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Dissertations / Theses on the topic 'Peer competence'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Hill, Celeste. "Cultivating Competence: Peer-to-peer Interviewing." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/15.

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The power of peer-to-peer teaching and learning was explored in an interviewing assignment between upper and lower classes in Human Development and Family Life Education. The freshmen and sophomores participated in a Professional Perspectives in Family Science class, whereas the juniors and seniors were completing their practicum experiences. In both classes there is a focus on professionalism and career competence. The two groups of students were pair-matched and the upperclass Practicum students interviewed the underclass Professional Perspectives students as if it were a formal graduate sch

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2

Leach, Nicole. "School Community, Peer Bonds, and Perceived Competence." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404383377.

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Brown, Andrea E. "Social competence in peer-accepted children with learning disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.

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Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with

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Brown, Andrea Elizabeth. "Social competence in peer-accepted children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0017/NQ55306.pdf.

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5

Prince, Celeste Marie. "Assessing Coalitional Value of a Peer to Group Members:The Role of Sex, Competence, and Peer Deference." Marietta College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1561119138597581.

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Castellaro, Mariano, and Néstor Roselli. "Peer sociocognitive interaction according to symmetry and asymmetry of epistemic competence." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/123832.

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The study aimed to analyze the peer sociocognitive interaction and its relationship with individual cognitive progress, in both symmetrical and asymmetrical situations of epistemic competence. Participants were 72 students of fifth and sixth grade (age, M = 11 years, 3 months, SD = 7 months), who solved logical items (pre / post test individual, intermediate dyadic condition). The results indicated: a) the distribution of arguments in the dyad is the main variable of the interactive process related to differences between symmetrical conditions and b) the volume and distribution of the argument

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Rubcich, Deidre M. "Examining the influence of hyperactive-impulsive symptoms, self control and peer competence on peer victimization and engagement in bullying." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/112.

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The ADHD symptoms of hyperactivity and impulsivity have detrimental effects on children's social functioning and increase their risk of being victimized by peers and engaging in bullying behaviors (Unnever & Cornell, 2003;Wiener & Mak, 2009). In particular, the specific social skills of peer competence and self-control were examined to determine if there was a mediating or indirect effect on peer victimization or engagement in bullying behaviors. Participants in this study included 707 children from the NICHD Study of Early Child Care and variables were measured in the 3 rd , 5 th , and 6 th g

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8

Ho, Man-wah Loretta. "Student interaction and writing competence within a paired writing classroom." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41758134.

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Hamel, Eryn D. "Relating Children's Social Competence to Maternal Beliefs and Management Strategies of Peer Relationships." DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/2457.

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This study explored the links between maternal beliefs about the importance of children's social skills, modes of obtaining social skills, management strategies, and children's social competence. Subjects were 67 mothers whose 3- and 4-year-old children attended one of five preschools in Cache Valley, Utah. Mothers completed questionnaires assessing their beliefs about the importance of social skills, their beliefs about how children acquire social skills, and the ways they are involved in their children 's peer relationships. Demographic measures were also completed by the mothers. Classroom

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10

Lyle, Kelsey Ann. "Mothers' social coaching about relational aggression and its relation to indicators of peer competence." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Spring2009/K_Lyle_042309.pdf.

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Thesis (M.A. in human development)--Washington State University, May 2009.<br>Title from PDF title screen (viewed on Apr. 5, 2010). "Department of Human Development." Includes bibliographical references (p. 71-84).

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Mohr, Shelley. "Mothers' memories of childhood peer experiences, associations to child-rearing behaviours and children's social competence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/NQ37050.pdf.

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12

Burns, Amy Jean. "Effects of Sustained Attention on the Social Skills of Assertion, Cooperation, Self Control, and Peer Competence." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3112.

