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Journal articles on the topic 'Peer competence'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Choi, Jieun, and Jung Ae Ohm. "Pretend Play and Social Competence in Peer Play Groups of Five-Year-Old Boys and Girls." Social Behavior and Personality: an international journal 46, no. 8 (2018): 1255–70. http://dx.doi.org/10.2224/sbp.6928.

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We examined the associations among different types of pretend play in peer play groups, as well as the associations between pretend play with peer play groups and children's social competence. Participants were 87 Korean preschool students (42 boys, 45 girls). We observed the participants' pretend play with same-gender, opposite-gender, and mixed-gender peers, and both teachers and peers provided assessments of the children's social competence. Analyses revealed that pretend play with the same-gender peer play group was negatively associated with those of the opposite- and mixed-gender peer pl

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Norcini, John J. "Peer assessment of competence." Medical Education 37, no. 6 (2003): 539–43. http://dx.doi.org/10.1046/j.1365-2923.2003.01536.x.

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Weiss, Maureen R., and Susan C. Duncan. "The Relationship between Physical Competence and Peer Acceptance in tie Context of Children's Sports Participation." Journal of Sport and Exercise Psychology 14, no. 2 (1992): 177–91. http://dx.doi.org/10.1123/jsep.14.2.177.

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Youth sport literature contends that the development of self-esteem is influenced by social interactions in the physical domain. However, little research has investigated the role of the peer group in developing perceptions of physical competence and social acceptance. The purpose of this study was to examine the relationship, between competence in physical skills and interpersonal competence with peers in a sport setting. Children (N=126) completed measures assessing perceptions of physical competence and peer acceptance» perceptions of success for athletic performance and interpersonal skill

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Volling, Brenda L., Carol Mackinnon-Lewis, David Rabiner, and Laila P. Baradaran. "Children's social competence and sociometric status: Further exploration of aggression, social withdrawal, and peer rejection." Development and Psychopathology 5, no. 3 (1993): 459–83. http://dx.doi.org/10.1017/s0954579400004521.

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AbstractSociometric status differences in children's social competence were examined in a sample of elementary school-aged children using teacher ratings and peer nominations. Rejected children evinced significantly fewer competencies (e.g., peer group entry, responses to provocation) than popular, average, or neglected children but differed from controversial children only with respect to their inability to meet established social norms for cooperative behavior and teachers' expectations for classroom behavior. An examination of the heterogeneity of peer-rejected children revealed that reject

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Khusumadewi, Ari, Hadi Warsito W. S., and Bambang Dibyo Wiyono. "PENGEMBANGAN MODUL CULTURAL AWARENESS UNTUK KONSELOR SEBAYA." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 1, no. 1 (2017): 30. http://dx.doi.org/10.26740/bikotetik.v1n1.p30-36.

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The process of attaining adolescent self-identity is strongly influenced by environmental conditions in which group culture greatly influences its success. Therefore students need to have a mantab cultural awareness to minimize the negative influence of the surrounding culture. Cultural awareness is a competence that naturally exists in the individual and develops according to the pattern of individual development, meaning individual cultural awareness can be developed.Limitations on the number of school counselors lead to many unresolved issues. Peer guidance program (peer counselor) is one s

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Harahap, Meliani Sukmadewi, Alchalidi Alchalidi, Baharuddin Baharuddin, and Nurlaili Ramli. "The Effect of Peer Tutor Model on Antenatal Care Skill Competencies in Learning Laboratory Skills for Students of Langsa Midwifery Study Program." Open Access Macedonian Journal of Medical Sciences 9, E (2021): 481–84. http://dx.doi.org/10.3889/oamjms.2021.5999.

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BACKGROUND: Peer-assisted learning is a student-centered learning method that involves discussions between friends or seniors as teachers and participants as being taught. Realize optimal education; it is necessary to choose the peer tutorial method to increase antenatal care (ANC) skills in laboratory skills. AIM: This study aims to determine the effect of the learning peer tutor model for laboratory skills on the competence of ANC skills in the Langsa Midwifery Study Program’s first-level students. METHODS: This study used a pre-experimental approach with a one-group pretest-posttest design

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Dannefer, Elaine F., Lindsey C. Henson, S. Beth Bierer, et al. "Peer assessment of professional competence." Medical Education 39, no. 7 (2005): 713–22. http://dx.doi.org/10.1111/j.1365-2929.2005.02193.x.

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Chang, Lei, Kin Kit Li, Li Lei, et al. "Peer acceptance and self-perceptions of verbal and behavioural aggression and social withdrawal." International Journal of Behavioral Development 29, no. 1 (2005): 48–57. http://dx.doi.org/10.1080/01650250444000324.

