Journal articles: 'Social perception in children'

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Prochnow, Tyler, Megan S. Patterson, and M. Renee Umstattd Meyer. "A social network analysis approach to group and individual perceptions of child physical activity." Health Education Research 35, no. 6 (September 11, 2020): 564–73. http://dx.doi.org/10.1093/her/cyaa035.

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Abstract Child physical activity (PA) is influenced by social environment. Self-perception and perception of others’ behaviors may impact health behaviors such as PA. This study examines associations between child networks, perception of their own PA and the network’s perception of their PA. Children (n = 89, M age = 10.00, SD = 1.34) at a summer care program reported demographics (54% female; 46% Black), PA, and physical skill competency. Children indicated up to five people they interacted with the most while at the program and how active they perceived each person to be. Multilevel modeling was used to determine significant associations between skill competency, network measures, and child’s perception of their own PA, the network’s perception of their PA, and the absolute difference between the two. Children perceived themselves to be more physically active if they perceived their friends were more physically active. Children who were central in the network and more physically competent were perceived as more active by their peers. Absolute differences between self-reported and network perceived PA were significantly larger for females. This work builds on understanding of how network position may impact child PA perceptions at summer care programs. Implications of these perceptions for PA promotion programs are discussed.

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Milne, Janet, and Susan H. Spence. "Training Social Perception Skills with Primary School Children: A Cautionary Note." Behavioural Psychotherapy 15, no. 2 (April 1987): 144–57. http://dx.doi.org/10.1017/s014134730001123x.

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Forty-eight children from grades 3 to 6 of two inner city primary schools were selected on the basis of poor performance on a social perception test. Subjects were randomly assigned to one of three experimental conditions: social perception training (SPT); attention placebo control (APC; drama activities) or a no treatment control (NTC; assessment only). The SPT and APC groups participated in nine twice weekly sessions over a five week period. Children receiving SPT did not show a significantly greater improvement in social perception skills than either of the control conditions. There was also no significant effect of SPT on certain measures of behavioral functioning which have previously been associated with social perception skill, namely peer sociometric status, Walker Problem Behaviour Checklist or Childrens' Depression Inventory. The findings are discussed in terms of implications for future research.

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Heath, Nancy Lee, and Judith Wiener. "Depression and Nonacademic Self-Perceptions in Children with and without Learning Disabilities." Learning Disability Quarterly 19, no. 1 (February 1996): 34–44. http://dx.doi.org/10.2307/1511051.

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Nonacademic self-perceptions (social acceptance, athletic ability, physical appearance and behavioral conduct) of depressed and nondepressed children with and without learning disabilities were compared. The nonacademic subscales of the Self-Perception Profile for Learning Disabled Students, a domain-specific self-perception measure, and the Children's Depression Inventory, a self-report inventory of depressive symptomatology, were administered to students in grade 5 ( n=83) and grade 8 ( n=88). Results indicated that self-perceived social acceptance demonstrated a significant relationship with depression only for students with learning disabilities. Furthermore, lower self-perception of physical appearance was related to depression for females but not males. Depressed subjects, regardless of gender, reported lower self-perceptions of behavioral conduct and athletic ability. Consistent with previous findings regarding stereotypical self-perceptions, males reported better self-perceptions of athletic ability than females but lower self-perceptions of behavioral conduct. Clinical and theoretical implications are discussed.

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Dereli, Esra. "The relationship between prosocial behaviours, aggression types and moral—social rule knowledge in preschool children." Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 42–55. http://dx.doi.org/10.18844/cjes.v14i1.3642.

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The objective of the present study was to investigate prosocial behaviour, aggression types and moral and social rule knowledge perceptions of 4–5 year old preschool children. The study sample included 310 children (154 female and 156 male), who were attending a pre-school education institution during the 2017–2018 academic year. A personal information form, Pre-School Social Behavior Scale-Teacher Form and Moral and Social Rule Knowledge Perception Scale were used as data collection instruments. The data were analysed with descriptive analysis, Pearson product-moment correlation coefficient and stepwise regression analysis. In the study, it was determined that there were moderate significant correlations between prosocial behaviour, aggression types and moral and social rule knowledge perceptions of 4–5 year old preschool children. It was also determined that prosocial behaviour and aggression types scores of the children significantly predicted their moral and social rule knowledge perception scores. Keywords: Prosocial behaviours, aggression types, moral rule knowledge, social rule knowledge.

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Malloy, Thomas E., Linda Albright, and Stan Scarpati. "Awareness of peers' judgments of oneself: Accuracy and process of metaperception." International Journal of Behavioral Development 31, no. 6 (November 2007): 603–10. http://dx.doi.org/10.1177/0165025407080590.

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This research focused on children's awareness of peers' social judgments of them, age differences in accuracy attained, and the process by which accuracy is achieved. Children were accurately aware of peers' perceptions of them on behavioral, social status, and ability dimensions in Grades 1 through 6. Older children were more accurate than younger children, yet even the youngest children were able to accurately infer peers' judgments of them. In terms of process, the best fitting model suggested that academic ability affects both self and others' (i.e., teacher and peers') perceptions, and that self-perception is the basis for predicting others' judgments of oneself. Because self and other perception have a common cause (i.e., academic performance) accuracy is achieved.

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Krueckeberg, Suzanne M., Kathy A. Kapp-Simon, and Sheila C. Ribordy. "Social Skills of Preschoolers with and without Craniofacial Anomalies." Cleft Palate-Craniofacial Journal 30, no. 5 (September 1993): 475–81. http://dx.doi.org/10.1597/1545-1569_1993_030_0475_ssopwa_2.3.co_2.

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The study compared the social skills of preschoolers with and without craniofacial anomalies (CFA). Fifty-two children completed self-perception and facial expression tasks and a social skills interview. Parents and teachers also rated the children's social skills. Children with CFA gave less friendly responses to hypothetical social situations and were rated as less attractive by graduate students. Girls with CFA reported above average self-perceptions. Parents and teachers rated the children with CFA as having a level of social skills equal to the children without CFA. Different factors were predictive of level of social skills for CFA and control children.

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Castañeto, M. V., and E. W. Willemsen. "Social perception of the development of disabled children." Child: Care, Health and Development 33, no. 3 (May 2007): 308–18. http://dx.doi.org/10.1111/j.1365-2214.2006.00675.x.

