Dissertations / Theses: 'Social perception in children'

1

Gower, Michael W. "Improving social skills in children with autism." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009m/gower.pdf.

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Pfeifer, Jennifer Hope. "Me, you, us, and them fMRI studies of self and social perception in children /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1472152611&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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3

Graves, Diane Rose. "Children's perceptions of social network members : the relationship between social support, self-esteem, and behavioral adjustment /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9178.

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4

Ale, Chelsea M. "Social anxiety and facial affect recognition in preschool children." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5731.

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Thesis (M.S.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains vii, 33 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 18-23).

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Valdez, gia. "Social Work Student's Perception of Canine Therapy for Children of Trauma." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/837.

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The bond between animals and humans is one that has been consistent and unyielding since the beginning of time. Although animals have a long working history in assisting on battlefields and working for the police, it is only within recent decades that they have started expanding their job duties to include disaster relief, educational supports, and trauma care. This movement of training canines for specialty fields to work alongside their human companions comes at a time when the field of social work is also diversifying to a more expansive and accessible profession. This study will use interview style questions to assess the beliefs, experience and attitudes of canine assistance of eight current MSW students throughout Southern California. The research was conducted in face to face interviews which were audio recorded and transcribed word for word to examine common themes. The findings of the study may help to encourage further integration of social work and canine assisted therapies.

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Topper, Christin. "Parental Perception of Mobile Device Usage in Children and Social Competency." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3961.

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Parents in the 21st century are concerned with the ubiquity of mobile devices and their effects on the progression of social development. A review of the literature indicated that although digital interaction has become more prominent, limited empirical data existed on whether children who spend more time interacting in the digital realm would develop the necessary competency to handle social situations in real-life settings. Using social constructivist theory and the Schramm model of communication as the theoretical foundations, the present study examined the relationship between mobile device usage and the level of social competency in young children as perceived by their parents, in relation to parental monitoring. A total of 401 parents of children age 5 to 12 years who have their own personal mobile devices completed the online questionnaires. Pearson correlation and linear regression showed that parental report of children's social competency was positively correlated to parental perception of mobile device usage and parental monitoring. Parental monitoring was also found to be a statistically significant moderator of the relationship between parental perception of mobile device usage and parental report of children's social competency. Positive social change of this study may include alleviating the misconception that digital interaction impeded social development, promoting parental role in raising socially competent children in the digital age, and advocating for a more collaborative parental monitoring strategy.

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Wong, Fung-ying, and 王鳳英. "Self concept of physically handicapped students: effects of personal and social education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956853.

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Yeung, Fung-yi. "Academic, social and general self-concepts of students with learning disabilities." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23476576.

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9

Guli, Laura Ann. "The effects of creative drama-based intervention for children with deficits in social perception." Thesis, Full text, 2004. http://www.lib.utexas.edu/etd/d/2004/gulil33014/gulil33014.pdf#page=3.

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10

McCarthy, Shauna K. "Social-cognitive predictors of reactive and proactive aggression investigation in a diverse, urban 5th grade sample /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1129215634.

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11

Livengood, Jennifer Leigh. "Exploring predictors of mothers and children in various work/family situations." Thesis, Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3327.

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12

Gee, Caroline Lee-win. "Young children's evaluation of sources an investigation of social context effects /." Diss., [La Jolla, Calif.] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3344543.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed March 13, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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13

Dillabough, Jo-Anne. "The domain specific nature of children's self-perceptions of competence : an exploratory paradigm for understanding the social construction of self-knowledge in children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29598.

