Dissertations / Theses: 'Peers'

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Kolic, Victoria, and Therese Nyhlén. "The role of peers’ background, peers’ school adjustment and peer delinquency in predicting immigrant youths’ school adjustment." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65597.

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Ellis, Louise A. 1975, University of Western Sydney, of Arts Education and Social Sciences College, and Self-Concept Enhancement and Learning Facilitation Research Centre. "Peers helping peers : the effectiveness of a peer suport program in enhancing self-concept and other desirable outcomes." THESIS_CAESS_SELF_Ellis_L.xml, 2004. http://handle.uws.edu.au:8081/1959.7/574.

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Research suggests that the transition to adolescence and secondary school can be challenging and potentially disruptive to adolescent functioning. Large-scale studies on the effectiveness of peer support programs are currently lacking and those that have been conducted are compromised by methodological problems. The primary purpose of this research was to 1/ identify psychometrically sound measurement instruments for use with secondary school students; 2/ test the impact of the peer support program on espoused program outcomes and other aspects of students' psychological well-being and adjustment to the secondary schooling context; 3/ extend previous research by examining the effects of serving as a peer support leader on leadership ability and other psychological constructs; and 4/ identify students' perceptions of the impact, strengths and weaknesses of the program in order to further strengthen peer support intervention design. The findings have important implications for the provision of programs and techniques employed to address students' problems following the transition to adolescence and secondary school. In particular, they suggest that peer support programs have the potential to make a significant contribution to schools' efforts to orchestrate positive outcomes, not only for early adolescents, but also for older students who implement the program
Doctor of Philosophy (PhD)

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Ellis, Louise A. "Peers helping peers : the effectiveness of a peer suport program in enhancing self-concept and other desirable outcomes." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/574.

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Research suggests that the transition to adolescence and secondary school can be challenging and potentially disruptive to adolescent functioning. Large-scale studies on the effectiveness of peer support programs are currently lacking and those that have been conducted are compromised by methodological problems. The primary purpose of this research was to 1/ identify psychometrically sound measurement instruments for use with secondary school students; 2/ test the impact of the peer support program on espoused program outcomes and other aspects of students' psychological well-being and adjustment to the secondary schooling context; 3/ extend previous research by examining the effects of serving as a peer support leader on leadership ability and other psychological constructs; and 4/ identify students' perceptions of the impact, strengths and weaknesses of the program in order to further strengthen peer support intervention design. The findings have important implications for the provision of programs and techniques employed to address students' problems following the transition to adolescence and secondary school. In particular, they suggest that peer support programs have the potential to make a significant contribution to schools' efforts to orchestrate positive outcomes, not only for early adolescents, but also for older students who implement the program

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Ellis, Louise A. "Peers helping peers : the effectiveness of a peer suport program in enhancing self-concept and other desirable outcomes /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060517.154747/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2004.
"A thesis submitted to the School of Psychology, University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy, December, 2004." Includes bibliographical references and appendices.

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Papafratzeskakou, Eirini. "Peer Victimization and Depression: Role of Peers and Parent-Child Relationship." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32452.

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The purpose of the current study was to investigate the relationships between physical and emotional peer victimization, parental and peer support and depressive symptoms. The moderating role of parental and peer support and gender differences in such moderation were the focus of the study in examining the association between peer victimization forms and depressive symptoms. Two hundred and sixty one youths (ages 10-14) completed self report measures of parental and peer support and depressive symptoms and were interviewed about their victimization experiences. Physical victimization rates were higher for boys whereas girls reported higher emotional victimization experiences and higher peer support than boys did. Correlations indicated that the experience of physical and emotional victimization by peer is linked to depressive symptoms. For boys, but not for girls, a significant moderation effect indicated that physical victimization was significantly related to depressive symptoms among youths with low peer support whereas physical victimization was not related to depressive symptoms among youths with high peer support. There were significant main effects of parental and peer support for both genders suggesting the importance of such support against depressive symptoms. The studyâ s findings contribute to the literature regarding peer victimizationâ s effects on mental health by illustrating the beneficial effect of parent and peer support during adolescence.
Master of Science

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Nilsson, David. "Populär : Elever om begreppet popularitet." Thesis, University of Kalmar, School of Human Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-402.

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The purpose of this essay has been to make clear how adolescents understand the phenomenon of being popular among peers. Two questions were tried to be answered: What does it mean to be popular? How does one become popular? Ten adolescents from ages 13 to 18 were interviewed, and this makes the basis of this essay.

Seven categories show the result. Social skills were found to be the most important characteristic. A popular adolescent were said to be outgoing, nice, pleasant, have a good sense of humor and also have a well developed feeling for how to behave in different social situations. The appearance did not matter, according to the interviewees. But the popular adolescents did dress in a way that corresponded to the majority of the peers. The body was not important at all. Most of adolescents were assumed to be neither more popular, nor less popular but instead right between these two conceptions – they were average popular. Popular adolescents had nothing in common, when it came to background. Achievements in school did not lead to popularity, but it was important to be well-informed about society, when to chat with peers. Generally, what leisure-time activities adolescents attended were said to have no affect on popularity. Finally, the interviewees thought almost everyone were aware of how popular he or she was, although they supposed that some adolescents could be more popular among peers, without being aware of it.

