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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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Eshun, E. F., P. Korwu, and E. Appiah. "Peer assessment in graphic design studio: Communication design students' perspectives." Journal of Science and Technology (Ghana) 37, no. 1 (February 12, 2018): 64–74. http://dx.doi.org/10.4314/just.v37i1.6.
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Large class-sizes have become a common feature in almost all higher education institutions in developing countries. Consequently, educators have to implement innovative pedagogies and assessment practices to deal with the current challenges in education delivery at that level. The purpose of this study was to examine students’ perceptions of their attitudes during peer assessment practice in graphic design studio in higher education. The study was conducted with 94 students at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. The results showed that the students had a positive experience and perception of the peer assessment process. They also held positive views of the task worth of peer-assessment just like their perception of peer-assessment as an aid to learning. The results revealed that peer learning and objectivity are significantly related to task worth. The findings of this study have confirmed the advantages associated with the use of peer-assessment in higher education instead of a teacher centered approach and reaffirmed the existing unequivocal views held by similar studies.Keywords: Peer assessment; students’ perceptions; studio pedagogy; graphic design
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Purnamasari, Jelita, Baso Jabu, and Abdul Halim. "Students’ Perception on Peer Revisions of Deemphasizing Grammar Correction in SMA Mulia Bhakti, Makassar, South Sulawesi." ELT Worldwide: Journal of English Language Teaching 3, no. 1 (May 12, 2016): 32. http://dx.doi.org/10.26858/eltww.v3i1.1879.
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This research are aims at (i) investigating perceptions of learners about the implementation of peer revision of deemphasizing grammatical correction at SMA Mulia Bhakti Makassar, (ii) finding out the factors which influenced the implementation of peer revision of deemphasizing grammar correction at SMA Mulia Bhakti Makassar, and (iii) finding out how the peer revision of deemphasizing grammar correction is implemented at SMA Mulia Bhakti Makassar. The researcher conducted qualitative method. The data resources were 11th-grade students at SMA Mulia Bhakti Makassar who had experience in the practice of peer revision of deemphasizing grammar correction. The result showed that, (i) the researcher found the students’ positive perception and negative perception on peer revision of deemphasizing grammatical correction. The positive perceptions were students became more active, developed their critical thinking, leaded them to students’ self-directed learning, and decreased students’ writing apprehension while the negative perceptions were it created overly critical comments and also conflict (ii) the factors influenced the implementation were students’ ability as reviewer and sitting them in collaborative work (iii) the steps of peer revision of deemphasizing grammatical correction at SMA Mulia Bhakti Makassar consisted of six steps, namely writing, revision, first rewriting, editing, second rewriting, and scoring.
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Visiaty, Arianty. "PERCEPTION OF JAPANESE LEARNERS TOWARDS ONLINE PEER RESPONSE ACTIVITIES." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 6, no. 1 (June 30, 2020): 50–57. http://dx.doi.org/10.21009/ijlecr.061.06.
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Technological advances have led to developments in language learning techniques; one of the techniques is the online peer response. The purpose of this study was to determine the perceptions of Japanese language learners of Indonesia towards online peer response activities. This research is survey research. The respondents of this study are 22 Indonesian intermediate level Japanese language learners. The result of this study is the students' perception of peer response activities that cannot be said to be positive. However, learners still feel the benefits of this activity.
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Tandiono, Joshua, Brata Wibawa Djojo, Sevenpri Candra, and Pantri Heriyati. "Finding Customer Perception of Peer-to-Peer (P2P) Lending Financial Technology in Pohon Dana." Binus Business Review 11, no. 1 (March 31, 2020): 51–58. http://dx.doi.org/10.21512/bbr.v11i1.6014.
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The research aimed to discover some factors influencing customer perception toward Peer-to-Peer (P2P) lending Financial Technology (FinTech). It was an empirical study in which the survey was conducted using an online questionnaire from June to August 2019. The research sample was collected from 56 respondents of Pohon Dana customers by simple random sampling. The data collected were analyzed with Partial Least Square Path Modelling by presenting several factors influencing customer perception. The analysis tool was SmartPLS ver 3.2.8. The research finds out that benefits and security have a positive and significant relationship to customer perception. Meanwhile, ease of use, self-efficacy, and trust have a negative and insignificant relationship to customer perception.
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Faradila, Ovi Eka, Mury Kuswari, and Nazhif Gifari. "Perbedaan Pemilihan Makanan dan Faktor yang Berkaitan pada Remaja Putri di SMA Daerah Kota dan Kabupaten." Nutri-Sains: Jurnal Gizi, Pangan dan Aplikasinya 3, no. 2 (May 22, 2020): 103. http://dx.doi.org/10.21580/ns.2019.3.2.3406.
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<em>This study was aimed to analyze differences in food selection and factors related to adolescent girls in the urban and rural high schools. The sampling technique used is the sample size difference of 2 proportions. Data was collected by giving questionnaires to respondents which included food choices and its related factors such as social media, body image, nutritional knowledge, food labels, and peers. Body weight and height used to measure the anthropometric data. The statistical test used in this research was the t-test. There were no differences in food choices, use of social media, perception of actual body shape, perception of desired body shape, and perception of ideal body shape in urban and rural (p> 0,05). There were differences in actual body shape with BMI, nutritional knowledge, understanding food labels , and peer influence in rural and urban (p <0,05). Found differences in perceptions of actual body shape with BMI, nutritional knowledge, understanding food labels, and peer influence in urban and rural areas. There were no differences in food choices, but there were differences in factors related.</em>
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Douhou, Salima, Jan R. Magnus, and Arthur van Soest. "Peer Reporting and the Perception of Fairness." De Economist 160, no. 3 (July 21, 2012): 289–310. http://dx.doi.org/10.1007/s10645-012-9192-y.