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Leffert, James S., Gary N. Siperstein, and Emily Millikan. "Understanding Social Adaptation in Children with Mental Retardation: A Social-Cognitive Perspective." Exceptional Children 66, no. 4 (June 2000): 530–45. http://dx.doi.org/10.1177/001440290006600406.

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We examined two social-cognitive processes, social perception (the encoding and interpretation of social cues) and the generation of social strategies, in 117 children with and without mental retardation (MR) in Grades 1 through 5. Children responded to videotaped vignettes of social conflicts. Children with MR had difficulty recognizing benign intention social cues that accompanied a negative event. When benign intention social cues were present in social conflicts involving peer entry, children with MR resembled younger children without MR in misinterpreting the other child's intentions as “being mean.” Children with MR had difficulty varying their social strategies to fit the social conflict and often suggested the strategy of using an appeal to authority. Results suggest that children with MR have difficulty focusing simultaneously on multiple social cues which are incongruent and in selecting appropriate social strategies. Recommendations focus on instructional strategies for improving social perception and strategy generation skills in children with MR.

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Lev-Wiesel, Rachel, Nadia Massrawa, and Bussakorn Binson. "Parents’ and children’s perceptions of child maltreatment." Journal of Social Work 20, no. 4 (March 6, 2019): 395–410. http://dx.doi.org/10.1177/1468017319831364.

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Summary Child maltreatment is under-reported despite its high prevalence. It ranges from one-third to one-half lifetime exposure to violence. This points out to the issue of laypersons’ perceptions of what is child maltreatment and at what severity should it be reported. The current study sought to examine children and youth versus parents’ perceptions of child maltreatment. Following ethical approval, 259 children and youth between the ages 9 and 14 and 229 parents were administered anonymous questionnaire that included demographics and The Perception of Child Maltreatment Severity Scale. Statistically significant differences between children and youth, and adults in perception of child maltreatment in general were observed. Findings Results indicated that the groups differ in the severity attributed to emotional abuse and sexual abuse. In addition, unlike parents, children and youth perceived exposure of embarrassing photos via Internet and silent treatment by peers to be severe whereas parents perceived sexual molestation to be most severe behavior. Applications The study findings were discussed in light of the cultural gap between children and parents. Practically, the gap between parents’ and children’s perceptions of child maltreatment indicates the need for parents and professionals to look beyond their own perceptions and be alert to experiences of victimization a young person may have. This might assist professionals in developing an intervention program to increase children’s awareness of violent behaviors and decrease the gap between generations in terms of the perceptions gap.

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ANTONYAN, MIRA. "SOCIAL HERITAGE OF ORPHAN CARE." Main Issues Of Pedagogy And Psychology 13, no. 1 (April 12, 2017): 56–68. http://dx.doi.org/10.24234/miopap.v13i1.226.

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Social expertise of the Armenian Nation of the orphan care mostly depends on the emotional perception of genocide orphans struggles and the adequate behaviour towards them. The analysis of social expertise in orphan care includes three main phases: before genocide, after genocide, and during the Soviet era. Examining the rich heritage of social expertise during those phases, the article addresses its effects on modern, post-Soviet perceptions of orphan care in the context of social work. The article justifies the need to modernize state and charity approaches to current perceptions of the problems of social orphanhood, and children deprived of parental care.

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Rossini, Gabriele, Simone Parrini, Tommaso Castroflorio, Arturo Fortini, Andrea Deregibus, and Cesare L. Debernardi. "Children's perceptions of smile esthetics and their influence on social judgment." Angle Orthodontist 86, no. 6 (May 2, 2016): 1050–55. http://dx.doi.org/10.2319/102715-722.

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ABSTRACT Objective: To define a threshold of acceptance of smile esthetics for children and adolescents. Materials and Methods: A systematic search in the medical literature (PubMed, PubMed Central, National Library of Medicine's Medline, Embase, Cochrane Central Register of Controlled Clinical Trials, Web of Knowledge, Scopus, Google Scholar, and LILACs) was performed to identify all peer-reviewed papers reporting data regarding the evaluation of children's and adolescents' perceptions of dental esthetic factors. The search was conducted using a research strategy based on keywords such as “children,” “adolescents,” “smile aesthetics perception,” “smile aesthetics evaluation.” Studies analyzing smile esthetics involving at least 10 observers younger than 18 years of age were selected. Results: Among the 1667 analyzed articles, five studies were selected for the final review process. No study included in the review analyzed perception of smile anomalies in a quantitative or qualitative way, thus no threshold was identified for smile features. Among the analyzed samples, unaltered smiles were always significantly associated with better evaluation scores when compared with altered smiles. Conclusions: Smile esthetics influence social perception during childhood and adolescence. However, thresholds of smile esthetic acceptance in children and adolescents are still not available.

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Ittyerah, Miriam, and Ritu Jhori. "Children’s and Fathers’ Perceptions of Children’s Competence and Occupational Interests." Journal of Psychology and Psychotherapy Research 4, no. 2 (November 19, 2017): 89–97. http://dx.doi.org/10.12974/2313-1047.2017.04.02.4.

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The study attempts to understand how self evaluation in the child changes across differing periods of childhood and the interrelation between children’s perceived competence and the perception of the father in the four selected domains of competence. The study tested children’s perceptions of self competence, the father’s perception of the child’s competence and vocational aspirations. Ninety children from three occupational groups (thirty in each) rated themselves in four domains of competence- cognitive, social, physical and general self worth. The father of each child was also required to rate his child in the four domains of competence. Children’s ratings of self competence increased with age in the cognitive, social and general self worth domains of competence indicating better perceptions of self efficacy with development. Children in the business sector had higher ratings of self competence as compared to children in the service or skilled occupations. Father’s perception of their children did not differ with age or occupation in all domains of competence, except for self worth ratings of the child, which increased with age. The results indicated that with increasing age children’s perceptions of themselves become more veridical with the views of their father as indicated by the more number of significant correlations amongst children at the beginning of late childhood.

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Unal, Ummuhan, and Gokhan Gunes. "The effect of Philosophy for Children (P4C) activities on the development of moral perception and social rules of preschool children." Journal of Childhood, Education & Society 5, no. 2 (July 15, 2024): 238–55. http://dx.doi.org/10.37291/2717638x.202452392.

