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Academic literature on the topic 'Peer-related perceptions'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Peer-related perceptions"

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Lauer, Brea-Anne M., and Kimberly Renk. "The Peer Informant: Characteristics Related to the Perceptions of Peer Behavior Problems." Journal of Child and Family Studies 22, no. 6 (July 24, 2012): 786–800. http://dx.doi.org/10.1007/s10826-012-9633-x.

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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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ATIK, Gokhan, and Zeynep ERKAN ATIK. "Undergraduate Counseling Trainees’ Perceptions and Experiences Related to Structured Peer Group Supervision: A Mixed Method Study." Eurasian Journal of Educational Research 19, no. 82 (August 9, 2019): 1–20. http://dx.doi.org/10.14689/ejer.2019.82.6.

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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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Diamantopoulou, Sofia, Lisbeth Henricsson, and Ann-Margret Rydell. "ADHD symptoms and peer relations of children in a community sample: Examining associated problems, self-perceptions, and gender differences." International Journal of Behavioral Development 29, no. 5 (September 2005): 388–98. http://dx.doi.org/10.1177/01650250500172756.

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This study examined children's peer relations in relation to gender, symptoms of attention-deficit/ hyperactivity disorder (ADHD), associated behaviour problems, prosociality, and self-perceptions, in a community sample. Six hundred and thirty-five 12-year-old children (314 girls) provided peer nominations and rated feelings of loneliness and self-perceptions regarding global self-worth and behavioural conduct. We obtained teacher ratings of ADHD symptoms, conduct and internalising problems, and prosociality. ADHD symptoms, conduct problems, internalising problems, and low levels of prosociality were all related to higher levels of peer dislike. Despite ADHD symptoms being related to more peer dislike, children with high levels of ADHD symptoms did not report more feelings of loneliness. The self-perceptions of children with high levels of ADHD were not related to peer dislike. Although high levels of ADHD symptoms were not related to peer dislike in girls, peers tolerated higher levels of ADHD symptoms among boys than among girls, providing support for the “gender appropriateness hypothesis” regarding the impact and influence of ADHD symptomatology upon the peer relations of children within a community sample.
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Roberts, Clare, and Stephen Zubrick. "Factors Influencing the Social Status of Children with Mild Academic Disabilities in Regular Classrooms." Exceptional Children 59, no. 3 (December 1992): 192–202. http://dx.doi.org/10.1177/001440299305900303.

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This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.
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Maag, John W., Stanley F. Vasa, Jack J. Kramer, and Gregory K. Torrey. "Teachers' Perceptions of Factors Contributing to Children's Social Status." Psychological Reports 69, no. 3 (December 1991): 831–36. http://dx.doi.org/10.2466/pr0.1991.69.3.831.

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Factors related to children's friendships have been empirically related to social development and social status. Identifying specific factors related to peer status is important for teachers and counselors in recognizing children at risk for behavior and emotional problems. 370 teachers' global opinions about the importance of factors associated with peer status were assessed through a statewide survey. Analysis indicated that social skills, physical attractiveness, and outgoingness were the most frequently cited factors contributing to students' social status. Implications for research and practice are discussed.
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Tracey, Danielle K., and Gaye Gleeson. "Sense of coherence, loneliness and interpersonal concerns in adolescents with AD/HD: a comparison of adolescents' and mothers' perceptions." Journal of Psychologists and Counsellors in Schools 8 (November 1998): 49–58. http://dx.doi.org/10.1017/s1037291100003745.

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The perceptions of adolescents with AD/HD regarding their level of i) coping “strength”, ii) peer related loneliness, iii) peer rejection, and iv) interpersonal concerns were compared with their mothers' perceptions. Twenty-two adolescents diagnosed with ADD, nineteen adolescents diagnosed with ADHD, and their mothers, were interviewed. Adolescents with ADD reported significantly less peer related loneliness and significantly more coping “strength” than their mothers believed them to have. Adolescents with ADHD reported significantly less concern about being rejected and humiliated, significantly less peer related loneliness, and significantly more coping “strength” than did their mothers. These findings demonstrate the importance of seeking both the adolescents and the mothers views of the adolescent's social-emotional development. Knowledge of the different perspectives can be useful in designing counselling and guidance interventions.
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Brantlinger, Ellen. "Low-income adolescents' perceptions of social class related peer affiliations in school." Interchange 22, no. 3 (September 1991): 9–27. http://dx.doi.org/10.1007/bf01807533.