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Ahmad, Syed E., Gino A. Farina, Alice Fornari, Ruth Ellen Pearlman, Karen Friedman, and Doreen M. Olvet. "Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110207. http://dx.doi.org/10.1177/23821205211020762.
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Introduction: Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the pre-clinical curriculum. We sought to determine if fourth year medical students were noninferior to faculty in facilitating small group discussions during clerkship rotations. Methods: Seventy-five third-year medical students participated in a small group session focused on rheumatologic diseases during their internal medicine clerkship rotation. Students were taught by fourth-year medical students who self-selected to participate as near-peer teachers at 1 clinical site (near-peers, N = 36) and by clinical faculty at another site (N = 39). At the end of the session, third-year medical students completed a survey evaluating teacher performance and effectiveness. Results: There was no significant difference between the 2 groups on each of the 17 survey items assessing teacher performance, the total teaching performance score, and the teaching effectiveness rating (all P-values >.05). A mean between-group difference of 2% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the total teaching performance score. An absolute difference of 14% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the teaching effectiveness score. Near-peer teachers reported several benefits, including improving their own medical knowledge and skills as a future educator. Discussion: Our data supports the noninferiority of the perceived performance and effectiveness of near-peer teachers compared to faculty teachers in the clerkship setting. Adding near-peer teachers to the clerkship setting is feasible and can be beneficial to all stakeholders.
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Engels, Daniel, Corinna Haupt, Daniela Kugelmann, and Kathrin Dethleffsen. "The peer teachers’ perception of intrinsic motivation and rewards." Advances in Physiology Education 45, no. 4 (December 1, 2021): 758–68. http://dx.doi.org/10.1152/advan.00023.2021.
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Peer-assisted learning (PAL) is an educational method commonly applied in academic teaching. It is characterized by the interplay between peer teachers and learners who are at a similar academic level. Although it has been shown that peer teachers benefit from participating in PAL, little is known about their perception of motivation and rewards. Here we designed a questionnaire and measured the perception of intrinsic motivation and rewards of peer teachers from three different PAL programs. Overall, peer teachers were highly intrinsically motivated. The reward category Supporting Others was appreciated the most, followed by the reward categories Self-Improvement, Feedback, and Financial. The perception of rewards reflected the features of the three PAL programs. For example, the item “learning the teaching matter themselves” was most valued by peer teachers who were enrolled in a PAL program that deployed their peer teachers primarily to convey knowledge. In contrast, “actively shaping the teaching situation” was appreciated most by peer teachers of the PAL program that enables their peer teachers to conceive their teaching sessions independently. These findings go toward recommendations of the implementation and further development of PAL programs. If PAL programs clearly define their features and aims, they could specifically attract (and select) peer teachers and meet their needs as well as expectations, providing opportunities to gain knowledge and teaching experience. Ultimately, these PAL programs could better support the learners.
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Tsuroyya, Chasna. "Students’ Perception On Peer Correction For Academic Writing Performance." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 7, no. 1 (June 29, 2020): 11–19. http://dx.doi.org/10.36706/jele.v7i1.10674.
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Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Fifteen participants enrolled in English Education Department in Universitas Sebelas Maret who are attending writing class were given a rubric to both reviews other students' writing tasks and receive peer feedback. Besides, we investigated whether students' peer correction perceptions influenced their writing performance. Results expect the use of peer correction to increase their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. This study expects to provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English L2 learners.
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Triani, Ajeng. "PENGARUH PERSEPSI PENERIMAAN TEMAN SEBAYA TERHADAP KESEPIAN PADA REMAJA." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 1, no. 1 (March 24, 2017): 128. http://dx.doi.org/10.21009/jppp.011.18.
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Abstrack This research is aimed to analyze the influence of perception of peer acceptance to loneliness in adolescense. The research was conducted at Jakarta on June 2012. The population of this research are adolescences at Jakarta between 12 years old until 21 years old. Data was gathered by using scale and analyze by regression test (Anareg) using SPSS 16.0 program. The result revealed that Adjusted R Square perception of peer acceptance on loneliness was 0.051 (5.1%), which means that peer acceptance influence loneliness as much as 5.1% and the rest 94.9% influence by other factors beyond loneliness. The result of this research showed Ho is rejected and Ha is accepted, therefore the research conclusion was that perception of peer acceptance influenced loneliness toward adolescence. Keywords : Perception of Peer Acceptance, Loneliness, Adolescences, Jakarta
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Djaakum, Cita Sary. "Peer to Peer Lending Against Ease of Business Technology Acceptance Model (TAM) Approach." Economica: Jurnal Ekonomi Islam 10, no. 2 (December 31, 2019): 217. http://dx.doi.org/10.21580/economica.2019.10.2.3476.
