Relevant bibliographies by topics / Peer perception

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Peer perception'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Peer perception"

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Lin, Linda, and Frank DeCusati. "Muscle Dysmorphia and the Perception of Men’s Peer Muscularity Preferences." American Journal of Men's Health 10, no. 6 (July 8, 2016): NP78—NP88. http://dx.doi.org/10.1177/1557988315598367.

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Research suggests that peer muscularity norms preferences are related to men’s body image, but little information is known about how perceptions of specific peer group norms preferences are related to men’s body image disturbances and specific health behaviors. This study investigated how men perceived the muscularity preferences of male, female, close, and distant peers and whether the perceptions of specific peer preferences were related to muscle dysmorphia and steroid use. Data on muscle dysmorphia and the perceptions of peer muscularity norms were collected from 117 male college students. Results indicated that men perceived distant and male peers as having the most exaggerated preferences for muscularity and that those perceptions were not an accurate reflection of their distant male peers’ reported preferences. Results also indicated that perceptions of close female peer muscularity preferences were predictive of symptoms of muscle dysmorphia, but this relationship did not exist for other peer groups, suggesting that the perceptions of close female peer preferences may play a role in the development of muscle dysmorphia. No relationship was found between perceptions of peer muscularity preferences and steroid use.
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Livermore, Jeffrey A., Marla G. Scafe, Linda S. Wiechowski, and David J. Maier. "Student Perceptions Of Peer Credibility Based On Email Addresses." Contemporary Issues in Education Research (CIER) 6, no. 4 (September 29, 2013): 393. http://dx.doi.org/10.19030/cier.v6i4.8107.

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The purpose of this study was to evaluate students perceptions of their peers credibility based on email addresses. The survey was conducted at a community college in Michigan where all students were registered and actively taking at least one course. The survey results show that a students selection of an email address does influence other students perception of their credibility. An email address that consists of a nickname reduces the students perception of peer credibility.
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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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Wibowo, Nurhida Rahmalia, and Supra Wimbarti. "The perception of attachment effect in parents and peers on aggressive behavior in male adolescents." Psikohumaniora: Jurnal Penelitian Psikologi 4, no. 1 (April 30, 2019): 53. http://dx.doi.org/10.21580/pjpp.v4i1.3118.

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Interaction among children with their parents and peers has an important role in developing aggression in adolescents. Negative interaction can form children’s negative perception of attachment to their parents and peers. In turn, it facilitates adolescent’s negative schemes from childhood to adolescence. Negative scheme children are generally easy to get anxious, difficult to trust another person in interaction, and aggressive. This study aimed to examine the perceptions of attachment effect to their father, mother, and peer on male adolescents' aggressive behaviors. The subjects of this study were 31 adolescents aged 12-15 years old, who lived in PSMP Antasena in Magelang. They were selected through purposive sampling technique. The data were collected using aggressive behavior scale and modification of parents and peer attachment inventory. The method used for analyzing data was multiple regression. The results of the analysis showed that R=0.688, p<0.01, indicating that the perceptions of father, mother and peer attachment significantly can predict aggression in male adolescents.
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Walters, Glenn D. "Viewing the Cycle of Violence Through a Gendered Pathways Lens: Perceived Parental Tolerance of Violence, Peer Influence, and Child Aggressive Behavior." Journal of Interpersonal Violence 35, no. 11-12 (April 5, 2017): 2189–209. http://dx.doi.org/10.1177/0886260517702493.

