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Search Results: 1 - 10 of 52 matches for " peers "
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An in-Depth Investigation of a Model Sport Program for Athletes with a Physical Disability  [PDF]
Jennifer Turnnidge, Matthew Vierimaa, Jean Coté
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.312A167
Abstract:

While previous research highlights the important benefits that sport participation can have for youth development, limited research has examined the sport experiences of athletes with disabilities (Martin, 2006). The purpose of this study was to describe the sport experiences of athletes with physical disabilities in a model swim program that has been widely recognized for the development of positive values in athletes. Semi-structured interviews were conducted with eight athletes with a physical disability. Participants were both male (n = 3) and female (n = 5), between 9 - 19 years of age, and averaged 5.9 years of swimming experience. Interviews were transcribed verbatim and were subjected to a content analysis procedure in which raw meaning units were grouped into salient themes (Coté, Salmela, Baria, & Russell, 1993; Tesch, 1990). Athletes’ responses regarding the outcomes derived from this program revealed four themes: 1) Redefined capabilities, 2) affirmed sense of self, 3) strengthened social connection, and 4) enhanced acceptance. Social and contextual processes facilitating the development of these outcomes are also discussed. Practical implications for programmers, coaches, and athletes are presented along with recommendations for future sport research.


The Dialogue and the Relationship with Parents and Friends: A Research on Italian Adolescents’ Representations  [PDF]
Giulia Savarese
Psychology (PSYCH) , 2016, DOI: 10.4236/psych.2016.74066
Abstract:

The goal was to understand what representations Italian adolescents have about the dialogue and the relationship with their parents and with the peer group, as well as to evaluate any differences. We interviewed 400 Italian adolescents, 200 males and 200 females, aged between 14 and 19 years. The instruments used were an ad hoc questionnaire and a free story. The results show significant differences in the communicative/relational support by parents and by the peer group, especially in relation to the confidences of their personal problems, the choice autonomy and the behaviors that encourage independence.