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<p><strong>Abstract:</strong> The progress of the times will always go hand in hand with technological developments. The presence of the disruptive era encouraged the financial industry to innovate. Peer to Peer Lending (P2P Lending) is an online digital platform based alternative lending, which brings together lenders (investors) and borrowers in the marketplace. This study aims to see whether the presence of P2P Lending provides business convenience for lenders with reference to user satisfaction. The approach taken by using the Technology Acceptance Model (TAM) with Structural Equation Modeling (SEM). The results show that all variables consisting of User Perception directly influence Ease and Attitude Perception, Ease Perception directly influences Attitude and Satisfaction; and Perception of Use has an indirect effect on satisfaction with quasy mediation. Therefore, 55% of respondents stated that P2P Lending provides convenience in doing business.</p><p><strong>Abstrak:</strong> Kemajuan jaman akan selalu beriringan dengan perkembangan teknologi. Hadirnya disruptive era mendorong industri keuangan untuk melakukan inovasi. Peer to Peer Lending (P2P Lending) merupakan alternatif digital lending berbasis platform online, yang mempertemukan lender (investor) dan borrower dalam market place. Penelitian ini bertujuan untuk melihat apakah hadirnya P2P Lending memberikan kemudahan bisnis bagi Lender dengan referensi kepuasan pengguna. Pendekatan yang dilakukan dengan menggunakan Technologi Acceptance Model (TAM) dengan Structural Equation Modelling (SEM). Hasil menunjukkan bahwa seluruh variabel yang terdiri dari Persepsi Pengguna berpengaruh langsung terhadap Persepsi Kemudahan dan Sikap, Persepsi Kemudahan berpengaruh langsung terhadap Sikap dan Kepuasan; serta Persepsi Penggunaan berpengaruh tidak langsung terhadap Kepuasan dengan sifat quasy mediation. Olah karenanya, 55% responden menyatakan bahwa P2P Lending memberikan kemudahan dalam berbisnis.</p>
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Perkins, Jessica M., H. Wesley Perkins, and David W. Craig. "Misperceiving A Code of Silence: Peer Support for Telling Authorities About Weapons at School Among Middle School and High School Students in the United States." Youth & Society 51, no. 6 (July 9, 2017): 814–39. http://dx.doi.org/10.1177/0044118x17714808.
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This study explores misperceptions about peer norms in support of telling authorities about weapons at school and whether perceptions predict personal support for telling authorities. Anonymous surveys were conducted among youth in 30 schools (Grades 5-12) in six states ( n = 12,903) between 2006 and 2014. Personal support for telling principals, teachers/counselors, police/security, and parents, separately, about weapons at school was measured as well as perception of peers’ support for telling authorities. Most students in most schools personally thought that students should tell authorities about weapons. However, depending on the authority, 37% to 52% of students mistakenly believed that most students did not support students telling authorities. Regression analysis revealed that perceiving support for telling authorities as normative among peers was highly predictive of personal support—much more so than other predictors. Thus, misperceptions of the peer norm as a code of silence may contribute to the problem of weapons at school.
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Alzaabi, Shaikha, Mohammed Nasaif, Amar Hassan Khamis, Farah Otaki, Nabil Zary, and Sharon Mascarenhas. "Medical Students’ Perception and Perceived Value of Peer Learning in Undergraduate Clinical Skill Development and Assessment: Mixed Methods Study." JMIR Medical Education 7, no. 3 (July 13, 2021): e25875. http://dx.doi.org/10.2196/25875.
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Background The effectiveness of peer learning in clinical skill development is well recognized and researched, given the many benefits gained such as enhanced learning, alleviation of the burden on faculty, and early development of teaching skills for future doctors. However, little is known in terms of its effectiveness as an assessment tool and the extent to which peer assessment can be relied upon in the absence of faculty support. Objective This study was conducted to assess medical students’ perception toward peer learning, which is based on self-regulated learning as a tool of assessment, and to compare peer evaluation with faculty evaluation of clinical skill performance. Methods A cohort of 36 third-year medical students were exposed to peer learning (same-level) in clinical skills education for 3 months. A convergent mixed methods approach was adapted to collect data from 3 sources, namely, students’ perception of peer learning, performance scores, and reflective observational analysis. A 5-point Likert-type scale was used to assess students’ (n=28) perception on the value of peer learning. The students were asked to assess their peers by using a preset checklist on clinical skill performance, and scores were compared to faculty assessment scores. Reflective observational data were collected from observing video recordings of some of the peer learning sessions. The findings from all 3 sources were integrated using joint display analysis. Results Out of 28 students, 25 students completed the survey and 20 students perceived peer learning as valuable in clinical skills education. The mean score of peer assessment was higher than that of faculty assessment. There was a significant difference in student performance between supervised teaching and peer learning groups (P=.003). Most students focused on the mastery of skill with little attention to the technique’s quality. Further, students were unable to appreciate the relevance of the potential clinical findings of physical examination. Conclusions Peer learning in clinical skills education, based on self-regulated learning, empowers students to develop a more responsible approach toward their education. However, peer assessment is insufficient to evaluate clinical skill performance in the absence of faculty support. Therefore, we recommend that peer learning activities be preceded by supervised faculty-taught sessions.
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Jellesma, Francine C. "Do glasses change children’s perceptions? Effects of eyeglasses on peer- and self-perception." European Journal of Developmental Psychology 10, no. 4 (July 2013): 449–60. http://dx.doi.org/10.1080/17405629.2012.700199.
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Kim, Changdai, Yoon-kyung Shim, Soeun Park, and Sooim Kim. "Effects of Children’s Negative Peer Schema on the Perception Bias of Peer Relationships." Journal of Asia Pacific Counseling 1, no. 2 (December 31, 2011): 173–86. http://dx.doi.org/10.18401/2011.1.2.5.
