This study investigated relationships involving peer acceptance, mathematics achievement, and birth order among 74 fifth-grade students. The children were administered a standardized achievement test and a sociometric measurement in one sitting. They were then listed in rank order on the basis of number of choices received for each of two areas-- Social- and Work-acceptance. A comparison of High and Low Social- and Work-acceptance groups in terms of mean mathematics-achievement scores indicated a significant positive interaction between peer acceptance and mathematics achievement. No significant difference was evidenced between mean mathematics-achievement scores of males and females. As expected, birth order was not shown to interact significantly with Social- or Work-acceptance for either sex. Results indicate the importance of utilizing various techniques such as sociometrically determined work groups and seating arrangements in order to improve the peer climate of the classroom.

There is a scarcity of research exploring the field of Speech and Language Disorders (SLD) in the Greek mainstream primary education context. Accordingly, the aim of this study was twofold: (i) to identify the nature and extent of speech, language and communication skills of Greek pupils with noticeably slow progress, and (ii) to examine the provision made for these pupils in Greek mainstream and inclusion classes. The study was in two phases. For the first phase, pupils whose speech and language development was below expectations were assessed using a battery of tests. Data analysis indicated no significant differences in the language profile and non-verbal reasoning ability of the pupils with SLD, General Learning Difficulties (GLD) and other Special Educational Needs (SEN). The data also gave an indication of SLD incidence in Greek mainstream primary classrooms. Phase two involved seven case studies. Together, these provided a rich profile of the speech/language and literacy functioning of the pupils identified with SLD, GLD and Specific Writing difficulties (SpWd) and the provision offered to them in Greek primary mainstream settings. The findings revealed that these pupils shared difficulties in the domains of speech/language and literacy, which impacted on their access to the curriculum and academic attainments. However, teaching practices were not differentiated according to the pupils’ specific needs or year group. Additionally, pupils’ difficulties in the above areas had a negative impact on their social participation and acceptance by peers. Overall, the study highlights the complex nature of SLD, and the similarities in the language profile and the non-verbal reasoning skills of the SLD and other SEN subgroups. This raised questions about whether SLD, as used in these schools, is a distinct area of difficulty or on a continuum with other areas of difficulties. In addition, the study raised questions regarding the assessment and identification of SLD in the Greek context, as well as the practical teaching of pupils who experience such difficulties.

Asthma is a chronic condition affecting approximately 235 million people worldwide, yet international studies have identified that most adolescents with asthma have poor self-management skills. Asthma is common in adolescent males however only a few studies have specifically investigated the asthma experiences of this population group. The aim of this study was to explore how male adolescents understand and manage their asthma symptoms. A qualitative descriptive study design was selected to investigate the experiences of male adolescents, focusing on their perceptions of societal and masculine influences on their asthma management. Individual semi-structured interviews were undertaken with 15 male adolescents to capture data about their perceptions of masculinity, asthma management, interpersonal relationships, and their physical wellbeing. Findings support previous research illustrating that asthma restricts adolescent male’s lives, both at school and recreationally. This study established that these restrictions could unpredictably affect perceived masculine ideals and their ability to be independent, strong, muscular, and competitive. Consequently, the majority of participants felt their masculinity was challenged and described feeling different, isolated, and/or marginalised from their non-asthmatic peers. To counteract these feelings, maintain control, and seek normality in front of peers, most participants reported downplaying their asthma symptoms and/or did not adhere to their prescribed treatment regimes. In addition, hegemonic representations of males as ‘tough’ and ‘self-reliant’ influenced most participants to describe re-active, non-help seeking behaviours, and minimisation of their asthma symptoms. However not all participants described adverse outcomes, with a minority resisting hegemonic ideals by taking care of their health and asthma management. Findings illustrate how a variety of masculine ideals influenced young men’s health and asthma management. Further research is required to investigate the ways differential masculine ideals may be protective or detrimental to asthma medication.

The problem of this study is to (1) determine the amount of peer acceptance existing among a group of delinquent girls committed to the Texas State Training School for Girls and (2) to determine the relationships between peer acceptance and some other variables.

Behavior problems are quite common in preschool.  Without effective intervention, children with behavior problems are at risk for rejection by teachers, peers and academic failure. But many children in preschool are not diagnosed and are not getting the support they need. At the age of two, children can show both prosocial and aggressive behavior with peers. Researchers stress the importance of positive peer relationships in childhood, because early childhood is the time children learn how to interact with each other. Through peer interactions children develop social, cognitive and language skills. The aim of this systematic literature review is to identify, and critically analyze, special support in preschool which promote peer interaction of children with behavior problems (age of 2-5 years). Five studies, with different interventions have been found through the search procedure. The results show that all the implemented interventions had positive effect on peer interactions and did reduce behavior problems in the classrooms. The results show that the studies focused on different behavior problems, but aggression was found in all the articles.  The studies were focused on different participants in order to influence behavior problems and peer interactions. Four major groups of special support orientations were found: Teacher oriented support, Team-based oriented support, Peer oriented support and Support oriented toward target children. This review presents a good overview on available special support in preschool settings, however more research still needs to be done.