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In recent years we have witnessed a burgeoning interest in the role socializing agents' play in the development of children's self-perceptions of competence. Outlined extensively by Harter (1981, 1982, 1985), the basic assumption underlying this work is that the self-concept is a multidimensional construct reflecting cognitive representations of individuals' socialization experiences across achievement contexts. These multiple dimensions are subsumed under the guise of self-perceptions and are thought to reflect distinct cognitive structures within the phenomenological world of the child. To date, however, the majority of research stemming from Harter's original theoretical conceptualizations has been limited to examining the impact of socializing agents' expectations on children's self-perceptions of academic competence. The differential contributions made by socializing agents to the prediction of children's self-perceptions of competence across achievement domains, however, has not been assessed. In the present study, an attempt was made to fill this research gap. In accordance with the recognition of the multidimensional nature of perceived competence, the purposes of this study were: (1) to compare the contributions made by different socializing agents' expectations to the prediction of children's self-perceived academic, social, behavioral and athletic competence; (2) to assess the extent to which socializers' expectations contribute differentially to children's perceived competence when examined in conjunction with additional variables instrumental in the development of self-concept in children; (3) to extend Harter's (1981) original conceptualization of the self by testing a uniform perceived competence model across achievement domains; and (4) to identify the primary references children utilize to define themselves. Data were collected from 87 fourth and fifth grade children. The children completed questionnaires that assessed their self-perceived academic, social, behavioral and athletic competence. Teachers' and parents' actual expectations, children's perceptions of these expectations and children's academic and social performance were also measured. Four stepwise hierarchical regression analyses were conducted (i.e., one for self-perceived academic, social, behavioral and athletic competence, respectively) to identify those variables which best predict children's domain-specific self-perceptions. Results revealed that: (a) the relative contributions made by socializers' expectations to the prediction of children's perceived competence across achievement contexts vary as a function of the domain assessed; (b) children's perceptions of significant others' expectations and performance factors also play a significant role in the prediction of domain-specific perceived competence; and (c) the social references children utilize when making self-evaluations can be conceptualized within a domain and context specific framework. Issues related to the development of self-concept theory, empirical research and counselling practices are discussed in relation to the acquisition of self-knowledge in children.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Lee, Lung-hei Michael. "A study on the perception of the educational problems confronted by the new immigrant children from mainland China." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811760.

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15

Taumoepeau, Mele Ma'ata, and n/a. "Stepping stones to others� minds : the relation between maternal mental and non-mental state input and social understanding in 15-,24, and 33 month-old children." University of Otago. Department of Psychology, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070322.121926.

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Recent research has shown that children under two years demonstrate some early social understanding. Previous research has also demonstrated that mother talk about mental states is a factor in older preschoolers� later theory of mind understanding. In order to learn more about the predictive nature of mother mental state talk to very young children, this study examined the relation between mother talk about mental states at 15 and 24 months and their later mental state language and emotion understanding at 24 and 33 months. At all three time points, 71 mothers and 3 fathers (N=74) described pictures to their infants and mother talk was coded for mental and non-mental state language at 15, 24 and 33 months. In addition, at all three time points, children�s mental and non-mental state vocabulary levels were obtained via parental report. At the second and third time points the children were administered an emotion situation and a body emotion task. The mothers� ability to interpret emotion faces was also assessed. The results showed that mother use of desire language was more prevalent at 15 months, with references to thinking and knowledge increasing at 24 months. Partial correlations demonstrated that mother use of desire language with 15-month old children uniquely predicted a child�s mental state language and emotion situation task performance at 24 months, even after accounting for earlier child language, mother socioeconomic status, mothers� own emotion understanding, and other types of mother non-mental state language. Similarly, at 24 months of age, after accounting for potentially confounding variables, such as child language, mother use of think/know language as well as desire language were both predictors of children�s mental state language and emotion task performance at 33 months. The results further demonstrated that mothers� tendency to refer to the child�s (versus others�) desires at 15 months was the more consistent correlate of children�s mental state language and emotion understanding at 24 months. At 24 months a different pattern emerged with both references to the child�s and others� thoughts and knowledge correlating with child mental state language and emotion task performance at 33 months. It is proposed that Vygotsky�s zone of proximal development provides a framework within which maternal talk about specific mental states scaffolds the development of children�s later social understanding. I also suggest that such scaffolding motivates mothers to talk more about the child�s mental states when they are younger, before introducing talk that focuses on others� mental states.

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16

Wong, Fung-ying. "Self concept of physically handicapped students : effects of personal and social education /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671571.

