Thèses : « Preadolescenti »

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Borin, Alessandra <1987&gt. « Osservare la transizione. Come i preadolescenti abitano i corpi e gli spazi ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2012. http://hdl.handle.net/10579/2277.

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BUFFOLI, ALESSANDRO. « PREADOLESCENTI ITALIANI E DI ORIGINE STRANIERA : SOMIGLIANZE E DIFFERENZE NELLA SCELTA SCOLASTICA ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/2462.

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Da alcuni anni a questa parte, la scuola italiana è chiamata sempre più ad affrontare l’accoglienza e la formazione di studenti stranieri. Per chi si occupa di orientamento la sfida è duplice. Da un lato si nota la tendenza a scegliere percorsi di studio più semplici e meno proiettati verso il prosieguo degli studi: il 40,4% degli studenti stranieri prediligere gli Istituti Professionali, contro il 19% degli italiani, e il 38,0% gli Istituti Tecnici, contro il 33,2% degli italiani. Nonstante ciò, vi è carenza di ricerche cross-culturali in merito all'orientamento con le minoranze culturali presenti in Italia. Questo studio ha l'obiettivo di fornire una migliore comprensione riguardo agli aspetti psiclogici che influenzano le scelte scolastiche tra gli studenti immigrati. In particolare, mira a comprendere come la cultura, ed una sua parte fondamentale quale è il significato attribuito alla realtà, moduli le scelte in materia di orientamento. Inoltre, sono state indagate le barriere percepite, gli interessi, la motivazione scolastica e gli atteggiamenti verso lo studio, oltre al ruolo svolto da specifiche sindromi culturali.
The Italian school system has been facing with the reception and the training of foreign studens for several years now. For those involved in vocational guidance, the challenge is twofold. On the one hand there is a tendency to choose courses of simplier study and less projected towards the continuation of their studies: 40.4% of students prefer the Professional Institutes, compared to 19% of Italians, and 38.0 % Technical Institutes, compared to 33.2% of Italians.In spite of this, there is a paucity of cross-cultural research on vocational guidance for cultural minorities in Italy. This study aims to provide a better understanging about which psychological aspects influence vocational choices in foreign students. In particular, how culture, and a foundamental part of that such as meaning, affects scholastic choices. Moreover, perceived barriers, interests, motivations, attitudes toward school and cultural syndroms were explored.

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BUFFOLI, ALESSANDRO. « PREADOLESCENTI ITALIANI E DI ORIGINE STRANIERA : SOMIGLIANZE E DIFFERENZE NELLA SCELTA SCOLASTICA ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/2462.

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Da alcuni anni a questa parte, la scuola italiana è chiamata sempre più ad affrontare l’accoglienza e la formazione di studenti stranieri. Per chi si occupa di orientamento la sfida è duplice. Da un lato si nota la tendenza a scegliere percorsi di studio più semplici e meno proiettati verso il prosieguo degli studi: il 40,4% degli studenti stranieri prediligere gli Istituti Professionali, contro il 19% degli italiani, e il 38,0% gli Istituti Tecnici, contro il 33,2% degli italiani. Nonstante ciò, vi è carenza di ricerche cross-culturali in merito all'orientamento con le minoranze culturali presenti in Italia. Questo studio ha l'obiettivo di fornire una migliore comprensione riguardo agli aspetti psiclogici che influenzano le scelte scolastiche tra gli studenti immigrati. In particolare, mira a comprendere come la cultura, ed una sua parte fondamentale quale è il significato attribuito alla realtà, moduli le scelte in materia di orientamento. Inoltre, sono state indagate le barriere percepite, gli interessi, la motivazione scolastica e gli atteggiamenti verso lo studio, oltre al ruolo svolto da specifiche sindromi culturali.
The Italian school system has been facing with the reception and the training of foreign studens for several years now. For those involved in vocational guidance, the challenge is twofold. On the one hand there is a tendency to choose courses of simplier study and less projected towards the continuation of their studies: 40.4% of students prefer the Professional Institutes, compared to 19% of Italians, and 38.0 % Technical Institutes, compared to 33.2% of Italians.In spite of this, there is a paucity of cross-cultural research on vocational guidance for cultural minorities in Italy. This study aims to provide a better understanging about which psychological aspects influence vocational choices in foreign students. In particular, how culture, and a foundamental part of that such as meaning, affects scholastic choices. Moreover, perceived barriers, interests, motivations, attitudes toward school and cultural syndroms were explored.

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Tiozzo, Alessandro <1998&gt. « Lo studio di più lingue favorisce l'intercomprensione ? Uno studio di caso su preadolescenti ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21955.

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Studi e progetti europei degli ultimi anni suggeriscono e spiegano come l’Intercomprensione sia da intendere come la nuova frontiera dell’educazione linguistica. Molti di questi studi sottolineano la necessità di spostare il focus delle lezioni scolastiche di lingua straniera dall’insegnamento di una sola LS all’insegnamento di più LS, con il conseguente sviluppo nei giovani di nuove strategie e abilità di comprensione e di apprendimento. Il presente studio di caso si prefigge come obiettivo quello di confrontare i risultati di un primo gruppo (G1) di studenti di terza media (n=52) che studia una sola LS (inglese), con quelli di un secondo gruppo (G2) di studenti di terza media (n= 52) che studia due LS (inglese e spagnolo), ottenuti attraverso un test di Intercomprensione basato su un breve articolo in lingua tedesca, ovvero una lingua a loro sconosciuta e appartenente ad una famiglia linguistica diversa da quella della loro lingua madre (italiana, cioè romanza). Dopo la somministrazione del test di Intercomprensione a tutti gli studenti e dopo un colloquio individuale con alcuni dei partecipanti allo studio di caso, i risultati hanno dimostrato che il G2 sembrerebbe saper utilizzare in modo più efficace le strategie di comprensione del testo attraverso associazioni linguistiche originali.

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Boscolo, Valentina. « Caratteristiche del funzionamento cognitivo e psicologico di soggetti preadolescenti e adolescenti con infezione da HIV-1 da trasmissione verticale ». Doctoral thesis, Università degli studi di Padova, 2017. http://hdl.handle.net/11577/3426215.

