scholarly journals MOKYMOSI NEGALIĄ TURINČIŲ PAAUGLIŲ SAVĘS VERTINIMAS IR SUVOKTA SOCIALINĖ PARAMA

Psichologija ◽  
2010 ◽  
Vol 41 ◽  
pp. 33-49
Author(s):  
Monika Skerytė-Kazlauskienė ◽  
Rasa Barkauskienė
Keyword(s):  
Social Support ◽  
Learning Disability ◽  
Social Acceptance ◽  
Perceived Social Support ◽  
Child And Adolescent ◽  
The Self ◽  
Self Perception ◽  
Emotional Life ◽  
Self Evaluation ◽  
Domain Specific

Straipsnyje analizuojama mokymosi negalią turinčių paauglių savęs vertinimas, suvoktos socialinės paramos kiekis ir svarba, siekiama nustatyti, ar savęs vertinimo ir socialinės paramos sąveikos pobūdis šioje grupėje yra savitas, palyginti su vidutiniškai besimokančių bendraamžių grupe. Tyrime dalyvavo 188 paaugliai (tiriamoji grupė – 95 paaugliai, kuriems nustatyta mokymosi negalia, palyginamoji – 93 vidutiniškai besimokantys bendraamžiai) iš Vilniaus mokyklų šeštų–septintų klasių. Mokiniai pildė Vaikų savęs suvokimo skalę (Self Perception Profile for Children; Harter, 1985) bei Vaikų ir paauglių socialinės paramos skalę (Child and Adolescent Social Support Scale; Malecki et al., 2000). Mokymosi negalią turintys paaugliai blogiau save vertino visose matuotose savęs vertinimo srityse – akademinės kompetencijos, socialinio priėmimo, elgesio ir bendrojo savęs vertinimo – palyginti su neturinčiais mokymosi negalios bendraamžiais, tačiau gaunamos socialinės paramos kiekio ir svarbos vertinimai grupėse nesiskyrė. Grupės išsiskyrė savęs vertinimo ir socialinei paramai teikiamos svarbos sąsajų pobūdžiu: tiriamojoje grupėje nustatytos tiesinės sąsajos tarp tėvų, mokytojų, bendraklasių socialinei paramai teikiamos svarbos ir savęs vertinimo, o palyginamojoje grupėje tokių sąsajų neaptikta. Mokymosi negalią turintys paaugliai, kurie gaunamai socialinei paramai teikė mažai svarbos, statistiškai reikšmingai blogiau save vertino, palyginti su mokymosi negalių neturinčiais bendraamžiais, taip pat teikiančiais mažai svarbos gaunamai socialinei paramai.Pagrindiniai žodžiai: mokymosi negalia, socialinė parama, savęs vertinimas, paaugliai.Adolescents with learning disabilities: Self-evaluation and social supportMonika Skerytė-Kazlauskienė, Rasa Barkauskienė SummaryAlthough learning disability (LD) has a primary impact on academic achievement, its relation to problematic social and emotional life of children and adolescents has been well recognised. In addition, attention has been paid to self-evaluation of schoolchildren with LD; however, the results of studies are contradictory and can be attributed to various factors. This paper seeks to shed light on the association between self-evaluation and perceived social support in adolescents with LD. We used the multidimensional model of Susan Harter (1999) for understanding and measuring the global and domain-specific self-evaluations. The goals of the current study were to assess relations of self-evaluation to the perceived frequency and importance of social support received from various significant sources – parents, teachers, classmates and close friends in two groups of adolescents, those with LD and their classmates with average academic achievements.The participants were 188 Lithuanian-speaking adolescents from sixth-seventh grades of Vilnius schools, mean age 12.5 years (SD = 0.7). Ninety-five schoolchildren (64 boys and 31 girls) diagnosed as learning-disabled and 93 schoolchildren (58 boys and 35 girls) comprised an age- and sex-matched comparison group from the same schools with average academic achievements. The participants were assessed on Self-Perception Profile for Children (Harter, 1985) and Child and Adolescent Social Support scales (Malecki et al., 2000).The results revealed that the LD group rated themselves worse than average-achieving students on all domain-specific self-evaluations scales: scholastic competence (t = –5.88, p < 0.001), social acceptance (t = –3.08, p < 0.01) , behavioural conduct competence (t = –2.36, p < 0.05) and global self-evaluation (t = –2.30, p < 0.05). Both groups equally perceived social support, its frequency and importance. There were significant associations between self-evaluations and the perception of social support in both groups. However, there were more significant relationships in the LD group, the perceived importance of social support being significantly related to various self-evaluations among adolescents with LD only (correlations for the LD group ranged from 0.24 to 0.40). The further ANCOVA analysis revealed that the self-evaluation of adolescents with LD, who perceived social support as unimportant, tended to be lower than the self-evaluations of adolescents without LD who disvalued the importance of social support.Key words: learning disability, social support, self-evaluation, adolescents.