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The purpose of the study was to examine the effects of P4C implementations on children's perceptions of moral and social rules. The study was carried out with a total of 48 children aged five years old, 23 of them in the experimental group and 25 of them in the control group, attending a public school in the 2023–2024 academic years. A quasi-experimental design was used in the research, and the fully mixed sequential equal status design, one of the mixed research typologies, was applied. The Preschool Children's Conceptions of Moral and Social Rules Scale was applied in the quantitative dimension of the research, and observation, interviews, and anecdotal records constituted the qualitative data collection dimension. Briefly, after the implementation process, the experimental group's perception of moral and social norms improved. In the current study, a substantial difference between the children's moral rule and social rule perceptions after the P4C sessions was discovered when the experimental group's moral rule and social rule perception scale scores were analyzed before and after the implementation. A noticeable improvement in cognitive and social-emotional development was seen. It was determined that positive behaviors improved, particularly in moral situations requiring tolerance, in the experimental group. The study came to the conclusion that teaching children philosophy helps them enhance their critical thinking skills.

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Sinha, S. P., Prakashvati Nayyar, and N. Mukherjee. "Perception of Crowding Among Children and Adolescents." Journal of Social Psychology 135, no. 2 (April 1995): 263–68. http://dx.doi.org/10.1080/00224545.1995.9711430.

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Park, Yookyeong, and Daewoong Kim. "Perception of pediatrics through social big data." Korean Council For Children's Rights 27, no. 4 (November 30, 2023): 607–30. http://dx.doi.org/10.21459/kccr.2023.27.4.607.

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Objectives: The purpose of this study is to discover the perception of pediatrics as a topic. This study focuses on the perceptions of parents as potential consumers of pediatrics. Methods: We analyzed online community posts about pediatrics. 33,562 documents were analyzed in which ‘Pediatrics’ was mentioned among the posts for the four years from June 2020 to May 2023 were analyzed. The collected data were preprocessed and analyzed using text-mining techniques. Based on the TF value, the top 50 words were identified, a total of 18 topics were derived, and topic names were assigned. Results: Discussions on medical institution treatment subjects, use and operation, children, recommendations, and diseases were prominent. There was a difference in topics according to the channel type. Online blogs were dominated by topics about healthcare referrals, while online cafes were dominated by topics about COVID-19, medical treatment, and medical expertise. Conclusions: Based on the analysis results of this study, implications for the role of pediatricians and considerations for the treatment of children and families are suggested.

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Tashkandi, Nada, Mashael Abdullah Al Sadoon, Jumana Mohammed Albagshi, Rana Mohammed Bin Mandeel, and Thuraya Adnan Albagshi. "Orthodontic treatment needs: parents and child perception." International Journal Of Community Medicine And Public Health 9, no. 2 (January 28, 2022): 590. http://dx.doi.org/10.18203/2394-6040.ijcmph20220029.

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Background: Malocclusion is one of the most common oral cavity malformations. It has a variety of effects on dental health, function, aesthetics, and psychosocial condition. The suggested treatment for such a condition is orthodontic treatment. This study aims to assess the perceptions of orthodontic treatment needs of parents and their children with relation to their perception in Riyadh, Saudi Arabia.Methods: This is a cross-sectional study that was conducted to study the perception of children and their parents about the need for orthodontic treatment. The data were collected at the pediatric clinics of Riyadh Elm university in Riyadh, Saudi Arabia, and included 379 parents and their school children aged 4-12 years. An interviewed questionnaire was used to collect the data from the children and their parents separately.Results: The study found that the perception towards the need for orthodontic treatment of children and their parents was 44.6%, and 34.8% respectively. Also, a statistically significant difference was shown between the perception of children and their parents (p>0.05). The main factors affecting the perception was age, as the desire to have orthodontic treatment increased among children above age of 10 years. Other factors including satisfaction about chewing, teeth appearance, and social media altered the perception for orthodontic treatment need.Conclusions: These findings could be essential for orthodontic treatment planning and increasing patient compliance. The difference between children and parents’ perceptions can affect drive toward initial orthodontic visit.

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Röder, Mandy, and Anna Rebecca Müller. "Social Competencies and Expectations Regarding the Impending Transition to Secondary School." International Journal of Educational Psychology 9, no. 1 (February 24, 2020): 82. http://dx.doi.org/10.17583/ijep.2020.4463.

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Changing from elementary to secondary school is a life event that every child has to pass. Previous research has shown that some children feel more threatened by the transition than others. In the present study children’s expectations concerning the impending transition to secondary school were analyzed and it was investigated how individual levels of social competencies, aggressive behavior, peer-acceptance and victimization experiences are related to the expectations regarding the transition to secondary school. The results demonstrated that empathy and aggression are strongly related to the perception of the impending transition as challenge whereas victimization and peer-acceptance were related to the perception of the transition as threat. Furthermore, with the help of a cluster analysis, four groups of children showing different patterns of expectations were identified. The findings give valuable information about children’s perceptions of the impending school transition. It is discussed how teachers could support children to cope better with transition processes.

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Tobiasen, Joyce M., and John M. Hiebert. "Combined Effects of Severity of Cleft Impairment and Facial Attractiveness on Social Perception: An Experimental Study." Cleft Palate-Craniofacial Journal 30, no. 1 (January 1993): 82–86. http://dx.doi.org/10.1597/1545-1569_1993_030_0082_ceosoc_2.3.co_2.

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Children and adolescents provided their impressions of stimulus faces that systematically varied in attractiveness and severity of cleft impairment. The results indicated that facial attractiveness is a consistent characteristic of cleft-impaired faces. However, facial attractiveness did not moderate the negative impact of cleft impairment on social perception. Reduced severity of impairment did moderate the negativity of social perception. The implications of these findings for our understanding of the effects of cleft impairment on social perceptions are discussed.

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Chen, Xinyin, Carla Zappulla, Alida Lo Coco, Barry Schneider, Violet Kaspar, Ana Maria De Oliveira, Yunfeng He, et al. "Self-perceptions of competence in Brazilian, Canadian, Chinese and Italian children: Relations with social and school adjustment." International Journal of Behavioral Development 28, no. 2 (March 2004): 129–38. http://dx.doi.org/10.1080/01650250344000334.

