Dissertations / Theses on the topic 'Preadolescence'
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Chagnon, Jean-Yves. "Le pronostic a la preadolescence." Paris 5, 2000. http://www.theses.fr/2000PA05H006.
Full textNelson, L. "Hostile attributional style, mentalisation and attachment in preadolescence." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1444887/.
Full textAUGELLI, ALESSANDRA. "L'erranza come ricerca di senso: prospettive pedagogiche. Itinerari educativi per la preadolescenza." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/327.
Full textBy exploring the multifaceted ways of the «art of wandering» as a means of leading a life of constant change, this Thesis attempts to outline the implications of the process of wandering as an experience which never ceases to retain truth searching significance in order to identify the complexities and best practises of educational pathways. The act of wandering can be viewed as an indicator of existential experience of one's life when confronted with human reality both individually and collectively. This topic is of particular interest in a time characterized by profound uncertainties and unrest due to ever-changing habits and forms of what is regarded as mobility. In pedagogy, itinerant education pays strict attention to the importance of «going through» and lived experience, teleological and axiological direction, the value and consequences of doing errors and the need for change making the process of wandering an indispensable tool for the search for meaning. Subsequently, the functions of the educator-wanderer take shape and he becomes a guiding light through on the «way» of Education. In view of what will be discussed throughout the first part of this paper, special attention will be paid to pre- adolescence years. These are in fact the years in which the experience of becoming is so strong. That theoretical analysis grow rich by preadolescent's autobiographic narrations about wandering, written during some workshop in the school.
AUGELLI, ALESSANDRA. "L'erranza come ricerca di senso: prospettive pedagogiche. Itinerari educativi per la preadolescenza." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/327.
Full textBy exploring the multifaceted ways of the «art of wandering» as a means of leading a life of constant change, this Thesis attempts to outline the implications of the process of wandering as an experience which never ceases to retain truth searching significance in order to identify the complexities and best practises of educational pathways. The act of wandering can be viewed as an indicator of existential experience of one's life when confronted with human reality both individually and collectively. This topic is of particular interest in a time characterized by profound uncertainties and unrest due to ever-changing habits and forms of what is regarded as mobility. In pedagogy, itinerant education pays strict attention to the importance of «going through» and lived experience, teleological and axiological direction, the value and consequences of doing errors and the need for change making the process of wandering an indispensable tool for the search for meaning. Subsequently, the functions of the educator-wanderer take shape and he becomes a guiding light through on the «way» of Education. In view of what will be discussed throughout the first part of this paper, special attention will be paid to pre- adolescence years. These are in fact the years in which the experience of becoming is so strong. That theoretical analysis grow rich by preadolescent's autobiographic narrations about wandering, written during some workshop in the school.
Phylactou, Catherine A. "Correlates of self-esteem in preadolescence : the role of gender." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/615/.
Full textForns, i. Guzman Joan 1981. "Social and environmental determinants of neuropsychological development from birth to preadolescence." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/96193.
Full textIntroducció El desenvolupament neuropsicològic infantil és un procés guiat genèticament, el qual és contínuament influenciat per factors socials i ambientals. L’objectiu d’aquesta tesis fou l’estudi dels principals determinants socio-ambientals del desenvolupament neuropsicològic infantil en diferents períodes de temps. Aquesta tesis també té l’objectiu de resumir en un marc conceptual els diferents components del desenvolupament neuropsicològic pel seu ús en estudis d’epidemiologia ambiental. Mètodes Aquesta tesis està basada en dades del projecte INMA (Infancia y Medio Ambiente). El principal objectiu d’aquest projecte és avaluar l’impacte de les exposicions ambientals en la salud infantil en 7 cohorts de població establides en diferents regions d’Espanya. Dintre del marc d’aquest projecte, s’ha avaluat el desenvolupament neuropsicològic d’aproximadament 2.650 nens en diferents moments, seguint els mateixos protocols. Resultats (1) Les capacitats cognitives maternes estan positivament relacionades amb el desenvolupament cognitiu infantil en les primeres etapes, en les classes socials ocupacionals menys afavorides. (2) Els nivells de cortisol infantil no mostren associació amb el desenvolupament neuropsicològic durant el segon any de vida. (3) Nivells elevats d’àcids grassos poliinsaturats de cadena llarga en conjunció amb períodes prolongats de lactancia materna afavoreixen el desenvolupament neuropsicològic a les primeres etapes, especialment en aquells nens de mares fumadores durant l’embaràs. (4) L’exposició prenatal a PCBs (espcialment, al congener 153) impacta negativament en el desenvolupament psicomotor infantil durant el segon any de vida i en el desenvolupament neuropsicològic general als 4 anys d’edat. (5) L’exposició postnatal a compostos organocloroats està associada a una capacitat de reacció (velocitat de processament) més alentida en etapes preadolescents. (6) L’ús del marc conceptual propossat tesis afavorirà la qualitat de l’investigació en aquesta àrea. Conclussions Els determinants socials, com l’intel•ligència materna, el nivell educatiu o la classe social basada en l’ocupació, configuren l’entorn més proper del nen i determinen el seu desenvolupament neuropsicològic. Els nivells actuals de certs compostos organoclorats, especialment els bifenils policlorinats, mesurats en mostres de sang (de cordó umbilical, mares o nens) mostren efectes negatius sobre el desenvolupament neuropsicològic en la població general.