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This study presents a model of maladaptive social interactions that includes both behavioural and communication correlates of peer acceptance and self-perceived social competence. Tested in a sample of 377 Hong Kong secondary school students, verbal and nonverbal aggression contributed concurrently and longitudinally to peer acceptance. Communication avoidance was predictive only of self-perceived social competence but not of peer acceptance, whereas, as observed in Western children, social withdrawal negatively predicted peer acceptance and self-perceived social competency. These findings are

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Devianto, Aan, AA Soebiyanto, and Hari Wujoso. "Perbedaan Self Assessment dan Peer Assessment Terhadap Kompetensi Pemasangan Infus Ditinjau dari Motivasi." Journal of Health 1, no. 1 (2014): 46. http://dx.doi.org/10.30590/vol1-no1-p46-53.

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Background: There are different assessment methods that aim to evaluate the learning process of students, such as formative or summative methods. The assessment methods that are still rarely used in nursing education are self-assessment and peer assessment. Therefore, in order to determine whether these methods have advantages or disadvantages, investigation is needed. The research that is conducted with these methods is a research on the competencies on infusion installment that is also assessed from the students’ motivation to follow the learning process. Subjects and Methods : This re

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Cole, David A., and Karen White. "Structure of peer impressions of children's competence: Validation of the peer nomination of multiple competencies." Psychological Assessment 5, no. 4 (1993): 449–56. http://dx.doi.org/10.1037/1040-3590.5.4.449.

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Guralnick, Michael J., Robert T. Connor, and L. Clark Johnson. "Peer-Related Social Competence of Young Children With Down Syndrome." American Journal on Intellectual and Developmental Disabilities 116, no. 1 (2011): 48–64. http://dx.doi.org/10.1352/1944-7558-116.1.48.

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Abstract The peer-related social competence of children with Down syndrome was examined in an observational study. Dyadic interactions with peers of children with Down syndrome were compared with the dyadic interactions of matched groups of typically developing children and with playmates differing in both familiarity and social skills. Results suggested that both risk and protective factors influenced the peer interactions of children with Down syndrome. Recommendations are made for applying contemporary models of peer-related social competence to etiologic subgroups to better understand the

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Romera, Eva-M., Juan-Jesús Cano, Cristina-M. García-Fernández, and Rosario Ortega-Ruiz. "Cyberbullying: Social competence, motivation and peer relationships." Comunicar 24, no. 48 (2016): 71–79. http://dx.doi.org/10.3916/c48-2016-07.

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The recognition of some overlap between face to face harassment (bullying) and via digital harassment (cyberbullying) could indicate that variables of social cognition, whose influence has been identified in bullying, also are present in cyberbullying. The aim of this research was to determine the social adjustment of roles involved in cyberbullying and to analyze the differences in the perception of social competence, social goals and peer support, between victims, aggressors and bully-victims of cyberbullying. A number of 505 teenagers (47.3% girls) between 12 and 16 years old (M=13.95, SD=1

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최한나, Chang-Dai Kim, and 김삼화. "Adolescence's perceptions of peer relationship competence." Korea Journal of Counseling 9, no. 1 (2008): 181–97. http://dx.doi.org/10.15703/kjc.9.1.200803.181.

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Soares, Elsa Marta, and Ana Maria Serrano. "Peer relations: The challenges of children with special needs." Revista de Investigación en Logopedia 4, no. 1 (2014): 67–92. http://dx.doi.org/10.5209/rlog.58662.

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Children with special needs, due to the greater likelihood of developing a disorder in one or more areas of their development, and due to the obstacles they may find in the context, can have their social performance compromised, which can entail consequences in short and in long term. It is, therefore, essential to know the factors that may influence the development of their peer related social competence. Only then can the caregivers play an active role in order to increase the chances of stimulating these competencies. This review addresses the perspectives of different authors about the soc

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East, Patricia L., Richard M. Lerner, Jacqueline V. Lerner, Rachna Talwar Soni, Christine M. Ohannessian, and Lauren P. Jacobson. "Early Adolescent-Peer Group Fit, Peer Relations, and Psychosocial Competence." Journal of Early Adolescence 12, no. 2 (1992): 132–52. http://dx.doi.org/10.1177/0272431692012002001.

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Zarechnaya, A. A. "Features of Development of Communicative Competence in Children with Mental Retardation." Psychological-Educational Studies 10, no. 1 (2018): 32–41. http://dx.doi.org/10.17759/psyedu.2018100104.

