Diss. (sammanfattning) Umeå : Univ., 2004. / Härtill 4 uppsatser.

Thèse (M.A.)--Université Laval, 2007. / Bibliogr.: f. 56-61. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Thèse (Ph. D.)--Université Laval, 1997. / Bibliogr.: f. 179-199. Publié aussi en version électronique.

<p>The purpose of this essay has been to make clear how adolescents understand the phenomenon of being popular among peers. Two questions were tried to be answered: What does it mean to be popular? How does one become popular? Ten adolescents from ages 13 to 18 were interviewed, and this makes the basis of this essay.</p><p>Seven categories show the result. Social skills were found to be the most important characteristic. A popular adolescent were said to be outgoing, nice, pleasant, have a good sense of humor and also have a well developed feeling for how to behave in different social situations. The appearance did not matter, according to the interviewees. But the popular adolescents did dress in a way that corresponded to the majority of the peers. The body was not important at all. Most of adolescents were assumed to be neither more popular, nor less popular but instead right between these two conceptions – they were average popular. Popular adolescents had nothing in common, when it came to background. Achievements in school did not lead to popularity, but it was important to be well-informed about society, when to chat with peers. Generally, what leisure-time activities adolescents attended were said to have no affect on popularity. Finally, the interviewees thought almost everyone were aware of how popular he or she was, although they supposed that some adolescents could be more popular among peers, without being aware of it.</p><p>All together, this could roughly be said to be the way for adolescents to become popular among peers, according to this essay: develop your social skills, keep an eye on how your peers dress and follow their fashion and, finally, be well-informed about society. You do not have to do well in school, but show that you are in control of school and marks.</p>

Thèse (M.PS) -- Université du Québec à Chicoutimi, programme en extension de l'Université du Québec à Trois-Rivières, 2005. / La p. de t. porte en outre : Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en psychologie offerte à l'Université du Québec à Chicoutimi en vertu d'un protocole d'entente avec l'Université du Québec à Trois-Rivières. Comprend des réf. bibliogr. : f. [92]-99. Document électronique également accessible en format PDF.

No description available.

Th.--Théol.--Helsinki, 1983. / résumé en anglais. Bibliogr. pp. 445-464.

Diss.--Würzburg--Univ., 1991. Titre de soutenance : Untersuchung zum Rhytmus des Lernens während der Freiarbeit in einer Montessori-Schulklasse für geistig behinderte. / Bibliogr. p. 174-176.

Diss.--Universität Bonn, 1996. / Bibliogr. p. 279-299.

Despite varying perceptions and indicators of risk, some children and adolescents labeled at risk are successful in academic endeavors and in life and could be characterized as resilient (Barone, 1999, 2004; Benard, 2004; Waxman, Padron, & Gray, 2004; Wolin & Wolin, 1993). Using a multiple case study design, the purpose of this study was to explore literacy habits and everyday experiences of three African American, female adolescents, who were labeled at risk, yet displayed resilience. Data were collected throughout their senior year of high school, both inside and outside of school, and included observations, interviews, and document analysis. Data collection and analysis were grounded in a social theoretical framework, comprising theories of adolescent literacy, resilience, and identity. Analysis of the individual cases contextualized their unique experiences providing an in-depth understanding of the ways in which the participants enacted their resilient identities. Further, this analysis revealed the complex nature of literacy in their lives and their tremendous literacy growth. The cross case analysis examined overarching themes found across the three participants, which provided a more holistic lens for understanding resilience and literacy by juxtaposing their resilient characteristics and literacy practices with their lived experiences. The findings are discussed, and implications for educators and researchers are provided in an effort to better understand and serve students with at-risk labels.