Thesis (doctoral)--La Salle University, 2003. / ProQuest dissertations and theses ; AAT 3108287. Includes bibliographical references (leaves 40-52).

Orientador: Fermino Fernandes Sisto / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T09:30:00Z (GMT). No. of bitstreams: 1 Pelissari_AdrianaReginaMarquesdeSouza_D.pdf: 449843 bytes, checksum: 74cb54ff57ad3e44f6a3e31373208e6a (MD5) Previous issue date: 2006 / Resumo: Este estudo teve como objetivo verificar as possíveis relações entre dificuldades de aprendizagem em escrita, aceitação e rejeição social e autoconceito social, familiar, escolar e pessoal de crianças de segunda e terceira série do Ensino Fundamental. A pesquisa contou com 543 crianças, de ambos os sexos, com idades entre 8 e 10 anos, cursando a segunda e terceira séries do Ensino Fundamental, de quatro escolas públicas de Campinas. Todas as crianças foram avaliadas de acordo com sua dificuldade de aprendizagem em escrita e classificadas de acordo com uma escala de ADAPE (SISTO, 2001). Para avaliação das dificuldades de aprendizagem em escrita, autoconceito e aceitação social dos sujeitos pesquisados, este estudo contou com três instrumentos. O primeiro, de Avaliação de Dificuldades de Aprendizagem em Escrita (ADAPE), composto por um texto de 114 palavras. O segundo, uma escala de autoconceito social, familiar, escolar e pessoal, apresentando 52 questões, O teste sociométrico foi o terceiro instrumento, para a constatação do índice de aceitação e rejeição de cada um dos sujeitos de cada classe. Os dados foram submetidos a uma análise estatística de variância e mostraram que, na segunda série, o autoconceito geral, o escolar e o familiar são fatores que se encontram relacionados às dificuldades de aprendizagem em escrita. Já, na terceira, somente o autoconceito escolar e a aceitação social para estudar são fatores significativos, quando relacionados com as dificuldades de aprendizagem em escrita. Sendo assim, o único fator relacionado às dificuldades de aprendizagem em escrita que se apresentou como significativo em ambas as séries foi o autoconceito escolar. Os resultados apontam para o fato de que as crianças, mesmo com dificuldades de aprendizagem para escrever, são aceitas para brincar e que o autoconceito, em situações específicas, pode influenciar em determinadas áreas / Abstract: This study aimed to verify the possible relations between learning disabilities in writing skills, social acceptance and rejection, and social, family, scholastic and personal self-concept, for second and third-graders. The survey assessed 543 children, male and female, between 8 and 10 years old, in the second and third grades of four public schools in Campinas. All children were evaluated based on their difficulties in learning writing skills and classified according to ADAPE (SISTO, 2001). Three tools were used to evaluate the subjects¿ learning disabilities in writing skills, self-concept and social acceptance. The first one, Evaluation of Learning Difficulties in Writing (ADAPE), is composed by a 114-word text. The second tool was a scale of social, family, scholastic and personal self-concept with 52 questions. The third tool was the sociometric test, to assess the acceptance and rejection rate of each subject in their classes. The data were submitted to a statistical analysis of variance. They showed that in the second grade the general, scholastic and family self-concepts were closely related to the difficulties in learning writing skills. In the third grade, however, only the scholastic self-concept and the social acceptance when it comes to studying were significant factors related to the difficulties in writing skills. Therefore, the only factor related to learning difficulties in writing skills that was significantly present in both grades was the scholastic self-concept. The results indicate that even children who have difficulties in writing are accepted at playing, and the self-concept in specific situations can influence specific areas / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

Some, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by peers as particularly frustrating, humiliating, and shameful, and these reactions increase the children’s threshold for exhibiting aggression during peer interactions. Participants were 195 children in the fourth through seventh grades of a school serving an ethnically and racially diverse student population (94 girls and 101 boys; M age = 10.1 years). Children completed self- and peer-report questionnaires in the fall and spring of a school year. Measures included rejection and victimization by peers, demonstration self-guides (narcissism, self-efficacy for demonstration attributes, felt pressure for gender conformity, and sexist ideology), aggression toward peers, and other variables testing secondary hypotheses. Consistent with the focal hypothesis, children with demonstration self-guides were more likely than other children to increase their aggression following peer rejection or victimization. However, this result was more common for girls than for boys; for boys, increased aggression more often reflected additive rather than interactive effects of peer rejection/victimization and demonstration motivation. Support for the focal hypothesis also depended on additional moderator variables, including gender of the peer group rejecting or victimizing the child, the nature of the demonstration self-guide, and gender of the target of the child’s own aggression. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

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Text in Afrikaans / In hierdie studie word die effek van ouerlike begunstiging op die leefwereld van die adolessent aangespreek. Uit die literatuurstudie blyk dit dat die kwaliteit van die ouerkindverhouding, asook die verskil in 'n ouer se houding teenoor en behandeling van sy kinders daartoe bydra dat 'n kind begunstiging in die gesin beleef. Oorsake van ouerlike begunstiging setel in projektiewe identifikasie deur die ouer(s), persoonlike behoeftes en verwagtinge van die ouer(s), geboorte-orde, en die grootte en sarnestelling van die gesin. In die empiriese ondersoek is die leefwereld van adolessente wat ouerlike begunstiging beleef, verken. Volgens die resultate blyk dit dat van hierdie adolessente angs en minderwaardigheid beleef, 'n lae selfbeeld het en dat hul relasies problernaties is. / This study addresses the effect of parental favoritism on the life world of the adolescent. From the literature study it is evident that the quality of the parent-child relationship as well as. the difference in the parent's attitude and treatment of his children contributes to the fact that a child experiences favoritism in the family. Causes of parental favoritism reside in projective identification by the parent ( s) , parental needs and expectations, the birth order, and size and set up of the family. The empirical study investigates the life world of adolescents who experience parental favoritism. According to the results it seems that some of these adolescents experience anxiety and a sense of inferiority, have a low self-image and experience problematic relationships. / Psychology of Education / M.Ed. (Sielkundige Opvoedkunde)

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 91-100).