All together, this could roughly be said to be the way for adolescents to become popular among peers, according to this essay: develop your social skills, keep an eye on how your peers dress and follow their fashion and, finally, be well-informed about society. You do not have to do well in school, but show that you are in control of school and marks.

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Pinheiro, Marcos Cesar Madruga Alves. "Uma arquitetura P2P baseada na hierarquia do endere?amento IP com roteamento unificado." Universidade Federal do Rio Grande do Norte, 2006. http://repositorio.ufrn.br:8080/jspui/handle/123456789/15177.

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Made available in DSpace on 2014-12-17T14:55:03Z (GMT). No. of bitstreams: 1 MarcosCMAP.pdf: 634837 bytes, checksum: 4a0393d7f7dbe297fda66b1ed1859c99 (MD5) Previous issue date: 2006-02-20
There are some approaches that take advantage of unused computational resources in the Internet nodes - users? machines. In the last years , the peer-to-peer networks (P2P) have gaining a momentum mainly due to its support for scalability and fault tolerance. However, current P2P architectures present some problems such as nodes overhead due to messages routing, a great amount of nodes reconfigurations when the network topology changes, routing traffic inside a specific network even when the traffic is not directed to a machine of this network, and the lack of a proximity relationship among the P2P nodes and the proximity of these nodes in the IP network. Although some architectures use the information about the nodes distance in the IP network, they use methods that require dynamic information. In this work we propose a P2P architecture to fix the problems afore mentioned. It is composed of three parts. The first part consists of a basic P2P architecture, called SGrid, which maintains a relationship of nodes in the P2P network with their position in the IP network. Its assigns adjacent key regions to nodes of a same organization. The second part is a protocol called NATal (Routing and NAT application layer) that extends the basic architecture in order to remove from the nodes the responsibility of routing messages. The third part consists of a special kind of node, called LSP (Lightware Super-Peer), which is responsible for maintaining the P2P routing table. In addition, this work also presents a simulator that validates the architecture and a module of the Natal protocol to be used in Linux routers
Entre as diversas abordagens para se aproveitar os recursos computacionais ociosos existentes nas folhas da Internet, ou seja, nas m?quinas dos usu?rios, as redes peer-to-peer (P2P) v?m ganhando destaque especial nos ?ltimos anos devido principalmente ? sua escalabilidade, desempenho e toler?ncia ? falhas. As arquiteturas P2P atuais, entretanto, ainda apresentam alguns problemas como a sobrecarga nos n?s devido ? realiza??o do roteamento de mensagens, o n?mero elevado de n?s reconfigurados devido ? mudan?as de topologia da rede, a exist?ncia de tr?fego de roteamento dentro das redes das organiza??es que n?o ? destinado a nenhuma de suas m?quinas e ? aus?ncia de rela??o entre a proximidade dos n?s na rede P2P e a proximidade desses n?s na rede IP. Embora algumas arquiteturas considerem essas dist?ncias na rede IP, o fazem atrav?s de m?todos que requerem a troca de informa??es constantemente. Nesse trabalho n?s propomos uma arquitetura P2P para resolver os problemas citados. Essa arquitetura ? composta por tr?s partes. A primeira parte consiste em uma arquitetura P2P b?sica, chamada SGrid, que mant?m a rela??o dos n?s na rede P2P com suas posi??es na rede IP e atribui regi?es de chaves adjacentes para n?s de uma mesma organiza??o. A segunda parte consiste em um protocolo chamado NATal (Routing and NAT application layer) que estende a arquitetura b?sica para retirar dos n?s a fun??o de roteamento de mensagens. A terceira parte consiste de um tipo especial de n?, chamado LSP (Lightware Super-Peer), que ? o respons?vel pela manuten??o das tabelas de roteamento P2P. Al?m da descri??o da arquitetura proposta e da especifica??o dos protocolos SGrid e NATal, esse trabalho apresenta o simulador desenvolvido para validar a arquitetura e um m?dulo para ser utilizado em roteadores Linux que implementa o protocolo Natal

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Raciti, Gina R. "The Power of Peers| Do Deviant Peers Facilitate or Suppress Genetic Contributions to Externalizing Behavior." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10146842.

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Abstract of Dissertation The Power of Peers: Do Deviant Peers Facilitate or Suppress Genetic Contributions to Externalizing Behavior During adolescence, children’s social norms are increasingly established and enforced by peers. Affiliation with deviant peers at this time is an established risk factor for externalizing behavior, presumably because peers model, encourage, and permit antisocial behavior. What is unclear however is the degree to which deviant peers facilitate the expression of genetically influenced predispositions to externalizing behavior (contextual triggering), or whether peers socialize behavior and suppress genetic predispositions (social control). To examine these questions, a biometric moderation model was employed to examine the degree to which peer deviance moderates genetic and environmental contributions to externalizing behaviors during adolescence.

Analyses used archived data from the Nonshared Environment and Adolescent Development (NEAD) project. NEAD included a national sample of 708 same sex sibling pairs from never-divorced families and stepfamilies from the USA: monozygotic twin (N=93), dizygotic twin (N=99), and full sibling (N=95) pairs from never-divorced families, and full sibling (N=182), half sibling (N=109), and unrelated sibling (N=130) pairs from stepfamilies. The mean ages of Sibling 1 and Sibling 2 were 14.52 and 12.91, respectively. Mothers and fathers reported on their own perceptions of their adolescents’ involvement with deviant and prosocial peers (Perceptions of Child’s Peers) and on their adolescents’ engagement in externalizing behavior (Zill Behavior Inventory).