Misperceptions of peer gambling norms among adolescents: Analysis of a national sample in Finland  [PDF]
Susanna Raisamo, Tomi Lintonen
Open Journal of Preventive Medicine (OJPM) , 2012, DOI: 10.4236/ojpm.2012.22019
Abstract: Introduction: Misperceptions of peer drinking norms are widely documented in the US student populations and are associated with increased personal consumption. Few studies have examined misperceptions of peer gambling, and none of these have been conducted among adolescents in the European context. In a national sample, we examined misperceptions of peer gambling in Finland. Tenets of the social norms approach form a framework for discussion of the findings. Methods: Participants were 4526 adolescents aged 12 to 18 years who completed the nationwide Adolescent Health and Lifestyle Survey in 2011. Main measures were gambling behavior and the perception of same age-sex peers’ gambling. Misperception was an overestimation of the frequency of gambling by others compared to the actual frequency of gambling. Results: Adolescents held substantial misperceptions of peer gambling, imagining they gambled much more than they actually did. Age, sex, and gambling behavior were correlated with the perceptions. The extent of misperception was greatest among monthly gamblers, whereas non-gamblers and daily gamblers were more accurate in their perceptions. Estimations of peers’ gambling frequency were more accurate in boys than in girls and among those aged 12 years than among older adolescents. Conclusion: Our findings suggest that adolescent gambling prevention efforts could benefit from adopting a social norms approach; that is, correcting gambling-related misperceptions might discourage gambling and protect adolescents from adopting more severe gambling patterns.
Defining Concepts of Student Engagement and Factors Contributing to Their Engagement in Schools  [PDF]
Manisah Mohd Ali, Noorfaziha Hassan
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.914157
Abstract: Student engagement has been widely studied and has been linked to success in academic achievement. This paper focuses on contextualizing student engagement in classroom by discussing the different definition based on previous related studies on student engagement. It will answer questions on the different definitions on student engagement have been developed in previous studies and what are the factors contributing to students’ engagement in classrooms. It is found that good engagement is defined by the quality of engagement shown in relation to the kind and context of attachment. Three factors related to a good engagement were identified which are family factor, school factor and peer factor. This paper implies on the need for support from different parties for positive student engagement in schools.
The P2P Risk Assessment Model Based on the Improved AdaBoost-SVM Algorithm  [PDF]
Jianhui Yang, Dongsheng Luo
Journal of Financial Risk Management (JFRM) , 2017, DOI: 10.4236/jfrm.2017.62015
Abstract: The improved AdaBoost-SVM algorithm is used to classify the safety and the risk from the Peers-to-Peers net loan platforms. Since the SVM algorithm is hard to deal with the rare samples and its training is slow, rule sampling is used to reduce the classify noise. Then, with the combinations of learning machine, P2P risks can be identified. The result shows that IAdaBoost algorithm can improve the risk platform classification accuracy. And the error of classification can be controlled in 5%.
Dinamicas grupais na adolescência
Gouveia-Pereira,Maria; Pedro,Isaura; Amaral,Virgílio; Alves-Martins,Margarida; Peixoto,Francisco;
Análise Psicológica , 2000,
Abstract: several studies showed that adolescent peer group play an important role at different levels: they are a source of instrumental and emotional support, developmental tasks resolution and construction of identity (alves martins, 1998; gouveia-pereira, 1995, 1998; palmonari, pombeni & kirchler, 1990; 1991; 1992 & sherif, 1984). following the research of tajfel (1982, 1983) on intergroup relations and the findings of cotterel (1996) it is stated that the group gives positive emotional experiences through acceptance and recognition of the individual, and the adolescent gains the feeling of belonging and solidarity between group members. the goal of the present study is to analyze the adolescent' perception of their peer. the formation and history of the peer group, meeting places, dimensions of identity and of evaluation were analyzed in order to better understand the groups' identity in relation to other groups. participants were 42 adolescents from the 7th and the 9th year of secondary school. in order to collect the data qualitative group interviews were conducted. results showed that group formation is strongly influenced by school dynamics. school year plays a role at the level of the perception of intergroup relations. adolescents from 9th year show a greater capacity for differentiation in relation to other groups wile younger students only differentiated the other groups through behavior dimensions.
Attitudes of Students towards Peers with Disability in an Inclusive School in Nigeria
Abiola Olaleye,Olorunfemi Ogundele,Samson Deji,Oluseye Ajayi
Disability, CBR & Inclusive Development , 2012, DOI: 10.5463/dcid.v23i3.136
Abstract: Purpose: The majority of children and young people with disabilities live in developing countries where they face inequalities in education and other opportunities. Negative attitudes constitute one of the major barriers to the development of their potential. This study aimed to describe the attitudes of students without disability towards their peers with disability, and to assess the role that gender and interpersonal contact play in shaping these attitudes. Method: A cross-sectional study involving 107 students was carried out at an inclusive secondary school located in a peri-urban area in South Western Nigeria. Participants were recruited from a group of 118 students in the three junior classes and senior class one (JSS 1 to SSS 1). A semi-structured questionnaire containing items on the “Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH) scale”, which elicits responses on a Likert scale numbered 0 to 4 (0-strongly disagree, 4-strongly agree), was administered. Data analysis was done using Stata version 12. Descriptive analysis was carried out and association between variables was determined using independent two-tailed t-tests. Results: The Cronbach’s alpha coefficient of the scale was 0.83. The attitudes of students in the school were generally positive (M = 22.55, SD = 3.79). Female students had higher total scores (M = 24.76, SD = 2.78) than their male contemporaries (M = 19.84, SD = 3.05), t (103) = 8.55, p = .000. Having a friend/relative with a disability was associated with more positive attitudes among female students. Conclusions: In this inclusive setting, the attitudes of students towards their peers with disability were generally positive. Since interpersonal contact was associated with positive attitudes towards students with disabilities, interventions should be directed towards promoting interpersonal relationships in order to build an integrated society. doi: 10.5463/dcid.v23i3.136
Educating through Movies: How Hollywood Fosters Reflection  [PDF]
Pablo G Blasco, Mariluz González Blasco, Marcelo R Levites, Graziela Moreto, James W Tysinger
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.23024
Abstract: Learning through aesthetics—in which cinema is included—stimulates learner reflection. Because emotions play key roles in learning attitudes and changing behavior, teachers must impact learners’ affective domain. Since feelings exist before concepts, the affective path is a critical path to the rational process of learning. Likewise, faculty use their own emotions in teaching, so learning proper methods to address their affective side is a complementary way to improve their communication with students. This paper presents experiences of how to use cinema for educating emotions, among students and teachers, to foster reflection and improve teaching skills.
Inclus?o escolar e deficiência mental: análise da intera??o social entre companheiros
Batista, Marcus Welby;Enumo, S?nia Regina Fiorim;
Estudos de Psicologia (Natal) , 2004, DOI: 10.1590/S1413-294X2004000100012
Abstract: the inclusion of bearers of deficiencies in schools has been a guiding and dominating proposal in special education, including in brazil, and has directed rehabilitation and educational programs and policies. the aim of this study was to describe and to analyze the interaction among three students with mental retardation (mr) and their peers. the study was carried out with first-grade students of three core municipal schools of the city of vitória, es, brazil, who had classmates who were bearers of mr. all 80 students were given a sociometric test containing questions on three choices and rejections of classmates with whom to play and to accomplish classroom tasks. fifteen observation sessions were recorded, five for each target children (plus an extra one for one of the children), during an entire month. the results showed that students who have special education needs are less frequently accepted and more frequently rejected than their peers in regular classrooms. it was noted that subjects spent most of their time alone, showing difficulties in initiating, maintaining and finalizing contacts with their classmates.
La percepción de la violencia entre pares en contextos escolares: un estudio cualitativo
Veccia,Teresa Ana; Calzada,Javier Gonzalo; Grisolia,Erika Valeria;
Anuario de investigaciones , 2008,
Abstract: the violence has increased in different levels and countries during the last years. this problem is caused by historic, institutional, family and personal components. in this article we focused on the violence in schools and more specific the violence among children. this kind of maltreatment is a perturbation of the relationship among the members of a group, and is an expression of the interpersonal violence. when these aggressiveness relationships become in a rigid configuration dominate-dominated and persist in time, these are known as bullying. these type of behaviors bring serious psychological and social consequences. this article has used a qualitative methodology and has the aim of understanding and interpreting the reality of bullying from the perception of the adults who belong to one of the schools where the research has taken place.
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