subject:(peer perception)

NSYSU

1. Yao, Yi-nien. On Peer Pressure of Partnerships.

Degree: Master, Economics, 2015, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0609115-225413

► In this paper we divide pressure function to two types to explain everyday life in an easy way, proving that some people do enjoy the… (more)

Subjects/Keywords: Peer Pressure; Perception; Partnership

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APA (6^th Edition):

Yao, Y. (2015). On Peer Pressure of Partnerships. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0609115-225413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yao, Yi-nien. “On Peer Pressure of Partnerships.” 2015. Thesis, NSYSU. Accessed January 19, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0609115-225413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yao, Yi-nien. “On Peer Pressure of Partnerships.” 2015. Web. 19 Jan 2021.

Vancouver:

Yao Y. On Peer Pressure of Partnerships. [Internet] [Thesis]. NSYSU; 2015. [cited 2021 Jan 19]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0609115-225413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yao Y. On Peer Pressure of Partnerships. [Thesis]. NSYSU; 2015. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0609115-225413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

2. Ngo Ibom, Salome Clemence. Peer educators' perception of the '100% Young' peer education training programme .

Degree: 2015, University of South Africa

URL: http://hdl.handle.net/10500/25082

► Preventing teenagers’ pregnancies and improving teenagers’ reproductive health are important as pregnancies in teenagers still represent an important health challenge in Cameroon. The purpose of… (more)

Subjects/Keywords: Teenagers; Peer education; Peer educators; Sexual behaviour; Teenage pregnancy; Perception

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APA (6^th Edition):

Ngo Ibom, S. C. (2015). Peer educators' perception of the '100% Young' peer education training programme . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/25082

Chicago Manual of Style (16^th Edition):

Ngo Ibom, Salome Clemence. “Peer educators' perception of the '100% Young' peer education training programme .” 2015. Masters Thesis, University of South Africa. Accessed January 19, 2021. http://hdl.handle.net/10500/25082.

MLA Handbook (7^th Edition):

Ngo Ibom, Salome Clemence. “Peer educators' perception of the '100% Young' peer education training programme .” 2015. Web. 19 Jan 2021.

Vancouver:

Ngo Ibom SC. Peer educators' perception of the '100% Young' peer education training programme . [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10500/25082.

Council of Science Editors:

Ngo Ibom SC. Peer educators' perception of the '100% Young' peer education training programme . [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/25082

University of South Africa

3. Clemence, Ngo Ibom Salome. Peer educators’ perception of the ‘100% Young’ peer education training programme .

Degree: 2015, University of South Africa

URL: http://hdl.handle.net/10500/20717

► Preventing teenagers’ pregnancies and improving teenagers’ reproductive health are important as pregnancies in teenagers still represent an important health challenge in Cameroon. The purpose of… (more)

Subjects/Keywords: Teenagers; Peer education; Peer educators; Sexual behaviour; Teenage pregnancy; Perception

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APA (6^th Edition):

Clemence, N. I. S. (2015). Peer educators’ perception of the ‘100% Young’ peer education training programme . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/20717

Chicago Manual of Style (16^th Edition):

Clemence, Ngo Ibom Salome. “Peer educators’ perception of the ‘100% Young’ peer education training programme .” 2015. Masters Thesis, University of South Africa. Accessed January 19, 2021. http://hdl.handle.net/10500/20717.

MLA Handbook (7^th Edition):

Clemence, Ngo Ibom Salome. “Peer educators’ perception of the ‘100% Young’ peer education training programme .” 2015. Web. 19 Jan 2021.

Vancouver:

Clemence NIS. Peer educators’ perception of the ‘100% Young’ peer education training programme . [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10500/20717.

Council of Science Editors:

Clemence NIS. Peer educators’ perception of the ‘100% Young’ peer education training programme . [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20717

Southern Illinois University

4. Vu, Lan Thi. A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY.

Degree: PhD, English, 2017, Southern Illinois University

URL: https://opensiuc.lib.siu.edu/dissertations/1394

► Although the use of peer assessment in MOOCs is common, there has been little empirical research about peer assessment in MOOCs, especially composition MOOCs.… (more)

▼ Although the use of peer assessment in MOOCs is common, there has been little empirical research about peer assessment in MOOCs, especially composition MOOCs. This study aimed to address issues in peer assessment in a MOOC-based composition course, in particular student perceptions, peer-grading scores versus instructor-grading scores, and peer commentary versus instructor commentary. The findings provided evidence that peer assessment was well received by the majority of student participants from their perspective as both peer evaluators of other students’ papers and as students being evaluated by their peers. However, many student participants also expressed negative feelings about certain aspects of peer assessment, for example peers’ lack of qualifications, peers’ negative and critical comments, and unfairness of peer grading. Statistical analysis of grades given by student peers and instructors revealed a consistency among grades given by peers but a low consistency between grades given by peers and those given by instructors, with the peer grades tending to be higher than those assigned by instructors. In addition, analysis of peer and instructor commentary revealed that peers’ commentary differed from instructors’ on specific categories of writing issues (idea development, organization, or sentence-level). For instance, on average peers focused a greater percentage of their comments (70%) on sentence-level issues than did instructors (64.7%), though both groups devoted more comments to sentence-level issues than to the two other issue categories. Peers’ commentary also differed from instructors’ in the approaches their comments took to communicating the writing issue (through explanation, question, or correction). For example, in commenting on sentence-level errors, on average 85% of peers’ comments included a correction as compared to 96% of instructors’ comments including that approach. In every comment category (idea development, organization, sentence-level), peers used a lower percentage of explanation—at least 10% lower—than did instructors. Overall, findings and conclusions of the study have limitations due to (1) the small size of composition MOOC studied and small sample size of graded papers used for the analysis, (2) the lack of research and scarcity of document archives on issues the study discussed, (3) the lack of examination of factors (i.e. level of education, cultural background, and English language proficiency) that might affect student participants’ perception of peer assessment, and (4) the lack of analysis of head notes, end notes, and length of comments. However, the study has made certain contributions to the existing literature, especially student perception of peer assessment in the composition MOOC in this study. Analysis of the grades given by peers and instructors in the study provides evidence-based information about whether online peer assessment should be used in MOOCs, especially composition MOOCs and what factors might affect the applicability and consistency of peer… Advisors/Committee Members: McClure, Lisa, Cogie, Jane.

Subjects/Keywords: Composition MOOCs; Instructors' Comments; Peer Assessment; Peer-Grading Scores; Peers' Comments; Student Perception

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APA (6^th Edition):

Vu, L. T. (2017). A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY. (Doctoral Dissertation). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/dissertations/1394

Chicago Manual of Style (16^th Edition):

Vu, Lan Thi. “A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY.” 2017. Doctoral Dissertation, Southern Illinois University. Accessed January 19, 2021. https://opensiuc.lib.siu.edu/dissertations/1394.

MLA Handbook (7^th Edition):

Vu, Lan Thi. “A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY.” 2017. Web. 19 Jan 2021.

Vancouver:

Vu LT. A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY. [Internet] [Doctoral dissertation]. Southern Illinois University; 2017. [cited 2021 Jan 19]. Available from: https://opensiuc.lib.siu.edu/dissertations/1394.

Council of Science Editors:

Vu LT. A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY. [Doctoral Dissertation]. Southern Illinois University; 2017. Available from: https://opensiuc.lib.siu.edu/dissertations/1394

5. Simpson, Lisa A. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

URL: https://repository.usfca.edu/diss/63

► Students with autism often display significant challenges when acquiring friendships and participating in ongoing relationships with typical peers. The social interaction deficits that characterize… (more)

Subjects/Keywords: autism; peer-mediated intervention; peer perception; social interaction; Education; Special Education and Teaching

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APA (6^th Edition):

Simpson, L. A. (2013). Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/63

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simpson, Lisa A. “Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.” 2013. Thesis, University of San Francisco. Accessed January 19, 2021. https://repository.usfca.edu/diss/63.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simpson, Lisa A. “Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.” 2013. Web. 19 Jan 2021.

Vancouver:

Simpson LA. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2021 Jan 19]. Available from: https://repository.usfca.edu/diss/63.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simpson LA. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/63

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Saka, Merve. EFL teachers’ and students’ perceptions of peer review in upper secondary schools in Sweden.

Degree: Culture and Communication, 2019, Mälardalen University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47169

► The aim of this study was to examine how three teachers of English as a foreign language (EFL) in Swedish upper secondary education use… (more)

Subjects/Keywords: EFL; teacher perception; peer review; peer feedback; student perception; upper secondary education; writing; anxiety; Learning; Lärande; Pedagogy; Pedagogik

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APA (6^th Edition):

Saka, M. (2019). EFL teachers’ and students’ perceptions of peer review in upper secondary schools in Sweden. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Saka, Merve. “EFL teachers’ and students’ perceptions of peer review in upper secondary schools in Sweden.” 2019. Thesis, Mälardalen University. Accessed January 19, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Saka, Merve. “EFL teachers’ and students’ perceptions of peer review in upper secondary schools in Sweden.” 2019. Web. 19 Jan 2021.