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The purpose of the present study was to determine whether a child’s perception of adult tolerance of violence interfaced with peer associations and violent offending. It was hypothesized that a child’s perception of his or her parents’ tolerance for violence would predict the peer influence effect for aggressive behavior in boys but not girls. Control variables included the parent’s stated tolerance of violence, the child’s personal attitude toward violence, recent parental divorce or separation, and child maltreatment within the past 12 months. Using the first three waves of the National Youth Survey (NYS), the relationships between perceived parental tolerance of violence and the peer influence and selection effects were examined. A negative binomial path analysis of the male subsample ( n = 736) revealed that perceived parental tolerance of violence predicted the peer influence effect (peer violence leading to participant violent offending) but not the peer selection effect (participant violent offending leading to peer violence) in boys. In girls ( n = 679), neither pathway was significant. The current findings indicate that in boys, perceived parental attitudes toward violence help account for the cycle of violence, perhaps by encouraging the child’s association with violent peers. Programs designed to change these perceptions and the parental/community attitudes these perceptions may reflect could be an effective means of intervention for violent youth.
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Weber, Ellen J., Patricia P. Katz, Joseph F. Waeckerle, and Michael L. Callaham. "Author Perception of Peer Review." JAMA 287, no. 21 (June 5, 2002): 2790. http://dx.doi.org/10.1001/jama.287.21.2790.

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Gibson, Mark, Catherine Y. Spong, Sara Ellis Simonsen, Sheryl Martin, and James R. Scott. "Author Perception of Peer Review." Obstetrics & Gynecology 112, no. 3 (September 2008): 646–52. http://dx.doi.org/10.1097/aog.0b013e31818425d4.

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Mubarok, Husni. "Students’ Perception toward the Implementation of Peer-Assessment in Writing; Before and After Revision." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (October 21, 2017): 13. http://dx.doi.org/10.24167/celt.v17i1.1136.

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This study was aimed at elaborating students’ perception toward the implementation of peer assessment in writing class either before or after revision. Writing becomes one of skills which should be mastered by students in order to get higher level of literacy. Writing is a productive skill which asks students to arrange words and organize them into good writing which could be understood by readers. The success of writing is determined by the writing process itself starting from planning, first draft writing, revising, and editing. One of the strategies used in teaching writing is by implementing peer assessment. Peer assessment strategy becomes one of important parts in the process of writing because there will be feedback or suggestion from peers in doing a review. The number of the subject of this research was students in second semester of the English Education Department of UNISNU Jepara. This research was conducted on even semester. The total number of the students, which became respondents, was 37 students of English Education Department. The research design used was qualitative research which measured students’ perceptions of the implementation of peer assessment in writing: before and after revision. The result showed that before revision, students had negative perception toward their own writing. After revision, they had positive perceptions toward peer assessment strategy. Those included usefulness and meaningfulness, nature of feedback, reality of feedback, precision, validity, fairness, and personal goal-setting. Besides that, the score after revision (7.9) was higher than the score before revision (6.62). It meant that the result showed the increasing of students’ score after revision.
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Abdel Ra’oof Abed, Rabab, Nada H. Gomma, and Asmaa Abdel Nasser. "Using of Peer Assisted Learning to Conduct Pre-Training Situational Analysis for Nurse Intern." Journal of Ecophysiology and Occupational Health 21, no. 2 (June 17, 2021): 83. http://dx.doi.org/10.18311/jeoh/0/26882.

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<strong>Background:</strong> Clinical placement is the main site for interns’ training, however clinical placement is an uncomfortable and inconvenient environment for learning. Trainees need intelligent conversation with self and others to advance in their careers. In this regard, Peers informally teach each other through discussion. Nowadays, there is an international need and interest in formal peer-assisted learning. Hence, Situational model for curriculum development is a suitable model for training as it is culturally driven and emphasizes context. The research objectives are to apply a situational curricular model, using a peer-assisted learning. In addition, to explore the students’ perception towards peer-assisted learning. <strong>Methods:</strong> A mixed method quantitative and qualitative design single group post-test design was applied in this study, where all the nursing interns in the current year were selected. Peers conducted orientation sessions to make situational analysis. After that, each intern, with his educational supervisor, develops personal objectives and a development plan. Selection of contents and learning opportunities is the responsibility of interns guided by the general outcomes and list of required competencies during the training year. The last step is assessment and evaluation of performance. Furthermore, interns’ perceptions towards using peers-assisted learning were measured through distribution of self-administered questionnaire, and conduction of focus group with interns. <strong>Results:</strong> Overall students’ perceptions toward this reform were positive, all means were above four, especially their perception towards Peer Assisted Learning (PAL) as a relaxed and comfortable environment and as a new learning opportunity. <strong>Conclusion:</strong> Interns found that reform of their training through conducting situational model for training is an effective method, especially when using Peer Assisted Learning (PAL) in its conduction, which, they recommended its implementation to all units’ orientation.
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Krouglov, Alex. "STUDENT PERCEPTION OF FORMATIVE PEER REVIEW." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 493. http://dx.doi.org/10.17770/sie2020vol1.5181.

