Coordination and Gender Influences on the Perceived Competence of Children

1997 ◽  
Vol 14 (3) ◽  
pp. 210-221 ◽  
Author(s):  
Betty Rose ◽  
Dawne Larkin ◽  
Bonnie G. Berger
Keyword(s):  
Social Acceptance ◽  
Perceived Competence ◽  
Scholastic Competence ◽  
Design Coordination ◽  
Self Worth ◽  
And Gender ◽  
Gender Interactions ◽  
Neuromuscular Development ◽  
Gender Influences ◽  
Univariate Analyses

Perceived competence and global self-worth of children who were poorly coordinated (n = 68) and children who were well-coordinated (n = 62) were examined. Measures of perceived athletic and scholastic competence, social acceptance, physical appearance, behavioral conduct, and global self-worth were obtained using Harter’s (1985) Self-Perception Profile for Children (SPPC). Girls and boys, ages 8 to 12, were categorized as poorly coordinated or well-coordinated using their scores on the McCarron (1982) Neuromuscular Development battery. Univariate analyses, using a 2 × 2 design (Coordination × Gender), showed a main effect of coordination in all domains, with the poorly coordinated group having the lower mean scores. In the scholastic, behavioral, and global sphere, coordination by gender interactions were influenced by the high perceptions of the well-coordinated girls. The interactions demonstrated for scholastic and global domains also were influenced by the low perceptions of the girls with poor coordination. Self-perceptions were modified by gender and coordination.

Ethnic and Gender Influences on the Social Acceptance of Persons with Disabilities by African American and White College Students

1999 ◽  
Vol 30 (1) ◽  
pp. 31-34 ◽  
Author(s):  
Chandra M. Donnell ◽  
Reginald J. Alston ◽  
Joseph L. Hampton ◽  
Tyronn J. Bell
Keyword(s):  
Social Acceptance ◽  
Rehabilitation Counseling ◽  
Minority Group ◽  
Social Situations ◽  
Group Status ◽  
Persons With Disabilities ◽  
Positive Attitudes ◽  
The Social ◽  
And Gender ◽  
Gender Influences

A small number of studies have yielded inconclusive results when examining the assertion that ethnic minorities have greater acceptance of persons with disabilities because of shared minority group status. The purpose of this study was to explore the hypothesis that African Americans, in comparison to Whites, hold more positive attitudes toward persons with disabilities in social situations. Also, differences according to the gender of the college student participants were explored. Implications for rehabilitation counseling are provided.

Self-Perceptions and Peer Relations of Boys with and Boys without Learning Disabilities in an Integrated Setting: A Longitudinal Study

1993 ◽  
Vol 16 (2) ◽  
pp. 127-136 ◽  
Author(s):  
George G. Bear ◽  
Jaana Juvonen ◽  
Frances McInerney
Keyword(s):  
Learning Disabilities ◽  
Peer Relations ◽  
Social Relations ◽  
Social Acceptance ◽  
Full Time ◽  
Scholastic Competence ◽  
Self Perceptions ◽  
Integrated Classrooms ◽  
Self Worth ◽  
Peer Nominations

This study examined the self-perceptions and peer relations among nonhandicapped boys and boys with learning disabilities (LD) in full-time integrated classes, grades 3–5. Compared to their nonhandicapped peers, boys with LD demonstrated lower self-perceptions of scholastic competence but not lower self-perceptions of social acceptance. Moreover, they did not differ from their peers in the number of reciprocal friendships or positive peer nominations they received. Results were less clear with respect to differences in negative nominations and self-perceptions of global self-worth and behavioral conduct. Correlations among measures of self-perception and social relations varied as a function of group and time. Overall, results suggest that although boys with LD in integrated classrooms often experience peer rejection and negative self-perceptions in several domains, they manage to maintain adequate self-perceptions of social acceptance by having a few close friends.