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17

Smith, Marquita Marie. "THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: SOCIAL WORKER PERCEPTION." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/539.

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This study explored social workers perceptions of disproportionality of African American children in the child welfare system, with a particular focus how they felt child welfare agencies, and organization address the specific needs of African American children and families. Along with the types of services social workers felt could be implemented in order to address the concerns amongst African American families. Major findings in the research under represent the perspective of the social workers who work closely with these children and their families. The overall research method that was utilized in this study was qualitative by design. The data collection consisted of 11 face to face interviews with different types of social workers with current and past experiences working with African American children and families, in the child welfare agency. This research called for opinions, experience and personal beliefs from social workers. The survey consist of 13 open/close ended question and demographical questions that were personally asked to each social worker on a one on one bases. The results of this study identified African American children entering and staying in the system at longer rates, poverty, lack of resources in the community, distrust in the government and cultural competency as major contributing factors to disproportionality in the child welfare system. This study displayed a need for social workers to take on more of a strength based approach and remembering to model the NASW code of ethics when working with African American families. Recommendations for future studies include but are not limited to: exploring options to have preventative services for African American families to be offered in their homes or alternatives to easy accessible services and to explore different strategies, tool and techniques in efforts to increase the relationships between the African American families and the social workers.

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18

Jimenez, Jessica Joanna, and Winnie Wing Yang Lee. "SOCIAL WORKERS' PERCEPTION ON THE NEEDS AND SERVICES FOR FOSTER CHILDREN WITH SPECIAL NEEDS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/867.

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Foster children are already at a disadvantage given that they tend to live in a home without their parents. Social workers have direct interactions working with children with special needs, and through interviews with the workers, we aimed to understand whether or not the services available are able to meet foster children’s special needs. The research on special needs children in foster care is quite limited. The purpose of the study was to identify social workers’ perceptions of the needs of special needs foster children and their access to services. This study used qualitative interviews with open-ended questions to gather qualitative data from ten social worker participants. The researchers employed thematic analysis techniques to analyze the qualitative data. The themes that emerged from analyzing the data were social workers’ challenges in providing services to special needs foster children, social workers’ access to services, and the need for institutional support to effectively manage service delivery for special needs foster children. This study found that social workers face challenges in obtaining training for parents and social workers, navigating complex funding processes, managing inconsistent desires between parents and court officials, and dealing with the limited number of capable foster homes. The social workers interviewed identified different tactics that could be implemented in order to improve services for the special needs foster children through changes and improvements within the department. Understanding large-scale policy and practice issues, such as organizational change or resource management, can lead county agency social workers to advocate for the challenges of special needs children in child welfare.

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Moe, Sandra. "Preschool Children's Perceptions of Their Parents: A Comparison of Children From Married and Divorced Homes." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/2411.

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Young children's perceptions of their parents have been shown to affect responses to parents, and to be relevant in personality development and self-esteem. Typically, research examining children's perceptions of their parents focused on children from intact families. Yet, with the frequent occurrence of divorce in our society, and the trauma and lifestyle changes often associated with marital dissolution, it is possible that children's perceptions of their parents may also change. This study compared two groups of preschool children's perceptions of their parents. Forty - two children (23 males, 19 females) came from two parent, first marriage families. Thirty-two children (16 males, 16 females) were from divorced single parent households. Children were visited in their homes and asked to respond to nine questions in the areas of parental relationships, mother role, and father role. Children's responses were coded, using a 17-category coding scheme. Factor analyses reflected children's perceptions of both traditional and nontraditional parental roles. The developmental level of the children and marital status of parents had the most influence on the children's perceptions of parental relationships. Children from the married sample viewed father's role in a more contemporary and diverse way in comparison to the single sample. Both samples (married and divorced) viewed mother in similar traditional roles. Results can be interpreted in the context of family lifestyles and symbolic interaction theory.

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20

Uhrlass, Dorothy J. "Children's self-perceived competence and prospective changes in depression and social anxiety." Diss., Online access via UMI:, 2009.

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21

Lanaro, Lisa Marie. "Social self-concept, academic self-concept, and their relation to global self-worth in children with and without LD." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31569.