Vancouver:

Saka M. EFL teachers’ and students’ perceptions of peer review in upper secondary schools in Sweden. [Internet] [Thesis]. Mälardalen University; 2019. [cited 2021 Jan 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Saka M. EFL teachers’ and students’ perceptions of peer review in upper secondary schools in Sweden. [Thesis]. Mälardalen University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

7. Sinclair, Keneisha Rachelle. Impact of Physical and Relational Victimization on Self-Cognitions in Children and Adolescents.

Degree: MS, Psychology, 2011, Vanderbilt University

URL: http://hdl.handle.net/1803/11031

► Prospective relations of physical and relational peer victimization to positive and negative self-cognitions were examined in a one-year, two-wave longitudinal study. Self-reports of cognitions and… (more)

Subjects/Keywords: self-perception; bullying; victimization; peer relations; human sex differences; cognitions; depression

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APA (6^th Edition):

Sinclair, K. R. (2011). Impact of Physical and Relational Victimization on Self-Cognitions in Children and Adolescents. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11031

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sinclair, Keneisha Rachelle. “Impact of Physical and Relational Victimization on Self-Cognitions in Children and Adolescents.” 2011. Thesis, Vanderbilt University. Accessed January 19, 2021. http://hdl.handle.net/1803/11031.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sinclair, Keneisha Rachelle. “Impact of Physical and Relational Victimization on Self-Cognitions in Children and Adolescents.” 2011. Web. 19 Jan 2021.

Vancouver:

Sinclair KR. Impact of Physical and Relational Victimization on Self-Cognitions in Children and Adolescents. [Internet] [Thesis]. Vanderbilt University; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1803/11031.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sinclair KR. Impact of Physical and Relational Victimization on Self-Cognitions in Children and Adolescents. [Thesis]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/11031

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

8. Dorrian, Ann. The development of the self concept in adolescents undergoing a peer counsellor training programme.

Degree: M. Ed., Education, 1998, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/5821

► The main focus of this research study was to assess changes that occurred in the self concept of female adolescents undergoing an interpersonal skills training… (more)

▼ The main focus of this research study was to assess changes that occurred in the self concept of female adolescents undergoing an interpersonal skills training course that was incorporated into a peer counselling pre-selection training programme. Secondary aims were formulated, on the basis that the course would form an integral part of the existing peer counselling programme, to increase the effectiveness of the existing programme and improve perceptions of counselling and guidance in the school environment. A careful investigation was made of various measures of the self concept, and their usage within the South African context. It was decided to use the Tennessee Self-Concept Scale (TSCS). Use was also made of a questionnaire, consisting of both closed-ended and open-ended questions to substantiate and augment findings established by the TSCS. The actual programme, which formed the basis of this research, took place during the second school term, after school hours. The setting of the research in the school environment, as part of an existing school programme was seen as being advantageous. Problems attached to sustaining such a programme in a natural setting were carefully assessed and considered. A comparison group was established at a similar school in a neighbouring city, to try to establish levels of validity. Because an important aspect of this programme was the active involvement of learners in the school environment, learners who were already peer counsellors were involved in the running of the course. The actual programme was based on the concepts established by Rogers and developed by researchers such as Purkey and Novak. Consideration was given to theoretical aspects applicable to adolescents in the study of the self concept. The results of the TSCS and the questionnaire were analysed and changes to the self concept of the experimental and comparison groups were considered. Positive gains in the self concept of the experimental group were noted. However, caution was expressed in the interpretation of this information due to the difficulties inherent in defining the self concept and in controlling other variables which may have be influential. An important aspect of this study is the democratic nature inherent to the peer counselling model. This aspect resulted in specific consideration being given to the role of the educator in organising a peer counselling programme. The researcher considered this of significance in the light of education in an emergent democracy, such as that of South Africa. Advisors/Committee Members: Akhurst, Jacqui. (advisor).

Subjects/Keywords: Education.; Self-perception.; Peer counselling.

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APA (6^th Edition):

Dorrian, A. (1998). The development of the self concept in adolescents undergoing a peer counsellor training programme. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/5821

Chicago Manual of Style (16^th Edition):

Dorrian, Ann. “The development of the self concept in adolescents undergoing a peer counsellor training programme.” 1998. Masters Thesis, University of KwaZulu-Natal. Accessed January 19, 2021. http://hdl.handle.net/10413/5821.

MLA Handbook (7^th Edition):

Dorrian, Ann. “The development of the self concept in adolescents undergoing a peer counsellor training programme.” 1998. Web. 19 Jan 2021.

Vancouver:

Dorrian A. The development of the self concept in adolescents undergoing a peer counsellor training programme. [Internet] [Masters thesis]. University of KwaZulu-Natal; 1998. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10413/5821.

Council of Science Editors:

Dorrian A. The development of the self concept in adolescents undergoing a peer counsellor training programme. [Masters Thesis]. University of KwaZulu-Natal; 1998. Available from: http://hdl.handle.net/10413/5821

Iowa State University

9. Ozkul, Altay. Peer Response in L1 Writing: Impact on Revisions and Student Perceptions.

Degree: 2017, Iowa State University

URL: https://lib.dr.iastate.edu/etd/15394

► Peer response is a strategy frequently used for improving the quality of students’ writing both in L1 and L2 writing context (Paulus, 1999; Baker, 2016).… (more)

Subjects/Keywords: L1 writing; peer feedback; peer response; perception study; revision types; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6^th Edition):

Ozkul, A. (2017). Peer Response in L1 Writing: Impact on Revisions and Student Perceptions. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15394

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ozkul, Altay. “Peer Response in L1 Writing: Impact on Revisions and Student Perceptions.” 2017. Thesis, Iowa State University. Accessed January 19, 2021. https://lib.dr.iastate.edu/etd/15394.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ozkul, Altay. “Peer Response in L1 Writing: Impact on Revisions and Student Perceptions.” 2017. Web. 19 Jan 2021.

Vancouver:

Ozkul A. Peer Response in L1 Writing: Impact on Revisions and Student Perceptions. [Internet] [Thesis]. Iowa State University; 2017. [cited 2021 Jan 19]. Available from: https://lib.dr.iastate.edu/etd/15394.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ozkul A. Peer Response in L1 Writing: Impact on Revisions and Student Perceptions. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15394

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

10. Lee, You-kyung. The personal and social dimensions of peer learning : a 2 x 2 model of socio-cognitive conflict regulation.

Degree: 2017, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:4814

►

Thesis Ph. D. Michigan State University. Educational Psychology and Educational Technology 2017

The purpose of this dissertation study is to investigate the 2 × 2… (more)

▼

Thesis Ph. D. Michigan State University. Educational Psychology and Educational Technology 2017

The purpose of this dissertation study is to investigate the 2 × 2 socio-cognitive conflict regulation framework, with a particular focus on a new construct of concurrence-seeking epistemic regulation, characterized by students' compliance with others' views without experiencing any contradiction. I also examined how perceived competence and social interdependence (i.e., cooperative and competitive contexts) are associated with a range of student outcomes including socio-cognitive conflict regulation (a) in experimental studies using vignettes describing working with the other employee in a workplace (Pilot Study, Study 1) and (b) in a field study by asking undergraduates about group-work experiences in their real classroom (Study 2). Pilot Study (N = 201) and Study 1 (N = 504) provided empirical support for the existence of concurrence-seeking epistemic regulation as a new type of socio-cognitive conflict regulation, along with the validation of the 2 × 2 socio-cognitive conflict model, by evidence of factor structure, reliability of each measure, intercorrelations between the measures, and the effects of competence and social interdependence on each type of regulation. There were significant interactive effects of competence and social interdependence on constructive-epistemic and competitive-relational regulations in both Pilot Study and Study 1. Study 2 (N = 254) confirmed utility of the new measures of socio-cognitive conflict regulation in an actual undergraduate classroom by replicating their factor structure, reliabilities, and convergent and divergent validities from Pilot Study and Study 1. Furthermore, I examined structural relations among different types of students' socio-cognitive conflict regulations and their antecedents (i.e., competence, social interdependence, achievement goals) and consequences (i.e., behavioral engagement/disengagement, critical reasoning), and tested interactive effects of perceived competence and social interdependence using latent moderated structural equations approach. There were significant interactive effects of competence and cooperative perceptions on concurrence-seeking epistemic and protective-relational regulations, and a significant interactive effect of competence and competitive perceptions on protective-relational regulation. The interaction results indicate that as competence is higher, higher cooperative perceptions lead to even lower concurrence-seeking epistemic and protective-relational regulations. And, as perceived competence is higher, higher competitive perceptions lead to even lower protective-relational regulation. In addition, constructive-epistemic regulation showed the most adaptive learning outcomes in terms of behavioral engagement and critical reasoning. This dissertation study's findings refine conceptual model of socio-cognitive conflict regulation and shed light on both social interdependence theory and socio-cognitive conflict theory. They also…

Advisors/Committee Members: Roseth, Cary J, Linnenbrink-Garcia, Lisa, Schmidt, Jennifer, Bowles, Ryan.