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Gribble, Karleen D. "Perception and management of risk in Internet-based peer-to-peer milk-sharing." Early Child Development and Care 184, no. 1 (March 25, 2013): 84–98. http://dx.doi.org/10.1080/03004430.2013.772994.
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Shue, Sarah A., Alan B. McGuire, and Marianne S. Matthias. "Facilitators and Barriers to Implementation of a Peer Support Intervention for Patients with Chronic Pain: A Qualitative Study." Pain Medicine 20, no. 7 (November 27, 2018): 1311–20. http://dx.doi.org/10.1093/pm/pny229.
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Abstract Objective Pain self-management information and support, delivered by peers, are a potentially useful approach to help patients who are struggling to manage their chronic pain. Before implementation into clinical settings, it is important to understand factors that may influence the success of implementation. The purpose of this study was to explore facilitators and barriers to implementation of peer support for chronic pain. Design Semistructured interviews were conducted with clinicians who provide care to patients with chronic pain, regarding their perceptions of the proposed peer support intervention. Setting A single US Veterans Affairs Medical Center. Subjects Using maximum variation sampling, 15 providers were interviewed (11 women, four men). Clinicians’ disciplines included primary care, physical therapy, nursing, clinical psychology, social work, and pharmacy. Results Findings indicated that clinicians 1) had an overall positive perception of the intervention; 2) had specific intervention outcomes they wanted for patients; 3) anticipated that the intervention could positively influence their role; 4) anticipated barriers to intervention participation and maintenance; and 5) had concerns regarding peer coach selection. Findings are discussed in the context of the Consolidated Framework for Implementation Research. Conclusions Understanding clinician perceptions of a peer support intervention is critical for successful implementation. The feedback collected in this study will facilitate implementation of the intervention on a broader scale, allowing more patients to benefit.
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Rahman, Md Shajedur. "Teachers' peer support: difference between perception and practice." Teacher Development 23, no. 1 (August 31, 2018): 121–38. http://dx.doi.org/10.1080/13664530.2018.1488765.
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Kim, Youngshin. "Student Perception of Peer Feedback in English Writing." Journal of Humanities and Social sciences 21 11, no. 6 (December 30, 2020): 2213–22. http://dx.doi.org/10.22143/hss21.11.6.156.
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Batz, Zachary, Brian J. Olsen, Jonathan Dumont, Farahad Dastoor, and Michelle K. Smith. "Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention." CBE—Life Sciences Education 14, no. 2 (June 2015): ar16. http://dx.doi.org/10.1187/cbe.14-08-0120.
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The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses.
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Epstein, Jennifer A., Margaret Doyle, and Gilbert J. Botvin. "A Mediational Model of the Relationship Between Linguistic Acculturation and Polydrug use among Hispanic Adolescents." Psychological Reports 93, no. 3 (December 2003): 859–66. http://dx.doi.org/10.2466/pr0.2003.93.3.859.
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Hispanic seventh and eighth graders ( N = 1,038) in 22 New York City middle or junior high schools completed self-report questionnaires with items related to drug use (cigarette smoking, alcohol use, and marijuana use), linguistic acculturation (language use with parents), perceived peer smoking norms, perceived peer drinking norms, and psychological distress. Students who spoke English with their parents and bilingual students who spoke English and Spanish with their parents engaged in greater polydrug use than those who spoke Spanish with their parents. Bilingual students perceived that a higher proportion of their peers drink than those who spoke Spanish with their parents, and this higher perception of their peers' drinking was associated with greater polydrug use controlling for linguistic acculturation. In the final model, linguistic acculturation was no longer significant and peer drinking norms predicted polydrug use, peer drinking norms mediated the relationship between linguistic acculturation and polydrug use, but not peer smoking norms and psychological distress.
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Fleary, Sasha, Aaron Taylor, Robert W. Heffer, and E. Lisako McKyer. "Parent and Peer Influence on Recreational Use of Pain Medication: Are Their Influences Similar to That of Marijuana Use?" ISRN Addiction 2013 (August 28, 2013): 1–8. http://dx.doi.org/10.1155/2013/236249.
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Parent and peer disapproval were examined as potential predictors of recreational use of over-the-counter (OTC) and prescription pain medication. Risk perception was studied as a potential mediator of the effects of parent and peer disapproval. Four hundred and sixty-five college students (, ) were recruited between September 2009 and September 2010. Participants completed an online survey about their recreational medication use, other substance use, and correlates of use. Path analyses showed that predictors of OTC and prescription pain medication recreational use are largely similar to predictors of marijuana use in college students such that risk perception mediated both the effect of parent and peer disapproval on dichotomous misuse, and peer disapproval had a significant direct effect on dichotomous misuse. Prevention interventions for recreational use of pain medication should target risk perception and peer disapproval.
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Astarini, Dilla, Herman Nirwana, and Riska Ahmad. "Hubungan antara Konsep Diri Sosial, Persepsi Siswa tentang Dukungan Sosial Orangtua, dan Teman Sebaya dengan Komunikasi Interpersonal Siswa dan Implikasinya terhadap Pelayanan Bimbingan dan Konseli." Konselor 5, no. 4 (December 30, 2016): 247. http://dx.doi.org/10.24036/02016546558-0-00.
