The purpose of this study is to investigate whether students' perceptions of the classroom social environment mediate the relations between teacher self-efficacy and student adjustment. Research suggests that early adolescents often experience decreases in engagement and motivation during the middle school years, which can put individuals at risk for academic failure and school dropout (Eccles, Lord, & Midgley, 1991). This occurs due to a mismatch between the individuals' developmental needs and the environment (Eccles et al., 1993). Whether early adolescents remain engaged in school is largely dependent on how they perceive the classroom environment promoted by their teacher (Erikson, 1950; Masten & Coatsworth, 1998; Roeser, Eccles & Sameroff, 2000). Additionally, the type of environment teachers promote is based on their assessments of their own teaching abilities (Ashton & Webb,1986; Guskey, 1988; Hall et al., 1992). Therefore, this study describes a model proposing that the classroom social environment (i.e., teacher support, teacher-promoted social interaction and mutual respect) mediates the relation between teacher self -efficacy and student adjustment (i.e., academic and social self-efficacy, classroom engagement, and disruptive behavior). This model was tested via single-level structural equation model with 358 middle school students from an economically and racially diverse sample. This study utilized a single data point from a larger, longitudinal quantitative study which examined student motivation and adjustment across the transition from elementary school into middle school. The study aimed to determine: (1). What is the impact of teacher self-efficacy on students' perception of the classroom social environment? (2).What is the impact of the classroom social environment on students' academic and social self- efficacy, involved behavior, and disruptive behavior? (3). To what extent does the classroom social environment mediate the relation between teacher self-efficacy and student adjustment (i.e., academic and social self efficacy and involved and disruptive behavior). Findings suggest that teacher self-efficacy had minimal impact on classroom social environment and student adjustment variables, and thus may not play a mediating role between these variables. However, findings did indicate a significant, moderate impact of the classroom social environment on student adjustment. This finding aligns with previous research which suggests when the classroom environment provides opportunities for students to develop their academic and social competencies, and when students feel cared for and supported, school adjustment is enhanced (Eccles, Wigfield, & Schiefele, 1998; Roeser et al., 2000). The overall impact of the classroom social environment on student adjustment in this study highlights the need for school psychologists to advocate for the development of middle school environments that meet early adolescents' developmental and basic needs.

This study investigated the relationship between gender, self-esteem, self-consciousness, social self-efficacy and shyness among 9th, 10th, and 11th grade school students. Participants of the study were 424 high school students (250 female and 174 male) from four high schools in Bursa. Demographic information form, Revised Cheek and Buss Shyness Scale (RCBS) (Cheek &amp / Buss, 1981), Rosenberg Self-Esteem Scale (RSES) (Rosenberg, 1965), Self-Consciousness Scale (SCS) (Feningstein, Scheier, &amp / Buss, 1975), and Social Self-Efficacy Scale (Matsushima &amp / Shiomi, 2002) were used as data collection instruments. The results of multiple regression analysis indicated that self-esteem, self-consciousness, and social self-efficacy were significant predictors of high school students

Diss. (sammanfattning) Göteborg : Göteborgs universitet, 2005. / Härtill 4 uppsatser.

People with visible facial difference often experience other people reacting negatively to their appearance. For many, this is part of everyday life. Research has identified social support as critical in adaptation processes. This is the case both for those whose facial difference was apparent at birth, and those who experienced injury or illness. There is a lack of a comprehensive theoretical construct for exploring how personal communities provide resources needed by adults to live well with visible facial difference. The combination of semi-structured interviews and creation of personal community maps provided opportunities to explore the interplay between respondent accounts and patterns of relationships people are embedded within. Seventeen adults with visible facial difference and two unaffected ‘significant others’ were interviewed. The findings provide evidence that personal communities are important social spaces for negotiation of resources that enable adults to feel connected, valued and safer within wider communities. Social support was not described as a property of the individual, but as experienced with combinations of people that change according to situation, place, or time. A diversity of personal community patterns were found, largely consistent with findings from Spencer and Pahl (2006), with one variation which increased intimate support. Some personal communities were less supportive and consequently people were at risk of isolation. Processes within personal communities were helpful both in dealing with negative social environments and in helping establish different versions of ‘normal’ life. The importance of focussing on social contexts, when seeking to understand how people live with visible facial differences, is highlighted.

