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.

ADHD symptoms and peer relations of children in a community sample: Examining associated problems, self-perceptions, and gender differences

2005 ◽  
Vol 29 (5) ◽  
pp. 388-398 ◽  
Author(s):  
Sofia Diamantopoulou ◽  
Lisbeth Henricsson ◽  
Ann-Margret Rydell
Keyword(s):  
Peer Relations ◽  
Community Sample ◽  
Adhd Symptoms ◽  
Hyperactivity Disorder ◽  
Self Perceptions ◽  
Self Worth ◽  
And Gender ◽  
Peer Nominations ◽  
Internalising Problems ◽  
The Impact

This study examined children's peer relations in relation to gender, symptoms of attention-deficit/ hyperactivity disorder (ADHD), associated behaviour problems, prosociality, and self-perceptions, in a community sample. Six hundred and thirty-five 12-year-old children (314 girls) provided peer nominations and rated feelings of loneliness and self-perceptions regarding global self-worth and behavioural conduct. We obtained teacher ratings of ADHD symptoms, conduct and internalising problems, and prosociality. ADHD symptoms, conduct problems, internalising problems, and low levels of prosociality were all related to higher levels of peer dislike. Despite ADHD symptoms being related to more peer dislike, children with high levels of ADHD symptoms did not report more feelings of loneliness. The self-perceptions of children with high levels of ADHD were not related to peer dislike. Although high levels of ADHD symptoms were not related to peer dislike in girls, peers tolerated higher levels of ADHD symptoms among boys than among girls, providing support for the “gender appropriateness hypothesis” regarding the impact and influence of ADHD symptomatology upon the peer relations of children within a community sample.

A description and illustration of the Triadic Relations Model: Who perceives whom as bullying whom?

2010 ◽  
Vol 34 (4) ◽  
pp. 374-383 ◽  
Author(s):  
Noel A. Card ◽  
Philip C. Rodkin ◽  
Claire F. Garandeau
Keyword(s):  
Peer Relations ◽  
Social Relations ◽  
Fourth Grade ◽  
Social Relations Model ◽  
Interpersonal Behaviors ◽  
The Social ◽  
Peer Nominations ◽  
Dyadic Variables

Analyses of children’s peer relations have recently begun considering interpersonal behaviors and perceptions from the perspective of the Social Relations Model. An extension of this model, the Triadic Relations Model (TRM), allows for consideration and analysis of more complex three-person data to understand triadic processes; separate individual, dyadic, and triadic variance; and model co-occurrences among dyadic phenomena. The goal of this article is to provide a didactic introduction to the TRM and its potential for studying peer relations. The TRM is applied to data from nine classes (N = 162) of third and fourth grade boys and girls involving perceptions (peer nominations) of actors’ (aggressors’) behavior toward partners (victims). We report and illustrate interpretation of 7 variance and 16 covariance estimates from this TRM analysis of who perceives whom as bullying whom. In particular, triadic analyses revealed a tendency for children to perceive others as sharing the same aggressors and the same targets for aggression as themselves. We discuss implications of findings for studying aggression, as well as extensions of this model, such as incorporating multiple constructs or connecting the TRM estimates with individual and dyadic variables, and challenges of using the TRM.

Peer Status of Children with and without Learning Disabilities — A Multimethod Study

1988 ◽  
Vol 11 (4) ◽  
pp. 322-332 ◽  
Author(s):  
Sally G. Hoyle ◽  
Felicisima C. Serafica
Keyword(s):  
Social Networks ◽  
Learning Disabilities ◽  
Social Relations ◽  
Ecological Factors ◽  
Peer Status ◽  
Group Differences ◽  
Significant Group ◽  
Friendship Formation ◽  
The Social ◽  
Peer Nominations

This study examined the social relations of third-grade children with (LD) and without learning disabilities (nonLD). Two sociometric measures (peer nominations and ratings of “liking”) and a questionnaire on social networks outside of school were employed. Results on the former indicated that LD children were less accepted but not more rejected by peers than nonLD children. Differences were found in the functions and contexts -but not the size or composition - of LD and nonLD children's social networks. To test different hypotheses for LD children's social status, three possible determinants were studied: behavior problems as rated by teachers, conceptions of friendship, and ecological factors. Teachers of LD students did not observe these children to be more disruptive though they rated them as demonstrating more personality problems than nonLD peers. Significant group differences in friendship conceptions were found: the LD group's mean stage score for conceptions of friendship and their mean levels of reasoning about friendship formation and conflict resolution were significantly lower than those of the nonLD controls. Theoretical and methodological implications of the results are 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.