Introducción El desarrollo neuropsicológico infantil es un proceso guiado genéticamente, el cual está contínuamente influenciado por factores sociales y ambientales. El objetivo de esta tesis fue estudiar los principales determinantes socio-ambientales del desarrollo neuropsicológico infantil en diferentes periodos de tiempo. Esta tesis también tenía como objetivo resumir en un marco conceptual el trabajo hecho en epidemiología ambiental en el estudio del desarrollo neuropsicológico infantil. Métodos Esta tesis está basada en datos del proyecto INMA (Infancia y Medio Ambiente). El principal objetivo de esto proyecto es evaluar el impacto de las exposiciones ambientales en la salud infantil en 7 cohortes de población establecidas en diferentes regiones de España. El desarrollo neuropsicológico de aproximadamente 2.650 niños ha sido evaluado en diferentes momentos siguiendo los mismos protocolos. Resultados (1) Las capacidades cognitivas maternas están positivamente relacionadas con el desarrollo cognitivo infantil en edades tempranas en las clases sociales ocupacionales menos aventajadas. (2) Los niveles de cortisol en el niño no se asocian con el desarrollo neuropsicológico durante el segundo año de vida. (3) Niveles altos de ácidos grasos poliinsaturados de cadena larga debido a periodos largos de lactancia materna mejoraron el desarrollo neuropsicológico a edades tempranas, especialmente en esos niños cuyas madres fumaron durante el embarazo. (4) La exposición prenatal a PCBs (espcialmente para el congener 153) impacta negativamente en el desarrollo psicomotor durante el segundo año de vida y en desarrollo neuropsicológico general a la edad de 4 años. (5) La exposición postnatal a compuestos organoclorados está asociado con una peor capacidad de tiempo de reacción (velocidad de procesamiento) durante la preadolescencia. (6) El marco conceptual propuesto mejorará la calidad de la investigación en esta área. Conclusiones Los determinantes sociales tales como inteligencia maternal, nivel educativo o clase social basada en la ocupación, configuran el entorno más cercano en el cual el niño se desarrolla y determinan su desarrollo neuropsicológico. Los niveles actuales de ciertos compuestos organoclorados, especialmente los bifeniles policlorinados, medidos en sangre (de cordón umbilical, madre, o niño) tienen efectos negativos sobre el desarrollo neuropsicológico de la población general.
Sert, Adile Gulsah. "The Effect Of An Assertiveness Training On The Assertiveness And Self Esteem Level Of 5th Grade Children." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1217686/index.pdf.
Full texts level of assertiveness and self esteem. The participants of the study were from Ankara University Education Development Foundation Primary School. Twenty four students participated in the study. The experimental design was used in which 2 groups were compared on pre test and post test measures by using Assertiveness Inventory and Coopersmith Self Esteem Inventory. Moreover, observations of teachers were collected through the record sheets. The experimental group was given an 8 week training. In order to explore the effects of assertiveness training on assertiveness levels of the children independent samples t test was used. The results revealed that there were significant differences between the two groups based on assertiveness scores. Inn order to explore the effects of assertiveness training on self esteem levels of children, Analysis of Covariance (ANCOVA) was used. However, there were no significant differences found on self esteem scores between the two groups. On the other hand, according to the observations that were collected from the teachers, it could be stated that the training contributed positively to the children&rsquo
s self esteem.
Quayle, Diane M. "The effect of an optimism and lifeskills program on depressive symptoms in preadolescence." Thesis, Quayle, Diane M. (1999) The effect of an optimism and lifeskills program on depressive symptoms in preadolescence. Professional Doctorate thesis, Murdoch University, 1999. https://researchrepository.murdoch.edu.au/id/eprint/50439/.
Full textBosacki, Sandra Leanne. "Theory of mind in preadolescence, connections among social understanding, self-concept, and social relations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41405.pdf.
Full textGoddard, Michael S. "A Drama-Based Group Intervention for Adolescents to Improve Mentalization." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1597409479861618.
Full textBico, Pedro Miguel Santos Garcia Barradas. "O narcisismo na pré-adolescência: um estudo de caso." Master's thesis, ISPA -Instituto Universitário, 2013. http://hdl.handle.net/10400.12/2872.
Full textO presente estudo traça o percurso de um indivíduo de 11 anos, tratando-se de um caso que foi acompanhado em estágio académico. Para o efeito adoptou-se o método de Estudo de Caso, no sentido de aprofundar a sua formação durante o processo de adaptação aos novos contextos de experiência relacionados, através das mudanças que foram ocorrendo no acompanhamento proporcionado. Utilizaram-se como instrumentos a entrevista com os pais e os achados recolhidos durante um ano nas sessões semanais. A análise e interpretação levantam a hipótese para falhas acentuadas ao nível do narcisismo.
This study traces the path of an individual of 11 years in the case of a case that was followed in an academic internship. To this end adopted the method of case study, in order to deepen their formation during the process of adaptation to new contexts of related experience, through the changes that were occurring in the provided accompaniment. Were used as instruments to an interview with the parents and the findings collected during one year in weekly sessions. The analysis and interpretation to hypothesize flaws accentuated the level of narcissism.