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The current study explored the relation between sustained attention and the social skills of assertion, cooperation, self-control, and peer competence and whether sex moderated this relation. Data from the National Institute of Child Health and Development – Study of Early Child Care and Youth Development were analyzed. Structural equation models were used to test the possibility of sex as a moderator for each relation. Results suggest sex moderates the relation between sustained attention and assertion skills. Additionally, results suggest sex moderates the relation between sustained attentio

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13

Helseth, Sarah A. "Peer-Assisted Social Learning In Urban After-School Programs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2633.

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This study launches a program of research that targets the unmet mental health needs of children living in urban poverty by infusing evidence-based practices and mental health promotion into peer-mediated recreational activities delivered in community-based after-school programs (ASP). We examined the feasibility and promise of a Peer-Assisted Social Learning (PASL) model to promote social competence among low-income, minority youth. In collaboration with our community partner, we developed and implemented a series of 21 recreational activities designed to generate natural opportunities for pe

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14

Bradbury, Kirsten. "Peer Influences on Risk-taking in Middle Childhood." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/9747.

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Unintentional injury is the leading cause of death and disability in children. Many injuries to school-aged children occur during unsupervised peer activities, but peer influences on risky behavior in preadolescence remain under-investigated. We examined peer context effects on reported risk-taking, identified predictors of peer influence, and compared peer influence in high- and low-social-functioning groups. Forty-one boys aged 8-10 years listened to scenarios in which they encountered opportunities for risk-taking (e.g., swimming unsupervised, playing with matches) with their best friends,

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15

Jaas, Eva, and Suzan Shamoun. "Arbete med barns sociala kompetens i förskolan : Förskollärares uppfattningar och metoder." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-37443.

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Social kompetens handlar bland annat om att samspela med andra, skaffa sig vänner och lösa konflikter, men också om att uppnå egna sociala mål. Social kompetens är en viktig faktor för hälsa och utveckling under barndomen men även för framgång inom olika livsområden senare i livet. Syftet med denna studie var därför att undersöka hur social kompetens uppfattas och främjas i förskolan, samt att göra en jämförelse mellan åren 2004 och 2017 gällande uppfattningar och metoder. Studien byggde på 20 intervjuer med förskollärare. Resultatet visade att social kompetens beskrevs inom ramen för tre begr

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Mathieson, Kay Helen. "Early peer play : the roles of temperament and socio-emotional understanding in young children’s social competence." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7466/.

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Peer interactions are recognised as playing a key role in the development of children, but we lack detailed analysis of individual differences in the early peer play of preschoolers. Five data sets are used to explore aspects of children's developing social competence between the ages of 2 and 5 years. Four of the five research investigations were carried out in day nurseries, and the remaining study was conducted in a reception class (children aged 5 years), all in a London Local Authority. The first paper explores core elements of peer play which can be identified through direct observation.

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17

Ahn, Sunhee. "Maternal Beliefs and Management Strategies of Peer Interactions as Correlates of Social Competence in Korean Children." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/2661.

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This study investigated the links between the family and peer systems by examining whether mothers ' beliefs about social skills and management practices of peer interactions were related to their children ' s social relations with peers . The sample was comprised of 185 mothers of preschool children , ranging in age from 44 to 81 months , who resided in Seoul , Korea. Children of the participating mothers were enrolled in center- based preschool programs. Mothers were asked to complete the Maternal Beliefs Scale, the Mothers ' Management Strategies Scale, and demographic measures. Using the C

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18

Nuijens, Karen L. "Congruence of self-other perceptions about competence, peer victimization, and bullying as predictors of self-reported emotions." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/4246.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Pressel, Abigail Saylor Cox Martha J. "Family and child-level moderators of the relationship between marital conflict and early adolescent peer social competence." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1433.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Apr. 25, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology Clinical." Discipline: Psychology; Department/School: Psychology.

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Davis, Kirsch Sallie E. "Congruence of self, parent, teacher, and peer perceptions of social competence in the early school age child /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7228.

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Geldard, Kathryn Mary. "Adolescent Peer Counselling." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16155/.

