Literatura académica sobre el tema "Peer-related perceptions"
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Artículos de revistas sobre el tema "Peer-related perceptions"
Lauer, Brea-Anne M. y Kimberly Renk. "The Peer Informant: Characteristics Related to the Perceptions of Peer Behavior Problems". Journal of Child and Family Studies 22, n.º 6 (24 de julio de 2012): 786–800. http://dx.doi.org/10.1007/s10826-012-9633-x.
Texto completoLin, Linda y Frank DeCusati. "Muscle Dysmorphia and the Perception of Men’s Peer Muscularity Preferences". American Journal of Men's Health 10, n.º 6 (8 de julio de 2016): NP78—NP88. http://dx.doi.org/10.1177/1557988315598367.
Texto completoATIK, Gokhan y Zeynep ERKAN ATIK. "Undergraduate Counseling Trainees’ Perceptions and Experiences Related to Structured Peer Group Supervision: A Mixed Method Study". Eurasian Journal of Educational Research 19, n.º 82 (9 de agosto de 2019): 1–20. http://dx.doi.org/10.14689/ejer.2019.82.6.
Texto completoEshun, E. F., P. Korwu y E. Appiah. "Peer assessment in graphic design studio: Communication design students' perspectives". Journal of Science and Technology (Ghana) 37, n.º 1 (12 de febrero de 2018): 64–74. http://dx.doi.org/10.4314/just.v37i1.6.
Texto completoDiamantopoulou, Sofia, Lisbeth Henricsson y Ann-Margret Rydell. "ADHD symptoms and peer relations of children in a community sample: Examining associated problems, self-perceptions, and gender differences". International Journal of Behavioral Development 29, n.º 5 (septiembre de 2005): 388–98. http://dx.doi.org/10.1177/01650250500172756.
Texto completoRoberts, Clare y Stephen Zubrick. "Factors Influencing the Social Status of Children with Mild Academic Disabilities in Regular Classrooms". Exceptional Children 59, n.º 3 (diciembre de 1992): 192–202. http://dx.doi.org/10.1177/001440299305900303.
Texto completoMaag, John W., Stanley F. Vasa, Jack J. Kramer y Gregory K. Torrey. "Teachers' Perceptions of Factors Contributing to Children's Social Status". Psychological Reports 69, n.º 3 (diciembre de 1991): 831–36. http://dx.doi.org/10.2466/pr0.1991.69.3.831.
Texto completoTracey, Danielle K. y Gaye Gleeson. "Sense of coherence, loneliness and interpersonal concerns in adolescents with AD/HD: a comparison of adolescents' and mothers' perceptions". Journal of Psychologists and Counsellors in Schools 8 (noviembre de 1998): 49–58. http://dx.doi.org/10.1017/s1037291100003745.
Texto completoBrantlinger, Ellen. "Low-income adolescents' perceptions of social class related peer affiliations in school". Interchange 22, n.º 3 (septiembre de 1991): 9–27. http://dx.doi.org/10.1007/bf01807533.
Texto completoClaypoole, Victoria L., Alexis R. Neigel y James L. Szalma. "Perceptions of Supervisors and Performance: A Thematic Analysis". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, n.º 1 (septiembre de 2017): 1740–44. http://dx.doi.org/10.1177/1541931213601916.
Texto completoTesis sobre el tema "Peer-related perceptions"
Hunter, Tracey A. y n/a. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions". Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060309.114836.
Texto completoHunter, Tracey A. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366979.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text
Adelore, Temilade Adediwura. "Determining fixation stability of amd patients using predictive eye estimation regression". Thesis, Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/26495.
Texto completoLibros sobre el tema "Peer-related perceptions"
Barbara, Davis. Peer support: Designing interpersonal skills training plan. [Edmonton]: Alberta Alcohol and Drug Abuse Commission, 1989.
Buscar texto completoCapítulos de libros sobre el tema "Peer-related perceptions"
Kutnjak Ivković, Sanja, Jon Maskály, Ahmet Kule y Maria Maki Haberfeld. "The Code of Silence and the Theory of Police Integrity". En SpringerBriefs in Criminology, 17–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96844-1_2.
Texto completoOno, Masumi. "Approach to Writing from Readers’ Perspectives: Incorporating Self-Evaluation, Peer Feedback, and Self-Reflection into Academic Writing". En Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.100308.
Texto completoTran, Yune. "Enhancing Preservice Teachers' Confidence and Efficacy in Computer Science". En Advances in Educational Technologies and Instructional Design, 145–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch009.
