Two experiments were conducted to test the effectiveness of a peer-monitoring procedure on the induction of observational learning and observational performance of preschoolers via a combined experimental-control group design with a “nested” multiple probe across participants design (Greer & Du, 2015; Greer, Stolfi, & Pistoljevic, 2007). Six participants in Experiment 1 were split into matched pairs; one participant in each pair was assigned to the in-vivo condition, and one assigned to the video condition. All were assessed on their correct responding to in-vivo observational learning and performance probes prior to and following the peer-monitoring intervention. The peer-monitoring intervention consisted of two stages; the first was a training stage, in which participants monitored responses of peer confederates that were previously in their repertoire, and the second stage required participants to monitor responses not in their repertoire. The results of Experiment 1 showed that five of the six participants demonstrated that they had observational performance following the intervention. However, the emergence of the observational learning capability was only found with participants originally assigned to the in-vivo intervention condition. Upon completing the intervention again, but in the in-vivo condition, all participants originally assigned to the video intervention condition did demonstrate observational learning. In Experiment 2, the same procedures were implemented, however the observational performance and learning pre-and post-intervention probes were conducted in both the video and in-vivo conditions. In addition, I also tested the effects of the peer-monitoring procedure on the emission of social contact in a free play setting between experimental conditions. The findings remained constant in Experiment 2; the video condition was not effective in inducing observational learning, but was for observational performance. Therefore, the peer-monitoring intervention led to the emergence of observational performance, but the presence of a peer audience was required in order for observational learning to emerge. Furthermore, participants originally assigned to the in-vivo condition emitted higher numbers of social contact in a free play setting than the participants originally assigned video condition.

Not available / text

No description available.

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.

The purpose of this study was to investigate the relationship between locus of control and achievement, and between self-concept and achievement in achieving and underachieving gifted students. The subjects were fourth, fifth, and sixth grade students in the Anderson Community Schools who were currently participating in the gifted program, or who had been screened for the program, but were not currently participating. The schools that participated in the study represented a cross section of the socio-economic, cultural, and racial composition of the city. The participating subjects had received a score of 120 or above on the Slosson Test of Intelligence. The 60 subjects were divided into two groups based on grades for 5 consecutive six-week grading periods. Students who had received only A and B grades were placed in the achievers group, while students who had received one or more C grades (or below) during the same time period were placed in the underachievers group.Subjects were removed from their classrooms and administered the Nowicki- Strickland Locus of Control for Children and the Piers-Harris SelfConcept Scale in small groups.Multivariate analyses of variance were used to determine if significant differences existed between gifted achievers and underachievers on each of the two instruments. No significant differences were found between the achievers and underachievers on either self-concept or locus of control at the .05 level. Several researchers, including Shavelson and Bolus, (1982) have indicated academic self-concept is more highly correlated with academic achievement than are other dimensions of self-concept. Therefore, subsequent univariate analysis on the Piers-Harris subtests showed that achievers and underachievers were significantly different on the intellectual and school status subscale (F = 9.0, p <.01).As a result of the analysis of the data collected in this study, the findings indicated that, subject to the limitations of this investigation, gifted achievers and underachievers do not differ significantly on measures of locus of control or global self-concept. However, the results of subsequent univariate analyses indicated that, in fact, some differences between the groups may exist. / Department of Educational Leadership

Math anxiety is a greatly understudied construct in children. In adult and adolescent samples, research shows that a number of factors are related to math anxiety including negative self-perceptions and outcomes. It is unknown if these same factors are related to math anxiety in children. This study was conducted to identify factors related to math anxiety in second grade children. Using Bandura's (1989) theory of triadic reciprocity as a theoretical model, children (n=91) and their parents (n=81) completed a series of self-report measures on math anxiety, math self-concept, reading self-concept, math self-efficacy, and aspects of the home math environment. Results indicated that the strongest predictor of math anxiety in second grade children was their level of math self-concept. The addition of environmental factors did not significantly increase the amount variance explained in math anxiety. Furthermore, despite research with adults that shows strong gender differences in math anxiety, no gender differences in math anxiety were found in second grade children. The discussion focuses on possible explanations for these findings as well as directions for future research. / Department of Educational Psychology

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 208-228). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 208-228). Also available on the Internet.

No abstract available / Social Work / M. Diac. (Play Therapy)

M.A. / Statistics show an increase in the number of cases of abused and neglected children handled by the Child Protection Unit. These particular statistics indicate only the number of reported cases, which according to Lewis (1999) and Starke (1995) should be tripled to estimate the true number of children being abused every day. Action research was selected for this study to assist the parents and the children in extending their understanding of their situation and thus resolve problems that confront them. A high percentage of parents are aware that abuse and neglect exists in their relationships; they are also aware that behavioural problems may be exhibited by their children as a result of exposure to abuse and neglect. There is a growing need for counselling, guidance and support amongst the youth to be assertive, and be safe in their contexts. The psycho-education programme was based on the model of psychoeducation. Psycho-education as an alternative does not focus on sick or abnormal behaviour but rather has as its core a preventative focus-training in skills to solve problems now and in the future. During group work the children were trained to collectively experience, explore and communicate their feelings, and to learn alternative ways of dealing with abuse and neglect in their different contexts. The programme's effectiveness was evaluated. All the children acquired prevention concepts after the exposure to the programme. Fifty six percent of the parents observed some improvement in their children's behaviour, and eighty percent of the children reported that they were still afraid to talk to their parents about issues of discipline, for example corporal punishment.