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The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children’s self-reports. Information about social behaviours, peer acceptance, and school achievement was obtained from peer assessments and teacher ratings. Multi-group analyses revealed similar patterns of relations between self-perceptions in scholastic and general self-worth domains and social and school performance in the four samples. However, the relations between self-perceptions of social competence and shyness and academic achievement were different across these samples. Self-perceptions of social competence was negatively associated with shyness in Brazilian, Canadian, and Italian children, but not in the Chinese children, and positively associated with academic achievement in Canadian and Chinese children, but not in Brazilian and Italian children. Similarities and differences in the patterns of relations between self-perceptions and social and school adjustment across cultures indicate that the self system may be a culture-general as well as culture-specific phenomenon.

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Nobre, Glauber Carvalho, Paulo Felipe Ribeiro Bandeira, Maria Helena Da Silva Ramalho, Francisco Salviano Sales Nobre, and Nadia Cristina Valentini. "SELF-PERCEPTION OF COMPETENCE IN CHILDREN FROM SOCIALLY VULNERABLE CONTEXTS, ASSISTED AND UNASSISTED BY SOCIAL SPORTS PROJECTS." Journal of Human Growth and Development 25, no. 3 (October 25, 2015): 271. http://dx.doi.org/10.7322/jhgd.97673.

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ntroduction: practising sport contributes tothe reinforcement of important psychological features such as self-perception of competence, especially when participants are children from socially vulnerable contexts. Objective: to compare the socially vulnerablechildren’s self-perception of competence, assisted and unassisted by social sports projects. Method: a total of 235 children (male and female), aged between seven and tenyears, participated in this comparative study. They were divided into two groups: onegroup was formed by 106 children participating in social sports projects;the other was 129 children who did not participate in socialsports projects. The self-perception of competence was assessed by the Brazilian version of the Self-Perception Profile for Children. We used a three-way ANOVA to assess the possible interaction effect between gender, age and group (children assisted and unassisted) in the different dimensions of perceived competence. Results: The children attending sports projects reported higher overall self-worth (F(1.234)) = 6.132, p = 0.014, η2 = 0.026). It was observed that there was an effect of interaction between the variable age x group (F(1.234)) = 6.673, p = 0.010, η2 = 0.029) on the self-perception of social acceptance. There were no significant effects of group on the other dimensions of self-perception of competence. Conclusion: the children participatingin social sports projects showed more self-perception in terms of social acceptance and self-concept compared tonon-participatory children. This project does not help in other dimensions of self-perception.

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Чахоян, А. С. "FEATURES OF SOCIAL PERCEPTION IN CHILDREN OF PRESCHOOL AGE." Modern Psychology 2, no. 2 (4) (September 27, 2019): 301–6. http://dx.doi.org/10.46991/sbmp/2019.2.2(4).301.

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Влияние этнокультурного фактора на поведение личности затраги- вает многие аспекты, в том числе и отношение ко лжи, в частности на то, с какой легкостью проявляется ложь. Ложь является сложным психологи- ческим актом, требующим когнитивных усилий и преодоления ценностных и моральных барьеров. В статье рассматриваются результаты иссле- дования степени сложности допущения лжи, которые указывают общие тенденции лжи, присущие представителям отдельных этнических групп.

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Gabennesch, Howard. "The Perception of Social Conventionality by Children and Adults." Child Development 61, no. 6 (December 1990): 2047. http://dx.doi.org/10.2307/1130858.

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문혜련 and 하경용. "Kindergarten Teacher's Perception about Social Studies for Young Children." Journal of Korean Teacher Education 26, no. 3 (September 2009): 439–60. http://dx.doi.org/10.24211/tjkte.2009.26.3.439.

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Stevens, Sara A., Hayyah Clairman, Kelly Nash, and Joanne Rovet. "Social perception in children with fetal alcohol spectrum disorder." Child Neuropsychology 23, no. 8 (November 9, 2016): 980–93. http://dx.doi.org/10.1080/09297049.2016.1246657.

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Koldewyn, K., S. Weigelt, and N. Kanwisher. "Social Perception Deficits in Children with Autism Spectrum Disorder." Journal of Vision 13, no. 9 (July 25, 2013): 1271. http://dx.doi.org/10.1167/13.9.1271.

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Coffman, M. C., L. C. Anderson, A. J. Naples, and J. C. McPartland. "Sex Differences in Social Perception in Children with ASD." Journal of Autism and Developmental Disorders 45, no. 2 (November 30, 2013): 589–99. http://dx.doi.org/10.1007/s10803-013-2006-5.

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Lima, Fernanda Tamie Isobe, Janari da Silva Pedroso, Edson Júnior Silva da Cruz, and Lucas Fadul de Aguiar. "Mothers and grandmothers in social vulnerability: Conceptions about care and institutional shelter." Interpersona: An International Journal on Personal Relationships 10, supp1 (November 15, 2016): 10–21. http://dx.doi.org/10.5964/ijpr.v10isupp1.234.

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This study aimed at analyzing the comprehension of mothers and grandmothers about care and their perceptions about the institutional sheltering of their children and grandchildren. Participated in this study ten women, 21-61 years old, interviewed inside a sheltering unit in the city of Belém, in the state of Pará, Brazil. The data collected was organized and analyzed through the Content Analysis. The results were ranked in three categories: affective mobilization in the care; care routine and the responsibilities of caretakers; perception of mothers and grandmothers about institutional sheltering. The discussion was based on a systemic perception articulated with the psychodynamic theory. The contents of the interviews indicated an affective and/or behavioral implication of mothers and the care of their children and grandchildren, and the importance of responsibilities in the caretakers performance. Moreover, the variations of perceptions about institutional sheltering are about how the emotional repercussions and the changes in the family's routine were understood by these women. It was concluded that the care provided in the sheltering space was conceived as good, when the demands from the children and their original families were attended. Even though, the separation caused by the social protective measure brought suffering to the participants and that there is the interest of mothers and grandmothers to regain the daily living with children and grandchildren.

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Cartledge, Gwendolyn, Diane Stupay, and Caroline Kaczala. "Social Skills and Social Perception of LD and Nonhandicapped Elementary-School Students." Learning Disability Quarterly 9, no. 3 (August 1986): 226–34. http://dx.doi.org/10.2307/1510468.

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Twenty-six pairs of elementary-aged LD and nonhandicapped children were assessed individually on social perception (empathy) and social skills measures. Empathy was determined by the children's responses to stories involving various emotional situations, and was defined both as their tendency to identify with the emotion another person is experiencing (empathy-1) as well as their ability to label emotions in others (empathy-2). Social skill was measured by teacher ratings of the subjects on the Social Behavior Assessment (SBA). With the exception of the Task-Related category on the SBA, statistically significant differences were not found between the two subject groups on the empathy and social skills measures. Moderate correlations between social skill and empathy were obtained only for the nonhandicapped children. Empathy−1 and −2 appeared to measure distinct skills, thus relating differently to the social skills assessed. These findings question the assumed relationship between social skill and social perception, particularly with reference to the usefulness of social perception instruction of learning disabled individuals.

