Dissertations / Theses on the topic 'Preadolescent'
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McKinney, Michelle Angela 1963. "Stand by me: preadolescent best friendships." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/558116.
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Coppersmith, Abbie L. "Negotiating Wardrobe: Preadolescent Girls and their Mothers." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1307127716.
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Brisson, Geneviève. "Preadolescent boys' paths to reading : balancing identity and agency." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31871.
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The major purpose of this qualitative study was to map particular preadolescent
boys' paths to reading by taking a look at various elements that might have
influenced their path to reading. Data were collected using five individual interviews
with boys, ages 11 to 13 years old, and a group interview with all five of them.
Questions for both interviews were designed to gather data in relation to my research
sub-questions, which came from a preliminary review of the literature. This study
explored how various factors —hobbies (e.g. video games, sports) and personal
interests (e.g. swords, reptiles, cars), adults as reading mentors, school, perceptions of
reading and readers, agency, peers and popular culture — influence five boys' reading
paths. Analysis of this data provided the following findings. Hobbies and favourite
activities seemed not to influence four of the boys when they chose books, but they
were a major influence for the fifth boy. The five boys mentioned series that had an
impact both on their attitude towards reading and on their choice of texts. School's
influence, however, appeared to be "neutral", but two boys explained that literature
circles were an interesting practice because they allowed for discussion with peers.
This school literacy activity contributed to these boys' positive attitudes toward
reading. Peer recommendations from other readers also influenced the choice of
books made by the interviewees. The five pre-adolescent boys appeared to be resisting
some cultural and social norms of their peer groups and of masculine discourses: they
were reading despite the fact that this activity was not one of the most popular
activities among their friends. However, if they did not view reading as a feminine
activity, they still perceived certain books as "girls' books", books that no boys would
want to read. Finally, none of these elements has been found to have a predominant
influence on all the boys: the participants spoke about more than one element that had
an influence on their choices of texts as well as on their attitudes towards reading.Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
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Thiele, Bonnie Jeanne. "Parenting practices for high -achieving preadolescent migrant education students." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2536.
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In this study, a grounded theory in a qualitative research design was developed to extend the knowledge base of positive parenting practices in homes of Migrant students. The study examined: (a) parenting practices in homes of high-achieving preadolescent students, (b) the impact of high mobility and school transitions, (c) family language and literacy practices, (d) cultural and historical contexts of parenting practices, and (e) parents' perspectives about what is happening in the schools. Literature was reviewed to learn about families of cultural and linguistic diversity from middle class Anglo students and staff. Categories that developed from the research of literature included: (a) education and the future, (b) family literacy and learning, (c) mentors and role models, and (d) family values and family communication. Interviews were conducted after cross-cultural research techniques were used to decenter the languages. Parents of fourteen students responded to the interviews and a checklist for the home learning environment. Three administrators were interviewed to gain their perspective of the school program for Migrant students and opportunities for parent involvement. The findings were reported in three categories: (a) parenting practices in the home, (b) parent perspective of school learning environments, and (c) the home-school partnership. Conclusions were based on the parents' responses, but most responses related literacy and learning directly to the school. School administrators provided information about basic programs and supplementary services. Six recommendations were made to other parents of Migrant students and for administrators and other school leaders. Recommendations to parents included: (a) specific and direct communication with children from an early age, (b) support for children's homework, schoolwork, and other responsibilities, and (c) counseling about positive mentors, role models, and friends. Recommendations for administrators included: (d) the need for early childhood education programs, services, and communication with parents, (e) provision of extra-curricular activities for all preadolescent students, and (f) a school culture that welcomes and encourages cultural and linguistic diversity.
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Schneiderman, 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.
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When compared to their non-musician peers, adult musicians demonstrate enhanced speech-in-noise perception (Parberry-Clark et al, 2013), verbal memory (Chan et al, 1998), phonological skills (Deg & Schwarzer, 2011), and reading (Tierney & Kraus, 2013). Recent evidence from auditory brainstem responses suggests that early musical training primes neural plasticity that facilitates listening in degraded environments (Strait et al., 2012). Our study examined the hypothesis that neural enhancements, subsequent to preadolescent musical training, improves binaural speech processing and temporal processing that are known to contribute significantly to speech understanding in complex listening environments (Hirsh, 1950; Snell & Frisina, 2000). We tested middle-school aged (10 - 14 years) children with and without musical training based on years of experience (< 6 months = non-musician; > 1 year = musician) and musical aptitude (Intermediate Measures of Music Audiation; rhythm subtest) on tests of spatial listening (Listening in Spatialized Noise-Sentences Test, Dillon, 2007) and auditory temporal processing (Adaptive Test of Temporal Resolution, Lister et al., 2011). We also measured working memory and visual processing efficiency (picture pattern memory and processing speed; NIH Tool Box) to understand the potential influence of multimodality higher-order cognitive skills over modality-specific enhancements in auditory perceptual processing secondary to musical training.
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Strong, Cynthia D. "Addressing the gender gap : teaching preadolescent girls computer networking concepts /." Online version of thesis, 2010. http://hdl.handle.net/1850/12239.
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Lott, Mark A. "Aerobic Fitness, Executive Control, and Emotion Regulation in Preadolescent Children." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5869.
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The present study evaluated direct and indirect associations between aerobic fitness, executive control, and emotion regulation among a sample of children aged 8-12 years. To evaluate these associations, the study employed a cross-sectional design and full-information maximum likelihood (FIML) structural equation modeling. Although the hypothesized factor analytic model failed to converge, an alternative exploratory model allowed for the evaluation of associations between primary study variables. Results supported a moderate direct association between childhood aerobic fitness and executive control, a strong direct negative association between executive control and emotion regulation, and a moderate indirect association between aerobic fitness and emotion regulation through executive control. These findings provide preliminary evidence that executive control functions as a mediator between aerobic fitness and emotion regulation and may help explain the means by which aerobic exercise exerts its influence on emotional wellbeing among preadolescent children.
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Schneiderman, 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.
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We examined the hypothesis that neural plasticity following preadolescent musical training improves spatial listening and temporal processing. Two groups of children with (>2 years) and without (< 6 months) significant musical training were assessed on binaural processing, spatial memory, and gap detection. Results demonstrated the musician group had an advantage in spatial listening and auditory memory. These findings suggest an early emergence of listening benefits and also support musical training as a rehabilitative strategy to ameliorate specific auditory processing deficits.
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Weekley, Linda F. "A Program Evaluation of a Preadolescent Girls' Youth Development Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5535.
