Accuracy of Social Self-Perceptions and Peer Competence in Middle Childhood

The role of children\u27s social self-perceptions in their social development was examined. Participants were 644 fourth graders who completed peer nominations and self-ratings to measure their self-perceptions. Comparisons of children\u27s self-ratings with ratings by teachers yielded scores for self-other agreement. Comparisons of children\u27s perceived liked-most and liked-least nominations with peers\u27 actual likedmost and liked-least nominations yielded scores for dyadic perception accuracy. Significant relationships were found among the self-perception measures and they were moderately stable over time. Significant sociometric status and gender effects were found for both generalized and dyadic perceptions. Inaccurate social self-perceptions predicted loneliness and internalizing behaviors. The results are consistent with the symbolic interactionist view of the link between social perceptions and relationships

Forms and Functions of Adolescent Peer Aggression Associated With High Levels of Peer Status

Concurrent (Study 1) and longitudinal (Study 2) associations between adolescents’ aggression, victimization, and high status were examined to test the hypothesis that forms and functions of aggression most likely to affect the status hierarchy will be associated with reputation-based measures of popularity. In Study 1, 235 10th-grade adolescents’ overt, relational, and reputational forms of aggression and victimization were assessed. Functions of aggression (instrumental, reactive, bullying) within each form were also examined. Results supported the general prediction that aggression is associated with high peer-perceived popularity, but low likability (i.e., social preference) among peers. Significant curvilinear trends revealed a subtle association between aggression and low levels of popularity as well. Regarding forms and functions, results indicated that both the provocateurs and targets of reputational aggression had high levels of peer-perceived popularity; proactive uses of aggression were also associated with high popularity among adolescents, while reactive aggression was associated with low social preference. Longitudinal analyses of the same participants in Study 2 indicated that high peer-perceived popularity and low social preference predicted all forms of aggressive behavior over a 17-month interval. Overall, the results reveal complex associations between aggression and status that help to explain possible social reinforcement associated with aggression and clarify the pattern of heterogeneous aggressive behaviors exhibited by adolescents at various points along the status continuum

Forms and Functions of Adolescent Peer Aggression Associated with High Levels of Peer Status.

Concurrent (Study 1) and longitudinal (Study 2) associations between adolescents' aggression, victimization, and high status were examined to test the hypothesis that forms and functions of aggression most likely to affect the status hierarchy will be associated with reputation-based measures of popularity. In Study 1, 235 10 th -grade adolescents' overt, relational, and reputational forms of aggression and victimization were assessed. Functions of aggression (instrumental, reactive, bullying) within each form were also examined. Results supported the general prediction that aggression is associated with high peer-perceived popularity, but low likability (i.e., social preference) among peers. Significant curvilinear trends revealed a subtle association between aggression and low levels of popularity as well. Regarding forms and functions, results indicated that both the provocateurs and targets of reputational aggression had high levels of peer-perceived popularity; proactive uses of aggression were also associated with high popularity among adolescents, while reactive aggression was associated with low social preference. Longitudinal analyses of the same participants in Study 2 indicated that high peer-perceived popularity and low social preference predicted all forms of aggressive behavior over a 17-month interval. Overall, the results reveal complex associations between aggression and status that help to explain possible social reinforcement associated with aggression and clarify the pattern of heterogeneous aggressive behaviors exhibited by adolescents at various points along the status continuum

Testing how teachers’ self-efficacy and student-teacher relationships moderate the association between bullying, victimization, and student self-esteem

This study investigated how teachers’ self-efficacy for intervening in social dynamics and teacher-student relationships directly impact students’ self-esteem, and indirectly buffer the negative association between both bullying and victimization and students’ self-esteem. Teachers play a key role in shaping the peer relations in the classroom, and they might also be able to lessen the negative impact of bullying and victimization on students’ self-esteem. Multilevel regression analysis on a sample of 59 Dutch teachers and 1,490 of their 5th grade students indicated that student-reported bullying and victimization were negatively related to students’ self-reported self-esteem. Better student-perceived student-teacher relationships were related to higher self-esteem for all students, with additional increases in self-esteem for victims but decreases in the self-esteem of bullies. Teacher-reported self-efficacy was only related to lower self-esteem in bullies. Implications of these results and suggestions for further research are discussed

Halo and association effects:Cognitive biases in teacher attunement to peer-nominated bullies, victims, and prosocial students

