A Peer-Managed Self-Control Program for Reduction of Alcohol Consumption in High School Students

Three treatments designed to reduce the consumption of alcohol by native American high school students were assessed and compared. Selfreferred and staff-referred clients were randomly assigned to three treatment groups: (1) alcohol education and a peer-assisted selfcontrol procedure, (2) a peer-assisted self-control procedure, and (3) a self-monitoring only procedure. All three treatments were conducted by trained peer counselors for 14 weeks. The alcohol education and peer-assisted self-control and the peer-assisted self-control demonstrated reductions in peak blood alcohol concentration, frequency of drinking incidents, and alcohol consumption. The self-monitoring only group demonstrated changes only in frequency of drinking incidents. No significant differences were found between the three treatment programs. Alcohol knowledge was found not to differ between groups and was not found to be related to changes in any of the drinking parameters. Selfesteem changes were found to be highest for Group 2 and were found to relate to changes in all the drinking parameters. Permissive versus abstinence attitudes were not found to differ between groups, but for all subjects higher abstinence attitude scores were found to be significantly related to decreases in peak blood alcohol concentration

The effect of peer group training on self-care of elderly with diabetes mellitus

Background and aims: The prevalence of chronic diseases, such as diabetes mellitus, in elderly can be controlled with training self-control behaviors, especially in peer groups. Regarding to specific conditions and greater rate of complications in the elderly, the peer group self-care education is in specific importance among these patients. The present study was aimed to investigate the effect of peer group training on the self-care of elderly with diabetes in selected health centers of Isfahan. Methods: The present clinical trial compared 21 elderly patients with diabetes higher than 65 years old trained by a peer educator and 23 elderly patients received training by none peer group (trained by a researcher) for 4 months. The samples were randomly divided into two groups. The self-care behaviors were assessed by a questionnaire in 4 dimensions of diet, sport, glucose test, and diabetic drugs and the results were compared between groups. T-independent for statistical tests and to compare three times in a group was used ANOVA with repeated observations. Results: The total score of self-care in the test group increased significantly from 31±5.61 before intervention, to 42±7.01 after intervention and 35.55±5.11 one month after intervention, while the control group had no significant change. Different dimensions of the questionnaire were not statistically with a significant difference between groups, except in the field of sports was significant a month later intervention (P=0.05). There was a direct relationship between level of education and self-care score. Conclusion: According to the findings, training the elderly patients with diabetes by a peer group can promote their self-care. Therefore, training with a peer group is advised as an efficient method for improving self-care of elderly diabetic patients

The effect of peer group training on self-care of elderly with diabetes mellitus

Background and aims: The prevalence of chronic diseases, such as diabetes mellitus, in elderly can be controlled with training self-control behaviors, especially in peer groups. Regarding to specific conditions and greater rate of complications in the elderly, the peer group self-care education is in specific importance among these patients. The present study was aimed to investigate the effect of peer group training on the self-care of elderly with diabetes in selected health centers of Isfahan. Methods: The present clinical trial compared 21 elderly patients with diabetes higher than 65 years old trained by a peer educator and 23 elderly patients received training by none peer group (trained by a researcher) for 4 months. The samples were randomly divided into two groups. The self-care behaviors were assessed by a questionnaire in 4 dimensions of diet, sport, glucose test, and diabetic drugs and the results were compared between groups. T-independent for statistical tests and to compare three times in a group was used ANOVA with repeated observations. Results: The total score of self-care in the test group increased significantly from 31±5.61 before intervention, to 42±7.01 after intervention and 35.55±5.11 one month after intervention, while the control group had no significant change. Different dimensions of the questionnaire were not statistically with a significant difference between groups, except in the field of sports was significant a month later intervention (P=0.05). There was a direct relationship between level of education and self-care score. Conclusion: According to the findings, training the elderly patients with diabetes by a peer group can promote their self-care. Therefore, training with a peer group is advised as an efficient method for improving self-care of elderly diabetic patients