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This research background is the low skilled interpersonal communication from student. Social self-concept, student perception regarding parents social support, and peer social support are factors suspected influence student interpersonal communication. This research is aimed to describe and examined: (1) relationship between social self-concept, student perception regarding parents social support, and peer social support with interpersonal communication; (2) together relationship between social self-concept, student perception regarding parents social support, and peer social support with interpersonal communication. This research used quantitative approach by using descriptive correlational method. The population of this research were 670 students of MTsN Parak Lawas Padang. The sample were 251 students that were chosen by using Proportional Stratified Random Sampling. The instrument that had is the scale by using the Likert scale model. The data research was analize by descriptive statistics, simple, and multiple regression. This discover research show: (1) there was a relationship between social self-concept, student perception regarding parents social support, and peer social support with interpersonal communication; (2) there was together a relationship between social self-concept, student perception regarding parents social support, and peer social support with interpersonal communication.
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Hao, Lujie, Qinghua Lv, Xiaosan Zhang, Qingquan Jiang, and Lin Ping. "Avatar identification mediates the relationship between peer phubbing and mobile game addiction." Social Behavior and Personality: an international journal 48, no. 10 (October 7, 2020): 1–15. http://dx.doi.org/10.2224/sbp.9384.
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We investigated the relationship between snubbing a peer in favor of using a cell phone (phubbing) and mobile game addiction by introducing avatar identification as a mediator, and feelings of social exclusion and perception of belonging as moderators. Participants were 530 Chinese mobile game users who completed a survey comprising measures of peer phubbing, avatar identification, feelings of social exclusion, perception of belonging, and mobile game addiction. Results were as follows: (a) peer phubbing affected mobile game addiction through avatar identification; (b) feelings of social exclusion moderated the relationship between peer phubbing and avatar identification, and the mediating role of avatar identification in this link; and (c) perception of belonging was linked to the relationship between peer phubbing and feelings of social exclusion, affecting avatar identification and the mediating role of avatar identification in this link. Our results demonstrate the impact mechanism of peer phubbing on mobile game addiction and provide a new perspective on mobile game addiction prevention.
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Pakarti, Gandes Endah, Widya Wasityastuti, and Yayi Suryo Prabandari. "Persepsi Mahasiswa terhadap Instruktur Sebaya pada Praktikum Pendengaran di Laboratorium Ilmu Faal Dakultas Kedokteran Universitas Gadjah Mada." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 2, no. 1 (March 31, 2013): 26. http://dx.doi.org/10.22146/jpki.23970.
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Background:The traditional learning method applies at Physiology Laboratory of Faculty of Medicine at Universitas Gadjah Mada (UGM) is considered ineffective for the lecturers in managing the students. Moreover, the students perceive that their needs are not adequately accommodated by the lecturers. This downside can be resolved by an alternative learning method which provides conducive, active, creative, effective and enjoyable learning environment called peer assisted learning method. This study is aimed at discovering the students’ perceptions on peer assisted learning method and acquiring the students’ feedback and expectations on the effectiveness of peer-teaching method implementation.Method:The study used cross-sectional design of descriptive research.Results:From the questionnaire analysis with 150 respondents, 90 students of regular program and 60 students of international program, the result according to the frequencies of student perception were: 1) factor 1 were 45.8 % for very high category, 29.8 % for high category, 23.7 % for medium category, 0,8 % for very low category and 0 % for low category; 2) factor 2 were 45 % for high category,41.2 % for medium category,11.5 % for very high category,1.5 % for low category and 0.8 % for very low category; 3) factor 3 were 51.9 % for very high category, 31.3 % for high category,16.0 % for medium category,0.8% for very low category and 0% for low category; 4) factor 4 were 47.3 %for high category, 31.3 % for very high category,19.1 % for medium category,1.5 % for low category and 0.8% for very low category. There was no difference in perception between the students of regular and international program. Responses to open questions and FGD show a variety of students’ feedback and expectation on the peer assisted learning method.Conclusion:The students have shown positive perception on peer assisted learning as a learning method. The peer instructors required in Implementing this model are those students with good communication skill, confirmed academic qualification and capability in managing their fellow students’ learning.
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Gielen, Mario, and Bram De Wever. "Peer Assessment in a Wiki: Product Improvement, Students’ Learning And Perception Regarding Peer Feedback." Procedia - Social and Behavioral Sciences 69 (December 2012): 585–94. http://dx.doi.org/10.1016/j.sbspro.2012.11.450.
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Tan, Liang, Zhuang Ma, Jun Huang, and Gengxuan Guo. "Peer abusive supervision and third-party employee creativity from a social exchange theory perspective." Social Behavior and Personality: an international journal 49, no. 5 (May 5, 2021): 1–12. http://dx.doi.org/10.2224/sbp.9641.
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We used social exchange theory to construct a theoretical framework of peer abusive supervision, third-party perception of organizational support, third-party employee creativity, and third-party perception of supervisory organizational embodiment. We then empirically tested the theoretical model with 367 supervisor–employee paired dyads from five large real estate companies in China. The results show that peer abusive supervision had a negative impact on third-party employee creativity, and third-party perception of organizational support played a mediating role in this relationship. Further, third-party perception of supervisory organizational embodiment positively moderated the impact of peer abusive supervision on third-party perception of organizational support. Our results, which show the spillover effect and boundary conditions of abusive supervision on third-party employee creativity, are significant for the enhancement of employee creativity in corporate management practice.
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Petrovic, Danijela. "Specificity of peer conflicts in adolescence." Psihologija 42, no. 2 (2009): 221–38. http://dx.doi.org/10.2298/psi0902221p.