Boyle, Lauren Helena. "Negative Urgency, Pubertal Onset and the Longitudinal Prediction of Alcohol Consumption During the Transition from Preadolescence to Adolescence." UKnowledge, 2014. http://uknowledge.uky.edu/psychology_etds/50.
Full textBrumariu, Laura Elena. "Mother-Child Attachment in Early Childhood and Anxiety Symptoms in Preadolescence: The Role of Peer Competence and Emotion Regulation." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1272215717.
Full textMacedo, Lídia Suzana Rocha de. "Conversações sobre experiências envolvendo emoções no contexto familiar e o desenvolvimento de pré-adolescentes." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/60713.
Full textFrom a sociocultural perspective, it is through conversations in which parents reminisce their children‟s experiences that the latter learn how to evaluate and deal with their own emotional experiences and to better understand themselves. The objective of this study was to investigate the influence of family conversations on emotions, with a focus on the way preadolescents deal with this type of experience. The sample comprised 189 middle-class families with one son or daughter aged 10 to 13 years. Three investigations were conducted: 1) the first one aimed to describe the context of conversational interaction and the place occupied by emotions within such conversations; the second and third studies focused on the way preadolescents deal with emotional experiences, based on the analysis of fictional and autobiographical narratives, respectively. The results showed that most preadolescents share their experiences with their families and that emotions usually lead to this type of conversation. A comparison between preadolescents who did not talk about their experiences at home and those who did showed that the latter were more able to develop abilities to deal with situations involving anger and to select self-relevant experiences and fit them into a line of continuity; also, preadolescents who shared their emotional experiences presented an improved knowledge of their own selves. These results suggest that family conversation about emotional experiences promote the development of emotions regulation strategies and improve the coherence of autobiographical narratives. Moreover, if we take into consideration that autobiographical narratives provide information on the level of integrated self, it is possible to infer that family conversations about emotional experiences form the basis for identity development in the subsequent adolescence years.
Holt, Kate, and mikewood@deakin edu au. "Preventing weight and muscle concerns among preadolescents." Deakin University. School of Psychology, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.094217.
Full textOrtiz, Vanderhoof Samantha. "The Paradox of Corticosterone Treatment Ameliorating the Effects of Preadolescent Stress into Adulthood: Enhanced Maintenance of Long-Term Associative Memories." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1624536916105986.
Full textMathews, Holly. "The Effect of Media Literacy Training on the Self-Esteem and Body-Satisfaction Among Fifth Grade Girls." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3178.
Full textPereira, Joana Margarida. "Raparigas pré-adolescentes com diabetes mellitus tipo I - Um olhar psicodinâmico." Master's thesis, ISPA - Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2308.
Full textNesta investigação propusemo-nos a estudar o papel que a Diabetes Mellitus Tipo 1 tem na pré-adolescência ao nível da representação de si e do outro, das relações. A pré-adolescência marca o início de uma fase do desenvolvimento importantíssima. Esta destaca-se pelas transformações internas e externas resultantes do processo pubertário, que tendem a ocorrer entre o 12 e os 14 anos. Particularmente o corpo assume um papel central nesta fase. A diabetes, enquanto doença crónica grave que põe em risco a integridade física e requer um conjunto de readaptações, constitui-se como potencial ataque ao processo pubertário, nomeadamente, ao segundo processo de separação e imagem corporal, à representação de si. Assim, neste estudo comparativo, como instrumento óptimo de acesso ao mundo interno do sujeito escolhemos a prova projectiva Rorschach, a qual permite a compreensão da forma como o sujeito se organiza face à realidade interna e externa. Desta forma, da análise de 15 protocolos Rorschach, foi-nos possível verificar a existência de importantes diferenças entre as raparigas pré-adolescentes com diabetes (9 protocolos) e sem diabetes (6 protocolos). Nesta amostra, nas raparigas com diabetes, destacaram-se, angústia mais elevada e maior dependência/necessidade do outro, bem como importantes fragilidades ao nível da representação de si e da imagem corporal. Portanto, a diabetes teve um importante impacto na vivência subjectiva das pré-adolescentes desta amostra, pelo que concluímos a necessidade de se investir em estudos que promovam uma melhor compreensão desta relação. ------- ABSTRACT ------- The goal of this research was to study the part that Type 1 diabetes mellitus has on preadolescence, at the level of representation, both self and of others, of relations, Preadolescence puts a mark on the beginning of a extremely important fase of development. This fase stands out by internal and external changes that come as a result of the pubertal process, that tend to occur between 12 and 14 years of age. Specifically, the body takes a central role at this stage. Diabetes, while serious chronic disease, that jeopardizes physical integrity and demands a set of readjustments, is a potential attack on the pubertal process, namely, the second process of separation and body image, the self representation. Thus, in this comparative study, as an excellent tool to reach the internal world of the subject we chose Rorschach, which allows the understanding of how the subject gets organized facing internal and external realities. In this way, the analysis of 15 Rorschach protocols allowed us to verify the existence of important differences between pre-adolescent girls with diabetes (9 protocols) and without diabetes (6 protocols). In this sample, on the groups of girls with diabetes stood out higher anguish and greater dependence/need for others, as well as important frailness at the level of the self representation and body image, this means diabetes had an important impact on the subjective experience of the pre-adolescent girls constituting this sample, which lead us to the conclusion that need exists to invest in studies that promote a greater understanding of this relation.