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Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Curren

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22

Ulmer, Lisa. "MEDIATING AND MODERATING FACTORS IN ASSOCIATIONS BETWEEN PHYSICAL AND RELATIONAL VICTIMIZATION AND SOCIAL AND ACADEMIC COMPETENCE AMONG URBAN ADOLESCENTS." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2446.

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Peer victimization is prevalent among school-aged youth and is associated with difficulties including decreased academic and social competence. Although relations between victimization and academic and social competence have been examined, fewer studies have considered how underlying processes linking these constructs are related or whether relations differ for adolescent subgroups. The current study’s purpose was to examine potential mediating and moderating effects in associations between physical and relational victimization and academic and social competence. Participants included a predom

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23

Zahl, Tonje. "Preschool predictors of social competence in first grade. A prospective community study." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23941.

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Background: Developing a well-adept social competence in preschool years is considered important and seems to play a pivotal role in later social functioning like school readiness and academic competence. Due to the individual development in children, establishing potential early markers of early social problems has been difficult. Although parent, peer, and contextual factors may be important to children’s development of social competence, the present study addressed the range of individual differences in children that may facilitate or impede social skills development. Method: The paper is b

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Brumariu, Laura Elena. "Mother-Child Attachment in Early Childhood and Anxiety Symptoms in Preadolescence: The Role of Peer Competence and Emotion Regulation." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1272215717.

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Ho, Man-wah Loretta, and 何敏華. "Student interaction and writing competence within a paired writing classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41758134.

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Oneren, Sendil Cagla. "An Investigation Of Social Competence And Behavioral Problems Of 5- 6 Year - Old Children Through Peer Preference, Temperament And Gender." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612875/index.pdf.

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The aim of this study is to investigate differences in peer preference, gender and temperamental characteristics of 5 and 6 year old children on their social competence and behavioral problems. More specifically, the present study examined whether being boy or girl, being more preferred peer or less preferred and different temperamental characteristics differentiates children&rsquo<br>s social competence, anger- aggression and anxiety withdrawal related behaviors. Peer preference was determined by the &ldquo<br>Picture Sociometry Scale&rdquo<br>which was an implementation conducted with childr

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Duchoslav, Rachel L. "The Effects of Pediatric Acute Lymphoblastic Leukemia on Social Competence: An Investigation into the First Three Months of Treatment." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/549.

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Childhood cancer is the leading cause of death by disease for children under 15 years of age. Despite a growing survival rate for childhood cancer, psychological research of this population has lagged behind medical advances in treatment. The research that does exist in the psycho-oncology literature is plagued with inconsistency in conclusions and methodological limitations. Focus has been given to measuring maladaptive symptoms with few firm conclusions. Conclusions in the area of social competence of children with cancer have been considerably more reliable than in other domains. Previ

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Pierce, Katherine. "An evaluation of the effectiveness of Play Bank : a peer-mediated approach to develop the interactive play of pre-school children." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-effectiveness-of-play-bank--a-peermediated-approach-to-develop-the-interactive-play-of-preschool-children(90e35086-512a-4c5d-af02-a5ab283855b5).html.

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Interactive play in the Early Years Foundation Stage (EYFS) provides crucial opportunities for young children to develop a range of skills which are important for social development. Play Bank provides structured opportunities based on ‘Resilient Peer Treatment’ (Fantuzzo et al. 1996; 2005) for children to engage in peer-mediated play sessions, and has been found to increase the play interaction of shy and withdrawn preschool children in an initial small-scale study by the current author. This research seeks to extend the evidence base for Play Bank in UK schools by examining perceptions of ch

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Klingensmith, Amanda Koehn. "Validating the supervision partnership as a phase of attachment." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1511731132989254.

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Golsan, Kathryn B. "Assessment of Embedding Peer Tutors in the Basic Communication Course: Examining Student Engagement, Classroom Climate, Affective Learning, and Communication Competence." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334202323.

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Arias, Bobbie Sue. "The Importance of Online Peer Relationships During the Transition to Motherhood: Do They Decrease Stress, Alleviate Depression and Increase Parenting Competence?" PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2946.

