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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Epistemic reasoning and adolescent egocentrism among adolescent boys with behavioral disorders and their peers without behavioral disorders

Beaudoin, Kathleen Mary 05 1900 (has links)
A number of investigations have been conducted to examine social cognition and psychopathology among adolescents, yet little is known about the social cognitive reasoning of adolescents identified as having severe behavioral disorders. The purpose of the present study was to explore the social cognitive reasoning of adolescent boys with behavioral disorders in comparison to their peers without behavioral disorders. Group differences were examined with respect to epistemic reasoning and the dimensions of adolescent egocentrism. In addition, the relation between social cognition and social relationships was investigated. Finally, the relation between social cognition and psychopathology was explored. Thirty-one adolescent boys with behavioral disorders and 32 of their peers without behavioral disorders (matched forage, race, and SES) participated in the study. All participants were individually administered measures designed to assess epistemic reasoning, imaginary audience and personal fable ideation (i.e., invulnerability, omnipotence, personal uniqueness), and personal-intimacy and groupintegration with peers and family. In addition, boys with behavioral disorders completed a measure of internalizing, externalizing, and total problem behaviors. Teacher-ratings of problem behaviors were also completed for each participant in the study. Results revealed that adolescent boys with behavioral disorders were lower in epistemic reasoning than were adolescent boys without behavioral disorders. Groups were not found to differ with respect to imaginary audience or personal fable ideation. For boys with behavioral disorders, no relation was found between social cognition and social relationships. In contrast, for boys without behavioral disorders, personal uniqueness was negatively related to group-integration with peers and omnipotence was positively related to group-integration with family. Social cognitive reasoning was found to predict self-reported problem behaviors for boys with behavioral disorders and teacher-re ported problem behaviors for boys without behavioral disorders. Overall, these results suggest the importance of epistemic reasoning in understanding the relation between social cognition and psychopathology.
2

Epistemic reasoning and adolescent egocentrism among adolescent boys with behavioral disorders and their peers without behavioral disorders

Beaudoin, Kathleen Mary 05 1900 (has links)
A number of investigations have been conducted to examine social cognition and psychopathology among adolescents, yet little is known about the social cognitive reasoning of adolescents identified as having severe behavioral disorders. The purpose of the present study was to explore the social cognitive reasoning of adolescent boys with behavioral disorders in comparison to their peers without behavioral disorders. Group differences were examined with respect to epistemic reasoning and the dimensions of adolescent egocentrism. In addition, the relation between social cognition and social relationships was investigated. Finally, the relation between social cognition and psychopathology was explored. Thirty-one adolescent boys with behavioral disorders and 32 of their peers without behavioral disorders (matched forage, race, and SES) participated in the study. All participants were individually administered measures designed to assess epistemic reasoning, imaginary audience and personal fable ideation (i.e., invulnerability, omnipotence, personal uniqueness), and personal-intimacy and groupintegration with peers and family. In addition, boys with behavioral disorders completed a measure of internalizing, externalizing, and total problem behaviors. Teacher-ratings of problem behaviors were also completed for each participant in the study. Results revealed that adolescent boys with behavioral disorders were lower in epistemic reasoning than were adolescent boys without behavioral disorders. Groups were not found to differ with respect to imaginary audience or personal fable ideation. For boys with behavioral disorders, no relation was found between social cognition and social relationships. In contrast, for boys without behavioral disorders, personal uniqueness was negatively related to group-integration with peers and omnipotence was positively related to group-integration with family. Social cognitive reasoning was found to predict self-reported problem behaviors for boys with behavioral disorders and teacher-re ported problem behaviors for boys without behavioral disorders. Overall, these results suggest the importance of epistemic reasoning in understanding the relation between social cognition and psychopathology. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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