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Programs that include skills to help girls successfully navigate the difficulties of preadolescence have been shown to be beneficial. One such youth development program in the southeastern part of the United States began in 2014 but has had no formal evaluation completed. The purpose of this qualitative study was to conduct a utilization-focused process evaluation, asking questions that addressed the perceptions of a school leader (n = 1) and volunteers of the program (n = 8). Their input was solicited concerning successful implementation strategies used, and recommendations for adaptations, recruitment, and volunteer training. Semistructured interviews were conducted using predetermined open-ended, questions. Open coding was used to discover the most common themes. After analyzing the data using VERBI's Software, MAXQDA, the identified themes were (a) successful elements of the program, (b) elements of the program that were not working, (c) suggestions for adaptations to improve the outcomes for participants, and (d) essential points to consider when recruiting new volunteers. Study participants reported that many of the girls participating in the program made positive changes in their behavior, exhibited improved self-esteem, and expanded their support system. Key findings will be discussed with the program administrators to assist them in recruiting and training new volunteers and to suggest administrative adjustments. Positive social change will be facilitated by offering ideas to the administrators that may result in expansion of the program, allowing more girls in the community to participate and experience positive results.
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Ardington, 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.
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This thesis examines how playful language functions in the friendship talk of preadolescent girls.By experimentation and manipulation of language, speakers negotiate turbulence to accomplish a variety of actions which highlight the talk-as-play function.The analytical focus is on speaker's negotation of talk in and out of play and non play. The methodology is synthesised from interactional sociolinguistics, ethnographic and Conversational Analysis approaches. Findings demonstrate that alliance building is accomplished in a diversity of forms which contribute to the overall game-like key of preadolescent girls' talk.Findings are relevant to applied linguistic and development psychology.The study offers new insights into the acquisition of gendered language practice.Doctor of Philosophy (PhD)
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Moore, Lori Dawn. "Preadolescent girls, media, and the presentation of self, a dramaturgical perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37803.pdf.
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Fulmer, Janice E. "Individual and family characteristics related to preadolescent sexual acceptance and readiness /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758680159883.
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Ardington, Angela Mary. "In and out of play : negotiated activity in preadolescent girls' talk." Thesis, View thesis View thesis, 2001. http://handle.uws.edu.au:8081/1959.7/209.
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This thesis examines how playful language functions in the friendship talk of preadolescent girls.By experimentation and manipulation of language, speakers negotiate turbulence to accomplish a variety of actions which highlight the talk-as-play function.The analytical focus is on speaker's negotation of talk in and out of play and non play. The methodology is synthesised from interactional sociolinguistics, ethnographic and Conversational Analysis approaches. Findings demonstrate that alliance building is accomplished in a diversity of forms which contribute to the overall game-like key of preadolescent girls' talk.Findings are relevant to applied linguistic and development psychology.The study offers new insights into the acquisition of gendered language practice.
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Ardington, Angela Mary. "In and out of play : negotiated activity in preadolescent girls' talk /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030408.163321/index.html.
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Thesis (PhD) -- University of Western Sydney, 2001."A thesis presented to the University of Western Sydney in partial fulfilment of the requirements for the degree of Degree of Philosophy, April 2001" Bibliography : leaves 260-296.
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Lawrence, Christine M. "Racial and maternal influences on preadolescent females eating attitudes and body image /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841315.
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Karantzas, Kellie, and n/a. "An investigation of obesity and binge eating behaviour in preadolescent Australian school children." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20070416.150247.
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Childhood overweight and obesity is a significant and increasing health problem both nationally and globally. Yet few interventions for preventing obesity have been successful, particularly in the long-term, suggesting that important factors are being overlooked. The aims of this thesis were to investigate (a) the prevalence of childhood overweight, obesity, and binge eating; and (b) the relationships between body weight, binge eating behaviour, and a set of physical, psychological, and psychosocial variables including parent body size, body dissatisfaction, size-related teasing experiences, internalisation of sociocultural messages, depression, dieting attitudes and behaviour, and emotional eating.
Participants were 569 grade five and six primary school children (272 boys and 297 girls) from Catholic and Government schools across metropolitan Melbourne, Australia. Almost 25% of participants were classified as overweight or obese. Thirteen percent of participants reported engaging in overeating (with or without loss of control), 14% reported loss of control (with or without overeating), and 6% reported engaging in binge eating (overeating and loss of control).
Structural equation modelling analyses found that body weight and binge eating were indirectly related. Body weight was directly and positively associated with parent body size, size-related teasing experiences, body dissatisfaction, and internalisation of sociocultural messages, negatively associated with emotional eating, and indirectly associated with depression, and dieting attitudes and behaviour. Binge eating was directly and positively related to parent body size, emotional eating, depression, and body dissatisfaction, while indirect associations were found with size-related teasing experiences, internalisation of sociocultural messages, and dieting attitudes and behaviour. A direct relationship between body dissatisfaction and loss of control was also found. Some gender differences were detected.
Multivariate analysis of variance also revealed that binge eaters scored significantly higher on measures of depression, size-related teasing experiences, internalisation of sociocultural messages, and angry and worried related emotional eating than non-binge eaters. Differences were also found for participants reporting the presence or absence of overeating (regardless of loss of control) and loss of control (regardless of overeating).
Overall, the study demonstrated that psychological and psychosocial factors have a significant association with both weight and binge eating behaviour in a non-clinical sample of preadolescent Australian school children. As such, future intervention programs may benefit by addressing these factors. In addition, these results support the idea of working toward the prevention of obesity and eating disorders simultaneously in children, and of extending research in this area to examine causality.
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Karantzas, Kellie. "An investigation of obesity and binge eating behaviour in preadolescent Australian school children." Australasian Digital Thesis Program, 2006. http://adt.lib.swin.edu.au/public/adt-VSWT20070416.150247.
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Thesis (PhD) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006.Submitted in partial fulfillment of the requirements for the degree of Professional Doctorate of Psychology (Health Physiology), Faculty of Life and Social Sciences, Swinburne University of Technology - 2006. Typescript. Includes bibliographical references (p. 144-164).
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Miller, Alana K. "The Effect of Parental Congruence on Preadolescent Problem Behavior in African American Families." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/psych_theses/7.
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The current study examined the effects of parenting congruence on child outcome behaviors. Participants were 144 African American families with a child between 9 and 12 years old. Mothers and fathers provided self report on their behavior regarding monitoring, positive parenting, and parental beliefs. Children provided self report regarding child problem behavior, and sexual intentions. Results revealed the more congruent parents were on positive parenting behaviors the more boys thought about sex; however, results for girls were not significant. Additionally, moderation trends suggested when both parents are high on monitoring behaviors girls have thought about sex less, whereas boys think about sex less when both parents are low on monitoring behaviors. Another trend suggested the more conservative both parents are regarding attitudes about dating, the less likely boys are to have thought about sex. Thus, the combined behavior of both parents on specific parenting factors can affect boys and girls differently.
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Williams, Catrin Ellen. "Preadolescent adjustment across the transition to secondary school : The role of emotional intelligence." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516116.
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Brierly, Laurel Louise. "Recreating revolutionary roles : how preadolescent students explore the Boston Tea Party through theater." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/36612.
