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 (MSD(Social Work and Criminology))-University of Pretoria, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 129-151).

Thesis (MSD(Social Work and Criminology))-University of Pretoria, 2007. / Includes bibliographical references.

Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: Julie A. Hubbard, Dept. of Psychology. Includes bibliographical references.

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Julie A. Hubbard, Dept. of Psychology. Includes bibliographical references.

Thesis (Ph.D.)--York University, 2003. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 147-168). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99141

Prior research has shown that both lead users and opinion leaders may propel the diffusion of innovation. This raises the question of whether lead users and opinion leaders are positioned similarly in social networks, which we address using a sample of 23 school classes consisting of 537 children. Research among children is very scarce in this particular domain. Our statistical analyses based on hierarchical linear modeling reveal two general results: first, lead users among children appear to possess a variety of links between clusters; second, opinion leaders are locally positioned within clusters of children and have many direct links. (authors' abstract)

Students' classroom engagement is a strong predictor of positive educational outcomes including academic achievement, GPA, and standardized test scores. Most existing research has focused on the role of quality parenting and teaching in the development of student engagement. However, some research has shown small, yet significant effects of influences from students' peer groups on the development of their engagement. The goal of this study was to explore whether some children are more susceptible to the effects of their peer groups, and to examine a series of possible factors that might amplify the influence of a target students peer group on the development of that students' own engagement over the course of an academic year. In a re-analysis of an existing data set (Kindermann, 2007), peer group profiles of student engagement were examined as predictors of changes in individual engagement from fall to spring. It was expected that peer groups' levels of engagement would vary in their predictive power for changes in students' own engagement over the school year, depending upon individual levels of peer relatedness, the number of peers with whom the student affiliates with, student perceptions of parental involvement, as well as person-to-group differences in engagement. Gender differences were expected to be non-significant. As expected, results from two sets of analysis indicate no significant gender differences in susceptibility to peer influence. Furthermore, results suggest that susceptibility to peer influence on school engagement may depend upon the number of peers with whom a student affiliates with, parental involvement, as well as person-to-group differences in engagement. However, contrary to expectations, results suggest that a student's susceptibility to peer influence may not depend upon self-reported peer relatedness. Details of the analyses, results, strengths, limitations, and implications for future research are discussed.