no. 3_suppl (June 2004): 1144–48. http://dx.doi.org/10.2466/pr0.94.3c.1144-1148.

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Based on the notion of positive psychology, the interrelationships among peer-rated mental health, social acceptance and irrational beliefs were examined using Korean youth. We predicted that adolescents who were rated by their peers to be relatively more mentally healthy, compared to those who were rated to be less mentally healthy, would (a) receive higher social acceptance from peers and (b) report fewer irrational beliefs. 476 adolescents (252 boys and 224 girls; M age =16.7 yr., SD = .46), all recruited from a single high school in an upper middle-class area in Seoul, Korea, rated each others' mental health in five areas of mental health, i.e., concern for others, contentment with life, creativity and industry, good interpersonal relationships and ability to cope with stressful situations and social acceptance and responded to a questionnaire measuring irrational beliefs. Analysis showed that those adolescents who were rated by their peers to be more mentally healthy received higher social acceptance from those peers than those rated as less mentally healthy; however, this effect size was small. Implications of the study are discussed.

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Lorijn, Sofie J., Maaike C. Engels, Mark Huisman, and René Veenstra. "Long-Term Effects of Acceptance and Rejection by Parents and Peers on Educational Attainment: A Study from Pre-Adolescence to Early Adulthood." Journal of Youth and Adolescence 51, no. 3 (October 5, 2021): 540–55. http://dx.doi.org/10.1007/s10964-021-01506-z.

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AbstractAcceptance and rejection by parents and peers play an important role in pre-adolescents’ educational outcomes. Prior research focused on either parents or peers, did not encompass effects into adulthood, or considered either acceptance or rejection. This study investigated the relation between parental and peer acceptance and rejection, and their interplay, in pre-adolescence and educational attainment in early adulthood. A sample of 2229 pre-adolescents (Mage T1 = 11.11, SD = 0.56; 50.7% girls) was followed to early adulthood (Mage T5 = 22.29, SD = 0.65). Ordinal logistic regression showed that pre-adolescents’ perceived parental acceptance was positively related to educational attainment in early adulthood, whereas peer rejection was negatively related, even when WISC score and socioeconomic status were considered. No interaction effects were found, revealing no “dual-hit effect” of being rejected by parents and peers, no “dual-miss effect” of being accepted by parents and peers, and no effects of acceptance in one context (i.e., parents or peers) buffering the negative effect of rejection in the other context. The findings underscore unique and long-term links of parental acceptance and peer rejection with early adults’ educational attainment, underlining the importance of not only peers but also parents in adolescence. These insights can be used in promoting long-term educational outcomes through relationships with parents and peers.

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Gifford-Smith, Mary E., and Celia A. Brownell. "Childhood peer relationships: social acceptance, friendships, and peer networks." Journal of School Psychology 41, no. 4 (July 2003): 235–84. http://dx.doi.org/10.1016/s0022-4405(03)00048-7.

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Tamm, Anni, Kairi Kasearu, Tiia Tulviste, and Gisela Trommsdorff. "Links Between Adolescents’ Relationships With Peers, Parents, and Their Values in Three Cultural Contexts." Journal of Early Adolescence 38, no. 4 (October 4, 2016): 451–74. http://dx.doi.org/10.1177/0272431616671827.

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The study examined associations among adolescents’ perceived mother-child and father-child relationship quality (intimacy, conflict, and admiration), perceived peer acceptance, and their values (individualism and collectivism) in a sample of 795 Estonian, German, and Russian 15-year-olds. Adolescents from the three cultural contexts differed in terms of their relationships with parents and peers but were similar in valuing both individualism and collectivism highly. Individualistic values were positively linked to adolescents’ peer acceptance in individualistic cultures, whereas collectivistic values of adolescents were positively associated with the quality of their relationships with parents in all cultures. Across cultures, maternal and paternal admiration showed the strongest positive association with peer acceptance of adolescents. Among Estonian adolescents, further associations emerged: higher levels of intimacy with fathers and conflict levels in both mother-child and father-child relationship were related to adolescents’ lower peer acceptance. The results are discussed from a social-cultural perspective.

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Hernández, Maciel M., Nancy Eisenberg, Carlos Valiente, Anjolii Diaz, Sarah K. VanSchyndel, Rebecca H. Berger, Nathan Terrell, Kassondra M. Silva, Tracy L. Spinrad, and Jody Southworth. "Concurrent and longitudinal associations of peers’ acceptance with emotion and effortful control in kindergarten." International Journal of Behavioral Development 41, no. 1 (July 10, 2016): 30–40. http://dx.doi.org/10.1177/0165025415608519.