Analyses indicated that peer deviance moderates genetic and nonshared environmental contributions to adolescent externalizing behaviors. Specifically, at higher levels of peer deviance, genetic contributions to externalizing behavior were stronger, while nonshared environmental contributions were weaker. Shared environmental contributions were significant, but not moderated by peer deviance. These findings are consistent with a contextual triggering model of gene-environment interaction: within the context of deviant peers, the heritability of externalizing behaviors was higher, while nonshared environmental contributions were lower. Therefore, deviant peers appear to enhance the expression of genetic predispositions to externalizing behaviors rather than exert social control. These findings provide insight into the process through which deviant peers affect the development of externalizing behavior.

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Vu, Lan Thi. "A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1394.

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

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Mphunga, Andile Elvis. "Peer educators' utilisation of information on recognition and referral to refer their peers appropriately /." Link to the online version, 2007. http://hdl.handle.net/10019/747.

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Ingram, G. P. D. "Young children's reporting of peers' behaviour." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517234.

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McNicholas, Caroline Ivy. "Adolescents’ Perceptions of Helmet-Wearing Peers." University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1292035163.

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Breitbeil, John William. "Mediating the Influence of Deviant Peers." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539626194.

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Campbell, Michael. "THE IMPACT OF SERVICE DELIVERY MODELS ON NON-DISABLED PEERS INTENT TO INCLUDE THEIR PEERS WITH DISABILITIES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3761.

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In much the same way as the racial integration movement, advocates for students with disabilities (SWD) have cultivated an active and vocal lobby seeking to establish and then implement legal mandates to integrate classrooms in the hope that social acceptance would follow. Through federal mandates such as the Individuals with Disabilities Education Act (IDEA), conceptually initiated in 1975 and revised in 2004 as the Individuals with Disabilities Education Improvement Act (IDEIA) along with Section 504 of the Rehabilitation Act of 1973, these students have a voice to cry out for access to the experiences of work, conversation and play with their peers. This study explores the impact that classroom efforts to offer "inclusion" have on their nondisabled peers' intent to include their fellow SWD in their lives as students. Using survey research methods and guided by the Theory of Planned Behavior (Aizen, 1985), 593 responses were obtained from a convenience sample of 936 third, fourth and fifth grade students educated in 52 classrooms spread across 6 different schools in two counties (Seminole and Orange) in Central Florida. Survey results were also collected from the students' parents and their teachers and used to add a richer depth to the data analysis. The data was compiled and analyzed using mean comparison tests (T test and One & Two way ANOVA tests) and a multinomial logistic regression equation. SPSS 13.0 was used to compute the impact that independent variables (integration and interaction) had on the dependent variable (intent to include). The results suggest that the integration of SWD had a significant impact on nondisabled peers; yet efforts to promote peer interaction seemed to have a mixed result. Additionally, the students' gender (female), the students' prior exposure to SWD and a positive teacher attitude toward people with disabilities also had a significant impact on the response of students' intent to include SWD. The results of this analysis are presented along with a discussion of these findings in relation to public policy initiatives to promote the social inclusion of community members. Limitations and recommendations for future research are also indicated.
Ph.D.
Other
Health and Public Affairs
Public Affairs PhD

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Bauer, Erin L. "Is the influence of unsupervised time with peers on delinquency conditioned by the deviance of one's peers?" College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3548.

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Thesis (M.A.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Dept. of Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Fedeli, Emanuele. "The classroom as a sorting machine: The influence of teachers, friends, and peers on students’ outcomes." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/273813.

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The work emphasizes that the roots of inequality find fertile breeding grounds on the educational systems and focuses on classroom aiming to understand possible sources of inequality among mates because it is an environment where students interact, sharing much time together. In detail, I investigate how hierarchies, networks of friends, and classroom peers influence students’ motivations, aspirations, academic competences, behaviors, and educational choices. In chapter I of this work, I outline a theoretical framework arguing that classroom inequality is a result of varying characteristics of the interacting actors such as their gender, age, ethnic origin, socioeconomic background as well as academic competencies. The classroom sorting of students with specific characteristics broadly depends on formal and informal institutional rules. To shed light on these patterns of educational systems, I rely on three distinct concepts, such as inequality, diversity, and sorting. In chapter II of this work, I test whether teachers’ grading is an inequality-enhancing factor in Italy. Previous contributions suggest that teacher’s grading is biased by preferences and stereotypes. My idea is that teachers’ grading standards might produce a hierarchy among students, even among equally able students. This hierarchy, in turn, could have a pervasive influence on students’ perception of their own competencies, thereby influencing their academic achievement, motivation, and self-stigma. In chapter III, I investigate the extent to which extent smoking and drinking friends lead to emulate the same behavior in a critical age like the adolescence. Unhealthy habits dramatically affect life expectancy, above all, when rooted in the early stage of individual development. In addition, I analyze if non-reciprocal friendship matters more or not as a driver of the behavior emulation because adolescents desire to be accepted. In final chapter IV, I test to what extent the presence of students with a migration background affects several outcomes in classrooms, including students’ attitudes and anti-social behavior. Italy is dealing with a dramatic increase of immigrant students since the late ‘80s, but a series of data suggest that the school is not well equipped for this challenge. Overall, the thesis aims to contribute to important theoretical debates in the sociology and economics of education, such as the role of relative positions in the social environment (chapter II), peer effects in critical developmental stages (chapter III), and the social integration in heterogeneous contexts (chapter IV). However, it aims also to inform policymakers on possible side effects of current widespread educational practices such as grading on a curve (chapter II), the actual role of peers in the spreading of unhealthy behaviors among adolescents (chapter III), and the need of imposing interventions devoted to optimizing classrooms compositions (chapter IV).