The Relationship between Self-Perception of a Learning Disability and Achievement, Self-Concept and Social Support

1995 ◽  
Vol 18 (3) ◽  
pp. 203-212 ◽  
Author(s):  
Howard R. Rothman ◽  
Merith Cosden
Keyword(s):  
Social Support ◽  
Learning Disability ◽  
Social Acceptance ◽  
Sixth Grade ◽  
Self Concept ◽  
Self Perception ◽  
Domain Specific ◽  
Negative Perceptions ◽  
Relationship Of ◽  
The Relationship

This study investigated the relationship between self-perception of a learning disability (SPLD) and self-concept and social support. Fifty-six third-through sixth-grade children with learning disabilities were administered Heyman's SPLD scale. This instrument measures the degree to which children view their disability as circumscribed, modifiable and nonstigmatizing rather than global, unchangeable and stigmatizing. Students were also administered two scales developed by Harter to measure general and domain-specific self-concept and social support. Results revealed that children with less negative perceptions of their learning disability had higher math achievement scores. Also, they perceived more positive global self-concept, more intellectual and behavorial competence, and more social acceptance. These children also felt more support from their parents and classmates. The relationship of SPLD to self-concept and social support was maintained after partialing out the influences of actual academic achievement. The importance of helping students more clearly understand the nature of their learning disability is 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.

scholarly journals SOCIAL PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS / SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKINIŲ SOCIALINIS DALYVAVIMAS INKLIUZINĖJE PRADINIO UGDYMO MOKYKLOJE

2019 ◽  
Vol 1 (39) ◽  
pp. 109
Author(s):  
Marlina Marlina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Social Participation ◽  
Social Acceptance ◽  
The Self ◽  
Social Self ◽  
Special Educational Needs ◽  
Self Perception ◽  
Students With Special Needs ◽  
The Social ◽  
Regular Students

<p>This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and  peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups.</p><p> </p><p>Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikų<br />savivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.</p>

scholarly journals Factors influencing self-concept among adolescents infected with HIV: a cross-sectional survey in China

BMJ Open ◽  
2020 ◽  
Vol 10 (5) ◽  
pp. e022321
Author(s):  
Siyuan Ke ◽  
Yanjie Yang ◽  
Xiuxian Yang ◽  
Xiaohui Qiu ◽  
Zhengxue Qiao ◽  
...  
Keyword(s):  
Social Support ◽  
Regression Analysis ◽  
Perceived Stress ◽  
Coping Style ◽  
Perceived Social Support ◽  
The Self ◽  
Self Concept ◽  
Personality Factors ◽  
Control Group ◽  
Factors Influencing