Subjects/Keywords: Group work in education – United States; Conflict management – United States; Self-perception – United States; Peer teaching – United States; Self-perception; Peer teaching; Group work in education; Conflict management; Educational psychology

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APA (6^th Edition):

Lee, Y. (2017). The personal and social dimensions of peer learning : a 2 x 2 model of socio-cognitive conflict regulation. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4814

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lee, You-kyung. “The personal and social dimensions of peer learning : a 2 x 2 model of socio-cognitive conflict regulation.” 2017. Thesis, Michigan State University. Accessed January 19, 2021. http://etd.lib.msu.edu/islandora/object/etd:4814.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lee, You-kyung. “The personal and social dimensions of peer learning : a 2 x 2 model of socio-cognitive conflict regulation.” 2017. Web. 19 Jan 2021.

Vancouver:

Lee Y. The personal and social dimensions of peer learning : a 2 x 2 model of socio-cognitive conflict regulation. [Internet] [Thesis]. Michigan State University; 2017. [cited 2021 Jan 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4814.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee Y. The personal and social dimensions of peer learning : a 2 x 2 model of socio-cognitive conflict regulation. [Thesis]. Michigan State University; 2017. Available from: http://etd.lib.msu.edu/islandora/object/etd:4814

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

11. Merritt, Leslie Rene. The relationships between media influence, peer pressure, appearance importance, body perception, and clothing behavior.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/26722

► This study aimed to investigate the relationships between media influence, peer pressure, and appearance importance with adolescent body perception; the relationship between adolescent body perception… (more)

Subjects/Keywords: Adolescents; Ethnicity; Body perception; Media influence; Peer pressure; Appearance importance; Clothing behavior

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APA (6^th Edition):

Merritt, L. R. (2014). The relationships between media influence, peer pressure, appearance importance, body perception, and clothing behavior. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26722

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Merritt, Leslie Rene. “The relationships between media influence, peer pressure, appearance importance, body perception, and clothing behavior.” 2014. Thesis, University of Georgia. Accessed January 19, 2021. http://hdl.handle.net/10724/26722.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Merritt, Leslie Rene. “The relationships between media influence, peer pressure, appearance importance, body perception, and clothing behavior.” 2014. Web. 19 Jan 2021.

Vancouver:

Merritt LR. The relationships between media influence, peer pressure, appearance importance, body perception, and clothing behavior. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10724/26722.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Merritt LR. The relationships between media influence, peer pressure, appearance importance, body perception, and clothing behavior. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26722

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

UCLA

12. Bacio, Guadalupe Alvarado. Alcohol Use Among Latino Adolescents: Neurocognitive and Contextual Explanations of the Immigrant Paradox.

Degree: Psychology, 2014, UCLA

URL: http://www.escholarship.org/uc/item/5z04b4mw

► The purpose of the dissertation was to examine the immigrant paradox in relation to alcohol use patterns among Latino youth and test potential neurocognitive and… (more)

▼ The purpose of the dissertation was to examine the immigrant paradox in relation to alcohol use patterns among Latino youth and test potential neurocognitive and contextual explanations. Specifically, the dissertation analyzed the differences in drinking initiation and alcohol use patterns between non-U.S.-born Latino adolescents and their U.S.-born Latino counterparts. The neurocognitive factors tested included dimensions of impulsivity (i.e. risky decision-making, response inhibition, and delayed discounting) and alcohol use outcome expectancies. The contextual factors examined were association with substance using peers, perceptions of peer norms, different aspects of parental monitoring, and dimensions of familismo. To this end, a study was designed and implemented at a local Los Angeles Unified School District high school during the 2012-2013 academic year. A total of 130 female and male adolescents between ages 14 and 17 who self-identified as Latino participated in the study. Participants completed a series of self-report measures and behavioral tasks that assessed sociodemographic characteristics, patterns of alcohol use, drinking outcome expectancies, risky decision making, response inhibition, delayed reward discounting, peer perceptions of use, association with substance-using peers, aspects of parental monitoring, and dimensions of familismo. Consistent with hypotheses, non-U.S.-born teens were more likely to have started to drink in adolescence, started to drink at a younger age, and were more likely to drink more recently than their non-U.S.-born counterparts. No differences were found in frequency of drinking episodes or number of drinks per drinking occasion. Mediation analyses indicated that perception of peer norms and more favorable evaluations of negative alcohol expectancies helped explain these differences. That is, U.S.-born Latino youth were more likely to believe that a higher proportion of their friends used substances than their non-U.S.-born counterparts and, in turn, reported worse alcohol use outcomes. Similarly, U.S.-born Latino teens evaluated the negative effects of alcohol to be more favorable than non-U.S.-born youth and were as a result more likely to endorse worse alcohol use outcomes. The multi-mediation analyses that simultaneously tested these two potential mediators in one model determined that both peer perception of use by friends and evaluation of negative expectancies were strong explanations of the immigrant paradox in drinking initiation patterns. Results identified that the immigrant paradox is prevalent in patterns of drinking initiation but not in severity of drinking once Latino teens begin using alcohol. Explanations for differences in drinking initiation suggested that both neurocognitive and contextual factors are relevant to understand the immigrant paradox. Both holding favorable valuations of negative alcohol use expectancy outcomes and perception of substance use by friends explained the immigrant paradox in drinking initiation patterns found in this study.…

Subjects/Keywords: Psychology; adolescent alcohol use; alcohol expectancies; immigrant paradox; Latino adolescents; perception of peer substance use; valuations of alcohol expectancies

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APA (6^th Edition):

Bacio, G. A. (2014). Alcohol Use Among Latino Adolescents: Neurocognitive and Contextual Explanations of the Immigrant Paradox. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/5z04b4mw

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bacio, Guadalupe Alvarado. “Alcohol Use Among Latino Adolescents: Neurocognitive and Contextual Explanations of the Immigrant Paradox.” 2014. Thesis, UCLA. Accessed January 19, 2021. http://www.escholarship.org/uc/item/5z04b4mw.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bacio, Guadalupe Alvarado. “Alcohol Use Among Latino Adolescents: Neurocognitive and Contextual Explanations of the Immigrant Paradox.” 2014. Web. 19 Jan 2021.

Vancouver:

Bacio GA. Alcohol Use Among Latino Adolescents: Neurocognitive and Contextual Explanations of the Immigrant Paradox. [Internet] [Thesis]. UCLA; 2014. [cited 2021 Jan 19]. Available from: http://www.escholarship.org/uc/item/5z04b4mw.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bacio GA. Alcohol Use Among Latino Adolescents: Neurocognitive and Contextual Explanations of the Immigrant Paradox. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/5z04b4mw

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

13. Beasley, Eric Matthew. Social norms and academic dishonesty.

Degree: MA, Department of Sociology, 2009, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:17352

Subjects/Keywords: Cheating (Education); College student – Attitudes; Self-perception; Peer pressure

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Beasley, E. M. (2009). Social norms and academic dishonesty. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:17352

Chicago Manual of Style (16^th Edition):

Beasley, Eric Matthew. “Social norms and academic dishonesty.” 2009. Masters Thesis, Michigan State University. Accessed January 19, 2021. http://etd.lib.msu.edu/islandora/object/etd:17352.

MLA Handbook (7^th Edition):

Beasley, Eric Matthew. “Social norms and academic dishonesty.” 2009. Web. 19 Jan 2021.

Vancouver:

Beasley EM. Social norms and academic dishonesty. [Internet] [Masters thesis]. Michigan State University; 2009. [cited 2021 Jan 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:17352.

Council of Science Editors:

Beasley EM. Social norms and academic dishonesty. [Masters Thesis]. Michigan State University; 2009. Available from: http://etd.lib.msu.edu/islandora/object/etd:17352

Montana State University

14. Olson, Erin Marie. Self-concept and peer relations in preschool children.

Degree: MS, College of Education, Health & Human Development, 2001, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/8088

Subjects/Keywords: Self-perception.; Preschool children.; Friendship.; Peer pressure.

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APA (6^th Edition):

Olson, E. M. (2001). Self-concept and peer relations in preschool children. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8088

Chicago Manual of Style (16^th Edition):

Olson, Erin Marie. “Self-concept and peer relations in preschool children.” 2001. Masters Thesis, Montana State University. Accessed January 19, 2021. https://scholarworks.montana.edu/xmlui/handle/1/8088.

