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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.<br>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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Lee, Mee-ling Louisa. "Perception of control, family and peers in adolescents' coping." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1947099X.
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Lanier, Latrona R. "African American Women: Gender Beliefs, Peer Perception, Relationship Power, and Sexual Behavior." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/nursing_diss/36.
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African American women living in the U.S. face immense challenges to protect themselves from HIV infection. One in every 32 African American women is diagnosed with the disease and heterosexual contact is the primary mode of transmission. A better understanding of the African American woman’s beliefs and decisions related to safe sex practices can give direction to strategies to promote safer sexual behaviors. The purpose of this study was to explore the association of the African American woman’s attitudinal beliefs, normative beliefs, and relationship control beliefs with self-reported sexual behaviors. The Theory of Planned Behavior served as the study’s theoretical framework, supporting the premise beliefs are precursors to explanations and understanding human behavior.
Using a cross-sectional, correlational design, a convenience sample of 95 African American women from the southeastern United States was obtained. Results confirmed a statistically significant 1) positive relationship between gender role beliefs and relationship power, (r = 0.354, p < .001); 2) negative relationship between gender ratio imbalance beliefs and relationship power, (r = -0.472, p < 0.001); 3) positive association between relationship power and avoidance of risky sexual behavior, (r = 0.340, p = 0.001); 4) negative correlation between gender ratio imbalance beliefs and risky sexual behaviors, (r = -0.235, p = 0.022); and 5) positive correlation between safer sexual behavior and peer perceptions of safer sex behaviors, (r = 0.475, p < 0.001). Results from a stepwise multiple regression indicated that relationship power (p = 0.001) and peer perception (p < 0.001) were significant predictors of sexual behavior, accounting for 31% (p < 0.001) of the variance.
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Morganstein, Tamara. "Peer relations and self-perceptions of boys with behavioral problems." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37787.
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The purpose of this study was to examine the impact of three interventions on boys' peer relationships, self-perceptions, and undesirable behavior. In addition, boys' perceptions were compared to those of parents' and teachers'. Participants included parents and teachers of 29 students who were exhibiting aggression, noncompliance, or both. Schools were randomly assigned to one of three interventions: conjoint behavioral consultation (CBC), self-administered videotape therapy (VT), or conjoint behavioral consultation plus videotape therapy (CBC+VT). The three interventions improved boys' social interactions both directly and indirectly. CBC, VT, and CBC+VT impacted boys directly by reducing their aggressive and noncompliant behaviors, allowing them to get along better with peers. The interventions affected boys' friendships in an indirect manner by (a) improving parental awareness regarding the importance of children interacting with same age, same sex peers, (b) made parents more at ease about letting their sons play at friends' houses; and (c) reduced undesirable parental behavior which in turn modified the children's conduct with peers. At postintervention, boys perceived themselves more positively and exhibited fewer behavior difficulties. Moderate correlations were found between boys' and parents' perceptions of students' peer acceptance at preintervention (r = .545) and postintervention (r = .529). Findings are discussed in terms of the implications for school psychologists who work with students with behavioral difficulties.
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Baker, Charlotte. "Self-esteem, victimisation and perception of peer relationships in obese children and adolescents." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/612/.
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Obesity in childhood has been associated with psychosocial problems including low self-esteem and body dissatisfaction. Obese children and adolescents are vulnerable to overweight-related victimisation. This too has psychological consequences. This study examined the prevalence of overweight-related victimisation in obese children and adolescents who attended a residential activity-based weight loss camp. The association between obesity and overweight-related teasing to self-esteem, body dissatisfaction and social relationships were considered. In addition, the impact of the camp on these psychological variables was investigated. Height, weight, self-esteem, victimisation, body dissatisfaction and social relationships were assessed for 109 participants at the start and end of camp. Data were also collected from 68 non-obese comparison children. Obese campers were significantly lower in the self-concept domains of social acceptance, physical appearance, athletic ability and global self-esteem. They showed greater body dissatisfaction. Social relationships were poorer for obese males than non-obese males, and the obese children and adolescents percieved themselves to be less popular than non-obese rated themselves. 40% of obese girls and 50% of obese boys reported overweight-related victimisation, compared with 9% of non-obese males and 4% of non-obese females. Overweight-related victimisation was associated with lower ratings of social acceptance, athletic competence and global self-esteem. It was not associated with increased body dissatisfaction. Camp attendance was associated with weight loss, improvements in global selfworth, physical appearance and athletic self-competence, and decreases in body dissatisfaction. Improvements were also seen in perception of their popularity. The results demonstrate the high prevalence and negative impact of over-weight related victimisation in obese children. Difficulties in social relationships of obese children and adolescents are highlighted. Psychological benefits of the weight-loss camp were demonstrated. Further research is required to investigate vulnerability and protective factors for overweight-related teasing.
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Lee, Sha-lun Sheridan, and 李沙崙. "Hong Kong secondary school teachers' perception of peer observation: implications for school-based staffdevelopment programmes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956518.
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Soriano-Moreno, Anderson N., Jose E. Delgado-Raygada, C. Ichiro Peralta, Estefania S. Serrano-Diaz, Jaquelin M. Canaza-Apaza, and Carlos J. Toro-Huamanchumo. "Perception of medical students about courses based on peer-assisted learning in five Peruvian universities." BioMed Central Ltd, 2020. http://hdl.handle.net/10757/655704.
