Academic literature on the topic 'Peer-related attributions'

The purpose of this study is to examine what do parents attribute the causes of bullying to and how the attributions of parents are related with their adolescents’ experiences of bullying perpetration and bullying victimization in the subsequent year. The data were drawn from 3,293 Korean secondary students and their parents from the Seoul Education Longitudinal Study across two waves (seventh, eighth grades). The results revealed that 1,228 (37.3%) parents thought that bullying was caused by perpetrators’ faults while 512 (15.5%) parents thought bullying was caused by victims’ faults. The other 1,553 (47.2%) showed external attributions (e.g., peer, violent media). Adolescents’ bullying perpetration and victimization interacted with parent’s attribution in predicting later bullying perpetration and victimization. These results indicate that parent’s attribution is a critical factor to understanding the alleviation or deterioration of bullying in adolescents. Intervention programs should be designed to concern parents’ attribution as well as adolescents’ prior bullying experiences.

Few studies have examined young adults’ perceptions of childhood peer victimization (CPV) experiences and whether people of different racial/ethnic backgrounds perceive CPV differently. The current study examined the prevalence of CPV reported by members of the dominant racial majority (e.g., White), and individuals with racial minority backgrounds, and assessed the link between CPV and young adults’ psychological adjustment. Additionally, by examining attributions of skin color/ethnicity for CPV, both generally speaking and in light of possible moderating effects, the current study provides information on possible racial/ethnic differences in the causal interpretations of CPV. Data from 258 undergraduates (188 = majority; 70 = ethnic minority) revealed that racial/ethnic minority participants reported greater frequencies of CPV than majority White participants, and CPV was significantly associated with poorer psychological adjustment in young adulthood for all participants. Although attributions of skin color/ethnicity did not exacerbate the relationship between CPV and poor adjustment, the results do show that racial/ethnic minority participants are more likely than White participants to attribute all types of CPV to their skin color/ethnicity.

Premised on an interactive socialization as construction and internalization approach, physical activity socialization experiences related to peer interactions and associated affective responses in physical activity settings were explored among eight 11- to 12-year-old girls. Three possible physical activity choices (formal sport, informal physical activity, and exercise) were considered. Three methods of data collection were employed: observation, sociometric evaluation, and interview. Physical activity socialization experiences were found to be context specific both in terms of activity type (formal sport, informal physical activity, and exercise) and social situation (home and school). Boys in physical education classes appeared to be the major source of negative peer treatment, primarily by criticizing girls’ physical skill performances and constructing them as subordinate to those of the boys. Positive or negative affective responses to peer treatment were reported to lead to the seeking or avoidance of future physical activity involvement. The type of attributions participants made for the negative treatment they received was related to their affective responses and subsequent desire to seek or avoid future activity.

Understanding crime has been in focus for a few decades. Significant research has begun to understand the relationship between spatial configuration and crime occurrence, which related back to human behaviour. In recent year, space syntax has been used as a method to analyse space and its spatial properties. Urban design researchers have employed the space syntax technique to analyse the geographic distribution of crime due to spatial and socio-demographic factors that could influence crime patterns. This paper describes how space syntax could be used to assess crime possibility in heritage areas, and the result supports the hypothesis. Keywords: Urban planning, Crime prevention theory, Space syntax, Spatial configuration eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2903

The aim of the research was to make a socio-pedagogical description of the minors’ causal attributions for their own delinquent behavior, based on the attitudes expressed by juvenile delinquents. Moreover, the aim was to reveal whether there is a statistically significant correlation between internal and external factors of delinquent behavior. A method of theoretical analysis and a descriptive-analytical method were employed, while a Delinquent Behavior Attribution Scale (Ricijaš, 2009) was used as an instrument. The current research sample consisted of 205 juvenile delinquents aged 14-18 coming from the Zenica-Doboj Canton and showing some forms of risky and delinquent behavior. The results related to the internal causes of delinquent behavior showed that the young people mostly emphasize the following causes: antisocial tendencies, followed by unthoughtfulness, personal frustration, and susceptibility to peer pressure. The results associated with external causes of delinquent behavior indicated that the young people emphasize poverty and material benefit as causes in most cases, followed by excessive control and supervision by parents, poor family relationships, situation in which the minor is, narcotics, antisocial peers, permissive parents and alcohol. The results pertaining to the relationship between internal and external causes of delinquent behavior revealed that there is a statistically significant correlation between internal and external causes of delinquent behavior. It was concluded that socio-pedagogical preventive acting should include a range of factors exerting an influence on the personality development of young people, and that socio-pedagogical programs for providing support to juvenile delinquents should be created and realized with the aim to reduce and eliminate the causes of their delinquent behavior, and to contribute to their better resocialization.