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Self-concept in social and academic domains, as well as global self-worth (GSW) were assessed among 4th, 5th, and 6 th graders, in children with learning disabilities (LD, n = 49) and a matched sample of children without LD (NLD, n = 49). Mean differences between LD and NLD groups and the relative importance of social versus academic self-concept in the prediction of GSW were examined. Children with LD evidenced significantly lower self-concept in academic and social domains; however, the two groups did not differ in terms of global self-worth. In addition, academic and social self-concepts were significant predictors of GSW in children with LD, although there was a high degree of overlap between the two variables in their predictive ability. In the NLD group, social and academic self-concept areas were significant predictors of global self-worth yet there was minimal overlap between the two self-concept areas. Implications are discussed.

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22

Wolf, Katie D. "Self-esteem in at risk children." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004wolfk.pdf.

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Ma, Kam-fong. "A study of teachers' perception towards resource teaching services for autistic children in schools for mentally handicapped." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2130483X.

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24

Gambino, Josie. "The effects of a summer school program for the gifted on students' self-concept : a social comparison perspective." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66143.

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25

Tureau, Corinne C. S. "Gender Differences in Child, Parent, and Teacher Perception of Social Functioning Among Children With ADHD." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4567/.

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Children with Attention Deficit Hyperactivity Disorder (ADHD) tend to experience social functioning problems, with girls more likely to encounter peer rejection than boys. The present study investigated gender differences in child, parent, and teacher perceptions of social functioning among ADHD and control children. Participants included 119 children (ages 6-11) and their parents. Sixty-one children were previously diagnosed with ADHD. Parents, teachers, and children completed measures assessing the child's social functioning. The results indicate that the relationship between ADHD status and social functioning differs as a function of rater. Teachers and parents reported that ADHD children had lower social functioning than controls, while ADHD and control children reported similar levels of social functioning. Gender differences were found on the child self-report, with girls reporting lower social functioning than boys. In ADHD children the relationship between social functioning and comorbid depression differed as a function of rater. Specifically, among ADHD children with depression, parents rated children as having lower social functioning than did children or teachers. In ADHD children without comorbid depression, however, there were no rater differences. Additionally, no rater differences in social functioning were found between ADHD children with and without a comorbid psychiatric condition. Overall, the results of the current study lend support to the idea that parents, teachers, and children have different perceptions of social functioning. Clinically, these results suggest that interventions could focus on identifying those ADHD children most at-risk for social functioning problems and developing interventions that fit with their perceptions. The limitations of the current study and directions for future research are presented.

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Morris, Martin. "The role of causal perception of movement in the early social development of autistic children." Thesis, University of Plymouth, 1995. http://hdl.handle.net/10026.1/2558.

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Autistic children often lack social behaviours which are normally present by 8-12 months (Klin et al, 1992; Mundy et al, 1986), although current 'top down' theories about autism hypothesise later-developing conceptual difficulties in social cognition. Research indicates that there are abnormal 'bottom up' perceptual processes in autism (Moore, Hobson & Lee, 1995). Processing of unexpected dynamic visual information may occur to a diminished extent (Courchesne, 1987), whilst in normal infancy, causal perception of the movements of animate. and inanimate objects is likely to be important for social cognition and affective relationships (Shultz, 1989; Premack & Dasser, 1990). It has been suggested that autistic children have difficulties with the unpredictable nature of perceived social information (Moody & Sigman, 1989b; Dawson & Lewy, 1989). On the basis of such previous research, it was proposed that the early social abnormalities of autistic children are a result -of them tending not to notice, or process further, brief dynamic visual information about events unless these follow simple predictable patterns. To test this hypothesis, seven young autistic and seven developmentally delayed children, matched pairwise for verbal comprehension, were initially habituated to two computer-generated displays, of a cartoon-like 'boy' (Runner) running up to a 'wall' and back, and of a 'ball' moving towards the wall and apparently re-bounding back. Visual habituation was reliable and due to information encoding. The autistic children looked relatively less at the Runner habituation display, perhaps due to relatively diminished processing of animate dynamic information. After habituation criterion was reached, a time delay was introduced prolonging contact with the wall, so that the Ball display became 'impossible' whereas the Runner remained 'possible'. As predicted, recovery of visual fixation indicated that the delay was discriminated, and the autistic children recovered relatively less to the novel Ball display compared with the developmentally delayed children. The autistic children may not have perceived the anomaly in the novel 'impossible' Ball event. They either may have had a general expectation for inanimate objects to move independently, or a tendency not to notice altered significance in a repetitive visual event. However, the group differences could also have been due to the autistic children tending not to have real life expectations of cartoon images. Consistent with the hypothesis, the scores of all 14 children both for pre-11 month social behaviours and for joint attention, were associated with relative recovery for the novel Ball display. As predicted from previous research, the autistic children engaged infrequently in these social behaviours. It is proposed that how children perceive the dynamic animate and inanimate world affects how they develop socially during their first year of life. Relevant areas for future research and implications for early interventions are discussed.