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The present paper covers our initial research findings of postgraduate student perceptions of formative in-class peer review in relation to their presentations, research, professional communication, and language skills. The paper also aims to assess the impact it may have on learning at advanced level of language training, and explores how peer review approach used in classes changes student perception of its benefits and challenges and contributes to the development of presentation, language and research skills. Besides the development of speaking skills, critical thinking and argumentation, peer review enables them to assess themselves better, to think more about the target audience and encourages better course and research engagement and collaborative learning. In our research, the students were asked to provide in-class peer review of presentations made by students on various aspects of their research as part of the connected curriculum framework established at the University College London.
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Dissertations / Theses on the topic "Peer perception"

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QUISTGAARD, PATRICIA WILLIAMS. "TEACHER PERCEPTION, PEER PERCEPTION, SELF-PERCEPTION, CLASSROOM VARIABLES, AND SOLITARY BEHAVIOR (MINNESOTA)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183967.

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Various assessment measures have been used to identify socially isolated children. A model relating constructs associated with social behavior was developed to examine causal relationships among various types of assessment measures. The subjects were 267 third and fourth grade children from public school classrooms in Minnesota. Teacher perception, peer perception, self-discomfort, assertiveness, positive solitary behavior and negative solitary behavior were conceptualized as dependent latent variables. The effects of academic achievement and sex on the dependent latent variables also were examined. Observable indicators of the latent variables include peer sociometric measures; three teacher ratings of social interaction; self-report measures of assertiveness, anxiety, and loneliness; classroom observations of solitary behavior; and the Iowa Test of Basic Skills. Covariance structure analysis procedures (LISREL) were used to link observed measures of social behavior to their respective latent variables through confirmatory factor analysis (CFA) and to examine hypothesized causal relationships among the latent variables. CFA of the dependent variables indicated that the initial model did not provide an acceptable fit with the data. T-values indicated that the observed variables loaded on the hypothesized latent constructs except for two self-report measures. Subsequent model testing indicated that some observed variables loaded on more than one latent variable. The initial covariance structure model was revised based on the CFA. The LISREL analysis indicated that neither the initial nor the revised models of social behavior provided an adequate fit with the data. The significance of individual parameters was examined. The observed self-report measures of assertiveness, loneliness, and anxiety demonstrated low reliability. Hypotheses supported include that academic achievement was causally related to peer perception and that teacher perception, peer perception and academic achievement were causally related to the level of negative solitary behavior. The results support the assessment of perceptions of significant others and academic achievement as screening measures to identify socially isolated children. Additionally, the validity and reliability of using self-report measures with elementary students needs further investigation.
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Dornan, Don, and n/a. "Peer perception of the intellectually handicapped." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060705.131044.