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Longobardi, Claudio, Laura Elvira Prino, Tiziana Pasta, Francesca Giovanna Maria Gastaldi, and Rocco Quaglia. "Measuring the Quality of Teacher-Child Interaction in Autistic Disorder." European Journal of Investigation in Health, Psychology and Education 2, no. 3 (December 4, 2012): 103–14. http://dx.doi.org/10.1989/ejihpe.v2i3.18.

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The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The perception by the teacher of the class, concerning the relationship with children with ASD, is characterized by higher levels of Conflict, and lower levels of Closeness, if compared with perceptions about the relationship with children of the control group (Conflict: t=-3.317; df= 14.931; p<0.01; Closeness: t= 5.638; df = 65; p < 0.001). The perception of the two teachers only correlates with regards to the Conflict dimension (r=0.769; p < 0.01). In reference to the child's adaptive skills only the social skills scale correlates with the Closeness. This is true in the perception of the support teacher (r=0.598; p<0.05). Finally, we take into account how the perception of the relationship relates with the socio-personal and professional data of the teachers and with the social features of the children.

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Longobardi, Claudio, Laura Elvira Prino, Tiziana Pasta, Francesca Giovanna Maria Gastaldi, and Rocco Quaglia. "Measuring the Quality of Teacher-Child Interaction in Autistic Disorder." European Journal of Investigation in Health, Psychology and Education 2, no. 3 (December 4, 2012): 103–14. http://dx.doi.org/10.3390/ejihpe2030009.

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The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The perception by the teacher of the class, concerning the relationship with children with ASD, is characterized by higher levels of Conflict, and lower levels of Closeness, if compared with perceptions about the relationship with children of the control group (Conflict: t=-3.317; df= 14.931; p<0.01; Closeness: t= 5.638; df = 65; p < 0.001). The perception of the two teachers only correlates with regards to the Conflict dimension (r=0.769; p < 0.01). In reference to the child's adaptive skills only the social skills scale correlates with the Closeness. This is true in the perception of the support teacher (r=0.598; p<0.05). Finally, we take into account how the perception of the relationship relates with the socio-personal and professional data of the teachers and with the social features of the children.

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Gürsoy, Figen, and Müdriye Yildiz Biçakçi. "A COMPARISON OF PARENTAL ATTITUDE PERCEPTIONS IN CHILDREN OF WORKING AND NONWORKING MOTHERS." Social Behavior and Personality: an international journal 35, no. 5 (January 1, 2007): 693–706. http://dx.doi.org/10.2224/sbp.2007.35.5.693.

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The differences between the perceptions of parental attitudes in children of working and nonworking mothers and whether gender influences parental attitude perceptions were investigated. A General Information Form and the Bronfrenner Parents' Attitude Scale (in Turkish; Güneysu, 1982) were used. The data obtained were evaluated with t tests and Pearson correlation tests. Results indicate that the work status of mothers has a significant impact on the parental perception of their children, in particular how loving or punishing children perceive their parents to be (p < .001). Children of working mothers view their parents as more loving and less punishing compared to children of nonworking mothers. It was also found that gender impacts on perceptions of parents as punishing (p < .05). Girls scored higher than boys in perceiving both their mothers and fathers as punishing (p < .05). Moreover, a positive and significant relationship between the perceptions of mothers and fathers was observed (p < .001). In other words, children who perceive their mothers as loving perceive their fathers as loving, and children who perceive their mothers as punishing view their fathers the same way.

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Gedik, Hatice, and Hamide Akbas Cosar. "Perception of Social Media in Secondary Students." International Education Studies 13, no. 3 (February 17, 2020): 6. http://dx.doi.org/10.5539/ies.v13n3p6.

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Communication has always been a basic need for human beings throughout the history. The Internet, which became widespread in the late 20th century, provided new and improved opportunities in communication. Social media, one of these communication opportunities, has become an indispensable means of communication. The aim of the current research is to determine which social media accounts the middle school students use and why they use social media. The sampling of the study is comprised of 211 students attending a state middle school in Turkey. In the current study, the participating students were asked to write an authentic composition with the title “use of social media” and the collected data in this way were analyzed by using the content analysis method. According to the results obtained in the current study, it can be argued that the participating children are aware of the negative effects of the use of social media on their social life, academic achievement and health. However, despite these negative effects, they find it difficult to keep themselves away from social media. According to the participating students, social media is a harmful communication tool that makes it easy to get information and news, is entertaining, addictive and not suitable for children.

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Mart, Mehmet, Ahmet Simsar, and Gulden Uyanik. "The Playground Perception of Syrian Refugee Children." Child Indicators Research 15, no. 1 (October 29, 2021): 349–72. http://dx.doi.org/10.1007/s12187-021-09869-2.

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Fu, Wangqian, Yawen Xiao, Cui Yin, and Ran Xu. "Parents' perceptions of autism and their challenges in China." Advances in Developmental and Educational Psychology 4, no. 1 (2022): 130–42. http://dx.doi.org/10.25082/adep.2022.01.001.

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Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social communication deficits and restricted or repetitive behaviors. Parents play a significant role in research, clinical practice and policy development on autism. Parents' perceptions of autism can affect not only their own well-being, but also their children's development. Nevertheless, few studies have examined the parents’ perception of autism in Chinese context. The parents’ perception of autism questionnaire was applied to collect information from 171 families of children with ASD, mainly to investigate the knowledge of autistic children and the difficulties the family facing. The following conclusions were drawn from this study: (1) Mother as the primary caregiver for children with ASD; (2) Parents’ perception of ASD were various parents of autistic children have a good understanding of the symptoms, causes, age of onset and interventions, and their expectations of the prognosis and the future life of their autistic children are high; (3) The difficulties that faced by the parents are mainly composed of low social acceptance, family pressure and concerns about the effectiveness of interventions for their children. In consideration of the future development of children with autism and the mental health development of their parents, it is particularly crucial to support their parents with multifaceted support.