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Fedeli, Emanuele. "The classroom as a sorting machine: The influence of teachers, friends, and peers on students’ outcomes." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/273813.

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The work emphasizes that the roots of inequality find fertile breeding grounds on the educational systems and focuses on classroom aiming to understand possible sources of inequality among mates because it is an environment where students interact, sharing much time together. In detail, I investigate how hierarchies, networks of friends, and classroom peers influence students’ motivations, aspirations, academic competences, behaviors, and educational choices. In chapter I of this work, I outline a theoretical framework arguing that classroom inequality is a result of varying characteristics of the interacting actors such as their gender, age, ethnic origin, socioeconomic background as well as academic competencies. The classroom sorting of students with specific characteristics broadly depends on formal and informal institutional rules. To shed light on these patterns of educational systems, I rely on three distinct concepts, such as inequality, diversity, and sorting. In chapter II of this work, I test whether teachers’ grading is an inequality-enhancing factor in Italy. Previous contributions suggest that teacher’s grading is biased by preferences and stereotypes. My idea is that teachers’ grading standards might produce a hierarchy among students, even among equally able students. This hierarchy, in turn, could have a pervasive influence on students’ perception of their own competencies, thereby influencing their academic achievement, motivation, and self-stigma. In chapter III, I investigate the extent to which extent smoking and drinking friends lead to emulate the same behavior in a critical age like the adolescence. Unhealthy habits dramatically affect life expectancy, above all, when rooted in the early stage of individual development. In addition, I analyze if non-reciprocal friendship matters more or not as a driver of the behavior emulation because adolescents desire to be accepted. In final chapter IV, I test to what extent the presence of students with a migration background affects several outcomes in classrooms, including students’ attitudes and anti-social behavior. Italy is dealing with a dramatic increase of immigrant students since the late ‘80s, but a series of data suggest that the school is not well equipped for this challenge. Overall, the thesis aims to contribute to important theoretical debates in the sociology and economics of education, such as the role of relative positions in the social environment (chapter II), peer effects in critical developmental stages (chapter III), and the social integration in heterogeneous contexts (chapter IV). However, it aims also to inform policymakers on possible side effects of current widespread educational practices such as grading on a curve (chapter II), the actual role of peers in the spreading of unhealthy behaviors among adolescents (chapter III), and the need of imposing interventions devoted to optimizing classrooms compositions (chapter IV).

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Kirsch, Dixon Ira. "Adolescent perceptions of their peers who stutter /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1188875211&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 131-136). Also available for download via the World Wide Web; free to University of Oregon users.

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McAdams, Thomas A. "Peers and the development of antisocial behaviour." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543786.

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Confer, Leanne M. "The Multidimensional Roles of Peers on Reoffending." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu161701193990896.

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Mohamed, Rozlina. "Implications of query caching for JXTA peers." Thesis, Aston University, 2014. http://publications.aston.ac.uk/24370/.

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This dissertation studies the caching of queries and how to cache in an efficient way, so that retrieving previously accessed data does not need any intermediary nodes between the data-source peer and the querying peer in super-peer P2P network. A precise algorithm was devised that demonstrated how queries can be deconstructed to provide greater flexibility for reusing their constituent elements. It showed how subsequent queries can make use of more than one previous query and any part of those queries to reconstruct direct data communication with one or more source peers that have supplied data previously. In effect, a new query can search and exploit the entire cached list of queries to construct the list of the data locations it requires that might match any locations previously accessed. The new method increases the likelihood of repeat queries being able to reuse earlier queries and provides a viable way of by-passing shared data indexes in structured networks. It could also increase the efficiency of unstructured networks by reducing traffic and the propensity for network flooding. In addition, performance evaluation for predicting query routing performance by using a UML sequence diagram is introduced. This new method of performance evaluation provides designers with information about when it is most beneficial to use caching and how the peer connections can optimize its exploitation.

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Olson, Lisa A. "Elementary children's attitudes toward peers with disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998olsonl.pdf.

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Verhegge, Kimberly A. "Parents, peers, and developmental trajectories toward crime." [Johnson City, Tenn. : East Tennessee State University], 2000. http://etd-submit.etsu.edu/etd/theses/available/etd-0201101-141628/restricted/VerheggeK.pdf.

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Wallace, Brian T. "Automated system for load-balancing EBGP peers." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0008800.

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Romesburg, Tyla Sue 1966. "An examination of interpersonal influence between peers." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291549.