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Background. New diagnoses of HIV infection in children, were accounted every year. In 2015, the new diagnoses in adolescents (15 to 17 years) were the 1.8% of all new diagnoses. The main cause of infection is vertical transmission, and in the 75% of cases occurs in individuals of foreign origin (ISS, 2016). The introduction of combination antiretroviral therapy, has passed the HIV infection from a life-threatening condition to a chronic disease. More and more children and adolescents became adults. The research may help to clarify important developmental aspects as cognitive and psychological functioning. Neurocognitive impairments (Nachman et al., 2012; Smith et al., 2006; Smith et al., 2012), behavioral and emotional problems, are described in a higher measure than the general population or other high-risk groups (Gadow et al., 2012; Mellins & Malee, 2013). The main objective of the study is to describe the cognitive and psychological characteristics of HIV-1 infected preadolescents and adolescents on antiretroviral therapy. The specific objectives concern the deepening of the relationship with the social and family variables and medical variables. A cross-sectional study, compared also the psychosocial characteristics of adolescents HIV-infected with a group of adolescents treated with hematopoietic stem cell transplantation (HSCT). Methods. It have been assessed HIV-infected preadolescents and adolescents and their parents/caregivers. Each participant has been administered with the “Visualization and Reasoning Scale” of Leiter-R and with the Achenbach Youth Self Report Questionnaire. To each parents/caregivers has been asked to complete the Achenbach CBCL Questionnaire. Social, family and clinical data have been collected. Data have been analyzed using STATA (version 12.0) software. Results. Thirty patients were recruited. The subjects (mean age 14.4 years) are in 60.7% of cases of foreign origin and in 35.7% living in adoptive/foster families. All attending school and in 28.5% of cases they have repeated at least one school year. They are on antiretroviral therapy for a mean of 11.4 years. The 22.2% are in category C of the CDC Classification, the viral load is suppressed in 85.7% of cases and the mean of CD4/mm cells count in the sample is 696, 35. A significant proportion of patients (42.86%), have a score to cognitive assessment that ranks in the lower norm. The scores at the YSR and CBCL, do not exceeded the clinical cut-off (borderline T score > 60 Clinical T score > 64) for all symptomatic and syndromic scales. The Activities Scale score on YSR (M 36.74), approaches the subclinical range (borderline T 31-35 clinical T score <31). Subclinical and clinical scores have been also recorded in the Internalizing Disorders Scale of CBCL (17.65% borderline - 35.29% clinical). The patients and parents/caregivers report a significant impairment in Activities (borderline and clinical scores in 48,05%) and Total Competence (68.9% patients - 50% parents/caregivers). Social Competence and Activities scores are significantly (p 0.01 p 0.01) lower in HIV-infected patients than in adolescents HSCT survivors. Conclusion. The preadolescents and adolescents HIV infected, shows vulnerability on cognitive functioning level and psychosocial impairment, described by internalizing symptoms and by poor social engage compared with the healthy peers but also compared with a group of adolescents with chronic disease.
Premessa. Ogni anno in Italia si registrano nuove diagnosi di infezione da HIV in età pediatrica. Nel 2015 le nuove diagnosi negli adolescenti (15-17 anni) hanno rappresentato il 1,8% di tutte le nuove diagnosi. La causa principale di infezione è la trasmissione verticale e nel 75% dei casi riguarda soggetti di origine straniera (ISS, 2016). L’introduzione della terapia antiretrovirale di combinazione ha transitato l’infezione da HIV dall’essere una patologia di rischio per la sopravvivenza ad una patologia di tipo cronico. Sempre più bambini e adolescenti possono accedere all’età adulta. La ricerca può quindi aiutare a chiarire aspetti importanti dello sviluppo come il funzionamento cognitivo e psicologico. Prestazioni inferiori alla norma nei test neurocognitivi (Nachman et al., 2012; Smith et al., 2006; Smith et al., 2012), problemi comportamentali ed emotivi sono rilevati in misura superiore rispetto alla popolazione generale o ad altri gruppi ad alto rischio (Gadow et al., 2012 Mellins & Malee, 2013). Obiettivo principale dello studio è quello di descrivere le caratteristiche cognitive e psicologiche di preadolescenti e adolescenti HIV-1 positivi in terapia antiretrovirale. Obiettivi specifici riguardano l’approfondimento della relazione con le variabili sociofamiliari e con le variabili mediche. È stato inoltre effettuato il confronto trasversale delle caratteristiche psicosociali con un gruppo di adolescenti sopravvissuti a trapianto di cellule staminali emopoietiche (HSCT). Metodi. Sono stati testati i soggetti pediatrici preadolescenti e adolescenti e i loro genitori/caregivers. Ai partecipanti è stata somministrata la Scala Visualizzazione e Ragionamento della Leiter International Performance Scale - Revised ed è stato richiesto di completare il questionario di Achenbach (Youth Self Report - YSR). Ai genitori/caregivers è stato richiesto di completare il questionario di Achenbach (Children Behaviour Checklist - CBCL). Sono stati raccolti dati socio-anagrafici e familiari e, dalle cartelle cliniche, i dati relativi allo stato infettivo. I dati sono stati elaborati con il programma STATA versione 12.0. Risultati. Trenta soggetti sono stati arruolati. I soggetti (età media 14 anni e 4 mesi) sono nel 60,7% dei casi di origine straniera e il 35,7% vive in famiglie affidatarie o adottive. Tutti frequentano la scuola e il 28,5% ha ripetuto almeno un anno scolastico. Assumono terapia antiretrovirale in media da 11,4 anni, il 22,2% rientra nella categoria C della classificazione CDC, la carica virale risulta soppressa nel 85,7% dei casi e in media la conta delle cellule CD4 /mm è di 696,35. Una parte significativa di soggetti (42,86%) presenta un punteggio alla valutazione cognitiva che si colloca nella norma inferiore. La media dei punteggi allo YSR e alla CBCL non raggiunge il cut-off per la diagnosi psichiatrica (subclinico T score > 60 clinico T score > 64) e si colloca nella norma in tutte le scale sintomatiche e sindromiche. Allo YSR il punteggio medio (M 36,74) nella scala delle Attività si avvicina al range subclinico (subclinico T score 31-35 clinico T < 31). Punteggi subclinici e clinici si rilevano alla CBCL nella Scala dei Disturbi Internalizzanti (17.65% subclinico - 35.29% clinico). Emerge concordanza tra genitori e pazienti rispetto alla compromissione significativa nelle Attività (punteggi subclinici e clinici nel 48,05%) e nelle Competenze Totali (68.9% pazienti - 50% genitori/caregivers). I punteggi nelle Attività e nelle Competenze Sociali sono significativamente (p 0.01 e p 0.01) più bassi nei soggetti HIV positivi rispetto agli adolescenti sopravvissuti al trapianto di cellule staminali emopoietiche (HSCT). Conclusioni. I soggetti preadolescenti e adolescenti con infezione da HIV presentano una vulnerabilità sul piano cognitivo e disturbi psicologici di tipo internalizzante in misura superiore. alla norma. Presentano inoltre una compromissione significativa delle attività e delle relazioni sociali rispetto alla popolazione generale e nel nel confronto con un altro gruppo di soggetti con patologia cronica.

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De, Gaudio Elena <1995&gt. « La produzione narrativa di preadolescenti dialettofoni con Dislessia Evolutiva e Disturbo Specifico del Linguaggio : il dialetto come potenziale fattore di esclusione ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17287.

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Il presente lavoro costituisce un contributo al dibattito accademico extra-europeo sull'individuazione dei disturbi del linguaggio e dell'apprendimento in ambito multilingue, rappresentato in Europa dalle ricerche della COST Action IS0804. A tale scopo, questo lavoro ha indagato le competenze linguistiche di 3 preadolescenti dialettofoni calabresi con diagnosi di Dislessia Evolutiva e Disturbo Specifico del Linguaggio, con l'obiettivo di verificare quanto l'esposizione al dialetto possa influenzare l'acquisizione dell'italiano e come questo possa eventualmente incidere sul percorso diagnostico. Per fare ciò, il test di produzione narrativa LITMUS-MAIN (Multilingual Assessment Instrument for Narratives - Revised, Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Bohnacker, U. Walters, J. (2019), ZAS Papers in Linguistics 63) è stato adattato al dialetto calabrese per analizzare le performance narrative dei 3 soggetti coinvolti e confrontarle con quelle di 3 gruppi di controllo, in maniera tale da confermare la presenza di marcatori di disturbo specifico in entrambe le lingue conosciute dai soggetti sperimentali. Anche se il confronto fra i 3 soggetti e i gruppi di controllo non ha evidenziato differenze tra le due performance a livello quantitativo, un'analisi qualitativa delle subordinate prodotte ha messo in luce difficoltà da parte dei soggetti con DSA e DSL nel produrre strutture sintatticamente complesse (e cioè le relative sull'oggetto e le subordinate argomentali) in una sola lingua conosciuta, ovvero l'italiano. Dai risultati ottenuti da un'analisi statistica within-subjects condotta nei tre gruppi a sviluppo tipico, è stata scoperta un'influenza significativa dello status socioeconomico dei genitori (espresso in anni di educazione materna) sullo sviluppo morfo-sintattico e lessicale in italiano; questo fattore sembra comunque non essere un predittore significativo della performance dei soggetti partecipanti in dialetto, così come l'età di prima esposizione al dialetto (o age of onset) è risultata non avere alcun ruolo significativo nello sviluppo delle competenze linguistiche della L1 quanto della L2.

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Consalvi, Elena <1988&gt. « La narrazione e la narrazione digitale nella formazione scolastica : gli effetti, in termini di autoefficacia, motivazione e coinvolgimento, di un intervento formativo con alunni preadolescenti ». Doctoral thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13452.

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In uno scenario che lega la formazione, la narrazione e le nuove tecnologie la corrente indagine si è focalizzata su un particolare settore interno all'ambito narrativo, nel quale è stato riscontrato un gap di ricerche in materia. Dall'analisi della letteratura, non sono cioè state rilevate indagini che miravano a verificare se esiste una correlazione tra gli effetti di uno stesso intervento (formativo-narrativo) e le diverse abitudini accademiche di due classi di studenti. L'obiettivo fondante il percorso analitico-formativo (oltre che comparativo-sperimentale) è pertanto investigare se sono presenti diversità in termini di effetti di uno medesimo intervento formativo (centrato su attività narrative e di narrazione digitale) in virtù del differente background accademico (approccio digitale VS approccio tradizionale) di due classi di soggetti preadolescenti. Il secondo scopo della ricerca è verificare se (aldilà delle differenze tra i due gruppi) l'intervento è in grado di influire positivamente sull'autoefficacia, la motivazione e il coinvolgimento degli studenti in merito alla loro abilità narrativa nonché sull'abilità narrativa in sé. Il campione comprende due classi seconde di una scuola secondaria di primo grado situata nel comune di Bologna. A 48 alunni preadolescenti sono stati proposti diversi strumenti per valutare l’impatto delle attività svolte. Le due classi (classe digitale e classe tradizionale) si differenziavano in termini di metodologie didattiche utilizzate nella propria routine scolastica. Dai dati dei questionari l'intervento svolto sembra aver favorito maggiori credenze di autoefficacia, di motivazione e di coinvolgimento relative all'ambito narrativo tra gli studenti digitali. Gli indici presi in considerazione per l'analisi testuale hanno rivelato anche una maggiore qualità delle narrazioni prodotte dagli studenti della classe digitale, i quali durante l'intervista hanno dichiarato inoltre un più alto numero di miglioramenti in merito alla propria abilità narrativa (rispetto ai soggetti tradizionali).

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AUGELLI, ALESSANDRA. « L'erranza come ricerca di senso : prospettive pedagogiche. Itinerari educativi per la preadolescenza ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/327.