MLA Handbook (7^th Edition):

Olson, Erin Marie. “Self-concept and peer relations in preschool children.” 2001. Web. 19 Jan 2021.

Vancouver:

Olson EM. Self-concept and peer relations in preschool children. [Internet] [Masters thesis]. Montana State University; 2001. [cited 2021 Jan 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8088.

Council of Science Editors:

Olson EM. Self-concept and peer relations in preschool children. [Masters Thesis]. Montana State University; 2001. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8088

University of Arkansas

15. Hyde, Katherine C. Rejection Sensitivity and Social Support as Predictors of Peer Victimization among Youth with Psychiatric Illness.

Degree: MA, 2020, University of Arkansas

URL: https://scholarworks.uark.edu/etd/3753

► In this study, I examined whether rejection sensitivity and perceptions of social support predicted concurrent peer victimization in a sample of adolescents with psychiatric… (more)

Subjects/Keywords: adolescence; peer victimization; perceived social support; psychiatric illness; rejection sensitivity; Clinical Psychology; Cognition and Perception; Psychological Phenomena and Processes; Social Psychology

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APA (6^th Edition):

Hyde, K. C. (2020). Rejection Sensitivity and Social Support as Predictors of Peer Victimization among Youth with Psychiatric Illness. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3753

Chicago Manual of Style (16^th Edition):

Hyde, Katherine C. “Rejection Sensitivity and Social Support as Predictors of Peer Victimization among Youth with Psychiatric Illness.” 2020. Masters Thesis, University of Arkansas. Accessed January 19, 2021. https://scholarworks.uark.edu/etd/3753.

MLA Handbook (7^th Edition):

Hyde, Katherine C. “Rejection Sensitivity and Social Support as Predictors of Peer Victimization among Youth with Psychiatric Illness.” 2020. Web. 19 Jan 2021.

Vancouver:

Hyde KC. Rejection Sensitivity and Social Support as Predictors of Peer Victimization among Youth with Psychiatric Illness. [Internet] [Masters thesis]. University of Arkansas; 2020. [cited 2021 Jan 19]. Available from: https://scholarworks.uark.edu/etd/3753.

Council of Science Editors:

Hyde KC. Rejection Sensitivity and Social Support as Predictors of Peer Victimization among Youth with Psychiatric Illness. [Masters Thesis]. University of Arkansas; 2020. Available from: https://scholarworks.uark.edu/etd/3753

Miami University

16. Bergmann, Amelia. EXAMINATION OF THE CONVERSATION PARTICIPATION RATING SCALE.

Degree: MA, Speech Pathology and Audiology, 2014, Miami University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1398991717

► This research study examined the validity of the Conversation Participation Rating Scale (CPRS), a new self-report measure for school-age children ages 8-16. Two case studies… (more)

Subjects/Keywords: Speech Therapy; Child self-report measure; child self-evaluation; conversation participation; social communication; child self-perception; peer interaction

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APA (6^th Edition):

Bergmann, A. (2014). EXAMINATION OF THE CONVERSATION PARTICIPATION RATING SCALE. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1398991717

Chicago Manual of Style (16^th Edition):

Bergmann, Amelia. “EXAMINATION OF THE CONVERSATION PARTICIPATION RATING SCALE.” 2014. Masters Thesis, Miami University. Accessed January 19, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398991717.

MLA Handbook (7^th Edition):

Bergmann, Amelia. “EXAMINATION OF THE CONVERSATION PARTICIPATION RATING SCALE.” 2014. Web. 19 Jan 2021.

Vancouver:

Bergmann A. EXAMINATION OF THE CONVERSATION PARTICIPATION RATING SCALE. [Internet] [Masters thesis]. Miami University; 2014. [cited 2021 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1398991717.

Council of Science Editors:

Bergmann A. EXAMINATION OF THE CONVERSATION PARTICIPATION RATING SCALE. [Masters Thesis]. Miami University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1398991717

Michigan State University

17. Ray, Corey Elizabeth. Perceived parental support and adolescents' psychological well-being : examining the effects of perceived peer pressure and general attitude toward school on the relationship.

Degree: MA, Department of Sociology, 2002, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:31676

Subjects/Keywords: Teenagers – Family relationships; Teenagers – Attitudes; Peer pressure; Perception

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APA (6^th Edition):

Ray, C. E. (2002). Perceived parental support and adolescents' psychological well-being : examining the effects of perceived peer pressure and general attitude toward school on the relationship. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:31676

Chicago Manual of Style (16^th Edition):

Ray, Corey Elizabeth. “Perceived parental support and adolescents' psychological well-being : examining the effects of perceived peer pressure and general attitude toward school on the relationship.” 2002. Masters Thesis, Michigan State University. Accessed January 19, 2021. http://etd.lib.msu.edu/islandora/object/etd:31676.

MLA Handbook (7^th Edition):

Ray, Corey Elizabeth. “Perceived parental support and adolescents' psychological well-being : examining the effects of perceived peer pressure and general attitude toward school on the relationship.” 2002. Web. 19 Jan 2021.

Vancouver:

Ray CE. Perceived parental support and adolescents' psychological well-being : examining the effects of perceived peer pressure and general attitude toward school on the relationship. [Internet] [Masters thesis]. Michigan State University; 2002. [cited 2021 Jan 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:31676.

Council of Science Editors:

Ray CE. Perceived parental support and adolescents' psychological well-being : examining the effects of perceived peer pressure and general attitude toward school on the relationship. [Masters Thesis]. Michigan State University; 2002. Available from: http://etd.lib.msu.edu/islandora/object/etd:31676

18. Keel, Renee A. Critical Incident Stress and the Perceived Availability of Peer Support for Civilian Criminalistics Personnel.

Degree: 2010, University of Nevada – Reno

URL: http://hdl.handle.net/11714/4364

► The vast majority of police-related stress research has focused upon sworn law enforcement officers and the physical, mental and emotional toll the profession exacts. This… (more)

Subjects/Keywords: Criminalistics; Critical Incident Stress; Peer Support; Perception

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APA (6^th Edition):

Keel, R. A. (2010). Critical Incident Stress and the Perceived Availability of Peer Support for Civilian Criminalistics Personnel. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/4364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Keel, Renee A. “Critical Incident Stress and the Perceived Availability of Peer Support for Civilian Criminalistics Personnel.” 2010. Thesis, University of Nevada – Reno. Accessed January 19, 2021. http://hdl.handle.net/11714/4364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Keel, Renee A. “Critical Incident Stress and the Perceived Availability of Peer Support for Civilian Criminalistics Personnel.” 2010. Web. 19 Jan 2021.

Vancouver:

Keel RA. Critical Incident Stress and the Perceived Availability of Peer Support for Civilian Criminalistics Personnel. [Internet] [Thesis]. University of Nevada – Reno; 2010. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/11714/4364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keel RA. Critical Incident Stress and the Perceived Availability of Peer Support for Civilian Criminalistics Personnel. [Thesis]. University of Nevada – Reno; 2010. Available from: http://hdl.handle.net/11714/4364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queensland University of Technology

19. Wainman, Briony Mary. Loneliness and classroom participation in adolescents with learning disabilities : a social cognitive view.

Degree: 2010, Queensland University of Technology

URL: https://eprints.qut.edu.au/38536/

► Students with learning disabilities (LD) often experience significant feelings of loneliness. There is some evidence to suggest that these feelings of loneliness may be related… (more)

▼ Students with learning disabilities (LD) often experience significant feelings of loneliness. There is some evidence to suggest that these feelings of loneliness may be related to social difficulties that are linked to their learning disability. Adolescents experience more loneliness than any other age group, primarily because this is a time of identity formation and self-evaluation. Therefore, adolescents with learning disabilities are highly likely to experience the negative feelings of loneliness. Many areas of educational research have highlighted the impact of negative feelings on learning. This begs the question, =are adolescents with learning disabilities doubly disadvantaged in regard to their learning?‘ That is, if their learning experience is already problematic, does loneliness exacerbate these learning difficulties? This thesis reveals the findings of a doctoral project which examined this complicated relationship between loneliness and classroom participation using a social cognitive framework. In this multiple case-study design, narratives were constructed using classroom observations and interviews which were conducted with 4 adolescent students (2 girls and 2 boys, from years 9-12) who were identified as likely to be experiencing learning disabilities. Discussion is provided on the method used to identify students with learning disabilities and the related controversy of using disability labels. A key aspect of the design was that it allowed the students to relate their school experiences and have their stories told. The design included an ethnographic element in its focus on the interactions of the students within the school as a culture and elements of narrative inquiry were used, particularly in reporting the results. The narratives revealed all participants experienced problematic social networks. Further, an alarmingly high level of bullying was discovered. Participants reported that when they were feeling rejected or were missing a valued other they had little cognitive energy for learning and did not want to be in school. Absenteeism amongst the group was high, but this was also true for the rest of the school population. A number of relationships emerged from the narratives using social cognitive theory. These relationships highlighted the impact of cognitive, behavioural and environmental factors in the school experience of lonely students with learning disabilities. This approach reflects the social model of disability that frames the research.