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Koning, Cyndie, Kathy Manyk, Joyce Magill-Evans, and Anne Cameron-Sadava. "Application of the Social Interaction Model." Canadian Journal of Occupational Therapy 64, no. 1 (April 1997): 32–34. http://dx.doi.org/10.1177/000841749706400106.

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Assessment and treatment of children and adolescents presenting with social interaction deficits must be guided by an understanding of the roles of social perception, planning, and output. This paper describes a case study of a client's functional ability in social interaction using the Social Interaction Model described by Doble and Magill-Evans (1992) as a framework. The use of the Child and Adolescent Social Perception Measure to assess how the individual client functions in the area of social perception is discussed.

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Escobar-Planas, Marina, Vicky Charisi, and Emilia Gomez. ""That Robot Played with Us!" Children's Perceptions of a Robot after a Child-Robot Group Interaction." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–23. http://dx.doi.org/10.1145/3555118.

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The design of child-centred, intelligent and collaborative robots is a challenging endeavour, which requires to understand how the implemented robot behaviours and collaboration paradigms affect children's perception about the robot. This paper presents the results of a set of semi-structured interviews of N=81, 5 to 8 years old children who previously interacted in pairs with a robot in the context of a problem-solving task. We manipulated two different factors of the robot behaviour: cognitive reliability in logic game movements (optimal vs sub-optimal) and expressivity in the communication (expressive vs neutral) and we assigned the children in one of the four conditions. At post-intervention interviews, we examined children's perceptions on the robot's attributions, collaboration and social role. Results indicate that a robot's cognitive reliability shapes the helping relationship between the children and the robot, while the robot's expressivity impacts children perception of the robot supportive ability and friendship. Finally, results also indicate that, even if children interact in pairs with the robot, their perceptions about it remain individual, although a good collective task-performance seems to empower children perception of the robot in terms of friendship and reliability.

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Slifer, Keith J., Adrianna Amari, Tanya Diver, Lisa Hilley, Melissa Beck, Alana Kane, and Sharon McDonnell. "Social Interaction Patterns of Children and Adolescents with and without Oral Clefts during a Videotaped Analogue Social Encounter." Cleft Palate-Craniofacial Journal 41, no. 2 (March 2004): 175–84. http://dx.doi.org/10.1597/02-084.

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Objective To examine the social interaction patterns of children with and without oral clefts. Design Participants were videotaped while interacting with a peer confederate. Oral cleft and control groups were compared on social behavior and several self- and parent-report measures. Participants Thirty-four 8- to 15-year-olds with oral clefts, matched for sex, age, and socioeconomic status with 34 noncleft controls. Main Outcome Measures Data were obtained on social behaviors coded from videotapes and on child and parent ratings of social acceptance/competence and facial appearance. Results Statistically significant differences were found between groups: children with clefts made fewer choices and more often failed to respond to peer questions; children with clefts and their parents reported greater dissatisfaction with the child's facial appearance; and parents of children with clefts rated them as less socially competent. Significant within-group associations were also found. Parent perception of child social competence and child self-perception of social acceptance were positively correlated for both groups. Children with clefts who felt more socially accepted more often looked a peer in the face. Controls who felt more socially accepted chose an activity less often during the social encounter. Conclusions Differing patterns of overt social behavior as well as parent and self-perception can be measured between children with and without oral clefts. Such results may be helpful in developing interventions to enhance social skills and parent/child adjustment.

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Leung, Joan H., Suzanne C. Purdy, and Paul M. Corballis. "Improving Emotion Perception in Children with Autism Spectrum Disorder with Computer-Based Training and Hearing Amplification." Brain Sciences 11, no. 4 (April 8, 2021): 469. http://dx.doi.org/10.3390/brainsci11040469.

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Individuals with Autism Spectrum Disorder (ASD) experience challenges with social communication, often involving emotional elements of language. This may stem from underlying auditory processing difficulties, especially when incoming speech is nuanced or complex. This study explored the effects of auditory training on social perception abilities of children with ASD. The training combined use of a remote-microphone hearing system and computerized emotion perception training. At baseline, children with ASD had poorer social communication scores and delayed mismatch negativity (MMN) compared to typically developing children. Behavioral results, measured pre- and post-intervention, revealed increased social perception scores in children with ASD to the extent that they outperformed their typically developing peers post-intervention. Electrophysiology results revealed changes in neural responses to emotional speech stimuli. Post-intervention, mismatch responses of children with ASD more closely resembled their neurotypical peers, with shorter MMN latencies, a significantly heightened P2 wave, and greater differentiation of emotional stimuli, consistent with their improved behavioral results. This study sets the foundation for further investigation into connections between auditory processing difficulties and social perception and communication for individuals with ASD, and provides a promising indication that combining amplified hearing and computer-based targeted social perception training using emotional speech stimuli may have neuro-rehabilitative benefits.

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Fadhilah, Yaumil, Rose Mini Agoes Salim, and Shahnaz Safitri. "Teacher Efficacy and Teacher Social Perception in Creative Teaching for Elementary School Teachers." Jurnal Ilmiah Sekolah Dasar 6, no. 2 (June 4, 2022): 212–19. http://dx.doi.org/10.23887/jisd.v6i2.44760.

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Creativity is a competency that teachers need to have, especially in the learning process, to support the formation of creative thinking processes in children. Creative teaching needs to be applied especially in the learning of elementary school children because they are in a critical period in forming creative thinking processes. Teachers play a role in fostering and increasing creativity in children in elementary school. This study analyzes the correlation between teacher efficacy and teacher perceptions of creativity on creative teaching behavior during school learning. This study uses a quantitative approach. A sampling of data on 43 elementary school teachers from several cities in Indonesia was conducted using a simple random technique. The measuring tools used in this research are the Creativity Fostering Teacher Index (CFTI) and the Teaching for Creativity Scale (TFCS). The data obtained were tested quantitatively using simple linear regression analysis. The results showed that self-efficacy and teacher perceptions influence creativity and creative teaching behavior. Increased teacher efficacy has been proven to help teachers to form self-confidence in creative teaching. On the other hand, the teacher's perception of creativity will also affect teacher efficacy in applying creativity to the teaching and learning process.

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KURTUNCU, Meltem, and Nurten ARSLAN. "PARENT-TO-PARENT SUPPORT PERCEPTION SCALE FOR FAMILIES WITH CHILDREN WITH DISABILITY: SCALE DEVELOPMENT STUDY." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 34 (November 15, 2022): 115–28. http://dx.doi.org/10.31567/ssd.773.