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.

A Meta-Analysis of the Social Competence of Children with Learning Disabilities Compared to Classmates of Low and Average to High Achievement

2003 ◽  
Vol 26 (3) ◽  
pp. 171-188 ◽  
Author(s):  
Elizabeth A. Nowicki
Keyword(s):  
Learning Disabilities ◽  
Social Competence ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Teachers Perceptions ◽  
Self Perceptions ◽  
The Social ◽  
Scholastic Performance ◽  
Self Worth ◽  
Preference Ratings

This meta-analysis synthesized research since 1990 pertaining to the social competence of children with learning disabilities in inclusive classrooms. Comparisons with average- to high-achieving classmates resulted in medium to large effect sizes for teachers' perceptions of social competence, peer preference ratings, positive peer nominations, global self-worth, and self-perceptions of scholastic performance. A second set of comparisons with children designated as low in academic achievement yielded moderate effect sizes for teachers' perceptions of social competence and for peer social preference ratings. Small effect sizes were obtained for global self-worth and self-perceptions of scholastic performance. It was concluded that (a) children with learning disabilities and children designated as low in academic achievement are at a greater risk for social difficulties than are average- to high-achieving children, and (b) children with learning disabilities and their low-achieving classmates do not appear to have accurate self-perceptions of social acceptance.

Self-Concept and Middle School Students with Learning Disabilities: A Comparison of Scholastic Competence Subgroups

1996 ◽  
Vol 19 (2) ◽  
pp. 117-126 ◽  
Author(s):  
Winston J. Hagborg
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
School Attitudes ◽  
Self Concept ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Positive Events ◽  
Scholastic Competence ◽  
Internal Locus Of Control ◽  
Self Worth

Three subgroups of middle school-age students with learning disabilities were formed on the basis of their self-reported ratings on the Scholastic Competence subscale of Harter's Self-Perception Profile for Children. Findings indicated significant differences between the low and both the medium and the high subgroup on three measures: internal locus of control for positive events, school attitudes, and global self-worth. Notably, the subgroups did not differ in the areas of socioeconomic status, intelligence, achievement, grades, age at classification, and extent of participation in special education. Hence, the most commonly regarded markers of school success were not found to be associated with differing scholastic competence subgroups for students with learning disabilities. Findings are interpreted as supporting the compensatory hypothesis for positive self-concept development among students with learning disabilities.

scholarly journals The Motor intervention effectiveness on children daily routine, motor, health, and psychosocial parameters

1989 ◽  
Author(s):  
Adriana Berleze ◽  
◽  
Nadia Cristina Valentini ◽  
Keyword(s):  
Sex Differences ◽  
Motor Skills ◽  
Social Acceptance ◽  
Comparison Group ◽  
Free Play ◽  
Daily Routine ◽  
Intervention Effectiveness ◽  
Motor Competence ◽  
Self Perceptions ◽  
Self Worth

For children with motor delays, the intervention effectiveness regarding children's routine, overall self-perceptions, and engagement in the lessons, have been understudied. Furthermore, specific sex differences still lack evidence. This study examines the effectiveness of mastery Climate (MC) motor intervention on girls' and boys' daily routine, motor performance, BMI, self-perceptions, and engagement, and the sex differences across these variables. Children with motor delays were randomly assigned to MC Group or Comparison Group. We assessed children's routine at home; perceived competence, social acceptance, and global self-worth; BMI; motor skills; and qualitative engagement in the lesson. Results show girls and boys increased the playtime, motor scores, perceptions of cognitive and motor competence, social acceptance, global self-worth, and engagement with success in the lessons; and, decreased TV time and free play, changing tasks, distraction, and conflicts in the lesson. In conclusion the MC intervention was effective in fostering girl's and boys' achievement.

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