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In 1980 Jackson and Knowles presented a paper at the Australian Group for the Study of Mental Deficiency [A.G.S.O.M.D.] conference in Launceston, Tasmania. The paper, titled "Primary School Children's Perceptions and Understandings of Mental Retardation", reported in detail responses on twenty questions from the sixty-three item questionnaire instrument used in their study. These twenty questions reflected stereotyped responses of an alarming nature. If these responses were a reflection of how Australian children generally thought, then integration of the intellectually handicapped child into mainstream classes would be counter productive. The current study was initiated to help assess the attitudes of Australian Capital Territory children to the Intellectually Handicapped. The twenty significant questions from the Tasmanian study were formed into a questionnaire and administered to 769 children in Years 3 and 6 from six Government and two Catholic schools in the Australian Capital Territory. In most cases the results were in direct contrast to those obtained in Tasmania. At first glance this meant that the attitudes of Australian Capital Territory children towards the Intellectually Handicapped were much less stereotyped than those of Tasmanian children. Further investigation, however, led to the discovery that the results from the Tasmanian study were spurious. The date had not been accurately computerized, giving a result that was probably the reverse of what Tasmanian children actually thought. Four supplementary hypotheses, comparing the responses of Years 3 and 6 girls and boys, Government and Private schools, exposed and unexposed schools, were tested. The analysis of the data for these hypotheses supported, to some degree, past findings that older children and girls have less stereotyped attitudes towards the Intellectually Handicapped than younger children and boys. The responses of Government schools versus Private schools were varied. Three of the five significantly different responses indicated a less stereotyped view was held by Government school children, while two of these significant questions indicated a less stereotyped view was held by Private school children. With regard to exposed and unexposed schools, the two significantly different responses indicated less stereotyped views were held by the nonexposed children. Future directions are indicated in the sections dealing with Limitations and Future Directions.
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Lee, Wing-ho Rico. "Classwide peer tutoring student perception and effectiveness /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963420.

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Lee, Wing-ho Rico, and 李永浩. "Classwide peer tutoring: student perception and effectiveness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963420.

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Chow, Wai-bing Theresa. "A case study on pupils' perception of peer counselling." [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16062528.

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Chow, Wai-bing Theresa, and 周蕙冰. "A case study on pupils' perception of peer counselling." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957791.

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Lorenius, Andrén Clara, and Isabella Rambert. "Sustainability Integration in Peer to Peer Marketplace Platforms : A Study of Customer Perception and Loyalty." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-279624.

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Increasing attention to sustainability and environmental concerns implies changes in consumer preferences, whereof companies need to provide offerings characterized with a focus on sustainability laden concepts such as the Circular Economy (CE), aligning with these changes. How to communicate sustainability has therefore become a focus of attention when formulating marketing strategies. However, sustainability is a complex concept and it could therefore be questioned whether everyone irrespective of, for instance, gender, age, education and other personal attributes perceive it similarly and display similar attitudes toward the concept. Based on a quantitative online survey with 1010 participants, this study examines the impact of personal attributes on the receptiveness of sustainability communication and customer loyalty in the context of Peer to Peer (P2P) marketplace platforms, and discerns how sustainability communication and customer loyalty are interrelated. Also, it explores whether sustainability communication from providers of P2P marketplace platforms can be considered to play a role in accelerating the transition to a CE. Findings suggest that personal attributes affect the receptiveness of sustainability communication and loyalty intentions, this was particularly evident for females and individuals living a sustainable lifestyle. The findings also reveal a positive relation between sustainability communication and customer loyalty, where environmental engagement, consistency between preferences for a certain appeal and actions made on the basis of the same preference, along with trustworthy content seem to strengthen that relationship. Lastly, the findings conclude that sustainability communication from P2P marketplace platforms providers can increase the number of individuals trading pre-owned items which implies for more people participating in resource-efficient activities, which ultimately fosters a CE.
Ökad uppmärksamhet kring begreppet hållbarhet och miljöfrågor innebär förändrade konsumentpreferenser med högre krav på hållbara lösningar, varav företag behöver erbjuda produkter och/eller tjänster som präglas av hållbarhet för att möta kundernas behov. Hur man kommunicerar hållbarhet har således blivit en viktig aspekt när företag utformar sina marknadsföringsstrategier. Hållbarhet är däremot ett komplext begrepp, varav det kan ifrågasättas om alla oavsett kön, ålder, utbildningsnivå och andra personliga egenskaper har en liknande attityd gentemot hållbarhet, och uppfattar hållbarhetskommunikation på samma sätt. Baserat på en kvantitativ onlineundersökning med 1 010 deltagare undersöker denna studie effekterna av personliga egenskaper på mottagligheten av hållbarhetskommunikation och kundlojalitet i kontexten peer-to-peer (P2P) marknadsplattformar, samt hur hållbarhetskommunikation och kundlojalitet står i relation till varandra. Studien undersöker också om hållbarhetskommunikation kan anses påskynda övergången till en cirkulär ekonomi. Resultaten från studien ger en indikation på att personliga egenskaper påverkar mottagligheten för hållbarhetskommunikation och konsumentens intentioner att vara lojal. Detta var särskilt påtagligt för kvinnor och individer som lever en hållbar livsstil. Resultaten visar även på en positiv relation mellan hållbarhetskommunikation och kundlojalitet, varav högre miljöengagemang, preferenser som går i linje med handlingar, och trovärdigt innehåll tenderar att stärka denna relation. Slutligen kan det konstateras att hållbarhetskommunikation kommunicerat av P2Pmarknadsplattformar kan öka antalet personer som säljer och köper begagnade föremål, varav fler människor deltar i resurseffektiva aktiviteter, vilket främjar övergången till en cirkulär ekonomi.
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Vu, Lan Thi. "A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1394.