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Background: Social support is the entirety of perceptions that make an individual feel that he/she is cared for, loved, trusted and valued within a network of mutual responsibility and communication. Research carried out on the subject of perceived social support have generally focused on how social support reduces or prevents stress and contributes to developing positive coping skills. Purpose: This study was conducted to evaluate the perceptions of the social support that families with children with disability expect from each other and to develop a culture-specific scale for this purpose as a contribution to the literature. Methods: This study was conducted in special education and rehabilitation centers in Zonguldak, Turkey. The study sample consisted of 420 parents who had a child or children enrolled at the centers and who had consented to participate. Data were collected using the Parent-to-Parent Support Perception Scale for Families with Children with Disability. The validity of content and construct was examined to evaluate the validity of the parent-to-parent support perception scale. Cronbach’s alpha was used to assess internal consistency reliability. Results: A 43-item pool of items was created for a 4-point Likert-type scale in the light of the literature in order to assess the support perceptions of parents with children with disability. After content validity was assessed by a panel of eight specialists, the number of items was determined to be 30. In the construct validity testing, the KMO value was 0.91 and Bartlett’s sphericity test resulted in 6134.24 (p = 0.001). The results of the factor analysis indicated a scale with 24 items, four factors, where R2 = 62.33%. The total Cronbach's alpha value for the scale is 0.94. Conclusions: According to the results of the analysis, the developed scale was found to have excellent validity and reliability for families with children with disability. What is currently known? When the literature is examined, there is no measurement tool that measures the perception of support from family to family for families of children with disabilities. What does this article add? The developed scale was found to have excellent content and construct validity and reliability for families with children with disability.

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Papaioannou, Athanasios. "Differential Perceptual and Motivational Patterns When Different Goals Are Adopted." Journal of Sport and Exercise Psychology 17, no. 1 (March 1995): 18–34. http://dx.doi.org/10.1123/jsep.17.1.18.

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This study examined how perceived motivational climate in physical education is related to (a) perceptions of teachers’ differential treatment toward high and low achievers, (b) reported motivation and anxiety of children with high and low perceived competence during play or exercise with high- or low-ability children. One thousand three hundred ninety-three high school students completed measures of the above variables. The perception of teacher’s differential treatment was positively related to the perception of an environment emphasizing social comparison and negatively related to the perception of a climate emphasizing personal progress. Perceived competence had no effect on intrinsic motivation when extremely high learning goals were adopted. When low learning goals were adopted, motivation decreased for children with low perceived ability playing with high achievers and for children with high perceived ability playing with low achievers. A high learning-oriented climate should be created to enhance equality and maximize motivation.

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Kareem, Samar Hussein, Marwah Salih Muslim, Sozan Ali Abdulhassan, and Haider Mohammed Majeed. "Nurses' Perception Toward Therapeutic Strategies for Children with Pneumonia." Journal of Pioneering Medical Science 12, no. 1 (December 31, 2023): 1–6. http://dx.doi.org/10.61091/jpms20231211.

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Background: Pneumonia is the common lower respiratory tract infection among pediatrics, especially under five; it is a common cause of under-five children morbidity and mortality. Objectives of study: To identify nurses' perceptions toward therapeutic strategies for children with pneumonia and to find the association between their perceptions and their demographic variables. Methods: A Convenient sample of 46 nurses in Baghdad city from three hospitals) Kadhimiya Hospital for Children, Central Teaching Hospital of Pediatrics, and Child Welfare Teaching Hospital) included in the study to identify their perceptions regarding pneumonia in children. Results: The results of the study present that most of the nurses' participants in the age group (20-25 years) are female, with a diploma in nursing. There is an association between nurses' perceptions with many variables such as age, education level, service in the ward, and training courses. Conclusions: In general, nurses were well aware of the strategies used for children with pneumonia, but gaps in some items are likely due to their information taken from social media. Activating the Ministry of Health's media on the importance of global strategies for treating children with pneumonia is an important step to improve nurses' perception gaps.

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Riquelme, Inmaculada, Isabel Escobio-Prieto, Ángel Oliva-Pascual-Vaca, Alberto Marcos Heredia-Rizo, and Pedro Montoya. "Effect of Social Support in Pain Sensitivity in Children with Cerebral Palsy and Typically Developing Children." International Journal of Environmental Research and Public Health 18, no. 9 (April 27, 2021): 4661. http://dx.doi.org/10.3390/ijerph18094661.

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Pain and abnormal somatosensory processing are important associated conditions in children and adolescents with cerebral palsy (CP). Perceived social support is highly relevant for pain perception and coping. Aim: The aim of the present study was to assess the influence of social support on pain sensitivity in children and adolescents with cerebral palsy and healthy peers. Design: Cross-sectional study. Methods: Pressure pain thresholds were assessed in 42 children and adolescents with CP and 190 healthy peers during three different conditions: alone, with their mother and with a stranger. Results: Children with CP reported lower pain sensitivity when they were with their mother than being alone or with a stranger, whereas healthy peers did not experience different pain sensitivity related to the social condition. Sex or clinical characteristics did not affect the relationship between pain perception and social support. Conclusion: The present study shows how children with CP are highly affected by social and contextual influences for regulating pain sensitivity. Solicitous parental support may enhance pain perception in children with CP. Further research on the topic is warranted in order to attain well-founded conclusions for clinical practice.

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Webster, Simon, and Douglas D. Potter. "Gaze Perception Develops Atypically in Children with Autism." Child Development Research 2011 (December 1, 2011): 1–9. http://dx.doi.org/10.1155/2011/462389.

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The Mindblindness model is the main model of social cognitive development in autism. This model assumes that eye direction detection and eye contact detection develop typically in autism (Baron-Cohen, 1995). The model's assumption of maturational development implies that when these skills are abnormal, they must either be absent or developmentally delayed. In contrast, the atypical modularisation hypothesis predicts that these skills can develop deviantly—successfully but atypically—in children with autism. Two computer-based tasks were used to assess eye direction detection and eye contact detection in children with autism and in typically developing children. These skills were developmentally deviant in children with autism. The findings support a model of social cognition in autism that accounts for developmental processes.

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Fu, Danling, Linda Leonard Lamme, and Zhihui Fang. "Reading Corner for Educators: Addressing Social Inequalities through Literacy Education." Language Arts 83, no. 2 (November 1, 2005): 158–59. http://dx.doi.org/10.58680/la20054454.