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La dimensione itinerante può essere assunta come cifra dell'esperienza esistenziale di ogni persona, in relazione con gli altri. Il tema è di particolare rilievo in un tempo caratterizzato da incertezza e inquietudine, a motivo delle varie forme di mobilità. Esplorando le diverse modalità di essere-in-cammino, di cui si mostrano inautenticità e aspetti positivi, la tesi cerca di delineare la significatività dell'erranza per esprimere la complessità del processo educativo. In prospettiva pedagogica, l'educazione itinerante evidenzia il senso dell'attraversamento e dell'esperienza vissuta, l'importanza della direzionalità assiologica e teleologica, il valore dell'errore, la tensione al cambiamento, qualificando l'erranza come ricerca di senso. Si profila il ruolo dell'educatore-wanderer, guida partecipe nel cammino, che fa della strada metafora e luogo del suo agire educativo. In una cornice fenomenologico-esistenziale si esaminano i vissuti dell'homo viator e le tonalità emotive che scaturiscono dall'essere-per-via. Alla luce di queste preliminari considerazioni teorico-pedagogiche, si rivolge un'attenzione privilegiata al periodo preadolescenziale. È infatti questa fase dello sviluppo un tempo in cui il passaggio trova una sua apicalità e il divenire della persona si esprime in tutta la sua portata trasformativa. La riflessione teoretica si arricchisce qui delle narrazioni dei preadolescenti sui temi dell'erranza, frutto di un'esperienza laboratoriale condotta in ambito scolastico.
By exploring the multifaceted ways of the «art of wandering» as a means of leading a life of constant change, this Thesis attempts to outline the implications of the process of wandering as an experience which never ceases to retain truth searching significance in order to identify the complexities and best practises of educational pathways. The act of wandering can be viewed as an indicator of existential experience of one's life when confronted with human reality both individually and collectively. This topic is of particular interest in a time characterized by profound uncertainties and unrest due to ever-changing habits and forms of what is regarded as mobility. In pedagogy, itinerant education pays strict attention to the importance of «going through» and lived experience, teleological and axiological direction, the value and consequences of doing errors and the need for change making the process of wandering an indispensable tool for the search for meaning. Subsequently, the functions of the educator-wanderer take shape and he becomes a guiding light through on the «way» of Education. In view of what will be discussed throughout the first part of this paper, special attention will be paid to pre- adolescence years. These are in fact the years in which the experience of becoming is so strong. That theoretical analysis grow rich by preadolescent's autobiographic narrations about wandering, written during some workshop in the school.

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AUGELLI, ALESSANDRA. « L'erranza come ricerca di senso : prospettive pedagogiche. Itinerari educativi per la preadolescenza ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/327.

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La dimensione itinerante può essere assunta come cifra dell'esperienza esistenziale di ogni persona, in relazione con gli altri. Il tema è di particolare rilievo in un tempo caratterizzato da incertezza e inquietudine, a motivo delle varie forme di mobilità. Esplorando le diverse modalità di essere-in-cammino, di cui si mostrano inautenticità e aspetti positivi, la tesi cerca di delineare la significatività dell'erranza per esprimere la complessità del processo educativo. In prospettiva pedagogica, l'educazione itinerante evidenzia il senso dell'attraversamento e dell'esperienza vissuta, l'importanza della direzionalità assiologica e teleologica, il valore dell'errore, la tensione al cambiamento, qualificando l'erranza come ricerca di senso. Si profila il ruolo dell'educatore-wanderer, guida partecipe nel cammino, che fa della strada metafora e luogo del suo agire educativo. In una cornice fenomenologico-esistenziale si esaminano i vissuti dell'homo viator e le tonalità emotive che scaturiscono dall'essere-per-via. Alla luce di queste preliminari considerazioni teorico-pedagogiche, si rivolge un'attenzione privilegiata al periodo preadolescenziale. È infatti questa fase dello sviluppo un tempo in cui il passaggio trova una sua apicalità e il divenire della persona si esprime in tutta la sua portata trasformativa. La riflessione teoretica si arricchisce qui delle narrazioni dei preadolescenti sui temi dell'erranza, frutto di un'esperienza laboratoriale condotta in ambito scolastico.
By exploring the multifaceted ways of the «art of wandering» as a means of leading a life of constant change, this Thesis attempts to outline the implications of the process of wandering as an experience which never ceases to retain truth searching significance in order to identify the complexities and best practises of educational pathways. The act of wandering can be viewed as an indicator of existential experience of one's life when confronted with human reality both individually and collectively. This topic is of particular interest in a time characterized by profound uncertainties and unrest due to ever-changing habits and forms of what is regarded as mobility. In pedagogy, itinerant education pays strict attention to the importance of «going through» and lived experience, teleological and axiological direction, the value and consequences of doing errors and the need for change making the process of wandering an indispensable tool for the search for meaning. Subsequently, the functions of the educator-wanderer take shape and he becomes a guiding light through on the «way» of Education. In view of what will be discussed throughout the first part of this paper, special attention will be paid to pre- adolescence years. These are in fact the years in which the experience of becoming is so strong. That theoretical analysis grow rich by preadolescent's autobiographic narrations about wandering, written during some workshop in the school.

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SERENELLI, FABIO. « Multimedia learning design per il one - to - one computing. Evidenze sperimentali sull'efficacia dei learning object in contesti di apprendimento critico ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/36076.

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La teoria cognitiva dell’apprendimento multimediale fornisce utili principi guida per i progettisti di contenuti didattici interattivi rivolti a giovani e adulti. Tuttavia manca una piena evidenza scientifica dell’efficacia di tali principi di design rispetto ad un target composto da bambini e adolescenti in contesti scolastici critici. Al fine di valutare come l’utilizzo di tecniche infografiche, animazioni e l’applicazione di diversi gradi di interattività possano modificare le performance di apprendimento, è stato effettuato uno studio comparativo coinvolgendo 360 preadolescenti di 16 classi uruguayane (Montevideo) che fanno parte di un vasto progetto di one-to-one computing implementato nella scuola primaria. Sono stati realizzati 4 learning object per l’apprendimento del medesimo contenuto scientifico (LO1 - Dispensa Infografica, LO2 - Multimedia Passo-Passo, LO3 - Learning-Game, LO4 - Slideshow) e sono stati testati sperimentalmente in 3 setting: A - Autoapprendimento, B - Apprendimento Cooperativo (in coppia) e C - Apprendimento Eterodiretto (lezione frontale). L'elaborato fornisce linee guida basate sull'evidenza della sperimentazione pedagogica per introdurre i contenuti multimediali in classi reali e migliorare le performance di apprendimento nei contesti educativi dove si applica il modello one-to-one.

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McKinney, Michelle Angela 1963. « Stand by me : preadolescent best friendships ». Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/558116.

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Holt, Kate, et mikewood@deakin edu au. « Preventing weight and muscle concerns among preadolescents ». Deakin University. School of Psychology, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.094217.

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The high level of weight and shape concerns amongst preadolescent children has prompted interest in the development of prevention programs for this age group. In the 1990s weight and shape concerns were considered primarily an adolescent phenomenon. However, prevention programs which have been designed with adolescent and adult populations have been found to show limited success. Some researchers have argued that programs which target preadolescent children are more likely to be effective than programs that target adolescents, as by adolescence many attitudes and behaviours have become entrenched so they may be more difficult to modify. On the other hand, children's weight and shape concerns are believed to be more malleable and amenable to change. To date there have been limited controlled studies implementing prevention programs designed to reduce weight and shape concerns with preadolescent populations. The new study conducted as part of this thesis involves the development and implementation of the Everybody s Different, Nobody Else Is Me preadolescent prevention program. The program was designed to address some of the methodological biases of past research and incorporate three risk factors, social comparisons, negative affect, and self-esteem, to reduce and/or prevent the development of weight and muscle concerns among children. These three risk factors have been found to be associated with weight and shape concerns of adolescents and adults, and there is also increasing evidence that they are important factors among children. Research also suggests that social comparisons, negative affect, and self-esteem are interrelated, which highlights the importance of targeting the variables in one program. The new five session prevention initiative was implemented with 156 grade four children. Both the treatment and control conditions consisted of 78 children. Preliminary evidence from the new prevention initiative indicated that the program reduced muscle bulk and exercise (ie. An over-emphasis on exercise to lose weight rather than health promotion), and negative affect in the long term as assessed by the six month follow-up. At the six month follow-up, children in both the treatment and control conditions reported reduced negative affect, dieting, and muscle bulk and exercise scores and increased positive affect. Consistent with short term follow-up results, boys reported greater muscle bulk and exercise scores than girls at the six month follow-up. Girls, in both conditions, were also found to report greater positive affect than boys. These findings are discussed in relation to past research, and suggestions for future prevention initiatives are highlighted.

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Brunnekreef, Johanna Agnes. « Information processing and problem behavior in preadolescents ». [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2006. http://irs.ub.rug.nl/ppn/298905485.

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Chagnon, Jean-Yves. « Le pronostic a la preadolescence ». Paris 5, 2000. http://www.theses.fr/2000PA05H006.

