Relevant bibliographies by topics / Learning, Psychology of. Social adjustment

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Learning, Psychology of. Social adjustment'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Learning, Psychology of. Social adjustment"

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Wenz-Gross, Melodie, and Gary N. Siperstein. "Students with Learning Problems at Risk in Middle School: Stress, Social Support, and Adjustment." Exceptional Children 65, no. 1 (October 1998): 91–100. http://dx.doi.org/10.1177/001440299806500107.

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This study compared the stress, social support, and adjustment of 40 students with learning problems due to learning disabilities or mild mental retardation, and 396 general education students without learning problems, in middle school Examined were: stressors related to academics, peers, and problems with teacher/rules and overall felt stress; social support from family, other adults, and peers; and adjustment, including feelings about self and liking school. The relation between stress, social support, and adjustment also was explored. Results showed that students with learning problems experienced more stress, less peer support, greater adult support, and poorer adjustment, than those without learning problems. Adjustment was related to students' stress in middle school. Interventions for this group of students at risk were discussed.
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Handal, Paul J., and Saul Hopper. "Relationship of Sex, Social Class and Rural/Urban Locale to Preschoolers' AML Scores." Psychological Reports 57, no. 3 (December 1985): 707–13. http://dx.doi.org/10.2466/pr0.1985.57.3.707.

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Analysis of effects of sex, race, socioeconomic status, and rural/urban locale on AML scores (Aggressive, Moody, Learning Problems) of preschoolers showed that 345 boys evidenced more aggression, learning problems, and adjustment problems than 334 girls. An interaction of race by social status suggested that middle-status blacks showed more aggression, moodiness, and adjustment problems than middle-status whites, low-status blacks, and low-status whites. Discussion focused on the needs for use of separate cut-off scores by sex, and the use of our data and Carberry and Handal's 1980 data as preliminary norms.
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MAYO, JOSEPH A. "JOURNAL WRITING REVISITED: USING LIFE-ADJUSTMENT NARRATIVES AS AN AUTOBIOGRAPHICAL APPROACH TO LEARNING IN PSYCHOLOGY OF ADJUSTMENT." Journal of Constructivist Psychology 16, no. 1 (January 2003): 37–47. http://dx.doi.org/10.1080/10720530390117867.

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Wenz-Gross, Melodie, and Gary N. Siperstein. "Importance of Social Support in the Adjustment of Children with Learning Problems." Exceptional Children 63, no. 2 (January 1997): 183–93. http://dx.doi.org/10.1177/001440299706300203.

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This study examined the social networks, social supports, friendships, and adjustment of 106 4th-, 5th- and 6th-grade children. Forty children were receiving special education services for learning problems, 66 were in general education. Results showed that children with and without learning problems did not differ on the size or composition of their social networks nor on the negative features of their friendships (conflict, competition). However, children with learning problems used their network differently for support. They turned to the family less for problem-solving support and to peers less for all types of support than children without learning problems. Results are discussed in terms of the implications for children with learning problems as they enter adolescence.
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van Ruysseveldt, Joris, Tonnie van Wiggen-Valkenburg, and Karen van Dam. "The self-initiated work adjustment for learning scale: development and validation." Journal of Managerial Psychology 36, no. 6 (May 4, 2021): 491–504. http://dx.doi.org/10.1108/jmp-04-2020-0198.

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PurposeThe purpose of this study is to develop the self-initiated work adjustment for learning (SIWAL) scale that measures the adjustments that employees make in their work to enhance learning, based on theories and research on workplace learning, work adjustment and work design.Design/methodology/approachThe SIWAL scale was validated in two independent studies. Study 1 (n = 208) focused on the internal consistency and factor structure of the SIWAL scale. Study 2 (n = 178) re-examined the factorial structure using confirmatory factor analysis and investigated scale validity.FindingsIn both studies, the SIWAL scale showed good psychometric characteristics, i.e. a clear two-factorial structure and internal reliable sub-scales. The findings also indicated convergent, divergent and concurrent validity.Research limitations/implicationsUsing the SIWAL scale, future research could focus on the individual, social and organizational predictors and outcomes of SIWAL, collect supervisor and peer ratings to further validate this self-report scale and investigate lower-educated workers.Practical implicationsOrganizations might try to enhance their employees' SIWAL through organizational policies, such as supportive leadership, and a learning climate.Originality/valueThis study provides a first step toward a better understanding of what workers do to enhance their workplace learning. The study findings indicate that employees address two adaptive behaviors: adjusting job responsibilities and adjusting social interactions.
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Juvonen, Jaana, and George Bear. "Social adjustment of children with and without learning disabilities in integrated classrooms." Journal of Educational Psychology 84, no. 3 (1992): 322–30. http://dx.doi.org/10.1037/0022-0663.84.3.322.