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The results of the survey conducted on the sample of 530 adolescents are presented in this paper. The sample included two age groups (13 and 16 years). The research was realized in 11 town and 26 schools. The method of the retrospection of the conflict contents, with one week retrospection interval, was used to research the perception of the conflict characteristics. The distinctive characteristics and the effects of the peer conflicts in adolescence have been identified by comparing them to the conflicts with friends, romantic partners, siblings and teachers. According to the results peer conflicts have certain specificity. Although less frequent than conflicts with parents and siblings, the peer conflicts in adolescence are widen phenomenon - on average, the adolescents get in conflict with their peers more than 13 times in a week, almost twice in a day. The most frequent causes are teasing and inappropriate jokes, deliberate provoking, gossips, insults and not respecting the differences in opinion. Peers follow the teachers as the least important persons in the conflict. Compared to the conflicts in other types of the social relations, the conflicts with peers are the least uncomfortable. Yielding is the least, competition the most present resolution strategy in peer conflicts. As well as the most conflicts in this age conflicts with peers are short time episode.
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Moseley Harris, Barbara. "Exploring parents’ experiences: Parent-focused intervention groups for communication needs." Child Language Teaching and Therapy 37, no. 2 (May 31, 2021): 193–209. http://dx.doi.org/10.1177/02656590211019461.
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Perceptions of a convenience sample of 10 parents (one father, nine mothers) who had completed one or more group-based, parent-focused interventions for their children’s communication needs were explored during semi-structured interviews. Nine different intervention groups (EarlyBird programmes, early communication skills training, or Makaton training) were discussed. Inductive and grounded theory approaches were used during thematic analysis to focus on parents’ priorities. Themes identified were: (1) intervention purposes, including initial session purposes; (2) groups as supportive/safe spaces; (3) personal change (behaviours and self-perception); (4) challenges of groups; (5) costs and benefits, including emotional costs. Parents supported previously reported findings about changes in knowledge, understanding, and perception of their role. Parents provided insights into how changes occurred, including helpful processes and professional strategies. They described emotional impacts of parent-focused intervention, particularly parental guilt. Participants perceived peer groups as contributing safe spaces and opportunities, but also challenges. Two parents experienced reduced benefits due to significant individual differences relating to their child’s more complex needs. Participants confirmed some speech and language therapists’ (SLTs’) perceptions about how interventions work and challenged others. Key findings were that (1) parents’ experiences during intervention facilitate personal change; (2) parents experience personal costs and benefits of intervention; (3) peer groups contribute to intervention effectiveness. These findings indicated that parents experience significant personal impacts from parent-focused intervention groups, and that groups provide a specific intervention type that differs from individual input. Clinical implications are that professionals need awareness of impacts on parents to support effective intervention and avoid harm; peer groups can facilitate learning and parental agency; dissimilarity to peers can make group intervention inappropriate. Study limitations included fewer perspectives from parents of children with primary communication needs. Further exploration of interventions’ emotional impacts, how group processes support parental confidence and agency, and effects of individual differences on suitability of group intervention are suggested.
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Harutyunyan, Liliya, and Maria Fernanda Poveda. "Students’ Perception of Peer Review in an EFL Classroom." English Language Teaching 11, no. 4 (March 28, 2011): 138. http://dx.doi.org/10.5539/elt.v11n4p138.
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Even though there is plenty of published information about the advantages of peer review, little can be found on what the beneficiaries (i.e. the students) feel about this method and what they might expect from it. In this paper, we present an analysis of the perceptions of 44 students at one of the largest universities in Ecuador, who had just undertaken a course in academic writing which used peer revision as the main tool for improving final essay compositions. The results show that participants of the groups who followed a peer revision approach do believe that they benefited from this method. This conclusion was reached after analysing students’ answers to a questionnaire which comprised closed option (multiple choice) questions as well as open-ended responses on the same three aspects pertaining to the impact of peer review: critical thinking, collaborative work and composition quality. This research is based on Vygotsky’s socio-cultural approach; it also supports and broadens previous investigations on this topic giving a more detailed and deep-rooted perspective, as participants who have used this methodology comment on its benefits and/or flaws.
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Zhang, Yue. "The Effects of Perceived Fairness and Communication on Honesty and Collusion in a Multi-Agent Setting." Accounting Review 83, no. 4 (July 1, 2008): 1125–46. http://dx.doi.org/10.2308/accr.2008.83.4.1125.
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ABSTRACT: This study examines how two factors, the agents’ perceptions regarding the fairness of the principal and inter-agent communication, affect agents’ behaviors under a peer reporting system. Analytical models show that when agents can observe each other’s actions and local signals, a peer reporting system with a verification mechanism (using one agent’s information to verify the other’s) and a reward for truthful whistleblowing can induce agents to report honestly and thereby help the principal achieve the first-best outcome. However, behavioral research suggests that the agents’ perception regarding the fairness of the principal, as well as communication among agents, may affect how honestly agents report. The results of my experiment show that, under a peer reporting system with a high reward for whistleblowing, the agents’ perception regarding the fairness of the principal positively affects the agents’ reporting honesty and negatively affects their explicit attempts at collusion. Communication between agents decreases their reporting honesty when the principal is perceived as unfair, but not when the principal is perceived as fair.