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Objectives: Peer-assisted learning (PAL) is a supportive strategy in medical education. In Peru, this method has been implemented by few universities. However, there are no consistent studies evaluating their acceptability by medical students. The objective of this study was to evaluate the perception of medical students about PAL in five Peruvian universities. Results: A total of 79 medical students were included in the study. The mean age was 20.1 ± 1.9 years, 54% were female, and 87% were in the first 4 years of study. Most of the students were satisfied with classes and peer teachers. Similarly, most of the students agreed with the interest in developing teaching skills. It was also observed that 97% of students approved to implement PAL in medical education programs.<br>Revisión por pares
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Rahman, Romaisha. "How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285.
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Lee, Mee-ling Louisa, and 李美玲. "Perception of control, family and peers in adolescents' coping." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31978095.
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Lee, Sha-lun Sheridan. "Hong Kong secondary school teachers' perception of peer observation : implications for school-based staff development programmes /." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553835.
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Meador, Alice E. "Assessment of the correlates of sociometric status in children: behavioral, cognitive, peer perception and age differences." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52308.
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Sociometric status in childhood, despite its predictive validity, remains determinants.The relatively poorly understood construct with regard to its aim of the present study was to attempt a better understanding. Like most research studies, for every question answered, several were raised. Results of the present study indicated that, undoubtedly, an interaction of factors relate to sociometric standing. These include behavioral and cognitive skills as well as personal attributes such as athletic ability and physical attractiveness. The direction of these relationships remains unanswered. Exemplary of this causal confusion is the finding from this and other studies of a positive relationship between various cognitive social skills and popularity. This relationship has been demonstrated most reliably with withdrawn children. However, it is unclear whether cognitive skill deficits discourage interaction or whether reluctance to engage in social interaction impedes the development of social understanding. With this, as with other variables, it is likely best represented as a transactional model. Hence, acceptance by peers for whatever reason encourages, through social reinforcement, continued pursuit in that and other dimensions which, in turn, facilitate increased skill. Further, the importance of many of these dimensions varies with age and sex.
Results of the present study partially replicated previous findings of the importance of peer behavior to sociometric status. However, the finding of a positive relationship between popularity and peer initiated negative interactions underscored the importance of differentiating rejected and neglected subgroups of unpopular children. For treatment studies, the accurate identification of these subgroups as well as the development of different treatment programs for withdrawn versus aggressive children is indicated. Although the results of the present study indicated that unpopular children, as a whole, demonstrated poorer skills in social perception, findings from previous studies, coupled with the small magnitude of difference in present findings, suggest that these skills may vary according to the type of unpopular child. Further, it appears that the importance of these cognitive skills is age dependent.
Future research in the area of sociometric status should continue to focus on the identification of behaviors, cognitive skills, and personal attributes associated with peer popularity. Rejected and neglected children should be considered as significantly different subgroups of unpopular children. Finally, it is recommended that future research focus on developing more refined and standardized procedures for measuring affective social perception skills since this appears to be a fruitful and relatively unexplored area in relation to sociometric status.<br>Ph. D.
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Rubin, Ronnie M. "Children's beliefs about peer relations links to peer rejection, depression, aggression, and the beliefs of parents and teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 110 p, 2007. http://proquest.umi.com/pqdweb?did=1342734151&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Lai, Wai-yi. "An exploration of the perception of parental discipline by female deliquents /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20665969.
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Burger, Inanda. "The primary school girl's perception of body image and the influence thereof on her sense-of-self." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08142008-170332.
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Garcia, Carollaine. "Beauty and the Beast: The Attractiveness Bias in an Online Peer Mentoring Program." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5217.
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The bias against attractiveness is fairly implicit and furthermore, powerfully impacts people's subsequent impressions of and behaviors toward others (Cash, Gillen, & Burns, 1977; Dion et al., 1972). Pallet, Link and Lee (2010) examined the effect of various facial spatial configurations on attractiveness and found that raters rated faces as most attractive when the eye-to-mouth ratio approximated 36% of the face length (the "golden ratio"), which coincides with the measurements of an average and thus more attractive face. The present study examined the extent to which the distance of these objectively measured facial features affected mentors' perceptions of their proteges, the subsequent mentoring given to them, and the proteges' own behavior (e.g. seek feedback, request specific information).The gender composition of the mentor-proteges dyad was expected to moderate these relationships. I also examined whether, given the expected effects of facial measurements, withholding access to visual cues would affect mentor perceptions and behavior. Participants were 118 mentor/proteges dyads from a large Southeastern university who volunteered to participate in a formal online peer mentoring program. After seeing their proteges' profiles (and for those in the experimental condition, a picture), mentors chatted with their proteges once a week for 30 minutes for a total of 4 weeks. Results indicated that proteges with facial features moderately distant from the golden ratio were perceived as more similar by mentors in same-gender dyads and received greater mentoring than did proteges closest and farthest from the golden ratio. In opposite-gender dyads, however, mentors reported greater similarity toward those that were farthest from the golden ratio but provided the greatest mentoring to those closest to the golden ratio. The relationship between facial measurements and protege proactivity was moderated by whether or not their mentor had access to their picture. While proteges closest to the ratio were more proactive in the picture condition, those that were farthest from it were more proactive in the non-picture condition. Proactivity was as expected associated with greater levels of mentoring, which was ultimately related to a more fulfilled and beneficial relationship for proteges (i.e. less stress, greater self-efficacy and satisfaction). The results of this study indicate that facial measurements are associated with both differences in mentor and in protege behavior and that the specific nature of these relationships differs as a function of gender composition. Implications for practice and theory will be discussed.<br>Ph.D.<br>Doctorate<br>Psychology<br>Sciences<br>Psychology; Industrial and Organizational
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Egan, Patrick. "The perception of the desirability of instituting peer Critical Incidence Stress Debriefing within a local Municipal Fire and Rescue Service." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7836.