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Claypoole, Victoria L., Alexis R. Neigel, and James L. Szalma. "Perceptions of Supervisors and Performance: A Thematic Analysis." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 1740–44. http://dx.doi.org/10.1177/1541931213601916.

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Observation is a common occurrence within the workplace, and can often manifest as either peer-to-peer monitoring or supervisor-to-peer monitoring. To date, there is a limited body of research that describes changes in performance due to either a positive or negative relationship between supervisors and employees. The present study reports qualitative data on supervisor-to-employee relationships and how the quality of the relationship can alter human performance. The results indicated that relationship with a supervisor was related to perceived performance under direct observation. Women were more likely to report a positive relationship with their supervisor, yet also indicated a negative emotion toward being monitored. These results are important in understanding how supervisor presence influences individual performance when completing job-specific tasks. The implications for future research are discussed.
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Dissertations / Theses on the topic "Peer-related perceptions"

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Hunter, Tracey A., and n/a. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions." Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060309.114836.

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A model of social behaviours, peer rejection, social cognitions and psychosocial outcomes in children aged 9 to 12 was investigated. Two studies, including one pilot study (Study 1) and a longitudinal study with two waves and a 6-month lag between assessments (Study 2A and Study 2B), were conducted to examine the cross-sectional and longitudinal relationships pertaining to the antecedents and consequences of peer rejection as children approach adolescence. In Study 1, perceptions of relationships, peer-related attributions, and depressive symptoms were examined as consequences of peer rejection among 208 Grade 5 and 6 children aged 9 to 11 from one primary school. The findings from this study indicated that social cognitions play a partial mediating role linking peer rejection to depressive symptoms. The interaction between peer rejection and social cognitions did not contribute to the prediction of depressive symptoms, therefore a diathesis-stress model of depression was not supported. Study 2A and 2B were cross-sectional and longitudinal examinations of Study 1. A model of social behaviours, peer rejection, social cognitions and children's functioning was proposed and tested. In these studies, perceptions of relationships and perceived social acceptance were indicators of social cognitions. Participants were 334 Grade 5 to 7 children mostly aged 9 to 12, with 308 participants completing both assessments of the longitudinal study. Results of Study 2A provided further support for the mediating role of social cognitions between peer rejection and depressive symptoms. Positive associations between peer rejection, relational aggression and withdrawal, and a negative association between peer rejection and prosocial behaviour were also found. Significant associations of externalising behaviour with physical aggression and peer rejection were also found, suggesting separate pathways to depression and externalising behaviour via children's behaviours and peer rejection. In the longitudinal study, earlier relational aggression and withdrawal were associated with later peer rejection. No support for a longitudinal mediation effect for social cognitions in the peer rejection-depression relationship was observed, although a bidirectional association between social cognitions and depressive symptoms over time was found. Gender differences and moderation were also tested, but few effects were found. It was concluded that children's cognitions regarding peer relationships and perceived social acceptance are important factors in understanding the pathways from peer difficulties to depression during late childhood. Furthermore, evidence was found for specific pathways linking children's social behaviours to depression and externalising behaviour. Implications for theory, research and practice are discussed, including the importance of considering the child's perceptions of their peer functioning as well as actual peer status, and the need for future research to examine social cognitive factors relevant to aggression as well as withdrawal. Possible directions for targeted interventions are also described.
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Hunter, Tracey A. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366979.