Friends’ moral characteristics such as their moral reasoning represent an important social contextual factor for children’s behavioral socialization. Guided by this assumption, we compared the effects of children’s and friends’ moral reasoning on their aggressive behavior in a low-risk sample of elementary school children. Peer nominations and teacher reports were used to assess children’s aggressive behavior and friendships. During individual interviews, moral reasoning was measured by justifications following moral judgments and moral emotion attributions. Results revealed that, compared to individuals’ moral reasoning, friends’ moral reasoning was more consistently related to children’s aggressive behavior. Moreover, friends’ aggressive behavior mediated the relationship between friends’ moral reasoning and children’s aggressive behavior. The findings provide evidence for the important role that friends’ moral development plays in children’s behavioral socialization, and highlight the need for integrated, systematic approaches to moral development and friendship relations.

This study examined the relative contributions of peer influence, mothers' influence, depression and life events on the attributional style of 9 to 11 year old children. Questionnaires were administered to 173 Year 5 children and their mothers. It was found that measures of depression, life events, and peer's attributional style were all significantly related to children's attributional style. The attributional style of a child's best friend, a year prior to testing, accounted for significant additional variance after controlling for depression and life events. No significant relationship was found between mothers' attributional style and that of their children. Given the emerging evidence about the effect of peer attributional style on pre-adolescent's attributional style, class group interventions could provide benefit not just directly to individuals but also via the reinforcing potential of the individual's peer group. The implications of peer effects on attributional style and the possibility of a critical period for the development of attributional style are discussed with respect to future research, therapy and systemic approaches to promoting optimistic attributional style and thereby reducing levels of depression.

The present study examined measurement invariance and convergent validity of a novel vignette-based measure of emotion-specific self-regulation that simultaneously assesses attributional bias, emotion-regulation, and self-efficacy beliefs about emotion regulation. Participants included 541 youth–mother dyads from three countries (Italy, the United States, and Colombia) and six ethnic/cultural groups. Participants were 12.62 years old ( SD = 0.69). In response to vignettes involving ambiguous peer interactions, children reported their hostile/depressive attribution bias, self-efficacy beliefs about anger and sadness regulation, and anger/sadness regulation strategies (i.e., dysregulated expression and rumination). Across the six cultural groups, anger and sadness self-regulation subscales had full metric and partial scalar invariance for a one-factor model, with some exceptions. We found support for both a four- and three-factor oblique model (dysregulated expression and rumination loaded on a second-order factor) for both anger and sadness. Anger subscales were related to externalizing problems, while sadness subscales were related to internalizing symptoms.