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Interpersonal influence between peers is marked by the need to (1) maintain a positive image, (2) achieve instrumental or task goals, and (3) maintain interpersonal relations with one's partner. This investigation examined the process of balancing these three objectives or needs, and further examined the consequences associated with failure to balance all objectives. Peers were videotaped during an influence interaction, and their verbal strategies were coded by trained coders along a 5-dimensional scale. Verbal evaluations made by coders were correlated with self-report measures of (1) issue importance, (2) stress, (3) communication satisfaction, and (4) relational message interpretations. Correlation results indicate that while unsupported, there is a trend between stress and self-defense strategies, and between issue importance and other-accusation strategies. Results of hypotheses testing the correlation between communication satisfaction and relational message interpretations, and strategy usage were unsupported. Post-hoc analyses are offered.

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Verhegge, Kimberly A. "Parents, Peers, and Developmental Trajectories toward Crime." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etd/628.

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Across time, the influence of parents and peers appears to change. Early in life, parents have a stronger influence on the development of youth than do their peers. This, however, will change as an individual ages. Using longitudinal data from the Marion County (Oregon) Youth Survey (1964-1979), I examine the influence of parents or delinquent association, drug use and arrest. Analysis generated through latent growth curve modeling show that although parental influence appears to decrease significantly later in life, parental attachment delays the formation of delinquent peer networks, thereby indirectly reducing the total number of arrests. Even so, reductions in parental influence over time were associated with a significantly accelerated rate of acquiring delinquent peers and hence, with an increased frequency of arrest and drug use. The available evidence thus suggests that parental attachment has initial inhibitory effects on the formation of peer networks but only limited long-term developmental effects.

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Biswas, Minoti. "University students' receptivity to peers with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/247.

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This research investigates university students' receptivity to peers with disabilities at two universities in Perth, Western Australia (Edith Cowan University and the University of Notre Dame in Fremantle), and two universities in India (The University of Kolkata (previously Calcutta) and the University of Jadavpur). Data were collected by three methods: (1) a 60 item questionnaire (N=996) based on six aspects supporting receptivity to peers with disabilities-Academic, Interactive, Social, Personal, Professional and Supportive; (2) written open-ended data (N= 201); and (3) four focus groups, two in Perth (N=1O) and two in Kolkata (N=10). The final questionnaire was composed of 30 stem-items each answered in two perspectives: (1) an ideal self-view (What I think I should do) and (2) their self-reported behaviour (what I actually do), making a total of 60 items.

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Wong, Kin-lung, and 黃建隆. "Peers and self: a study of peer influence andthe presentation of self in drug abusing youth." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46505647.

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Fowler, Kristin. "An evaluation of peer mediated social skills training for a child with Asperger's syndrome and peers." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003112.

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Fowler, Kristin. "An Evaluation of Peer Mediated Social Skills Training for a Child with Asperger’s Syndrome and Peers." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/1969.

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A lack of social skills is a major deficit for children with autism spectrum disorders and related disabilities. Peer mediated social skills training is an effective method to increase social skills for these children. The present study evaluated the use of two peer-mediated intervention procedures in promoting social interaction skills of a child with Asperger's syndrome and his three typical peers, in the context of an inclusive elementary classroom. A multiple baseline design across peers was used to evaluate the effectiveness of the interventions. A multiple probe design was used to evaluate the generalization and collateral effects of the intervention on the target child and a non-trained peer. Results indicated that a peer buddy system, when used alone, increased the levels of social initiation and response for the child with Asperger's syndrome as well as the three typical peers. When the buddy system was combined with individual training, the target child's and three peers' social interaction increased further. The target child's social interaction skills were generalized to interactions with a non-trained peer, which resulted in collateral increases in social interaction of the non-trained peer. The peer mediated intervention procedures implemented in this study appeared to be strong in terms of teacher and child acceptability.

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Lo, Pui Leng. "Parental supervision, delinquent peers, and delinquency in Macau." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2580071.

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Pevalin, David James. "Delinquent peers, an empirical test of competing explanations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0008/MQ34908.pdf.

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Feder, Katya Polena. "Handwriting performance in preterm survivors compared to peers." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85068.

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There are increasing numbers of preterm children of very low and extremely low birth weights surviving due to advances in neonatal care. The majority of these children attend mainstream classrooms and perform in the low average range on cognitive measures compared to peers. However, outcome studies document a range of subtle, clinically important impairments in their motor, visual-motor and visual perceptual performance compared to peers. The impact of these impairments on a complex, occupational task such as handwriting performance has never been investigated in the preterm population using an objective measure, except through parent or teacher questionnaires.
The primary objective of this doctoral thesis was to characterize and compare handwriting performance in preterm children (birth weight of ≤1250 grams) attending Grade One, to typically developing peers matched by age, gender and classroom. Standardized outcome measures were used to examine handwriting performance, sensorimotor component skills and psychosocial factors. Preterm survivors demonstrated significantly lower handwriting legibility and slower speed scores compared to matched peers. Visual perception and motor accuracy were identified as predictors of legibility; and in-hand manipulation (translation) and finger identification were associated with handwriting speed in preterm children. However, in typically developing children, legibility was associated with upper extremity steadiness, visual motor control and in-hand manipulation (rotation); and speed was associated with in-hand manipulation (translation) and upper limb speed and dexterity. These findings have important implications for clinical practice in guiding both evaluation approaches and intervention strategies. Clearly, preterm survivors are at high risk for developing handwriting difficulties at school-age. Increasing awareness may help with early identification and intervention with a view towards minimizing the negative effects on self-esteem and academic achievement often documented in children with handwriting difficulty.