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Adebayo, Oladimeji, Martin Igbokwe, Kehinde Kanmodi, Abimbola Amoo, Olusegun Olaopa, Sebastine Oiwoh, Selekeowei Peter Kespi Kpuduwei, et al. "Practice, Perception, and Associations of Peer Learning Among Resident Doctors in Nigeria: Charting Study." Medical University 3, no. 3 (September 1, 2020): 100–109. http://dx.doi.org/10.2478/medu-2020-0013.
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Abstract Introduction: Peer learning is an important component of the postgraduate medical curriculum, and it is considered as an integral part of learning in some countries. The practice of peer learning among postgraduate trainees, especially the resident doctors, is an area that has not been explored in Nigeria and other third world countries. This study aims to examine the practice, perception, and drivers of peer-to-peer training in Nigeria. Methodology: This study was a national multi-centre and multi-disciplinary cross-sectional survey, conducted among resident doctors in Nigeria. Semi-structured questionnaires were used to obtain respondents’ biodata, perception and practice on peer learning. Data were analysed using SPSS version 23 software. Results were presented as frequency table and proportion, means, and standard deviation. Inferential statistics such as bivariate analysis was performed. Results: Majority, 287 (73.2%), considered the peer education programme as an appropriate learning practice, 173 (45.9%) considered peer education programme integrated part of the training, while 350/383 (88.2%) engaged in a peer education programme. Statistically, a significant association was found between those who considered peer training as appropriate (p = 0.038) and those who considered peer education as an integral part of postgraduate medical training curriculum (p =0.009). Conclusion: Peer learning is popular among resident doctors in Nigeria. Concerted efforts are needed to re-structure the residency training curriculum in order to maximize the benefits of this learning approach for an effective training programme.
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Song, Minjune. "Adolescent Drug Use in Connecticut Private High Schools: Zero Tolerance, Contextual Peer Influence, and Deterrence Effectiveness." Journal of Education and Learning 9, no. 5 (September 27, 2020): 256. http://dx.doi.org/10.5539/jel.v9n5p256.
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After the 1994 Gun-Free School Act, schools expanded the use of zero-tolerance policies with all Connecticut private high schools implementing punitive drug and alcohol policies. Based on the criminological theory of deterrence, zero-tolerance policies deliver severe and certain punishments designed to deter rational actors from engaging in problem behaviors. Existing research suggests that adolescents perceive rewards more strongly around peers and lack impulse control, raising the possibility that peer pressure may override rational deterrence in an adolescents’ decision-making process. An “immune group” of adolescents predisposed to ignore punitive deterrents may play a sizable role in inducing peer drug use. If peer influence supersedes deterrence in a significant number of cases, adolescents who are affected both by deterrents and peer pressure may be at a higher risk of following the example of the “immune group.” This study raises the question of whether Connecticut private high school students’ drug use is correlated with perceptions of punishment mandated by school policy and contextual peer influences. A questionnaire that measured students’ drug use on a scale of 1 to 4, perceived severity and likelihood of punishment from 0 to 10, and interaction with drug using peers from 0 to 10, was completed by 50 respondents. The study found no correlations between student drug use and perception of punishment likelihood and severity but found contextual peer influences to be positively associated with expected student drug use in the future. While the results of this study are limited to Connecticut private high school students, the observed tendency in students to disregard risks and pursue peer-involved drug use may be generalized in adolescents. Even in places where school discipline is not a wide issue, the impact of contextual factors like peer influence must be reconceptualized in thinking about school drug policies.
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Sprankle, Eric L., and Christian M. End. "The Effects of Censored and Uncensored Sexually Explicit Music on Sexual Attitudes and Perceptions of Sexual Activity." Journal of Media Psychology 21, no. 2 (January 2009): 60–68. http://dx.doi.org/10.1027/1864-1105.21.2.60.
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The effects of censored versus uncensored sexually explicit music on undergraduate students’ attitudes toward premarital sex, perception of peer sexual activity, and attitudes toward women were examined. Under the guise of a lyrical memory task, the experiment involved groups of participants who were randomly assigned to listen to an uncensored sexually explicit song, a censored version of the same song, a nonsexual song by the same artist, or no music. The lyrical content did not have a significant impact the participants’ self-reported sexual attitudes and perceptions of peer sexual activity. Additionally, the music (or lack of) did not significantly alter attitudes toward premarital sex, perceptions of peer sexual activity, or attitudes toward women. The nonsignificant difference between the sexually explicit songs and the nonsexual songs challenges the psychological and lay theories that exposure to sexually explicit music instigates attitudinal change.
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Fair, Anna K. I., Peter G. Murray, Anna Thomas, and Mark R. Cobain. "Using Hypothetical Data to Assess the Effect of Numerical Format and Context on the Perception of Coronary Heart Disease Risk." American Journal of Health Promotion 22, no. 4 (March 2008): 291–96. http://dx.doi.org/10.4278/061030140r2.1.
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Purpose. To test the hypothesis that responses to coronary heart disease (CHD) risk estimates are heightened by use of ratio formats, peer group risk information, and long time frames. Design. Cross-sectional, experimental, between-factors design. Setting. Three regions in England. Subjects. A total of 740 men and women ages 30 to 70 years. Measures. Risk perception, “emotional” response, intention to change lifestyle. Analysis. Logistic regression was used to investigate the impact of numerical format (ratio vs. percentage), peer group risk (personal vs. peer group), and time frame (10-year vs. 30-year) on risk perception. Analysis of variance was used to investigate the impact of these factors on emotional response and intention to change lifestyle questions. Results. Higher perceived risk was observed when risk was presented as a ratio (p < .001) and when it was supplemented with peer group risk estimates (p = .006). Emotional responses to risk information were heightened when risk was presented as a ratio (p = .0004) and supplemented with peer group risk estimates (p = .002). Presentation with ratios also increased intention to make lifestyle changes (p = .047). Conclusion. Perception of CHD risk information is affected by the presentation format. Where absolute risks may appear low, use of ratios and supplementation of personal risk estimates with peer group risk may increase risk perception.
