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La consommation d’alcool (CA) à l’adolescence est souvent associée à des conséquences négatives. L’un de ses meilleurs prédicteurs est la CA des amis. Deux mécanismes peuvent l’expliquer, soit la socialisation et la sélection des pairs. Les études comparant les deux mécanismes ont des résultats incohérents, peut-être dus à des variations et des limites méthodologiques. D’autres études sont donc nécessaires et l’analyse de modérateurs possibles est encouragée. L’attachement des adolescents pourrait en être un, vu son association avec les relations interpersonnelles. Objectifs. À l’aide de modèles à décalage croisé, cette étude vise à analyser, à l’aide d’une cohorte de participants de 14 ans au premier temps de mesure, (1) les relations bidirectionnelles entre la CA et la CA excessive des participants et celles autorapportées des amis et (2) le rôle modérateur de l’attachement dans ces relations. Méthode. Les participants proviennent d’une étude longitudinale Québécoise, où 182 d’entre eux et jusqu’à cinq de leurs amis ont rapporté annuellement leur CA et leur CA excessive lorsque les participants avaient entre 14 et 16 ans. Les participants ont complété les échelles« Évitement des relations sociales » et « Préoccupation d’être aimé » du Questionnaire des styles d’attachement à 15 ans. Résultats et conclusion. Pour les deux types de consommation, les coefficients des relations entre la CA du participant à 14 ou 15 ans et celle de ses amis un an plus tard étaient plus grands que les coefficients des relations entre la CA des amis à 14 ou 15 ans et celle du participant un an plus tard. Cela supporte le mécanisme de sélection plutôt que celui de socialisation. Deux modérations utilisant l’échelle d’évitement avec le modèle de CA étaient significatives, indiquant que les coefficients correspondant à la sélection (de 14 à 15 ans) et à la socialisation (de 15 à 16 ans) étaient plus faibles pour les adolescents évitant. Cela suggère que les adolescents non évitant sont plus sensible à l’influence des pairs. / Alcohol use (AU) in adolescence is often linked with immediate or long-term negative consequences. Among the best-known predictors of adolescent AU is friend use. Two mechanisms can explain this association: socialization and peer selection. Studies comparing both mechanisms have had inconsistent results, perhaps because of methodological variations or limitations. Thus, further studies are needed and examination of possible moderator is advised. Adolescent attachment is an interesting potential moderator as it is closely linked with interpersonal relationships. Study aims. Thus, using cross-lagged models to account for bidirectional associations and independent assessments of adolescent and friend alcohol use, this study aims to examine in a cohort of 14-year-old children followed over two years (1) the relations between participant and friend self-reported alcohol use and binge drinking frequency and (2) the moderating role of attachment style in these relations. Method. Participants come from a Quebec longitudinal study where 182 adolescents and up to five of their friends reported annually on their AU and binge drinking (BD) frequency between 14 and 16 years. Participants completed the “Avoidance of social relations” and “Preoccupation with being loved” scales of the Attachment Style Questionnaire at 15. Results and conclusion. Results show that the cross-lagged path coefficients between participant AU at 14 or 15 and friend use a year later were stronger than the ones between friend use at 14 or 15 and participant use a year later for both the AU and BD models. As such, the selection mechanism prevails over the socialization one between 14 and 16. Two significant moderation using the avoidance scale in the AU models were found, showing that selection (14-15 years old) and socialization (15-16 years old) weights were weaker for avoidant adolescents, suggesting that adolescents with low avoidance are more susceptible to peer influence related to alcohol use.