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Chin, Joseph Meng-Chun, and Sen-Chi Yu. "SCHOOL ADJUSTMENT AMONG CHILDREN OF IMMIGRANT MOTHERS IN TAIWAN." Social Behavior and Personality: an international journal 36, no. 8 (January 1, 2008): 1141–52. http://dx.doi.org/10.2224/sbp.2008.36.8.1141.

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This study compared children of Southeast Asian immigrant mothers with those of native-born Taiwanese in terms of their school adjustment. A sample comprising 258 adolescents of Southeast Asian immigrant mothers (including mothers from Vietnam, Thailand, Indonesia, and the Philippines) and 769 children of native-born Taiwanese mothers was examined. This study used the item response theory (IRT) approach to develop a school adjustment inventory (SAI). Results showed that adolescents of Southeast Asian immigrant mothers had poorer school adjustment than did adolescents of native Taiwanese mothers. The adolescents of Southeast Asian immigrant mothers gained significantly lower scores for “academic performance” and “teacher-student relationship” than did the adolescents of native Taiwanese mothers. However, the 2 groups did not differ in terms of “learning motivation” and “peer relationship”.
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Gunandar, Maria Stephanie, and Muhana Sofiati Utami. "Hubungan antara Dukungan Sosial Orang Tua dengan Penyesuaian Diri Mahasiswa Baru yang Merantau." Gadjah Mada Journal of Psychology (GamaJoP) 3, no. 2 (February 7, 2019): 98. http://dx.doi.org/10.22146/gamajop.43441.

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Adjustment in the freshmen students that leaving home for college is a process for an individual facing changes and learning to fit in with a new environment. The aim of the study is to determine the correlation between parental social-support with adjustment of the freshmen that leaving home for college. The subjects of the study are 96 undergraduates grade 2016 from several faculties of Universitas Gadjah Mada, they are Psychology, Economics and Business, also Social and Politics. Subjects are chosen by using purposive sampling method. Product Moment correlation analysis showed that there was association between parental social support with adjustment of the freshmen that leaving home for college with 0,317 as the correlation score. There was a positive and significant correlation between parental social-support with adjustment of the freshmen that leaving home for college.
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Hwang, Kevin P., Ming-Kuen Wang, and Saing Sodanine. "The Effects of Stressors, Living Support, and Adjustment on Learning Performance of International Students in Taiwan." Social Behavior and Personality: an international journal 39, no. 3 (April 30, 2011): 333–44. http://dx.doi.org/10.2224/sbp.2011.39.3.333.

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Mudrick, Hannah B., JoAnn L. Robinson, and Holly E. Brophy-Herb. "Low-income children’s readiness for group-based learning at age 3 and prekindergarten outcomes at age 5." Journal of Early Childhood Research 18, no. 3 (January 21, 2020): 259–74. http://dx.doi.org/10.1177/1476718x19898740.

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Although 3-year-olds in the United States may attend prekindergarten prior to formal school entry in kindergarten, few investigations focus on the socioemotional foundations of classroom learning at age 3 and their relationship to later achievement. This study examined the relationship between age 3 readiness for group-based learning, modeled as the latent constructs, effortful control and social communication, and age 5 classroom adjustment and pre-academic outcomes. Data from the Early Head Start Research and Evaluation Project in the United States ( n = 797) included observations, direct assessment, and examiner and teacher report. Children’s effortful control predicted classroom adjustment and their social communication predicted pre-academic outcomes. Readiness for group-based learning provides a way to describe key constructs of early skill development and a framework to support children’s classroom learning. Implications include promoting parents’ and educators’ capacities to support early developmental foundations for later adjustment and learning by fostering infants’ and toddlers’ effortful control and social communication. Efforts to support these skills simultaneously across diverse experiences in the home and classroom by focusing on children’s individual needs may prove advantageous.
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Dissertations / Theses on the topic "Learning, Psychology of. Social adjustment"

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Houff, J. Keith. "The effects of social learning intervention procedures on occupational social adjustment." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54446.