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The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and effortful control during kindergarten ( N = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom, lunch/recess), and observers’ reports of effortful control (i.e., inhibitory control, attention focusing) and emotions (i.e., positive, negative). In structural equation panel models, peer acceptance in fall predicted higher effortful control in spring. Effortful control in fall did not predict peer acceptance in spring. Negative emotion predicted lower peer acceptance across time for girls but not for boys. Peer acceptance did not predict negative or positive emotion over time. In addition, we tested interactions between positive or negative emotion and effortful control predicting peer acceptance. Positive emotion predicted higher peer acceptance for children low in effortful control.

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Bakker, Joep T. A., and Anna M. T. Bosnian. "Self-Image and Peer Acceptance of Dutch Students in Regular and Special Education." Learning Disability Quarterly 26, no. 1 (February 2003): 5–14. http://dx.doi.org/10.2307/1593680.

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This study focused on differences in well-being and peer acceptance of three groups of low-achieving students in regular and special education in the Netherlands. Well-being was assessed by means of a self-image scale consisting of 39 statements and peer acceptance through sociometric nomination and rank-order procedures. Low-achieving students in regular education who received remedial help had a similar self-image and were equally accepted by their peers as the low-achieving students in regular education who did not receive remedial support. Students in special education, however, had a slightly better self-image and were also a little more accepted by their peers than the low-achieving students in regular education. Low-achieving students in regular education who received remedial support neither profited nor suffered from their “needy” status regarding peer acceptance.

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Spasenovic, Vera. "Peer acceptance/rejection and academic achievement." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 267–88. http://dx.doi.org/10.2298/zipi0335267s.

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Considerations of the nature and role of peer relations in child development indicate that peer interaction is an important factor in developing social and cognitive competences. Peer relations not only influence current but also subsequent academic, behavioral and emotional development. Accepted students more often display better academic achievement, whereas the status of rejection is coupled with academic difficulties and lower academic achievement. Peer rejection is a relatively stable characteristic that can be used to predict difficulties in the years to come, such as repeat of a grade, early drop out, unjustified absences, adaptability problems etc. It is considered that correlation between academic achievement and peer group status is mediated by student social behavior at school. The quality of peer relations and academic achievement are mutually influential i.e. peer acceptance serves as a social resource that facilitates academic achievement, but academic achievement has effects on student acceptance. To help students who display difficulties in social relations, various intervention programs have been well thought of so as to contribute to interpersonal efficiency promotion. Concerning interdependence of social behavior, peer status and academic achievement, it is reasonable to expect that positive changes in behavior, frequently leading to the change of rejection status, will produce, directly or indirectly, positive effects on academic achievement too.

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Lubbers, Miranda J., Margaretha P. C. Van Der Werf, Hans Kuyper, and G. Johan Offringa. "Predicting Peer Acceptance in Dutch Youth." Journal of Early Adolescence 26, no. 1 (February 2006): 4–35. http://dx.doi.org/10.1177/0272431605282747.

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Brown, Wendy, and Norman F. Kafer. "Self-Discrepancies and Perceived Peer Acceptance." Journal of Psychology 128, no. 4 (July 1994): 439–46. http://dx.doi.org/10.1080/00223980.1994.9712750.

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Falagas, Matthew E. "Abstract Acceptance and Blinded Peer Review." JAMA 296, no. 10 (September 13, 2006): 1230. http://dx.doi.org/10.1001/jama.296.10.1230-b.

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LEE, DONG Y. "ADOLESCENTS' PEER-RATED MENTAL HEALTH, PEER-ACCEPTANCE, AND IRRATIONAL BELIEFS." Psychological Reports 94, no. 3 (2004): 1144. http://dx.doi.org/10.2466/pr0.94.3.1144-1148.

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Orue, Izaskun, and Esther Calvete. "Reciprocal relationships between sociometric indices of social status and aggressive behavior in children." Journal of Social and Personal Relationships 28, no. 7 (February 28, 2011): 963–82. http://dx.doi.org/10.1177/0265407510397982.