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Perceptions of race, class, and gender are culturally and socially shaped and form the roots for inequities in our society and our classrooms. In this column we review three books that question institutionalized perceptions of race and class. The authors examine the history of schooling that contributes to great divides among human races and ranks individuals based on race, speech, and class. These books posit that to question and examine our perception of race, class, and gender is the key to providing justice and equal education to ALL children, especially those who come from family backgrounds that are historically and socially marginalized.

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Lee, Jung Eun. "Social perception of play counseling through big data analysis." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 8 (April 30, 2023): 111–22. http://dx.doi.org/10.22251/jlcci.2023.23.8.111.

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Objectives This study explored the current state of social perception of play counseling through big data analysis. This study tried to understand how play counseling is socially understood and what strategies are needed for the development of play counseling. Methods Texts such as various blogs, cafes, news, and web documents were collected from five platforms: Naver, Daum, Google, You Tube, and Twitter, with “play+counseling’ as the keyword. The analysis target was limited to the data of the last three years from January 1, 2020 to December 31, 2022. For data analysis, key word frequency analysis, TF-IDF analysis, semantic network analysis, and CONCOR analysis were applied. Results As the result of frequency analysis and TF-IDF analysis, ‘children’, ‘play’, ‘counseling’, ‘research’, ‘effect’, and ‘expert’ appeared as the top keywords of play counseling. As a result of semantic network analysis, the keyword with the strongest influence was ‘children’. As a result of the CONCOR analysis, the keywords for play counseling formed five clusters. These were named ‘goals and effects of play counseling’, ‘program elements of play counseling’, ‘certification of play psychological counselors’, ‘teacher training for play counseling’, and ‘elementary school’. Conclusions The perception of play counseling, which is mainly concentrated in elementary school, should be expanded to middle and high school students. Play counseling should be used to cultivate sociality and positive emotions in Korean children and adolescents.

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Sbrissa, Douglas Zanella, Jacinta Sidegum Renner Renner, Denise Bolzan Berlese Berlese, Roberto Tierling Klering Klering, Gustavo Roese Sanfelice Sanfelice, and Marcos Antônio de Oliveira Oliveira. "Quality of life and social inclusion of children benefited by the UJR/Feevale Social Futsal Project: parents' perception." Concilium 23, no. 3 (March 3, 2023): 451–64. http://dx.doi.org/10.53660/clm-908-23b54.

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This qualitative-quantitative study aimed to understand, based on the perception of parents or guardians, the processes of social inclusion and the perception of the quality of life of children benefiting from the Futsal Social Project. Six semi-structured interviews were carried out with the students' parents or guardians, in addition to the application of the KIDSCREEN-52 to the 252 beneficiary children. It was possible to perceive that the project contributes to the processes of socialization and social protection in addition to issues related to health and leisure. The results from the analysis of the interviews were corroborated with the mean scores found in the KIDSCREEN-52 dimensions.

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Imanipour, Samane, Mahmood Sheikh, Monir Shayestefar, and Tourandokht Baloochnejad. "Deficits in Working Memory and Theory of Mind May Underlie Difficulties in Social Perception of Children with ADHD." Neurology Research International 2021 (August 28, 2021): 1–7. http://dx.doi.org/10.1155/2021/3793750.

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Children with attention deficit hyperactivity disorder (ADHD) are prone to peer rejection and disliking due to difficulties in social perception and interaction. To address social perception impairments in ADHD, we examined children with ADHD in a noisy biological motion (BM) direction discrimination paradigm in association with sociocognitive factors including emotion regulation, theory of mind (TOM), and working memory compared to healthy controls. Our results showed that children with ADHD were poorer in discriminating BM direction in noisy environments (F (1, 36) = 4.655, p = 0.038 ). Moreover, a significant correlation was found between working memory and TOM with BM discrimination in an ADHD group (r = 0.442, p = 0.01 , and r = 0.403, p = 0.05 , respectively). Our findings could suggest that social perception in noisy scenarios may be affected by memory and social cognitive abilities of children with ADHD.

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LEVI, SUSANNAH V. "Another bilingual advantage? Perception of talker-voice information." Bilingualism: Language and Cognition 21, no. 3 (June 9, 2017): 523–36. http://dx.doi.org/10.1017/s1366728917000153.

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A bilingual advantage has been found in both cognitive and social tasks. In the current study, we examine whether there is a bilingual advantage in how children process information about who is talking (talker-voice information). Younger and older groups of monolingual and bilingual children completed the following talker-voice tasks with bilingual speakers: a discrimination task in English and German (an unfamiliar language), and a talker-voice learning task in which they learned to identify the voices of three unfamiliar speakers in English. Results revealed effects of age and bilingual status. Across the tasks, older children performed better than younger children and bilingual children performed better than monolingual children. Improved talker-voice processing by the bilingual children suggests that a bilingual advantage exists in a social aspect of speech perception, where the focus is not on processing the linguistic information in the signal, but instead on processing information about who is talking.

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Stanovich, Paula J., Anne Jordan, and Josette Perot. "Relative Differences in Academic Self-Concept and Peer Acceptance Among Students in Inclusive Classrooms." Remedial and Special Education 19, no. 2 (March 1998): 120–26. http://dx.doi.org/10.1177/074193259801900206.

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This study provides data on the social and affective functioning of 2,011 students in second to eighth grade who were receiving instruction in inclusive general education classrooms. Students were identified as being at risk for school failure, having a disability, using English as a second language, or non-categorized. The academic self-concept and social integration of the students were assessed using two instruments: The Perception of Ability Scale for Students (PASS) and the Perception of Social Closeness Scale (PSCS). On the PASS, the noncategorized group scored significantly higher than each of the three identified groups, but the means of the three categorized groups did not differ significantly. Peer acceptance was again significantly higher for the noncategorized children than it was for each of the three identified groups. However, the group of students with disabilities differed significantly from the group who were at risk, with those children scoring lowest on this measure. Relative differences between academic self-concept and social integration were explored in a series of convergent analyses. Children with disabilities and children who were at risk displayed particularly large (but opposite) discrepancies: Those who were at risk were relatively accepted by their peers but had low perceptions of their own academic abilities. The children with disabilities, however, rated relatively higher in academic self-concept than in social closeness. These relative discrepancies have implications for practice.

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Journal articles on the topic 'Social perception in children'

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