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There are a great number of people whose suggestions and encouragement have contributed to the preparation and completion of this study. Special recognition is due to the committee of faculty evaluating this study through the various stages from inception. I appreciate the patience plus clear arid precise guidance of Tom Hohenshil, and Dennis Hinkle's counsel and completion of the computer analyses of the results of this study, I am grateful for the inspiration Dean Hummel provided especially during the early stages of this project. I wish also to express my thanks to Cherry Houck who’s door was always open and was also instrumental in the inception of this study, I also appreciate Harriett Cobb's perceptiveness and special efforts in dissipating my committee meeting jitters. Finally, I consider myself fortunate to have had exposure to these individual's expertise and vast experiences. I wish also to acknowledge the assistance and financial support, I received from Charlotte McNulty, SYEP Project Director, and from the Board of Directors of People Places Inc. in Staunton, Virginia. I am indebted to the patience and trust Ms. McNulty repeatedly afforded me throughout the various stages of carrying out this project. The generous offer of the use of equipment .and office space of People Places Inc. is also greatly appreciated. And finally, I consider myself fortunate to have a wife supportive of my efforts in achieving an advanced degree in education. Her genuine interest in the topic of this study and willingness to listen, proofread, type, and many other supportive actions deserve a special "thank you".
Ed. D.
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Clough, Barbara Stolze. "Learning activities in later life." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29581.

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Learning Activities in Later Life Learning is a lifelong affair. Learning is critical across the entire life course for adults facing the potentials and problems of an extended life; learning is crucial for a society adjusting to the economic and social pressures of a rapidly aging population. How can adult educators respond to these challenges and become effective catalysts for learning activities in later life? One important, preliminary step involves understanding participation in learning activities from the older adult point of view. To date, however, adult educators only have a partial view of participation in learning activities in later life, a view clouded by narrow definitions of education and learning, and limited by concepts of traditional educational programs. The purpose of this current study was to explore participation of adults over the age of 55 in a broad range of learning activities and to examine the relationship between their participation and selected personal and sociodemographic measures influencing participation. A questionnaire consisting of a checklist of 71 learning activities and sociodemographic questions was distributed to 1228 adults over the age of 55. Responses from 332 respondents were analyzed using SPSS/PC+ (Ver. 3.0). On average, older adults reported taking part in 35 learning activities over the past year. Respondents reported participating in these learning activities for an average of 14 hours per week. Respondents who reported greater participation were more likely to be female, younger, more educated, and in better health. Those reporting greater participation also reported more reasons for participation, more sponsoring agencies for their learning activities, and were more likely to belong to community and professional organizations. Older adults reported certain changes in their learning activity choices since age forty. Active people remained active in later life although they restructured their learning activity choices. They restructured their learning activity patterns by increases in attending senior centres; watching Public Broadcasting System (PBS), Knowledge Network and other educational television; reflecting on life events; and, learning about health and nutrition. The most important learning activities reported by respondents reflected the significance of nonformal and informal activities: reading books or plays; watching Public Broadcasting System (PBS), Knowledge Network and educational television; reading newspapers and magazines; travelling; talking with family and friends; and, attending senior centres. The principal sponsoring agencies for learning activities in later life were senior centres, media, and oneself. The primary reasons for participation were growth and socially-oriented: keeping one's mind alive, gaining knowledge or skill, and meeting or being with friends. The leading barrier to participation, being too busy, suggested an active lifestyle for many later life learners. Other barriers were transportation, money, location of the activity, and health status. A factor analysis of participation in 71 learning activities produced 13 factors which accounted for 48% of the variance in participation. Major factor groups clustered around themes of Volunteer Involvement, Recreation, Home Life, Self Development, Spiritual Enrichment, Wellness, Language Arts, Crafts, Leisure, Expressive, Outdoors/Nature, Hobbies and Reflection/Reading. Current definitions of learning activities for older adults are too narrow. The findings from this study demonstrated the diversity and breadth of learning activities engaged in by older people. Participation in these learning activities is not necessarily bounded by rigid age barriers, educational background or income. This study challenges the relevance of narrow views of participation based upon traditional, institutionally-based programs and identifies a complex web of predominantly nonformal, informal, and self-directed learning activities in later life. Collaborative efforts among older adults, community leaders and adult educators will promote interdependent, positive lifestyles in later life and encourage the development of more accessible educational resources for older learners.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Bustos, Gastón Luis. "Social support, risk, and adjustment of immigrant preadolescents." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/1999.