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The purpose of the empirical study is to determine the nature of the peer pressure that boys experience at a single-gender school. A literature study was conducted on single-gender education as opposed to co-education as well as the phenomenon of peer pressure during adolescence and the factors that might influence peer pressure. An empirical investigation was conducted involving 221 adolescent boys. The results showed that boys in single-gender schools experience more positive than negative peer pressure. No significant differences were found between the peer pressure of boys at a single-gender school and those at a co-educational school. Motivation and relationship with peers were identified as the two most important variables relating to peer pressure. Guidelines for parents, teachers, and adolescents were discussed to promote positive peer pressure and to minimise negative peer pressure. These guidelines included strategies to motivate adolescents and to promote positive peer relationships. / Psychology of Education / M. Ed. (Psychology of Education)

Text in Afrikaans / Die doel van opvoeding is om die kind tot volwassenheid te lei. 'n Volwasse persoon is iemand wat homself ken, 'n inherente sin virwaardes navolg, sedelik selfstandige besluite kan neem en verantwoordelikheid kan aanvaar. Groepdruk belemmer die verwerwing van bogenoemde eienskappe by die adolessent en bemoeilik gevolglik sy opvoeding. Daarom stel opvoedkundiges toenemend meer in groepdruk as fenomeen belang. Die doeI van die ondersoek was om 'n meetinstrument te ontwikkel waarmee adolessente geidentifiseer kan word wat groepdruk moeilik hanteer. Daarbenewens was dit oak die doel om die belangrikste veranderlikes wat verband hou met groepdruk te identifiseer. 'n Literatuurstudie is onderneem met die doel om die fenomeen groepdruk te analiseer, ondersoek in te stel na die meetbaarheid van groepdruk en vas te stel watter faktore met groepdruk verband hou. 'n Meetinstrument is ontwikkel met die doel om groepdruk te meet (betroubaarheidskoeffisient : 0,86). 'n Empiriese ondersoek is uitgevoerwaarby 452 hoerskool adolessente (234 seuns en 228 dogters) betrek is. Benewens groepdruk is verskeie veranderlikes soos verhouding met ouers, verhouding met maats, selfbeeld, waardes, intelligensie en persoonlikheid ook gemeet. Biografiese gegewens soos geslag, ouderdom, demerietes, buitemuurse aktiwiteite en posisie in gesin is ingesluit. Uit die empiriese ondersoek blyk dit dat : • groepdruk 'n afname toon en verander vanaf graad 8 na graad 12; • selfbeeld, ouderdom, populariteit en verhouding met maats as die vernaamste veranderlikes wat met groepdruk verband hou, beskou kan word. Die implikasies van die bevindinge in die literatuurstudie en in die empiriese ondersoek is bespreek met die doel om ouers en onderwysers met riglyne te voorsien wat hulle kan aanwend om adolessente minder kwesbaar vir groepdruk te maak. / The aim of education is to guide the child towards adulthood. An adult is expected to know himself, follow an inherent sense of values, make moral decisions independently and accept responsibility. Group pressure hampers the attainment of the above characteristics during adolescence and therefore makes education problematic. For this reason educationists are taking a growing interest in group pressure as a phenomenon. The aim of this study was to develop a measuring instrument to identify adolescents who find it difficult to deal with group pressure. In addition it was also the aim to determine the most important variables which relate to group pressure. A literature study was undertaken in order to analyse group pressure as a phenomenon, to analyse the measurability of group pressure and to determine which factors relate to group pressure. An instrument was developed to measure group pressure (reliability coefficient: 0,86). An empiricalinvestigation was carried out involving 452 high school adolescents (234 boys and 228 girls). In addition to group pressure, several variables were measured such as the individual's relationship with parents and friends, his self-concept, values, intelligence and personality. Biographical information such as gender, age, number of demerits, extra mural activities and birth order was collated. From the empirical investigation it seems that • group pressure shows a decline from Grade 8 to 12; • self concept, age, popularity and relationship with friends can be considered the most important variables relating to group pressure. The implications of the findings in the literature study and empirical investigation were discussed with the aim to provide parents and teachers with guidelines which they can apply to make adolescents less vulnerable to group pressure. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)