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Cette recherche porte sur le fonctionnement psychique des preadolescents et leur devenir. Trente deux preadolescents non consultants repartis en 3 sous groupes : latent(e)s (1011 ans), preadolescent(e)s non puberes (11-13 ans), preadolescents ou jeunes adolescents puberes (12-14 ans), ont ete vus en bilan psychologique interprete dans une perspective psychanalytique dans un temps 1 de la recherche (tl : etude comparative par groupe). Quinze sujets ont ete revus dans un temps 2, en moyenne cinq ans plus tard, afin de savoir ce qu'ils etaient devenus a l'adolescence (t2 : etude longitudinale). Deux hypotheses ont ete mises a l'epreuve; le deroulement de l'adolescence depend de la qualite du travail psychique issu de la phase de latence et de preadolescence ; la preadolescence se caracterisepar un double mouvement contradictoire de renforcement defensif et elaboratif du moi dans la suite de la latence et par les premieres destabilisations psychiques en amont de la puberte manifeste. Les resultats sont surprenants. Le groupe de "latents" s'ecarte notablement du schema theorique de latence ideale : le fonctionnement mental s'avere peu souple souvent inhibe ou encore "chaud". L'identite de genre reste ambigue. La couverture nevrotique mentalisee ne s'interioriserait que tardivement alors que l'hypothese de destabilisations precoces, pulsionnelles et (pre)depressives est confirmee. Chez les filles la discontinuite entre non puberes et puberes est plus manifeste que chez les garcons : la survenue des regles scande le passage de la feminite phallique au feminin-maternel. Au t2 il est constate que les sujets organises sur un mode nevrotique phoboobsessionnel et ayant developpe de solides auto-erotismes mentaux (plaisir du fonctionnement, plaisir de desirer) "passent" mieux l'adolescence que les sujets inhibes ou labiles plus dependants de l'environnement aux risques des mauvaises rencontres.

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Coppersmith, Abbie L. « Negotiating Wardrobe : Preadolescent Girls and their Mothers ». Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1307127716.

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Cinar, Ayse Basak. « Preadolescents and their mothers as oral health-promoting actors : non-biologic determinants of oral health among Turkish and Finnish preadolescents / ». Helsinki : University of Helsinki, 2008. https://oa.doria.fi/bitstream/handle/10024/42564/preadole.pdf?sequence=1.

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Bustos, Gastón Luis. « Social support, risk, and adjustment of immigrant preadolescents ». FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/1999.

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The current study was designed to explore the salience of social support, immigrant status, and risk in middle childhood and early adolescence across two time periods as indicated by measures of school adjustment and well-being. Participants included 691 children of public elementary schools in grades 4 and 6 who were interviewed in 1997 (Time 1) and reinterviewed two years later (Time 2); 539 were U.S.-born, and 152 were foreign-born. Repeated measures multivariate analyses of variance (MANOVA's) were conducted to assess the effects of immigrant status and risk on total support, well-being, and school adjustment from Time 1 to Time 2. Follow-up analyses, including Student-Newman-Keuls post hoc tests, were used to test the significance of the differences among the means of support categories (low and high), immigrant status (U.S. born and non-U.S. born), risk (low and high) and time (time 1 and time 2). Results showed that immigrant participants in the high risk group reported significantly lower levels of support than their peers. Further, children of low risk at Time 2 indicated the highest levels of support. Second, immigrant preadolescents, preadolescents who reported low levels of social support, and preadolescents of the high risk reported lower levels of emotional well-being. There was also an interaction of support by risk by time, indicating that children who are at risk and had low levels of social support reported more emotional problems at Time 1. Finally, preadolescents who are at risk and preadolescents who reported lower levels of support were more likely to show school adaptation problems. Findings from this study highlight the importance of a multivariable approach to the study of support, emotional adjustment, and academic adjustment of immigrant preadolescents.

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Stern, Audrey E. « Cognitive and behavioral aspects of shame among preadolescents / ». free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901289.

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Brisson, Geneviève. « Preadolescent boys' paths to reading : balancing identity and agency ». Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31871.

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The major purpose of this qualitative study was to map particular preadolescent boys' paths to reading by taking a look at various elements that might have influenced their path to reading. Data were collected using five individual interviews with boys, ages 11 to 13 years old, and a group interview with all five of them. Questions for both interviews were designed to gather data in relation to my research sub-questions, which came from a preliminary review of the literature. This study explored how various factors —hobbies (e.g. video games, sports) and personal interests (e.g. swords, reptiles, cars), adults as reading mentors, school, perceptions of reading and readers, agency, peers and popular culture — influence five boys' reading paths. Analysis of this data provided the following findings. Hobbies and favourite activities seemed not to influence four of the boys when they chose books, but they were a major influence for the fifth boy. The five boys mentioned series that had an impact both on their attitude towards reading and on their choice of texts. School's influence, however, appeared to be "neutral", but two boys explained that literature circles were an interesting practice because they allowed for discussion with peers. This school literacy activity contributed to these boys' positive attitudes toward reading. Peer recommendations from other readers also influenced the choice of books made by the interviewees. The five pre-adolescent boys appeared to be resisting some cultural and social norms of their peer groups and of masculine discourses: they were reading despite the fact that this activity was not one of the most popular activities among their friends. However, if they did not view reading as a feminine activity, they still perceived certain books as "girls' books", books that no boys would want to read. Finally, none of these elements has been found to have a predominant influence on all the boys: the participants spoke about more than one element that had an influence on their choices of texts as well as on their attitudes towards reading.
Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate

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Thiele, Bonnie Jeanne. « Parenting practices for high -achieving preadolescent migrant education students ». Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2536.

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In this study, a grounded theory in a qualitative research design was developed to extend the knowledge base of positive parenting practices in homes of Migrant students. The study examined: (a) parenting practices in homes of high-achieving preadolescent students, (b) the impact of high mobility and school transitions, (c) family language and literacy practices, (d) cultural and historical contexts of parenting practices, and (e) parents' perspectives about what is happening in the schools. Literature was reviewed to learn about families of cultural and linguistic diversity from middle class Anglo students and staff. Categories that developed from the research of literature included: (a) education and the future, (b) family literacy and learning, (c) mentors and role models, and (d) family values and family communication. Interviews were conducted after cross-cultural research techniques were used to decenter the languages. Parents of fourteen students responded to the interviews and a checklist for the home learning environment. Three administrators were interviewed to gain their perspective of the school program for Migrant students and opportunities for parent involvement. The findings were reported in three categories: (a) parenting practices in the home, (b) parent perspective of school learning environments, and (c) the home-school partnership. Conclusions were based on the parents' responses, but most responses related literacy and learning directly to the school. School administrators provided information about basic programs and supplementary services. Six recommendations were made to other parents of Migrant students and for administrators and other school leaders. Recommendations to parents included: (a) specific and direct communication with children from an early age, (b) support for children's homework, schoolwork, and other responsibilities, and (c) counseling about positive mentors, role models, and friends. Recommendations for administrators included: (d) the need for early childhood education programs, services, and communication with parents, (e) provision of extra-curricular activities for all preadolescent students, and (f) a school culture that welcomes and encourages cultural and linguistic diversity.

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Schneiderman, Brett, Erin Dula, Saravanan Elangovan et Jacek Smurzynski. « Preadolescent Musical Training Influences Spatial Listening and Temporal Processing ». Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1579.

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When compared to their non-musician peers, adult musicians demonstrate enhanced speech-in-noise perception (Parberry-Clark et al, 2013), verbal memory (Chan et al, 1998), phonological skills (Deg & Schwarzer, 2011), and reading (Tierney & Kraus, 2013). Recent evidence from auditory brainstem responses suggests that early musical training primes neural plasticity that facilitates listening in degraded environments (Strait et al., 2012). Our study examined the hypothesis that neural enhancements, subsequent to preadolescent musical training, improves binaural speech processing and temporal processing that are known to contribute significantly to speech understanding in complex listening environments (Hirsh, 1950; Snell & Frisina, 2000). We tested middle-school aged (10 - 14 years) children with and without musical training based on years of experience (< 6 months = non-musician; > 1 year = musician) and musical aptitude (Intermediate Measures of Music Audiation; rhythm subtest) on tests of spatial listening (Listening in Spatialized Noise-Sentences Test, Dillon, 2007) and auditory temporal processing (Adaptive Test of Temporal Resolution, Lister et al., 2011). We also measured working memory and visual processing efficiency (picture pattern memory and processing speed; NIH Tool Box) to understand the potential influence of multimodality higher-order cognitive skills over modality-specific enhancements in auditory perceptual processing secondary to musical training.

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Carranza, Antonia del Carmen. « Preadolescencia : formación en valores morales y cívicos ». Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/116887.

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Oliver, Leola Lanette. « Linking self-concept, social comparison and academic achievement in preadolescents ». Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556876.

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A wide body of literature exists on the relationship between childhood and adolescent self-concept and achievement (Molloy, Gest, & Rulison, 2011; Trautwein, Ludtke, Marsh, & Nagy, 2009); however, few studies explore the extent to which other socio-psychological processes interact with these 2 variables. Many studies point to parent and teacher feedback as critical factors in the development of self-evaluative processes in children, but there is an absence of literature exploring the extent to which perceptions of peer achievement and social interactions may predict self-concept (Altermatt, Pomerantz, Ruble, Frey, & Greulich, 2002). A growing number of theorists assert that the self-concept/achievement relationship must be examined within the context of the social environment (Guay, Boivin, & Hodges, 1999; Rogers, Smith, & Coleman, 1978). What is yet to be explored with more in-depth analysis, however, is whether a relationship exists between children's perception of themselves and the level of performance exhibited by their peers (Guay et al., 1999). In an effort to shed light on this subject the present study seeks to identify any correlation between self-concept, social comparison processes, and academic achievement through the lens of the following theoretical constructs: (a) Self-Concept and Self-Theory; (b) Social-Comparison Theory; and (c) Achievement Goal and (d) Social Identity Theories.

