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Lauer, Brea-Anne M., i Kimberly Renk. "The Peer Informant: Characteristics Related to the Perceptions of Peer Behavior Problems". Journal of Child and Family Studies 22, nr 6 (24.07.2012): 786–800. http://dx.doi.org/10.1007/s10826-012-9633-x.
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Lin, Linda, i Frank DeCusati. "Muscle Dysmorphia and the Perception of Men’s Peer Muscularity Preferences". American Journal of Men's Health 10, nr 6 (8.07.2016): NP78—NP88. http://dx.doi.org/10.1177/1557988315598367.
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Research suggests that peer muscularity norms preferences are related to men’s body image, but little information is known about how perceptions of specific peer group norms preferences are related to men’s body image disturbances and specific health behaviors. This study investigated how men perceived the muscularity preferences of male, female, close, and distant peers and whether the perceptions of specific peer preferences were related to muscle dysmorphia and steroid use. Data on muscle dysmorphia and the perceptions of peer muscularity norms were collected from 117 male college students. Results indicated that men perceived distant and male peers as having the most exaggerated preferences for muscularity and that those perceptions were not an accurate reflection of their distant male peers’ reported preferences. Results also indicated that perceptions of close female peer muscularity preferences were predictive of symptoms of muscle dysmorphia, but this relationship did not exist for other peer groups, suggesting that the perceptions of close female peer preferences may play a role in the development of muscle dysmorphia. No relationship was found between perceptions of peer muscularity preferences and steroid use.
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ATIK, Gokhan, i Zeynep ERKAN ATIK. "Undergraduate Counseling Trainees’ Perceptions and Experiences Related to Structured Peer Group Supervision: A Mixed Method Study". Eurasian Journal of Educational Research 19, nr 82 (9.08.2019): 1–20. http://dx.doi.org/10.14689/ejer.2019.82.6.
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Eshun, E. F., P. Korwu i E. Appiah. "Peer assessment in graphic design studio: Communication design students' perspectives". Journal of Science and Technology (Ghana) 37, nr 1 (12.02.2018): 64–74. http://dx.doi.org/10.4314/just.v37i1.6.
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Large class-sizes have become a common feature in almost all higher education institutions in developing countries. Consequently, educators have to implement innovative pedagogies and assessment practices to deal with the current challenges in education delivery at that level. The purpose of this study was to examine students’ perceptions of their attitudes during peer assessment practice in graphic design studio in higher education. The study was conducted with 94 students at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. The results showed that the students had a positive experience and perception of the peer assessment process. They also held positive views of the task worth of peer-assessment just like their perception of peer-assessment as an aid to learning. The results revealed that peer learning and objectivity are significantly related to task worth. The findings of this study have confirmed the advantages associated with the use of peer-assessment in higher education instead of a teacher centered approach and reaffirmed the existing unequivocal views held by similar studies.Keywords: Peer assessment; students’ perceptions; studio pedagogy; graphic design
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Diamantopoulou, Sofia, Lisbeth Henricsson i Ann-Margret Rydell. "ADHD symptoms and peer relations of children in a community sample: Examining associated problems, self-perceptions, and gender differences". International Journal of Behavioral Development 29, nr 5 (wrzesień 2005): 388–98. http://dx.doi.org/10.1177/01650250500172756.
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This study examined children's peer relations in relation to gender, symptoms of attention-deficit/ hyperactivity disorder (ADHD), associated behaviour problems, prosociality, and self-perceptions, in a community sample. Six hundred and thirty-five 12-year-old children (314 girls) provided peer nominations and rated feelings of loneliness and self-perceptions regarding global self-worth and behavioural conduct. We obtained teacher ratings of ADHD symptoms, conduct and internalising problems, and prosociality. ADHD symptoms, conduct problems, internalising problems, and low levels of prosociality were all related to higher levels of peer dislike. Despite ADHD symptoms being related to more peer dislike, children with high levels of ADHD symptoms did not report more feelings of loneliness. The self-perceptions of children with high levels of ADHD were not related to peer dislike. Although high levels of ADHD symptoms were not related to peer dislike in girls, peers tolerated higher levels of ADHD symptoms among boys than among girls, providing support for the “gender appropriateness hypothesis” regarding the impact and influence of ADHD symptomatology upon the peer relations of children within a community sample.
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Roberts, Clare, i Stephen Zubrick. "Factors Influencing the Social Status of Children with Mild Academic Disabilities in Regular Classrooms". Exceptional Children 59, nr 3 (grudzień 1992): 192–202. http://dx.doi.org/10.1177/001440299305900303.
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This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.
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Maag, John W., Stanley F. Vasa, Jack J. Kramer i Gregory K. Torrey. "Teachers' Perceptions of Factors Contributing to Children's Social Status". Psychological Reports 69, nr 3 (grudzień 1991): 831–36. http://dx.doi.org/10.2466/pr0.1991.69.3.831.
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Factors related to children's friendships have been empirically related to social development and social status. Identifying specific factors related to peer status is important for teachers and counselors in recognizing children at risk for behavior and emotional problems. 370 teachers' global opinions about the importance of factors associated with peer status were assessed through a statewide survey. Analysis indicated that social skills, physical attractiveness, and outgoingness were the most frequently cited factors contributing to students' social status. Implications for research and practice are discussed.
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Tracey, Danielle K., i Gaye Gleeson. "Sense of coherence, loneliness and interpersonal concerns in adolescents with AD/HD: a comparison of adolescents' and mothers' perceptions". Journal of Psychologists and Counsellors in Schools 8 (listopad 1998): 49–58. http://dx.doi.org/10.1017/s1037291100003745.
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The perceptions of adolescents with AD/HD regarding their level of i) coping “strength”, ii) peer related loneliness, iii) peer rejection, and iv) interpersonal concerns were compared with their mothers' perceptions. Twenty-two adolescents diagnosed with ADD, nineteen adolescents diagnosed with ADHD, and their mothers, were interviewed. Adolescents with ADD reported significantly less peer related loneliness and significantly more coping “strength” than their mothers believed them to have. Adolescents with ADHD reported significantly less concern about being rejected and humiliated, significantly less peer related loneliness, and significantly more coping “strength” than did their mothers. These findings demonstrate the importance of seeking both the adolescents and the mothers views of the adolescent's social-emotional development. Knowledge of the different perspectives can be useful in designing counselling and guidance interventions.
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Brantlinger, Ellen. "Low-income adolescents' perceptions of social class related peer affiliations in school". Interchange 22, nr 3 (wrzesień 1991): 9–27. http://dx.doi.org/10.1007/bf01807533.