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This thesis aims to answer three questions that explore the ways in which preadolescent students participate in a reenactment exercise that is used as an educational technique at the Old South Meeting House, a historic site from the American Revolutionary War in Boston, Massachusetts: How do the students experience the performance-based approach to education?; Do the students enjoy their reenactment experiences?; and How do students navigate between the body of mythologized material surrounding the American Revolutionary War and the educational material with which they are presented during the reenactment exercise and during other formal (classroom) education? Written, drawn, and verbal responses from 76 participating 9- and 10-year-olds (American fourth and fifth graders) concerning their experiences with the reenactment program were gathered. Drawing from theoretical foundations in Museum Education, Museum Theater, Theater Education, and the mythologizing of American history, this project explores a convergence of these disciplines. The data generation and analysis of the responses that the students provided were based in Grounded Theory, and analysis was conducted through the use of phenomenographic transcription and categorization, including techniques for analysing drawn data based on models developed for use in studies in Environmental Education. The findings illuminate the dual understandings that students develop to navigate between exciting, mythologized histories of the American Revolution and more historically provable versions that, while providing accurate facts for education, might not possess the same dramatic appeal as exaggerated and romanticized versions. The data also points to the importance of the social aspect of reenactment to the participants. The primary contributions to the fields of Museum Education and Museum Theater Education herein lie mainly in this thesis’s additions to discussions on the use of reenactment as an interpretive tool, particularly in terms of exploring the reenactment exercise’s influences on the students by whom it was performed.
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Shaw, Jill Ellen. "A study of the phenomena of the "hurried preadolescent" and suggested ministry applications." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Blunck, Sharalee Ann. "Listeners' Ability to Identify the Gender of Preadolescent Children Across Multiple Linguistic Contexts." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2613.
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The purpose of this study was to determine whether 20 listeners could identify the gender of 10 preadolescent children from speech samples. An additional aim was to evaluate whether listeners identified children more accurately when listening to speech samples when more linguistic context was available. The listeners were presented with a total of 190 speech samples in four different categories of linguistic context: segments, words, sentences, and discourse. The listeners were instructed to listen to each speech sample and decide whether the speaker was a male or female. In addition, the listeners were instructed to rate their level of confidence in their decision on a 1-10 scale. Results showed listeners identified the gender of the speakers with a high degree of accuracy, ranging from 86% to 95%. In addition, statistical analysis showed significant differences in the accuracy of listener judgments among the four levels of linguistic context, with segments having the lowest (83%) and discourse the highest accuracy (99%). At the segmental level, the listeners' ability to identify the each speaker's gender from a speech sample was greater for vowels than for fricatives, with both types of phoneme being identified at a rate well above chance. Significant differences in identification were found between the /s/ and /ʃ/ fricatives, but not between the four corner vowels. The perception of gender is likely multifactorial, with listeners possibly using phonetic, prosodic, or stylistic speech cues to determine a speaker's gender.
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Bajuk, Kristine J., of Western Sydney Nepean University, and Faculty of Education. "Self concept and anxiety in behaviour disordered middle school children: discrepancy between self report and observer rating." THESIS_FE_XXX_Bajuk_K.xml, 1995. http://handle.uws.edu.au:8081/1959.7/135.
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This thesis examines the perceptions of interpersonal adequacy held by preadolescent behaviour disordered boys through comparisons with perceptions held of them by putative significant others and normative comparison with their peers. The sample, selected according to behavioural status, comprised 70 boys drawn from 22 regular primary schools in south west Sydney, Australia. Thirty five boys, identified as behaviour disordered, were matched with boys whose behaviour was perceived to be appropriate in the school setting. An overview of the results would suggest that the influence of selected putative significant others on the multidimensional self concepts of preadolescent boys is not universal and varies according to behavioural classificationDoctor of Philosophy (PhD)
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Daniel, Leslie S. "Descriptions of Friendship from Preadolescent Boys Who Carry A Label on the Autism Spectrum." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29596.
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This dissertation provides an account of the ways seven preadolescent boys with autism spectrum disorders describe friendship. This study extends previous research by providing more in-depth descriptions of friendship gleaned through iterative interviews. In addition to multiple interviews with each of the boys, I collected interview data from their parents, and one teacher of each boy. In order to convey friendship from the boys' perspectives, I present data across three broad themes: (1) Establishing and maintaining friendships, (2) Social reciprocity, and (3) Conflicts. The findings indicate that some important components of close friendships, (i.e., frequent and varied interactions, relative equality and reciprocity, maintenance over an extended period of time, and emotional support), that are commonly included in descriptions of preadolescent relationships in the general literature were evident in the close friendships of these boys with autism spectrum disorders.
Not only does this study help increase the understanding of the construct of friendship, but of autism spectrum disorders as well. Specifically, my findings challenge the deficit perspective of autism spectrum disorders in several ways: (1) these preadolescents described ways that they socialize with friends rather than ways to avoid social situations in favor of isolation (Kanner, 1943); (2) the majority described same-age friendships as opposed to failing to develop peer relationships (American Psychiatric Association, 2000); and (3) four boys either are developing or have developed social reciprocity with friends, instead of demonstrating a lack of social reciprocity (American Psychiatric Association, 2000).
Researchers are just beginning to understand how preadolescents with autism spectrum disorders describe friendships. This study provides an important addition to the extant literature by providing insight into how a small group of highly verbal, preadolescent boys labeled with autism spectrum disorders describe friendship. Further research is necessary and will add to the sparse body of literature that just begins to depict how people with autism spectrum disorders understand and experience friendship.Ph. D.
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Tidman, Marjorie Rose. "Peer status and behavioural reputation amongst preadolescent girls in existing and new peer groups." Thesis, Tidman, Marjorie Rose (1990) Peer status and behavioural reputation amongst preadolescent girls in existing and new peer groups. PhD thesis, Murdoch University, 1990. https://researchrepository.murdoch.edu.au/id/eprint/50600/.
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The formation and maintenance of behavioural reputations and peer status during preadolescence have been studied predominantly with boys. In this thesis, qualitative and quantitative methods of research have been employed to examine the individual and group processes involved in the formation and maintenance of preadolescent girls' behavioural reputations and peer status. The research was designed to capture the emergence of social identities and so children were studied across transitions from established peer groups to new peer groups. Two naturalistic longitudinal case studies of low-status girls provided qualitative data on the complex interplay of individual and group processes that influence changing social identities. An experimentally contrived newgroup study explored in more detail the issues raised in the naturalistic case studies.
Nine new peer groups were formed, each group containing three girls, previously identified as 'high-status sociable', 'low-status disruptive' and low-status withdrawn', from separate schools. In the existing peer groups, girls' self-perceptions of social identity, their anticipations of meeting unfamiliar peers, their social inferences about behavioural reputations, and the cohesion and membership profiles of their social groups, were measured. In the new peer groups, measures were taken of girls' emerging behaviour, reputation and status.