Social comparison theory and its role in self-evaluation were first promulgated in the 1950s. This theory proposes that individuals seek accurate appraisals of self and engage in comparison to others in the absence of objective feedback (Festinger, 1954). Finally, achievement is explored in connection with achievement goal theory and in context with social identity theory. Achievement goal theory holds that individuals possess an awareness of their abilities and, as a result, adopt relative goal theories associated with achievement behaviors.

Each of the foregoing theoretical constructs has implications for an enlarged focus on the development of childhood self-concept, socialization processes and their relationship to academic achievement. This study will add to a growing body of literature exploring potential links between peer social comparison processes, global and academic self-concept, and achievement.

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Delfino, Jennifer B. « Negotiating achievements| Language and schooling experiences among African American preadolescents ». Thesis, American University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618405.

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This dissertation examines the linguistic practices 9–13 year-old African American students who attended an after school program in Washington, D.C. used to negotiate schooling and achievement. It builds on existing anthropological research on how young people are socialized into their communities, classrooms, and the wider society via language. It renders this process particular to the students’ lived experiences of race, poverty, and contemporary schooling reform. By focusing on linguistic practice and the language ideologies held by the students, the dissertation explores the difficulties racially identified minority students face in school when they are asked by the wider society’s major socializing agents and institutions to exchange cultural identity for academic success.

The dissertation is based on 8 months of ethnographic fieldwork that was conducted from October 2010–June 2011. During these months, over 108 hours of data were recorded from 30 preadolescents who served as research subjects. Informal interviews with after school staff and adults from the local community were also conducted. In the third and final phase (April–June 2011), focus groups were conducted with 12 of the students.

The dissertation provides evidence that among same- and similar-age peers, the students often repurposed the linguistic practices they learned from adults, and in ways that did not always align with the dominant expectations of the more socially powerful members of either the community or the after school program. It argues that the types of AAVE-based “conflict” talk students test in peer contexts perform positive socializing functions but that these discourse styles were nevertheless often interpreted, by adults as well as the students themselves, as unpreparedness or unwillingness to achieve in school.

This study revisits major theorizing of hegemony, critical consciousness, and “the Black underclass.” It suggests that while preadolescent-age African Americans try to construct “achievement” on their own terms via linguistic practice, they are not always successful because they are not empowered in the classroom, situationally or in the long term. It concludes by recommending ways in which educational practitioners and theorists can better understand how academically marginalized students engage with schooling and how they can support these students’ negotiated achievements.

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Casuso, Liliana, Rafael Gargurevich, den Noortgate Wim Van et den Bergh Omer Van. « Urban life stress in preadolescents : a longitudinal assessment in Lima ». Escuela Profesional de Psicología de la Facultad de Ciencias de la Comunicación, Turismo y Psicología de la Universidad de San Martín de Porres, 2013. http://hdl.handle.net/10757/324727.

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Este estudio tiene como objetivo explorar longitudinalmente los eventos estresantes en preadolescentes de una zona urbana de Lima. Una muestra no clínica (N = 170, 9-11 años) proveniente de niveles socioeconómicos (SES) alto y bajo en la zona urbana de Lima, fue evaluada en cuatro momentos a lo largo de dos años. El análisis multinivel mostró que la intensidad de estrés percibido disminuyó durante los dos años. Los preadolescentes de SES bajo, mostraron más estrés sobre sí mismos y sobre sus familia en comparación con los de SES alto. Las niñas se estresaban más por sus familias y amigos que los niños. Finalmente se describen los estresantes más frecuentes encontrados en este grupo de preadolescentes limeños que viven en una zona urbana.
Revisión por pares

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Packman, Jill. « Group activity therapy with learning disabled preadolescents exhibiting behavior problems ». Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3326/.

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This study was designed to determine the effectiveness of group activity therapy as a school based intervention with fourth and fifth grade preadolescents with learning disabilities experiencing behavior problems. The group activity therapy intervention followed humanistic principles and was designed to address the cognitive and social emotional needs of this population. The preadolescents were provided a variety of developmental appropriate materials and activities to encourage self expression and group interaction. The 24 volunteer preadolescents were randomly assigned to the experimental group (n=12) and to the control group (n=12). The treatment group preadolescents were divided into groups of three and participated in group activity therapy one hour per week for 12 weeks. The participants were assigned to groups according to individual needs and personality traits. The control group received no treatment during the study. Pre and post test data were collected from parents using the Child Behavior Checklist (CBC) and the Behavior Assessment Scale for Children (BASC). Analysis of Covariate (ANCOVA) was utilized to determine statistical significance between the treatment group and the control group on the post-test means for each hypothesis. In each case, the post-test specified in each hypothesis was used as the dependent variable and the pre-test as the covariate. Specifically, the preadolescents in the treatment group showed statistically significant decreases in total behavior problems on the BASC (p=.05) and decreases in internalizing problems on both the BASC and CBC (p=.03, p=.05, respectively). While not statistically significant, positive trends were noted on the CBC total behavior scale (p=.08) and on the CBC externalizing scale (p=.09). In addition, Cohen's d effect size was calculated for each hypothesis and post hoc analysis of the subscales to determine practical significance of the treatment on the experimental group when compared to the control group. A large treatment effect size was found on the BASC (d=.91) and CBC (d=.82) total behavior problems scales and on the BASC (d=1.03) and CBC (d=.90) internalizing problems scales. A moderate to large treatment effect size (d=.78) was found on the CBC externalizing problems scale and a medium treatment effect size (d=.53) was found on the BASC externalizing problems scale. Qualitative data was also examined to determine clinical significance of the intervention. This study determined that group activity therapy is an effective intervention for preadolescents diagnosed with a learning disability.

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Strong, Cynthia D. « Addressing the gender gap : teaching preadolescent girls computer networking concepts / ». Online version of thesis, 2010. http://hdl.handle.net/1850/12239.

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Lott, Mark A. « Aerobic Fitness, Executive Control, and Emotion Regulation in Preadolescent Children ». BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5869.

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The present study evaluated direct and indirect associations between aerobic fitness, executive control, and emotion regulation among a sample of children aged 8-12 years. To evaluate these associations, the study employed a cross-sectional design and full-information maximum likelihood (FIML) structural equation modeling. Although the hypothesized factor analytic model failed to converge, an alternative exploratory model allowed for the evaluation of associations between primary study variables. Results supported a moderate direct association between childhood aerobic fitness and executive control, a strong direct negative association between executive control and emotion regulation, and a moderate indirect association between aerobic fitness and emotion regulation through executive control. These findings provide preliminary evidence that executive control functions as a mediator between aerobic fitness and emotion regulation and may help explain the means by which aerobic exercise exerts its influence on emotional wellbeing among preadolescent children.

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Schneiderman, Brett, Erin Dula et Saravanan Elangovan. « Preadolescent Musical Training Influences Spatial Listening and Temporal Processing Skills ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1571.

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We examined the hypothesis that neural plasticity following preadolescent musical training improves spatial listening and temporal processing. Two groups of children with (>2 years) and without (< 6 months) significant musical training were assessed on binaural processing, spatial memory, and gap detection. Results demonstrated the musician group had an advantage in spatial listening and auditory memory. These findings suggest an early emergence of listening benefits and also support musical training as a rehabilitative strategy to ameliorate specific auditory processing deficits.

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Weekley, Linda F. « A Program Evaluation of a Preadolescent Girls' Youth Development Program ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5535.

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Programs that include skills to help girls successfully navigate the difficulties of preadolescence have been shown to be beneficial. One such youth development program in the southeastern part of the United States began in 2014 but has had no formal evaluation completed. The purpose of this qualitative study was to conduct a utilization-focused process evaluation, asking questions that addressed the perceptions of a school leader (n = 1) and volunteers of the program (n = 8). Their input was solicited concerning successful implementation strategies used, and recommendations for adaptations, recruitment, and volunteer training. Semistructured interviews were conducted using predetermined open-ended, questions. Open coding was used to discover the most common themes. After analyzing the data using VERBI's Software, MAXQDA, the identified themes were (a) successful elements of the program, (b) elements of the program that were not working, (c) suggestions for adaptations to improve the outcomes for participants, and (d) essential points to consider when recruiting new volunteers. Study participants reported that many of the girls participating in the program made positive changes in their behavior, exhibited improved self-esteem, and expanded their support system. Key findings will be discussed with the program administrators to assist them in recruiting and training new volunteers and to suggest administrative adjustments. Positive social change will be facilitated by offering ideas to the administrators that may result in expansion of the program, allowing more girls in the community to participate and experience positive results.

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Nelson, L. « Hostile attributional style, mentalisation and attachment in preadolescence ». Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1444887/.

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This review aims to explore social information processing styles, mentalisation abilities, and attachment security, and their associations, in relation to aggressive behaviours. These literatures are considered separately before possible relationships between these constructs are discussed. Existing theory and empirical findings around the relationships between social information processing, attachment and mentalisation are described. The author poses some further suggestions about how these constructs may be related, and the review ends with a possible model of the development of hostile attributional styles.