Effects of Integrated Sport Participation on Perceived Competence for Adolescents with Mental Retardation

2000 ◽  
Vol 17 (2) ◽  
pp. 208-221 ◽  
Author(s):  
Grégory Ninot ◽  
Jean Bilard ◽  
Didier Delignières ◽  
Michel Sokolowski
Keyword(s):  
Mental Retardation ◽  
Social Acceptance ◽  
Sport Participation ◽  
Experimental Treatment ◽  
Perceived Competence ◽  
Adolescent Females ◽  
Athletic Competence ◽  
Sedentary Group ◽  
Self Worth ◽  
Group D

The purpose was to examine the effects of type of program (integrated vs. segregated) and type of sport (basketball vs. swimming) on sport skills, four domains of perceived competence, and general self-worth. Participants were 48 adolescent females with mental retardation (MR) divided equally into six groups: (a) segregated basketball, (b) integrated basketball, (c) segregated swimming, (d) integrated swimming, (e) adapted physical activity (APA), (f) sedentary. The experimental treatment was 8 months long. We administrated sport skill tests and Harter’s (1985) Self-Perception Profile for Children four times to determine changes in sport skill, perceived competence, and general self-worth. Results indicated (a) significant improvement in skill for all sports groups, (b) no changes in perceived social acceptance and physical appearance, (c) significantly lower perceived athletic competence for the integrated basketball group compared to the sedentary group, (d) significantly lower perceived conduct for the basketball groups compared to the APA and sedentary groups, (e) and no significant changes in general self-worth.

scholarly journals Age and gender effects on global self-worth and domain-specific self-perceptions in youth

2015 ◽  
Vol 47 (1) ◽  
pp. 41-61
Author(s):  
Tatjana Tubic ◽  
Visnja Djordjic
Keyword(s):  
Physical Appearance ◽  
Gender Effects ◽  
Self Perception ◽  
Age And Gender ◽  
Scholastic Competence ◽  
Domain Specific ◽  
Athletic Competence ◽  
Self Worth ◽  
Wilks Lambda ◽  
And Gender

Considering that self-perception of competence in the relevant domains is important for understanding of individual?s behavior and achievement, the study analyzed the effects of age and gender on global self-worth and domain-specific selfperceptions. The cross-sectional study included 1130 participants of age range 8-23 (520 males and 610 females). The participants were tested by the equivalent forms of six subscales from ?Self-Perception Profile for Children?, ?Self-Perception Profile for Adolescents? and ?Self-Perception Profile for College Students?. Subscales measured self-evaluations across domains of scholastic competence, social acceptance, athletic competence, physical appearance, behavioral conduct and global self-worth. Two separate MANOVAs revealed a significant main effect for age in male subsample (Wilks? Lambda =.83, F (12, 1024)=8.35, p<.01) and in female subsample (Wilks? Lambda =.80, F (12, 1204)=11.80, p< .01). An analysis of variance showed that the effect of age in males was significant in physical appearance, behavioral conduct and global self-worth, while in females significant differences were registered in scholastic competence, athletic competence, physical appearance and behavioral conduct. Pedagogical implications refer to enhancing self-concept in youth by appropriate teaching strategies and supportive learning environment. Learning experiences within physical education might be particularly beneficial for female adolescents.

Multiple pathways to self-reported depression and psychological adjustment among adolescents

1996 ◽  
Vol 8 (4) ◽  
pp. 761-777 ◽  
Author(s):  
Susan Harter ◽  
Nancy R. Whitesell
Keyword(s):  
At Risk ◽  
Peer Support ◽  
Psychological Adjustment ◽  
Perceived Competence ◽  
Parent Support ◽  
Positive Adjustment ◽  
Scholastic Competence ◽  
Athletic Competence ◽  
Self Worth

AbstractThis study built upon earlier work documenting a theoretically derived model of four antecedents of depression, defined by a composite of global self-worth, affect (cheerful to depressed, and hope (hopefulness or hopelessness), among normative samples of adolescents. The four antecedents were: (a) perceived competence/adequacy in peer-salient domains (perceived appearance, peer likability, and athletic competence); (b) peer support; (c) perceived competence/adequacy in parent-salient domains (scholastic competence and behavioral conduct); and (d) parent support. However, not all components are observed in the profiles of individual adolescents. Thus, in this study, we examined the multiple pathways among those reporting depressive reactions (defined by the composite) as well as the different routes to positive adjustment, among those with high scores on the composite. Six profiles were identified among each group. For those reporting depressive reactions, perceived deficiencies in both peer- and parent-salient domains were particularly critical predictors. In contrast, for those reporting positive adjustment, peer and parent support were central components. The discussion emphasized the need to consider individual profile differences in planning interventions for adolescents at risk.