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The current study was designed to explore the salience of social support, immigrant status, and risk in middle childhood and early adolescence across two time periods as indicated by measures of school adjustment and well-being. Participants included 691 children of public elementary schools in grades 4 and 6 who were interviewed in 1997 (Time 1) and reinterviewed two years later (Time 2); 539 were U.S.-born, and 152 were foreign-born. Repeated measures multivariate analyses of variance (MANOVA's) were conducted to assess the effects of immigrant status and risk on total support, well-being, and school adjustment from Time 1 to Time 2. Follow-up analyses, including Student-Newman-Keuls post hoc tests, were used to test the significance of the differences among the means of support categories (low and high), immigrant status (U.S. born and non-U.S. born), risk (low and high) and time (time 1 and time 2). Results showed that immigrant participants in the high risk group reported significantly lower levels of support than their peers. Further, children of low risk at Time 2 indicated the highest levels of support. Second, immigrant preadolescents, preadolescents who reported low levels of social support, and preadolescents of the high risk reported lower levels of emotional well-being. There was also an interaction of support by risk by time, indicating that children who are at risk and had low levels of social support reported more emotional problems at Time 1. Finally, preadolescents who are at risk and preadolescents who reported lower levels of support were more likely to show school adaptation problems. Findings from this study highlight the importance of a multivariable approach to the study of support, emotional adjustment, and academic adjustment of immigrant preadolescents.
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Fournier, Marc Alan. "Agency and communion as fundamental dimensions of social adaptation and emotional adjustment." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38485.

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It has been argued that agency and communion define the fundamental dimensions of human existence. Agency represents strivings for expansion and elevation that surface as efforts to pursue social dominance. Communion represents strivings for contact and congregation that surface as efforts to preserve social bonds. From an evolutionary perspective, agency and communion define the problems of group living to which our ancestors were historically required to adapt. From a dyadic-interactional perspective, agency and communion organize the domain of behavior that individuals in contemporary societies are presently able to demonstrate. The purpose of this research was to explore the agentic and communal dimensions underlying social adaptation and emotional adjustment; this objective was pursued through the use of event-contingent recording procedures that require respondents to report upon their behavior in significant social interactions over extended time intervals. I first propose that emotional adjustment is optimized through mitigation processes that balance the expression of agency and communion in everyday behavior. Findings indicated that a balance within agency and within communion---achieved through moderate levels of agentic and communal expression---predicted optimal emotional adjustment. I then propose that the dark aspects of agency and communion---the human propensities to quarrel and submit---are equally relevant to social adaptation. In this regard, I argue that these propensities represent social rank strategies through which individuals grapple with and defend themselves against feelings of threat and inferiority. Consistent with an evolutionary perspective upon social competition, individuals tended to quarrel when threatened by subordinates and to submit when threatened by superiors. Consistent with an evolutionary perspective upon defeat and depression, individuals who typically felt more inferior tended to quarrel more frequently with subordina
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Zinck, Lana Catherine. "Parent-youth relations and adjustment of youth with and without learning disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18416.