Lorenzo, João Gonçalo. "Um olhar psicodinâmico sobre rapazes pré-adolescentes portugueses." Master's thesis, ISPA - Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2309.
Full textCom esta investigação propomo-nos a estudar pré-adolescentes diabéticos a partir de uma perspectiva psicodinâmica. A pré-adolescência é caracterizada pelas grandes transformações corporais resultantes do processo pubertário. Nesta fase, o corpo assume-se como representante simbólico por excelência, objecto de investimento narcísico fundamental ao sentimento de coesão identitária. O pré-adolescente terá que reelaborar estas transformações e reintegrá-las, de forma a que a continuidade narcísica seja mantida. A diabetes tipo 1 é uma doença crónica que ataca o corpo no seu funcionamento podendo colocar em risco o sentimento de continuidade narcísica, uma vez que o pré-adolescente terá de reintegrar as transformações resultantes do processo pubertário complementando-as com o sentimento (latente ou manifesto) de fragilidade corporal consequente da doença. Desta forma, a diabetes pode assumir-se como um “ataque” ao processo pubertário. O sentimento de continuidade narcísica dependerá em parte da representação que o jovem tem de si, por exemplo, através do sentimento de integridade corporal. Desta forma, utilizámos a prova Rorschach, que por excelência permite aceder à forma de como o sujeito se representa a si próprio e se organiza perante a realidade externa e interna. Através de um estudo comparativo entre 14 rapazes com e sem diabetes, constataram-se importantes diferenças a partir da análise dos protocolos. Os rapazes com diabetes apresentaram maiores manifestações de angústia e indícios que reenviam para sentimentos de maior fragilidade corporal. A diabetes parece ter impacto na vivência subjectiva destes rapazes e na forma de como se representam pelo que se torna importante investir em estudos nesta área. ------ ABSTRACT ------- The purpose of the present investigation is to study diabetic preadolescent young men, from a psychodynamic perspective. Preadolescence is defined by the body’s major changes, as a result of the pubertal process. At this stage, the body assumes the role of a symbolic surrogate, object of narcissistic investment, fundamental to the feeling of identity cohesion. The preadolescent will have to reformulate these changes and integrate them, so as the narcissistic continuity is maintained. Type 1 diabetes is a chronic disease that attacks the functioning of the body, eventually setting at risk the feeling of a narcissistic continuity, since the pre-adolescent must integrate the changes that result from the pubertal process, complementing those with the feeling (latent or manifest) of bodily frailty as a consequence of the disease. In this way, diabetes may take the role of an “attack” to the pubertal process. The feeling of narcissistic continuity will partially depend of the representation that the young man has of himself, for example, through the feeling of body integrity. We then use the Rorschach test, which in its essence allow reaching the way that the subject represents and organizes himself before both internal and external realities. Through a comparative study between 14 young boys with and without diabetes, major differences were found from protocol analysis. Boys with diabetes showed greater manifestations of anguish and signs that imply feelings of greater bodily frailty. Diabetes seems to have an impact on these boys subjective experience, and in the way they represent themselves, which gives a greater importance to investing in studies in this area.
Barroso, Susana Marina Pita. "As percepções e vivências de pais e mães face à pré-adolescência das filhas." Master's thesis, ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida, 2012. http://hdl.handle.net/10400.12/2279.
Full textO estudo da adolescência tem-se debruçado essencialmente sobre o adolescente, escasseando os estudos que se centram na perspectiva dos Pais e que tenham como referencial teórico a Psicanálise. Com este estudo pretendeu-se alargar a compreensão da adolescência tendo como enfoque o modo como os pais e as mães percepcionam e vivenciam a passagem da filha primogénita pela pré-adolescência, correspondendo esta ao período de desenvolvimento psíquico necessário para lidar com a puberdade. Procurou-se identificar semelhanças e diferenças nas perspectivas, explicando-as à luz da teoria psicanalítica. A amostra foi seleccionada por conveniência sendo constituída por cinco casais com uma filha primogénita com idade compreendida entre os 13 e 14 anos. A recolha dos dados foi realizada através de uma entrevista semi-estruturada, aplicada aos pais e às mães individualmente. Os resultados indicam que relativamente às mudanças percepcionadas na relação com a filha, quer os pais, quer as mães relatam uma maior autonomia e independência da filha. Porém, a maioria dos pais, ao contrário das mães, dão conta de uma diminuição da manifestação dos afectos ternos por parte da filha e possuem a percepção de que é mais fácil para a filha falarem com as mães acerca de assuntos de natureza pessoal. Constatou-se ainda que as mães foram mais capazes de descrever as filhas e que os pais lidam pior com a ideia da filha namorar e sair de casa. A nova maturidade sexual da filha e a emergência de pulsões incestuosas podem contribuir para explicar as diferenças observadas entre pais e mães. ------- ABSTRACT ------- So far, the study of adolescence has focused mainly on the adolescent. Only very few studys center on Parents’ perspective having Psychoanalysis as the theoretical framework. The current investigation intends to enlarge the understanding of adolescence focusing on the way fathers and mothers perceive and experience their daugher’s preadolescence, considering it the required period of psychic development to deal with puberty. Similiraties and differences were sought in mothers’ and fathers’ perspectives and explained considering psychoanalytic theory. It was collected a convenience sample which included five couples with an eldest daughter with 13 or 14 year old. The data was collected through a semi-structured interview which was done to fathers and mothers separately. Results indicate that in what concerns changes perceived in the parents-daughter relationship, both fathers and mothers report greater autonomy and independence of their daughter. However, most fathers acknowledge a decrease of affection expression by their daughter and have the perception that it is easier for their daugthers to speak with their mothers about personal issues. Also, mothers appeared more capable of describing their daughter and fathers deal worse with the idea of their daughter dating and leaving home. The new sexual maturity of their daughters and the arising of incestuous impulses can partially explain the differences observed between mothers’ and fathers’ perspectives.