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Claypoole, Victoria L., Alexis R. Neigel i James L. Szalma. "Perceptions of Supervisors and Performance: A Thematic Analysis". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, nr 1 (wrzesień 2017): 1740–44. http://dx.doi.org/10.1177/1541931213601916.
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Observation is a common occurrence within the workplace, and can often manifest as either peer-to-peer monitoring or supervisor-to-peer monitoring. To date, there is a limited body of research that describes changes in performance due to either a positive or negative relationship between supervisors and employees. The present study reports qualitative data on supervisor-to-employee relationships and how the quality of the relationship can alter human performance. The results indicated that relationship with a supervisor was related to perceived performance under direct observation. Women were more likely to report a positive relationship with their supervisor, yet also indicated a negative emotion toward being monitored. These results are important in understanding how supervisor presence influences individual performance when completing job-specific tasks. The implications for future research are discussed.
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Polishetty, Ashwin, Guy Littlefair i Arun Patil. "Evaluating Student Perceptions in Peer to Peer Learning and Assessment Practices in Design Based Learning Environment". International Journal of Quality Assurance in Engineering and Technology Education 5, nr 4 (październik 2016): 1–11. http://dx.doi.org/10.4018/ijqaete.2016100101.
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Considering the past decade, the changes involved in learning and teaching have been in terms of strategies, methods and practices to learning and teaching; assessment method; interface between a teacher and student; communication and feedback; self-reflective practices and designing pro-industry curriculum. For all the stakeholders involved, it becomes vital to know the student perception about the learning and teaching. The purpose of the paper is to evaluate the perception of the student experience on peer to peer learning and assessment. Issues related peer to peer learning has been identified based on the student response to a survey conducted at the end of the unit. The purpose of the paper is also to serve as a medium to contribute to the existing knowledge base on peer to peer learning and assessment in design/project based learning. The outcome of the paper is to review the existing literature, innovate a new approach and suggest a mutually acceptable solution to the issues related to peer to peer learning and assessment.
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Li, Yan, Hongling Xie i Junqi Shi. "Chinese and American children’s perceptions of popularity determinants: Cultural differences and behavioral correlates". International Journal of Behavioral Development 36, nr 6 (4.07.2012): 420–29. http://dx.doi.org/10.1177/0165025412446393.
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The present study aimed to investigate cultural construction of children’s perceptions of popularity determinants using a cross-cultural approach. This study examined 327 Chinese and 312 American fifth-graders’ perceptions of what individual characteristics and peer relationships would make a peer popular. Consistent with cultural emphases, Chinese children primarily endorsed prosocial behaviors and academic competence and perceived opposite gender interactions unfavorably. In contrast, American children endorsed more social connections, appearance and opposite gender interactions. Compared with American children, Chinese children perceived antisocial behaviors more unfavorably. For both cultural groups, children’s popularity status and behavioral characteristics, as measured by peer nominations, related to their perceptions of popularity determinants. Discussions regarding cultural implications of these findings are provided.
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Ingdriawati, Ai Haiva. "Peer Feedback to Stimulate Students’ Writing Process: A Case Study At a Vocational School in Ciamis". Journal of English Education Program (JEEP) 10, nr 1 (17.01.2023): 35. http://dx.doi.org/10.25157/(jeep).v10i1.9699.
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In the process of writing, the teacher always provides feedback to students even though it usually takes to do so. Thus, this study was designed to elaborate the use of peer feedback, the type of peer feedback, and students' perceptions of peer feedback to be compared with previous related research. The research site was at a Vocational High School in Ciamis. The data were gathered from observations and documents of students' writing. Then, the questionnaires were handed to 10 students who practice peer feedback in the writing class. The results showed that students used two types of feedback. They were direct feedback and indirect feedback. Furthermore, students' perceptions of peer feedback received a positive response and the most of students agreed that the implementation of peer feedback was more beneficial and it helped them improving their writing.
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Röder, Mandy, i Anna Rebecca Müller. "Social Competencies and Expectations Regarding the Impending Transition to Secondary School". International Journal of Educational Psychology 9, nr 1 (24.02.2020): 82. http://dx.doi.org/10.17583/ijep.2020.4463.
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Changing from elementary to secondary school is a life event that every child has to pass. Previous research has shown that some children feel more threatened by the transition than others. In the present study children’s expectations concerning the impending transition to secondary school were analyzed and it was investigated how individual levels of social competencies, aggressive behavior, peer-acceptance and victimization experiences are related to the expectations regarding the transition to secondary school. The results demonstrated that empathy and aggression are strongly related to the perception of the impending transition as challenge whereas victimization and peer-acceptance were related to the perception of the transition as threat. Furthermore, with the help of a cluster analysis, four groups of children showing different patterns of expectations were identified. The findings give valuable information about children’s perceptions of the impending school transition. It is discussed how teachers could support children to cope better with transition processes.
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Lin, Linda, Hannah McCormack, Lauren Kruczkowski i Michael B. Berg. "How Women’s Perceptions of Peer Weight Preferences Are Related to Drive for Thinness". Sex Roles 72, nr 3-4 (22.01.2015): 117–26. http://dx.doi.org/10.1007/s11199-015-0446-4.
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Pratiwi, Cindi Husna, Andri Soemitra i Muhammad Ikhsan Harahap. "Analysis Of Public Perceptions Of Islamic Financial Technology Financing And Islamic Bank Financing In Indonesia". Al-Masharif: Jurnal Ilmu Ekonomi dan Keislaman 9, nr 1 (30.06.2021): 106–19. http://dx.doi.org/10.24952/masharif.v9i1.3966.
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Abstrak Tujuan penelitian ini untuk menganalisis persepsi masyarakat terhadap Fintech Peer to Peer (P2P) Islamic Lending dan pembiayaan BUS di Indonesia. Beberapa aspek yang dianalisis terkait persepsi masyarakat terhadap pembiayaan yang dilakukan pada P2P Islamic Lending dan pembiayaan antara lain: pengembangan, akad dan produk pembiayaan, mekanisme pembiayaan, serta total pembiayaan dan aset yang dimiliki. Penelitian ini menggunakan pendekatan kualitatif dengan menggunakan data primer dengan teknik insendental sampling melalui metode wawancara. Hasil penelitian menunjukkan bahwa mayoritas masyarakat yang melakukan pembiayaan baik P2P Islamic Lending maupun Bank Umum Syariah umumnya memahami bahwa pembiayaan pada Fintech Peer to Peer (P2P) Islamic Lending berbeda dengan pembiayaan yang dilakukan oleh Bank Umum Syariah. Secara persentase peningkatan perkembangan Fintech Peer to Peer Lending Syariah menunjukkan perkembangan yang signifikan, namun secara kumulatif Bank Umum Syariah memberikan kontrak, produk, mekanisme pembiayaan dan jumlah pembiayaan yang lebih variatif. Abstract The intention of this research is to analyze public perceptions of Fintech Peer to Peer (P2P) Islamic Lending and Commercial Bank financing in Indonesia. As for some aspects that were analyzed related to public perceptions of financing conducted at Fintech P2P Islamic Lending and Commercial Bank financing in Indonesia include: development, contract and financing products, financing mechanisms, and totaly financing and assets owned. This study uses a qualitative approach using primary data with an insendental sampling technique through the interview method. The results indicate that the majority of people who finance both P2P Islamic Lending and Commercial Banks generally understand that financing related to Fintech P2P Islamic Lending is different from financing done by Islamic Commercial Banks. In percentage the increase in the development of Fintech P2P Lending Islamic shows significant development, but cumulatively the Islamic Commercial Bank provides more varied contracts, products, financing mechanisms and greater amount of financing.