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Youth with learning disabilities (LD) are at risk for difficulties in academic, social-emotional and behavioural domains. Cohesive and flexible family relationships are protective for youth at-risk, including youth with LD, although there is little empirical research on families of youth with LD. The purpose of the present study was to build on the area of parent-child relationships and adjustment of youth with LD and determine whether specific aspects of parent-child communication including, clarity, open emotional expression, and problem solving are associated with various aspects of adjustment in youth with and without LD, beyond that predicted by parental control and involvement. Fifty-two youth with LD and a matched group of 52 youth without LD (NLD) completed measures of social, emotional, and behavioural adjustment, as well as questionnaires related to their relationships with their mothers and fathers. Report card grades were obtained as a measure of academic competence. Results revealed that the parent-child relationship variables differentially predicted various domains of adjustment for youth with and without LD. For youth with LD, perceptions of problematic maternal control and involvement significantly predicted emotional distress and behaviour problems, and were inversely related to psychosocial adjustment. The communication variables did not significantly contribute to the prediction of any adjustment area. In contrast, for youth without LD, perceptions of problematic maternal control and involvement only predicted behaviour problems. However, perceptions of poor maternal problem solving and clarity of communication predicted a significant and unique amount of variance in emotional distress and psychosocial maladjustment, respectively. Surprisingly, poorer maternal problem solving was also predictive of academic adjustment for NLD youth. Overall, the results suggest that youth with and without LD appear to benefit from a different kind of support
Les adolescents qui éprouvent des difficultés d'apprentissage (DA) ont plus de risques que les autres de présenter des problèmes scolaires, socio-émotionnels et comportementaux. Bien que des relations familiales unies et flexibles constituent un facteur de protection pour les adolescents à risque en général, il y a peu de recherches empiriques portant spécifiquement sur les familles d'adolescents avec des DA. Le but de cette étude était d'exploiter les domaines des relations parent-enfant et de l'adaptation des adolescents avec des DA afin de déterminer si certains aspects de la communication parent-enfant comme la clarté, l'expression des émotions et la résolution de problèmes, sont associés à divers aspects de l'adaptation des adolescents avec ou sans DA, au-delà de ce qui est prédit par le contrôle et l'implication des parents. 52 adolescents avec des DA et un groupe de contrôle de 52 adolescents sans DA ont complété des échelles d'adaptation sociale, émotionnelle et comportementale et des questionnaires sur leur relation avec leurs parents. Les compétences scolaires ont été mesurées grâce aux notes du bulletin scolaire. Les résultats révèlent que les aspects de la relation parent-enfant prédisent de manière différente l'adaptation des adolescents avec ou sans DA. Pour ceux aux prises avec des DA, la perception d'une implication et d'un contrôle maternels problématiques prédit de manière significative la détresse émotionnelle et les problèmes de comportement, et sont inversement reliés à l'adaptation psychosociale. Les variables relatives à la communication n'ont pas contribué significativement à l'adaptation dans quelque domaine que ce soit. Par contre, chez les adolescents sans DA, la perception d'une implication et d'un contrôle maternels problématiques prédit seulement les problèmes de comportement. Cependant, les difficultés de la mère à résoudre des problèmes et à communiquer clairement prédis
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August, Pamela Joan. "The role of expression recognition in social information processing and poor social adjustment." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40678.