Texto completoÖzyazıcı, Kadriye. "Bullying Towards Body Image During Adolescence". En Advances in Social Networking and Online Communities, 68–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5426-8.ch005.
Texto completoSusanti, Ari, Hero Marhaento, Slamet Riyanto, Dwiko Budi Permadi, Budiadi, Muhammad Ali Imron, Fiqri Ardiansyah et al. "Oil Palm Agroforestry as an Alternative towards Inclusive Oil Palm Production". En Elaeis guineensis [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98205.
Texto completo"Among these, knowledge of institutional policy was the best predictor of cheating rates, followed by mastery motivation and attitudes about cheating. This finding is important because it reminds college administrators that having an honor system, rules about cheating, or both, and effectively administering that system to students, are not one and the same. Participants in this study who cheated reported signifi-cantly less understanding of institutional policy regarding cheating than did noncheating participants. In addition, this study advances our understanding of the role of motivation in cheating behavior. In particular, mastery and extrinsic motivation do not appear to be uniform across all courses, and this variability is related to cheating. Participants who cheated had lower mastery motivation and higher extrinsic motivation in the courses in which they cheated than in courses in which they did not cheat. Cheaters, in courses in which they cheated, also differed on these two motivation variables from noncheaters. Mastery motivation was lower for cheaters, and extrinsic motiva-tion higher, as compared to noncheaters. However, in courses in which cheaters did not cheat, cheater and noncheater scores were not reliably different. Thus, cheaters reported increases in extrinsic motivation and simultaneous decreases in mastery motivation, but only in courses in which they cheated. Anderman etal. (1998) found a similar relation between mastery and what they called performance goals with middle school students. This study confirms that motivation is an important factor in the cheating behavior of college students as well. Finally, as expected, cheating behavior was related to perceptions of the behav-ior of peers and to attitudes about cheating. Both factors were significant predic-tors of cheating rates. Cheaters believed that more students engaged in cheating behaviors than did noncheaters. Cheaters also justified cheating behavior to a greater extent than did noncheaters. In addition, the more the participants cheated, the higher their estimate of cheating on campus. These findings replicate previous research on the importance of student attitudes and peer norms for understanding, and perhaps influencing, cheating behavior (see Whitley, 1998, for a review). Of course, these results do not indicate causality. Once students begin to cheat, their motivation levels and their perceptions and experiences of others may change. Alternatively, perhaps low mastery motivation in a course increases a stu-dent's risk for cheating in that course and increases the cheater's tendency to cheat repeatedly. A student who is uninterested in a course may look for ways to com-plete the course with the least effort. In addition, high extrinsic motivation may also increase student vulnerability to temptations to cheat. If a student's purposes for taking a course have little to do with the course and more to do with extrinsic goals, such as grades or career opportunities, cheating may serve those goals. In ei-ther case, motivations appear to be course specific. With respect to perceived norms, cheaters may estimate higher rates of cheating by others, as compared to noncheaters, as a way of preserving their self-image (e.g., false consensus effect; Ross, Green, & House, 1977). They also may be more". En Academic Dishonesty, 28–34. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-4.
Texto completoActas de conferencias sobre el tema "Peer-related perceptions"
Nguyen, Uyen Tran Tu, Yen Hoang Pham y Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation". En The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.
Texto completoVidaurre, Ana, José M. Messeguer-Dueñas, Jaime Riera, José Molina Mateo, José Antonio Gómez-Tejedor, M. Amparo Gámiz-González y Isabel Tort Ausina. "Is the Lessons tool useful to support students learning?" En INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8830.
Texto completoSantiago, Igor, Victor Elias, Ivna Nóbrega, Gabriela Martins, José Artur D’Almeida y Norberto Frota. "COEXISTENCE OF MULTIPLE SCLEROSIS AND ALZHEIMER DISEASE: WHAT WE KNOW SO FAR?" En XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda107.
Texto completoInformes sobre el tema "Peer-related perceptions"
Tulloch, Olivia, Tamara Roldan de Jong y Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Africa: Social and Behavioural Science Data, March 2020-March 2021. Institute of Development Studies (IDS), mayo de 2021. http://dx.doi.org/10.19088/sshap.2021.030.
Texto completoTulloch, Olivia, Tamara Roldan de Jong y Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Sub-Saharan Africa: Social and Behavioural Science Data, March 2020-April 2021. Institute of Development Studies (IDS), mayo de 2021. http://dx.doi.org/10.19088/sshap.2028.
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