Although adult coders detected no behavioural differences between girls of the three 'status and behavioural-reputation' profiles, all girls replicated their profiles in new peer groups. The social information processing data suggests that preadolescent girls are able to infer accurately behavioural reputations given limited social information about unfamiliar peers. Furthermore, girls are aware of their peer status in their existing peer groups and aware of their behavioural reputations in new peer groups. This pattern of data suggests that girls' social identities are mediating the new group outcomes. The analyses of girls' existing social groups reveal also, that high-status girls are members of more cohesive social groups than low-status girls, and that girls belong to social groups with members of similar 'status and behavioural-reputation' profiles. These results suggest that preadolescent girls' existing social groups vary in 'risk' as environments which maintain different social identities.
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Andersson, Jonas. "Effects of parent training on parenting: : Associated Change between Parental Behaviors and Preadolescent Problem Behaviors." Thesis, Örebro universitet, Akademin för juridik, psykologi och socialt arbete, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-26385.
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The aim of this study was to find out if change in parent behavior is associated with change in preadolescent problem behavior during parent training programs. A total of 561 single parents or couples of mainly Swedish origin were randomized into one out of four parent training programs with different theoretical bases. Parents’ self-reports of their own behavior and of their children’s intensity as well as impact of problem behavior, lack of attention, and hyperactivity showed that effects were equal across interventions for both children and parents. 12 parent constructs were measured. All of them except positive parent behavior constructs correlated with all four outcomes for children on significant levels. Negative parent behavior predicted change in all child outcomes on a highly significant level.
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Rosewall, Juliet Mary. "Prevalence, Correlates and Moderators of Eating Pathology in New Zealand Women, Adolescent and Preadolescent Girls." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/2223.
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Despite the fact that eating disorders (EDs) and their subclinical variants are important health concerns, very little research has examined eating pathology and body image, including the factors that may contribute to their development, in New Zealand. Based on the Sociocultural Model of Eating Pathology, this thesis comprises four studies that aimed to identify the factors that may interact with different parts of this model to predict eating pathology. As part of each study, the cross-cultural validity of the assessment measures used was also examined. Across all four studies, the prevalence rates of eating pathology and associated pathology were comparable to overseas estimates. Participants for Study One were 243 adolescent girls recruited from secondary school in Christchurch, New Zealand. Participants completed questionnaires assessing eating pathology, body dissatisfaction, negative affect, perfectionism, self-esteem, teasing and perceived sociocultural pressure. Regression analyses demonstrated that body dissatisfaction, socially prescribed (SP) perfectionism and negative affect uniquely predicted eating pathology in the adolescent sample. Moderator analyses indicated that high levels of SP and self-oriented (SO) perfectionism, negative affect, perceived pressure from others and the media, and low levels of self-esteem all increased the effect of body dissatisfaction on eating pathology among adolescents. Study Two examined the same risk factors among 170 preadolescent girls from primary schools in Christchurch, New Zealand, and found that body dissatisfaction, SP perfectionism and teasing independently predicted eating pathology. High levels of SO and SP perfectionism, perceived media pressure and low levels of self-esteem strengthened the body dissatisfaction-eating pathology relation. The goal of Study Three was to test the factors that serve to amplify the risk of internalising societal standards of thinness among 202 university women recruited from the University of Canterbury, New Zealand. The participants completed questionnaires measuring perfectionism, sociocultural pressure to be thin, anorectic cognitions and anti-fat attitudes. Results indicated that social pressure and information about appearance standards independently predicted thin ideal internalization but no statistically significant moderators were found. Finally, taking another approach to studying women at high or low risk for eating problems, Study Four sought to examine and describe the characteristics of women with a high body mass index (BMI; kg/m2) who were not dissatisfied with their bodies and also women who were dissatisfied with their bodies but were not engaging in pathological eating behaviour. Participants were 166 university women recruited from the University of Canterbury who completed the Personality Assessment Inventory (1991) and questionnaires relating to body dissatisfaction and eating pathology. Both of the above-mentioned groups were characterised by lower overall distress, such as lower levels of anxiety, depression and borderline features. Overall, this research suggests that disordered eating and body image concerns occur among New Zealand women, adolescent and preadolescent girls at rates similar to Europe and North America. There was reasonable support for the validity of many of the assessment measures used. The research also highlights some factors that may influence the development of eating pathology among these populations and provides possible leads for future longitudinal research and, ultimately, prevention efforts.
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Houldcroft, Laura. "Peer and friend influences on eating behaviour in school children." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/17380.
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Currently there is limited research addressing the eating behaviours of preadolescent children, despite evidence suggesting that friends and peers may contribute to the developing eating attitudes and behaviours of children of this age. Eating behaviours in terms of this thesis include both under- and over- eating behaviours, with a specific focus on the under-eating behaviour, dietary restraint, and the over-eating behaviours emotional eating and external eating. The fundamental aim of this thesis was to examine friend and peer influences on children s eating behaviours, with a specific focus on a community sample of preadolescent children. Based on links established in the literature between childhood eating behaviours (dietary restraint, emotional eating and external eating) and parental controlling feeding practices (pressure to eat and restriction) and childhood symptoms of anxiety and depression, these factors were also considered alongside the contribution of friends and peers, both cross-sectionally and longitudinally. The longitudinal stability and continuity of self-reported eating behaviours and perceived parental feeding practices in preadolescent children were also examined in this thesis. A pilot study and experimental study provided an objective measure of children s snack food intake following a school lunchtime, when offered a selection (healthy and unhealthy) of snack foods in the presence of friends and peers. Links between food intake in the presence of friends and peers, and self-reported eating behaviours, parental controlling feeding practices, child symptoms of anxiety and depression and BMI were further explored. The research in this thesis suggests that friends dieting behaviours predict individual children s dieting behaviours, and also highlights links between problematic eating and anxiety in preadolescent children. Parental controlling feeding practices were found to have a negative impact on preadolescents eating behaviours and were also found to be potentially linked to the development or maintenance of anxiety and depression symptoms in children of this age. Preadolescents reports of eating behaviours and perceptions of the controlling feeding practices their parents utilised with them were stable over time, but, with the exception of restriction, lacked continuity. Dietary restraint, emotional eating and external eating decreased over a 12 month period. While some of the research in this thesis requires replication, the results present many novel and interesting findings. Using longitudinal and experimental data, the research reported on in this thesis highlights the important contributions of friends, peers, parents and individual anxiety and low mood to the eating attitudes and behaviours of preadolescent aged children.
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Johns, Johanna Elizabeth. "The impact of interactive systems on preadolescent children in out-of-school time. Issues and answers from multiple cases and diverse contexts." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10143.