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Children with poor social adjustment are at risk for a number of maladaptive outcomes in adolescence and adulthood, such as psychopathology, conduct problems, and substance abuse. Social information processing (SIP) theory consists of six distinct but interrelated steps through which individuals process and respond to incoming social information. The ability of individuals to accurately process social information at all six steps has been used to predict aspects of social adjustment such as aggression and social skills. Similarly, the ability of individuals to accurately process and recognize facial expressions of emotion has also been used to predict social adjustment. However, despite the presence of facial expressions as an important piece of social information, no researchers have attempted to examine the specific role of expression recognition in social information processing, or to determine whether or not expression recognition ability may contribute to the predictive power of the SIP model. The goal of the current study is to demonstrate that expression recognition is an integral yet overlooked aspect of SIP, specifically of the first two steps of processing, encoding, and interpretation of cues. Seventy-four elementary school students in grades three and four participated in this study. Verbal and nonverbal measures of encoding were used, as well as an attribution task to measure children’s ability to interpret cues. Participants completed measures of expression recognition accuracy and cognitive ability, and teachers were asked to respond to standardized questionnaires regarding the social skills and aggressive behaviour of participating students. Children who were accurate at recognizing facial expressions were also more accurate at processing social information. However, after accounting for the variance explained by age, ethnic group, and cognitive ability, expression recognition did not account for a significant amount of variance in teacher repor
Les enfants éprouvant des difficultés au plan de l’ajustement social présentent un risque élevé de vivre des problèmes d’ajustement à l’adolescence et à l’âge adulte, notamment la psychopathologie, les difficultés de conduite, et l’abus de substances. La théorie du traitement de l’information sociale (social information processing theory – SIP) inclue six étapes associées mais distinctes au fil desquelles les individus traitent et répondent à l’information sociale leur étant présentée. L’habileté des individus à correctement traiter l’information sociale à chacune des six étapes du modèle SIP a été utilisée comme prédicteur de divers aspects de l’ajustement social, incluant l’agressivité et les habiletés sociales. De la même façon, l’habileté des individus à correctement traiter et reconnaître les expressions faciales de diverses émotions a également été utilisée comme prédicteur de l’ajustement social. Toutefois, malgré l’importance des expressions faciales en tant que source d’information sociale, les chercheurs n’ont pas tenté d’examiner le rôle spécifique de la reconnaissance des expressions faciales dans le traitement de l’information sociale, ou de déterminer si l’habileté à reconnaître les expressions faciales contribue au pouvoir prédicteur du modèle SIP. Le but de la présente étude est de démontrer que la reconnaissance des expressions faciales est une partie intégrale mais négligée du SIP, spécifiquement des deux premières étapes du traitement, soit l’encodage et l’interprétation des indices sociaux. Soixante-quatorze élèves de la troisième et quatrième année du primaire ont participé à cette étude. Des tâches d’encodage verbal et non-verbal ont été utilisées, ainsi qu’une tâche d’attribution mesurant l’habileté des enfants à interpréter les indices sociaux. Les participants ont complété des tâches de reconnaissance des exp
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Schaffner, Angela D. "Social, environmental, and spritual factors in college adjustment." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317749.

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The primary purpose of this study was to examine the influence of sex, perceived social support from family and peers, negative life stress, psychological separation from mother and father, and spiritual well-being in predicting college adjustment. Additional goals of the study included examining the relationships between psychological separation from parents and spiritual well-being, as well as examining the influence of sex on perceived social support, negative life stress, psychological separation from parents, and spiritual well-being.The sample consisted of 100 undergraduate college students at a midsized, midwestern university. Participants completed a set of questionnaires, including a demographic questionnaire, Perceived Social Support Scale, Life Experiences Survey, Psychological Separation Inventory (Conflictual Independence subscale), Spiritual Well Being Scale, and Student Adaptation to College Questionnaire.The combination of the predictors in the study accounted for 33.9% of the variance in general college adjustment. Perceived social support from friends, spiritual well-being, and negative life stress were significant predictors (p<.05) of general college Social, adjustment. The combination of predictors in the study accounted for 31.9% of the variance in social college adjustment. Perceived social support from friends and spiritual well-being were significant predictors (p<.05) of social college adjustment.In addition, correlational data showed significant relationships between spiritual well-being and conflictual independence from both mother and father. Further, male sex was significantly, positively related to conflictual independence from father. Conceptual, research, and clinical implications are discussed.
Department of Counseling Psychology and Guidance Services
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Lefebvre, Monique. "Instrumentality, expressivity, and dyadic adjustment: Gender-specific mediation processes." Thesis, University of Ottawa (Canada), 1997. http://hdl.handle.net/10393/4381.

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Although Instrumentality and Expressivity scores have been shown to be powerful intrapersonal predictors of reported relationship satisfaction and adjustment, conceptual models exploring the mechanisms by which Instrumentality (I) and Expressivity (E) influence intimate relationships are few. The results presented in this thesis are derived from two studies, each using survey research methods and the little-used Bem Sex Role Inventory Short-Form (BSRI-SF). Study 1 (N = 75 couples) examined several statistical and methodological issues in using the short form BSRI in couples research. Study 2 (N = 119 couples) provided a preliminary evaluation of a model in which it was proposed that the relations among Instrumentality (I), Expressivity (E), and relationship adjustment are mediated in part by interpersonal processes related to couple conflict resolution (CR) and maintenance and enhancement of intimacy (MEI). A number of gender-specific findings were obtained. The proposed model was supported using a path analytic approach comparing the direct model of IE with the mediator model. Specifically, variance in men's reported levels of dyadic adjustment covaried with their own levels of Instrumentality, Expressivity, and self-reported intimacy and conflict behaviour. Variance in women's reported levels of dyadic adjustment covaried in a complex fashion with their own and their partners' scores. Across couple-related variables (DAS, CR, and MEI), results generally supported a main effects model (i.e., significant statistical prediction from Instrumentality scores and/or Expressivity scores), but not an interactional model (Instrumentality times Expressivity). Results indicated that use of the BSRI-SF's nonconfounded Instrumentality and Expressivity subscales can be valuable in model testing in couples research. It is suggested that the short-form provides ease of interpretation compared to the controversial long-form BSRI. Gilligan's theory of gender-specific developmental tasks is proposed as a framework for understanding the gender-specific correlational patterns which emerged.
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Burgess, Kim B. "Self-schemas and behavioural adjustment of socially withdrawn children." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/10093.