Subjects/Keywords: loneliness; learning disabilities; classroom participation; social cognitive theory; social model of disability; social skills; bullying; peer-rejection; social perception; social awareness; constructionism; Bandura; ethnography; narrative

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APA (6^th Edition):

Wainman, B. M. (2010). Loneliness and classroom participation in adolescents with learning disabilities : a social cognitive view. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/38536/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wainman, Briony Mary. “Loneliness and classroom participation in adolescents with learning disabilities : a social cognitive view.” 2010. Thesis, Queensland University of Technology. Accessed January 19, 2021. https://eprints.qut.edu.au/38536/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wainman, Briony Mary. “Loneliness and classroom participation in adolescents with learning disabilities : a social cognitive view.” 2010. Web. 19 Jan 2021.

Vancouver:

Wainman BM. Loneliness and classroom participation in adolescents with learning disabilities : a social cognitive view. [Internet] [Thesis]. Queensland University of Technology; 2010. [cited 2021 Jan 19]. Available from: https://eprints.qut.edu.au/38536/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wainman BM. Loneliness and classroom participation in adolescents with learning disabilities : a social cognitive view. [Thesis]. Queensland University of Technology; 2010. Available from: https://eprints.qut.edu.au/38536/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Ros, Rebeka. Vrstniški odnosi v osnovni šoli: odnosi med različnimi vidiki socialne sprejetosti.

Degree: 2017, Univerza v Mariboru

URL: https://dk.um.si/IzpisGradiva.php?id=64828 ; https://dk.um.si/Dokument.php?id=108765&dn= ; https://plus.si.cobiss.net/opac7/bib/22935304?lang=sl

►

Namen magistrske naloge je bil raziskati odnose med različnimi vidiki socialne sprejetosti. Preučila sem sociometrično strukturo posameznih razredov na razredni stopnji ter učenčevo zaznavanje lastne… (more)

▼

Namen magistrske naloge je bil raziskati odnose med različnimi vidiki socialne sprejetosti. Preučila sem sociometrično strukturo posameznih razredov na razredni stopnji ter učenčevo zaznavanje lastne socialne sprejetosti. Prav tako sem preverila, ali učna uspešnost predstavlja dejavnik združevanja preučevanih učencev v skupine ter v kolikšni meri razredničarke poznajo sociometrično strukturo svojih razredov. V raziskavo sta bila vključena dva četrta in dva peta razreda, skupaj enainosemdeset učencev ter štiri razredničarke. Podatki, ki se navezujejo na sociometrično strukturo razredov, so bili zbrani s sociometrično preizkušnjo. Učenci so odgovorili tudi na vprašanje o pričakovanih pozitivnih izbirah. Ti podatki so dali odgovor na raziskovalno vprašanje, ali preučevani učenci točno ocenjujejo svojo socialno sprejetost. Poznavanje razredničark sociometrične strukture svojega razreda sem preučila z analizo strukturiranega intervjuja. Rezultati so pokazali, da večina učencev, ki spada v sociometrično skupino povprečnih, priljubljenih ali kontroverznih, realno ocenjuje lastno socialno priljubljenost v razredu. Zavrnjeni učenci večinoma precenjujejo stopnjo sprejetosti med vrstniki. Nekateri prezrti učenci dobro zaznavajo lastno socialno sprejetost, medtem ko jo nekateri precenjujejo. Rezultati, ki se navezujejo na učni uspeh, so pokazali, da učni uspeh v preučevanih razredih ne predstavlja dejavnika združevanja učencev v skupine. Analiza intervjujev je pokazala, da samo ena razredničarka pozna sociometrično strukturo svojega razreda.

The purpose of this dissertation was to explore the relationships between different aspects of social acceptance. The study focussed on the sociometric structure of individual classes in primary school and pupils' awareness of their own social acceptance. It was also tested whether academic achievement presents a factor in the formation of peer groups, and how familiar class teachers are with the sociometric structure of their classes. Two fourth-year classes and two fifth-year-classes were included in the research

81 pupils and 4 class teachers in total. The data regarding the sociometric structure of the classes was gathered with the help of the sociometric test. The pupils also answered a question about the expected number of positive nominations. This data gave the answer to the research question whether the studied pupils were able to accurately assess their own social acceptance. Class teachers’ awareness of the sociometric structure was studied with the analysis of a structured interview. The results showed that most of the pupils that belong in the average, popular or controversial sociometric group can realistically asses their own popularity in the class. The rejected pupils mostly overestimate the level of social acceptance amongst their peers. Some neglected learners have a good awareness of their social acceptance while some overestimate it. The results regarding the academic achievement showed that it is not a factor in the formation of peer groups. The analysis of the…

Advisors/Committee Members: Košir, Katja.

Subjects/Keywords: vrstniški odnosi; socialna sprejetost; sociometrična preizkušnja; samopercepcija; učni uspeh; peer relationships; social acceptance; sociometric test; self-perception; academic success; info:eu-repo/classification/udc/37.064.3-057.874(043.2)

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APA (6^th Edition):

Ros, R. (2017). Vrstniški odnosi v osnovni šoli: odnosi med različnimi vidiki socialne sprejetosti. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=64828 ; https://dk.um.si/Dokument.php?id=108765&dn= ; https://plus.si.cobiss.net/opac7/bib/22935304?lang=sl

Chicago Manual of Style (16^th Edition):

Ros, Rebeka. “Vrstniški odnosi v osnovni šoli: odnosi med različnimi vidiki socialne sprejetosti.” 2017. Masters Thesis, Univerza v Mariboru. Accessed January 19, 2021. https://dk.um.si/IzpisGradiva.php?id=64828 ; https://dk.um.si/Dokument.php?id=108765&dn= ; https://plus.si.cobiss.net/opac7/bib/22935304?lang=sl.

MLA Handbook (7^th Edition):

Ros, Rebeka. “Vrstniški odnosi v osnovni šoli: odnosi med različnimi vidiki socialne sprejetosti.” 2017. Web. 19 Jan 2021.

Vancouver:

Ros R. Vrstniški odnosi v osnovni šoli: odnosi med različnimi vidiki socialne sprejetosti. [Internet] [Masters thesis]. Univerza v Mariboru; 2017. [cited 2021 Jan 19]. Available from: https://dk.um.si/IzpisGradiva.php?id=64828 ; https://dk.um.si/Dokument.php?id=108765&dn= ; https://plus.si.cobiss.net/opac7/bib/22935304?lang=sl.

Council of Science Editors:

Ros R. Vrstniški odnosi v osnovni šoli: odnosi med različnimi vidiki socialne sprejetosti. [Masters Thesis]. Univerza v Mariboru; 2017. Available from: https://dk.um.si/IzpisGradiva.php?id=64828 ; https://dk.um.si/Dokument.php?id=108765&dn= ; https://plus.si.cobiss.net/opac7/bib/22935304?lang=sl

Texas A&M University

21. Grizzle, Jonhenry Cordell. The influence of contagion information and behavior on older adolescents' perceptions of peers with chronic illness.

Degree: MS, Psychology, 2005, Texas A&M University

URL: http://hdl.handle.net/1969.1/2798

► To explore attributions about chronically ill peers, 545 older adolescents ages 17-26 read a short vignette describing a brief social encounter with a hypothetical peer… (more)

Subjects/Keywords: peer perceptions; peer perception; chronic illness; adjustment; acceptance; assigned blame; responsibility; percieved similarity; similarity; experience with illness; illness experience; knowledge of illness; illness knowledge; symptomatology; behavior

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APA (6^th Edition):

Grizzle, J. C. (2005). The influence of contagion information and behavior on older adolescents' perceptions of peers with chronic illness. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2798

Chicago Manual of Style (16^th Edition):

Grizzle, Jonhenry Cordell. “The influence of contagion information and behavior on older adolescents' perceptions of peers with chronic illness.” 2005. Masters Thesis, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/2798.

MLA Handbook (7^th Edition):

Grizzle, Jonhenry Cordell. “The influence of contagion information and behavior on older adolescents' perceptions of peers with chronic illness.” 2005. Web. 19 Jan 2021.

Vancouver:

Grizzle JC. The influence of contagion information and behavior on older adolescents' perceptions of peers with chronic illness. [Internet] [Masters thesis]. Texas A&M University; 2005. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/2798.

