Relations of Preschoolers' Social Acceptance to Peer Ratings and Self-Perceptions

1992 ◽  
Vol 3 (3) ◽  
pp. 221-231 ◽  
Author(s):  
Rina Das ◽  
Thomas J. Berndt
Keyword(s):  
Social Acceptance ◽  
Peer Ratings ◽  
Self Perceptions

High Risk Drinking and College Students' Self-Perceptions

2005 ◽  
Vol 97 (3) ◽  
pp. 936-944 ◽  
Author(s):  
Gabriel C. Araujo ◽  
Eugene H. Wong
Keyword(s):  
College Students ◽  
High School ◽  
High Risk ◽  
Alcohol Consumption ◽  
Social Acceptance ◽  
Intellectual Ability ◽  
High School Gpa ◽  
Self Perceptions ◽  
Significant Difference ◽  
High Risk Drinking

The present study examined the relationship between high risk drinking and college students' self-perceptions. High risk drinking was defined as the consumption of four or more drinks in a row for women and five or more drinks in a row for men during a single sitting (within the last year). Historical trends regarding college-age drinking indicate that 44% of college students fit the criteria for high risk drinking at least once over the past year. A survey was administered to 210 college students (52 men and 158 women) between 18 and 22 years of age ( M = 20.9, SD = 1.3) to assess their use of alcohol and their self-perceptions. Students' self-perceptions were measured with four subscales from the Neemann-Harter Self-perception Profile for College Students. Students either volunteered to participate in this study outside of class or were solicited during class. It was predicted that students' self-perceptions would differ significantly depending upon their alcohol consumption, i.e., 17.1% were Abstainers, 25.2% were Nonproblem Drinkers, and 57.6% were High Risk Drinkers. Analysis gave significant difference on Global Self-worth between students who abstained and those who were High Risk Drinkers. However, students' perceptions of Scholastic Competence, Intellectual Ability, and Social Acceptance did not differ significantly for the alcohol consumption groups. In addition to high risk drinking, a number of other variables were associated with self-perceptions, such as high school alcohol use, low high school GPA, and students' reported academic involvement. These relations are discussed.

Generalized Effects of a Highly Structured Time-on-Task Intervention

1984 ◽  
Vol 54 (2) ◽  
pp. 483-490 ◽  
Author(s):  
Donald B. Bailey ◽  
William N. Bender ◽  
Gary B. Stuck ◽  
Marvin D. Wyne
Keyword(s):  
Social Acceptance ◽  
Sixth Grade ◽  
Regular Classroom ◽  
Time On Task ◽  
Task Orientation ◽  
Post Intervention ◽  
Peer Ratings ◽  
Tutorial Program ◽  
Regular Class ◽  
Task Program

Peer ratings of the behaviors of 42 third and 73 sixth grade low-achieving children were examined to assess the extent co which effects of a highly structured time-on-task program generalized to the regular classroom. When compared with low-achieving peers who received supplementary remedial instruction in basic skills in a tutorial program, time-on-task students received significantly higher post-intervention peer ratings on task orientation. These results indicated that effects on task orientation generalized to the regular class, but effects on classroom misbehavior or social acceptance did not generalize. Implications for the availability of time-on-task in classrooms were discussed.

scholarly journals Self-Perceptions, Self-Worth and Sport Participation in Adolescents

2012 ◽  
Vol 15 (2) ◽  
pp. 624-630 ◽  
Author(s):  
Isabel Balaguer ◽  
Francisco L. Atienza ◽  
Joan L. Duda
Keyword(s):  
Health Behavior ◽  
School Children ◽  
Social Acceptance ◽  
Sport Participation ◽  
The Self ◽  
Self Perception ◽  
Domain Specific ◽  
Self Perceptions ◽  
Athletic Competence ◽  
Self Worth

The purpose of this study was to study the associations between specific self-perceptions and global self-worth with different frequency levels of sport participation among Spanish boys and girls adolescents. Students (457 boys and 460 girls) completed the Self Perception Profile for Children (Harter, 1985) and items assessing sport engagement from The Health Behavior in School Children Questionnaire (Wold, 1995). Results showed that some specific dimensions of self-perception were related to different frequency of sport participation whereas overall judgments of self-worth did not. Specifically, for boys and girls, higher levels of sport participation were positively associated to Athletic Competence, and for boys were also associated with Physical Appearance and Social Acceptance. The potential implications of domain specific socialisation processes on the configuration of self-perceptions are highlighted.

Change and stability in children’s social network and self-perceptions during transition from elementary to junior high school

2004 ◽  
Vol 28 (6) ◽  
pp. 561-570 ◽  
Author(s):  
Stéphane Cantin ◽  
Michel Boivin
Keyword(s):  
High School ◽  
Social Network ◽  
Junior High School ◽  
Social Acceptance ◽  
Junior High ◽  
Negative Impact ◽  
Network Characteristics ◽  
Self Perceptions ◽  
Self Worth ◽  
Perceived Social Acceptance

This study examined the changes in children’s social network and specific self-perceptions during the transition from elementary school to junior high school (JHS). The participants were 200 preadolescent children (104 girls, 96 boys). Children’s self-perceptions (global self-worth, perceived academic competence, and perceived social acceptance) and social network characteristics (parents and peer-enacted support) were evaluated four consecutive times over a 2-year period. Despite a slight decrease in the size of children’s social network after the transition, the passage into JHS had no negative impact on the quality and functional aspects of their relationships with parents and school friends. The school transition was instead associated with an intensification of supportive relationships with school friends. Children’s perceived social acceptance also increased suddenly after the JHS transition, while children’s perceived scholastic competence decreased simultaneously during that time. Children’s general self-esteem was then observed to decline progressively over a longer period of time.