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Although the use of peer assessment in MOOCs is common, there has been little empirical research about peer assessment in MOOCs, especially composition MOOCs. This study aimed to address issues in peer assessment in a MOOC-based composition course, in particular student perceptions, peer-grading scores versus instructor-grading scores, and peer commentary versus instructor commentary. The findings provided evidence that peer assessment was well received by the majority of student participants from their perspective as both peer evaluators of other students’ papers and as students being evaluated by their peers. However, many student participants also expressed negative feelings about certain aspects of peer assessment, for example peers’ lack of qualifications, peers’ negative and critical comments, and unfairness of peer grading. Statistical analysis of grades given by student peers and instructors revealed a consistency among grades given by peers but a low consistency between grades given by peers and those given by instructors, with the peer grades tending to be higher than those assigned by instructors. In addition, analysis of peer and instructor commentary revealed that peers’ commentary differed from instructors’ on specific categories of writing issues (idea development, organization, or sentence-level). For instance, on average peers focused a greater percentage of their comments (70%) on sentence-level issues than did instructors (64.7%), though both groups devoted more comments to sentence-level issues than to the two other issue categories. Peers’ commentary also differed from instructors’ in the approaches their comments took to communicating the writing issue (through explanation, question, or correction). For example, in commenting on sentence-level errors, on average 85% of peers’ comments included a correction as compared to 96% of instructors’ comments including that approach. In every comment category (idea development, organization, sentence-level), peers used a lower percentage of explanation—at least 10% lower—than did instructors. Overall, findings and conclusions of the study have limitations due to (1) the small size of composition MOOC studied and small sample size of graded papers used for the analysis, (2) the lack of research and scarcity of document archives on issues the study discussed, (3) the lack of examination of factors (i.e. level of education, cultural background, and English language proficiency) that might affect student participants’ perception of peer assessment, and (4) the lack of analysis of head notes, end notes, and length of comments. However, the study has made certain contributions to the existing literature, especially student perception of peer assessment in the composition MOOC in this study. Analysis of the grades given by peers and instructors in the study provides evidence-based information about whether online peer assessment should be used in MOOCs, especially composition MOOCs and what factors might affect the applicability and consistency of peer grading in MOOCs. In addition, analysis of the data provides insights into types of comments students in a composition MOOC made as compared to those instructors made. The findings of the study as a whole can inform the design of future research on peer assessment in composition MOOCs and indicate questions designers of peer assessment training and practice in such MOOCs could find helpful to consider.
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Smith, Fantom Shakeria. "Peer Perceptions of Self-injurious Behavior." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/84.