OverviewThe mental health problems of adolescents with human immunodeficiency virus (HIV) are important. It is of great significance to explore which factors can affect the self-evaluation and understanding of adolescents with HIV.ObjectiveWe found that adolescents with HIV have a lower level of self-concept than healthy adolescents. This study aimed to determine the factors influencing self-concept among adolescents with HIV in China.SettingA questionnaire was distributed among a total of 290 adolescents in Henan Province, China. One hundred and forty questionnaires were distributed in the case group (adolescents with HIV) and the control group (healthy adolescents) was issued 150 questionnaires.The Piers-Harris Children’s Self-concept Scale, the Perceived Stress Scale, the Perceived Social Support Scale and the Simplified Coping Style Questionnaire were adapted for a Chinese population. Differences between the groups were tested for significance using Student’s t-test, and analysis of variance was used to test continuous variables. The relationship between environmental personality factors and adolescent self-concept was examined by Pearson correlation analysis. Hierarchical linear regression analysis was used to model the effects of environmental personality factors on self-concept.ResultsThe self-concept total score among adolescents with HIV was significantly lower than healthy adolescents (p<0.05). Hierarchical regression analysis indicated that age (β=−0.19, t=−2.16, p=0.03), perceived stress (β=−0.19, t=−2.22, p=0.03), perceived social support (β=0.26, t=3.25, p=0.00), positive coping style (β=0.50, t=5.75, p=0.00) and negative coping style (β=−0.45, t=−5.33, p=0.00) were significantly associated with self-concept total scores.ConclusionsThe self-concept of adolescents with HIV is related to perceived stress, perceived social support and coping style. These findings underline the significance of self-concept among adolescents infected with HIV.

Attitudes and Self-Perception of 10- to 14-Year-Old Students Toward Obese Children

2020 ◽  
pp. 105984052093334
Author(s):  
Hulya Ciloglu ◽  
Medine Yilmaz
Keyword(s):  
Social Acceptance ◽  
Cross Sectional Study ◽  
The Self ◽  
Obese Children ◽  
Self Perception ◽  
School Students ◽  
Cross Sectional ◽  
Athletic Competence ◽  
Positive Attitudes ◽  
Education And Awareness

This cross-sectional study was carried out to investigate the self-perception of primary school students aged 10–14 and their attitudes toward obese children ( n = 693). There was a weak, positive, and highly significant correlation between the mean scores for the overall Attitude Toward Obese Children Scale, the Self-Perception Profile for Children Scale, and the Acceptance of Obese Peers subscale ( p = .000). There was a weak, positive, and highly significant correlation between all the subscales except for the Rejection of Obese Peer and Social Acceptance and Athletic Competence subscales ( p < .01). Self-perception in adolescence is effective throughout life in terms of community mental health. Therefore, it is of great importance to carry out education and awareness-raising studies in schools to gain students positive attitudes and behavior toward individuals with different characteristics.

UNDERTAKING TOURISM IN MOUNTAIN AREAS BY THE DISABLED AND THE LEVEL OF THEIR SELF-EVALUATION – A PILOT STUDY

2019 ◽  
Vol 52 ◽  
pp. 95-115
Author(s):  
Marta Wieczorek ◽  
Aleksandra Sadziak ◽  
Wojciech Wiliński
Keyword(s):  
Social Acceptance ◽  
Small Sample Size ◽  
People With Disabilities ◽  
Self Esteem ◽  
Small Sample ◽  
The Self ◽  
Mountain Areas ◽  
Persons With Disabilities ◽  
Self Evaluation ◽  
Sensory Disabilities

Purpose. The aim of the study was to determine the self-esteem level and its diversity depending on selected variables in persons with disabilities engaged in mountain tourism. Methods. The research method was diagnostic survey. For the purpose of determining the self-esteem level, quantitative analysis of data obtained on the basis of SES Rosenberg Self-esteem Scale (in its Polish adaptation by Dzwonkowska, Lachowicz-Tabaczek and Łaguna) and qualitative analysis of statements made by subjects with disabilities were performed. 26 persons with motor and sensory disabilities took part in the study, all of whom were participants of the project "People with disabilities in the mountains – Together we Reach the Peaks". Findings. The study showed the great importance of the undertaken mountain tourism for raising their self-esteem and self-confidence, overcoming their own fears and acquiring social acceptance, which has contributed to the improvement of self-evaluation in the subjects and thus, improving their quality of life. Research and conclusions limitations. The small sample size does not allow for the presentation and generalisation of conclusions in relation to the whole population of those with disabilities. Practical implications. Defining the direction of action concerning the activities that can be organised to create the possibility of self-fulfilment and socialisation for people with physical and sensory disabilities. Originality. The study covered a special (unique) group of people with disabilities – participants of the project “People with disabilities in the mountains – Together we Reach the Peaks”. Type of paper. The article presents the results of empirical research.