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Kim-Im, Julia. "Children's developing social cognitions on love and marriage." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/474.

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28

Newbery, Peter. "Delinquency and friendship : a descriptive study of the perception of friendship among male juvenile delinquents in Hong Kong /." [Hong Kong] : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13117002.

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馮詠儀 and Wing-yee Fung. "Self-concept in hearing impairecd secondary school integrators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956403.

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Burton, Jennifer Payton. "Marital conflict and child adjustment : children's perceptions of marital conflict." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117095.

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Studies on the effects of marital conflict and child adjustment have documented a consistent relationship between higher amounts of marital conflict and increased child adjustment problems. Recently, researchers have focused on viewing children's perceptions of marital conflict as an important variable that may influence the strength of the association between marital conflict and child adjustment. Recent research has indicated that children's perceptions of interparental conflict may influence overall child adjustment. The present study examined the relationship between marital conflict and child adjustment and the role of children's perceptions of marital conflict in a clinical sample.Forty-four 8- to 12-year-old children and one of their parents participated in this study. Adult participants completed four questionnaires: (1) The O'Leary- Porter Scale; (2) The Conflict Tactics Scale; (3) The Child Behavior Checklist; and (4) a demographic questionnaire. The child participants completed one scale, The Children's Perception of Interparental Conflict Scale. The following research questions were investigated: (1) Is parental assessment of marital conflict related to child adjustment in a clinical sample? (2) Are children's appraisals of marital conflict related to child adjustment in a clinical sample? (3) Are boys' appraisals of interparental conflict related to the parents' appraisals of interparental conflict in a clinical sample? (4) Are girls' appraisals of interparental conflict related to the parents' appraisals of interparental conflict in a clinical sample? And (5) Are children's perceptions of marital conflict better predictors of child adjustment than parents' perceptions of marital conflict in a clinical sample?A significant relationship was found between parents' perceptions of marital conflict and child adjustment. However, children's perceptions of marital conflict did not significantly predict their overall adjustment. In accordance with these findings, it was also found that parents' perceptions of marital conflict were better predictors of child adjustment than children's perceptions of marital conflict in a clinical sample. It was also found that boys' appraisals of marital conflict were significantly related to parents' appraisals of marital conflict. Whereas, girls' perceptions of marital conflict were not significantly related to parents' perceptions of marital conflict. Implications and limitations of these findings and recommendations for future research were discussed.
Department of Counseling Psychology and Guidance Services

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Russell, Rebecca. "Relationship between body image and social acceptance of sixth and eighth grade males and females." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005russellr.pdf.

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McFee, Scott. "Staff Perception and Assessment of Residential Treatment of Adolescents and Children in the United States (SPARTAC-US)." Thesis, The Chicago School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666980.