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Ardington, Angela Mary, University of Western Sydney, of Arts Education and Social Sciences College et School of Languages and Linguistics. « In and out of play : negotiated activity in preadolescent girls' talk ». THESIS_CAESS_LLI_Ardington_A.xml, 2001. http://handle.uws.edu.au:8081/1959.7/209.

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This thesis examines how playful language functions in the friendship talk of preadolescent girls.By experimentation and manipulation of language, speakers negotiate turbulence to accomplish a variety of actions which highlight the talk-as-play function.The analytical focus is on speaker's negotation of talk in and out of play and non play. The methodology is synthesised from interactional sociolinguistics, ethnographic and Conversational Analysis approaches. Findings demonstrate that alliance building is accomplished in a diversity of forms which contribute to the overall game-like key of preadolescent girls' talk.Findings are relevant to applied linguistic and development psychology.The study offers new insights into the acquisition of gendered language practice.
Doctor of Philosophy (PhD)

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Cabré-Riera, Alba 1991. « Radiofequency electromagnetic fields exposure, sleep, and neurodevelopment in preadolescents and adolescents ». Doctoral thesis, Universitat Pompeu Fabra, 2011. http://hdl.handle.net/10803/670279.

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The use of mobile communication devices (e.g. mobile phones, tablets, and laptops) increased during the last few years, especially in preadolescents and adolescents. In order to function, mobile communication devices require a constant exchange of information achieved using radiofrequency electromagnetic fields (RF-EMF). Evidence is limited for potential effects of RF-EMF exposure to the brain and epidemiological studies that assessed RF-EMF exposure and its relationship with sleep and neurodevelopment are scarce. This thesis aimed to better understand the potential association between RF-EMF exposure and sleep, and RF-EMF exposure and neurodevelopment by: i) using a comprehensive RF-EMF exposure assessment (i.e. distinguish between sources with different patterns of RF-EMF exposure to the brain such as phone calls, screen activities, and environmental sources, ii) estimating the amount of RF-EMF the brain absorbs from each source and overall, ii) assessing sleep using objective measures collected with actigraphy, and iii) assessing neurodevelopment as cognitive function and brain volumes. The use of some mobile communication devices such as the tablet and problematic mobile phone use were associated with poorer sleep quality and less favourable objective sleep measures. Moreover, evening whole-brain RF-EMF dose from phone calls was associated with less favourable objective sleep measures. Regarding neurodevelopment, overall whole-brain RF-EMF dose and whole-brain RF-EMF dose from phone calls were not associated with brain volumes but whole-brain RF-EMF dose from screen activities was associated with smaller caudate volume. Finally, overall whole-brain RF-EMF dose and whole-brain RF-EMF dose from phone calls was associated with non-verbal intelligence. Given that the biological mechanism behind the observed associations between RF-EMF exposure and sleep, and RF-EMF exposure and neurodevelopment is unknown, that we found small effects sizes, and that we could not entirely disentangle between minutes of use and RF-EMF dose, our results should be interpreted with caution. We cannot discard chance finding, reverse causality, or that other non-RF-EMF factors related to the use of mobile communication devices are behind the observed associations (e.g. blue light, addiction, mental arousal or sleep displacement).
El uso de dispositivos móviles de comunicación como los teléfonos móviles, tabletas y ordenadores portátiles ha aumentado en los últimos años, especialmente en preadolescentes y adolescentes. Los dispositivos móviles de comunicación utilizan los campos electromagnéticos de radiofrecuencia (CEM-RF) para el intercambio constante de información necesario para su funcionamiento. La evidencia científica de los efectos que tiene la exposición a CEM-RF al cerebro es limitada y los estudios epidemiológicos que evalúan la exposición de CEM-RF y su relación con el sueño y el neurodesarrollo son escasos. Esta tesis tiene como objetivo entender mejor las asociaciones entre la exposición a CEM-RF y el sueño y la exposición a CEM-RF y el neurodesarrollo: i) haciendo una evaluación completa de la exposición de CEM-RF al cerebro, es decir, distinguiendo entre fuentes de CEM-RF con diferentes patrones de exposición al cerebro como las llamadas telefónicas, el uso de aparatos móviles de comunicación para actividades con pantalla y las fuentes ambientales, ii) estimando la cantidad de CEM- RF que el cerebro absorbe de cada fuente y en total, iii) evaluando el sueño utilizando medidas objetivas recogidas con actigrafia y iv) evaluando el neurodesarrollo como función cognitiva y volúmenes cerebrales. El uso de algunos dispositivos móviles de comunicación como por ejemplo la tableta y el uso problemático del teléfono móvil están associados con peor calidad y medidas objetivas del sueño. Además, hemos observado una asociación entre la dosis de CEM-RF al cerebro proveniente de las llamadas telefónicas por la tarde y peores medidas objetivas del sueño. En cuanto al neurodesarrollo, la dosis total de CEM-RF al cerebro y la dosis de CEM-RF al cerebro proveniente de las llamadas telefónicas no están asociadas con los volúmenes cerebrales, en cambio, la dosis de CEM-RF al cerebro proveniente de usos de aparatos móviles de comunicación para actividades con pantalla está asociada con un volumen más pequeño del núcleo caudado. Finalmente, la dosis total de CEM-RF al cerebro y la dosis de CEM-RF al cerebro proveniente de las llamadas telefónicas están asociadas con peor inteligencia no verbal. Teniendo en cuenta que se desconoce el mecanismo biológico que hay detrás de las asociaciones observadas entre la exposición a CEM-RF y el sueño y la exposición a CEM-RF y el neurodesarrollo, que los efectos que hemos encontrado son pequeños y que no hemos podido separar completamente entre los minutos de uso y la dosis de CEM-RF, nuestros resultados deben interpretarse con precaución. No podemos descartar hallazgo casual, causalidad inversa o que otros factores relacionados con el uso de dispositivos móviles de comunicación estén detrás de las asociaciones observadas. Por ejemplo, exposición a la luz azul, adicción a los dispositivos móviles de comunicación, excitación mental o desplazamiento del sueño.
L’ús de dispositius mòbils de comunicació com els telèfons mòbils, tauletes i ordinadors portàtils ha augmentat els darrers anys, especialment en preadolescents i adolescents. Els dispositius mòbils de comunicació utilitzen els camps electromagnètics de radiofreqüència (CEM-RF) per l’intercanvi constant d’informació necessari pel seu funcionament. L’evidència científica dels efectes que té l’exposició de CEM-RF al cervell és limitada i els estudis epidemiològics que avaluaven l’exposició de CEM-RF i la seva relació amb el son i el neurodesenvolupament són escassos. Aquesta tesi té com a objectiu entendre millor les associacions entre l’exposició a CEM-RF i el son i l’exposició a CEM-RF i el neurodesenvolupament. Per fer-ho: i) hem fet una avaluació completa de l’exposició de CEM-RF al cervell, és a dir, distingint entre fonts de CEM-RF amb diferents patrons d’exposició al cervell com les trucades telefòniques, l’ús d’aparells mòbils de comunicació per activitats amb pantalla i les fonts ambientals, ii) hem estimat la quantitat de CEM-RF que el cervell absorbeix de cada font i en total, iii) hem avaluat el son utilitzant mesures objectives recollides amb actigrafia i iv) hem avaluat el neurodesenvolupament com a funció cognitiva i volums cerebrals. L’ús d’alguns dispositius mòbils de comunicació com per exemple la tauleta i l’ús problemàtic del telèfon mòbil estan associats amb pitjor qualitat i mesures objectives del son. A més a més, hem trobat una associació entre la dosi de CEM-RF al cervell provinent de les trucades telefòniques al vespre i pitjors mesures objectives del son. En relació amb el neurodesenvolupament, la dosi total de CEM-RF al cervell i la dosi de CEM-RF al cervell provinent de les trucades telefòniques no estan associades amb els volums cerebrals, en canvi, la dosi de CEM-RF al cervell provinent d’usos d’aparells mòbils de comunicaió per activitats amb pantalla està associada amb un volum més petit del nucli caudat. Finalment, la dosi total de CEM-RF al cervell i la dosi de CEM-RF al cervell provinent de les trucades telefòniques estan associades amb pitjor la intel·ligència no verbal. Tenint en compte que es desconeix el mecanisme biològic que hi ha darrere de les associacions observades entre l'exposició a CEM-RF i el son i l'exposició a CEM-RF i el neurodesenvolupament, que els efectes que hem trobat són petits i que no hem pogut separar completament entre els minuts d'ús dels dispositius mòbils de comunicació i la dosi de CEM-RF al cervell, els nostres resultats s’han d’interpretar amb precaució. No podem descartar que les troballes siguin casuals, causalitat inversa o que altres factors relacionats amb l’ús de dispositius mòbils de comunicació estiguin darrere de les associacions observades. Per exemple, exposició a la llum blava, addicció als aparells mòbils de comunicació, excitació mental o desplaçament del son.

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Fong, Wai-tsz Ricci. « Perfectionism, self-concepts and academic achievement among preadolescents in Hong Kong / ». View the Table of Contents & ; Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B39872798.