scholarly journals Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone

2021 ◽  
Author(s):  
Jennifer E. Symonds ◽  
Seaneen Sloan ◽  
Michelle Kearns ◽  
Dympna Devine ◽  
Ciaran Sugrue ◽  
...  
Keyword(s):  
Pilot Study ◽  
Sierra Leone ◽  
Social Acceptance ◽  
Ecological Validity ◽  
Child And Adolescent ◽  
Study Data ◽  
Two Phase ◽  
Daily Lives ◽  
Domain Specific ◽  
Eudaimonic Wellbeing

AbstractThe study establishes the validity of a new measure of child and adolescent hedonic and eudaimonic wellbeing designed for international use and based on social evolutionary theory. The measure advances the fields of psychometrics and happiness studies by providing the first a-contextual assessment of both hedonic and eudaimonic wellbeing that is suitable for use with children and adolescents. The Child and Adolescent Personal and Social Assessment of Wellbeing contains a brief measure (8-items) of children’s global hedonia and eudaimonia, and domain specific measures (8-items each) of children’s wellbeing in relation to peers, teachers, and families. To develop the measure, we conducted a mixed methods investigation in rural Sierra Leone. We researched the ecological validity of the conceptual framework in a qualitative study of 40 participants (19 children and 21 adults) living in two communities. We developed the quantitative items through a two-phase pilot study of 200 children living in ten communities. We examined the psychometric properties of the measure in the pilot study data, and in a larger dataset generated with 2324 children living in 95 communities. The qualitative results showed that the participants experienced the framework components (e.g., social acceptance) in their daily lives, and that each component was intertwined with indigenous perspectives on child wellbeing. The quantitative results demonstrated that the measure had good dimensional, concurrent, and predictive validity.

scholarly journals SELF-PERCEPTION OF COMPETENCE IN CHILDREN FROM SOCIALLY VULNERABLE CONTEXTS, ASSISTED AND UNASSISTED BY SOCIAL SPORTS PROJECTS

2015 ◽  
Vol 25 (3) ◽  
pp. 271 ◽  
Author(s):  
Glauber Carvalho Nobre ◽  
Paulo Felipe Ribeiro Bandeira ◽  
Maria Helena Da Silva Ramalho ◽  
Francisco Salviano Sales Nobre ◽  
Nadia Cristina Valentini
Keyword(s):  
Social Acceptance ◽  
The Self ◽  
The Other ◽  
Self Concept ◽  
Self Perception ◽  
Male And Female ◽  
Brazilian Version ◽  
Self Worth ◽  
Different Dimensions ◽  
Psychological Features

ntroduction: practising sport contributes tothe reinforcement of important psychological features such as self-perception of competence, especially when participants are children from socially vulnerable contexts. Objective: to compare the socially vulnerablechildren’s self-perception of competence, assisted and unassisted by social sports projects. Method: a total of 235 children (male and female), aged between seven and tenyears, participated in this comparative study. They were divided into two groups: onegroup was formed by 106 children participating in social sports projects;the other was 129 children who did not participate in socialsports projects. The self-perception of competence was assessed by the Brazilian version of the Self-Perception Profile for Children. We used a three-way ANOVA to assess the possible interaction effect between gender, age and group (children assisted and unassisted) in the different dimensions of perceived competence. Results: The children attending sports projects reported higher overall self-worth (F(1.234)) = 6.132, p = 0.014, η2 = 0.026). It was observed that there was an effect of interaction between the variable age x group (F(1.234)) = 6.673, p = 0.010, η2 = 0.029) on the self-perception of social acceptance. There were no significant effects of group on the other dimensions of self-perception of competence. Conclusion: the children participatingin social sports projects showed more self-perception in terms of social acceptance and self-concept compared tonon-participatory children. This project does not help in other dimensions of self-perception.

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