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Novoseljački, Nevena, Ruženka Šimonji-Černak, and Maja Pokuševski. "Students' perceptions of school climate and school violence." Nastava i vaspitanje 69, no. 3 (2020): 273–90. http://dx.doi.org/10.5937/nasvas2003273n.
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The aim of the research was to examine the relationship between perceptions of school climate among students and the occurrence of school violence, and to investigate the existence of differences in school climate perceptions and the occurrence of violence depending on students' gender, the grade they are in, their academic achievement at the end of the previous grade, and parents' educational background. The instruments School Climate Scale and PRONA were used. Correlation analysis indicates a significant negative correlation between the perception of the school climate as supportive and a tendency towards violent behavior, as well as a positive correlation between the perception of the school climate as unsupportive and a tendency towards violent behavior and exposure to peer violence. A significant difference in the perception of school climate was established depending on the school grade, with sixthand seventh-grade students more frequently perceiving the school climate as supportive than eighth graders. As for peer violence, significant differences were established depending on students' sex, grade and academic achievement: a tendency towards vilolent behavior, as well as exposure to school violence were more common among male students, students with lower academic achievement (with average grades of two or three out of five) and eighth-grade students.
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Yıldırım, Remzi, Gülenaz Selçuk, Mehmet Masum Ocak, and Süleyman Sarıbaş. "Peer Bullying According to the Perception of Teacher Candidates." Procedia - Social and Behavioral Sciences 116 (February 2014): 1568–76. http://dx.doi.org/10.1016/j.sbspro.2014.01.436.
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Shen, Li Hong, Habib Ullah Khan, and Helmi Hammami. "An Empirical Study of Lenders’ Perception of Chinese Online Peer-to-Peer (P2P) Lending Platforms." Journal of Alternative Investments 23, no. 4 (March 5, 2021): 152–75. http://dx.doi.org/10.3905/jai.2021.1.128.
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Silbiger, Nyssa J., and Amber D. Stubler. "Unprofessional peer reviews disproportionately harm underrepresented groups in STEM." PeerJ 7 (December 12, 2019): e8247. http://dx.doi.org/10.7717/peerj.8247.
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Background Peer reviewed research is paramount to the advancement of science. Ideally, the peer review process is an unbiased, fair assessment of the scientific merit and credibility of a study; however, well-documented biases arise in all methods of peer review. Systemic biases have been shown to directly impact the outcomes of peer review, yet little is known about the downstream impacts of unprofessional reviewer comments that are shared with authors. Methods In an anonymous survey of international participants in science, technology, engineering, and mathematics (STEM) fields, we investigated the pervasiveness and author perceptions of long-term implications of receiving of unprofessional comments. Specifically, we assessed authors’ perceptions of scientific aptitude, productivity, and career trajectory after receiving an unprofessional peer review. Results We show that survey respondents across four intersecting categories of gender and race/ethnicity received unprofessional peer review comments equally. However, traditionally underrepresented groups in STEM fields were most likely to perceive negative impacts on scientific aptitude, productivity, and career advancement after receiving an unprofessional peer review. Discussion Studies show that a negative perception of aptitude leads to lowered self-confidence, short-term disruptions in success and productivity and delays in career advancement. Therefore, our results indicate that unprofessional reviews likely have and will continue to perpetuate the gap in STEM fields for traditionally underrepresented groups in the sciences.
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Kulkarni, Saurabh Prakash, Pratima R. Kulkarni, and Sachin Damke. "Peer-assisted learning [PAL] as a teaching-learning tool in radioanatomy for first MBBS students." National Journal of Clinical Anatomy 06, no. 03 (July 2017): 203–7. http://dx.doi.org/10.1055/s-0039-1700750.
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Abstract Background : Cognitive development, motivation and confidence building among tomorrows practitioners forms basis of today's medical education. Learning through social interaction, discussing, clarifying doubts from peers can facilitate process of understanding and implementing knowledge and skills. Objectives: To introduce Peer-assisted learning [PAL] in radioanatomy and to assess efficacy and utility of Peer-assisted learning [PAL] in radio anatomy. To gather perception of students regarding PAL. Methods: Sensitization regarding PAL to students was given. Pre test Objective structured practical examination [OSPE] followed by PAL sessions where five peer tutors conducted session for rest of the batch describing all five selected radiographs. Post test OSPE was conducted for knowledge gain. Separate questionnaire evaluated peer tutors and peer students responses. Focused group discussion were conducted to collect feedback from students regarding PAL. Results: 72.5% of peer students agreed on appropriate time management by peer tutors, 68% agreed the explanation and elaboration was appropriate, 66% agreed that important facts were emphasized and 86% agreed the session was interesting. Post test results showed maximum knowledge gain was seen in identification of radiographs. Peer tutors felt their confidence level, time management understanding improved. Conclusion: Peer assisted learning session aroused interest in study and was more informative for students. Peer tutors acquired confidence and could explore their teaching skill.