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Bibliography: leaves 75-84.<br>This study explores the perceived desirability within a sample of fire fighters of introducing a peer Critical Incidence Stress Debriefing (CISO) support structure within the Fire and Rescue Services of Blaauwberg Municipality. The research took the form of a descriptive inquiry by means of a semi-structured interview using a questionnaire developed by the writer. The research findings indicated that generally support was given to the notion of peer CISD structures, subject to some concerns that would need to be addressed through effective training and planning. From the finding it can be identified that peer support is desirable, and provided a CISD system is structured in a careful, nonthreatening manner, wiHlead to development on both a micro and macro level.
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Sanal, Erginel Senem. "Developing Reflective Teachers: A Study On Perception And Improvement Of Reflection In Pre-service Teacher Education." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607298/index.pdf.
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This study is a detailed examination of reflection in pre-service teacher education. It focuses on the process of the promotion of reflective teacher education. Within this process, it considers pre-service teachers'<br>perceptions on becoming reflective and their focus of attention throughout their practicum. In relation to these, it analyzes pre-service teachers'<br>improvement in reflection by focusing on various methods of promotion for reflectivity.
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Grizzle, Jonhenry Cordell. "The influence of contagion information and behavior on older adolescents' perceptions of peers with chronic illness." Texas A&M University, 2004. http://hdl.handle.net/1969.1/2798.
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To explore attributions about chronically ill peers, 545 older adolescents ages 17-26 read a short vignette describing a brief social encounter with a hypothetical peer suffering from a medical condition, and then responded to a series of questionnaires to assess their perceptions of that peer. Nine measures intended to assess perceptions of ill peers were developed and empirically validated. Test-retest reliability and internal consistency was moderate to good for all measures. Component structure of the Peer Acceptance Questionnaire (PAQ), Peer Acceptance Questionnaire ?? 3rd Person (PAQ-F), and Perceived Similarity Questionnaire (PSQ) were also evaluated. Principal components analysis yielded a 2-factor structure of Openness and Egalitarianism for both the PAQ and PAQ-F. A 6-factor structure of (a) Familial/Spiritual, (b) General Health, (c) Social, (d) Behavioral, (e) Physical, and (f) Educational was suggested for the PSQ. Results indicated an interaction between illness type and behavior on acceptance ratings, such that behavior potentiated the effect of illness type on acceptance. In addition, vignette characters with contagious illnesses were rated less favorably than those with noncontagious illnesses, and vignette characters displaying typical behavior were rated more favorably than either withdrawn or aggressive vignette characters. Illness-specific knowledge, ratings of perceived similarity, and ratings of assigned blame predicted acceptance ratings, whereas illness-specific knowledge and acceptance ratings predicted ratings of assigned blame.
Finally, significant differences were observed between first- and third-person ratings of both acceptance and assigned blame.
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Lai, Wai-yi, and 黎慧儀. "An exploration of the perception of parental discipline by female deliquents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249784.
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Berry, Lisa La Chapelle. "Media and peer influence on fad diets tried by adolescent females." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999berry.pdf.
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Helms, Sarah. "Assessment of perceived positive and negative outcomes in risky adolescent dating and peer situations: A descriptive analysis of risk and benefit perception." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/2019.
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Peer and dating violence perpetration and victimization are common experiences placing adolescents at-risk for maladaptive outcomes, yet little research has focused on specific problematic situations associated with these types of violence and other related risk-taking behaviors. Further, prevention programs have typically focused on changing beliefs, attitudes, and skill-deficits, with little attention to adolescents’ motivations or perceptions of costs and benefits associated with risky situations, despite support for this type of research in other health-related fields (e.g., substance abuse, behavioral medicine). The current study assessed adolescents’ perceptions of potential positive and negative outcomes associated with risky dating and peer situations, many of which may increase youths’ risks for violence perpetration or victimization. Interviews were conducted with 82 predominantly African American adolescents living in an urban setting. At the conclusion of qualitative coding, 17 and 13 themes were identified for risky dating and peer situations, respectively. Content within these themes included potential positive and negative outcomes and associated processes and contextual factors identified by youth, across topics such as aggression, victimization, and other risks for physical or psychological harm; interpersonal and intrapersonal processes associated with dating and peer relationships (e.g., communication, emotion, respect, pressure); and more concrete costs and benefits for youth (e.g., gain or loss of financial or material goods, opportunities for fun things to do). This research has important implications for improving the ecological relevance and credibility of youth violence prevention programs, and the discussion of decisional balances of potential costs and benefits may represent important targets for prevention programs.
