The present research examined the buffering effects of group interaction on emotional responses to both relative success and relative failure in developmentally relevant domains. In Study 1, 192 children and adolescents, in grade 4 and grade 10, from mixed-sex schools participated. In Study 2, 173 participants in grades four, five and ten were recruited from same-sex schools. Participants were given a questionnaire, consisting of schematic drawings of children and adolescents in interindividual and intergroup contexts, to assess their perceptions about how their typical same-sex peers feel when they are experiencing relative success or failure. Results indicated that both male and female participants at all grade levels, in both samples, judged their typical same-sex peers to feel better when experiencing relative success when they were a member of a group that was outperforming another group than when they were individually achieving greater success than another individual. In the sample consisting of participants from same-sex schools they also reported more positive feelings when experiencing relative failure in a group context than in individual interactions. Discussion centers on the implications for achievement and performance in educational contexts.

Thesis (Ph.D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 19, 2009) Vita. Includes bibliographical references.

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Thesis (Ph. D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 133-143). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ39296.

The perspective on the social construction of childhood has dominated research on children and childhood in recent years. The aim of this study was to contribute to these debates and gain an understanding of the vulnerabilities and resiliency factors in the lives of children from a working class schooling context in KwaZulu-Natal. Twenty seven children, twelve boys and fifteen girls were interviewed using interviews, questionnaires and focus groups. Participatory research techniques including children's drawings and mind mapping were used. The children's perspectives revealed that there are various risk factors that they are exposed to which include crime, violence, bullying, racism from teachers, gender stereotyping, child abuse, pollution, HIV/Aids, alcohol and drug abuse. Concerns that children have about their future include possible unemployment of their parents, the rising cost of schooling and contracting HIV/ Aids. Despite this, the children identified various resiliency factors in their lives such as grand parents, good neighbours, caring teachers and a comprehensive school programme that includes sport. A common theme across participants in this study was religion as an identifying and resiliency factor in their lives. The findings stress the need for schools to address exclusionary pressures that impact on the well-being of children in this schooling context. / Thesis (M.Ed.)-University of KwaZulu- Natal, 2005.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 104-116). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 123-143). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 123-143). Also available on the Internet.

Thesis (M.A.)--Carleton University, 2001. / Includes bibliographical references (59-64). Also available in electronic format on the Internet.

Attachment, a vital part of human life, is defined as a strong emotional bond with a caregiver that is formed through repetitions of behaviors that children adjust to accordingly. One forms a view on relationships that transfers from parents to peers as a result of their internal working model (IWM). A secure attachment can form a healthy model while an insecure one may form an unhealthy, negative model. The present study assesses preadolescents' attachment styles toward their friends and examines whether their attachment styles interact with peers' attachment styles to predict liking of the peers and aggression toward the peers. / by Alexzandria May. / Thesis (M.A.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.