Willhelm, Alice Rodrigues. "Avaliação da impulsividade, controle inibitório e uso de álcool em pré-adolescentes e adolescentes." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/130498.
Full textStages of pre-adolescence and adolescence are complex because they involve several changes in individuals, they pass through a fast physical growth, hormonal changes, changes in the social environment and the requirements. These phases are characterized by risk behavior for lack of inhibitory control, which is related to the prefrontal cortex, the last area to develop the nervous system. There are also experimenting with alcohol and drugs during adolescence and puberty. This work conducted three studies which approached the inhibitory control in preadolescence and adolescence. The first was a systematic review regarding the inhibitory control assessment in adolescence and use of neuroimaging. The second investigated the relationship of alcohol consumption in adolescence with excessive use of alcohol from parents. And the third was aimed at evaluating impulsivity, inhibitory control and alcohol consumption in individuals 10-16 years. The three articles suggested a pattern of greater inhibitory control over development in adolescence. Although it was observed that the alcoholic beverages have been consumed ever earlier and in larger quantities. In addition, excessive alcohol consumption of parents of teenagers can influence the consumption of children at this stage.
Capano, Bosch Alvaro, Tornaría María del Luján González, and Natalie Massonnier. "Parental relational styles: A study with adolescents and their parents." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/99860.
Full textSe estudiaron los estilos parentales según la percepción de padres, madres y sus hijos e hijas de 12 años. Se aplicaron las escalas de Afecto y de Normas y Exigencias a 107 padres y madres y 107 hijos e hijas. Se encontraron diferencias significativas en la percepción de padres y madres, en el factor Crítica/Rechazo y en la subescala Inductiva, según el sexo de los hijos que respondieron. Las percepciones de hijos e hijas arrojaron diferencias significativas para los padres, en las escalas Afecto e Indulgente y para las madres en las escalas Afecto, Indulgente e Inductiva. Los padres con nivel de enseñanza primaria aparecieron significativamente más inductivos que quienes tuvieron estudios universitarios.
No artigo são estudadas as percepções dos pais, mais e seus filhos e filhas menores de 12 anos, sobre os estilos parentais em suas famílias. Foram aplicadas as escalas de Afeto, Normas e Exigências a 107 pais e mais e 107 adolescentes. Os resultados mostram diferenças significativas nas percepções sobre os pais e mais nas dimensões de crítica/rejeição e indutiva, dependendo se os respondentes são homens ou mulheres. As percepções de filhos e filhas sobre os pais mostraram diferenças significativas nas escalas de afeto e indulgente e as percepções de filhos e filhas sobre as mais mostraram diferenças nas escalas de afeto, indulgente e indutiva. Os pais com nível de educação primaria apareceram como mais indutivos que os pais que estudaram na universidade.
Latsko, Maeson Shea. "Neuroendocrine and Gene Expression Changes Indicate Adult Phenotypic Responses to Periadolescent Social Stress." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1435757204.
Full textMcKinney, Michelle Angela 1963. "Stand by me: preadolescent best friendships." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/558116.
Full textBrunnekreef, Johanna Agnes. "Information processing and problem behavior in preadolescents." [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2006. http://irs.ub.rug.nl/ppn/298905485.
Full textCarranza, Antonia del Carmen. "Preadolescencia: formación en valores morales y cívicos." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/116887.
Full textCoppersmith, Abbie L. "Negotiating Wardrobe: Preadolescent Girls and their Mothers." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1307127716.
Full textCinar, Ayse Basak. "Preadolescents and their mothers as oral health-promoting actors : non-biologic determinants of oral health among Turkish and Finnish preadolescents /." Helsinki : University of Helsinki, 2008. https://oa.doria.fi/bitstream/handle/10024/42564/preadole.pdf?sequence=1.
Full textBustos, Gastón Luis. "Social support, risk, and adjustment of immigrant preadolescents." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/1999.
Full textStern, Audrey E. "Cognitive and behavioral aspects of shame among preadolescents /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901289.
Full textSilvestre, Marco María. "La imagen de la preadolescente y su representación en el arte." Doctoral thesis, Universitat Politècnica de València, 2008. http://hdl.handle.net/10251/1961.