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This research addressed the challenges faced by women in today's society during the transition to motherhood, and explored the possible benefits of an online natural helping network of blogging peers. Given the content of the literature describing the transition to motherhood and the many hardships that pose possible obstacles for an ideal transition, this research attempted to uncover the reasons why mothers blog and what benefit, if any, they experience as a result of blogging. This study explored the following questions: Why do women blog during the transition to motherhood? What is the rel

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Yu, Jeong Jin. "Reexamining Aggression and Social Affordance in Sibling Relationships: Taking a Closer Look at Neglected Characteristics." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195264.

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Three empirical studies comprising this dissertation were carried out to provide a more comprehensive understanding of concurrent measures of both predictors and outcomes of young adolescents' sibling interactions. The participants included older siblings (M age = 14.3), younger siblings (M age = 11.6), and their mothers from approximately 450 families who completed web-based surveys.Study one examined correlates of overt and relational aggression between young adolescent siblings. Family environment emerged as an important factor in explaining internalizing problems as well as overt/relationa

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Kingsmill, Bryan Matthew. "Students' and Teachers' Socialization Beliefs about Shy/Withdrawn Students: Preschool-Grade 2." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276652174.

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34

Pearson, Emma Claire. "Cultural antecedents of peer competence in preschoolers: a study of the "custom complexes" of teachers and parentsin Hong Kong and the United Kingdom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31240896.

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Addison, Susan. "Dyadic trust and the accomplishment of organisational objectives : competence, benevolence and integrity salience and institutional cues in perceptions of peer and leader trustworthiness." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/3109.

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This thesis examines a number of aspects of dyadic trust in organisations, and discusses the ways in which levels and types of trust can affect the achievement (or not) or organisational objectives. Motivated by two specific frameworks from the management literature, this thesis reports on interviews with sixty interviewees in three cohorts: two of these were within the public sector and one was private sector but in receipt of public funding (in the case of the university setting). The joint objectives were to explain aspects of the contextual internal construction of trust and also to examin

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Rudolph, Tricia C. "The Effects of a School-Based Social Skills Training Program on Children with ADHD: Generalization to the School Setting." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001121.

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Pearson, Emma Claire. "Cultural antecedents of peer competence in preschoolers : a study of the "custom complexes" of teachers and parents in Hong Kong and the United Kingdom /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451278.

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Yoon, Jeung Eun. "Theory of mind in middle childhood : assessment and prediction." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1941.

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Theory of Mind (ToM), a social cognitive skill defined as one's ability to attribute mental states to self and others, is considered key for a successful navigation of one's social world. Extensive research has elucidated the early developmental trajectory, predictors, correlates, and outcomes of ToM in the first five years of a child's life. By contrast, although ToM continues to develop beyond age five, and children increasingly begin to function in more complex and interconnected social ecologies, very little is known about ToM in middle childhood. The present study examines ToM development

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Yudron, Monica Stumpff. "Characterizing the Social Ecology of the Preschool Classroom and Exploring Its Relationship With Young Children’s Long-Term Experience of Peer Rejection and Development of Social Competence." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519641.

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The social ecology of a classroom—comprising settling-level features that emerge from the characteristics and interactions of the people in the classroom—shapes the opportunities a child has for forming relationships, as well as the way children experience these relationships (Bierman, 2004). In this dissertation, I examined how two aspects of the preschool classroom’s social ecology influenced children’s subsequent experience of peer rejection and subsequent development of social competence during elementary school. Unlike the majority of research published about social competence, peer rejec

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Hellenthal, Rebecca Lynn. "THE SEPARATE AND COMBINED EFFECTS OF MOTHER, FATHER, AND PEER ATTACHMENT ON YOUNG ADOLESCENTS’ SOCIAL, BEHAVIORAL, AND EMOTIONAL ADJUSTMENT." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1149616245.

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Becker, Stephen P. "Social Information Processing, Comorbid Mental Health Symptoms, and Peer Isolation among Children with Attention-Deficit/Hyperactivity Disorder." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1400676074.