Purpose Researchers have provided critiques of teacher efficacy research along with suggestions for future research, but no recent reviews have examined the state of collective teacher efficacy (CTE) research as it relates specifically to professional development. This review addressed the following questions: How much research attention has been paid to professional learning and CTE? What does the research tell us about professional learning and CTE? What do we know about influencing CTE through professional learning? The paper aims to discuss these issues. Design/methodology/approach Educational Resources Information Center and EBSCO databases were searched for peer-reviewed articles written in English and published over the last ten years (between 2007 and 2017). The search terms included “collective efficacy” and “teacher or teachers” and “professional development and professional learning” and were extended beyond titles to include keywords contained within the articles. This would help to broaden the search and increase the number of hits. Findings There is little that can be gleaned from the research related to professional learning and the contextual factors that influence collective efficacy beliefs. Only one study (Paxon et al., 2014) in this review considered the formation of CTE in relation to both remote and proximate sources. Although some of the studies explained Bandura’s (1993) sources of CTE, reference to the sources were notably absent in the reported findings, implications, and conclusions of many of the studies. Contextual variables examined in the component studies included either implementation patterns, trust, sense of belonging, teacher uncertainty, opportunities for teacher leadership, social relationships, and/or labels assigned to low performing districts and/or high performing districts. Research limitations/implications A limitation that influences the findings of this review is that the review was not exhaustive, and articles written in English with the search terms outlined did not capture the population of possible articles. Future reviewers may uncover new patterns in CTE research by searching non-English journals and by examining the range of work completed in graduate theses and dissertations. Practical implications In regard to promising professional learning designs, inquiry based approaches, including collaborative action research, problem-solving groups, and teams’ monitoring and tracking individual student progress seemed to hold promise. In each of these designs, educators collaboratively analyze student evidence for the purpose of evaluating their impact, reflecting on their collective work, and determining optimal next steps. Interpreting results by examining student learning data might help to strengthen connections between perceived levels of difficulty related to teaching tasks and perceptions of group competence. When conversations shift from generalized talk about student’s progress and polite sharing of teaching strategies to more in-depth conversations about the connections between the two, professional learning becomes more impactful. The interpretation of results, leads to shifts in causal attributions – from assumptions which included “I planned and taught the lesson, but they didn’t get it” to “you haven’t taught it until they’ve learned” as a result of engaging in these types of professional learning designs. Originality/value Hattie’s (2015) research, which synthesized major findings from over 1,200 meta-analyses relating to influences on student achievement, demonstrated the magnitude and overall distribution of more than 150,000 effect sizes. In a recent update, Hattie (2016) ranked CTE as the number one influence of all the factors related to student achievement, reporting an effect size of 1.57.This update was based on Eells’ (2011) meta-analysis that synthesized correlational evidence for CTE and student achievement. Eells (2011) found that CTE was strongly and positively associated with student achievement “across subject areas, when using varied instruments, and in multiple locations” (p. 110). Eells (2011) finding is becoming more widely disseminated through the promotion of Hattie’s (2016) Visible Learning Research due to its prominent position within that body of evidence. Thus, the interest of practitioners in the field, including administrators, teachers, and professional learning facilitators has been piqued. Gaining a better understanding of CTE, sources that shape it, and its antecedents and consequences are likely to surface as a major upcoming focus for designers and facilitators of professional learning. There is a small amount of extant research that examined professional development effects on teacher efficacy (Tschannen-Moran and McMaster, 2009; Ross and Bruce, 2007). However, there are many voids in the collective efficacy research. Given this void and the increased interest to gain a better understanding of CTE on part of practitioners, not only is additional research needed, it is imperative to find ways to address the ongoing dilemma of making research and theory relevant to educators’ practice.

Background The number of disaster-related deaths recorded by vital statistics departments often differs from that reported by other agencies, including the National Oceanic and Atmospheric Administration-National Weather Service storm database and the American Red Cross. The Centers for Disease Control and Prevention (CDC) has launched an effort to improve disaster-related death scene investigation reporting practices to make data more comparable across jurisdictions, improve accuracy of reporting disaster-related deaths, and enhance identification of risk and protective factors. We conducted a literature review to examine how death scene data are collected and how such data are used to determine disaster relatedness. Methods Two analysts conducted a parallel search using Google and Google Scholar. We reviewed published peer-reviewed articles and unpublished documents including relevant forms, protocols, and worksheets from coroners, medical examiners, and death scene investigators. Results We identified 177 documents: 32 published peer-reviewed articles and 145 other documents (grey literature). Published articles suggested no consistent approach for attributing deaths to a disaster. Researchers generally depended on death certificates to identify disaster-related deaths; several studies also drew on supplemental sources, including medical examiner, coroner, and active surveillance reports. Conclusions These results highlight the critical importance of consistent, accurate data collection during a death investigation. Review of the grey literature found variation in use of death scene data collection tools, indicating the potential for widespread inconsistency in data captured for routine reporting and public health surveillance. Findings from this review will be used to develop guidelines and tools for capturing disaster-related death investigation data.

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.

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.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text