Council of Science Editors:

Grizzle JC. The influence of contagion information and behavior on older adolescents' perceptions of peers with chronic illness. [Masters Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2798

University of Dayton

22. Rahman, Romaisha. How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers.

Degree: MA, English, 2018, University of Dayton

URL: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285

► The influx of international students into universities in the United States in the past few years (Project Atlas, 2017) has had a direct impact on… (more)

▼ The influx of international students into universities in the United States in the past few years (Project Atlas, 2017) has had a direct impact on the number of international students visiting the writing centers (Hall, 2013; Devet et al., 1997). While studies show that a huge population of international students find writing tutors to be more approachable and helpful than many of their classroom instructors (as cited in Williams, 2002), this same population has reportedly shown resistance in working with international peer tutors in many of the writing centers across the country. Although the “native speaker fallacy” (Phillipson, 1992) is nothing new to the field of language education, the belief that the tutoring skills of the international writing tutors who speak English as their second language is any less than the domestic tutors who are native speakers of English simply defeats the purpose and goal of writing centers— which is to achieve an environment where the tutor and the tutee can engage in a healthy conversation about the writing and the writing process in general. This study sought to find out if “native speaker fallacy” is prevalent among international students in the domain of writing tutoring in writing centers. The findings of the study indicates presence of not only one but two types of native speaker fallacies—markedly making room for categorization of native speaker fallacy. While the first fallacy discovered directly connects with Philipson’s (1992) traditional definition of native speaker fallacy, the second fallacy discovered has little correlation with the definition but is linked more to the cognition that people have about their own linguistic ability in English; the study is naming this newly found fallacy as the outer circle discrepancy. The data collected from this study helps to raise awareness of such biases or fallacies and assists the field of education (writing centers included) to design specialized instructional approaches and awareness-raising programs to educate international students who exhibit either of the fallacies. Advisors/Committee Members: Haan, Jennifer E. (Advisor).

Subjects/Keywords: Multilingual Education; Teaching; Multicultural Education; Linguistics; Literacy; Language Arts; Language; Ethnic Studies; English As A Second Language; Education; native speaker fallacy in writing centers; types of native speaker fallacies; international peer tutors in writing centers; nonnative English speaking writing tutors; perception of international students toward international peer tutors

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rahman, R. (2018). How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers. (Masters Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285

Chicago Manual of Style (16^th Edition):

Rahman, Romaisha. “How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers.” 2018. Masters Thesis, University of Dayton. Accessed January 19, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285.

MLA Handbook (7^th Edition):

Rahman, Romaisha. “How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers.” 2018. Web. 19 Jan 2021.

Vancouver:

Rahman R. How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers. [Internet] [Masters thesis]. University of Dayton; 2018. [cited 2021 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285.

Council of Science Editors:

Rahman R. How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers. [Masters Thesis]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285

University of Florida

23. Landau, Marcia Goodman, 1940-. Comparisons of the perceptions of social interactions of clinic and non-clinic children.

Degree: 1972, University of Florida

URL: https://ufdc.ufl.edu/UF00097622

Subjects/Keywords: Adjectives; Adults; Analysis of variance; Child development; Child psychology; Movies; Peer relations; Psychology; Social interaction; Social perception; Child study; Counselor Education thesis Ph. D; Social perception

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APA (6^th Edition):

Landau, Marcia Goodman, 1. (1972). Comparisons of the perceptions of social interactions of clinic and non-clinic children. (Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UF00097622

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Landau, Marcia Goodman, 1940-. “Comparisons of the perceptions of social interactions of clinic and non-clinic children.” 1972. Thesis, University of Florida. Accessed January 19, 2021. https://ufdc.ufl.edu/UF00097622.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Landau, Marcia Goodman, 1940-. “Comparisons of the perceptions of social interactions of clinic and non-clinic children.” 1972. Web. 19 Jan 2021.

Vancouver:

Landau, Marcia Goodman 1. Comparisons of the perceptions of social interactions of clinic and non-clinic children. [Internet] [Thesis]. University of Florida; 1972. [cited 2021 Jan 19]. Available from: https://ufdc.ufl.edu/UF00097622.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Landau, Marcia Goodman 1. Comparisons of the perceptions of social interactions of clinic and non-clinic children. [Thesis]. University of Florida; 1972. Available from: https://ufdc.ufl.edu/UF00097622

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Canberra

24. Dornan, Don. Peer perception of the intellectually handicapped.

Degree: 1986, University of Canberra

URL: http://erl.canberra.edu.au./public/adt-AUC20060705.131044

► In 1980 Jackson and Knowles presented a paper at the Australian Group for the Study of Mental Deficiency [A.G.S.O.M.D.] conference in Launceston, Tasmania. The paper, titled "Primary… (more)

▼ In 1980 Jackson and Knowles presented a paper at the Australian Group for the Study of Mental Deficiency [A.G.S.O.M.D.] conference in Launceston, Tasmania. The paper, titled "Primary School Children's Perceptions and Understandings of Mental Retardation", reported in detail responses on twenty questions from the sixty-three item questionnaire instrument used in their study. These twenty questions reflected stereotyped responses of an alarming nature. If these responses were a reflection of how Australian children generally thought, then integration of the intellectually handicapped child into mainstream classes would be counter productive. The current study was initiated to help assess the attitudes of Australian Capital Territory children to the Intellectually Handicapped. The twenty significant questions from the Tasmanian study were formed into a questionnaire and administered to 769 children in Years 3 and 6 from six Government and two Catholic schools in the Australian Capital Territory. In most cases the results were in direct contrast to those obtained in Tasmania. At first glance this meant that the attitudes of Australian Capital Territory children towards the Intellectually Handicapped were much less stereotyped than those of Tasmanian children. Further investigation, however, led to the discovery that the results from the Tasmanian study were spurious. The date had not been accurately computerized, giving a result that was probably the reverse of what Tasmanian children actually thought. Four supplementary hypotheses, comparing the responses of Years 3 and 6 girls and boys, Government and Private schools, exposed and unexposed schools, were tested. The analysis of the data for these hypotheses supported, to some degree, past findings that older children and girls have less stereotyped attitudes towards the Intellectually Handicapped than younger children and boys. The responses of Government schools versus Private schools were varied. Three of the five significantly different responses indicated a less stereotyped view was held by Government school children, while two of these significant questions indicated a less stereotyped view was held by Private school children. With regard to exposed and unexposed schools, the two significantly different responses indicated less stereotyped views were held by the nonexposed children. Future directions are indicated in the sections dealing with Limitations and Future Directions.

Subjects/Keywords: intellectually handicapped; peer perception; primary schools; Australian Group for the Study of Mental Deficiency

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dornan, D. (1986). Peer perception of the intellectually handicapped. (Thesis). University of Canberra. Retrieved from http://erl.canberra.edu.au./public/adt-AUC20060705.131044

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dornan, Don. “Peer perception of the intellectually handicapped.” 1986. Thesis, University of Canberra. Accessed January 19, 2021. http://erl.canberra.edu.au./public/adt-AUC20060705.131044.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dornan, Don. “Peer perception of the intellectually handicapped.” 1986. Web. 19 Jan 2021.

Vancouver:

Dornan D. Peer perception of the intellectually handicapped. [Internet] [Thesis]. University of Canberra; 1986. [cited 2021 Jan 19]. Available from: http://erl.canberra.edu.au./public/adt-AUC20060705.131044.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dornan D. Peer perception of the intellectually handicapped. [Thesis]. University of Canberra; 1986. Available from: http://erl.canberra.edu.au./public/adt-AUC20060705.131044

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Nídia Peixoto de Magalhães, Vaz. “Preciso de vocês”: Ideação suicida e percepção da qualidade da relação na adolescência.

Degree: 2009, ISPA

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/4323

►

Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário

No presente estudo procurou-se aferir se, no decurso da adolescência, a presença de ideação suicida pode… (more)

▼

Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário

No presente estudo procurou-se aferir se, no decurso da adolescência, a presença de ideação suicida pode ser relacionada com a percepção que o adolescente tem da qualidade da sua relação com a família e com o grupo de pares. Procurou-se, de igual forma, verificar quais das variáveis, percepção da qualidade da relação com a família e percepção da qualidade da relação com o grupo de pares, tem maior impacto na presença de ideação suicida. Por fim, procurou-se apurar se existem diferenças quanto à idade e ao género relativamente à presença de ideação suicida e à percepção da qualidade da sua relação com o grupo familiar e com o grupo de pares. A amostra é composta por 342 adolescentes de ambos os sexos, com idades compreendidas entre os 11 e os 18 anos, sendo que estes se encontram a frequentar escolas do distrito de Setúbal e Santarém. Utilizou-se como instrumentos o Questionário de Ideação Suicida (adaptado por Ferreira & Castela, 1999) e o Questionário de Auto-Descrição II (Marsh, 1992). Espera-se que exista uma relação entre a percepção que o adolescente tem da qualidade da sua relação com a família e com o grupo de pares e a presença de ideação suicida. Assim como se espera que existam diferenças significativas a nível da faixa etária e do género em função da ideação suicida e da percepção da qualidade da sua relação com o grupo familiar e com o grupo de pares.