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Evidence from research and clinical work supports the notion that social relationships play a crucial role in many areas of psychological development. Social withdrawal constitutes a form of social maladjustment in childhood, and consequently, may have important implications for short-term and long-term prognoses. A recent longitudinal study points to the possibility that these children are at risk for internalizing disorders, such as anxiety and depression. Yet it is unclear which psychological variables account for the possible relationship between social withdrawal and internalizing disorders. Numerous theorists and investigators have shown that cognitive factors may be central to the development of psychopathology. The present study hypothesizes that maladaptive information processing and internalizing problems may be associated with social withdrawal. A multi-group comparison therefore examined children's self-schemas, as measured by self-perceptions and recall of positive and negative descriptors, and evaluated their behavioural/emotional functioning. The complete sample consisted of 132 sixth and seventh grade children recruited from five elementary schools in the Ottawa-Carleton region. After being identified by peer nominations in Phase 1, a between-group design was utilized in Phase 2 to compare 40 withdrawn children, 51 average children, and 41 aggressive children. Multivariate analysis of variance was conducted to assess group differences in current status with regard to self-perceptions, recall memory of descriptors, and behavioural adjustment. As predicted, socially withdrawn children had less positive self-perceptions, more negative self-perceptions, and significantly higher internalizing scores than did average and aggressive children. No significant differences emerged, however, with respect to the recall of positive and negative descriptors. Implications of the present findings and directions for future research are discussed.
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Ray, Elizabeth Deborah. "Social and associative learning." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266406.

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Books on the topic "Learning, Psychology of. Social adjustment"

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Osman, Betty B. No one to play with--the social side of learning disabilities. 2nd ed. Novato, Calif: Academic Therapy Publications, 1995.

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Men and divorce: Coping, learning, starting afresh. London: Fontana, 1990.

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Personality, social, and biological perspectives on personal adjustment. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1990.

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Bar-Siman-Tov, Yaacov. Adaptation and learning in conflict management, reduction, and resolution. Jerusalem: Leonard Davis Institute for International Relations, Hebrew University of Jerusalem, 2001.

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Social learning and imitation. London: Routledge, 1998.

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Derlega, Valerian J. Personal adjustment: The psychology of everyday life. 3rd ed. Glenview, Ill: Scott, Foresman, 1986.

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Rathus, Spencer A. Adjustment and growth: The challenges of life. 5th ed. Fort Worth: Harcourt Brace Jovanovich College Publishers, 1992.

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Rathus, Spencer A. Adjustment and growth: The challenges of life. 6th ed. Fort Worth: Harcourt Brace College Publishers, 1995.

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Rathus, Spencer A. Adjustment and growth: The challenges of life. 7th ed. Fort Worth: Harcourt Brace College Publishers, 1999.

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Rathus, Spencer A. Adjustment and growth: The challenges of life. 3rd ed. New York: Holt, Rinehart, and Winston, 1986.

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Book chapters on the topic "Learning, Psychology of. Social adjustment"

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Ludlow, Amanda, and Roberto Gutierrez. "Social Learning." In Developmental Psychology, 126–38. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3_9.

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Chwalisz, Kathleen, and Alan Vaux. "Social support and adjustment to disability." In Handbook of rehabilitation psychology., 537–52. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10361-025.

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Papini, Mauricio R. "Early Social Learning and Behavior." In Comparative Psychology, 361–408. Third edition. | New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003080701-10.