The Effect of Peer Observation on Iranian EFL Teachers’ Self-efficacy

AbstractSelf-efficacy beliefs influence teaching process. Researcher believes that peer observation, as an instructional strategy might be effective for increasing self-efficacy beliefs. Also the lack of refreshment especially in Iranian context in this regard, is another reason of conducting it. The purpose of this study is to test the relationships between peer observation and teacher self-efficacy. The participants are 48 English teachers of English language Institutes in Mashhad. After manager's permission, the volunteer teachers are randomly assigned into two groups, to one of which the peer observation program administered and to the other the conventional program. OSTES and Metcalf are used to measure teacher self-efficacy and teacher instructional skills respectively. The comparison is made based on pre-test, post-test in control and experimental groups. After calculating the mean scores and standard deviations, paired and independent samples t-tests are utilized. Observation sessions are done two times after a 7-10 day intervals. Statistics illustrates that self-efficacy level of control group's participants and their instructional skills has no changes after participating in this program, but peer observation improves observer teacher's self-efficacy (as high as supervisors self efficacy) and observer's teaching skills

An Evaluation of a Program to Aid Generalization of Social Skills Training with Grade 3 and 4 Children

This research evaluated two interventions for aiding children in the generalization of social problem-solving skills training: (1) social problem-solving training with teacher-student “dialoguing”, peer pairing, and self-monitoring, and (2) social problem-solving training with teacher-student “dialoguing” only. These two experimental interventions were compared with a non-equivalent control group. It was found that both experimental and control groups improved in the performance of social skills. However, there were no significant differences between the two experimental groups and the control groups on measures of social skills performance, behavioral adjustment, self-efficacy and peer acceptance. These results were consistent with previous research in the area of social skills training, indicating that there is some doubt as to the value of cognitive intervention programs with young children

Metode Pembelajaran Tutor Teman Sebaya Meningkatkan Hasil Belajar Berdasar Regulasi-diri

The purpose of this study is to empirically examine the effectiveness of peer tutoring method on self-regulated learning. In self-regulated processes such as planning, self monitoring, and control of disturbances, the model of interaction between personal environment and behavior is a reciprocal interaction. Peer tutoring is expected to raise the potentialbehavior through an independent learning materials organization. Those behaviours include assistance-seeking behavior and assistance-giving during a more intensive learning process resulted from nearer psychological distance between the tutor and tutee. The subject of this research was 63 students of the Faculty of Psychology Unissula Semarang, which was divided into two groups: 31 students in the control group and 32 students in the treatment group. The treatment group consisted of nine tutorial groups in which each group consisted of 3-4 students. This research used a motivated strategy for learning questionnaire. Analysis of variance is used to test the hypothesis. The result indicates that there is a positive effect of peer tutoring learning methods on self-regulated learning. Peer tutoring learning method has accounted for 17.4 per cent improvement learning based on student self regulation. This research proved that activelearning can be done without involving a lot of teachers. Besides, the learning process can be maximized with the existing potentials by, among others, through peer tutoring

Analisis Faktor-Faktor Yang Memengaruhi Perilaku Konsumtif Siswa Program Keahlian Akuntansi SMKN 1 Surabaya

Consumptive is an activity of purchasing and using products or services in excess to obtain maximum satisfaction. This study intends to conduct testing and analysis of the factors of consumer behavior in the form of lifestyle, peer groups, self-control, and financial literacy. The research conducted is an associative type and uses quantitative methods. The population studied was all students of class X - XI Accounting skills program SMK Negeri 1 Surabaya, with a total sample of 90 students. The sampling technique is simple random sampling and the data collection is done using a questionnaire and tests. Data analysis was performed through the classical assumption test, multiple linear regression test, and hypothesis testing. The results obtained are: (1) Partial influence of lifestyle, peer groups, self-control, and financial literacy on consumer behavior is found; (2) The partial influence of lifestyle on the consumptive behavior of students positively and significantly; (3) The partial influence of peer groups on consumptive behavior positively and significantly; (4) The influence of self-control on students' consumptive behavior negatively and significantly; (5) There is no partial effect of financial literacy on consumer behavior