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Faradila, Ovi Eka, Mury Kuswari i Nazhif Gifari. "Perbedaan Pemilihan Makanan dan Faktor yang Berkaitan pada Remaja Putri di SMA Daerah Kota dan Kabupaten". Nutri-Sains: Jurnal Gizi, Pangan dan Aplikasinya 3, nr 2 (22.05.2020): 103. http://dx.doi.org/10.21580/ns.2019.3.2.3406.
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<em>This study was aimed to analyze differences in food selection and factors related to adolescent girls in the urban and rural high schools. The sampling technique used is the sample size difference of 2 proportions. Data was collected by giving questionnaires to respondents which included food choices and its related factors such as social media, body image, nutritional knowledge, food labels, and peers. Body weight and height used to measure the anthropometric data. The statistical test used in this research was the t-test. There were no differences in food choices, use of social media, perception of actual body shape, perception of desired body shape, and perception of ideal body shape in urban and rural (p> 0,05). There were differences in actual body shape with BMI, nutritional knowledge, understanding food labels , and peer influence in rural and urban (p <0,05). Found differences in perceptions of actual body shape with BMI, nutritional knowledge, understanding food labels, and peer influence in urban and rural areas. There were no differences in food choices, but there were differences in factors related.</em>
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Garip, Gulcan, Sanju Rusara Seneviratne i Susan Iacovou. "Learners’ perceptions and experiences of studying psychology online". Journal of Computers in Education 7, nr 4 (13.06.2020): 553–73. http://dx.doi.org/10.1007/s40692-020-00167-4.
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Abstract This study aimed to explore the lived experiences of six international and mature online learners studying on an undergraduate psychology course to identify barriers and facilitators to studying online. A secondary aim was to deductively explore the applicability of the Capability, Opportunity, Motivation, and Behaviour model to participants' narratives related to self-regulated online learning. Online interviews with six demographically diverse participants were conducted and analysed using Interpretative Phenomenological Analysis. The overarching theme was 'the balancing act of online learners', which consisted of three major themes (and respective subthemes): (1) 'identity as an online learner' ('in today's world, we're all very busy'), (2) 'access to resources' ('importance of location' and 'comparing online to on-campus teaching and learning'), and (3) 'changing nature of social interactions' ('tutors as a crutch' and 'peer-to-peer interactions'). A number of facilitators and barriers related to these themes were identified, which are applicable to the COM-B model. The COM-B model offers a novel approach in designing and delivering learning materials and activities that may instil or help maintain self-regulated learning in online psychology students.
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Athamanah, Lindsay S., Marisa H. Fisher, Connie Sung i Jinny E. Han. "The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities". Research and Practice for Persons with Severe Disabilities 45, nr 4 (10.09.2020): 271–87. http://dx.doi.org/10.1177/1540796920953826.
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Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.
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Schacter, Hannah L., i Jaana Juvonen. "When Do Friendships Help Versus Hurt? Perceived Best Friend Victimization and Support as Moderators of Peer Victimization-Related Distress". Journal of Early Adolescence 40, nr 6 (15.09.2019): 804–27. http://dx.doi.org/10.1177/0272431619874402.
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Although high-quality friendships are presumed to protect peer-victimized adolescents from distress, evidence supporting this claim is mixed. This study investigated whether the protective function of high-quality best friendships for victimized youth varies depending on adolescents’ perceptions of their best friend’s victimization. Among a sample of 1,667 eighth graders, we tested the effects of self-perceived victimization, best friend emotional support, and best friend victimization on depressive symptoms and social anxiety across eighth grade. Perceptions of higher emotional support buffered links between boys’ victimization and depressive symptoms. Perceived emotional support buffered links between girls’ victimization and internalizing symptoms if they viewed their best friend as nonvictimized, but it amplified such associations if they viewed their friend as victimized. These results suggest that although perceptions of best friend emotional support benefit peer-victimized youth, highly intimate friendships between victimized adolescent girls may promote maladaptive coping and increased distress.
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Weiss, Maureen R., i Kirsten M. Frazer. "Initial, Continued, and Sustained Motivation in Adolescent Female Athletes: A Season-Long Analysis". Pediatric Exercise Science 7, nr 3 (sierpień 1995): 314–29. http://dx.doi.org/10.1123/pes.7.3.314.
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Research on motivation to participate in physical activity has typically been characterized by an assessment of reasons for involvement at a single point in time. This study examined motives for participating, self-perceptions (perceived success, perceived basketball competence, perceived peer acceptance), and enjoyment several times during a sport season relative to player status (Le., amount of playing time). Female basketball players (N = 141) completed measures of participation motivation, perceptions of physical competence and peer acceptance, success, and enjoyment at preseason, midseason, and end of season. Players were classified as starters, primary substitutes, or secondary substitutes by their coaches based on extent of actual playing time. All athletes were similar in their reasons for participating; these included mastery, friends, team atmosphere, and fitness. However, starters and primary substitutes were higher than secondary substitutes in perceptions of success, basketball competence, peer acceptance, and enjoyment at midseason, and starters were higher than primary and secondary substitutes on perceived basketball competence at end of season. These results suggest that positive self-perceptions and affect experienced in the physical domain are related to players ’ opportunities to demonstrate competence in salient achievement areas.
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Campbell, Kim Sydow, David L. Mothersbaugh, Charlotte Brammer i Timothy Taylor. "Peer versus Self Assessment of Oral Business Presentation Performance". Business Communication Quarterly 64, nr 3 (wrzesień 2001): 23–40. http://dx.doi.org/10.1177/108056990106400303.
