Peer Relationships

2017 ◽  
Author(s):  
Jeffrey J. Martin
Keyword(s):  
Peer Relationships ◽  
Children With Disabilities ◽  
Positive Mood ◽  
Self Esteem ◽  
Self Concept ◽  
Affective States ◽  
Social Settings ◽  
Negative Affective States ◽  
Victims Of Bullying ◽  
Safe Environments

This chapter addresses the relation between sport and peer relationships for children with disabilities. Sport may be particularly valuable as a vehicle for the development of peer relationships, as many children with disabilities struggle with loneliness. Similar to many achievement-oriented social settings, sport can be a vehicle for positive, negative, and neutral experiences. For instance, sport has been linked to enhanced self-esteem, physical self-concept, positive mood states, and high-quality sport friendship. Sport can also mitigate negative affective states, such as loneliness, depression, anxiety, and fear. For example, segregated sport programs provide safe environments where adolescents with disabilities do not have to fear being teased or denigrated by able-bodied participants. However, experiences in integrated sport, with able-bodied children, can be beneficial if instructors create safe environments where teasing and bullying are not allowed. While children with disabilities are often victims of bullying, they can also be bullies in sport settings. Finally, sport experiences can be benign, with no discernible negative or positive ramifications.

scholarly journals Very preterm birth and trajectories of domain-specific self-concept from childhood into adulthood

2021 ◽  
pp. 1-12
Author(s):  
Yiwen Liu ◽  
Marina Mendonça ◽  
Peter Bartmann ◽  
Dieter Wolke
Keyword(s):  
Peer Relationships ◽  
Latent Class ◽  
Very Low Birth Weight ◽  
Self Esteem ◽  
Population Based ◽  
Self Concept ◽  
Social Self ◽  
Motor Impairments ◽  
Domain Specific ◽  
Very Preterm

Abstract Self-concept refers to individuals’ perceptions of themselves in specific domains and is closely related with their overall self-esteem. Lower self-esteem has been reported in those born preterm (<37 weeks gestation), but the development of self-concept has not been studied in this population. This study investigates whether differences in trajectories of domain-specific self-concepts are explained by premature birth or other risk factors, using the Bavarian Longitudinal Study (N = 460), a population-based study of very preterm (VP; <32 weeks gestation)/very low birth weight (VLBW; <1500 g) cohort and term-born controls. Trajectories of body and social self-concept from 6 to 26 years of age were estimated using latent class growth analysis. Regression models examined the effects of VP/VLBW and other individual, social, and family factors. Two trajectories – one stable and one decreasing – were identified for both self-concepts. VP/VLBW birth was associated with decreasing self-concept in both domains, although the effect of VP/VLBW on social self-concept was weakened in the adjusted analysis. Furthermore, mediated pathways were found from VP/VLBW to decreasing social self-concept via chronic bullying (β = 0.05, 95% CI [0.002, 0.12]) and motor impairments (β = 0.04, 95% CI [0.01, 0.07]), suggesting that negative self-concept in the VP/VLBW population is partially modifiable through improving peer relationships and motor impairments in childhood.

The Gifted Label, Gifted Children and the Aftermath

1993 ◽  
Vol 9 (1) ◽  
pp. 33-35 ◽  
Author(s):  
Brenda Ring ◽  
Michael F. Shaughnessy
Keyword(s):  
Peer Relationships ◽  
Self Esteem ◽  
Self Concept ◽  
Educational Services ◽  
Gifted Children ◽  
Long Term Effects ◽  
After Effects ◽  
The Family ◽  
Males And Females

Gifted children are receiving more and more attention and special educational services in the school system of America today. While there is much on labeling people as “mentally retarded” little has been done on the effects of labeling children as “gifted”. This paper explores the effects of labeling children as gifted. It addresses the effects that the label places on males and females and their self-concept and self-esteem. The family too, is affected in very subtle ways. The literature regarding the labeling process and its effects are discussed. Lately, peer relationships are somewhat affected both for boys and girls. Expectations are often set, and friendships are affected. Needed research in this area will be specified. We need to know more about the process and both the immediate and long-term effects, ramifications, and repercussions of the labeling process and its after effects.