This study examined whether teachers’ perceptions of students’ behavior (referring to halo effects) and the behavior of teacher-perceived friends (referring to association effects) influenced teachers’ ability to recognize students identified as bullies, victims, and prosocial by their peers. Data came from 1,458 children (Mage = 10.5, 47.5% girls) and 56 teachers (Mage = 40.8, 66.1% females). Perceived likeability was associated with decreased odds and teachers’ perceptions of popularity and externalizing behavior were associated with increased odds for teacher attunement to bullying. Perceived likeability and affiliation were associated with decreased odds for teacher attunement to victimized students. Teachers’ perceptions of externalizing behavior were associated with decreased odds, whereas teachers’ perceptions of affiliation and academic competence were associated with increased odds for attunement to prosociality. Finally, a positive association was found between teacher attunement and the average behavior of teacher-perceived friends for bullying, victimization, and prosociality

Особливості планування інвестиційних проектів з відтворення виробничої потужності збиткових вуглевидобувних підприємств

Розкрито особливості планування інвестиційних проектів з відтворення виробничої потужності на збиткових вуглевидобувних підприємствах. Запропоновано алгоритм розрахунку ефективності інвестиційного проекту. Ключові слова: інвестиції, вугільна галузь, шахта, відтворення потужності, проект, очисний вибій, ефективність, собівартість, термін окупності, дисконтування.Раскрыты особенности планирования инвестиционных проектов по воспроизводству производственной мощности на убыточных угледобывающих предприятиях. Предложен алгоритм расчета эффективности инвестиционного проекта. Ключевые слова: инвестиции, угольная отрасль, шахта, воспроизводство мощности, проект, очистной забой, эффективность, себестоимость, срок окупаемости, дисконтирование.The planning of investment projects on reproduction of production capacity of unprofitable coal-mining enterprises is described. The algorithm for calculating the efficiency of the investment project is offered. Its economic efficiency has been proven. Keywords: investments, coal industry, mine, reproduction of capacity, project, stope, efficiency, prime price, period of recoupment, discounting

Peer influence on disruptive classroom behavior depends on teachers' instructional practice

This study investigated whether early adolescents’ disruptive classroom behavior is predicted by descriptive classroom norms for such behavior (i.e., mean level of classmates’ disruptive behaviors). We further examined whether classmates’ influence on a student’s disruptive behavior varies based on teacher’s instructional practice. Participants were 701 adolescents (M = 13.12 years; 48.8% girls) who were followed across six measurement points from Grades 7 through 9. Multilevel analyses showed that subsequent individual disruptive behavior was predicted by earlier levels of disruptive behavior in the classroom. Peer influence on disruptive behavior was lower when students perceived that their teacher’s instruction was more supportive and interesting. When students reported that their teacher used more ability differentiation (e.g., ability grouping), peer influence on disruptive behavior was higher

Effective and Efficient Stand Magnifier Use in Visually Impaired Children

Contains fulltext : 167758.pdf (publisher's version ) (Open Access)PURPOSE: The main objective of this study was to analyze the effectiveness and efficiency of magnifier use in children with visual impairment who did not use a low vision aid earlier, in an ecologically valid goal-directed perceptuomotor task. METHODS: Participants were twenty-nine 4- to 8-year-old children with visual impairment and 47 age-matched children with normal vision. After seeing a first symbol (an Lea Hyvarinen [LH] symbol), children were instructed to (1) move the stand magnifier as quickly as possible toward a small target symbol (another LH symbol that could only be seen by using the magnifier), (2) compare the two symbols, and (3) move the magnifier to one of two response areas to indicate whether the two symbols were identical. Performance was measured in terms of accuracy, response time, identification time, and movement time. Viewing distance, as well as hand and eye dominance while using the magnifier was assessed. RESULTS: There were no significant differences between the two groups in accuracy, reaction time, and movement time. Contrary to the prediction, children with visual impairment required less time to identify small symbols than children with normal vision. Both within-subject and between-subject variability in viewing distance were smaller in the visually impaired group than in the normally sighted group. In the visually impaired group, a larger viewing distance was associated with shorter identification time, which in turn was associated with higher accuracy. In the normally sighted group, a faster movement with the magnifier and a faster identification were associated with increasing age. CONCLUSION: The findings indicate that children with visual impairment can use the stand magnifier adequately and efficiently. The normally sighted children show an age-related development in movement time and identification time and show more variability in viewing distance, which is not found in visually impaired children. Visually impaired children seem to choose a standard but less adaptive strategy in which they primarily used their preferred hand to manipulate the magnifier and their preferred eye to identify the symbol. TRIAL REGISTRATION: Registered at http://www.trialregister.nl; NTR2380.11 p

Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14–15 year-old adolescents (56% girls, 44% boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction between academic achievement and social intelligence, further qualified by school context. Whereas college bound students gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either socially or academically, but not in combination. The implications of these findings were discussed