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Fong, Wai-tsz Ricci, et 方蔚子. « Perfectionism, self-concepts and academic achievement among preadolescents in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007925.

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Carrison, Amy L. « Treadway| A diversionary program for preadolescents at risk for substance use ». Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10164044.

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The purpose of this project was to develop a flexible, adaptable curriculum (Treadway) designed to meet the specific developmental needs of preadolescents who have been identified as being high risk for developing a substance use problem. Substance use among preadolescents has been reported with increasing frequency. Preadolescents (individuals ages 11 to 13) differ from their older adolescent counterparts behaviorally, cognitively, emotionally, and socially; differences which impact how to approach the preadolescent?s use of alcohol and drugs. Stakeholders are inclined to help younger clients, but have limited information on how to intervene effectively with preadolescents. In the space between substance abuse prevention and substance abuse treatment, there exists a strong need for a diversionary curriculum targeting preadolescents. The Treadway program was designed to meet this need. Key Words: Preadolescents, adolescents, substance use interventions, substance abuse, treatment manuals

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Silvestre, Marco María. « La imagen de la preadolescente y su representación en el arte ». Doctoral thesis, Universitat Politècnica de València, 2008. http://hdl.handle.net/10251/1961.

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La preadolescente no tuvo una iconografía propia en el arte hasta mediados del siglo XVIII, cuando se originó un concepto de infancia como estado biológico humano diferente al adulto. Durante el siglo XIX en Inglaterra, la imagen infantil y en concreto la de "las niñas", se desarrolló notablemente a través de la literatura, la pintura, la ilustración y la naciente fotografía. El fenómeno cultural, casi obsesivo, de la imagen infantil por parte de numerosos intelectuales y artistas victorianos como John Everett Millais o Lewis Carroll, se vino a llamr "Culto por las niñas", que las dotaba de una naturaleza inocente, pura e idealizada, pero por otro lado, les otorgaba misterio y perversidad. A partir del siglo XX hasta la actualidad, las artes y los medios de masas tomarían la imagen preadolescente generada durante la etapa victoriana como base para la construcción de diversos iconos y estereotipos de la feminidad infantil, como la inocente ambigua Shirley Temple en el cine de la década de 1930, las provocadoras escenas con niñas desnudas del pintor Balthus, la concreción de un icono femenino de naturaleza sensual y nínfica con nombre propio a través de la novela Lolita de Vladimir Nabokov, y la repercusión de éste, sobre todo en la última década, en manifestaciones artísticas y visuales como el manga japonés o la pornografía infantil en Internet.
Silvestre Marco, M. (2007). La imagen de la preadolescente y su representación en el arte [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/1961
Palancia

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Flahive, Mon-hsin Wang. « Group sandtray therapy at school with preadolescents identified with behavioral difficulties ». Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4878/.

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Sandtray therapy, a modality of play therapy, has been used in a variety of ways as the treatment intervention with different theoretical approaches; however, there is a very limited amount of empirical research. The purpose of this research is to examine the effectiveness of group sandtray therapy at school with preadolescents identified with behavioral difficulties. This is a pretest-posttest control group design. Participants in the experimental group received sandtray therapy in group for ten weeks, and participants in the wait-list control group received no treatment intervention. The researcher compared two groups to examine the overall effectiveness of sandtray therapy as determined by the scores of the Child Behavior Checklist-Teacher Report Form (CBC-TRF), Parent Report Form (BASC-PRF), and Self Report of Personality (BASC-SRP). Based on teachers' reports, statistically significant difference existed between the two groups in terms of preadolescents' overall behaviors, externalizing behavior problems, and internalizing behavior problems after the ten week treatment intervention. The effect sizes were medium (d= .52-.59). According to parents' reports, a statistically significant difference was found regarding preadolescents' externalizing behavior problems, and the effect size was medium (d=.63). No statistically significant differences were found regarding preadolescents' total behaviors and internalizing behavior problems based on BASC-PRF. The effect sizes arranged from medium to small (d=.55 and .35, respectively). In terms of the total behavior on BASE-SRP, no statistical significant difference was found and the effect was small (d=.18). A case example was included to illustrate the process and effect of group sandtray therapy. Based on the results of this study, it is determined that group sandtray can be an effective treatment intervention for preadolescents identified with behavioral problems. The primary contribution of this study is to present empirical support for the effectiveness of using sandtray therapy.

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Yousef, Dina K. « Group Activity Play Therapy for Preadolescents : Effects on Low Self-Esteem ». Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862864/.

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Research shows that preadolescent females are more prone to negative self-perceptions than their male counterparts which places them at greater risk of developing mental health problems stemming from low self-image. The purpose of this randomized, controlled outcome study was to examine the effectiveness of group activity play therapy (GAPT) compared to an evidenced based social skills/self-esteem group. Participants were 29 fourth and fifth grade girls in two Title I schools in the southwest U.S. referred by teachers and school counselors as presenting with low self-esteem. Participants identified as 45% Latina, 38% Caucasian, 14% African American, and 3% Asian. Children were randomly assigned to either 16 sessions of GAPT (experimental group; n = 15) or 13 sessions of an evidenced based social skills/self-esteem group intervention (control group; n = 14). Results from a 2 (Group) by 3 (Times) repeated measures ANOVA indicated that, compared to the control group over time, the GAPT group reported statistically significant improvement in self-esteem with a moderate to large treatment effect. Teachers did not report a statistically significant difference between the two groups over time. However, teachers reported noteworthy improvement for children in both treatment groups, with generally stronger improvement for the GAPT group. Overall, results indicate that GAPT may be a promising school-based intervention for preadolescent females suffering with low self-esteem.

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Moore, Lori Dawn. « Preadolescent girls, media, and the presentation of self, a dramaturgical perspective ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37803.pdf.

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Fulmer, Janice E. « Individual and family characteristics related to preadolescent sexual acceptance and readiness / ». The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758680159883.

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Ardington, Angela Mary. « In and out of play : negotiated activity in preadolescent girls' talk ». Thesis, View thesis View thesis, 2001. http://handle.uws.edu.au:8081/1959.7/209.

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This thesis examines how playful language functions in the friendship talk of preadolescent girls.By experimentation and manipulation of language, speakers negotiate turbulence to accomplish a variety of actions which highlight the talk-as-play function.The analytical focus is on speaker's negotation of talk in and out of play and non play. The methodology is synthesised from interactional sociolinguistics, ethnographic and Conversational Analysis approaches. Findings demonstrate that alliance building is accomplished in a diversity of forms which contribute to the overall game-like key of preadolescent girls' talk.Findings are relevant to applied linguistic and development psychology.The study offers new insights into the acquisition of gendered language practice.

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Ardington, Angela Mary. « In and out of play : negotiated activity in preadolescent girls' talk / ». View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030408.163321/index.html.

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Thesis (PhD) -- University of Western Sydney, 2001.
"A thesis presented to the University of Western Sydney in partial fulfilment of the requirements for the degree of Degree of Philosophy, April 2001" Bibliography : leaves 260-296.

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Kader, Zainab. « The effects of family conflict on preadolescents' psychological needs and externalizing behaviour ». University of the Western Cape, 2015. http://hdl.handle.net/11394/5421.

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Magister Artium (Child and Family Studies) - MA(CFS)
To some extent all families experience family conflict; however, the concern is when it has an effect on preadolescents (age 10-12), behaviorally and psychologically. Preadolescence is a period marked by pubertal, emotional and behavioural changes. Family conflict may intensify preadolescents' experience of managing difficult situations. Self-determination theorists suggest that in order to have good mental health, basic psychological needs (autonomy, competence and relatedness) need to be met. Literature suggests that family conflict shapes behaviour and thus plays a pivotal role in externalizing behaviour (aggressive and antisocial behaviours). This study aimed to determine the effects of family conflict on preadolescents' basic psychological needs and externalizing behaviour. A quantitative approach and a crosssectional research design were employed in this study. A probability random sample was selected from two low socio-economic communities in Hout Bay, Cape Town. The sample consisted of N =128 preadolescents in grades 4, 5 and 6. The data for the study was obtained using self-report questionnaires that included - demographics, Family Environment Scale (FES), Basic Psychological Needs Scale (BPNS), Youth Self Report (YSR) and Buss Perry Aggression Questionnaire (BPAQ). Participants could choose whether they preferred responding in English or Afrikaans. The data was analysed using the Statistical Package for Social Sciences (SPSS) V23. The results were provided using descriptive and inferential statistics. The findings of the study indicated that there is a significant positive relationship between family conflict and preadolescents psychological needs, antisocial behaviour and aggression (with the exception of verbal aggression). The results, yielded by regression analysis, indicated that physical aggression (β = 0.31, p = 0.01) and need frustration, significantly predicted antisocial behaviour (β = 0.28, p = 0.00); need frustration (β = 0.28, p = 0.00) and antisocial behaviour significantly predicted physical aggression (β = 0.30, p = 0.00); antisocial behaviour (β = 0.24, p = 0.01) significantly predicted verbal aggression; need frustration (β = 0.35, p = 0.00) significantly predicted anger and need frustration (β = 0.26, p = 0.01) significantly predicting hostility. The assumptions of this study were confirmed - family conflict frustrates the basic psychological needs of preadolescents, and family conflict is related to the externalizing behaviour of preadolescents. The researcher ensured that confidentiality, anonymity and respect were adhered to throughout the study.