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Pedagogical practice related to oral business presentations has received little research attention despite the pervasiveness of oral presentations in business class rooms and their perceived importance to workplace success. This study collected data on three groups (self, peers, and instructor) to address four research ques tions related to (a) the usefulness of self and peer ratings as substitutes for instruc, tor evaluation of oral business presentations and (b) the relationship between vari ous content and non-content factors on overall perceptions of presentation quality. Data from this study suggest that (1) both holistic and analytical peer assessments are reasonable substitutes for instructor assessment when raters are trained; (2) self assessment does not closely reflect either peer or instructor assessments; and (3) peer assessment of delivery characteristics, command of material, and content strongly predict peer ratings of overall presentation quality.
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WASILEWSKI, MARINA BASTAWROUS, JENNIFER N. STINSON, FIONA WEBSTER i JILL I. CAMERON. "How does peer similarity influence adult children caregivers' perceptions of support from peers? A mixed-method study". Ageing and Society 38, nr 11 (15.06.2017): 2280–303. http://dx.doi.org/10.1017/s0144686x17000514.
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ABSTRACTDue to the growing elderly population, adult children care-givers (ACCs) are increasingly providing complex care for one or both elderly parents. Social support from similar peers can mitigate care-giving-related health declines. To date, ‘peer similarity’ amongst care-givers has been predominantly investigated in the context of peer-matching interventions. However, because peer similarity is especially influential in ‘naturally occurring’ support networks, care-givers' everyday peer support engagement warrants further attention. Our goal was to explore care-givers' everyday peer support engagement and the influence of peer similarity on support perceptions. We employed a mixed-method design using Web-based surveys and in-depth qualitative interviews. The quantitative data were analysed using a hierarchical multiple while qualitative data were thematically analysed. Seventy-one ACCs completed the online questionnaire and 15 participated in a telephone interview. Peer similarity was positively and significantly associated with perceived support (β = 0.469, p < 0.0005) and explained 18.5 per cent of the additional variance. ACCs' narratives suggested the most important aspect of similarity was ‘shared care-giving experience’ as it optimised the support received from peers, and also enhanced the quality of the relationship. In conclusion, both data-sets underscored that peer similarity importantly influences support perceptions. The importance of ‘shared care-giving experience’ suggests that a more comprehensive understanding of this concept is needed to optimise peer-matching endeavours. Peer similarity's influence on relationship quality should also be explored.
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Wright, Michelle F. "Perceptions of Popularity-Related Behaviors in the Cyber Context: Relations to Cyber Social Behaviors". Child Development Research 2015 (8.12.2015): 1–6. http://dx.doi.org/10.1155/2015/636929.
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Despite acknowledging that adolescents are active users of electronic technology, little is known about their perceptions concerning how such technologies might be used to promote their social standing among their peer group and whether these perceptions relate to their cyber social behaviors (i.e., cyber aggression perpetration, cyber prosocial behavior). To address this gap in the literature, the present study included 857 seventh graders (M age: 12.19; 50.8% female) from a large Midwestern city in the United States. They completed questionnaires on face-to-face social behaviors, cyber social behaviors, perceived popularity, social preference, and their perceptions of characteristics and activities related to the cyber context which might be used to promote popularity. Findings revealed four activities and characteristics used to improve adolescents’ social standing in the peer group, including antisocial behaviors, sociability, prosocial behaviors, and technology access. Using antisocial behaviors in the cyber context to promote popularity was related to cyber aggression perpetration, while controlling for gender, social preference, and perceived popularity. On the other hand, sociability and prosocial behaviors in the cyber context used to improve popularity as well as technology access were associated with cyber prosocial behavior. A call for additional research is made.
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Laninga-Wijnen, Lydia, Yvonne H. M. van den Berg, Tim Mainhard i Antonius H. N. Cillessen. "The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment". Journal of Youth and Adolescence 50, nr 8 (17.04.2021): 1582–600. http://dx.doi.org/10.1007/s10964-021-01432-0.
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AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.
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Rodrigues, Paulo, Johan Menten i Chris Gastmans. "Physicians’ perceptions of palliative sedation for existential suffering: a systematic review". BMJ Supportive & Palliative Care 10, nr 2 (3.09.2019): 136–44. http://dx.doi.org/10.1136/bmjspcare-2019-001865.
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BackgroundPalliative sedation for existential suffering (PS-ES) is a controversial clinical intervention. Empirical studies about physicians’ perceptions do not converge in a clear position and current clinical practice guidelines do not agree either regarding this kind of intervention.AimTo gain deeper insight into physicians’ perceptions of PS-ES, the factors influencing it, the conditions for implementing it and the alternatives to it.DesignSystematic review of qualitative, quantitative and mixed-methods studies following the Peer Review Electronic Search Strategies and Preferred Reporting Items for Systematic Reviews and Meta-analyses protocols; quality appraisal and thematic synthesis methodology.Data sourcesSeven electronic databases (PubMed, CINAHL, Embase, Scopus, Web of Science, PsycINFO, PsycARTICLES) were exhaustively searched from inception through March 2019. Two reviewers screened paper titles, abstracts and full texts. We included only peer-reviewed journal articles published in English, French, German, Dutch, Spanish, Italian or Portuguese that focused on physicians’ perceptions of PS-ES.ResultsThe search yielded 17 publications published between 2002 and 2017. Physicians do not hold clear views or agree if and when PS-ES is appropriate. Case-related and individual-related factors that influenced physicians’ perceptions were identified. There is still no consensus regarding criteria to distinguish between necessary and sufficient conditions for invoking PS-ES. Some alternatives to PS-ES were identified.ConclusionsTo date, there is still no consensus on physicians’ perceptions of PS-ES. Further research is necessary to understand factors that influence physicians’ perceptions and philosophical-ethical presuppositions underlying this perceptions.
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Sigal, Marika, Bryan J. Ross, Andrew O. Behnke i Scott W. Plunkett. "Neighborhood, Peer, and Parental Influences on Minor and Major Substance Use of Latino and Black Adolescents". Children 8, nr 4 (31.03.2021): 267. http://dx.doi.org/10.3390/children8040267.
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Self-report survey data were collected from 797 adolescents (47.2% Latino, 52.8% Black) in North Carolina. Path analyses were conducted to examine relationships between youth perceptions of maternal and paternal monitoring, neighborhood crime/drugs, friends’ delinquency, peer victimization, minor substance use, and major substance use. After establishing a good fitting model, multigroup models were conducted for Blacks vs. Latinos. The results indicated perceived maternal monitoring (and paternal monitoring for Latinos) was directly related to decreased exposure to neighborhood crime/drugs and friends’ delinquency. For Latinos and Blacks, maternal and paternal monitoring were directly related to gateway substance use, and indirectly related to major substance use through gateway substance use. Additionally, friends’ delinquency and peer victimization were directly related to gateway and major substance use for Blacks and Latinos. Thus, exposure to neighborhood crime/drugs was indirectly related to substance use through friends’ delinquency and peer victimization.