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The goal of this study was to assess the reciprocal longitudinal relationships between sociometric status and aggressive behavior in children. Overt and relational aggressive behaviors were differentiated in order to study the diverse associations within peer acceptance and rejection. A total of 777 boys and girls from 8 to 12 years of age filled in peer nomination instruments to measure aggressive behavior and sociometric status. The results revealed that overt aggression at T1 led to rejection at T2. Furthermore, reciprocal relationships were found between rejection and overt aggressive behavior among boys but not among girls. Among girls, acceptance by peers at T1 predicted relational aggression at T2. Differences between boys' and girls' acceptance and rejection of their aggressive peers are also discussed.

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Fitzgerald, David P., and Karen J. White. "LINKING CHILDREN'S SOCIAL WORLDS: PERSPECTIVETAKING IN PARENT-CHILD AND PEER CONTEXTS." Social Behavior and Personality: an international journal 31, no. 5 (January 1, 2003): 509–22. http://dx.doi.org/10.2224/sbp.2003.31.5.509.

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Parental use of victim-centered discipline (VCD) (Hoffman, 1975) was examined as it related to children's perspective-taking, social behavior, and peer acceptance. Participants were 93 (50 girls, 43 boys) primarily Caucasian (87%) school-age children. Perspective-taking was assessed via Selman's (1979) interpersonal understanding interview. Peers, parents, and teachers assessed social behavior. Nominations and play ratings determined peer acceptance. Results indicated that VCD was positively related to children's perspective-taking. Perspective-taking was negatively related to aggression and positively related to prosocial behavior. Results suggested perspective-taking mediates the previous relationship established between VCD and social behavior. Peer acceptance was negatively related to aggression and positively related to prosocial behavior. Age and socioeconomic status also were related to the pattern of relationships between VCD, perspective-taking, and social behavior.

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Morahan-Martin, Janet. "Should Peers' Evaluations be Used in Class Projects?: Questions regarding Reliability, Leniency, and Acceptance." Psychological Reports 78, no. 3_suppl (June 1996): 1243–50. http://dx.doi.org/10.2466/pr0.1996.78.3c.1243.

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This is a description of use of a rating system in which both students (peers) and an instructor evaluated the performance of 32 debate teams and 136 peer team members, with peers' and the instructor's evaluations being equally weighted in assigning grades. Peer evaluation was psychometrically reliable. Peers and instructor were similar in evaluating defensive and offensive debate performance, but peers gave more favorable ratings than the instructor for presentation and research. Over-all, the rating system was perceived by participants as fair and not a popularity contest. Most peers reported that they were comfortable as evaluators.

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McLachlan, Julie, Melanie J. Zimmer-Gembeck, and Leanne McGregor. "Rejection Sensitivity in Childhood and Early Adolescence: Peer Rejection and Protective Effects of Parents and Friends." Journal of Relationships Research 1, no. 1 (November 1, 2010): 31–40. http://dx.doi.org/10.1375/jrr.1.1.31.

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AbstractTheory suggests that rejection sensitivity, a social cognitive processing style characterised by anxious and angry expectations of rejection, develops from experiences of rejection or acceptance by others. The purpose of this study of 417 children and early adolescents (age 9 to 13) was to examine how relationship experiences are directly and interactively associated with their rejection sensitivity. In a multivariate analysis, there was an association of rejection by parents and by peers with rejection sensitivity, with a stronger association between peer rejection and sensitivity than between parent rejection and sensitivity. Regarding interactive effects, peer rejection was found to have a strong association with rejection sensitivity among participants with low or high parent acceptance, and among those with high friendship satisfaction. Yet, there was evidence of a stronger association between peer rejection and rejection sensitivity among those with low parent acceptance or high friendship quality. This was because rejection sensitivity was highest when peer rejection was high and parent acceptance was low, and sensitivity was lowest when peer rejection was low and friendship quality was high. Findings show how young people's relationships in different domains uniquely co-vary with rejection sensitivity and interact in accounting for angry and anxious expectations of rejection by others.

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Shin, Myoungjin, Minkwon Moon, Changhyun Lee, and Sun-Yong Kwon. "Physical Education Affects Adolescents' Peer Acceptance: Influence Of Gender and Motivation Climate." Social Behavior and Personality: an international journal 47, no. 4 (April 1, 2019): 1–11. http://dx.doi.org/10.2224/sbp.7732.

