Recent research suggests that children's ability to solve interpersonal problems is related to their social adjustment. As children are continually confronted with personal and interpersonal problems which they must solve in order to maintain positive peer relations, the study and promotion of effective problem solving skills is of great importance. The aim of the present study was to assess children's responses to hypothetical problem situations as well as to assess their overt behavioral responses in a simulated problem situation. Children were classified as socially effective (well-liked) and socially ineffective (withdrawn and aggressive) on the basis of peer and teacher ratings and nominations. Children then responded to six hypothetical stories describing an interpersonal problem (three involving a peer conflict and three involving the initiation of an interaction with a peer) and participated in two simulated real-life behavioral problem situations which mirrored two of the hypothetical stories. The results suggest some correspondence between hypothetical and behavioral indices of social problem solving skill. Withdrawn males generated fewer alternatives to both hypothetical and behavioral situations, and offered more non-confrontative intention statements to peer initiation stories than did other children. In contrast, aggressive males were found to differ from other children in the proportion of aggressive intention statements offered and in the proportion of aggressive acts produced in the peer conflict situation. Suggestions for future modifications and replications of the present research are made and implications for designing intervention programs are offered.

Thesis (Ph. D.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 251-290).

published_or_final_version / Education / Master / Master of Education

Thesis (MSc)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study aimed to create an elaborate model that can shed light on the intra- and interpersonal functioning of middle childhood and early adolescent South African girls in child care. Data used included: 1) measures of self-concept that was measured by The Beck Youth Inventories: Self-concept inventory for Youths (Beck, Beck & Jolly, 2001), 2) a qualitative indication of perceived attachment towards a mother figure and 3) biographical data provided by the social workers associated with the children's homes that participated in the study. Participants included 70 girls between the ages of 9 and 14, of which 35 were assigned to the Children's Home Group. The Control Group comprised of the rest of the participants. Regression analysis, correlation measurement and the calculation of the significance of the differences between groups were used to test hypotheses. Results indicated that perceived attachment to a mother figure is a significant mediator of selfconcept, but that factors related to age seemed to have the most significant mediating effect during the developmental stages of middle childhood and early adolescence. The results were used to combine and elaborate on existing theories of intra- and interpersonal functioning in order to suggest a model that attempts to explain the functioning of South African girls in child-care in more depth. Implications for these findings are discussed. / AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om 'n gedetailleerde modelop te stel wat lig kan werp op die intra- en interpersoonlike funksionering van middel-kinderjarige en adolessente dogters in kindersorg in Suid-Afrika. Die data wat gebruik is, sluit in: 1) meetings van selfkonsep wat gemeet is deur die Beck Youth Inventories: Self-concept inventory for Youths (Beck, Beck & Jolly, 2001), 2) 'n kwalitatiewe indikasie van dogters se persepsie oor die binding tussen hulle en hulonderskeie moeders, asook. 3) biografiese data wat verskaf is deur die maatskaplike werkers wat geassosieer was met die kinderhuise wat deelgeneem het. Die deelnemers het bestaan uit 'n groep van 70 dogters tussen die ouderdomme van 9 en 14 jaar. Die helfte van die deelnemers het vanuit die kinderhuise gekom terwyl die res van die deelnemers die kontrolegroep gevorm het. Regressie analises, korrelasie metings en die berekening van die beduidendheid van verskille tussen groepe is gebruik om hipoteses te toets. Die resultate het daarop gedui dat dogters se persepsie van die kwaliteit van die binding tussen hulle en hul moeders, wel 'n beduidende mediator van self-konsep is gedurende middle-kinderjare en adolessensie is, maar dat faktore wat verband hou met ouderdom, die grootste mediërende effek het op self-konsep gedurende hierdie ontwikkelingsfases. Op grond van die resultate is 'n model saamgestel wat 'n voortbouing is op bestaande teorie, maar poog om meer lig te werp op die intra en interpersoonlike funksionering van Suid-Afrikaanse dogters in kindersorg te verduilik. Die implikasies hiervan word bespreek.

No description available.

The purpose of this study is to attempt to discover any observable differences in social behavior between elementary school pupils who have attended nursery school and those who have had no nursery school experience.

This study investigated whether behavior disordered children would decrease aggressive behavior if their social interest were developed. Three hypotheses that were tested predicted that there would be a significant difference between the control group and the experimental group on adjusted mean scores on aggressive behavior on post test scores. The measuring instruments used were the Child Behavior Checklist Parent Report Form, the Child Behavior Checklist Teacher Report Form, and the Child Behavior Checklist Director Observation Form. It was also predicted that there would be a significant difference between the control group and the experimental group on post test adjusted mean scores as measured on the Social Interest Scale. An analysis of covariance was employed to test the data. Behavior disordered students in the experimental group participated in three activities designed to develop their social interest. They participated in peer tutoring, socialization with nursing home residents, and group discussions. Data were collected from parents, teachers, and observers of behavior disordered students in an elementary school in Northwest Louisiana during the summer term of 1987. Teachers did report a statistically significant difference between the experimental and the control groups in the decrease of aggressive behavior. These results are in accord with predictions generated by Adlerian theory and with naturalistic data. Parents and observers did not report a statistically significant difference between the two groups in the decrease of aggressive behavior. Significant differences were not found between the experimental and control groups in the development of social interest. Since the teachers did report statistically significant results in this study, it is recommended that these same activities to develop social interest be repeated, that counseling sessions be designed to be more therapeutic, and that additional modeling and role playing be included. It is further recommended that an instrument be developed to measure social interest in children, and that parents and teachers of the children be provided with education and training in Adlerian theory and its application to their interactions with children.

The aim of the present study was to explore the role of teacher preference and peer acceptance in determining children's self-concept. In particular, it was proposed that teacher preference and peer acceptance would mediate the effect of children's academic performance and social behaviours on self-concepts. One thousand, one hundred and twelve elementary school students (Grade 1 to Grade 6) and their class teachers participated in this study. Teacher preference was indicated by the class teacher's personal liking towards each student in their classes on a five-point scale, while peer acceptance was indexed by unlimited within class nomination of friends. Students' self-concepts were captured by Harter's (1982) Perceived Competence Scale for Children. Both teacher ratings and peer nominations were used to measure children's social behaviours (i.e., prosocial leadership, aggression and social withdrawal). Results showed that peer acceptance mediated the relation between children's social behaviours and self-concepts. In order to further understand teachers and peers' influence on children, children were divided into four groups with regard to teachers and peers' preferences. The four status groups were 'popular stars', 'teachers' pets', 'students' heroes', and 'rejected'. Since this premise has not been empirically tested, the four status groups were profiled in terms of self-concept, academic performance, and social behaviours. Potential differences among the four status groups were also examined and discussed in this study. / Fung, Yau Fong. / Adviser: Chang Lei. / Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 142-160). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix in Chinese.

Thesis (M.Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 59-62). Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 153-170). Available also in a digital version from Dissertation Abstracts.