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Kwan, Ming-tak Kalwan, and 關明德. "Drugs, peers, gangs, and crime: an interactional model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B43893636.

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Chrysoulakis, Alberto. "Delinquency abstention: the importance of morality and peers." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24175.

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Kriminologisk forskning har sedan länge fokuserat på brottslighet och antisocialt beteende. Däremot har en mindre grupp individer genomgående uppgett att de aldrig ägnat sig åt antisocialt beteende och avstår således från brottslighet. Forskning inom detta område har varit jämförelsevis begränsad, men det har föreslagits att individens avhållande bygger på ett uteslutande från kamratgrupper som ett resultat av dennes oönskade egenskaper (t.ex. stark moraluppfattning). Andra menar istället att det är den starka moralen i sig som avhåller personer från att begå brott, vilket är en hypotes som testas i denna studie. Det görs genom att jämföra personer som uppger att de aldrig har begått brott, med personer som endast gjort det vid enstaka tillfällen. Detta i ljuset av variablerna moral, umgänge med brottsliga kamrater och tid som spenderas med vänner i ostrukturerade miljöer. Vidare undersöks eventuella könsskillnader. Med utgångspunkt i data från det longitudinella projektet Malmö Individual and Neighbourhood Developmental Study (MINDS) har logistiska regressioner använts för att undersöka direkta och medierande effekter. Resultaten visar att hög moral predicerar ett avhållande från brott utan en medierande effekt av brottsliga kamrater. Umgänge med brottsliga kamrater predicerar istället brottslighet hos ungdomarna, medan spenderad tid i ostrukturerade miljöer varken predicerar avhållande eller brottslighet. Könsskillnader som fanns indikerar på starkare moral hos kvinnor och att effekten av densamma hos män är beroende av umgänge. Moral bör därför inte ses som en uteslutande egenskap utan snarare som en viktig brottshämmande faktor.
The scientific focus of criminological research has since long been on criminal and antisocial behaviours. However, a group of individuals reporting that they have never engaged in delinquent behaviour (delinquency abstainers) have consistently been identified and until only recently not rendered much scientific interest. It has by some been proposed that delinquency abstention is a result of individuals being excluded from peer groups due to undesired characteristics (e.g. high sense of moral beliefs), although this notion is contested. Morality has by others instead been perceived as having a direct effect on abstention, which is the hypothesis tested in this study. It does so by comparing delinquency abstainers to low-frequency non-abstainers with regards to moral belief, delinquent peer association, and time spent unsupervised with peers, and furthermore examines the effects across gender. Logistic regressions were run to examine direct and mediating effects using data from the longitudinal project Malmö Individual and Neighbourhood Developmental Study (MINDS). Results indicate that strong moral beliefs have a direct effect on abstention and are not mediated by delinquent peer association. Associating with delinquent peers did in turn predict non-abstention but spending time unsupervised with peers did neither predict abstention nor delinquency. Some gender differences found points towards stronger morality amongst females and that the effect of morality for males depends on peer association. Morality should therefore not be perceived as an undesirable characteristic which excludes individuals from peer groups but rather an important factor in the inhibition of delinquency.

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Kwan, Ming-tak Kalwan. "Drugs, peers, gangs, and crime : an interactional model /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470563.

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Martin, Laurie Louise 1962. "CHILDREN'S COMMUNICATIVE ADJUSTMENT TO RETARDED AND NONHANDICAPPED PEERS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291917.

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This study investigates the question of how the combination of different-age listeners and developmentally delayed individuals affects preadolescents' communication. While being videotaped in a lounge-like setting, two 11-year-old females separately interacted with three different same sex listeners: a younger nonhandicapped child (6 years old); a nonhandicapped peer (11 years old); and a retarded peer (also 11 years old). Measures were taken on the number, duration, and content of their initiated interactions. The results demonstrated that the speaker who addressed the less verbally adept retarded peer made more communicative adjustments than the speaker who talked with the more verbally advanced retarded peer, more than when she talked with the two nonhandicapped listeners. Also, both speakers seemed to talk to the younger child much like they spoke with the normal same-age peer. This finding suggests that the age of the listeners had less influence on the speaker's linguistic behavior than the developmental level of the listener. (Abstract shortened with permission of author.)

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Stubbs, Kelsey R. "The Effects of Gender on Interruption among Peers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/195.

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Studies of mixed-gender conversation have established that the gender of speakers plays a role in talking power, conversational dominance, topic control, and perception of the speaker’s communicative ability. The purpose of this study was to expand upon previous research of interruption by examining its function and frequency in conversation among peers. While previous research in this area has focused on interruption in the workplace or the home, this research examines its place in mixed-gender conversation between university students. Participants in this study were recorded in group conversation and the transcription was later analyzed for general trends of interruption with relation to each gender. From these results, it was concluded that while men and women interrupt each other in different ways, both genders interrupt frequently and exercise control over the floor. We hypothesize that greater awareness of the patterns of interruption and conversational dominance between genders will improve the inclusion of all speakers in discussion and topic development.

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Chung, Sophia Jihey. "Diet and exercise of adolescents and their peers." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5731.