Full textSilvestre Marco, M. (2007). La imagen de la preadolescente y su representación en el arte [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/1961
Palancia
Bonato, Ilaria <1982>. "Consumo di pornografia e preadolescenza: problemi e prospettive educative." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amsdottorato.unibo.it/7948/1/dottorato_bonato.pdf.
Full textThe accessibility of pornographic material online, along with a free of charge and anonymous consumption, encourage preteens’ access and use. This phenomenon poses a series of questions about the possible influence that such products can play in the construction of self-image, in the strengthening of gender stereotypes, and young people’s sexual imagery. This work aims to put into question the pornographic genre as a cultural mass product, trying to trace the historical path and the peculiar narrative constructs, and to analyze it from a semiotic point of view. In addition, the aim is to collect critical arguments that animated the debate on pornography, and still are reproduced, starting with the history of different feminisms, till the later and more oriented analysis of the web phenomenon. Considering pornography as a decisive factor in the experience of sexuality in our time, especially for young people, a complex approach is necessary in order to incorporate those products into a broader analysis, taking up the reflections of some authors who helped to draw some meaningful way: this is done from an individual and collective perspective.[1] The theoretical framework[2] makes it possible to identify some core issues to formulate the research questions, carried out by following the ecological approach of critical inquiry, with a qualitative methodology. The data collected through semi-structured interviews are prepared in a textual analysis work, with which it is possible to detect the confirmation of the research hypothesis, in line with the results of international research, of which a brief review is proposed.
Brisson, Geneviève. "Preadolescent boys' paths to reading : balancing identity and agency." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31871.
Full textArts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
Thiele, Bonnie Jeanne. "Parenting practices for high -achieving preadolescent migrant education students." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2536.
Full textSchneiderman, Brett, Erin Dula, Saravanan Elangovan, and Jacek Smurzynski. "Preadolescent Musical Training Influences Spatial Listening and Temporal Processing." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1579.
Full textOliver, Leola Lanette. "Linking self-concept, social comparison and academic achievement in preadolescents." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556876.
Full textA wide body of literature exists on the relationship between childhood and adolescent self-concept and achievement (Molloy, Gest, & Rulison, 2011; Trautwein, Ludtke, Marsh, & Nagy, 2009); however, few studies explore the extent to which other socio-psychological processes interact with these 2 variables. Many studies point to parent and teacher feedback as critical factors in the development of self-evaluative processes in children, but there is an absence of literature exploring the extent to which perceptions of peer achievement and social interactions may predict self-concept (Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002). A growing number of theorists assert that the self-concept/achievement relationship must be examined within the context of the social environment (Guay, Boivin, & Hodges, 1999; Rogers, Smith, & Coleman, 1978). What is yet to be explored with more in-depth analysis, however, is whether a relationship exists between children's perception of themselves and the level of performance exhibited by their peers (Guay et al., 1999). In an effort to shed light on this subject the present study seeks to identify any correlation between self-concept, social comparison processes, and academic achievement through the lens of the following theoretical constructs: (a) Self-Concept and Self-Theory; (b) Social-Comparison Theory; and (c) Achievement Goal and (d) Social Identity Theories.
Social comparison theory and its role in self-evaluation were first promulgated in the 1950s. This theory proposes that individuals seek accurate appraisals of self and engage in comparison to others in the absence of objective feedback (Festinger, 1954). Finally, achievement is explored in connection with achievement goal theory and in context with social identity theory. Achievement goal theory holds that individuals possess an awareness of their abilities and, as a result, adopt relative goal theories associated with achievement behaviors.
Each of the foregoing theoretical constructs has implications for an enlarged focus on the development of childhood self-concept, socialization processes and their relationship to academic achievement. This study will add to a growing body of literature exploring potential links between peer social comparison processes, global and academic self-concept, and achievement.
Delfino, Jennifer B. "Negotiating achievements| Language and schooling experiences among African American preadolescents." Thesis, American University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618405.
Full textThis dissertation examines the linguistic practices 9–13 year-old African American students who attended an after school program in Washington, D.C. used to negotiate schooling and achievement. It builds on existing anthropological research on how young people are socialized into their communities, classrooms, and the wider society via language. It renders this process particular to the students’ lived experiences of race, poverty, and contemporary schooling reform. By focusing on linguistic practice and the language ideologies held by the students, the dissertation explores the difficulties racially identified minority students face in school when they are asked by the wider society’s major socializing agents and institutions to exchange cultural identity for academic success.
The dissertation is based on 8 months of ethnographic fieldwork that was conducted from October 2010–June 2011. During these months, over 108 hours of data were recorded from 30 preadolescents who served as research subjects. Informal interviews with after school staff and adults from the local community were also conducted. In the third and final phase (April–June 2011), focus groups were conducted with 12 of the students.
The dissertation provides evidence that among same- and similar-age peers, the students often repurposed the linguistic practices they learned from adults, and in ways that did not always align with the dominant expectations of the more socially powerful members of either the community or the after school program. It argues that the types of AAVE-based “conflict” talk students test in peer contexts perform positive socializing functions but that these discourse styles were nevertheless often interpreted, by adults as well as the students themselves, as unpreparedness or unwillingness to achieve in school.