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Spencer, Rebecca Lyn. "Bibliotherapy and Bullying: Teaching Young Childrento Utilize Peer Group Power to Combat Bullying." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3727.
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Bullying is a major concern for school-age children. This study compares the use of bibliotherapy and didactic instruction techniques for teaching anti-bullying strategies to young children. The study explores 36 first graders' perceptions of bullying and their perceptions of their roles and responsibilities in bullying situations. In comparison to the control group, students who were taught specific bully intervention skills, both through didactic instruction and bibliotherapy, reflected an increased understanding of bullying, used a larger bully vocabulary, and demonstrated more specific and varied actions in response to bullying from pre-test to post-test conditions. Participants in the group who received didactic instruction demonstrated more positive change in both describing the concept of bullying (77.2%) and providing adaptive responses to a hypothetical bullying situation (144%) than the bibliotherapy (33.3%, 44%) and control groups (13.4%, -15%), possibly due to the explicit instruction and repetition of concepts students received in the didactic group. These data suggest that children benefit from explicit instruction and rehearsal about how to combat bullying. Recommendations for practice are to schedule more time when planning to use bibliotherapy, to simplify concepts and use repetition, and to integrate social/emotional concepts into regular class activities.
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Evans, William. "Differences in Peer Perception of Alcohol Use, Personal Alcohol Use, and Levels of Intoxication Among Students at Virginia Commonwealth University from 2002 to 2004." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2044.
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This study involves the examination of National Collegiate Health Assessment (NCHA) data collected by the VCU Wellness Resource Center. This study will compare trends in college student health behavior perceptions and personal activity regarding alcohol use, as self-reported via the NCHA data, with a particular focus on a comparison between 2002, which is the year that the Wellness Resource Center (then known as the Office of Health Promotion) first implemented an alcohol education campaign based upon a “social norms” theoretical framework, and 2004, after 18 months of intensive campaigning. Thus, the aim of the project is to examine the changes in student behavior regarding alcohol usage and student perceptions in the prevalence of alcohol usage, after two years of social norms-based campaigning, while controlling for factors such as sex and place of residence. The measures that are analyzed are based upon the number of alcoholic drinks that students reported imbibing during the last time they socialized and the number of alcohol drinks that the students reported to be what they considered the norm during such periods of socializing. This data is supplemented by a calculation of blood alcohol concentration (BAC), acquired through use of personal information that students reported on the NCHA, in order to more accurately describe student drinking behaviors.
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He, Huihua. "Adolescents' perception of parental and peer mathematics anxiety and attitude toward mathematics : a comparative study of European-American and Mainland-Chinese students /." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/h_he_042407.pdf.
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Junehag, Lena. "Peer mentoring - A complementary support to persons after an acute myocardial infarction." Doctoral thesis, Mittuniversitetet, Avdelningen för omvårdnad, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-23277.
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The overall aim of the thesis was to investigate the experience of having an acute myocardial infarction in newly afflicted persons living in sparsely populated counties, and whether an intervention with peer mentors would provide support by affecting the perception of illness, health related quality of life and everyday life. The aim was also to describe the support of peer mentors from their perspective and what the mentoring meant to them. The thesis was based on four empirical studies (I-IV) and had a prospective, longitudinal, quasi-experimental, comparative design. A suitable sample was recruited, comprising 72 individuals who were newly afflicted with an acute myocardial infarction (AMI) for the first time; 34 of them were offered contact with a peer mentor, while 38 were not. Furthermore, 34 peer mentors participated in the project. The results were based on data collected from 28 individuals with mentors, 33 individuals without and 22 peer mentors. In studies I and III, qualitative approaches were used based on individual interviews with 20 newly afflicted individuals with (n=11) and without (n=9) mentors one year after AMI. The aims were to describe individuals’ perceptions of the psychosocial consequences of an acute myocardial infarction (AMI) and of their access to support one year after the event (I) and to describe individual perceptions of their lifestyle and support, 1 year after an AMI with or without mentorship (III). Study II was quantitative, consisting of data from questionnaires IPQ-R and SF-36 answered by 61 newly afflicted individuals with (n=28) and without (n=33) mentors. It aimed to investigate whether changes in illness perception and health-related quality of life occur over time after an intervention with peer mentors 1, 6 and 12 months after an AMI. Study IV had a mixed design and included peer mentors with the purpose to describing the personal meaning of being a peer mentor, for a person recovering from an acute myocardial infarction. Data consisted of individual interviews (n=15) and some data from IPQ-R and SF-36 that were provided on two occasions (n=22). All of the interviews (I, III, IV) were digitally recorded and analysed by qualitative content analysis, while