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We examined the influence of physical education activity on peer acceptance in adolescents over time, and how this influence changes based on gender and motivation climate in class. Participants were 157 middle school freshman students (81 boys, 76 girls) at a school in South Korea. Results of hierarchical linear modeling showed that peer acceptance among girls decreased over the 12-week period of our study, but there were no significant changes in peer acceptance among boys. Furthermore, peer acceptance decreased when boys participated in physical education activity more diligently, but this negative relationship weakened when the class was instructed in a noncontrolling climate. However, physical education activity and class climate did not significantly affect peer acceptance among girls. The results imply that the role of physical education teachers is important in the formation of peer acceptance at the beginning of the school year.

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Laws, Glynis, Geraldine Bates, Maike Feuerstein, Emily Mason-Apps, and Catherine White. "Peer acceptance of children with language and communication impairments in a mainstream primary school: Associations with type of language difficulty, problem behaviours and a change in placement organization." Child Language Teaching and Therapy 28, no. 1 (February 2012): 73–86. http://dx.doi.org/10.1177/0265659011419234.

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This research investigated peer acceptance of children with language and communication impairments attending a language resource base attached to a mainstream school. Compared to other children in their mainstream peer groups, peer acceptance was poor. Peer rejection was more common for children with profiles consistent with an autistic spectrum disorder than for children with specific language impairment, and peer acceptance was significantly associated with social communication abilities. Children with clearer speech and more mature syntax also had more positive peer relationships. Language and communication appeared to be more important for peer acceptance than classroom behaviour. Changing children’s principal placements from the language resource base to the mainstream classes had some beneficial effect; peer rejection was reduced and most children were more tolerated.

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Lindsey, Eric W. "Mutual Positive Emotion with Peers, Emotion Knowledge, and Preschoolers' Peer Acceptance." Social Development 26, no. 2 (June 26, 2016): 349–66. http://dx.doi.org/10.1111/sode.12201.

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Kim, He Sook Nancy, and Kyung Ja Park. "Effects of Bystander's Emotional Empathy and Social Problem-Solving Skills on Defending Behaviors Against Bullying in Elementary School: Mediated Through Peer Acceptance." Korean Journal of Child Studies 42, no. 6 (December 31, 2021): 741–53. http://dx.doi.org/10.5723/kjcs.2021.42.6.741.

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Objectives: Many children are exposed to their peers being bullied, which negatively impacts individuals and the society as a whole. We investigated the effects of elementary school children’s emotional empathy and social problem-solving skills on their defending behaviors. We evaluated the direct and indirect effects of these personal characteristics, mediated through their perceived peer acceptance among classmates. Gender differences were also tested.Methods: The study participants were 386 fourth- and fifth-graders (M = 10.4 yrs.) from six elementary schools in the metropolitan Seoul area of South Korea. Children’s perceived social acceptance, emotional empathy, and problem-solving skills were measured using self-reported questionnaires. Defending behavior was measured using peer nomination. To analyze the data, descriptive statistics and structural equation modeling were conducted using SPSS 21.0 and MPLUS 6.12.Results: Bystanders‘ emotional empathy and social problem-solving skills had significant effects on defending behaviors. Social problem-solving skills directly affected defending behaviors of boys and girls. Girls’ peer acceptance mediated both emotional empathy and social problem-solving skills for defending behaviors, while no mediation effect was found in boys.Conclusion: For children, feeling accepted by classmates is important for defending bullied peers. For girls, peer acceptance magnifies their socio-emotional and socio-cognitive skills, empowering them to defend the bullied peers. However, for boys, having competent socio-cognitive skills alone is sufficient. Based on this study’s findings, it is recommended that interventions are needed to enhance bystanders’ emotional empathy and social problem-solving skills, and thereby, empowering them to be competent defenders against school bullying.

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Turiel, J. D., and T. Aste. "Peer-to-peer loan acceptance and default prediction with artificial intelligence." Royal Society Open Science 7, no. 6 (June 2020): 191649. http://dx.doi.org/10.1098/rsos.191649.

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Logistic regression (LR) and support vector machine algorithms, together with linear and nonlinear deep neural networks (DNNs), are applied to lending data in order to replicate lender acceptance of loans and predict the likelihood of default of issued loans. A two-phase model is proposed; the first phase predicts loan rejection, while the second one predicts default risk for approved loans. LR was found to be the best performer for the first phase, with test set recall macro score of 77.4 % . DNNs were applied to the second phase only, where they achieved best performance, with test set recall score of 72 % , for defaults. This shows that artificial intelligence can improve current credit risk models reducing the default risk of issued loans by as much as 70 % . The models were also applied to loans taken for small businesses alone. The first phase of the model performs significantly better when trained on the whole dataset. Instead, the second phase performs significantly better when trained on the small business subset. This suggests a potential discrepancy between how these loans are screened and how they should be analysed in terms of default prediction.