This study revisits major theorizing of hegemony, critical consciousness, and “the Black underclass.” It suggests that while preadolescent-age African Americans try to construct “achievement” on their own terms via linguistic practice, they are not always successful because they are not empowered in the classroom, situationally or in the long term. It concludes by recommending ways in which educational practitioners and theorists can better understand how academically marginalized students engage with schooling and how they can support these students’ negotiated achievements.
Gutiérrez, Juárez Tania Libertad. "AUTOEFICACIA PERCIBIDA PARA EL CONTROL DE PESO EN PREADOLESCENTES ESCOLARES." Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2015. http://hdl.handle.net/20.500.11799/49984.
Full textLa presente investigación se planteó a nivel descriptivo, de campo, con un diseño de investigación no experimental de tipo trasversal, teniendo como objetivo principal describir la Autoeficacia Percibida para el Control de Peso de preadolescentes estudiantes de una escuela primaria pública ubicada en Zinacantepec, Estado de México. La muestra fue de carácter no probabilístico, conformada por 65 preadolescentes escolares del 4to, 5to y 6to grado de primaria entre 9 y 12 años de edad, de los cuales 23 fueron niños y 42 fueron Mujeres. Para lograr el objetivo planteado se aplicó el “Inventario de Autoeficacia Percibida para el Control de Peso” (AP-CP) de Román, Díaz, Cárdenas y Lugli (2007).
Universidad Autónoma del Estado de México
Casuso, Liliana, Rafael Gargurevich, den Noortgate Wim Van, and den Bergh Omer Van. "Urban life stress in preadolescents: a longitudinal assessment in Lima." Escuela Profesional de Psicología de la Facultad de Ciencias de la Comunicación, Turismo y Psicología de la Universidad de San Martín de Porres, 2013. http://hdl.handle.net/10757/324727.
Full textRevisión por pares
Packman, Jill. "Group activity therapy with learning disabled preadolescents exhibiting behavior problems." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3326/.
Full textStrong, Cynthia D. "Addressing the gender gap : teaching preadolescent girls computer networking concepts /." Online version of thesis, 2010. http://hdl.handle.net/1850/12239.
Full textLott, Mark A. "Aerobic Fitness, Executive Control, and Emotion Regulation in Preadolescent Children." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5869.
Full textSchneiderman, Brett, Erin Dula, and Saravanan Elangovan. "Preadolescent Musical Training Influences Spatial Listening and Temporal Processing Skills." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1571.
Full textWeekley, Linda F. "A Program Evaluation of a Preadolescent Girls' Youth Development Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5535.
Full textArdington, Angela Mary, University of Western Sydney, of Arts Education and Social Sciences College, and School of Languages and Linguistics. "In and out of play : negotiated activity in preadolescent girls' talk." THESIS_CAESS_LLI_Ardington_A.xml, 2001. http://handle.uws.edu.au:8081/1959.7/209.
Full textDoctor of Philosophy (PhD)
Cabré-Riera, Alba 1991. "Radiofequency electromagnetic fields exposure, sleep, and neurodevelopment in preadolescents and adolescents." Doctoral thesis, Universitat Pompeu Fabra, 2011. http://hdl.handle.net/10803/670279.
Full textEl uso de dispositivos móviles de comunicación como los teléfonos móviles, tabletas y ordenadores portátiles ha aumentado en los últimos años, especialmente en preadolescentes y adolescentes. Los dispositivos móviles de comunicación utilizan los campos electromagnéticos de radiofrecuencia (CEM-RF) para el intercambio constante de información necesario para su funcionamiento. La evidencia científica de los efectos que tiene la exposición a CEM-RF al cerebro es limitada y los estudios epidemiológicos que evalúan la exposición de CEM-RF y su relación con el sueño y el neurodesarrollo son escasos. Esta tesis tiene como objetivo entender mejor las asociaciones entre la exposición a CEM-RF y el sueño y la exposición a CEM-RF y el neurodesarrollo: i) haciendo una evaluación completa de la exposición de CEM-RF al cerebro, es decir, distinguiendo entre fuentes de CEM-RF con diferentes patrones de exposición al cerebro como las llamadas telefónicas, el uso de aparatos móviles de comunicación para actividades con pantalla y las fuentes ambientales, ii) estimando la cantidad de CEM- RF que el cerebro absorbe de cada fuente y en total, iii) evaluando el sueño utilizando medidas objetivas recogidas con actigrafia y iv) evaluando el neurodesarrollo como función cognitiva y volúmenes cerebrales. El uso de algunos dispositivos móviles de comunicación como por ejemplo la tableta y el uso problemático del teléfono móvil están associados con peor calidad y medidas objetivas del sueño. Además, hemos observado una asociación entre la dosis de CEM-RF al cerebro proveniente de las llamadas telefónicas por la tarde y peores medidas objetivas del sueño. En cuanto al neurodesarrollo, la dosis total de CEM-RF al cerebro y la dosis de CEM-RF al cerebro proveniente de las llamadas telefónicas no están asociadas con los volúmenes cerebrales, en cambio, la dosis de CEM-RF al cerebro proveniente de usos de aparatos móviles de comunicación para actividades con pantalla está asociada con un volumen más pequeño del núcleo caudado. Finalmente, la dosis total de CEM-RF al cerebro y la dosis de CEM-RF al cerebro proveniente de las llamadas telefónicas están asociadas con peor inteligencia no verbal. Teniendo en cuenta que se desconoce el mecanismo biológico que hay detrás de las asociaciones observadas entre la exposición a CEM-RF y el sueño y la exposición a CEM-RF y el neurodesarrollo, que los efectos que hemos encontrado son pequeños y que no hemos podido separar completamente entre los minutos de uso y la dosis de CEM-RF, nuestros resultados deben interpretarse con precaución. No podemos descartar hallazgo casual, causalidad inversa o que otros factores relacionados con el uso de dispositivos móviles de comunicación estén detrás de las asociaciones observadas. Por ejemplo, exposición a la luz azul, adicción a los dispositivos móviles de comunicación, excitación mental o desplazamiento del sueño.