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All over the world, adolescent obesity is a serious health problem. Many researchers have focused on diet and exercise, because those behaviors are modifiable risk factors for obesity. To reduce or prevent the prevalence of adolescent obesity, contributions of diverse contextual factors to adolescents’ diet and exercise have been studied. However, little is known about peer influences on adolescents’ diet and exercise, compared to the studies of other contextual factors such as parents and school. In addition, in contrast to Western countries with higher prevalence of adolescent obesity, few studies have been conducted in countries with different cultures. Exploring the influence of peers on diet and exercise of adolescents in those countries could help to develop culturally-appropriate interventions to prevent adolescents from becoming obese. Thus, the purpose of this set of three studies was to examine adolescents’ diet and exercise in the context of peer factors and relationships. The purpose of the first study was to systematically review research assessing contribution of peer to adolescents’ diet and exercise. Twenty four articles were identified, using the electronic databases, PubMed, CINAHL, Web of Science, and SCOPUS. According to the findings from this review, the diet and exercise of adolescents was positively associated with that of their peers. Additionally, gender, the type of diet and exercise, and the closeness of friends could influence these associations. The second study identified the parent-, school-, and peer-factors contributing to dietary and exercise behaviors of adolescents in the United States, by using data from the Health Behaviour of School-Aged Children study. Findings from the current analysis indicated that parent- and peer-factors could influence either diet or exercise of adolescents; while school-factor were found to be associated only with adolescents’ diet. The third study explored the diet and exercise of Korean female adolescents within their classroom-based peer networks. Using social network analysis, dietary behaviors of female adolescents in this study were clustered within their classrooms. Several adolescents played a role in bridging two or more peer networks. However, less information about female adolescents’ exercise behaviors within classroom-based peer network was obtained. In summary, peers are an important contextual factor for developing adolescents’ diet and exercise behaviors that could contribute to adolescent obesity. These associations could be influenced by the characteristics of friendships such as gender of friends, the closeness of friends, and network characteristics of friendships. Peers can be potential targets for interventions to reduce or prevent the development of adolescent obesity.

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Chan, Wai-sze, and 陳慧斯. "A comparison of the relations of adolescent's own and their peers' academic motivation within different peer relationships." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196509.

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The present study compares the relation of early adolescents’ academic self-concept, effort regulation and task value with their peer of three distinct relationships, which named as mutual friendships, frequent interactive pairs and social groups. Data was collected from a secondary school in Hong Kong with 135 form 1 students and 176 form 3 students. Moderating effect of adolescents’ own motivation on help-seeking and peer-learning in each type of peer relationship and developmental difference were also explored. Different correlation found in academic self-concept and effort regulation across forms proves the existence of three distinct types of peer relationship. Result shows that social group’s academic characteristic is most predictable for early adolescent’s own academic motivation. Result also suggests that motivation on help-seeking and peer-learning moderate the relation of adolescents’ academic effort regulation and task value mainly in dyadic relationships, such as mutual friendships and frequent interactive pairs.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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41

Sasmaz, Mary B. "Peers, Morality, and Socioeconomic Status: An Analysis of the Influence of Peer Groups on Income Tax Compliance." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1559488726376443.

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42

Hammond, Marilyn. "The Influence of Video and Peer Tutoring on Attitudes of High School Students Towards Peers with Disabilities." DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/2718.

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This study measured the effectiveness of watching a motivational videotape and completing one semester of peer tutoring on changing high school students' attitudes towards their peers with disabilities. Attitudes were measured with the Scale of Attitudes Toward Disabled Persons (SADP), administered to classrooms in two randomly selected high schools before and after viewing the video. The SADP was administered to a different sample of students before and after completing one semester of tutoring peers with disabilities. Peer tutors also completed one-page weekly journals. Responses from all participating students were compared between the pre- and postassessments using paired t tests. Seven attitudinal scales were derived from a factor analysis of the 24 items that compose the SADP. Two of the subscales (self-determination and community) were statistically significant, both in a positive direction for the treatment groups. The self determination subscale assesses attitudes about whether people with disabilities are competent. The community subscale assesses attitudes toward group homes in residential areas. Results from the videotape treatment group only were similar, with statistical significance for the same measures, while with the peer tutor group, statistical significance was found only with self-determination. Two questions were included on the SADP about intentions to peer tutor. After participating in the videotape treatment, the percentage of students willing to peer tutor increased, the number of students who were not willing to peer tutor decreased, while the students who were ambivalent stayed about the same. Females were found to be more accepting of people with disabilities, scoring higher than males on positive attitudinal measures and lower on most negative measures. The peer tutor journals provided a more in-depth examination of student attitudes. Peer tutoring increased comfort levels around people with disabilities for some students. Some students felt better about themselves. Several tutors reported that they became friends with the people they were tutoring. A few students expressed frustration with the person they were tutoring. Others wrote comments about how their perceptions of what people with disabilities can do changed positively.

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Mastrangelo, Sonia. "Children's attitudes and social interactions towards peers with autism, process and outcomes of a peer mediated buddy program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62988.pdf.

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Lauer, Brea Anne M. "Accuracy of the Peer Informant: What Characteristics Are Related to the Ability to Detect Behavior Problems in Peers?" Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5387.