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Yusri, Elvida, and Yulia Herawaty. "Hubungan antara Kecerdasan Emosi dengan Penerimaan Teman Sebaya Pada Remaja di Masa Pandemi Covid-19." Journal of Islamic and Contemporary Psychology (JICOP) 1, no. 2 (January 19, 2022): 95–104. http://dx.doi.org/10.25299/jicop.v1i2.8657.

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The Covid-19 pandemic has had so many impacts on human life, including the development of adolescents. Adolescents during the Covid-19 pandemic have various problems they must face. The lack of peer acceptance in adolescents during the pandemic causes bored, loneliness, stress, and has an impact on declining academic achievement. One of the factors assumed to be related to peer acceptance is emotional intelligence. The purpose of this study was to determine the relationship between emotional intelligence and peer acceptance in adolescents during the Covid-19 pandemic. The population in this study were adolescents aged 12-19 years with a sample of 100 people obtained by incidental sampling technique. The data collection method uses a modified emotional intelligence scale from Putri (2016) and a peer acceptance scale by Rahmana (2012). Data were analyzed using Spearman’s Rank correlation where the results showed a correlation value of 0.547 with a significance value of 0.000 (p <0.05). It can be concluded that there is a positive and significant relationship between emotional intelligence and peer acceptance in adolescents during the Covid-19 pandemic, meaning that the higher the emotional intelligence, the higher the peer acceptance, on the contrary, the lower the emotional intelligence, the lower the peer acceptance.

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Szewczyk-Sokolowski, Margaret, Kelly K. Bost, and Ada B. Wainwright. "Attachment, Temperament, and Preschool Children's Peer Acceptance." Social Development 14, no. 3 (August 2005): 379–97. http://dx.doi.org/10.1111/j.1467-9507.2005.00307.x.

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Byron, Maria. "Teacher acceptance of a peer training programme." Educational Research 32, no. 1 (March 1990): 66–71. http://dx.doi.org/10.1080/0013188900320108.

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Eshel, Yohanan, and Jenny Kurman. "Ethnic Equity and Asymmetry in Peer Acceptance." Journal of Social Psychology 130, no. 6 (December 1990): 713–23. http://dx.doi.org/10.1080/00224545.1990.9924623.

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Burleson, Brant R., James L. Applegate, Julie A. Burke, Ruth Anne Clark, Jesse G. Delia, and Susan L. Kline. "Communicative correlates of peer acceptance in childhood." Communication Education 35, no. 4 (October 1986): 349–61. http://dx.doi.org/10.1080/03634528609388359.

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Cillessen, Antonius H. N., and William M. Bukowski. "Conceptualizing and measuring peer acceptance and rejection." New Directions for Child and Adolescent Development 2000, no. 88 (2000): 3–10. http://dx.doi.org/10.1002/cd.23220008803.

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Ross, Joseph S., and Harlan M. Krumholz. "Abstract Acceptance and Blinded Peer Review—Reply." JAMA 296, no. 10 (September 13, 2006): 1230. http://dx.doi.org/10.1001/jama.296.10.1230-c.

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Menting, Barbara, Hans Koot, and Pol van Lier. "Peer acceptance and the development of emotional and behavioural problems." International Journal of Behavioral Development 39, no. 6 (November 27, 2014): 530–40. http://dx.doi.org/10.1177/0165025414558853.

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Difficulties in peer acceptance during elementary school have been associated with emotional and behavioural problems. This study used a randomized controlled intervention design to test whether improvements in peer acceptance mediated reduced rates of emotional and behavioural problems in intervention compared to control-group children. A total of 615 elementary school children in the Netherlands were followed annually from kindergarten through second grade. Intervention children showed reductions in emotional and behavioural problems, and improved peer acceptance compared to controls. Improved peer acceptance mediated reductions in emotional and behavioural problem development. However, this mediation pathway held only for boys with low receptive vocabulary skills. These results indicate poor peer acceptance as a common underlying factor in emotional and behavioural problem development, particularly for children who are at risk for developing problems.

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Triani, Ajeng. "PENGARUH PERSEPSI PENERIMAAN TEMAN SEBAYA TERHADAP KESEPIAN PADA REMAJA." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 1, no. 1 (March 24, 2017): 128. http://dx.doi.org/10.21009/jppp.011.18.