L’ús de dispositius mòbils de comunicació com els telèfons mòbils, tauletes i ordinadors portàtils ha augmentat els darrers anys, especialment en preadolescents i adolescents. Els dispositius mòbils de comunicació utilitzen els camps electromagnètics de radiofreqüència (CEM-RF) per l’intercanvi constant d’informació necessari pel seu funcionament. L’evidència científica dels efectes que té l’exposició de CEM-RF al cervell és limitada i els estudis epidemiològics que avaluaven l’exposició de CEM-RF i la seva relació amb el son i el neurodesenvolupament són escassos. Aquesta tesi té com a objectiu entendre millor les associacions entre l’exposició a CEM-RF i el son i l’exposició a CEM-RF i el neurodesenvolupament. Per fer-ho: i) hem fet una avaluació completa de l’exposició de CEM-RF al cervell, és a dir, distingint entre fonts de CEM-RF amb diferents patrons d’exposició al cervell com les trucades telefòniques, l’ús d’aparells mòbils de comunicació per activitats amb pantalla i les fonts ambientals, ii) hem estimat la quantitat de CEM-RF que el cervell absorbeix de cada font i en total, iii) hem avaluat el son utilitzant mesures objectives recollides amb actigrafia i iv) hem avaluat el neurodesenvolupament com a funció cognitiva i volums cerebrals. L’ús d’alguns dispositius mòbils de comunicació com per exemple la tauleta i l’ús problemàtic del telèfon mòbil estan associats amb pitjor qualitat i mesures objectives del son. A més a més, hem trobat una associació entre la dosi de CEM-RF al cervell provinent de les trucades telefòniques al vespre i pitjors mesures objectives del son. En relació amb el neurodesenvolupament, la dosi total de CEM-RF al cervell i la dosi de CEM-RF al cervell provinent de les trucades telefòniques no estan associades amb els volums cerebrals, en canvi, la dosi de CEM-RF al cervell provinent d’usos d’aparells mòbils de comunicaió per activitats amb pantalla està associada amb un volum més petit del nucli caudat. Finalment, la dosi total de CEM-RF al cervell i la dosi de CEM-RF al cervell provinent de les trucades telefòniques estan associades amb pitjor la intel·ligència no verbal. Tenint en compte que es desconeix el mecanisme biològic que hi ha darrere de les associacions observades entre l'exposició a CEM-RF i el son i l'exposició a CEM-RF i el neurodesenvolupament, que els efectes que hem trobat són petits i que no hem pogut separar completament entre els minuts d'ús dels dispositius mòbils de comunicació i la dosi de CEM-RF al cervell, els nostres resultats s’han d’interpretar amb precaució. No podem descartar que les troballes siguin casuals, causalitat inversa o que altres factors relacionats amb l’ús de dispositius mòbils de comunicació estiguin darrere de les associacions observades. Per exemple, exposició a la llum blava, addicció als aparells mòbils de comunicació, excitació mental o desplaçament del son.
Fong, Wai-tsz Ricci. "Perfectionism, self-concepts and academic achievement among preadolescents in Hong Kong /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B39872798.
Full textFong, Wai-tsz Ricci, and 方蔚子. "Perfectionism, self-concepts and academic achievement among preadolescents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007925.
Full textCarrison, Amy L. "Treadway| A diversionary program for preadolescents at risk for substance use." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10164044.
Full textThe purpose of this project was to develop a flexible, adaptable curriculum (Treadway) designed to meet the specific developmental needs of preadolescents who have been identified as being high risk for developing a substance use problem. Substance use among preadolescents has been reported with increasing frequency. Preadolescents (individuals ages 11 to 13) differ from their older adolescent counterparts behaviorally, cognitively, emotionally, and socially; differences which impact how to approach the preadolescent?s use of alcohol and drugs. Stakeholders are inclined to help younger clients, but have limited information on how to intervene effectively with preadolescents. In the space between substance abuse prevention and substance abuse treatment, there exists a strong need for a diversionary curriculum targeting preadolescents. The Treadway program was designed to meet this need. Key Words: Preadolescents, adolescents, substance use interventions, substance abuse, treatment manuals
Flahive, Mon-hsin Wang. "Group sandtray therapy at school with preadolescents identified with behavioral difficulties." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4878/.
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