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Students of a south central university provide data for this study investigating knowledge of self-injury (SI), experiences with those who self-injure, and perceptions of SI. This study proposes that college peers of those who self-injure have higher levels of SI knowledge than professionals who work with individuals who self-injure. In addition, the study proposes that individuals who have experience with others who self-injure have higher levels of SI knowledge than individuals who do not have experience with others who self-injure. An additional purpose of this study is to explore information regarding experiences people have with others who self-injure and their perceptions of self-injurious behavior. A convenience sample of 495 members solicited from psychology courses at a south central university completed the survey, which consisted of four sections including the following: demographics, knowledge of SI, experiences with SI, and perceptions of SI. The knowledge section of the survey contains a 20-item measure previously used by Jeffrey and Warm (2002). A knowledge score was created based on participants responses to these 20 items. This score was used in the analysis of both hypotheses one and two. Results indicate that participants have a poor understanding of SI, based on their mean knowledge score. In addition, results reveal that the current sample’s mean SI knowledge level is lower than seven of the seven groups' mean knowledge scores. Mean knowledge scores are significantly greater for individuals indicating experience with others who self-injure than individuals reporting no experience with others who self-injure as assessed through independent t tests. Descriptive information indicates that participants do not reject those who self-injure, but rather are supportive in peer relationships with others that engage in the behavior. However, participants indicate considerable confusion surrounding the behavior and are generally not accepting of the behavior, choosing to encourage cessation of the behavior. Limitations discussed include sample demographics, possibility for misinterpretation of survey items, and potential social desirability bias.
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Konstabel, Kenn. "The structure and validity of self- and peer-reported personality traits /." Tartu : Tartu University Press, 2006. http://dspace.utlib.ee/dspace/bitstream/10062/1160/5/konstabel.pdf.

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Books on the topic "Peer perception"

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Kampe, Kristina E. Behavioural and self-perception correlates of peer status in learning disabled children. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1993.

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Paisley Hanover acts out. New York: Dial Books for Young Readers, 2008.

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Wish you weren't here. New York, N.Y: Grosset & Dunlap, 2006.

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Fine, Judith. Values, influences, and peers (VIP): Program review. Mississauga, ON: Peel Board of Education, Research Department, 1991.

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Salm, Arthur. Anyway*: *a story about me with 138 footnotes, 27 exaggerations, and 1 plate of spaghetti. New York: Simon & Schuster Books for Young Readers, 2013.

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Salm, Arthur. Anyway: *a story about me with 138 footnotes, a few exaggerations, and 1 plate of spaghetti. New York: Simon & Schuster Books for Young Readers, 2012.

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Ward, Jonathan. Peter Pran: An architecture of poetic movement, altered perceptions. Windsor: Andreas Papadakis, 1998.

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Alssen, Elizabeth E. Student perceptions of learning English for specific purposes through ICT-enhanced peer design of instructional materials. Rovaniemi: University of Lapland, 2012.

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Mr Peek and the misunderstanding at the zoo. Dorking: Templar, 2008.

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Waldron, Kevin. Mr. Peek and the misunderstanding at the zoo. Somerville, Mass: Candlewick Press, 2010.

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Book chapters on the topic "Peer perception"

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Panzirsch, Michael, Jordi Artigas, Andreas Tobergte, Paul Kotyczka, Carsten Preusche, Alin Albu-Schaeffer, and Gerd Hirzinger. "A Peer-to-Peer Trilateral Passivity Control for Delayed Collaborative Teleoperation." In Haptics: Perception, Devices, Mobility, and Communication, 395–406. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31401-8_36.

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Tie, Xiao Rui, Hyunae Lee, and Namho Chung. "Airbnb Host’s Perceptions on Airbnb Customer Social Responsibility and Organizational Justice in Airbnb 2.0." In Information and Communication Technologies in Tourism 2021, 216–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65785-7_19.

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AbstractIn a peer-to-peer transaction of the sharing economy, an Airbnb host is a worker as well as a service provider. From this perspective, this study explores how Airbnb hosts’ perception of Corporate Social Responsibility (CSR) and organizational justice impact their customer orientation directly and indirectly via job satisfaction and Organizational Citizenship Behavior (OCB). The results highlight the importance of a host’s perception of Airbnb’s CSR and organizational justice. The results provide various implications for online accommodation businesses and guidance for future research.
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Lee, Kim Lian, and Mohd Naim Norbaizura. "Assessment for Learning: Students’ Perception on Peer Review in a Private University." In Assessment for Learning Within and Beyond the Classroom, 199–210. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0908-2_18.