Approximately 50% of girls and young women are not satisfied with their bodies. A huge reason for this is the thin body ideal dominating today’s social media. Lingerie and swimwear companies like Victoria’s Secret, Hunkemöller and Triangl uses the thin body ideal in their social media marketing but do not get any consequences for it. Today’s generation Z have been affected a lot from this kind of marketing. The purpose of the study was to understand how it is possible that young women from generation Z are willing to buy products from the lingerie and swimwear industry, when most of the time these companies’ social media marketing have an unrealistic image of the perfect body. In order to fulfill the purpose, a qualitative strategy was conducted through the use of three different focus groups. In these interviews, fifteen young women discussed the Instagram pictures of Victoria’s Secret, Hunkemöller and Triangl. The conclusions of the study show how companies are using the thin body image in their marketing to influence young women from generation Z into wanting to buy their products. When companies use the stereotyped woman in their marketing, consumers would either want to resemble the models that are perceived as the female stereotype or be socially accepted by being thin. However, consumers could also want to be perceived in a certain way, that is the way of the stereotyped woman on social media. Therefore, the product is attractive for the consumers even though this situation can be understood as unethical.

Social kompetens är något som i större utsträckning efterfrågas av arbetsgivare och har blivit allt mer betydelsefullt i arbetslivet. Tilltron till den sociala förmågan kan därför vara av vikt för individens mående. Syftet med studien var att med kvantitativ ansats undersöka sambandet mellan social self-efficacy och subjektivt välbefinnande samt betydelsen av individers värdering av sociala kompetens och personlighetsdraget extraversion för detta samband. Enkäten som utgjordes av fyra instrument delades både i pappersformat och digitalt samt besvarades av 127 arbetsaktiva deltagare.  För att undersöka samband mellan variablerna och skillnader mellan grupper har korrelationer, simultan regressionsanalys och tvåvägs variansanalyser genomförts. Resultatet visar bland annat att det fanns positiva samband mellan de tre variablerna social self-efficacy, extraversion och social kompetensvärdering och den beroende variabeln välbefinnande. Aktuell undersökning har bidragit med ytterligare förståelse för vikten av social self-efficacy i arbetslivet och hur det tillsammans med extraversion positivt relaterar till välbefinnandet.

Research suggests that Internet and cell phone overuse may result in lower levels of social skills and encourage isolation from peers. Less clear is whether the duration of computer-mediated communication (CMC) influences adolescent perception of their social skills competency or emotional health. This research was guided by the social cognitive theory, which suggests that social self-efficacy (SSE), the belief that they have the skills to engage successfully with others in conversation and social activities, develops from mastery experiences that regulate thought, motivation, and action. This quantitative cross-sectional survey design utilized a convenience sample of 49 adolescents ages 11-19, living in Austin County, TX, to examine the impact of CMC duration on adolescent SSE, social anxiety, and depression. Regression analyses indicated CMC duration did not significantly affect SSE, social anxiety, or depression at the p <. 05 level. Computer-mediated communication duration did influence SSE at the p = .07 level, suggesting a trend toward statistical significance. Post hoc analysis revealed a significant interaction at the p < .05 level when CMC restriction severity was tested as a moderator in the CMC duration-SSE relationship. These findings suggest that the interaction between CMC duration and restrictions may influence social self-efficacy. Additional research on the relationship between CMC and adolescent psychosocial health would be helpful, particularly using larger and more generalizable samples. This study may inform the efforts of authority figures to adolescents, specifically, on the ways in which technological changes affect adolescent social development and will help to ensure that adolescents are safe, psychologically healthy, and able to maintain healthy relationships.

No description available.

People with visible facial difference often experience other people reacting negatively to their appearance. For many, this is part of everyday life. Research has identified social support as critical in adaptation processes. This is the case both for those whose facial difference was apparent at birth, and those who experienced injury or illness. There is a lack of a comprehensive theoretical construct for exploring how personal communities provide resources needed by adults to live well with visible facial difference. The combination of semi-structured interviews and creation of personal community maps provided opportunities to explore the interplay between respondent accounts and patterns of relationships people are embedded within. Seventeen adults with visible facial difference and two unaffected ‘significant others’ were interviewed. The findings provide evidence that personal communities are important social spaces for negotiation of resources that enable adults to feel connected, valued and safer within wider communities. Social support was not described as a property of the individual, but as experienced with combinations of people that change according to situation, place, or time. A diversity of personal community patterns were found, largely consistent with findings from Spencer and Pahl (2006), with one variation which increased intimate support. Some personal communities were less supportive and consequently people were at risk of isolation. Processes within personal communities were helpful both in dealing with negative social environments and in helping establish different versions of ‘normal’ life. The importance of focussing on social contexts, when seeking to understand how people live with visible facial differences, is highlighted. / University of Bradford Studentship

No description available.