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A model of social behaviours, peer rejection, social cognitions and psychosocial outcomes in children aged 9 to 12 was investigated. Two studies, including one pilot study (Study 1) and a longitudinal study with two waves and a 6-month lag between assessments (Study 2A and Study 2B), were conducted to examine the cross-sectional and longitudinal relationships pertaining to the antecedents and consequences of peer rejection as children approach adolescence. In Study 1, perceptions of relationships, peer-related attributions, and depressive symptoms were examined as consequences of peer rejection among 208 Grade 5 and 6 children aged 9 to 11 from one primary school. The findings from this study indicated that social cognitions play a partial mediating role linking peer rejection to depressive symptoms. The interaction between peer rejection and social cognitions did not contribute to the prediction of depressive symptoms, therefore a diathesis-stress model of depression was not supported. Study 2A and 2B were cross-sectional and longitudinal examinations of Study 1. A model of social behaviours, peer rejection, social cognitions and children's functioning was proposed and tested. In these studies, perceptions of relationships and perceived social acceptance were indicators of social cognitions. Participants were 334 Grade 5 to 7 children mostly aged 9 to 12, with 308 participants completing both assessments of the longitudinal study. Results of Study 2A provided further support for the mediating role of social cognitions between peer rejection and depressive symptoms. Positive associations between peer rejection, relational aggression and withdrawal, and a negative association between peer rejection and prosocial behaviour were also found. Significant associations of externalising behaviour with physical aggression and peer rejection were also found, suggesting separate pathways to depression and externalising behaviour via children's behaviours and peer rejection. In the longitudinal study, earlier relational aggression and withdrawal were associated with later peer rejection. No support for a longitudinal mediation effect for social cognitions in the peer rejection-depression relationship was observed, although a bidirectional association between social cognitions and depressive symptoms over time was found. Gender differences and moderation were also tested, but few effects were found. It was concluded that children's cognitions regarding peer relationships and perceived social acceptance are important factors in understanding the pathways from peer difficulties to depression during late childhood. Furthermore, evidence was found for specific pathways linking children's social behaviours to depression and externalising behaviour. Implications for theory, research and practice are discussed, including the importance of considering the child's perceptions of their peer functioning as well as actual peer status, and the need for future research to examine social cognitive factors relevant to aggression as well as withdrawal. Possible directions for targeted interventions are also described.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Adelore, Temilade Adediwura. "Determining fixation stability of amd patients using predictive eye estimation regression." Thesis, Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/26495.

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Patients with macular degeneration (MD) often fixate with a preferred retinal locus (PRL). Eye movements made while fixating with the PRL (in MD patients) has been observed to be maladaptive compared to those made while fixating with the fovea (normal sighted individuals). For example, in MD patients, PRL eye movements negatively affect fixation stability and re-fixation precision; consequently creating difficulty in reading and limits to their execution of other everyday activities. Abnormal eye movements from the PRL affect research on the physiological adaptations to MD. Specifically, previous research on cortical reorganization using functional magnetic resonance imaging (fMRI), indicates a critical need to accurately determine a MD patient's point of gaze in order to better infer existence of cortical reorganization. Unfortunately, standard MR compatible hardware eye-tracking systems do not work well with these patients. Their reduction in fixation stability often overwhelms the tracking algorithms used by these systems. This research investigates the use of an existing magnetic resonance imaging (MRI) based technique called Predictive Eye Estimation Regression (PEER) to determine the point of gaze of MD patients and thus control for fixation instability. PEER makes use of the fluctuations in the MR signal caused by eye movements to identify position of gaze. Engineering adaptations such as temporal resolution and brain coverage were applied to tailor PEER to MD patients. Also participants were evaluated on different fixation protocols and the results compared to that of the micro-perimeter MP-1 to test the efficacy of PEER. The fixation stability results obtained from PEER were similar to that obtained from the eye tracking results of the micro-perimeter MP-1. However, PEER's point of gaze estimations was different from the MP-1's in the fixation tests. The difference in this result cannot be concluded to be specific to PEER. In order to resolve this issue, advancements to PEER by the inclusion of an eye tracker in the scanner to run concurrently with PEER could provide more evidence of PEER's reliability. In addition, increasing the diversity of AMD patients in terms of the different scotoma types will help provide a better estimate of PEER flexibility and robustness.
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Books on the topic "Peer-related perceptions"

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Barbara, Davis. Peer support: Designing interpersonal skills training plan. [Edmonton]: Alberta Alcohol and Drug Abuse Commission, 1989.

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Book chapters on the topic "Peer-related perceptions"

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Kutnjak Ivković, Sanja, Jon Maskály, Ahmet Kule, and Maria Maki Haberfeld. "The Code of Silence and the Theory of Police Integrity." In SpringerBriefs in Criminology, 17–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96844-1_2.