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Kasch, Julia, Peter van Rosmalen, Ansje Löhr, Ad Ragas, and Marco Kalz. "Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses." In Technology Enhanced Assessment, 54–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97807-9_5.

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Adewoyin, Oluwabunmi, Roberto Araya, and Julita Vassileva. "Peer Review in Mentorship: Perception of the Helpfulness of Review and Reciprocal Ratings." In Intelligent Tutoring Systems, 286–93. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39583-8_31.

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Tsang, Wing Yi. "Exploring the Relationships Among Peer Influence, Media Influence, Self-esteem, and Body Image Perception." In New Ecology for Education — Communication X Learning, 237–50. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4346-8_20.

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Dodge, Kenneth A., and Beverly A. Richard. "Peer Perceptions, Aggression, and the Development of Peer Relations." In The Development of Social Cognition, 35–58. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-5112-5_2.

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Hymel, Shelley, and Sylvia Franke. "Children’s Peer Relations: Assessing Self-Perceptions." In Children’s Peer Relations: Issues in Assessment and Intervention, 75–91. New York, NY: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-6325-5_5.

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Cameron, Margaret. "Peter Abelard on Mental Perception." In Philosophy of Mind in the Early and High Middle Ages, 18–34. New York : Routledge, 2018. | Series: The history of the philosophy of mind ; Volume 2: Routledge, 2018. http://dx.doi.org/10.4324/9780429508196-2.

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Albright, Thomas D. "Neuroscienze per l’architettura." In La mente in architettura, 193–211. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-286-7.12.

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Discusses the Indian design treatise the Vaastu Veda in relation to visual neuroscience. Relates visual perception in architecture to functional organisation of the brain. Relates Hubel and Weisel’s orientation sensitivity to the sense of order and pleasure imparted by the regularity of colonnades and cable stay bridges. Suggests aspects of perception facilitated by neuronal architecture and the dynamic between familiarity and novelty, plasticity and visual attunement.
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Conference papers on the topic "Peer perception"

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Zrnic, L., L. Korov, J. Petrovic, and P. Pale. "Students’ perception of summative peer review grading." In 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2020. http://dx.doi.org/10.23919/mipro48935.2020.9245112.

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Zhang, Kun, Yubo Wang, and Zhenhu Ning. "Certificateless Peer-to-Peer Key Agreement Protocol for the Perception Layer of Internet of Things." In 2021 6th International Conference on Image, Vision and Computing (ICIVC). IEEE, 2021. http://dx.doi.org/10.1109/icivc52351.2021.9526946.

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Noortyani, Rusma. "Students' Peer Assessment and Perception on ICT-based Instructional Media." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.25.

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Rismiyanto and Fitri Budi Suryani. "Peer and Real Student Microteaching: The EFL Student Teachers’ Perception." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008219604340438.

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Ratilla, Mark, Sandeep Dey, Harry Jay Cavite, Therese Ratilla, and Miloslava Chovancová. "Sustainability and Economic Attributes of Peer-To-Peer Accommodation: A Cross Country Perception of Asian Tourists." In 21st International Joint Conference Central and Eastern Europe in the Changing Business Environment : Proceedings. University of Economics in Bratislava, Vydavateľstvo EKONÓM, 2021. http://dx.doi.org/10.18267/pr.2021.krn.4816.16.

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Roca Melendres, MM, J. Clark, and P. Buena Gutierrez. "6ER-026 Perception of a peer-to-peer mentoring experience with european pharmacy students in a student-run free clinic." In 24th EAHP Congress, 27th–29th March 2019, Barcelona, Spain. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/ejhpharm-2019-eahpconf.623.

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Gheorghiu, Alexandra. "RISK PERCEPTION, PEER PASSENGER ROLE, AND YOUNG DRIVERS� BEHAVIOR � A FOCUS GROUP APPROACH." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b11/s1.023.