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Madjar, N., S. Ben Shabat, R. Elia, N. Fellner, M. Rehavi, S. E. Rubin, N. Segal i G. Shoval. "Non-suicidal self-injury within the school context: Multilevel analysis of teachers’ support and peer climate". European Psychiatry 41, nr 1 (2017): 95–101. http://dx.doi.org/10.1016/j.eurpsy.2016.11.003.
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AbstractBackgroundRecent studies regarding non-suicidal self-injury (NSSI) among adolescents have focused primarily on individual characteristics (e.g., depressive symptoms) and background factors (e.g., parental relationship), whereas less emphasis has been given to the role of school-related factors in NSSI. Therefore, the purpose of the current study was to explore the relationships between teachers’ support, peer climate, and NSSI within the school context.MethodsThe sample consisted of 594 high school students nested within 27 regular classes (54.4% boys; mean age 14.96, SD = 1.33 years). The students were evaluated for NSSI behaviors, perception of teacher support, peer climate, relationships with mothers, and depressive symptoms using validated scales.ResultsThe primary analysis used hierarchical linear modeling (HLM), controlling for gender and age. The main findings indicated that teacher support was positively associated with NSSI at the classroom-level (OR = 6.15, 95% CI = 2.05–18.5) but negatively associated at the student-level (OR = 0.66, 95% CI = 0.49–0.89). There was a trend toward an association between positive peer climate and NSSI at the classroom-level (OR = 0.43, 95% CI = 0.18–1.05), while negative peer climate was associated with NSSI at the student-level (OR = 1.37, 95% CI = 1.00–1.87).ConclusionsSchool-related factors are associated with NSSI behaviors among students. Teachers and educators should focus on both individual-level and classroom-level perceptions of school context. Students who feel supported by their teachers and who are exposed to a positive peer climate are less likely to engage in NSSI.
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Debyser, Bart, Veerle Duprez, Dimitri Beeckman, Joeri Vandewalle, Ann Van Hecke, Eddy Deproost i Sofie Verhaeghe. "Mental health nurses and mental health peer workers: Self-perceptions of role-related clinical competences". International Journal of Mental Health Nursing 27, nr 3 (1.12.2017): 987–1001. http://dx.doi.org/10.1111/inm.12406.
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Nedungadi, Prema, Radhika Menon, Georg Gutjahr i Raghu Raman. "Adolescents as Ambassadors in Substance Abuse Awareness Programs: Interpersonal and Intrapersonal Effects". Sustainability 15, nr 4 (14.02.2023): 3491. http://dx.doi.org/10.3390/su15043491.
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This study explores an adolescent ambassador program that promotes substance abuse awareness in rural villages, and studies its effects on self-esteem, peer influence, and family communication. This school-based intervention was part of a larger program that mentored adolescent youth as change agents to promote health and social awareness in rural communities in India, in alignment with UN Sustainable Development Goal 3 (good health and wellbeing). One hundred and forty-three ambassadors between 8 and 18 years of age, representing rural communities in 23 economically challenged villages across 11 states of India, participated in the study. Adolescents were mentored to implement substance abuse awareness programs among their peers and the village community. During the training, the ambassadors used a variety of didactic, creative, and technological modalities. Pre- and post-analyses assessed ambassadors’ self-esteem, personal substance use, perceptions of peer substance abuse, comfort with discussing substance abuse, and perceptions of social support. Ambassadors’ self-esteem increased significantly. In addition, positive changes related to the perception of parents’ and friends’ attention, as well as comfort in addressing substance abuse topics with others, were observed.
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Geithner, Christina A., i Alexandria N. Pollastro. "Constructing engaged learning in Scientific Writing". Journal of Applied Research in Higher Education 7, nr 2 (14.09.2015): 292–307. http://dx.doi.org/10.1108/jarhe-04-2014-0053.
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Purpose – The purpose of this paper is to incorporate a blended pedagogical approach to Scientific Writing, and assess its effectiveness in improving students’ writing skills and scientific literacy. Effective writing is vital to the dissemination of scientific information and a critical skill for undergraduate science students. Various pedagogical strategies have been successful in improving writing skills and developing scientific literacy. Design/methodology/approach – Mean scores on draft and revision assignments were examined longitudinally (2013 cohort, n=51) and across cohorts (2011, 2012, and 2013; combined n=94). Domain-specific composite scores were calculated from survey items addressing students’ self-perceptions of knowledge (K), general and scientific writing skills (GWS and SWS), and attitudes (A) related to scientific literacy. Changes in composite scores were analyzed using paired t-tests, and cross-cohort differences were examined via MANOVAs (SPSS, p < 0.05). Findings – Mean scores on revisions following peer review and instructor feedback were significantly higher than those for drafts. Students ' perceptions of their K, GWS, SWS, and A increased significantly over the semester in the 2013 cohort, and were significantly higher in the 2013 cohort than those for the two earlier cohorts. Students identified peer reviews, revisions and other writing assignments, and literature searches as effective learning strategies. Research limitations/implications – One limitation of the study was that the authors lacked a control group for comparison. Pre-course survey data were only available for the 2013 cohort, and these data were incomplete, particularly with regard to perceptions of attitudes toward science and writing. Instructor feedback was not separated from that obtained through peer review. Thus, it was not possible to determine their respective impacts on students’ scores on revision assignments. Also, the number of writing assignments and peer reviews completed varied among the three cohorts enrolled in Scientific Writing. Practical implications – Using a blended approach to teaching scientific writing significantly improved students’ writing skills and enhanced their perceptions regarding their knowledge, skills, and abilities related to science and writing. Students identified peer reviews, writing abstracts, and outlining an Introduction as most helpful in improving their SWS. They identified the final peer review, the revision assignment of the Results section, literature searches, and poster presentations of research as most helpful in improving their scientific knowledge and understanding. Engaging students in a variety of pedagogical strategies was successful in achieving specific learning outcomes in an undergraduate human physiology course. Originality/value – The approach to peer review was more structured than those of previous studies. Engaging students with a variety of teaching and learning strategies improved both writing skills and scientific literacy in undergraduate human physiology.
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Eckstein, Jessica J., i Erika Sabovik. "Still Just Hegemonic After All These Years?" Boyhood Studies 14, nr 1 (1.06.2021): 6–24. http://dx.doi.org/10.3167/bhs.2020.140102.