This research is intended to check if, during adolescence, the presence of suicidal ideation can be related to the perception the adolescent has of his/her relational quality with the family and peer group. It also aimed at verifying which variable, perception of family relational quality and perception of peer group relational quality, has a stronger impact on the presence of suicidal ideation. Finally, it intended to find out if there are any differences as for age and gender concerning the presence of suicidal ideation and the perception of their relational quality with the family and peer group. The sample studied comprises 342 male and female adolescents, aged 11 to 18 years, and attending schools in the districts of Setúbal and Santarém. The instruments used were the Suicidal Ideation Questionnaire (adapted by Ferreira & Castela, 1999) and the Self-Description Questionnaire II (Marsh, 1992). A relation between the perception the adolescent has of his/her relational quality with the family and peer groups and the presence of suicidal ideation is to be expected. Significant differences at the level of age group and gender concerning suicidal ideation and perception of relational quality with the family and peer groups are also expected.

Advisors/Committee Members: Maria Gouveia, Pereira.

Subjects/Keywords: Adolescência; Ideação suicida; Percepção da qualidade da relação com a família e com grupo de pares; Adolescence; Suicidal ideation; Perception of relational quality with the family and the peer group; Domínio/Área Científica::Ciências Sociais::Psicologia

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APA (6^th Edition):

Nídia Peixoto de Magalhães, V. (2009). “Preciso de vocês”: Ideação suicida e percepção da qualidade da relação na adolescência. (Thesis). ISPA. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/4323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nídia Peixoto de Magalhães, Vaz. ““Preciso de vocês”: Ideação suicida e percepção da qualidade da relação na adolescência.” 2009. Thesis, ISPA. Accessed January 19, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/4323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nídia Peixoto de Magalhães, Vaz. ““Preciso de vocês”: Ideação suicida e percepção da qualidade da relação na adolescência.” 2009. Web. 19 Jan 2021.

Vancouver:

Nídia Peixoto de Magalhães V. “Preciso de vocês”: Ideação suicida e percepção da qualidade da relação na adolescência. [Internet] [Thesis]. ISPA; 2009. [cited 2021 Jan 19]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/4323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nídia Peixoto de Magalhães V. “Preciso de vocês”: Ideação suicida e percepção da qualidade da relação na adolescência. [Thesis]. ISPA; 2009. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/4323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Ferreira, Joana Rita Cardoso. “Diz-me com quem andas e dir-te-ei quem és”: Influência dos grupos de pares na desviância juvenil.

Degree: 2016, ISPA

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/5337

►

Dissertação de Mestrado apresentada no ISPA - Instituto Universitário

Este estudo teve como objetivo primário explorar a relação entre os grupos de pares e os… (more)

▼

Dissertação de Mestrado apresentada no ISPA - Instituto Universitário

Este estudo teve como objetivo primário explorar a relação entre os grupos de pares e os comportamentos desviantes, assim como a relação entre o autocontrolo e a conduta desviante. Como segundo objetivo, pretendeu-se compreender de que forma a perceção da gravidade dos comportamentos desviantes é influenciada pelos grupos de pares, perpetuando assim uma trajetória desviante no desenvolvimento dos jovens. A amostra do estudo é constituída por 178 alunos de uma Escola Secundária de Lisboa, com idades compreendidas entre os 15 e os 18 anos de idade. Neste estudo recorreu-se aos seguintes instrumentos: Escala de Autocontrolo (Fonseca, 2002), Escala de Identificação ao grupo (Miranda & Gouveia-Pereira, 2004), Escala de Comportamentos Desviantes (Sanches & Gouveia-Pereira, 2013) e Escala da Perceção da Gravidade dos Comportamentos Desviantes, uma adaptação da Escala de Comportamentos Desviantes (Sanches & Gouveia-Pereira, 2013). A análise dos resultados demonstrou que não existem diferenças significativas entre os tipos de grupo (formal e informal) e os comportamentos desviantes assim como não existem diferenças significativas na perceção da gravidade dos comportamentos desviantes entre os diferentes tipos de grupo. No entanto, os resultados demonstraram que a perceção da gravidade dos comportamentos desviantes media parcialmente a relação entre o autocontrolo e os comportamentos desviantes.

This study had, as its primary purpose, to explore the relationship between peer groups and deviant behaviours, as well as the relationship between self-control and deviant conduct. As for a secondary goal, it was desired to comprehend the way the perception of seriousness of the deviant behaviours was influenced by peer groups, therefore perpetuating a deviant trajectory in the youth’s development. The sample of this study was composed by 178 students who belonged to a Lisbon high school, with comprehended ages between 15 and 18 years old. This study used the following instruments: Self-control Scale (Fonseca, 2002), Group Identification Scale (Mirand & Gouveia-Pereira, 2013) and Perception of Seriousness of Deviant Behaviour Scale, and adaption of Deviant Behaviours Scale (Sanches & Gouveia-Pereira, 2013). The analysis of the results demonstrated that there no significant differences between the types of groups (formal and informal) and the deviant behaviours as well there no significant differences between perception of seriousness of the deviant behaviours and the types of groups. However, the results showed that the perception of the seriousness of deviant behaviours partially mediates the relationship between self-control and deviant behaviour.

Advisors/Committee Members: Pereira, Maria Gouveia.

Subjects/Keywords: Grupos de pares; Comportamentos desviantes; Autocontrolo; Perceção da gravidade dos comportamentos desviantes; Peer groups; Deviant behaviours; Self-control; Perception of seriousness of the deviant behaviours; Domínio/Área Científica::Ciências Sociais::Psicologia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ferreira, J. R. C. (2016). “Diz-me com quem andas e dir-te-ei quem és”: Influência dos grupos de pares na desviância juvenil. (Thesis). ISPA. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/5337

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ferreira, Joana Rita Cardoso. ““Diz-me com quem andas e dir-te-ei quem és”: Influência dos grupos de pares na desviância juvenil.” 2016. Thesis, ISPA. Accessed January 19, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/5337.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ferreira, Joana Rita Cardoso. ““Diz-me com quem andas e dir-te-ei quem és”: Influência dos grupos de pares na desviância juvenil.” 2016. Web. 19 Jan 2021.

Vancouver:

Ferreira JRC. “Diz-me com quem andas e dir-te-ei quem és”: Influência dos grupos de pares na desviância juvenil. [Internet] [Thesis]. ISPA; 2016. [cited 2021 Jan 19]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/5337.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferreira JRC. “Diz-me com quem andas e dir-te-ei quem és”: Influência dos grupos de pares na desviância juvenil. [Thesis]. ISPA; 2016. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/5337

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

27. Fowler, Brian R. Stereotypes of special admission students: peer perceptions of athlete and non-athlete special admit students.

Degree: MS, Kinesiology, 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1934

► The purpose of this study was to evaluate the different stereotypes that individuals, within a university’s general student population, held toward studentathletes and non-athlete students… (more)

Subjects/Keywords: Special Admission; Student-Athlete; University; Intercollegiate Athletics; Stereotypes; University Activities; Perception; Student Interaction; Peer Perceptions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fowler, B. R. (2009). Stereotypes of special admission students: peer perceptions of athlete and non-athlete special admit students. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1934

Chicago Manual of Style (16^th Edition):

Fowler, Brian R. “Stereotypes of special admission students: peer perceptions of athlete and non-athlete special admit students.” 2009. Masters Thesis, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-1934.

MLA Handbook (7^th Edition):

Fowler, Brian R. “Stereotypes of special admission students: peer perceptions of athlete and non-athlete special admit students.” 2009. Web. 19 Jan 2021.

Vancouver:

Fowler BR. Stereotypes of special admission students: peer perceptions of athlete and non-athlete special admit students. [Internet] [Masters thesis]. Texas A&M University; 2009. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1934.

Council of Science Editors:

Fowler BR. Stereotypes of special admission students: peer perceptions of athlete and non-athlete special admit students. [Masters Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1934

University of South Africa

28. Jimoh, Morayo Ayopo. Exploring Nigerian adolescent students perceptions of HIV/AIDS and their attitudes to prevention methods : a psycho of educational perspective .