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Abstrack This research is aimed to analyze the influence of perception of peer acceptance to loneliness in adolescense. The research was conducted at Jakarta on June 2012. The population of this research are adolescences at Jakarta between 12 years old until 21 years old. Data was gathered by using scale and analyze by regression test (Anareg) using SPSS 16.0 program. The result revealed that Adjusted R Square perception of peer acceptance on loneliness was 0.051 (5.1%), which means that peer acceptance influence loneliness as much as 5.1% and the rest 94.9% influence by other factors beyond loneliness. The result of this research showed Ho is rejected and Ha is accepted, therefore the research conclusion was that perception of peer acceptance influenced loneliness toward adolescence. Keywords : Perception of Peer Acceptance, Loneliness, Adolescences, Jakarta

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Kurniawati, Farida, and Ade Siti Mariyam. "The Role of Teachers’ Teaching Strategies on Peer Acceptance: Study in Inclusive Madrasas in Indonesia." International Journal of Special Education (IJSE) 37, no. 2 (November 11, 2022): 22–32. http://dx.doi.org/10.52291/ijse.2022.37.37.

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"Madrasa is an educational institution in Indonesia that has unique in implementing inclusive education because it combines inclusive values in the Quran and Hadith, inclusive values proclaimed by UNESCO 1994 and inclusive values according to national education policies. One of the goals of inclusive education in madrasas is to foster peer acceptance. This study attempted to examine factors that foster peer acceptance in Inclusive Madrasa Ibtidaiyah. The participants of this study involved 930 students and 42 teachers of Inclusive Madrasa Ibtidaiyah in Indonesia. The study used the Peer Acceptance Scale (PAS) to measure peer acceptance and a social interaction teaching strategy measurement tool to measure teaching strategies. The results of the analysis found that teaching strategies significantly increase regular student peer acceptance of students with special needs. R2 = 0.029, F (1,928) = 28.107, p<0.001."

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Pickering, Leanne, Julie A. Hadwin, and Hanna Kovshoff. "The Role of Peers in the Development of Social Anxiety in Adolescent Girls: A Systematic Review." Adolescent Research Review 5, no. 4 (May 16, 2019): 341–62. http://dx.doi.org/10.1007/s40894-019-00117-x.

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Abstract Pathways to social anxiety often reflect a set of complex and interacting factors that include both intrinsic and environmental factors. Theoretical models of social anxiety have highlighted that children and adolescents’ peer experiences can increase risk for social anxiety. This systematic review explored the role of peers in the development of social anxiety in adolescent girls. It aimed to identify peer-related risk factors (i.e., peer acceptance, peer attachment, friendship quality, peer support, and victimisation) that place adolescents at risk for social anxiety, and to highlight those that are specific to girls. The findings showed that while low peer acceptance was significantly associated with increased social anxiety for boys and girls, limited close friendships, negative friendship experiences and relational victimisation were highlighted as risk factors specific to girls. The review suggested that researchers might usefully start to develop frameworks that capture generic, as well as gender-specific risk for social anxiety in adolescence. These will enable the development of prevention and intervention methods to support girls at increased risk and that focus on improving the quality of peer relationships.

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Howard, Louise, and Greg Wilkinson. "Peer review and editorial decision-making." British Journal of Psychiatry 173, no. 2 (August 1998): 110–13. http://dx.doi.org/10.1192/bjp.173.2.110.

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IntroductionThis paper describes and analyses the editor's decision-making process at the British Journal of Psychiatry (BJP), and investigates the association between reviewers' assessments and editorial decisions.MethodFour hundred consecutive manuscripts submitted over a six-month period to the BJP were examined prospectively for assessors' comments and editorial decisions on acceptance or rejection. Interrater reliability of assessments was calculated and a logistic regression analysis investigated the effect of the rank allocated by assessors and the comprehensiveness of the assessments on the editor's decision.ResultsThe editor sent 248/400 (62%) manuscripts to assessors for peer review. Kappa for reliability of assessors' rankings was 0.1 indicating poor interrater reliability. Assessors agreed best on whether to reject a paper. A ranking of five (indicating rejection) had the greatest association with editor's rejection (P < 0.001, odds ratio 0.079), and the mean ranking of assessments was also significantly associated with editorial acceptance or rejection (P=0.004, odds ratio 0.24)ConclusionAssessors and editors tend to agree on what is clearly not acceptable for publication but there is less agreement on what is suitable.