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This research investigates the experiences of preadolescents in School Age Care contexts (popularly known as After-school Care) in New South Wales (NSW), Australia. The study finds that children primarily form identities by exploring and pursuing their interests. They need adults to facilitate this process because they lack the experience, resources and status to do so themselves. The adult–child care relationship thus conditions the efficiency and effectiveness of children’s aspirations. The core concern of the study is learner identity formation by children in their approach to high school transition. The study responds to two current social concerns. First, how are children of school age best looked after in the hours when they are not at school and their parents are at work. Second, how can children be guided to stay at school until they matriculate, and not to drop out of school early. It is proposed that children’s potential depends on their capacity to build resilient learner identities through the support founded in generational networks. This study makes use of multiple cases of children’s out-of-school experiences, taken from six different kinds of School Age Care in Greater Sydney, NSW. Grounded-Theory analysis is applied to data and information sourced from multiple methods including drawings, group interactions and face-to-face conversations. Based on the self-reports of children, the study considers the barriers inhibiting children’s learner identity formation. Scholarly discourse, media, reports and interviews with adult leaders at each field site provide commentary. An argument is made for partnering across children’s networks at the interface between schooling and the worlds children inhabit outside of school. Children are theoretically conceived as being invested in the process of their own skill building to become agents for their own best interests. The adult–child care relationship facilitates this process. It is argued that School Age Care, at the interface between school and home, has the potential to mediate between the various discontinuities found among the different contexts of childhood, particularly in the approach to the transition to high school. Based on this, existing and new School Age Care policy is reviewed to recommend practical approaches to adult–child care relationship building and program planning. This includes the recommendation of new tools to generate data and information about the engagement of children in various activities. A methodology is modelled for building program-planning skills in School Age Care settings collaboratively with children. These tools and methodologies respond to the vision of policy directions initiated at the care ‘coalface’ since January 2012. They are intended to generate both ‘lag’ and ‘lead’ guidance for the development of professional standards and for enriching the benefits to children in out-of-school contexts.
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Hommel, Katherine E. "The impact of a physical activity intervention on the physical activity self-efficacy of preadolescent females." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181252226/.
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McGladrey, Margaret Louise. "BECOMING BODIES: HOW PREADOLESCENT GIRLS CONSUME AND PRODUCE MEDIA IN 21st CENTURY AMERICA." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/102.
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This study investigates preadolescent girls’ interpretations of images of and messages about women’s bodies presented in both traditional and online media in the American cultural context. Using qualitative methods including in-depth interviews, email diaries, and digital photo collages, this study gives voice to girls aged nine to eleven from diverse racial and socioeconomic backgrounds so that they might tell their stories about interacting with media that is relevant to their relationships with their bodies. Employing objectification theory as well as concepts from the cultural studies tradition, the findings suggest that the process of becoming a female body in the 21st-century American media environment is far more complex than a simple linear, cause-effect equation can express. Differences among girls in terms of media use, degree of media criticism, age, and interpersonal discursive environments moderate their relationships to mediated imagery and to their bodies. The findings also describe the mediated bodily ideal that is most relevant to preadolescent girls, the celebrity girls who embody this ideal, the ways in which girls experience self-objectification and body surveillance, and the nature of girls’ conversations with friends and family members about body-related topics. The study concludes by providing recommendations to concerned researchers, educators, and parents.
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Sharpless, Diana L. "The effect of therapeutic arts education on the emotional responses of an emotionally/behaviorally disordered preadolescent /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844105975839.
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Pope, William R. "Designing a program for parents to teach a Christian interpretation of adolescent sexuality to preadolescent children." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Duncombe, Kristina Marie. "Associations Between Parent-Child Relationship Quality, Parent Feeding Practices, and Child Weight Status in Preadolescent Children." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6473.
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The present study evaluated associations between parent-child connectedness and communication, parent perceptions of child weight, parent feeding behaviors (restriction, pressure to eat, and monitoring), and child body mass index percentile among a sample of children aged 8-12 years. To evaluate these associations, this study used a cross-sectional design and maximum likelihood (ML) structural equation modeling to examine a mediation model with parental feeding behaviors mediating the associations between parent-child relationship quality and child body mass index. Furthermore, because of the known associations between parental perceptions of child weight and parent feeding practices, models examining the mediating effects of parent feeding practices between parent perceptions of child weight and child body mass index were also examined. Finally, we used mixture modeling to conduct latent profile analyses, specifying high, moderate, and low levels of each feeding behavior, in order to examine the mediation effects of specific levels of feeding behaviors. Study findings supported restriction as a mediator between parent reported communication (PRC) and child weight, as well as between parent perceptions of child weight (PCW) and child weight. The results also indicated that parent perceptions of child weight predicted feeding practices and child weight. Both restriction and monitoring predicted child weight. Overall, these findings provide evidence for the role of parent-child relationship quality in predicting parent feeding behavior. However, study findings suggest that these associations may differ depending on the rater (i.e., child, parent).
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Evans, Elizabeth Helen. "Biopsychosocial factors in body dissatisfaction and disordered eating attitudes amongst preadolescent girls : cross-sectional and longitudinal perspectives." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/5930/.
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Research into the antecedents of disordered eating attitudes and body dissatisfaction in preadolescent girls is lacking, despite the physical and psychological developmental risks these phenomena pose. In response, two separate studies of school-based samples of young girls were undertaken, investigating a range of biopsychosocial risk factors using longitudinal and cross-sectional methodologies. Study 1 examined prospective predictors of disordered eating attitudes and body dissatisfaction. 138 girls completed measures of adiposity, perfectionism, anxiety, body dissatisfaction and disordered eating attitudes at 7 to 9 years old and two years later at 9 to 11 years old. Across-time predictors of body dissatisfaction and disordered eating attitudes, adjusted for other across- and within-time relationships, were assessed using regression analyses. Initial adiposity predicted subsequent body dissatisfaction with only borderline significance when adjusted for subsequent adiposity. Initial disordered eating attitudes and perfectionism predicted subsequent disordered eating attitudes. These data suggest novel prospective factors in the pathogenesis of disordered eating and body image for young girls. Study 2 cross-sectionally examined the utility of an adult sociocultural model of body dissatisfaction and disordered eating attitudes in young girls for the first time. According to the model, internalising an unrealistically thin ideal body increases the risk of disordered eating via body dissatisfaction, dietary restraint, and depression. 127 girls aged 7-11 years old completed measures of adiposity, thin-ideal internalisation, body dissatisfaction, dieting, depression, and disordered eating attitudes. Thin-ideal internalisation predicted disordered eating attitudes indirectly via body dissatisfaction, dietary restraint, and depression; it also predicted disordered eating attitudes directly (a novel parameter). Exploratory path analyses showed that this revised sociocultural model fit well with the data. These data indicate a sociocultural framework of disordered eating and body dissatisfaction in adults is useful, with minor modifications, in understanding related attitudes in young girls. Together, these studies provide a detailed picture of factors involved in the development and maintenance of body dissatisfaction and disordered eating attitudes during middle childhood. They suggest the importance of early, targeted interventions for this age group as a means to reduce girls’ current and subsequent concerns about eating, shape and weight.
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Bruk, Lila. "Aspects of body image perception of preadolescent girls of different ethnic groups in Northeastern Johannesburg, South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5446.