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Direct care staff in Residential Treatment Centers (RTC) are the primary delivery agent of milieu therapy for Severely Emotionally Disturbed (SED) youth, spending time with the children for most of their waking hours. The current body of research suggests that direct care staff in RTC are an important, but under-measured element of the RTC system of care. The Staff Perception and Assessment of Residential Treatment of Adolescents and Children in the United States (SPARTAC-US) is a quantitative survey designed to assess staff beliefs about their role in the RTC model of care with SED youth. Questions are addressed about efficacy of treatment, beliefs about etiology of mental illness, compassion satisfaction, interpersonal style, and workplace satisfaction. It is hoped that factors that emerge from the survey will validate the hypothesis that there are distinct constructs related to residential staff interacting with SED adolescents and children.

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Young, Mary Lou, and Melissa Creacy. "Perceptions of homeless children." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1040.

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Freedenfeld, Robert N. (Robert Neil). "Child Physical Abuse: An Analysis of Social Cognition and Object Relations." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278451/.

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35

Chan, Ching-king. "Social adjustment, self-concept and the performance IQ of children with hearing impairment in mainstream and special schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29789333.

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Campbell, Craig. "Sociometric study of academic and social perceptions of learning disabled children in a special day class." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/358.

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37

Nuciforo, Dominic A. "An integrated examination of childhood obesity through the exploration of social identity constructions of second grade students." Diss., Online access via UMI:, 2007.

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Law, Man-shing. "Social status and friendship patterns among students with learning difficulties." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777794.

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39

Fung, Wing-yee. "Self-concept in hearing impairecd secondary school integrators." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13597164.

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40

Walmsley, Helen. "Effects of physical appearance on Year 7 students' perceptions of the intellectual and social competence of their peers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1203.

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This study was designed to investigate the effects of (a) the presence of an obvious disability, (b) physical attractiveness, and (c) the sex of peers on children's attitudes towards accepting a peer. A 2 X 2 x 2 factorial design was used in which the three between-subject variables were (a) whether or not the subject had a disability, {b) whether the subject was attractive or unattractive, and (c) the sex of the respondent. A sample of 200 Year 7 students was divided into four groups containing 25 girls and 25 boys. The students were given background information, and shown a slide of a target female student, in which she was as follows: (a) attractive; (b) unattractive; (c) attractive and labelled disabled; or (d) unattractive and labelled disabled. They were then asked to complete an attitude survey which measured the three dependent variables: (a) in-school socialisation; (b) out of school socialisation; and (c) perceived academic competence. The three dependent variables measure the extent to which students would like to socialise with the target student (a) in school and (b) out of school, and their perception of her academic competence. A significant three-way interaction was found for perceived academic competence with the boys giving the lowest rating to the unattractive subject with a disability, and the girls giving this subject the highest rating. There was also significant disability by sex interactions for all three dependent variables, boys displayed more negative attitudes, whereas girls displayed more positive attitudes, towards the target student when she had a disability. In addition, there was a significant main effect for sex, with the boys displaying a much more negative attitude towards the subject than the girls.

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Pedlow, Robert. "Linguistic politeness in middle childhood : its social functions, and relationships to behaviour and development /." Connect to thesis, 1997. http://eprints.unimelb.edu.au/archive/00000602.

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42

Lee, Lung-hei Michael, and 李隆熙. "A study on the perception of the educational problems confronted by the new immigrant children from mainland China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959532.

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Shen, Xinyi, and Hongjing Zhu. "Chinese adults’ perceptions about the influence of their parents’ divorce on their childhood academic performance." Thesis, Högskolan i Gävle, Socialt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23791.

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In this study, we aim to discover how Chinese adults’ perceive the influence of their parents’ divorce on their academic performance. A total number of 22 Chinese adult participants took part in the individual semi-structured interviews, and answers were analyzed by using content analysis. The results of the study show a partial consistence with previous research that there might be short-term negative influence of parents’ divorce on their children’s’ academic performance. Yet these participants recounted that they were able to independently cope with the stressful situations related to their parents’ divorce and reduce, or even remove, the negative influence on their academic studies in the long term. Other participants who regarded themselves as highly social and communicative and/or who received social support did not perceive any negative influence. We show that external factors, such as how parents handle the divorce and support from other family members, teachers and peers, might work together with participants’ internal factors to result in reducing negative influences on academic performance and achievements.