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Men and boys are commonly viewed as perpetrators and/or facilitators of relational violence, but this biological essentializing oversimplifies “masculinity” as “bad.” Connell illustrated the complex roles of bodies, structural order maintenance, and “pupils as agents, school as setting” (Connell 2000: 161) in shaping masculinity processes. Our study examined these factors by examining how peer perceptions of gendered identity threats relate to beliefs negatively affecting power relations. Students (N = 87; n = 36 males, 51 females) from four classes at two high schools in Connecticut provided pre- and post-test data for a Sexual Violence Prevention Program. Results show unhealthy attitudes related to peer perceptions as a basis for violence scenarios. We discuss primary-prevention curricular implications by addressing masculinities as social relationships involved in adolescents facilitating healthy relational practices.
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Eckstein, Jessica J., i Erika Sabovik. "Still Just Hegemonic After All These Years?" Boyhood Studies 14, nr 1 (1.06.2021): 6–24. http://dx.doi.org/10.3167/bhs.2021.140102.
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Men and boys are commonly viewed as perpetrators and/or facilitators of relational violence, but this biological essentializing oversimplifies “masculinity” as “bad.” Connell illustrated the complex roles of bodies, structural order maintenance, and “pupils as agents, school as setting” (Connell 2000: 161) in shaping masculinity processes. Our study examined these factors by examining how peer perceptions of gendered identity threats relate to beliefs negatively affecting power relations. Students (N = 87; n = 36 males, 51 females) from four classes at two high schools in Connecticut provided pre- and post-test data for a Sexual Violence Prevention Program. Results show unhealthy attitudes related to peer perceptions as a basis for violence scenarios. We discuss primary-prevention curricular implications by addressing masculinities as social relationships involved in adolescents facilitating healthy relational practices.
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Wong, Maria S., Marissa L. Diener i Russell A. Isabella. "Parents' emotion related beliefs and behaviors and child grade: Associations with children's perceptions of peer competence". Journal of Applied Developmental Psychology 29, nr 3 (maj 2008): 175–86. http://dx.doi.org/10.1016/j.appdev.2008.02.003.
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Steers, Mai-Ly N., Clayton Neighbors, Robert E. Wickham, Whitney E. Petit, Bradley Kerr i Megan A. Moreno. "My friends, I’m #SOTALLYTOBER: A longitudinal examination of college students’ drinking, friends’ approval of drinking, and Facebook alcohol-related posts". DIGITAL HEALTH 5 (styczeń 2019): 205520761984544. http://dx.doi.org/10.1177/2055207619845449.
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Background Literature has consistently shown a positive relationship between young adults’ social media alcohol-related posts and drinking outcomes; however, the reasons for this association and the psychosocial influences behind students’ posting of alcohol-related content are still unclear. Peer influences have been robustly shown to predict students’ drinking such that students’ perceptions of their friends’ drinking is positively associated with their own drinking. Objective Although research has demonstrated that online and offline peer influences are robust predictors of drinking among college students, perceptions of friends’ approval and students’ drinking in relation to alcohol-related posting have yet to be explored longitudinally. Methods The current multi-site, multi-method study examined students ( N=316; 58.7% female) from a Midwest (58.8%) and Northwest university over a 4-year period. All Facebook alcohol-related posts were coded each academic calendar year and perceived friends’ approval of drinking and students’ alcohol use were assessed annually. A lagged, random coefficients negative binomial model was specified to examine between- and within-person effects. Results After controlling for perceptions of friends’ alcohol-related posts, results revealed that time, drinking more, and perceiving friends as more approving of drinking were significantly and positively associated with posting alcohol-related content at the between-person level. Moreover, a significant interaction of Time X Drinking, with drinking at the between-person level, emerged such that heavier drinkers tended to post less often over time. Conclusions Increases in alcohol-related content posts are likely to over-inflate students’ drinking norms and their drinking. Thus, it is plausible that social media networks containing more alcohol-related content may contribute to cyclical increases in drinking for individuals within that network.
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Bahula, Tim, i Robin Kay. "Exploring Instructor Perceptions of Using Video-Based Feedback". Journal of Educational Informatics 3, nr 1 (16.03.2022): 3–20. http://dx.doi.org/10.51357/jei.v3i1.181.
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The use of video feedback in face-to-face, blended, and online learning classes has increased markedly since 2014. However, the use of this form of feedback is not well understood. In this study, we conducted a systematic literature review of how higher education instructors perceive video-based feedback. We analyzed 39 peer-reviewed articles from 2009 to 2019 and identified four themes related to creating videos, the quality of feedback, connecting with students, and sustaining the practice of offering video-based feedback. Overall, most instructors claimed that creating video feedback was relatively easy and time-efficient to create. However, some instructors faced specific challenges related to recording, unwieldy software tools, and feeling anxious when creating videos. Instructors also noted that videos provided more detailed, higher-quality feedback. Additionally, instructors remarked that video feedback increased personal connections with their students. Finally, research on the long-term sustainability of providing video-based feedback was mixed.
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Graupensperger, Scott A., i Marie S. Tisak. "Moral Behavior in the Locker Room Predicts Perceptions of Task Cohesion in Youth Ice Hockey Player". Journal of Human Kinetics 65, nr 1 (31.12.2018): 273–80. http://dx.doi.org/10.2478/hukin-2018-0047.
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Abstract Task cohesion (i.e., perceptions of team unity towards a task goal and positive feelings towards one’s own involvement) is associated with myriad psychosocial benefits for youth athletes. Accordingly, sport researchers and youth sport stakeholders are interested in ways of fostering task cohesion. Recent work has found evidence that prosocial and antisocial behaviors among teammates are associated with athletes’ perceptions of task cohesion; however, this research has been limited to moral behavior that takes place during gameplay. Despite youth sport experiences extending well beyond practices and games, we know very little about how moral behavior between teammates, in settings outside gameplay, relates to perceptions of task cohesion. To address this knowledge gap, the current study investigated whether prosocial and antisocial behaviors in the locker room setting were associated with perceptions of task cohesion in a sample of 238 youth male ice hockey players (Mage = 10.75). Using hierarchical regression analyses, our results revealed that (a) perceptions of peer prosocial behavior was positively associated with task cohesion, (b) perceptions of peer antisocial behavior was negatively associated with task cohesion, and (c) self-reported perceptions of participants’ own moral behavior was not significantly associated with task cohesion. Given the association with perceptions of task cohesion, these findings underline the value in promoting prosocial behavior and reducing antisocial behavior in sport settings outside gameplay and hold multiple theoretical and practical implications. Notably, moral behavior that takes place outside gameplay settings may be related to perceptions of task cohesion that primarily relates to goals and interactions during gameplay.