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Thesis (MNutr (Interdisciplinary Health Sciences. Human Nutrition))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Background: Poor body image perception and body dissatisfaction has been found to be a risk factor for eating disorders. Studies have found that signs of distorted body image perception and body dissatisfaction can be detected in children as young as 8 or 9 years old. Aim: The current study served to assess the extent of this problem in Northeastern Johannesburg, South Africa, in order to allow for the necessary intervention steps (e.g. development of school-based programmes) to deal with this problem to be put in place. Method: The study was a cross-sectional analytical study with a descriptive component. Two hundred and four girls (81.37% Black, 15.20% White and 3.43% Coloured or Indian) aged between 96 and 119 months in primary schools in Northeastern Johannesburg were selected for this study using systematic random sampling. They were required to complete a questionnaire about their body image perception and weight control behaviours, as well as undergo anthropometric measurements (i.e. weight and height). Results: This study found that the subjects placed much importance on being thin, with subjects stating that they thought if a girl was thin she would be more popular (63.96%), have better self esteem (69.63%), be more attractive (69.11%), be more feminine (73.80%) and be healthier (66.84%). When asked to identify the girl from a silhouette drawing that most resembled themselves, 45.00% of the subjects were able to accurately identify which girl’s size most resembled their own, whereas 48.50% saw themselves as thinner than they are and 6.50% saw themselves as fatter than they are. In addition, the majority of subjects (69.61%) said that they were very happy with their weight and the majority (74.88%) classified it as “just right.” However, despite these findings, there was still significant body dissatisfaction evident in the group with 50.25% of the subjects wanting to be thinner, 28.57% wanting to be fatter and only 21.18% not wanting to be thinner or fatter than they currently are. Of the subjects participating in the study, 50.98% had tried to lose weight in the past and 28.71% had tried to gain weight. Also, various factors (i.e. media, cultural, family and peer influences), were shown to have a significant influence on the subjects’ body image perception. Other factors such as socioeconomic status and physical activity level had no significant link with the subjects’ body image perception. Conclusion: There is a significant problem with poor body image perception and resultant weight control behaviours in this age group. Clearly, there is a need for body image improvement programmes to be put in place in primary schools so as to prevent preadolescent girls from moving towards a lifetime of suffering with body dissatisfaction or, even worse, developing a life-threatening eating disorder.
AFRIKAANSE OPSOMMING: Agtergrond: ’n Swak liggaamsbeeld en liggaamsontevredenheid is bekende risikofaktore vir die ontwikkeling van eetsteurnisse. Volgens studies kan tekens van ’n verwronge liggaamsbeeld en liggaamsontevredenheid reeds by jong kinders, van 8 of 9 jaar, bespeur word. Doel: Hierdie studie het gepoog om die omvang van dié probleem in die noordooste van Johannesburg, Suid-Afrika, te bepaal ten einde die nodige intervensiemaatreëls te tref (byvoorbeeld om skoolgebaseerde programme te ontwikkel) om die probleem die hoof te bied. Metode: Die studie is ’n dwarssnit analitiese studie met ’n beskrywende komponent. Met behulp van sistematiese, ewekansige steekproefneming is 204 laerskoolmeisies (81.37% Swart, 15.20% Wit en 3.43% Bruin of Indiër) van tussen 96 en 119 maande uit die noordooste van Johannesburg as proefpersone vir die studie gekies. Die meisies moes elk ’n vraelys oor hul liggaamsbeeld en gewigsbeheergedrag invul sowel as antropometriese meting van gewig en lengte ondergaan. Resultate: Die studie het gevind dat die proefpersone baie waarde daaraan heg om maer te wees. Hulle reken onder meer dat, indien ’n meisie maer is, sy waarskynlik gewilder sal wees (63.96%), ’n beter selfbeeld sal hê (69.63%), aantrekliker sal wees (69.11%), vrouliker (73.80%) en gesonder sal wees (66.84%). Toe hulle op ’n profielskets ’n meisie moes uitwys na wie hulle dink hulle die meeste lyk, kon 45.00% van die proefpersone akkuraat uitwys watter meisie se grootte die meeste met hulle s’n ooreenstem, terwyl 48.50% hulself as maerder en 6.50% hulself as vetter beskou het as wat hulle werklik is. Die meerderheid van die proefpersone (69.61%) was oënskynlik gelukkig met hul gewig en die meeste (74.88%) het hul gewig as “net reg” beskryf. Tog, ondanks dié bevindinge, was daar steeds beduidende liggaamsontevredenheid by die groep: 50.25% van die subjekte wil maerder wees, 28.57% vetter en slegs 21.18% nie maerder óf vetter as wat hulle tans is nie. Van die studiedeelnemers het 50.98% al voorheen probeer gewig verloor, terwyl 28.71% al probeer gewig aansit het. Verskeie faktore (soos media-, kulturele, gesins- en portuurinvloede) blyk ook ’n beduidende impak op die proefpersone se liggaamsbeeld te hê. Daarenteen toon ander faktore, soos sosio-ekonomiese status en vlak van fisieke aktiwiteit, geen wesenlike verband met die proefpersone se liggaamsbeeld nie. Gevolgtrekking: Hierdie ouderdomsgroep blyk ’n beduidende probleem met ’n gebrekkige liggaamsbeeld en gevolglike gewigsbeheergedrag te hê. Daar is duidelik ’n behoefte aan programme om laerskoolmeisies se liggaamsbeeld te verbeter ten einde te voorkom dat preadolessente meisies weens liggaamsontevredenheid ’n leeftyd van swaarkry tegemoetgaan of, selfs erger, ’n lewensgevaarlike eetsteurnis ontwikkel.
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Ojiambo, Deborah. "Effectiveness Of Group Activity Play Therapy On Internalizing And Externalizing Behavior Problems Of Preadolescent Orphans In Uganda." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103365/.
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This pilot study investigated the impact of group activity play therapy (GAPT) on displaced orphans aged 10 to 12 years living in a large children.s village in Uganda. Teachers and housemothers identified 60 preadolescents exhibiting clinical levels of internalizing and externalizing behavior problems. The participants ethnicity was African and included an equal number of females and males. Participants were randomly assigned to GAPT (n = 30) or reading mentoring (RM; n = 30), which served as an active control. Preadolescents in both treatment groups participated in an average of 16 sessions, twice weekly with each session lasting 50 minutes. Sessions were held in the school located within the village complex. A two (group) by two (repeated measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (TRF) and housemother reports using the Child Behavior Checklist (CBCL), children receiving the GAPT intervention demonstrated statistically significant decreases (p < .025) in internalizing behaviors (TRF: p < .001; CBCL: p < .001 ) and externalizing behaviors (TRF: p = .006; CBCL: p < .001) from pretest to posttest compared to children who received RM. The GAPT intervention demonstrated a large treatment effect on reducing orphaned childrenÆs internalizing problems (TRF: ?p2= .213; CBCL: ?p2 = . 244) and a moderate to large treatment effect on reducing externalizing problems (TRF: ?p2= .121; CBCL: ?p2 = .217). The statistical, practical, and clinical significance of the findings provided strong, preliminary support for using GAPT as a developmentally and culturally responsive school-based intervention for troubled Ugandan orphans.