the quantitative studies included descriptive data and were further compared using analysis of variance (ANOVA) (II) and the paired-sample t-test (IV). The results from all four studies are interpreted and presented together, and they show differences and similarities between the newly afflicted with or without peer mentors and the peer mentors. The results comprise six main areas; the meaning of becoming a person with an AMI (I, II, III) pointed toward an awareness of the situation expressed both in positive and negative terms, as being thankful or of being afraid of having a second AMI. View at health care (I) indicated that follow-up after discharge was sometimes a positive experience but more often resulted in dissatisfaction with this part of the health-care system. Consequences (II) showed significant effects between groups in the dimensions ‘consequences’ and ‘timeline acute/chronic’ (IPQ-R), with higher mean values for those without mentors and a significant effect of time in both dimensions. There were also physical consequences for many of the participants (I, II, III, IV) as well as psychological consequences (I, II, IV). Everyday life (I, III) was affected by AMI that sometimes limited activities. There were demands to change areas of life-style that were perceived as both positive and negative. Health (II, III, IV) showed that health increased for most individuals during the year, as confirmed by significant values for time for those newly afflicted. The peer mentors showed a decrease in mean values but expressed that they felt healthier after compared with before their commitment. Meaning of support (I, IV) indicated that families and relatives had an important, supportive role for newly afflicted participants. The mentorship showed that the relationship was, in some cases and for different reasons, unsuccessful. However, most of them were satisfied, and new friendships arose. More of the mentors felt pride and were thankful because their experience was shown to be valuable to others in addition to themselves. The results were synthesised using the Human Becoming nursing theory, which confirmed that recovery after an AMI is a process that occurs over time in which that those afflicted must accept and be comfortable being a person who is afflicted by an AMI. Some tendencies indicated an advantage for the newly afflicted participants who had received contact with a peer mentor. Conclusion: Because the mentor had experienced the same event, the relationship contributed to the security of the mentee. The peer mentors matured with the task because they felt that their experience was valuable and they felt unique.<br>Övergripande syfte i avhandlingen var att studera erfarenheter av att drabbas av en akut hjärtinfarkt (AHI) för nyinsjuknade personer, boende i glesbygdslän, och om en intervention med kamratstöd i form av mentorer skulle kunna innebära ett stöd, genom att påverka deras sjukdomsuppfattning, hälsorelaterade livskvalitet och deras vardagsliv. Syftet var även att beskriva mentorernas stöd utifrån deras perspektiv, och vad mentorskapet har betytt för dem. Avhandlingen är baserad på fyra studier (I-IV) och har en prospektiv, longitudinell och kvasiexperimentell, jämförande design. Ett lämpligt urval utgjordes av 72 personer som nyligen hade drabbats av AHI första gången. Av dessa erbjöds 34 att få kontakt med en mentor medan 38 inte erbjöds detta. Dessutom deltog 34 mentorer. Det slutgiltiga resultatet i avhandlingen baserades på data som samlats från 28 personer med mentor, 33 utan mentor samt av 22 mentorer. Studie I och III utgick från kvalitativ metod, baserat på individuella intervjuer med 20 av de nyinsjuknade med mentor (n11), och utan mentor (n9) ett år efter deras AHI. Syftet var att beskriva individuella erfarenheter av psykosociala konsekvenser i samband med en AHI, och deras tillgång till stöd ett år efter händelsen (I), samt att beskriva individuella uppfattningar om deras livsstil och stöd ett år efter AHI, med eller utan mentorskap (III). Studie II var kvantitativ och utgjordes av data från enkäter; IPQ-R och SF-36, som besvarades av 61 nyinsjuknade, varav 28 med mentor och 33 utan mentor, i syfte att undersöka om förändringar i sjukdomsuppfattning och hälsorelaterad livskvalitet förekommer över tid, efter en intervention med mentorer 1, 6 och 12 månader efter AHI. Studie IV hade en mixad design och inkluderade mentorer med syfte att beskriva den personliga betydelsen av att vara mentor, under loppet av ett år, för en person under återhämtningen efter AHI. Data bestod av individuella intervjuer (n15) samt en del data från IPQ-R och SF-36, besvarat vid två tillfällen. Samtliga intervjuer (I, III, IV) spelades in digitalt och analyserades med kvalitativ innehållsanalys, medan de kvantitativa studierna innefattade beskrivande data, samt dessutom analyserades med variansanalys (ANOVA) (II) samt parvisa t-test (IV). Resultat från samtliga fyra studier är tolkade och presenterade gemensamt, och visar på skillnader och likheter mellan de nyinsjuknade med eller utan mentor, samt mentorerna. Resultaten utgörs av sex huvudområden: Innebörden av att bli en person med en AHI (I, II, III) tyder på en medvetenhet om sin situation, och som uttrycks i både positiva och negativa ordalag, som att vara tacksam eller att vara rädd för att få en ny AHI. Syn på sjukvården (I) antyder att uppföljningen efter utskrivning i vissa fall var en positiv upplevelse, men flera av dem var missnöjda med den delen av vården. Konsekvenser (II) visade signifikant effekt mellan grupperna för dimensionerna ’konsekvenser’ och ’tidslinje akut/kronisk’ (IPQ-R) med högre medelvärden för dem utan mentor. Dessutom var det signifikant effekt för tid i båda dimensionerna. Det förekom även fysiska konsekvenser för flera av deltagarna (I, II, III, IV) liksom psykologiska konsekvenser (I, II, IV). Vardagslivet (I, III) påverkades av AHI genom att den i vissa fall hindrade dem från fysiska aktiviteter. Det fanns krav på dem att förändra delar i deras livsstil, vilket kunde uppfattas som både positivt och negativt. Hälsa (II, III, IV) visade att de flestas hälsa hade förbättrats under året, vilket bekräftades med signifikanta värden för tid hos de nyinsjuknade. Mentorerna hade däremot