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Alzimami, Hessah Khaled. "EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.

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In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate

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Binder, Nadine [Verfasser], Ulrich [Akademischer Betreuer] Kühnen, Margrit [Gutachter] Schreier, and Athanasios [Gutachter] Chasiotis. "Promoting and Assessing Students' Intercultural Competence Development : the Role of Self-Reflection, Peer-Learning, and Multi-Method Assessment / Nadine Binder ; Gutachter: Margrit Schreier, Athanasios Chasiotis ; Betreuer: Ulrich Kühnen." Bremen : Staats- und Universitätsbibliothek Bremen, 2018. http://d-nb.info/1179349849/34.

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Chen, Yung-Ju. "Exploring the Mechanisms of Children’s Physical Activity Behavior on the School Playground." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159537253755685.

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Fernandes, Carla Sofia Rodrigues Dias. "Qualidade da vinculação e desenvolvimento social : Mapeamento dos contributos das relações pais-criança para a competência social nos grupos escolares." Doctoral thesis, ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida, 2015. http://hdl.handle.net/10400.12/4431.

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Tese de Doutoramento apresentada ao ISPA - Instituto Universitário<br>A teoria da vinculação providencia um quadro teórico de extrema relevância para se compreender a génese da competência social. Os teóricos da vinculação sugerem que a segurança da vinculação potencia a competência social com os pares e um corpo substancial de estudos tem vindo a apoiar esta assunção. A evidência empírica construída nas últimas três décadas de investigação é, assim, consensual ao demonstrar associações positivas entre a segurança da vinculação na infância e diversos comportamentos no grupo de pares que r

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Henricsson, Lisbeth. "Warriors and Worriers : Development, Protective and Exacerbating Factors in Children with Behavior Problems. A Study Across the First Six Years of School." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6926.

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Phillips, Anita Marie. "Frequency of Cell Phone Texting and Social Competency in Adolescents." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5585.

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There is no current research on the relationship between texting frequency, social competency development, and the moderating effect of gender in adolescents. A quantitative study involving a moderation design using multiple regression assisted in determining the relationship between cell phone texting and gender and whether or not the interaction of these variables predicted social competency development. The theoretical base that grounded this study was the taxonomic model of social competence, which identified the importance of examining social awareness abilities such as communication, an

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Miquel, Fernàndez Eva. "Disseny i validació d'un instrument per la valoració de la maduresa del menor en relació a la presa de decisions sobre la pròpia salut." Doctoral thesis, Universitat de Lleida, 2012. http://hdl.handle.net/10803/96535.

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REVISIÓ: El desenvolupament moral del menor sembla haver arribat a la seva estabilització abans de la majoria d'edat. Malgrat tot, resulta difícil avaluar el grau d'autonomia al qual pot accedir un menor concret, en una situació determinada. HIPÒTESI: La competència moral és un procés que s’adquireix de manera progressiva en la persona. La competència moral està fonamentada pel grau de desenvolupament de la maduresa moral. En l'adquisició de la maduresa moral es distingeixen diferents estadis. Els diferents estadis es relacionen amb la capacitat de prendre cert tipus de decisions. És possi

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Silva, Marcelo Ferreira da. "Uma estratégia para avaliação de competências no ensino de Ciências Contábeis." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/96/96133/tde-07022019-093359/.

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Abstract:

Mudanças aceleradas tanto na sociedade quanto na esfera contábil compelem uma necessidade de novas abordagens para a educação dos futuros profissionais da contabilidade. Desse modo, órgãos como o International Accounting Standards Board com o objetivo de promover maior qualidade à educação dos futuros profissionais desenvolveu padrões estabelecendo melhores práticas para a educação na área. Estudos apontam deficiências em relação às competências apresentadas pelos profissionais graduados por meio do ensino tradicional e as metodologias ativas de ensino se enquadram adequadamente como uma estra

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Goldetsky, Glenna Lee. "Attachment and the development of peer-related social competency from the toddler period to the preschool period /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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