Self-Concept and Perceived Social Support among College Students with and without Learning Disabilities

1997 ◽  
Vol 20 (1) ◽  
pp. 2-12 ◽  
Author(s):  
Merith A. Cosden ◽  
Joanne McNamara
Keyword(s):  
College Students ◽  
Social Acceptance ◽  
Self Esteem ◽  
The Self ◽  
Domain Specific ◽  
Self Perceptions ◽  
Campus Organizations ◽  
Intellectual Abilities ◽  
Students With Ld ◽  
Self Worth

This study examined the self-perceptions of college students with and without LD. Fifty college students with LD and 50 college students without LD were individually administered the Self-Perception Profile for College Students and People in My Life. Students with LD had lower grades, test scores, and perceptions of their scholastic and intellectual abilities than students without disabilities. However, students did not differ in their perceptions of global self-worth, the importance they placed on academic competence, or their ratings of domain-specific competencies. Students with LD reported more social acceptance and support, and more support from campus organizations, than did students without LD. Support from campus organizations was related to self-esteem for students with LD, while support from instructors was associated with self-esteem for students without LD. Other factors related to self-esteem are discussed.

scholarly journals Rejection Sensitivity as a Moderator of Psychosocial Outcomes Following Pediatric Traumatic Brain Injury

2017 ◽  
Vol 23 (6) ◽  
pp. 451-459 ◽  
Author(s):  
Emily A. Meadows ◽  
Keith Owen Yeates ◽  
Kenneth H. Rubin ◽  
H. Gerry Taylor ◽  
Erin D. Bigler ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Social Participation ◽  
Social Acceptance ◽  
Rejection Sensitivity ◽  
Social Outcomes ◽  
Group Differences ◽  
Pediatric Traumatic Brain Injury ◽  
Self Perceptions ◽  
Low Levels

AbstractObjectives:The current study examines whether psychosocial outcomes following pediatric traumatic brain injury (TBI) vary as a function of children’s rejection sensitivity (RS), defined as their disposition to be hypersensitive to cues of rejection from peers.Methods:Children ages 8–13 with a history of severe TBI (STBI,n=16), complicated mild/moderate TBI (n=35), or orthopedic injury (OI,n=49) completed measures assessing self-esteem and RS on average 3.28 years post-injury (SD=1.33, range=1.25–6.34). Parents reported on their child’s emotional and behavioral functioning and social participation.Results:Regression analyses found moderation of group differences by RS for three outcomes: social participation, self-perceptions of social acceptance, and externalizing behavior problems. Conditional effects at varying levels of RS indicated that externalizing problems and social participation were significantly worse for children with STBI at high levels of RS, compared to children with OI. Social participation for the STBI group remained significantly lower than the OI group at mean levels of RS, but not at low levels of RS. At high levels of RS, self-perceptions of social acceptance were lower for children with moderate TBI compared to OI, but group differences were not significant at mean or low levels of RS. No evidence of moderation was found for global self-worth, self-perceptions of physical appearance or athletic ability, or internalizing problems.Conclusions:The findings highlight the salient nature of social outcomes in the context of varying levels of RS. These findings may have implications for the design of interventions to improve social outcomes following TBI. (JINS, 2017,23, 451–459)

Depression and Nonacademic Self-Perceptions in Children with and without Learning Disabilities

1996 ◽  
Vol 19 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Nancy Lee Heath ◽  
Judith Wiener
Keyword(s):  
Learning Disabilities ◽  
Social Acceptance ◽  
Depressive Symptomatology ◽  
Physical Appearance ◽  
Learning Disabled ◽  
Self Report ◽  
Self Perception ◽  
Domain Specific ◽  
Self Perceptions ◽  
Athletic Ability

Nonacademic self-perceptions (social acceptance, athletic ability, physical appearance and behavioral conduct) of depressed and nondepressed children with and without learning disabilities were compared. The nonacademic subscales of the Self-Perception Profile for Learning Disabled Students, a domain-specific self-perception measure, and the Children's Depression Inventory, a self-report inventory of depressive symptomatology, were administered to students in grade 5 ( n=83) and grade 8 ( n=88). Results indicated that self-perceived social acceptance demonstrated a significant relationship with depression only for students with learning disabilities. Furthermore, lower self-perception of physical appearance was related to depression for females but not males. Depressed subjects, regardless of gender, reported lower self-perceptions of behavioral conduct and athletic ability. Consistent with previous findings regarding stereotypical self-perceptions, males reported better self-perceptions of athletic ability than females but lower self-perceptions of behavioral conduct. Clinical and theoretical implications are discussed.

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.

Sign in / Sign up

Export Citation Format

Share Document