sjunkande medelvärden men uttryckte att de mådde bättre efter sitt uppdrag, än innan. Betydelsen av stöd (I, IV) visade att familjer och närstående hade en betydelsefull roll för de nyinsjuknade. Mentorskapet för dem med mentor samt mentorerna visade att relationen i vissa inte hade fungerat, av olika anledningar. Trots allt var ändå de flesta tillfreds, och nya vänskapsförhållanden hade uppstått. Flera mentorer kände sig stolta och var tacksamma för att deras erfarenheter hade visat sig värdefulla för andra, men även för dem själva. Resultaten syntetiserades med omvårdnadsteorin Human Becoming, som bekräftade att återhämtningen efter en AHI är en process som förekommer över tid, och innebär att acceptera och känna sig bekväm med att vara en person som drabbats av AHI. Det fanns vissa tendenser till att det var en fördel för de nyinsjuknade att ha kontakt med en mentor. Slutsatsen var att eftersom mentorerna hade genomgått samma händelse, bidrog det till trygghet. Mentorerna hade växt med uppgiften, eftersom de kände att deras erfarenheter var värdefulla, och att de var unika.<br><p>Vid tidpunkten för disputationen var följande delarbeten opublicerade: delarbete 2 inskickat, delarbete 4 inskickat.</p><p>At the time of the doctoral defence the following papers were unpublished: paper 2 submitted, paper 4 submitted.</p>
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Selby, Jeanne Costello. "The Relationship of Parental Attachment, Peer Attachment, and Self-Concept to the Adjustment of First-Year College Students." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2604/.
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The transition to college is usually the first time many late adolescents live apart from their parents for an extended period, making it an important developmental task (Kenny, 1987) that requires a variety of adaptational resources. Bowlby's (1969/1982, 1973, 1980) attachment theory has been refined by Kenny and Rice (1995) to explain how internal working models of late adolescents are the bases of the adaptational resources that determine the quality of adjustment to college. The Kenny and Rice model may be interpreted to suggest that external resources should include relationships with parents and friends, while internal resources can include self-concept. According to the authors, "these resources are assumed to moderate or buffer the effects of developmental challenges and stressful events on adjustment" (p.437). The purpose of the present study was to extend and further clarify the ways that quality attachment relationships and positive self-concept conjointly may promote healthy adaptation in the college milieu. In particular, the present study examined the influence of self-concept as a mediating variable with respect to attachment and healthy adjustment to college. Students from Freshman Psychology classes completed measures to assess their attachment relationships with each parent, their attachment relationships with peers, their level of self-concept, and their perceived adaptation to college. These measures were completed by students of traditional age (ages 18-20) within the first year of starting college. The results of the study indicate that: 1) a relationship exists between attachment and self-concept; 2) attachment is associated with college adjustment; 3) self-concept is related to college adjustment, and functions as a mediator variable between attachment and college adjustment; 4) there were no gender effects in the levels of mother or father attachment, and females reported higher levels of peer attachment; and 5) there were no gender effects in overall levels self-concept, but females reported higher levels of Moral Self-Concept.
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Ostvik-de, Wilde Marte Erin. "Building Self-Esteem, Self-Concept, and Positive Peer Relations in Urban School Children: An Analysis of an Empowerment Program for Preadolescent Girls." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211943127.
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Bennett, Deborah Peterson. "Elementary School Teacher Perceptions of Using Formative Strategies To Improve Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1399.
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Standardized test data from a southern suburban elementary school showed lagging student scores behind those of students from similar settings. These scores suggested a disconnection between teachers' understanding of and practice in formative assessment. Bloom's revised taxonomy, backward design planning theory, and differentiated learning theory guided this study, which focused on how elementary teachers use formative strategies in the classroom to inform instruction. Data collected through face-to-face interviews from 10 teachers were transcribed and organized in codes and themes. Member checks were then used to ensure credibility of interpretations. The key results showed that these 10 teachers used many formative assessment strategies with their students, yet they were unfamiliar with backward design theory and did not use peer feedback or self-assessment as strategies. The proposed project focused on providing professional development in 3 modules addressing professional learning community norms, backward design theory unit planning, and strategies for peer feedback and student goal setting. This project may lead to positive social change by empowering teachers to design curriculum and assessment with authentic learning experiences and providing students with goal-setting strategies to become responsible for learning. The project's positive social change may lead to this school and district closing the identified achievement gap. It is recommended that further research on teacher perception of formative assessment should include more elementary and middle schools.
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Gibała, Karolina, and Aleksandra Gujda. "The role of peer-created content in digital advertising : Perceptions of sponsored and non-sponsored recommendations on Instagram, its recognition as a product advertisement and its effects on the level of trustworthiness." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-39761.