This study set out to explore and describe adolescent learners’ experiences of HIV/AIDS programmes presented at their schools. The rationale was that an understanding of how learners experience HIV/AIDS programmes might afford insight into the ways in which adolescents manage HIV/AIDS-related issues every day. Subsequent understanding could perhaps contribute to the body of knowledge on HIV/AIDS education, and possibly inform future HIV/AIDS education curriculum development. The conceptual framework constituted the impact of HIV/AIDS on society, education and adolescents; theories on experiences and adolescent development; relevant Department of Education policies and curriculum plans; as well as national and international research concerning HIV/AIDS education programmes. A qualitative research approach was followed from an interpretivist epistemology, with sensitivity given to criteria of credibility, transferability and dependability. An instrumental case study was conducted at three secondary schools (cases), using focus groups and written essays as the methods for data collection from 90 diverse participants, Grade 11 learners. Responses were audio-taped, transcribed and analysed from a constructivist grounded theory perspective. Results were interpreted by means of literature control. Six prominent themes emerged. Learners experienced that they were changed positively by knowledge on HIV/AIDS. In this regard they were more open and motivated to communicate, their views and perceptions altered and they were motivated to behave responsibly. However, learners also experienced HIV/AIDS knowledge negatively. They felt bombarded with HIV/AIDS information and they experienced some HIV/AIDS information as upsetting. Learners’ experiences still reflected some stereotyping and persisting misconceptions. Learners associated poverty and lack of education with higher HIV infection rates, as well as a lack of support from parents and/or family. Learners’ experiences reflected that they would appreciate their parents’ participation in HIV/AIDS programmes. Learners voiced a need for improved communication with their parents regarding HIV/AIDS, and experienced their parents as ignorant, shy, stubborn or scared in this regard. Learners’ accounts reflected that parents’ initial negativity towards the programme later changed into positive support. The learners also had positive and negative experiences regarding their friends and the HIV/AIDS programmes. They expressed that their peer-relationships improved in terms of ability to communicate and render support. In addition they expressed that their friends still had a great influence in their lives. Some issues, such as risk behaviour and the HIV-status of their peers, shocked learners. The learners indicated that they thought HIV/AIDS education was necessary, but recommended certain amendments for future HIV/AIDS programmes. Their experiences suggested smaller gender-specific groups; an outsider-presenter; parent/caregiver involvement; variety in programme format; long-term HIV/AIDS education; HIV/AIDS care, support and treatment information in addition to that of prevention; addressing values and life skills content in HIV/AIDS education; as well as fear-provoking real-life contexts. Several recommendations were made in terms of HIV/AIDS education and programme development. Integration between HIV/AIDS education, life skills education and values education in the formal curriculum is supported by findings and recommended for curriculum development and educational practice. Correspondingly, it is recommended that multiple views on poverty be incorporated into HIV/AIDS education to address persisting stereotypes and misconceptions. Furthermore, cognisance of learners’ suggestions in terms of format and content regarding future HIV/AIDS programme development is recommended. Findings queried existing premises regarding adolescents and (ir-)responsibility in developmental theory, establishing a foundation for further research. Existing silences in the data relating to gender, orphans, violence, non-governmental organisations, condom-use in the context of HIV/AIDS also requires further research. Establishing that the use of open-ended methods with adolescents resulted in access to rich and descriptive data signified a methodological contribution. Theoretically this study contributes to the existing body of knowledge related to HIV/AIDS education by giving voice to adolescent learners’ experiences of HIV/AIDS programmes. Contributions in the realm of HIV/AIDS educational practice and curriculum development include learners’ views of what they found beneficial and lacking in existing programmes, as well as their recommendations regarding format and content for future HIV/AIDS programmes directed at adolescents. / Thesis (PhD (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

This study aimed to examine the external and internal factors which influence Swedish upper secondary school students’ choices regarding their educational path. These factors included parental influence, peer influence, expectations, and internal motivations which may influence the students’ choices. The set hypotheses for the study were: parental occupation does not influence the child’s choice of school program, a correlation exists between the parents’ highest educational level and the students’ ambitions to pursue higher education, and lastly, factors including family, friends and internal motivations have some influence on students’ choices regarding education and occupation. The data was collected by the use of a questionnaire specifically made for this study and the participants included Swedish students (n=108) who studied in the counties of Uppsala and Stockholm. The results showed no correlations between the parents’ highest educational level and the students’ choices. However, the results showed correlations between ambitions regarding higher education and three variables regarding current studies, school assignments and positive parental expectations. Therefore, conclusions were drawn that both internal motivation and external factors, such as parents, influence the students’ choices regarding education to different extents. / Syftet för denna studie var att undersöka de externa och interna faktorer som kan påverka svenska gymnasieelevers utbildningsval. Dessa faktorer inkluderade påverkan från föräldrar och vänner, förväntningar samt interna motivationer som kan påverka elevers val. De uppsatta hypoteserna för studien var: föräldrars val av yrke har inte någon påverkan på vad deras barn väljer för program, det finns ett samband mellan föräldrarnas val att genomföra en eftergymnasial utbildning och barnets strävan att göra detsamma och slutligen har faktorer som vänner och familj, förväntningar på eleven samt individens inre motivationer en påverkan på elevers utbildningsval. Datainsamlingen gjordes med hjälp av ett frågeformulär som skapades specifikt för denna studie. Deltagandet bestod av svenska gymnasieelever (n=108) som studerade i Uppsala och Stockholms län. Resultaten visade inga korrelationer mellan föräldrarnas högsta utbildningsnivå och elevernas utbildningsval. Resultaten visade dock korrelationer mellan elevernas ställningstagande gällande framtida studier och tre variabler som innefattade anledningar till nuvarande studier, syfte med skoluppgifter och positiva förväntningar samt att dessa förväntning påverkade eleverna på olika sätt. Slutsatserna drogs därför att både intern och extern motivation påverkade elevernas utbildningsval till olika grad.