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AbstractThis chapter nests the code of silence within the discussion of police integrity. It starts by presenting an overview of the tenets of police integrity theory and the methodology developed by Klockars CB, Kutnjak Ivković S, Haberfeld MR (2004a) The contours of police integrity. In Klockars CB, Kutnjak Ivković S, Haberfeld M R (eds). The contours of police integrity. Sage, Thousand Oaks, p 1–18.; Klockars CB, Kutnjak Ivković S, Haberfeld MR (2004b) Police integrity in the United States of America. In Klockars CB, Kutnjak Ivković S, Haberfeld M R (eds). The contours of police integrity. Sage, Thousand Oaks, p 265–282. Based on the data from one mid-sized police department in the United States, the chapter examines the extent of the code of silence across 12 different scenarios depicting lapses in police integrity, including police corruption, use of excessive force, organizational deviance, and interpersonal deviance. Our findings show that the strength of the code of silence varies across scenarios and that it is negatively related to how serious misconduct is evaluated to be. The multivariate models indicate that the perceptions of organizational peer culture are the strongest factor affecting the respondents’ own willingness to report. In addition, other factors based on the police integrity theory—seriousness of police misconduct, assessment that the behavior violates official rules, and severity of expected discipline—are all related to the respondents’ expressed unwillingness to adhere to the code of silence.
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Ono, Masumi. "Approach to Writing from Readers’ Perspectives: Incorporating Self-Evaluation, Peer Feedback, and Self-Reflection into Academic Writing." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.100308.

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In teaching academic writing, it is important that teachers encourage students to consider the expectations of readers, which vary depending on the genre and context of writing. Peer feedback, a collaborative learning method, provides students with opportunities to read peers’ writing and give and receive feedback. This study investigated the perceptions of first-year university students’ writing and revising academic essays through self-evaluation, peer feedback, and self-reflection. A total of 122 students wrote and evaluated the first drafts of their essays, read their peers’ essays to evaluate good and problematic areas, revised the drafts, and reflected on the peer feedback. The results indicated that self-evaluation enhanced students’ attention to readers’ expectations and that peer feedback was considered useful by the majority of them. While their essay scores and views on peer feedback did not correlate, the high-graded essay group appreciated peers’ comments on the essay organization. In contrast, the medium-graded group valued comments on the content, whereas the low-graded group viewed citation-related comments as useful. The results suggest that clear, specific, and critical feedback comments were received positively. Self-evaluation and peer feedback enhance students’ collaborative learning, analytical skills, and awareness of readers and their own writing.
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Tran, Yune. "Enhancing Preservice Teachers' Confidence and Efficacy in Computer Science." In Advances in Educational Technologies and Instructional Design, 145–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch009.

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The growing demand for digital literacy, computer science (CS), and computational thinking (CT) has taken traction in U.S. schools. The emphasis on teaching these skills in the classroom demands teachers who are prepared to teach such content and skills. However, there has been limited research on preservice teacher self-efficacy for teaching CS to elementary-aged students even though a body of research related to teacher efficacy has supported positive changes in student learning. The purpose of the mixed-method research was to examine over 30 preservice teachers' self-efficacy in teaching CS lessons to elementary-aged students. Findings included improved efficacy, confidence, and positive perceptions about teaching CS from pre-to post-test surveys, focus-group interviews, and written reflections. Three prominent topics emerged from qualitative data and consisted of: (1) lack of familiarity of concepts caused nervousness; (2) peer and content support to ease implementation; (3) developing enthusiasm of the content through multiple exposures.
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Özyazıcı, Kadriye. "Bullying Towards Body Image During Adolescence." In Advances in Social Networking and Online Communities, 68–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5426-8.ch005.

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In this chapter, children who are bullied about body image during adolescence are discussed. Adolescent bullying, body image and body dissatisfaction, appearance-related bullying among peers, body image bullying as a mediator of sociocultural effects, body image bullying as a mediator of media effects, results of peer bullying related to body image in adolescents, and solutions and suggestions are presented. Having difficulty in adapting to the physical changes that come with development, the adolescent also faces bullying caused by environmental stress factors and needs to regulate their relations with their peers. During this difficult period of development, it becomes more important to understand the stressors that result from closely changing the adolescent in the way of supporting them socially. Bullying and negative perception of body image is becoming more common. It poses a major threat to the well-being and health of adolescents worldwide. Therefore, this chapter aims to explain body image bullying towards adolescents.
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Susanti, Ari, Hero Marhaento, Slamet Riyanto, Dwiko Budi Permadi, Budiadi, Muhammad Ali Imron, Fiqri Ardiansyah, et al. "Oil Palm Agroforestry as an Alternative towards Inclusive Oil Palm Production." In Elaeis guineensis [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98205.