Mood

2017 ◽  
Author(s):  
Jeffrey J. Martin
Keyword(s):  
Positive Mood ◽  
Sport Performance ◽  
Mood States ◽  
Profile Of Mood States ◽  
Affective States ◽  
Disability Sport ◽  
Core Affect ◽  
Negative Affective States ◽  
Congenital Disabilities ◽  
Pac Model

The purpose of this chapter is to overview the sport mood model and mood research conducted in disability sport. Researchers in disability sport have examined mood in a limited fashion, with an overreliance on the Profile of Mood States (POMS) scale, which measures vigor, confusion, depressed mood, anger, fatigue, and tension. A clear limitation of the POMS scale is the underrepresentation of positive mood states that athletes experience. Many of the researchers in disability sport have asked modest questions, such as do athletes with acquired versus congenital disabilities have more positive mood states? Other researchers have used the positive and negative affective schedule and have been able to offer a more well-rounded commentary on various positive and negative affective states and how they are related to other cognitions and sport performance. The chapter concludes with the recommendation that researchers use models of emotion and mood such as the 12-point affect circumplex (12-PAC) model and address how core affect can be assessed to reflect mood or emotion.

Motivations and Gratification in an Online Game: Relationships Among Players' Self-Esteem, Self-Concept, and Interpersonal Relationships

2015 ◽  
Vol 43 (2) ◽  
pp. 193-203 ◽  
Author(s):  
Chiao-Ling Huang ◽  
Shu Ching Yang ◽  
An-Sing Chen
Keyword(s):  
Young People ◽  
Peer Relationships ◽  
Interpersonal Relationships ◽  
Uses And Gratifications ◽  
Positive Association ◽  
Self Esteem ◽  
Self Concept ◽  
Online Game ◽  
Psychological Traits ◽  
Specific Medium

We applied uses and gratifications (U & G) theory to investigate how and why people satisfy their needs through playing games online. In this study, conducted with a group of young people aged from 11 to 18 years, we examined the relationships among the psychological traits of self-esteem and self-concept, their interpersonal relationships, and playing a Facebook game called Happy Farm. The results support the assumption in U & G theory that if a specific medium fulfills the expected gratifications initially sought, then individuals will have greater motivation to continue to use the medium. Male players had a significantly greater need for friendship than did females. We also found a positive association among use intensity, self-esteem, self-concept, and interpersonal relationships. Finally, the results showed that recreational motivation, recreational gratification, peer relationships, and caring are all strong predictors of adolescents' usage intensity.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Analysis of Self-Concept in Older Adults in Different Contexts

2004 ◽  
Vol 20 (4) ◽  
pp. 262-274 ◽  
Author(s):  
Manuel de Gracia Blanco ◽  
Josep Garre Olmo ◽  
María Marcó Arbonès ◽  
Pilar Monreal Bosch
Keyword(s):  
Older Adults ◽  
Nursing Home ◽  
Depressive Symptoms ◽  
External Validity ◽  
Aging Process ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Self Perceptions ◽  
Discriminatory Capacity

Summary: Self-concept is a construct consisting of a group of specific self-perceptions that are hierarchically organized. Age-associated changes of self-concept are related to the individual's perception of the changes occurring throughout the aging process. The authors examined external validity and internal consistency of an instrument that has been developed to assess self-concept in older adults and examined self-concept's characteristics in two different contexts. Results confirm the multidimensionality of the scale and show a satisfactory external validity, indicating good discriminatory capacity. Findings support the hypothesis that older people who live in a nursing home have a poor self-esteem, self-concept, and psychological well-being and have a greater presence of depressive symptoms than people who live in their own home.

"Does what we think of ourselves matter? Self-concept and self-esteem in everyday life"

2006 ◽  
Author(s):  
William B. Swann ◽  
Christine Chang-Schneider ◽  
Katie Larsen McClarty
Keyword(s):  
Everyday Life ◽  
Self Esteem ◽  
Self Concept

Features of self-awareness of adolescents with socialized behavior disorder

2020 ◽  
pp. 50-55
Author(s):  
Anna Afonina ◽  
Aleksandr Kazyulin ◽  
Boris Volodin ◽  
Dmitry Petrov
Keyword(s):  
Behavior Disorder ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Self Awareness ◽  
Affective Component

This study presents the results of studying the features of self-consciousness of adolescents with socialized behavior disorder, such as self-attitude (affective component of the image of the Self), self-concept, self-esteem and the level of claims.

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