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Chen, Xinyin, Kenneth H. Rubin, Bo-shu Li i Dan Li. "Adolescent Outcomes of Social Functioning in Chinese Children". International Journal of Behavioral Development 23, nr 1 (marzec 1999): 199–223. http://dx.doi.org/10.1080/016502599384071.
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A sample of Chinese children in Shanghai, People’s Republic of China, initially aged 8 and 10 years, participated in this four-year longitudinal project. Information on social functioning including sociability-leadership, aggression-disruption, and shyness-sensitivity was collected from peer assessments in the original study. Data on indexes of social and school adjustment, including peer acceptance, teachers’ perceptions of school-related competence, leadership, academic achievement, adjustment problems, and self-perceptions of competence, were collected from multiple sources in the follow-up study. Consistent with Western literature, sociability-leadership positively predicted indexes of social and school adjustment. Aggression was positively associated with adolescent maladjustment for boys and adjustment for girls. Finally, inconsistent with the Western literature, shyness-sensitivity in childhood was positively predictive of indexes of adolescent adjustment such as teacher-assessed competence, leadership, and academic achievement.
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Benetoli, Arcelio, Timothy F. Chen i Parisa Aslani. "Consumer perceptions of using social media for health purposes: Benefits and drawbacks". Health Informatics Journal 25, nr 4 (7.09.2018): 1661–74. http://dx.doi.org/10.1177/1460458218796664.
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Consumers are increasingly using social media to interact with other consumers about health conditions and treatment options. This study aimed to investigate the advantages and disadvantages of using social media for health-related purposes from the consumers’ perspectives. Five focus groups with 36 Australian adults with a chronic condition and on medication were conducted, audio-recorded, transcribed verbatim, and thematically analysed. Consumers reported that social media was very convenient, for accessing health-related information and for peer engagement; user-friendly; improved their health knowledge; empowered them; and provided social and emotional support. The disadvantages included information overload, wasting time; negative feelings; doubts about online information credibility; and issues related to online interactions. Despite some disadvantages, health-related use of social media led consumers to feel supported, knowledgeable, and empowered. Consumers’ motivation to keep accessing social media for health-related purposes opens up avenues for the delivery of services via social media.
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Li, Zheng, i Bing Li. "A path analysis of university EFL students' perceptions of the classroom environment and academic achievement". Global Journal of Foreign Language Teaching 12, nr 3 (31.08.2022): 163–76. http://dx.doi.org/10.18844/gjflt.v12i3.7418.
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The current study aimed to explore the relationships between students' perceptions of the classroom environment and their academic achievement in higher education. The participants were 846 first-year undergraduate students who were learning English as a foreign language (EFL) in China. Data on students’ perceptions of the classroom environment were collected by the College and University Classroom Environment Inventory. Students’ academic achievement was measured by a national standardized test for English competence (the College English Test). The results of path analysis showed that students’ perceptions of innovative instruction and task orientation were positive predictors of their academic achievement; students’ perceptions of equity predicted their academic achievement via perceptions of teacher-student relationships; students’ perceptions of peer relationships had an indirect effect on student achievement mediated by cooperative learning. However, students’ perceptions of learning autonomy were not related to their perceptions of other environmental factors and learning outcomes. Keywords: Academic achievement; Classroom environment; English as a foreign language (EFL); perceptions.
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Donelan-McCall, Nancy, i Judy Dunn. "School Work, Teachers, and Peers: The World of First Grade". International Journal of Behavioral Development 21, nr 1 (lipiec 1997): 155–78. http://dx.doi.org/10.1080/016502597385036.
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Children’s perceptions of their experiences with their school work, and teacher and peer relationships were studied in 44 second-born children, participating with their mothers and siblings in a longitudinal investigation, who were interviewed in October and May of their first-grade year. Overall, the majority of children were very positive about their experiences in all three areas of school adjustment. Modest associations between children’s perceptions of their school work, teacher, and peer experiences suggest that although most children perceived their experiences as positive (or negative) across all three areas, some children reported difficulties in one or two individual areas. In addition, although many children’s reported school experiences remained stable over the year, some children’s perceptions changed. The majority of children whose perceived school experiences were marked by discontinuity over the year were positive at the beginning of the year but relatively negative at the end. Finally, the findings from this investigation draw attention to some of the antecedent variables related to children’s subsequent school experiences, in particular, their emotion understanding and earlier relationships with their older siblings.
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Henry, Felicity Mobbs, Vicki A. Reed i Lindy L. McAllister. "Adolescents’ Perceptions of the Relative Importance of Selected Communication Skills in Their Positive Peer Relationships". Language, Speech, and Hearing Services in Schools 26, nr 3 (lipiec 1995): 263–72. http://dx.doi.org/10.1044/0161-1461.2603.263.
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This study investigated the opinions of tenth grade adolescents with normal achievement concerning the relative importance of 14 communication skills in their positive peer relationships and explored whether or not the adolescents’ gender influenced their opinions about the importance of these skills. Results suggested that two skills were of relatively high importance, four skills were of relatively low importance, and the remaining eight skills were of intermediate or variable importance. Communication skills closely associated with characteristics of empathy and primarily addressee-focused were ranked as either relatively high or intermediate/variable in importance. Those skills related to figurative and metalinguistic language and considered primarily speaker-focused were ranked as relatively low in importance. Communication skills related to discourse management were ranked as being either relatively intermediate/variable or low in importance. No significant differences were found between the overall rankings of the male and female adolescents. Discussion of the findings relates the results to suggestions in the literature concerning communication skills thought to be important for successful adolescent peer relationships, raises directions for further research, and presents implications for intervention.
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Yeates, Keith Owen, Cynthia A. Gerhardt, Erin D. Bigler, Tracy Abildskov, Maureen Dennis, Kenneth H. Rubin, Terry Stancin, H. Gerry Taylor i Kathryn Vannatta. "Peer Relationships of Children with Traumatic Brain Injury". Journal of the International Neuropsychological Society 19, nr 5 (23.01.2013): 518–27. http://dx.doi.org/10.1017/s1355617712001531.