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Background: Changing interests and expectations of societies have resulted in the development of new communication and business channels. The boom of social media, allowed for a rapid exchange of beliefs, opinions and ideas. The ways of advertising products have also been changed. Once beloved, both by companies and customers, celebrity endorsement is becoming less and less popular in favor of, commonly now used, peer-created reviews. Modern enterprises increasingly use an image of an ‘ordinary’ person in their marketing strategies and the internet has seen a flourishing trend of peercreated posts and reviews. The concept of trust has been known in the literature for ages, however with new times, new angles of perception of this phenomenon appear. There is still little to none research done in the area of trustworthiness towards peer-created content, and exploring this phenomenon is the purpose of this work. Purpose: The purpose of our work is in a way twofold. First, we aim to obtain more insights on how sponsored and non-sponsored peer-created content posted on Instagram can influence consumer’s knowledge of persuasion in advertising. Second, we examine if and how the source credibility and the trustworthiness of shared content can be affected by customers awareness of the persuasion intent of sponsored texts. Method: Web-based, self-completion surveys were disseminated amongst our friends and family in order to collect the data. The analysis was done through SPSS, using the correlation and multiple regression analysis calculations. Furthermore, to deeper understand the relationships between the variables and to find possible interaction effects between them, the moderator analysis was conducted. Conclusion: The sponsored peer-created content of the post is widely recognized as a deliberate marketing activity of a company. What is more, the non-sponsored content is also being perceived as a product advertisement, however, with less conviction that in the case of the sponsored posts. A positive relationship between lack of recognition of non-sponsored posts as the product advertisements and the trustworthiness towards the content has been found, meaning that the less the content of the post is perceived as a deliberate marketing activity of a company, the more trustworthy it is to the respondent. Consequently, the more people perceive a specific post as an advertisement commissioned by the company, the less trustworthy they feel towards its content.
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Bergmann, Amelia. "EXAMINATION OF THE CONVERSATION PARTICIPATION RATING SCALE." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398991717.
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Karam, Patricia. "Assessment of the Relationship of the Peer Assistance and Leadership (PAL) Program on the Self-Concept of At-Risk Students as Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330692/.
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The problem of this study was to determine if there was a difference in the self-concept of two groups of ninth-grade students when one group received the services of junior and senior students in a Peer Assistance and Leadership class. The results of the Piers-Harris Children's—Self—Concept Scale were used to determine the difference between the mean self-concept scores of the two groups and also to determine if there was a relationship between the criterion variable of the total self-concept score and eight predictor variables as identified by House Bill 1010: Limited English proficiency, age, school attendance, achievement scores two or more years below grade level in reading and mathematics on a norm-referenced test, failure to master any portion of the Texas Educational Assessment of Minimum Skills, failure in two or more subjects, grade retention, and eligibility for free or reduced-price lunch. A total of 105 students, 50 in the experimental group and 55 in the control group, participated. The findings revealed that there was no significant difference in the mean self-concept scores of the two groups. The correlation revealed that there were significant differences between self-concept and the variables of mathematics achievement scores, failing grades, and eligibility for free lunch.
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Adelore, Temilade Adediwura. "Determining fixation stability of amd patients using predictive eye estimation regression." Thesis, Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/26495.
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Patients with macular degeneration (MD) often fixate with a preferred retinal locus (PRL). Eye movements made while fixating with the PRL (in MD patients) has been observed to be maladaptive compared to those made while fixating with the fovea (normal sighted individuals). For example, in MD patients, PRL eye movements negatively affect fixation stability and re-fixation precision; consequently creating difficulty in reading and limits to their execution of other everyday activities.
Abnormal eye movements from the PRL affect research on the physiological adaptations to MD. Specifically, previous research on cortical reorganization using functional magnetic resonance imaging (fMRI), indicates a critical need to accurately determine a MD patient's point of gaze in order to better infer existence of cortical reorganization. Unfortunately, standard MR compatible hardware eye-tracking systems do not work well with these patients. Their reduction in fixation stability often overwhelms the tracking algorithms used by these systems.
This research investigates the use of an existing magnetic resonance imaging (MRI) based technique called Predictive Eye Estimation Regression (PEER) to determine the point of gaze of MD patients and thus control for fixation instability. PEER makes use of the fluctuations in the MR signal caused by eye movements to identify position of gaze. Engineering adaptations such as temporal resolution and brain coverage were applied to tailor PEER to MD patients. Also participants were evaluated on different fixation protocols and the results compared to that of the micro-perimeter MP-1 to test the efficacy of PEER.
The fixation stability results obtained from PEER were similar to that obtained from the eye tracking results of the micro-perimeter MP-1. However, PEER's point of gaze estimations was different from the MP-1's in the fixation tests. The difference in this result cannot be concluded to be specific to PEER. In order to resolve this issue, advancements to PEER by the inclusion of an eye tracker in the scanner to run concurrently with PEER could provide more evidence of PEER's reliability. In addition, increasing the diversity of AMD patients in terms of the different scotoma types will help provide a better estimate of PEER flexibility and robustness.
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Brown, D. Michael. "The value of corporate reputation : self perceptions, peer perceptions and market perceptions." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434105.
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Wagner, Wendy. "Evaluation of a peer counseling program and perceptions of its peer helpers." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998wagnerw.pdf.
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Mudau, Winnie Winnie. "Educators' experiences and perceptions of peer observation." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62893.