Text in Afrikaans / In hierdie studie word die effek van ouerlike begunstiging op die leefwereld van die adolessent aangespreek. Uit die literatuurstudie blyk dit dat die kwaliteit van die ouerkindverhouding, asook die verskil in 'n ouer se houding teenoor en behandeling van sy kinders daartoe bydra dat 'n kind begunstiging in die gesin beleef. Oorsake van ouerlike begunstiging setel in projektiewe identifikasie deur die ouer(s), persoonlike behoeftes en verwagtinge van die ouer(s), geboorte-orde, en die grootte en sarnestelling van die gesin. In die empiriese ondersoek is die leefwereld van adolessente wat ouerlike begunstiging beleef, verken. Volgens die resultate blyk dit dat van hierdie adolessente angs en minderwaardigheid beleef, 'n lae selfbeeld het en dat hul relasies problernaties is. / This study addresses the effect of parental favoritism on the life world of the adolescent. From the literature study it is evident that the quality of the parent-child relationship as well as. the difference in the parent's attitude and treatment of his children contributes to the fact that a child experiences favoritism in the family. Causes of parental favoritism reside in projective identification by the parent ( s) , parental needs and expectations, the birth order, and size and set up of the family. The empirical study investigates the life world of adolescents who experience parental favoritism. According to the results it seems that some of these adolescents experience anxiety and a sense of inferiority, have a low self-image and experience problematic relationships. / Psychology of Education / M.Ed. (Sielkundige Opvoedkunde)

M.A. (Clinical Psychology) / Disappointments in romantic relationships can have distressing and prolonged cognitive, emotional and behavioural effects. This study explored such disappointments in the form of betrayal, rejection and the accompanying beliefs, emotions and behaviours using the Rational Emotive Behaviour Therapy theoretical framework. A theory-building positivistic case study design was implemented. Five participants completed a quantitative measure of REBT beliefs, the Shortened General Attitudes and Beliefs Scale, and participated in a semistructured interview. The experience of a romantic betrayal or rejection elicited greater irrational than rational beliefs, and more dysfunctional than functional outcomes (emotions and behaviours) for each participant. The implications for clinical practice are discussed using the REBT theoretical framework.

The phenomenon of social isolation among school children in most instances goes unnoticed by both teachers and parents and this oversight could have serious negative restraints on the socially isolated child's cognitive, affective, moral, personality and social development. Social isolation can be caused either through being rejected or neglected by the peer group. This study was carried out among primary and secondary school learners to detei:,mine the extent to which these children are socially isolated; and to identify factors contributing to learners' social isolation. The aim of the study is to provide teachers and parents with a foundation and rationale for effective intervention. A literature study was done to identify the factors influencing social isolation. Some of the factors identified were: social competence, self-esteem, psychological well-being, intelligence, academic achievement, moral values, physical disability, sports participation, self-perceived physical attractiveness, self-perceived physical disability, marital status of parents, parental supervision, parental acceptance, parental autonomy granting and parental conflict. All aspects of development (namely, physical, cognitive, affective, personality, moral and social) were studied in relation to the phenomenon of social isolation. By means of an empirical investigation, it was found after a regression analysis that self-esteem, obedience and social competence accounted for most of the variance in social isolation for primary school learners and in the case of secondary school learners, social competence, family supervision and self-esteem. The two most common factors were social competence and selfesteem. From the empirical findings it was also noted that learners' home language and grade were also associated with social isolation. The educational implications of the findings of the literature and the empirical study are discussed and guidelines given to assist teachers and parents to identify and eliminate the factors contributing to the development of isolation among school learners. If both parents and teachers take cognisance of these recommendations and try to implement them, it should help children in their self-actualisation and facilitate their attainment of adulthood with the least developmental restraints. / Psychology of Education / D. Ed. (Psychology of Education)

The phenomenon of social isolation among school children in most instances goes unnoticed by both teachers and parents and this oversight could have serious negative restraints on the socially isolated child's cognitive, affective, moral, personality and social development. Social isolation can be caused either through being rejected or neglected by the peer group. This study was carried out among primary and secondary school learners to detei:,mine the extent to which these children are socially isolated; and to identify factors contributing to learners' social isolation. The aim of the study is to provide teachers and parents with a foundation and rationale for effective intervention. A literature study was done to identify the factors influencing social isolation. Some of the factors identified were: social competence, self-esteem, psychological well-being, intelligence, academic achievement, moral values, physical disability, sports participation, self-perceived physical attractiveness, self-perceived physical disability, marital status of parents, parental supervision, parental acceptance, parental autonomy granting and parental conflict. All aspects of development (namely, physical, cognitive, affective, personality, moral and social) were studied in relation to the phenomenon of social isolation. By means of an empirical investigation, it was found after a regression analysis that self-esteem, obedience and social competence accounted for most of the variance in social isolation for primary school learners and in the case of secondary school learners, social competence, family supervision and self-esteem. The two most common factors were social competence and selfesteem. From the empirical findings it was also noted that learners' home language and grade were also associated with social isolation. The educational implications of the findings of the literature and the empirical study are discussed and guidelines given to assist teachers and parents to identify and eliminate the factors contributing to the development of isolation among school learners. If both parents and teachers take cognisance of these recommendations and try to implement them, it should help children in their self-actualisation and facilitate their attainment of adulthood with the least developmental restraints. / Psychology of Education / D. Ed. (Psychology of Education)