Thesis (M. A. (Criminology and Criminal Justice)) -- University of Limpopo, 2021 / The rise of crime committed by young offenders in South Africa has become a major concern (Pelser 2008:1). The Mentz community – a small township situated in GaMamabolo - likewise experiences high levels of crime and violence, much of which is committed by young, unemployed offenders. Although the findings in this research are not necessarily applicable to other places in South Africa, it is the researcher’s opinion that the situation in Mentz Village is representative of many other places in this country, especially in rural areas. This study investigated crime among the youth in Mentz Village and focused on factors that contribute to crime among the youth. Qualitative methodology had been employed in this study and case studies, together with semi-structured interviews, were used to obtain information. Keywords: Youth crime, Mentz Village, unemployment, fatherlessness, quiting school, alcohol and drug abuse, police corruption, peer influence, Self confessed criminals.

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This thesis is divided into two main parts. The first theoretical part consists of 8 chapters and informs of main topics, on which is based the research in the second part. The chapters are as follows: 1) Characteristics of adolescence age; 2) Definition of leisure; 3) Education outside the classroom; 4) Family; 5) The school as an institution acting on adolescent leisure; 6) Behavioral disorders; 7) The legal basis for the issue of spare time and 8) Juveniles in an educational institute. The main chapters are further divided into subsections, which are in some cases divided into more chapters. In the second practical part are set research objectives and hypotheses based on previous theoretical part. The use of research methods is justified and it also describes the research sample. The validity of the hypotheses was tested by research techniques of the questionnaire, the complementary technique was the interview. The research was focused on mapping the interest of girls living in the Reformatory and girls growing up in a family environment, attending secondary vocational school or vocational school and finding out what are their strongest patterns. It was found that the interests of the compared groups of girls compared to expectations do not differ significantly.

Adolescence involves an increase in risky decisions, such as reckless driving and illicit substance use, but prosocial characteristics and peer affiliation have yet to be investigated as protective factors. The present study assessed altruistic tendencies, prosocial peer affiliation (PPA), and empathic concern as predictors and moderators of risk-taking, including both self-reported health risks and riskiness in a behavioral task. Young adults from ages 20 to 25 (M = 22.55, SD = 1.38) completed a battery of behavioral tasks (including the Balloon Analogue Risk Task and the Dictator Game) and questionnaires on Amazon MTurk, measuring risk-taking (drunk driving, texting while driving, binge drinking, illicit substance use, and tobacco use), altruistic tendencies, PPA, empathic concern, reward sensitivity, and self-regulation. Results indicated that drunk driving and texting while driving were negatively associated with all three prosocial characteristics, and binge drinking was related to PPA and empathic concern. Moderating effects included interactions between altruistic tendencies and reward sensitivity on drunk driving, altruistic tendencies and self-regulation on drunk driving, PPA and reward sensitivity on binge drinking, and empathic concern and self-regulation on binge drinking. Mediating effects, however, were not found. Overall, prosocial characteristics seemed to buffer against reward sensitivity and strengthen self-regulation in several models. The discussion centers on how prosocial individuals might be less prone to risk-taking, and how affiliating with positive peers can offset the effects of heightened reward sensitivity during this crucial developmental period.