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Chang, Lei, Kin Kit Li, Li Lei, Hongyun Liu, Boliang Guo, Yan Wang, and Kitty Y. Fung. "Peer acceptance and self-perceptions of verbal and behavioural aggression and social withdrawal." International Journal of Behavioral Development 29, no. 1 (January 2005): 48–57. http://dx.doi.org/10.1080/01650250444000324.

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This study presents a model of maladaptive social interactions that includes both behavioural and communication correlates of peer acceptance and self-perceived social competence. Tested in a sample of 377 Hong Kong secondary school students, verbal and nonverbal aggression contributed concurrently and longitudinally to peer acceptance. Communication avoidance was predictive only of self-perceived social competence but not of peer acceptance, whereas, as observed in Western children, social withdrawal negatively predicted peer acceptance and self-perceived social competency. These findings are presented in a discussion of the verbal and nonverbal involvement in defining aggression and social withdrawal in adolescent social interactions.

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Bear, George G., Jaana Juvonen, and Frances McInerney. "Self-Perceptions and Peer Relations of Boys with and Boys without Learning Disabilities in an Integrated Setting: A Longitudinal Study." Learning Disability Quarterly 16, no. 2 (May 1993): 127–36. http://dx.doi.org/10.2307/1511135.

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This study examined the self-perceptions and peer relations among nonhandicapped boys and boys with learning disabilities (LD) in full-time integrated classes, grades 3–5. Compared to their nonhandicapped peers, boys with LD demonstrated lower self-perceptions of scholastic competence but not lower self-perceptions of social acceptance. Moreover, they did not differ from their peers in the number of reciprocal friendships or positive peer nominations they received. Results were less clear with respect to differences in negative nominations and self-perceptions of global self-worth and behavioral conduct. Correlations among measures of self-perception and social relations varied as a function of group and time. Overall, results suggest that although boys with LD in integrated classrooms often experience peer rejection and negative self-perceptions in several domains, they manage to maintain adequate self-perceptions of social acceptance by having a few close friends.

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Tur-Porcar, Ana M., Anna Doménech, and Vicenta Mestre. "Vínculos familiares e inclusión social. Variables predictoras de la conducta prosocial en la infancia." Anales de Psicología 34, no. 2 (April 10, 2018): 340. http://dx.doi.org/10.6018/analesps.34.2.308151.

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The purpose of this study was to investigate the relationship between prosocial behavior and family environment variables (attachment to the mother and father and abandonment by the mother and father), personal variables (emotional instability, aggression, and coping strategies), and variables that relate to the immediate social environment (peer acceptance and rejection). This study also examined the predictors of prosocial behavior. Prosocial behavior is a personal protective factor that encourages positive relationships between peers and promotes personal and social adjustment behaviors (Mikolajewski, Chavarria, Moltisanti, Hart & Taylor, 2014). A study with a sample of 1,447 children (50.4% male and 49.6% female) aged between 7 and 12 years (M = 9.27; SD = 1.36) was conducted. The results confirmed the positive relationships between prosocial behavior and parental attachment, functional coping, and peer acceptance. The results also confirmed the negative relationships between prosocial behavior and abandonment by the parents, emotional instability, aggression, dysfunctional coping, and peer rejection. The positive predictor variables for prosocial behavior were attachment to the mother, functional coping, and expectations of peer acceptance. The negative predictor variables for prosocial behavior were emotional instability, physical and verbal aggression, and expectations of peer rejection. The findings have educational implications, which are discussed herein.

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Mubarok, Fuad, and Adi Cilik Pierewan. "The Effect of Peer Acceptance on Well-Being in Adolescents." Jurnal Penelitian Humaniora 23, no. 1 (April 16, 2019): 49–56. http://dx.doi.org/10.21831/hum.v23i1.21430.