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This study investigated how educators experience the peer observation component of the Integrated Quality Management System (IQMS), a quality and performance management system that was introduced into South African schools in 2005. The extent to which the Integrated Quality Management System has contributed to the development of schools in their entirety has been largely unchartered. The objective of this dissertation was to investigate the perceived experiences of educators concerning the peer observation component of the Integrated Quality Management System. A qualitative research paradigm was employed in order to gather data for this study. Semi- structured interviews were conducted with educators; data collected from the interviews was compared and integrated with data collected from the documentsthat were studied. The data gathered was analyzed using the theory of collegiality in order to explore how educators experience peer observation as a component of the IQMS during its implementationas well as what impact it had on collegiality The findings revealed that teachers are given an opportunity to select their peers during peer observation implementation which, however, leads to an inconsistent and subjective allocation and rating of scores in order to get a 1% pay progression. The study found that the peer observation part of the IQMS is an effective tool for teachers‟ development as it helps them identify areas that need to be developed in order to improve on their teaching practice. The study‟s findings also revealed that if favourable conditions for peer observation are created, peer observation enhances collegiality among teachers.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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McNicholas, Caroline Ivy. "Adolescents’ Perceptions of Helmet-Wearing Peers." University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1292035163.
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Kotze, Jeanne. "Graad sewe-leerders van die Wolmer-gemeenskap se persepsies oor hulle toekomsverwagting." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01122005-132645.
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Hunter, Tracey A., and n/a. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions." Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060309.114836.
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A model of social behaviours, peer rejection, social cognitions and psychosocial outcomes in children aged 9 to 12 was investigated. Two studies, including one pilot study (Study 1) and a longitudinal study with two waves and a 6-month lag between assessments (Study 2A and Study 2B), were conducted to examine the cross-sectional and longitudinal relationships pertaining to the antecedents and consequences of peer rejection as children approach adolescence. In Study 1, perceptions of relationships, peer-related attributions, and depressive symptoms were examined as consequences of peer rejection among 208 Grade 5 and 6 children aged 9 to 11 from one primary school. The findings from this study indicated that social cognitions play a partial mediating role linking peer rejection to depressive symptoms. The interaction between peer rejection and social cognitions did not contribute to the prediction of depressive symptoms, therefore a diathesis-stress model of depression was not supported. Study 2A and 2B were cross-sectional and longitudinal examinations of Study 1. A model of social behaviours, peer rejection, social cognitions and children's functioning was proposed and tested. In these studies, perceptions of relationships and perceived social acceptance were indicators of social cognitions. Participants were 334 Grade 5 to 7 children mostly aged 9 to 12, with 308 participants completing both assessments of the longitudinal study. Results of Study 2A provided further support for the mediating role of social cognitions between peer rejection and depressive symptoms. Positive associations between peer rejection, relational aggression and withdrawal, and a negative association between peer rejection and prosocial behaviour were also found. Significant associations of externalising behaviour with physical aggression and peer rejection were also found, suggesting separate pathways to depression and externalising behaviour via children's behaviours and peer rejection. In the longitudinal study, earlier relational aggression and withdrawal were associated with later peer rejection. No support for a longitudinal mediation effect for social cognitions in the peer rejection-depression relationship was observed, although a bidirectional association between social cognitions and depressive symptoms over time was found. Gender differences and moderation were also tested, but few effects were found. It was concluded that children's cognitions regarding peer relationships and perceived social acceptance are important factors in understanding the pathways from peer difficulties to depression during late childhood. Furthermore, evidence was found for specific pathways linking children's social behaviours to depression and externalising behaviour. Implications for theory, research and practice are discussed, including the importance of considering the child's perceptions of their peer functioning as well as actual peer status, and the need for future research to examine social cognitive factors relevant to aggression as well as withdrawal. Possible directions for targeted interventions are also described.
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Fitzpatrick, Jane. "Perceptions of the relationship between self-assessment and ethical decision-making in community nursing." Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/ab2ddd86-dad4-4f30-95ed-13128dda0e91.
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Davenport, David Chanson. "Examining Peer Perceptions of Humorous Communication in the College Classroom." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/42.
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The majority of instructional communication literature has historically focused on the positive outcomes of incorporating humor into the classroom. However, despite the clearly documented instructional benefits of humorous communication, the literature tends to focus solely on instructor-enacted humor. However, humor is not a homogenous concept; therefore, it is imperative to examine it from a number of contexts, including student-enacted humor. Although the Instructional Humor Processing Theory (IHPT) has made a number of theoretical advances in exploring humorous communication in the classroom, it still lacks adequate explanatory power, particularly when examining student-enacted humor. Thus, four expansions to IHPT are proposed: to incorporate (a) the interpersonal attraction experienced toward the sender, (b) the humor orientation of the receiver, (c) the enacted humor style of the sender, and (d) the receiver’s perception of the classroom climate. Results indicate that the aforementioned expansions are theoretically pertinent to examining student-student humorous communication and warrant future research for inclusion to IHPT. The study also discovered sex differences regarding the message sender, along with interaction effects between the sex of the sender and receiver. Theoretical and practical implications of these results are discussed, and directions for future research are provided.
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Rugh, Doug. "Influences of adolescent alcohol drinking adolescent perceptions of peer drinking." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/986312606/04.
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