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Duplass, James A. "Psychology of Learning." In The Essence of Teaching Social Studies, 38–43. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-6.

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Barone, David F., James E. Maddux, and C. R. Snyder. "The Social Gestalt and Social Learning Traditions." In Social Cognitive Psychology, 27–57. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5843-9_2.

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Foster, Sharon L., Philip C. Kendall, and David C. Guevremont. "Cognitive and Social Learning Theories." In Applied Clinical Psychology, 79–117. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0983-3_5.

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Herbert, Martin. "Analysing behaviour: social learning principles." In Psychology for Social Workers, 17–22. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18151-3_3.

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Plous, Scott, David G. Myers, Mary E. Kite, and Dana S. Dunn. "Teaching Social Psychology Effectively." In International Handbook of Psychology Learning and Teaching, 1–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-26248-8_16-1.

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Niven, Neil, and Jill Robinson. "Learning, memory and social influence." In The psychology of nursing care, 185–205. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-23703-6_8.

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Utz, Sonja, and Ana Levordashka. "Knowledge Networks in Social Media." In The Psychology of Digital Learning, 171–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49077-9_9.

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Conference papers on the topic "Learning, Psychology of. Social adjustment"

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Vávrová, Soňa. "A Preliminary Model Of The Social Situation Of Social Adjustment Of Homeless Children." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.23.

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Simarmata, Elidayani Rodearni, and Anizar Rahayu. "Correlation between Assertiveness and Empathy with Adolescent's Social Adjustment in Social Home of South Jakarta." In Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/uipsur-17.2018.23.

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Shiddiq, Muhammad Imam, Malika A. Fitra, Ruth Patricia, Damara I. Afriani, Fironika A. Bahar, and Elok D. Malay. "Social Support is Positively Correlated With College Adjustment in First-Year Students." In 3rd International Conference on Intervention and Applied Psychology (ICIAP 2019) and the 4th Universitas Indonesia Psychology Symposium for Undergraduate Research (UIPSUR 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201125.046.

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Sastra Purna, Rozi, and Nurmina Nurmina. "Development of Social Emotional Learning." In International Conference of Mental Health, Neuroscience, and Cyber-psychology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.32698/25267.

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Amalia, Fadhilah, Lathifah Hanum, and Augustine Dwi Putri Sukarlan. "Using Group Therapy to Resolve Social Adjustment Problems of Sojourner Students at Universitas Indonesia." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.30.

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Setiowati, Erni Agustina, and Anggun Dwi Cahyani. "Quality of Life and Individual Adjustment of People Living with HIV/AIDS (PLWHA)." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008590304150423.

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Jiong, Yang, and Luo Ting. "E-learning in Universities: A Social Psychology Perspective." In 2010 International Conference on E-Business and E-Government (ICEE). IEEE, 2010. http://dx.doi.org/10.1109/icee.2010.1291.

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Ranjan, Dr Vedamoni. "Education Curriculum of Learning In Children." In International Conference on Education, Psychology and Social Science. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icepss.2014.14017.

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Rembulan, Anissa C. Q., and Titian Hakiki. "The Effect of Social Support on The Self – Adjustment of Overseas Students in Java." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.18.

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González-Conde, Joan, Nuria Codina, Rafael Valenzuela, and Jose Vicente Pestana. "Critical analysis and digital literacy in learning social psychology." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5513.

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This paper presents a teaching experience in social psychology learning, aimed at students’ acquisition of critical analysis and digital literacy competences at the University of Barcelona. The methodology consisted of asking each student to answer to a socially relevant question, by means of (a) identifying key underlying psychosocial processes and (b) searching for adequate keywords in scientific databases such as PsycNet and Sociological Abstracts, in order to (c) select and critically compare two relevant articles that could answer this question. The acquisition of these competences was assessed with a rubric and related questions in the final exam. Results indicated both the effectiveness of this approach to teach competences in digital literacy and critical analysis through motivating questions, and the translation of these competences in other situations. This approach also showed to be more effective in teaching these ompetences than only giving lectures. This methodology is promising, as it provides an answer to how to give future professionals competences in answering effectively and rigorously to socially relevant problems in the Information Society.
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