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This study was aimed at determining the impact of peer acceptance on well-being in adolescents. Respondents used in this study were teenagers in the city of Yogyakarta with age range of 14-15 years old (N = 385). In this study, the researcher used an instrument in the form of a well-being by Ryff questionnaire that was modified according to the social and cultural conditions in the city of Yogyakarta to measure well-being in respondents used. On the scale of peer acceptance, researchers use sociometry with roster and rating modeling. The hypothesis proposed in this study was that peer acceptance could influence well-being in adolescents. Reliability analysis on the instrument used was carried out using Cronbach's Alpha analysis. This study used simple regression to determine the effect of peer acceptance on well-being in adolescents. The result shows that peer acceptance has an influence on well-being in adolescents. Although the effect produced was not significant, but it proves that it is quite important for adolescents to be accepted in their social environment to be able to obtain a well-being situation in themselves.Keywords: peer acceptance, well-being, adolescent

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Guyer, Amanda E., Justin D. Caouette, Clinton C. Lee, and Sarah K. Ruiz. "Will they like me? Adolescents’ emotional responses to peer evaluation." International Journal of Behavioral Development 38, no. 2 (January 23, 2014): 155–63. http://dx.doi.org/10.1177/0165025413515627.

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Relative to children and adults, adolescents are highly focused on being evaluated by peers. This increased attention to peer evaluation has implications for emotion regulation in adolescence, but little is known about the characteristics of the evaluatee and evaluator that influence emotional reactions to evaluative outcomes. The present study used a computer-based social evaluation task to examine predictors of adolescents’ emotional responses to feedback from unknown peers. Nine-to-seventeen-year-olds ( N = 36) completed the “chatroom task” and indicated the degree to which each peer would be interested in interacting with them and how good they felt after receiving acceptance and rejection feedback from peers. We examined whether adolescents’ age and gender impacted their emotional responses to being accepted or rejected by peers of different age groups (i.e., early or middle adolescence) and genders. We also tested whether expectations about peers’ interest was associated with variability in adolescents’ emotional responses to the evaluative outcome. Upon being accepted by middle adolescent male peers, females in the middle relative to early years of adolescence reported greater well-being, whereas males reported similar levels of well-being regardless of their own age. Following acceptance from middle adolescent female peers, females reported greater well-being than males. Adolescents with high expectations for being liked by peers felt better after being accepted versus rejected relative to those with low expectations. For adolescents with low expectations, acceptance and rejection were associated with similar levels of well-being. Adolescents’ emotional responses to peer evaluation are influenced by specific individual characteristics and antecedent preparation for evaluation that may serve an emotion regulatory purpose.

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Fox, C. Lynn. "Peer Acceptance of Learning Disabled Children in the Regular Classroom." Exceptional Children 56, no. 1 (September 1989): 50–59. http://dx.doi.org/10.1177/001440298905600108.

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Mainstreamed handicapped children often experience social rejection by their nonhandicapped peers. To evaluate possible approaches leading to a resolution of peer rejection, 86 low socially accepted learning disabled children in the fourth, fifth, and sixth grades were paired for 8 weeks with 86 high socially accepted, same-sexed, nonhandicapped classmates, in four groups: mutual interest group, cooperative academic task group, Hawthorne Effect/Control group, and classroom control group. Social acceptance ratings of students with learning disabilities by their nonhandicapped peers, paired in the mutual interest group, increased significantly as a function of the intervention. Those in the academic activities group and in the Hawthorne control group did not change. However, ratings of the classroom control group showed a lowered acceptance level over time.

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Wheeler, Lindsey R., and Anne Marie Tharpe. "Young Children's Attitudes Toward Peers Who Wear Hearing Aids." American Journal of Audiology 29, no. 2 (June 8, 2020): 110–19. http://dx.doi.org/10.1044/2019_aja-19-00082.

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Purpose This study examined whether young children with normal hearing demonstrated negative attitudes toward peers wearing hearing aids, often described as the “hearing aid effect.” The effect of age on these attitudes was also examined. Method Forty-five typically developing children with normal hearing, aged 6–11 years, were recruited to answer questions about and rate photos of children with and without hearing aids in areas of peer acceptance as well as physical and cognitive competence. Participants completed a forced-choice task, a perceived competence rating task, and a sociometric rating task. Results Children in this study perceived their peers who wore hearing aids as having less physical competence and less peer acceptance than peers without hearing aids, thus confirming a hearing aid effect in children as young as 6 years of age. Both younger and older children were more likely to choose pictures of children wearing hearing aids as having less peer acceptance than pictures of children who were not wearing hearing aids. Older children were also more likely to choose a picture of a child with hearing aids as having less physical competence than a picture of a child without hearing aids. Conclusion These findings should serve to alert professionals who work with children who have hearing loss that additional support and education might be warranted for these children and their peers with normal hearing.

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Journal articles on the topic 'Peer acceptance'

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