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Mathews, Rachel Elizabeth. "The Influence of Paternal Factors in Predicting the Pathogenesis of Anxiety in Preadolescent Girls: A Path Analysis." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1592752678554884.
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Hetherington-Rauth, Megan, Jennifer W. Bea, Vinson R. Lee, Robert M. Blew, Janet Funk, Timothy G. Lohman, and Scott B. Going. "Comparison of direct measures of adiposity with indirect measures for assessing cardiometabolic risk factors in preadolescent girls." BIOMED CENTRAL LTD, 2017. http://hdl.handle.net/10150/623119.
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Background: Childhood overweight and obesity remains high, contributing to cardiometabolic risk factors at younger ages. It is unclear which measures of adiposity serve as the best proxies for identifying children at metabolic risk. This study assessed whether DXA-derived direct measures of adiposity are more strongly related to cardiometabolic risk factors in children than indirect measures. Methods: Anthropometric and DXA measures of adiposity and a comprehensive assessment of cardiometabolic risk factors were obtained in 288, 9-12 year old girls, most being of Hispanic ethnicity. Multiple regression models for each metabolic parameter were run against each adiposity measure while controlling for maturation and ethnicity. In addition, regression models including both indirect and direct measures were developed to assess whether using direct measures of adiposity could provide a better prediction of the cardiometabolic risk factors beyond that of using indirect measures alone. Results: Measures of adiposity were significantly correlated with cardiometabolic risk factors (p < 0.05) except fasting glucose. After adjusting for maturation and ethnicity, indirect measures of adiposity accounted for 29-34% in HOMA-IR, 10-13% in TG, 14-17% in HDL-C, and 5-8% in LDL-C while direct measures accounted for 29-34% in HOMA-IR, 10-12% in TG, 13-16% in HDL-C, and 5-6% in LDL-C. The addition of direct measures of adiposity to indirect measures added significantly to the variance explained for HOMA-IR (p = 0.04). Conclusion: Anthropometric measures may perform as well as the more precise direct DXA-derived measures of adiposity for assessing most CVD risk factors in preadolescent girls. The use of DXA-derived adiposity measures together with indirect measures may be advantageous for predicting insulin resistance risk.
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Larocque, Lisa. "Preadolescent self-concept and self-concept/academic achievement relations, investigating multidimensional and hierarchical structures within and across gender." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0016/NQ46529.pdf.
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Chambers, Stuart Alva. "Short-Burst-High-Intensity Exercise to Improve Working Memory in Preadolescent Children Diagnosed with Attention Deficit Hyperactivity Disorder." Thesis, Piedmont College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111590.
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Attention deficit hyperactivity disorder (ADHD) is one of the most challenging children’s public health concerns today. Children diagnosed with ADHD struggle more academically and are at a significant risk of lower academic achievement, increased grade-level retention, and additional diagnoses of learning disabilities. Symptoms of ADHD primarily arise from deficits in specific executive function (EF) domains, one of which is working memory (WM). Children diagnosed are impaired on tasks that specifically measure WM capacity and short-term visuo-spatial memory. In this study, four fifth-grade students diagnosed with ADHD were administered a variety of assessments. WM was measured through a math vocabulary recall, visuo-spatial WM via a computerized Corsi Block Tapping Test, and WM capacity was assessed through an Operation Span Task. In addition, on-task behavior was determined using the partial interval recording process with overall mathematical skill based knowledge being evaluated through a pre and post assessment. Using the ABAB Withdrawal Single-Case Research Design, a 10-min intervention of short burst high intensity exercise was introduced. Participants were assessed each session (daily) and exhibited improvement on all measurements during the intervention conditions of the study.
The results suggest that a vigorous 10-min daily regime of short-burst-high-intensity exercise improves the working memory and on-task behavior of preadolescent children diagnosed with ADHD.
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Liebenberg, Jacobus Johannes. "'n Kwalitatiewe evaluering van leierskapmodelle vir preadolessente." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09192005-155942.
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Wilson, Patricia. "Social self-concept in preadolescent children at school: An investigation of its structure using a structural equation modelling approach." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10003.
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This study investigated the structure of social self-concept in preadolescent children at school. Subjects were 227 male and female grade three students from eight schools in a metropolitan area. A multidimensional, hierarchical model of social self-concept was proposed and tested using confirmatory factor analytic procedures within the framework of the analysis of covariance structures. The hypothesized model was based upon the theoretical model of self-concept first proposed by Shavelson, Hubner, and Stanton (1976). Subjects were given two self-report instruments designed to measure self-concept in the areas of social relations with classmates, other children at school, and teachers. Additionally, a teacher rating scale and a peer sociometric instrument were used as measures of the child's actual social behaviour. Data were collected at two time points, in the fall and the spring of the same academic year. The hypothesized and counterhypothesized models provided a poor fit to the data. Analyses then continued in an exploratory mode. Of all models tested, the best-fitting model of social self-concept was found to be a four-factor model with general self-concept as the first factor, self-concept of popularity as the second factor, social self-concept in general and in regard to school and classmates as the third factor, and social self-concept in regard to teachers as the fourth factor. Because the facets of social self-concept were found to be less differentiated than hypothesized it was not possible to investigate the proposed hierarchical structure of the construct. Partial support was found for the hypothesis that social self-concept can be differentiated from social behaviour as measured by peers and teachers. Social behaviour with teachers, in particular, was found to be very different from self-reports of social behaviour. Social behaviour with peers and self-reports of social behaviour with peers were found to be associated moderately, indicating that self and other ratings were referring to the same, or similar, behaviours, but each from their own unique perspective. Analysis of the second time point data did not support the stability of social self-concept over a six month period, indicating the necessity of replicating these results before conclusions can be more than tentative. This study presented an important possible revision to the Shavelson et al. (1976) model of self-concept. The study demonstrated the salience of popularity in the child's conception of his or her own social relations. It demonstrated, further, that the child's perspective regarding social relations differs from that of peers or of teachers.
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Morrison, Shona A. "Peers, pals and preferences : the effects of peer status and social needs on the self-concepts of preadolescent children." Thesis, University of Aberdeen, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315180.
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This study examines three aspects of preadolescents' social development; social self-concept, peer social status and social needs. 4 primary schools in Aberdeen were selected that cover the socio-economic spectrum. From these schools, 157 males and 157 females were chosen to take part in the first, cross-sectional part of the study. These children were tested on a variety of biographical, psychological and attitudinal variables. Using statistical analyses, profiles of children showing different social self-concepts, peer status' and social needs were devised. 15 children took part in the second, qualitative part of the study. These children were interviewed for their cognitions and perceptions of themselves, friendship, peer interaction and popularity. These results are presented as a number of case studies. The results show that children's social needs and peer status' affect their social self-concepts. Social self-concept, peer status and social needs are also shown to be associated with behavioural, perceptual and psychological variables. These variables have consequences for the lifestyles children adopt and social activities in which they participate. These results extend previous findings by showing the importance of individual preferences for different types of social interaction to social development, and by demonstrating the reflection of children's social development in their perceptions and attitudes. Finally, the implications and recommendations for future research are presented.