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Oil palm has been widely adopted and cultivated as monoculture plantations in Indonesia. Research suggests that these monoculture practices have led to adverse impacts both on natural and human systems and smallholder farmers have been severely impacted by these unsustainable practices. This chapter aims to analyze how oil palm agroforestry (OPAF) has been adopted by smallholder farmers in the Jambi and Central Kalimantan provinces of Indonesia as part of the social forestry (SF) program to solve the tenure-related conflict in the designated forest areas which are disturbed by monoculture oil palm plantations managed by smallholder farmers. This chapter shows that although oil palm is widely adopted as monoculture plantations for the sake of high yielding, smallholder farmers tend to adopt OPAF to maintain the stability of household incomes amidst the uncertainty of oil palm price in the global market and secure their tenurial access to the designated forest lands. Their perception of OPAF is influenced by their knowledge and determines their decision in adopting OPAF. However, peer pressure and external supports also play important roles in accelerating the adoption of OPAF. More efforts on evidence and knowledge production, communication with stakeholders, and expert backstopping are needed to accelerate the adoption of OPAF.
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"Among these, knowledge of institutional policy was the best predictor of cheating rates, followed by mastery motivation and attitudes about cheating. This finding is important because it reminds college administrators that having an honor system, rules about cheating, or both, and effectively administering that system to students, are not one and the same. Participants in this study who cheated reported signifi-cantly less understanding of institutional policy regarding cheating than did noncheating participants. In addition, this study advances our understanding of the role of motivation in cheating behavior. In particular, mastery and extrinsic motivation do not appear to be uniform across all courses, and this variability is related to cheating. Participants who cheated had lower mastery motivation and higher extrinsic motivation in the courses in which they cheated than in courses in which they did not cheat. Cheaters, in courses in which they cheated, also differed on these two motivation variables from noncheaters. Mastery motivation was lower for cheaters, and extrinsic motiva-tion higher, as compared to noncheaters. However, in courses in which cheaters did not cheat, cheater and noncheater scores were not reliably different. Thus, cheaters reported increases in extrinsic motivation and simultaneous decreases in mastery motivation, but only in courses in which they cheated. Anderman etal. (1998) found a similar relation between mastery and what they called performance goals with middle school students. This study confirms that motivation is an important factor in the cheating behavior of college students as well. Finally, as expected, cheating behavior was related to perceptions of the behav-ior of peers and to attitudes about cheating. Both factors were significant predic-tors of cheating rates. Cheaters believed that more students engaged in cheating behaviors than did noncheaters. Cheaters also justified cheating behavior to a greater extent than did noncheaters. In addition, the more the participants cheated, the higher their estimate of cheating on campus. These findings replicate previous research on the importance of student attitudes and peer norms for understanding, and perhaps influencing, cheating behavior (see Whitley, 1998, for a review). Of course, these results do not indicate causality. Once students begin to cheat, their motivation levels and their perceptions and experiences of others may change. Alternatively, perhaps low mastery motivation in a course increases a stu-dent's risk for cheating in that course and increases the cheater's tendency to cheat repeatedly. A student who is uninterested in a course may look for ways to com-plete the course with the least effort. In addition, high extrinsic motivation may also increase student vulnerability to temptations to cheat. If a student's purposes for taking a course have little to do with the course and more to do with extrinsic goals, such as grades or career opportunities, cheating may serve those goals. In ei-ther case, motivations appear to be course specific. With respect to perceived norms, cheaters may estimate higher rates of cheating by others, as compared to noncheaters, as a way of preserving their self-image (e.g., false consensus effect; Ross, Green, & House, 1977). They also may be more." In Academic Dishonesty, 28–34. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-4.

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Conference papers on the topic "Peer-related perceptions"

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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.
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Vidaurre, Ana, José M. Messeguer-Dueñas, Jaime Riera, José Molina Mateo, José Antonio Gómez-Tejedor, M. Amparo Gámiz-González, and Isabel Tort Ausina. "Is the Lessons tool useful to support students learning?" In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8830.