Employee perceptions of the influence of diversity dimensions on co-worker interactions and daily organizational operations

2014 ◽  
Vol 12 (1) ◽  
pp. 810-819
Author(s):  
Atasha Reddy ◽  
Sanjana Brijball Parumasur
Keyword(s):  
Sexual Orientation ◽  
Work Experience ◽  
Random Sampling ◽  
Economic Status ◽  
Simple Random Sampling ◽  
Employee Perceptions ◽  
Kwazulu Natal ◽  
And Gender ◽  
Gender Influences ◽  
Self Administered Questionnaire

This study assesses employee perceptions of the influence of diversity dimensions (race, gender, religion, language, sexual orientation, attitudes, values, work experience, physical ability, economic status, personality) on their interactiions with co-workers as well as on their organization in its daily operations. These perceptions were also compared and gender related correlates were assessed. The study was undertaken in a public sector Electricity Department in KwaZulu-Natal, South Africa. The population includes 100 employees in the organization, from which a sample of 81 was drawn using simple random sampling. Data was collected using a self-developed, pre-coded, self-administered questionnaire whose reliability was assessed using Cronbach’s Coefficient Alpha. Data was analyzed using descriptive and inferential statistics. The findings reflect that employees perceive that their interactions with co-workers are most likely to be influenced by attitudes, work experience and personality and that daily organizational operations are most likely to be influenced by race, work experience and attitudes. Furthermore, religion and sexual orientation are perceived as having the least influence on co-worker interaction and day-to-day organizational operations. In the study it was also found that employees perceive that race followed by gender influences day-to-day organizational operations to a larger extent than it influences co-worker interactions. Recommendations made have the potential to enhance the management of workforce diversity

scholarly journals Attitudes towards math in primary school students: Differences depending on the grade and gender

2016 ◽  
Vol 6 (2) ◽  
pp. 119-132
Author(s):  
Antonio Valle ◽  
Bibiana Regueiro ◽  
Isabel Piñeiro ◽  
Benigno Sánchez ◽  
Carlos Freire ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Perceived Competence ◽  
Primary School Students ◽  
School Students ◽  
Grade 5 ◽  
Anxiety Levels ◽  
And Gender ◽  
Negative Feelings

The main aim of this study is to check whether there are differences in some variables related to attitudes towards math in primary school students according to the course and gender. The sample consists of 897 students of the fifth and sixth year of primary education (50.2% boys and 49.8% girls). The results indicate that the boys, compared to girls, have a higher perceived competence in math, they are more intrinsically motivated extrinsic and exhibit lower levels of anxiety. As for the differences in terms of this variable, the results indicate that students in grade 5 have a higher perceived competence for math, perceive most useful, are more intrinsically motivated to this subject and show anxiety levels and some negative feelings toward the lower than grade 6. Therefore, girls show a "profile" of less adaptive than men conditions, both in terms of their perceived competition as their motivation towards math and also in terms of the emotions associated with this matter. As for the differences depending on the course, students from grade 5 are those with a much more positive attitudinal and motivational conditions than grade 6.

Young People’s Motivational Profiles in Physical Activity: A Cluster Analysis

2001 ◽  
Vol 23 (1) ◽  
pp. 1-22 ◽  
Author(s):  
C.K. John Wang ◽  
Stuart J.H. Biddle
Keyword(s):  
Physical Activity ◽  
Cluster Analysis ◽  
Young People ◽  
Large Scale ◽  
Goal Orientations ◽  
National Sample ◽  
Achievement Goal Orientations ◽  
Athletic Ability ◽  
Self Worth ◽  
And Gender

A great deal has been written about the motivation of young people in physical activity, and the determinants of activity for this age group have been identified as a research priority. Despite this, there are few large-scale studies identifying “types” or “clusters” of young people based on their scores on validated motivation inventories. This study reports the results of a cluster analysis of a large national sample (n = 2,510) of 12- to 15-year-olds using contemporary approaches to physical activity motivation: achievement goal orientations, self-determination theory (including amotivation), the nature of athletic ability beliefs, and perceived competence. Five meaningful clusters were identified reflecting two highly motivated and two less well-motivated clusters, as well as a clearly amotivated cluster. Groupings were validated by investigating differences in physical activity participation and perceptions of physical self-worth. Some clusters reflected age and gender differences. The results provide valuable information for likely strategies to promote physical activity in young people.

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