Degree: 2009, University of South Africa

URL: http://hdl.handle.net/10500/3037

► The quantitative study focuses on the perceptions of Nigerian adolescent students to HIV/AIDS and their attitudes to prevention methods. From the literature reviewed it was… (more)

Subjects/Keywords: Perception; Adolescents; Sexual behaviour; Condoms; Abstinence; Mass media; Peer group pressure; HIV/AIDS; Attitude; Prevention methods

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jimoh, M. A. (2009). Exploring Nigerian adolescent students perceptions of HIV/AIDS and their attitudes to prevention methods : a psycho of educational perspective . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/3037

Chicago Manual of Style (16^th Edition):

Jimoh, Morayo Ayopo. “Exploring Nigerian adolescent students perceptions of HIV/AIDS and their attitudes to prevention methods : a psycho of educational perspective .” 2009. Doctoral Dissertation, University of South Africa. Accessed January 19, 2021. http://hdl.handle.net/10500/3037.

MLA Handbook (7^th Edition):

Jimoh, Morayo Ayopo. “Exploring Nigerian adolescent students perceptions of HIV/AIDS and their attitudes to prevention methods : a psycho of educational perspective .” 2009. Web. 19 Jan 2021.

Vancouver:

Jimoh MA. Exploring Nigerian adolescent students perceptions of HIV/AIDS and their attitudes to prevention methods : a psycho of educational perspective . [Internet] [Doctoral dissertation]. University of South Africa; 2009. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10500/3037.

Council of Science Editors:

Jimoh MA. Exploring Nigerian adolescent students perceptions of HIV/AIDS and their attitudes to prevention methods : a psycho of educational perspective . [Doctoral Dissertation]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/3037

Western Kentucky University

29. Smith, Fantom Shakeria. Peer Perceptions of Self-injurious Behavior.

Degree: Master in Psychology, Department of Psychology, 2009, Western Kentucky University

URL: https://digitalcommons.wku.edu/theses/84

► Students of a south central university provide data for this study investigating knowledge of self-injury (SI), experiences with those who self-injure, and perceptions of SI.… (more)

▼ Students of a south central university provide data for this study investigating knowledge of self-injury (SI), experiences with those who self-injure, and perceptions of SI. This study proposes that college peers of those who self-injure have higher levels of SI knowledge than professionals who work with individuals who self-injure. In addition, the study proposes that individuals who have experience with others who self-injure have higher levels of SI knowledge than individuals who do not have experience with others who self-injure. An additional purpose of this study is to explore information regarding experiences people have with others who self-injure and their perceptions of self-injurious behavior. A convenience sample of 495 members solicited from psychology courses at a south central university completed the survey, which consisted of four sections including the following: demographics, knowledge of SI, experiences with SI, and perceptions of SI. The knowledge section of the survey contains a 20-item measure previously used by Jeffrey and Warm (2002). A knowledge score was created based on participants responses to these 20 items. This score was used in the analysis of both hypotheses one and two. Results indicate that participants have a poor understanding of SI, based on their mean knowledge score. In addition, results reveal that the current sample’s mean SI knowledge level is lower than seven of the seven groups' mean knowledge scores. Mean knowledge scores are significantly greater for individuals indicating experience with others who self-injure than individuals reporting no experience with others who self-injure as assessed through independent t tests. Descriptive information indicates that participants do not reject those who self-injure, but rather are supportive in peer relationships with others that engage in the behavior. However, participants indicate considerable confusion surrounding the behavior and are generally not accepting of the behavior, choosing to encourage cessation of the behavior. Limitations discussed include sample demographics, possibility for misinterpretation of survey items, and potential social desirability bias. Advisors/Committee Members: Dr. Elizabeth Jones (Director), Dr. Frederick Grieve, Dr. Jacqueline Pope-Tarrence.

Subjects/Keywords: Self-injurious behavior; self-perception; Peer pressure in adolescence; Developmental Psychology; Personality and Social Contexts; Psychology; Social Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Smith, F. S. (2009). Peer Perceptions of Self-injurious Behavior. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/84

Chicago Manual of Style (16^th Edition):

Smith, Fantom Shakeria. “Peer Perceptions of Self-injurious Behavior.” 2009. Masters Thesis, Western Kentucky University. Accessed January 19, 2021. https://digitalcommons.wku.edu/theses/84.

MLA Handbook (7^th Edition):

Smith, Fantom Shakeria. “Peer Perceptions of Self-injurious Behavior.” 2009. Web. 19 Jan 2021.

Vancouver:

Smith FS. Peer Perceptions of Self-injurious Behavior. [Internet] [Masters thesis]. Western Kentucky University; 2009. [cited 2021 Jan 19]. Available from: https://digitalcommons.wku.edu/theses/84.

Council of Science Editors:

Smith FS. Peer Perceptions of Self-injurious Behavior. [Masters Thesis]. Western Kentucky University; 2009. Available from: https://digitalcommons.wku.edu/theses/84

University of New Mexico

30. Fithriani, Rahmah. Indonesian Students' Perceptions of Written Feedback in Second Language Writing.

Degree: Language, Literacy, and Sociocultural Studies, 2017, University of New Mexico

URL: https://digitalrepository.unm.edu/educ_llss_etds/87

► Grounded in sociocultural theory, written feedback activities in second language (L2) writing provide the social interactions that help learners develop their psychical functions within… (more)

▼ Grounded in sociocultural theory, written feedback activities in second language (L2) writing provide the social interactions that help learners develop their psychical functions within the zone of proximal development (ZPD) as they co-construct knowledge with teachers and peers through guided learning (De Guerrero & Villamil, 2000). Written feedback can also help student writers improve their writing proficiency, including organization of their texts and awareness of the mechanics of the language necessary for successful communication of the intended message (Chandler, 2003; Ferris, 2006; Jahin, 2012; Kamimura, 2006). Regarding the eminence of feedback in L2 writing, a large body of research has been conducted to investigate different aspects of feedback in L2 writing classrooms, however much of the feedback research has put teachers at the center of the focus. Research on students’ perceptions of feedback only began to develop in the 1990s, thus this study builds on the growing literature, with particular focus on students’ perceptions of written feedback in L2 writing in Indonesian EFL context. Framed within Vygotsky’s Zone of Proximal Development (ZPD), this study aimed to examine: (1) second language learners’ preferences of written feedback, (2) its benefits as they perceive, (3) how they incorporate feedback in their writings, and (4) cultural influences that shape the perceptions, within the context of an after-class EFL writing course at a state university in Medan, North Sumatra, Indonesia. Guided by qualitative research methodology, data for this study were collected from a sample of seven students majoring in English Education. The data were analyzed quantitatively through frequency count and qualitatively through thematic content analysis by identifying the themes emerged related to the issues under discussion. The results of data analysis showed four findings. First, students preferred direct than indirect form of feedback. Furthermore, they preferred their peers to provide feedback focusing on local issues but expected feedback focusing on global issues from the teacher. Second, students’ perceptions of written feedback revealed three benefits, namely; improving writing quality and skills, encouraging critical reasoning, and promoting learner autonomy. Third, students received more feedback from peers than the teacher but incorporated more teacher feedback than peer feedback in their writings. During the composing process, they also made self-revisions whose total number was larger than that of written feedback provided by their peers and teacher combined. Further analysis showed that the reasons why they incorporated or rejected/ignored the received written feedback came from some factors related to the feedback provider, the feedback receiver, and the written feedback provided. Finally, students valued more teacher feedback than peer feedback, which indicated the influence of hierarchical culture. However, power distance between the teacher and the students and… Advisors/Committee Members: Holbrook Mahn, Rebecca Blum-Martinez, Pisarn Chamcharatsri, Todd Ruecker.

Subjects/Keywords: perception; written feedback; peer feedback; teacher feedback; form of feedback; focus of feedback; second language writing; ESL; EFL; Sociocultural theory; ZPD; and Indonesia.; Bilingual, Multilingual, and Multicultural Education; Language and Literacy Education

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APA (6^th Edition):

Fithriani, R. (2017). Indonesian Students' Perceptions of Written Feedback in Second Language Writing. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_llss_etds/87

Chicago Manual of Style (16^th Edition):

Fithriani, Rahmah. “Indonesian Students' Perceptions of Written Feedback in Second Language Writing.” 2017. Doctoral Dissertation, University of New Mexico. Accessed January 19, 2021. https://digitalrepository.unm.edu/educ_llss_etds/87.

MLA Handbook (7^th Edition):

Fithriani, Rahmah. “Indonesian Students' Perceptions of Written Feedback in Second Language Writing.” 2017. Web. 19 Jan 2021.

Vancouver:

Fithriani R. Indonesian Students' Perceptions of Written Feedback in Second Language Writing. [Internet] [Doctoral dissertation]. University of New Mexico; 2017. [cited 2021 Jan 19]. Available from: https://digitalrepository.unm.edu/educ_llss_etds/87.

Council of Science Editors:

Fithriani R. Indonesian Students' Perceptions of Written Feedback in Second Language Writing. [Doctoral Dissertation]. University of New Mexico; 2017. Available from: https://digitalrepository.unm.edu/educ_llss_etds/87

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