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Nowadays, Information and Communication Technologies play an important role in the teaching-learning process. Universities have incorporated different platforms specifically designed to educational institutions; among others Moodle and Sakai are being used in Spanish Universities. In particular, the Universitat Politècnica de València has adopted the PoliformaT platform, adapted from Sakai. It consists on different tools that facilitate the teaching and learning processes and the teacher–student communication. It enables teachers to improve their instructional design and it is of key importance in blended learning and flipped classroom approach. Lessons is a specific tool available in PoliformaT, which enables the organization of the different educational resources. It combines lecture slides, video lectures (from the teacher or from others sources), exams (quizzes, self-/peer-assessment), tasks and so on. The extensive use of the online platform in the daily learning of the subject, by several teachers and different student groups, needs to pay special attention to the resources organization. In contrary case, the subject platform can become a mess, losing its usefulness. In this paper, the utilization of Lessons by students in two first course subjects at the Universitat Politècnica de València is studied. The teachers of physics of the Aerospace Engineering Degree and electricity of Electronic and Automatic Engineering Degree have designed the course activities by means of the Lessons tool. There are important research questions related to the Lessons tool: how often, when, and how students access to the different contents?, do they think it is useful? At a second level, one can be asked if student perceptions are related to learning outcomes. We will use students' learning tracks, student’s survey and scores to answer these questions.
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Santiago, Igor, Victor Elias, Ivna Nóbrega, Gabriela Martins, José Artur D’Almeida, and Norberto Frota. "COEXISTENCE OF MULTIPLE SCLEROSIS AND ALZHEIMER DISEASE: WHAT WE KNOW SO FAR?" In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda107.

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Background: Multiple sclerosis (MS) and Alzheimer disease (AD) are neurodegenerative diseases with distinct pathophysiology but similar burdens. Early cognitive impairment in MS is unusual but, due to disease modifying therapies (DMT) advancements and bigger life expectancy, its coexistence with AD has become more common. Objective: To report a coexistence case of MS and AD. Methods: Retrospective case report and literature review. Results: 58-year-old patient presented with work issues, behavioral changes, gait disturbance and unbalance. It was disclosed an impairment of attention span, multitasking, executive dysfunction, and loss of memory for recent events. A PET/CT showed hypometabolism in frontal lobes and CSF analysis disclosed oligoclonal bands and increased TAU protein levels. The patient was initially treated with donepezil, with poor response. A later brain MRI showed typical demyelinating MS lesions. The patient was treated with Natalizumab due to high lesion load and functional impairment. Conclusion: As MS patients live longer, it’s important to recognize age-related comorbidities such as AD. In our patient a poor relapse perception contributed for a late MS diagnosis. The evaluation with PET/CT and increased TAU levels in CSF highly suggests a coexistence with AD. There are no peer-reviewed studies regarding coexisting MS and AD. Further research is necessary to better understand the clinical, demographic, and neuropathological features of the coexistence of both diseases.
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Reports on the topic "Peer-related perceptions"

1

Tulloch, Olivia, Tamara Roldan de Jong, and Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Africa: Social and Behavioural Science Data, March 2020-March 2021. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/sshap.2021.030.

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Safe and effective vaccines against COVID-19 are seen as a critical path to ending the pandemic. This synthesis brings together data related to public perceptions about COVID-19 vaccines collected between March 2020 and March 2021 in 22 countries in Africa. It provides an overview of the data (primarily from cross-sectional perception surveys), identifies knowledge and research gaps and presents some limitations of translating the available evidence to inform local operational decisions. The synthesis is intended for those designing and delivering vaccination programmes and COVID-19 risk communication and community engagement (RCCE). 5 large-scale surveys are included with over 12 million respondents in 22 central, eastern, western and southern African countries (note: one major study accounts for more than 10 million participants); data from 14 peer-reviewed questionnaire surveys in 8 countries with n=9,600 participants and 15 social media monitoring, qualitative and community feedback studies. Sample sizes are provided in the first reference for each study and in Table 13 at the end of this document. The data largely predates vaccination campaigns that generally started in the first quarter of 2021. Perceptions will change and further syntheses, that represent the whole continent including North Africa, are planned. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on COVID-19 vaccines. It was developed for SSHAP by Anthrologica. It was written by Kevin Bardosh (University of Washington), Tamara Roldan de Jong and Olivia Tulloch (Anthrologica), it was reviewed by colleagues from PERC, LSHTM, IRD, and UNICEF (see acknowledgments) and received coordination support from the RCCE Collective Service. It is the responsibility of SSHAP.
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2

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

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