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Kühne, Conny, Klemens Böhm, and Jing Zhi Yue. "Reviewing the reviewers: A study of author perception on peer reviews in computer science." In 6th International ICST Conference on Collaborative Computing: Networking, Applications, Worksharing. IEEE, 2010. http://dx.doi.org/10.4108/icst.collaboratecom.2010.33.

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Lai, Ah-Fur, and Chun-Han Chen. "Mobile-Based Peer Assessment APP and Elementary Students' Perception: Project Works of Computer Curriculum as an Example." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.156.

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Li, J. H., G. Y. Jin, and Y. W. Chen. "The impact of teacher and peer communication on adolescents' learning outcomes — Positive perception makes better performance." In 2013 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2013. http://dx.doi.org/10.1109/ieem.2013.6962492.

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Reports on the topic "Peer perception"

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Tulloch, Olivia, Tamara Roldan de Jong, and Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Sub-Saharan Africa: Social and Behavioural Science Data, March 2020-April 2021. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/sshap.2028.

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Safe and effective vaccines against COVID-19 are seen as a critical path to ending the pandemic. This synthesis brings together data related to public perceptions about COVID-19 vaccines collected between March 2020 and March 2021 in 22 countries in Africa. It provides an overview of the data (primarily from cross-sectional perception surveys), identifies knowledge and research gaps and presents some limitations of translating the available evidence to inform local operational decisions. The synthesis is intended for those designing and delivering vaccination programmes and COVID-19 risk communication and community engagement (RCCE). 5 large-scale surveys are included with over 12 million respondents in 22 central, eastern, western and southern African countries (note: one major study accounts for more than 10 million participants); data from 14 peer-reviewed questionnaire surveys in 8 countries with n=9,600 participants and 15 social media monitoring, qualitative and community feedback studies. Sample sizes are provided in the first reference for each study and in Table 13 at the end of this document. The data largely predates vaccination campaigns that generally started in the first quarter of 2021. Perceptions will change and further syntheses, that represent the whole continent including North Africa, are planned. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on COVID-19 vaccines. It was developed for SSHAP by Anthrologica. It was written by Kevin Bardosh (University of Washington), Tamara Roldan de Jong and Olivia Tulloch (Anthrologica), it was reviewed by colleagues from PERC, LSHTM, IRD, and UNICEF (see acknowledgments) and received coordination support from the RCCE Collective Service. It is the responsibility of SSHAP.
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Tulloch, Olivia, Tamara Roldan de Jong, and Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Africa: Social and Behavioural Science Data, March 2020-March 2021. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/sshap.2021.030.

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Safe and effective vaccines against COVID-19 are seen as a critical path to ending the pandemic. This synthesis brings together data related to public perceptions about COVID-19 vaccines collected between March 2020 and March 2021 in 22 countries in Africa. It provides an overview of the data (primarily from cross-sectional perception surveys), identifies knowledge and research gaps and presents some limitations of translating the available evidence to inform local operational decisions. The synthesis is intended for those designing and delivering vaccination programmes and COVID-19 risk communication and community engagement (RCCE). 5 large-scale surveys are included with over 12 million respondents in 22 central, eastern, western and southern African countries (note: one major study accounts for more than 10 million participants); data from 14 peer-reviewed questionnaire surveys in 8 countries with n=9,600 participants and 15 social media monitoring, qualitative and community feedback studies. Sample sizes are provided in the first reference for each study and in Table 13 at the end of this document. The data largely predates vaccination campaigns that generally started in the first quarter of 2021. Perceptions will change and further syntheses, that represent the whole continent including North Africa, are planned. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on COVID-19 vaccines. It was developed for SSHAP by Anthrologica. It was written by Kevin Bardosh (University of Washington), Tamara Roldan de Jong and Olivia Tulloch (Anthrologica), it was reviewed by colleagues from PERC, LSHTM, IRD, and UNICEF (see acknowledgments) and received coordination support from the RCCE Collective Service. It is the responsibility of SSHAP.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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