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Ma, Kam-fong, and 馬錦芳. "A study of teachers' perception towards resource teaching services forautistic children in schools for mentally handicapped." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961332.

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Leung, Chi-hung, and 梁智熊. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956543.

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Barton, Kimberly A. "Social Self-Concept and Positive Illusory Bias in Boys and Girls With and Without Attention-Deficit/Hyperactivity Disorder." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5390/.

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This study examined differences in social self-concept, as measured by the Self-Perception Profile for Children (SPPC), between boys and girls with and without attention-deficit/hyperactivity disorder (ADHD) while controlling for internalizing symptoms. Ninety-six children between the ages of 8 and 13 participated in the study as part of a larger project. Teacher reports of social competence were collected using the Teacher Rating Scale (TRS). The results indicated ADHD children experienced more peer rejection than control children. ADHD girls appeared to be more susceptible to low social self-concept and competence than control children or ADHD boys. Inattentive symptoms were most predictive of teacher reports of competence. Positive illusory bias was not found to serve a protective function in children regardless of ADHD status. The implications of the current study and directions for future research are presented.

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Vann, Lora J. "Self-concept and creative potential of urban parochial school children : analysis by grade, race, and socio-economic status." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/438084.

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The purpose of this study was to analyze scores of urban parochial elementary school pupils for The Piers-Harris Children's Self Concept Scale (behavior, intellectual/school status, and anxiety) and for the Torrance Tests of Creativity (fluency, originality, and elaboration). Second, differences between groups divided according to grade, race, and socioeconomic status (SES) were examined. Third, relationships between self-concept and creative potential were investigated. The sample population included 163 pupils, grades 1-6, in a large midwestern city. Multivariate and univariate analysis of variance were used to test four null hypotheses applying the .05 level of confidence.Findings1. Significant differences were found in mean scores obtained by the total group of parochial school pupils indicating more positive self-concepts and lower degree of creativity when compared with the normative population for the two instruments employed.2. No statistical differences were found between primary and intermediate levels for the total group nor for the non-black subgroup. When the subgroup of Blacks was examined separately, differences indicated that intermediate pupils scored significantly higher in creativity than Blacks at the primary level.3. No statistically significant differences were found between any of the groups when divided between high and low socio-economic status.4. Differences were evidenced within certain subgroups when the subjects were divided into Black/non-black groups on the following variables on the Piers-Harris instrument (behavior and anxiety) and on the Torrance instrument (fluency, originality, and elaboration).Conclusions1. Positive self-concept revealed by the sample might be associated with environmental factors, school setting, selectivity of the study body and influence as reference group, philosophical foundations of the parochial schools, or other contributing factors.2. Lower degree of creativity could result from environmental atmosphere, academic expectations of the schools, and/or parential influences.3. Differences evidenced by Blacks on the variables (behavior, anxiety, fluency, originality, and elaboration) might be related to the influences of peer/referent groups, particularly in intermediate grades.4. Parochial school attendance appears to be a stabilizing influence in self-concept of behavior.5. Black students showed an increase in spontaneity and confidence in measures of creative tendencies. How this related to a reduction in positive experiences of self-concept is less obvious.Recommendations for additional research were provided.

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Dinklage, Rosemarie I. "American and German children's perceptions of war and peace a photo-communication approach /." Gainesville, FL, 1986. http://www.archive.org/details/americangermanch00dink.

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Vasquez, Amanda, and Wilson Dorothy Ann Mokate. "Child protective service worker's perception of how housing issues affect their decisions." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3169.

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This exploratory study looked at Child Protective Service workers' perceptions of how housing issues affect their decisions in the removal of children from their parents, and the reunification of children with their parents. The survey examined San Bernardino County Child Protective Service workers in the Inland Empire region of California.

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Parks, Joe Kennedy Larry DeWitt. "An analysis of factors affecting the development of a social identity for biracial adolescents." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510429.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 29, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, Ione Garcia, Charles Morris, William Tolone. Includes bibliographical references (leaves 182-195) and abstract. Also available in print.

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Dissertations / Theses on the topic 'Social perception in children'

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