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Victimization and rejection by peers leads to and exacerbates behavior problems in children and adolescents. Given the implications of problematic peer relations for adolescents who experience behavior problems, the present study examined factors that may be related to how adolescents perceive peers who exhibit such problems. Specifically, the present study examined the relationship of adolescent peer informants' socioeconomic status, their prior exposure to psychopathology, their own social competence, and their own behavior problems to their perceptions of peer internalizing and externalizing behavior problems, their liking of individuals who exhibit such problems, and their attributions for the etiology of such problems when portrayed by fictitious adolescents of the same age. In particular, adolescents were asked to rate a set of vignettes that portray internalizing and externalizing behavior problems that are seen commonly in peers and to complete a set of brief questionnaires. Results revealed that adolescents are able to accurately detect the presence of both internalizing and externalizing behavior problems in vignette characters. Additionally, vignette characters who display behavior problems received significantly lower liking ratings. Finally, although adolescents endorsed both internal and external etiological factors, ratings were related to the gender of the depicted vignette character and the nature of the portrayed behavior problems. Participants' own externalizing problems, social competence, and previous exposure to behavior problems in others related uniquely to adolescents' perceptions of the vignette characters. Overall, this study provided additional evidence that, although peers can serve as valuable informants, they also tended to reject adolescents who display behavior problems.
ID: 031001434; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Kimberly Renk.; Title from PDF title page (viewed June 24, 2013).; Thesis (M.S.)--University of Central Florida, 2012.; Includes bibliographical references (p. 63-76).
M.S.
Masters
Psychology
Sciences
Psychology Clinical

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Easton, Claire. "Australian, university-aged women's perceptions of peers who smoke /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19247.pdf.

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Sun, Ka-yu Maggie. "Attitudes of primary students towards their hearing-impaired peers." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36208036.

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Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

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47

Alsugair, Balsam Abdulaziz. "Designing to motivate interaction between peers in learning contexts." Thesis, University of Nottingham, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.718677.

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The increase of children’s interest in social media has helped facilitate interaction between peers. This interaction plays a vital role in children’s educational development. However, as children grow older, their motivation to interact - particularly to seek and provide academic support- declines. This thesis reports on the mixed methods research conducted to provide UK Key Stage 3 pupils with a motivating peer support system. The design of this system is informed by research on children’s motivation. Specifically, this work draws on the Self Determination Theory (SDT); a recent theory of motivation that takes into consideration an individual’s relatedness to a community. This social inclination of SDT makes it an appropriate underpinning for the development of a peer support system. This thesis examines the design of AnswerPro, a help-seeking system designed under a user-centred approach. The motivational constructs of autonomy, competence and relatedness were translated into system interface features. An iterative design process resulted in a web-based tool that enables direct asking and answering of questions between users. The evaluation of this design was conducted in two stages. Firstly, a field study found that users’ interactions on the system were influenced by their measured motivation. In particular, users who were initially less motivated to seek and provide help interacted more on the system compared to their motivated peers. Secondly, two controlled studies found that AnswerPro increased pupils’ motivation to seek peer support. Those studies also revealed the complex nature of relatedness and identity in help-seeking systems. This research contributes to the HCI field the identification, interpretation and evaluation of three motivational constructs in the design of a system. Furthermore, this work contributes a peer support system that motivates pupils to seek support from each other. Also, a deeper understanding of relatedness and its interpretation into identity is formed. This understanding resulted in the identification of 4 distinct identity modes for help-seeking systems under which users' behaviours and motivation differ.

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Johnson, Kerry Leigh. ""Only connect!" : engaging online with texts and with peers." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/31400.

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This research study of a mixed-mode first year English literature course on argumentative prose essays analyzed learners' social practices and online discourse in order to identify ways in which learners engaged with one another and with texts. Discourse analysis provided a better understanding of the ways in which students negotiated conflicting identities, values, and ways of thinking through the act of composition. Findings identified aspects of the online environment that facilitated students' acquisition of academic discourse and ways in which participation in online discussion enabled students to become full participants in the academic community.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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James, Claire Emilie. "Children's perspectives of shyness in their peers: Salient elements." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6430.

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In the present study, children's perceptions of fearful and self-conscious shyness in their peers, were examined for age- and gender-related differences concerning whether they consider it a problem for a peer to be shy. Interviews with 220 children from grades one, three, five, and seven were conducted in order to elicit children's descriptions of shy peers' behaviours, emotions, and thoughts, as well as the causes of shyness. Using Buss' theory of shyness (1984, 1986), the interviews were coded for children's perceptions of the behavioural, emotional, and cognitive manifestations of shyness. The types of immediate causes and origins of shyness the children mention throughout the interview were also coded. Also, children's responses and explanations to the question, "Is shyness a problem for someone in your grade?" were contrasted across gender and grade levels. The results indicated that there were significant age differences in the reported components of shyness. There was partial support for the hypothesized age differences in the types of situations children reported most often. Grade seven children viewed shyness as a problem to a significantly greater extent than did the younger children. Peer-related reasons were reported most often as the explanation of why shyness is a problem. Boys reported more future-related problems associated with shyness than did girls, and grade three and grade five children reported more emotional problems related to shyness. These results were discussed with relation to Buss' theory of shyness, as well as the importance of peer relationships, and subsequent problems. Finally, a discussion of the implications of the present study to future research was presented.

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Nicholson, Tavi Rea. "Attachment style in young offenders, parents, peers, and delinquency." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ45350.pdf.

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Dissertations / Theses on the topic 'Peers'

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