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Bonato, Ilaria <1982&gt. « Consumo di pornografia e preadolescenza : problemi e prospettive educative ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amsdottorato.unibo.it/7948/1/dottorato_bonato.pdf.

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L’accessibilità dei materiali pornografici, intrecciata alla gratuità e anonimità del consumo online, ne incentiva l’utilizzo da parte dei preadolescenti. Questo fenomeno pone una serie di interrogativi riguardo alla possibile influenza che tali prodotti possono esercitare nella costruzione dell’immagine di sé, nel rafforzamento degli stereotipi di genere, nell’immaginario sessuale di questi soggetti. Il presente lavoro si propone di interrogare il genere pornografico come prodotto culturale di massa, tentando di tracciarne il percorso storico e i costrutti narrativi peculiari, analizzandolo da un punto di vista semiotico, grazie ai numerosi contributi dei porno studies. Inoltre, cerca di raccogliere le tesi critiche che hanno animato il dibattito sulla pornografia, e che ancora oggi si ripropongono, a partire da quello storico dei diversi femminismi, fino ai più recenti, maggiormente orientati ad una analisi del fenomeno del web. Considerando la pornografia come un elemento incisivo nell’esperienza della sessualità nel nostro tempo e in particolare per i più giovani, si rende necessario un approccio più complesso, che cerchi di inserire questi prodotti in un’analisi più ampia della sessualità, riprendendo le riflessioni di alcuni autori che hanno contribuito a tracciare alcune direzioni di senso, sia da un punto di vista individuale che collettivo. Il quadro teorico permette di individuare alcuni nodi centrali per costruire la domanda di ricerca, condotta seguendo l’approccio ecologico della critical inquiry, con una metodologia qualitativa. I dati raccolti tramite interviste semistrutturate sono elaborati secondo un lavoro di analisi testuale, con cui è possibile rilevare la conferma delle ipotesi di partenza della ricerca, in linea con i risultati delle ricerche internazionali, delle quali si propone una breve rassegna.
The accessibility of pornographic material online, along with a free of charge and anonymous consumption, encourage preteens’ access and use. This phenomenon poses a series of questions about the possible influence that such products can play in the construction of self-image, in the strengthening of gender stereotypes, and young people’s sexual imagery. This work aims to put into question the pornographic genre as a cultural mass product, trying to trace the historical path and the peculiar narrative constructs, and to analyze it from a semiotic point of view. In addition, the aim is to collect critical arguments that animated the debate on pornography, and still are reproduced, starting with the history of different feminisms, till the later and more oriented analysis of the web phenomenon. Considering pornography as a decisive factor in the experience of sexuality in our time, especially for young people, a complex approach is necessary in order to incorporate those products into a broader analysis, taking up the reflections of some authors who helped to draw some meaningful way: this is done from an individual and collective perspective.[1] The theoretical framework[2] makes it possible to identify some core issues to formulate the research questions, carried out by following the ecological approach of critical inquiry, with a qualitative methodology. The data collected through semi-structured interviews are prepared in a textual analysis work, with which it is possible to detect the confirmation of the research hypothesis, in line with the results of international research, of which a brief review is proposed.

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Bajuk, Kristine J., of Western Sydney Nepean University et Faculty of Education. « Self concept and anxiety in behaviour disordered middle school children : discrepancy between self report and observer rating ». THESIS_FE_XXX_Bajuk_K.xml, 1995. http://handle.uws.edu.au:8081/1959.7/135.

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This thesis examines the perceptions of interpersonal adequacy held by preadolescent behaviour disordered boys through comparisons with perceptions held of them by putative significant others and normative comparison with their peers. The sample, selected according to behavioural status, comprised 70 boys drawn from 22 regular primary schools in south west Sydney, Australia. Thirty five boys, identified as behaviour disordered, were matched with boys whose behaviour was perceived to be appropriate in the school setting. An overview of the results would suggest that the influence of selected putative significant others on the multidimensional self concepts of preadolescent boys is not universal and varies according to behavioural classification
Doctor of Philosophy (PhD)

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Lawrence, Christine M. « Racial and maternal influences on preadolescent females eating attitudes and body image / ». free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841315.

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Phylactou, Catherine A. « Correlates of self-esteem in preadolescence : the role of gender ». Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/615/.

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The purpose of the present thesis is to investigate the correlates of self-esteem in pre-adolescence. In addition, the thesis aims to identify certain gender-specific factors which may differentiate girls and boys with respect to levels of self-esteem. The sample in this research derived from eight public elementary schools situated at an average socioeconomic level district of Athens. It comprises 147 6" grade pupils of both sexes and 103 mothers. Children were administered the relevant questionnaires during two regular work periods in the normal classroom. The mothers were contacted by telephone and those who agreed to participate completed relevant questionnaires at home. Among the factors which were examined were: the child's perceptions as regards beliefs of control and social support, the presence of stressful events in children's lives, behaviour problems in children at home and school, individual physical and social qualities of children, as assessed by the mother, and father's involvement with children's everyday activities. Further, the quality of family functioning as perceived by both the mother and child. Finally, sociodemographic variables referring to certain characteristics of the family, such as structure and socioeconomic status, and children's characteristics, such as weight height and physical health. Results indicate that externality of locus of control is the factor which correlates most strongly with self-esteem and this applies for both sexes. Lack of social support, mother's age and the child's satisfaction with family functioning are also influential. Weaker correlations were observed between a child's self-esteem and the child's perception of family cohesion, the distance between mother's ideal self and mother's image of the child, the mother's viewing the child as lacking effectiveness, the mother's perception of family adaptability and the average score of negative events in the child's life. Results from separate analyses among boys and girls are discussed.

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Gutiérrez, Juárez Tania Libertad. « AUTOEFICACIA PERCIBIDA PARA EL CONTROL DE PESO EN PREADOLESCENTES ESCOLARES ». Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2015. http://hdl.handle.net/20.500.11799/49984.

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En este trabajo, se abordarán elementos que justificarán la percepción de autoeficacia percibida para el control de peso en preadolescentes escolares diferenciado por género, planteando algunas interrogantes que guiaron la investigación: ¿cómo se perciben las mujeres para realizar actividades que beneficien su salud?,¿para las mujeres, qué actividades físicas consideran que son capaces de realizar?,¿qué actividades físicas consideran los hombres que pueden realizar con seguridad?, ¿Cuáles son las conductas alimentarias que consideran poder realizar, tanto hombres como mujeres?¿existen diferencias entre hombres y mujeres para adoptar conductas saludables que ayuden a mantener y/o bajar su peso corporal?. Los resultados ayudarán a obtener una caracterización con respecto a estas diferencias y a formular un conjunto de recomendaciones que promuevan el avance por la equidad de género en la población.
La presente investigación se planteó a nivel descriptivo, de campo, con un diseño de investigación no experimental de tipo trasversal, teniendo como objetivo principal describir la Autoeficacia Percibida para el Control de Peso de preadolescentes estudiantes de una escuela primaria pública ubicada en Zinacantepec, Estado de México. La muestra fue de carácter no probabilístico, conformada por 65 preadolescentes escolares del 4to, 5to y 6to grado de primaria entre 9 y 12 años de edad, de los cuales 23 fueron niños y 42 fueron Mujeres. Para lograr el objetivo planteado se aplicó el “Inventario de Autoeficacia Percibida para el Control de Peso” (AP-CP) de Román, Díaz, Cárdenas y Lugli (2007).
Universidad Autónoma del Estado de México

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Sert, Adile Gulsah. « The Effect Of An Assertiveness Training On The Assertiveness And Self Esteem Level Of 5th Grade Children ». Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1217686/index.pdf.

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Assertiveness is an important skill for children to develop healthy human relations with peers, parents, teachers, and all the other social contacts. When children use assertiveness skills in their social, academic and personal life, they enhance the potential of reaching successful outcomes. There are some positive correlations between assertiveness and self esteem. Thus, investigating the effects of an assertiveness training on the assertiveness and self esteem levels of 5th grade children would contribute to a lot of aspects on the development of children. This study aims to develop an assertiveness program for 5th grade elementary school students and has the purpose of exploring the effects on children&rsquo
s level of assertiveness and self esteem. The participants of the study were from Ankara University Education Development Foundation Primary School. Twenty four students participated in the study. The experimental design was used in which 2 groups were compared on pre test and post test measures by using Assertiveness Inventory and Coopersmith Self Esteem Inventory. Moreover, observations of teachers were collected through the record sheets. The experimental group was given an 8 week training. In order to explore the effects of assertiveness training on assertiveness levels of the children independent samples t test was used. The results revealed that there were significant differences between the two groups based on assertiveness scores. Inn order to explore the effects of assertiveness training on self esteem levels of children, Analysis of Covariance (ANCOVA) was used. However, there were no significant differences found on self esteem scores between the two groups. On the other hand, according to the observations that were collected from the teachers, it could be stated that the training contributed positively to the children&rsquo
s self esteem.

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