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Alhassan, Basil A., Ying Liu, Deborah Slawson, Jonathan M. Peterson, Jo-Ann Marrs, William A. Clark, and Arsham Alamian. "The Influence of Maternal Body Mass Index and Physical Activity on Select Cardiovascular Risk Factors of Preadolescent Hispanic Children." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5559.
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Background. Maternal obesity and physical inactivity have been identified as correlates of overweight and obesity and physical inactivity in older preadolescents; however, no study has explored this relationship in Hispanic preadolescents. Furthermore, the relation between maternal physical activity (PA) and blood pressure (BP) in Hispanic preadolescents has not been examined. Purpose. This study aimed to assess the associations between Hispanic mothers’ PA and body mass index (BMI) and their preadolescents’ PA, screen time, BP, and BMI. Methods. Data of 118 mother-child (aged 2–10 years) dyads enrolled in a crosssectional study of metabolic syndrome in Hispanic preadolescents at a community health center in Johnson City, TN were used. Parent and child questionnaires were used to ascertain mothers’ BMI and PA and preadolescents’ PA and screen time.
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Ortiz, 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.
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Peacock, Regina, and Julio Cesar Fisher. "The effects of parental attachment and parenting style on the development of violent and general deliquent behaviors in preadolescent youths." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2086.
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The purpose of this study was to determine the extent to which insecure attachment formation and the laissez-faire of authoritarian parenting style predict violent or general delinquent behaviors in preadolescent youths. The present study analyzes archival data from the first wave of a longitudinal study on delinquent behaviors. Two hundred six male and female sixth grade students were surveyed. A correlation design was used to determine predictors of violent and general delinquent behaviors among these preadolescent youths. Regression analysis was used to determine which predictor offered the best explanation of violent and delinquent behavior. It was found that for boys and girls, insecure attachment was indeed significantly correlated with violent and general delinquent behaviors. However, parenting styles was not at all correlated with those behaviors in boys. Conversely, for girls, regression analysis indicated that the Laissez-faire parenting style was a more significant predictor of violent and general delinquent behaviors. These findings are important in that they may be used to help design programs to abate the rising tide of delinquency and violence among preadolescent youths. The results of this study indicate the need for parental involvment in such programs.
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Becker, Megan Leigh. "EFFECTS OF REPEATED ARIPIPRAZOLE TREATMENT ON THE cAMP AND AKT PATHWAYS IN THE DORSAL STRIATUM OF PREADOLESCENT AND ADULT RATS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/416.
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The positive symptoms of schizophrenia primarily result from an excess of high affinity D2-like receptors (i.e. D2High receptors). First-generation antipsychotics, such as haloperidol, are D2-like antagonists that can cause severe extrapyramidal effects. Aripiprazole, a dopamine and serotonin partial agonist, has fewer side effects, making it tolerable for adults and children. Extrapyramidal effects (e.g. Parkinsonism, dystonia, and akathisia) are among the most problematic side effects produced by antipsychotic compounds, which likely result from an excess of D2-like receptors in the dorsal striatum. In order to examine the effects of repeated antipsychotic treatment on dopamine system functioning, this thesis compared the molecular effects of repeated haloperidol and aripiprazole administration on D2High receptors, as well as various indices of dopamine second messenger system functioning. Preadolescent and adult rats were pretreated with haloperidol or aripiprazole for 11 consecutive days. After either a 4- or 8-day drug abstinence period dorsal striatal tissue was extracted. [35S]GTPγS binding assays were conducted to assess the effects of repeated haloperidol and aripiprazole treatment on the efficacy and potency of D2-like receptors. PKA subunits and components of the Akt pathway were measured using Western Blots. Results showed that repeated treatment with haloperidol or aripiprazole did not significantly affect D2-like receptor efficacy or potency in young or adult rats. In both age groups, haloperidol significantly increased the expression of PKA-Cα, PKA-Cβ, and PKA-RII, but not p-PKA. Haloperidol also significantly increased PKA-Cβ and PKA-RII levels relative to aripiprazole. Repeated administration of haloperidol significantly increased p-GSK-3β levels in young and adult rats, but neither haloperidol nor aripiprazole significantly affected GSK-3β, Akt, or p-Akt levels. Overall, the results of this thesis indicate that repeated aripiprazole and haloperidol treatment differentially affects D2 signaling pathways in the dorsal striatum. Aripiprazole has less extreme or prolonged effects on D2 receptor signaling pathways than haloperidol, as evidenced by the lack of post-treatment upregulation in the cAMP and Akt pathways. Upregulation of D2-like receptors and, in turn, upregulation of proteins in the cAMP and Akt pathways may be partially responsible for the side effects induced by long-term antipsychotic treatment.
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Aubert, Joëlle. "Représentations sociales et comportements en gymnastique d'élèves de collèges." Université Joseph Fourier (Grenoble ; 1971-2015), 1997. http://www.theses.fr/1997GRE10094.
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Parvenir a ce que chacun des eleves d'une classe accede aux acquisitions visees a cet age dans un domaine d'apprentissage, tel est le defi pose a tout enseignant. La recherche presentee ici, a pour enjeu de comprendre les raisons pour lesquelles les eleves n'adherent pas systematiquement aux apprentissages gymniques programmes en education physique et sportive. Elle vise : - a identifier les relations entre les representations sociales de la gymnastique chez les eleves et leurs comportements adoptes en reponse a une tache gymnique, - a reperer l'influence du contexte social et d'enseignement sur ces representations, - a comprendre les effets des taches gymniques choisies par les enseignants sur l'evolution des representations des eleves. Les donnees sont recueillies aupres de 106 eleves de 4eme, a partir de tests d'associations de mots, de classements de termes, de tris de photographies et d'enregistrement video des comportements des eleves en situation de renversement a l'appui manuel, avec ou sans deplacement. Les resultats montrent qu'il est possible d'etablir certaines correlations entre les composantes de representations de la gymnastique qu'ont les eleves et leurs comportements manifestes en reponse aux taches gymniques. Il a ete egalement possible de conclure que selon l'attitude des eleves face au travail scolaire et selon leur pratique sportive extra-scolaire, les eleves ont des representations differentes de la gymnastique. Enfin, l'etude a pu verifier que selon les situations gymniques proposees par l'enseignant, les representations sont plus ou moins activees. Mots clefs : education physique et sportive, representations sociales, gymnastique, comportement.
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Cone, Jason C. Golden Jeannie. "The effectiveness of a group intervention to improve coping skills for emotion regulation in preadolescent and adolescent males with attachment difficulties." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/1898.
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Thesis (M.A.)--East Carolina University, 2009.Presented to the faculty of the Department of Psychology. Advisor: Jeannie Golden. Title from PDF t.p. (viewed May 3, 2010). Includes bibliographical references.