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AbstractThis study examined peer relationships in children with traumatic brain injury (TBI) relative to children with orthopedic injuries (OI), and explored whether differences in peer relationships correlated with white matter volumes. Classroom procedures were used to elicit peer perceptions of social behavior, acceptance, and friendships for eighty-seven 8- to 13-year-old children, 15 with severe TBI, 40 with complicated mild/moderate TBI, and 32 with OI. Magnetic resonance imaging (MRI) and voxel-based morphometry (VBM) were used to investigate volumetric correlates of peer relationship measures. Children with severe TBI were rated higher in rejection-victimization than children with OI, and were less likely than children with OI to have a mutual friendship in their classroom (47% vs. 88%). Children with TBI without a mutual friend were rated lower than those with a mutual friend on sociability-popularity and prosocial behavior and higher on rejection-victimization, and had lower peer acceptance ratings. Mutual friendship ratings were related to white matter volumes in several posterior brain regions, but not to overall brain atrophy. Severe TBI in children is associated with detrimental peer relationships that are related to focal volumetric reductions in white matter within regions of the brain involved in social information-processing. (JINS, 2013, 19, 1–10)
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Geithner, Christina A., i Alexandria N. Pollastro. "Doing peer review and receiving feedback: impact on scientific literacy and writing skills". Advances in Physiology Education 40, nr 1 (marzec 2016): 38–46. http://dx.doi.org/10.1152/advan.00071.2015.
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Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys ( n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means ( P < 0.05). Peer review was the most frequently noted among 21 learning activities for increasing scientific literacy and in the top 5 for improving writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing.
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Louie, Jennifer Yu, Shu-wen Wang, Joey Fung i Anna Lau. "Children’s emotional expressivity and teacher perceptions of social competence". International Journal of Behavioral Development 39, nr 6 (4.09.2014): 497–507. http://dx.doi.org/10.1177/0165025414548775.
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Previous research suggests that adult perceptions of children’s social competence may vary depending on the socialization goals in a given cultural context. There is also ample evidence of cultural differences in values concerning emotional display, with East Asian collectivistic contexts favoring restraint and Western individualistic contexts favoring open expression of internal states. The present study examined an individualistic versus collectivistic comparison in the links between children’s emotional expressivity and teacher evaluations of their social competence. A sample of 127 Korean, Asian American (AA) and European American (EA) preschoolers participated in emotion eliciting tasks and were rated by their teachers on three dimensions of social competence (peer acceptance, prosocial behavior, and antisocial behavior). Moderation analyses revealed that for Korean children, sadness and happiness expressivity were associated with higher antisocial behavior scores, but these associations were reversed or not significant for EAs. For AA children, anger display was associated with lower ratings of peer acceptance and prosocial behavior, but this link did not hold for their EA counterparts. Overall, there was some support for the hypotheses that expressivity was related to lower teacher perceptions of child social competence for a collectivistic group (AA and Korean) but not for an individualistic group (EA). Thus, these findings indicate cultural group differences in teacher perceptions and values of children’s emotion expressivity.
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Uhm, Ju-Yeon, i Mi-Young Choi. "Perceptions of School Health Care among School-aged Children and Adolescents with Chronic Disease: An Integrative Review". Child Health Nursing Research 26, nr 2 (30.04.2020): 309–22. http://dx.doi.org/10.4094/chnr.2020.26.2.309.
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Purpose: The purpose of this integrative review was to synthesize previous research on perceptions of school health care among school-aged children and adolescents with chronic diseases. Methods: This study was performed in accordance with Whittemore and Knafl's stages of an integrative review (problem identification, literature search, data evaluation, data analysis, and presentation of the results). Four databases (PubMed, CINAHL, Embase, and Web of Science) were used to retrieve relevant articles. Results: Eighteen articles were included in this review. We identified five thematic categories: peer-related issues, a safe school environment, self-perception of an existing disease, self-management, and a supportive school environment. Conclusion: It is necessary to establish a school health care system with a supportive environment for children and adolescents with chronic diseases.
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Sari, Siti Wulan, Firman Firman i Riska Ahmad. "Relationship of Senior Perceptions of the Familiarization to the School Environment and Peer Social Support with Bullying of Juniors". International Journal of Research in Counseling and Education 3, nr 2 (1.03.2019): 89. http://dx.doi.org/10.24036/0089za0002.
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Senior students bullying juniors is one of the problems related to senior perceptionsof the familiarization to the school environment and peer social support, and the purpose of this study was to reveal relationship between these variables. This study uses a correlational method and has a sample of 202 students, who were found using techniques Proportional Random Sampling. Data were collected using a scale measuring senior perceptionsof the familiarization to the school environment (31 valid items = 0.914), a scale measuring peer social support (29 valid items = 0.873), and scale measuringbullying to junior (29 items valid = 0.902). Data were analyzed by multiple regression, and the results showed a correlation coefficient R = 0.089 and p = 0.00 (p> 0.05). The results showed that there was a negative and significant relationship between senior perceptions of familiarization to the school environment and peer social support with bullying to juniors.
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Shulman, Shmuel, i Miri Scharf. "Adolescent Romantic Behaviors and Perceptions: Age- and Gender-Related Differences, and Links With Family and Peer Relationships". Journal of Research on Adolescence 10, nr 1 (styczeń 2000): 99–118. http://dx.doi.org/10.1207/sjra1001_5.
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Hansford, Brian, i John Hattie. "Perceptions of Communicator Style and Educational Environments". Australian Journal of Education 33, nr 1 (kwiecień 1989): 53–67. http://dx.doi.org/10.1177/000494418903300105.
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This study examined the relationship between the perceived communicator styles and educational environments of 1675 students from 18 New South Wales high schools. Two major communicator style profiles described as ‘animated-dominant’ and ‘supportive-attentive’ were related to actual school environments and three preferred classroom environments defined as ‘peer-conflict’, ‘individualisation’ and ‘teacher-managed’. The findings indicate a very positive association between supportive-attentive communicator style and actual school environments. In sharp contrast, students perceived as animated-dominant held rather negative views concerning teachers, affective climate and opportunity for advancement in the actual school environment. In terms of preferred classroom environments, the only consistent finding was a rejection by students perceived as having animated-dominant and supportive-attentive communicator styles of a rather restrictive teacher-managed environment. Neither of these major findings was substantially modified by the year level or sex of the high school student.
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Fullick, Julia M., Kimberly A. Smith-Jentsch i Dana L. Kendall. "Advisees' Expectations for Support as Moderator Between Advisor Behavior and Advisee Perceptions of Advisor Behavior". NACADA Journal 33, nr 2 (1.12.2013): 55–64. http://dx.doi.org/10.12930/nacada-11-383.
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We tested relationships between students' expectations of psychosocial and career support through a peer advising program, the frequency of advisor behaviors consistent with these types of support (coded from transcripts), and advisee perceptions after receiving such support. Participants were 179 advisor–advisee dyads at a large southeastern university. Results demonstrated that advisees' expectations of psychosocial support were positively related to their perceptions of having received such support but not to the frequency of relevant advisor behaviors. Advisee expectations for career support did not predict advisor behavior. However, such expectations strengthened the relationship between the frequency of relevant advisor behaviors and advisees' perceptions of the career support received. These results underscore the importance of aligning advisor–advisee expectations and behaviors.