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The article presents the results of the study of communicative competence in children with mental retardation. Experimental data on the development of communicative competence in children with mental retardation are presented, a comparative analysis with the data of normally developing children is performed. The connection between types of communicative competence in preschool children with mental retardation, their ability to cooperate with their peers: to plan, coordinate and carry out joint actions to achieve a common goal is empirically revealed. It is proved that communicative competence

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Wheeler, Lindsey R., and Anne Marie Tharpe. "Young Children's Attitudes Toward Peers Who Wear Hearing Aids." American Journal of Audiology 29, no. 2 (2020): 110–19. http://dx.doi.org/10.1044/2019_aja-19-00082.

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Purpose This study examined whether young children with normal hearing demonstrated negative attitudes toward peers wearing hearing aids, often described as the “hearing aid effect.” The effect of age on these attitudes was also examined. Method Forty-five typically developing children with normal hearing, aged 6–11 years, were recruited to answer questions about and rate photos of children with and without hearing aids in areas of peer acceptance as well as physical and cognitive competence. Participants completed a forced-choice task, a perceived competence rating task, and a sociometric rat

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Lockyer, Jocelyn M., Claudio Violato, Herta Fidler, and Pauline Alakija. "The Assessment of Pathologists/Laboratory Medicine Physicians Through a Multisource Feedback Tool." Archives of Pathology & Laboratory Medicine 133, no. 8 (2009): 1301–8. http://dx.doi.org/10.5858/133.8.1301.

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Abstract Context.—There is increasing interest in ensuring that physicians demonstrate the full range of Accreditation Council for Graduate Medical Education competencies. Objective.—To determine whether it is possible to develop a feasible and reliable multisource feedback instrument for pathologists and laboratory medicine physicians. Design.—Surveys with 39, 30, and 22 items were developed to assess individual physicians by 8 peers, 8 referring physicians, and 8 coworkers (eg, technologists, secretaries), respectively, using 5-point scales and an unable-to-assess category. Physicians comple

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Azizah, Siti Noor, Suparwoto Suparwoto, and Zalik Nuryana. "An evaluation toward the post-certification teacher performance in the natural history learning process for the elementary school degree." Psychology, Evaluation, and Technology in Educational Research 2, no. 2 (2020): 115. http://dx.doi.org/10.33292/petier.v2i2.16.

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The study aims at describing the teacher performance in the Natural History Learning Process for the Elementary School Degree throughout the Province of Yogyakarta Special Region from the four competencies namely personality competency, professionalism competency, pedagogy competence and social competency based on the self-assessment, the principal assessment, the peer assessment, the student assessment and the observation toward the learning process after the certification. The nature of the study is an evaluative study using the descriptive quantitative approach. The study itself was conduct

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Krnjajic, Stevan. "Peer relationships and academic achievement." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 213–35. http://dx.doi.org/10.2298/zipi0204213k.

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After their childhood, when children begin to establish more intensive social contacts outside family, first of all, in school setting, their behavior i.e. their social, intellectual, moral and emotional development is more strongly affected by their peers. Consequently, the quality of peer relationships considerably affects the process of adaptation and academic achievement and their motivational and emotional attitude towards school respectively. Empirical findings showed that there is bi-directional influence between peer relationships and academic achievement. In other words, the quality o

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van Aken, Marcel A. G. "The development of general competence and domain‐specific competencies." European Journal of Personality 6, no. 4 (1992): 267–82. http://dx.doi.org/10.1002/per.2410060403.

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The development of competence was studied in a longitudinal sample of 98 children, with measurement points when the children were 7, 10, and 12 years old. Competence was defined in terms of adequate adaptation to developmental tasks, both on a general and on a domain‐specijic level. The general form of competence was measured by ego‐resiliency, reflecting fexibility and ability to solve developmental problems Domain‐specific competencies were measured by school achievement and social preference. The results showed that ego‐resiliency was related to the two domain‐specific competencies, althoug

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Garner, Pamela W., and Kimberly M. Estep. "Emotional Competence, Emotion Socialization, and Young Children's Peer-Related Social Competence." Early Education & Development 12, no. 1 (2001): 29–48. http://dx.doi.org/10.1207/s15566935eed1201_3.

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Lestari, Dilistia, Hadi Susiarno, and Hadyana Sukandar. "METODE PEMBELAJARAN KOMBINASI (SELF DAN PEER ASSESSMENT) EFEKTIF MENINGKATKAN KETERAMPILAN MAHASISWA DI LABORATORIUM KLINIK." Care : Jurnal Ilmiah Ilmu Kesehatan 8, no. 1 (2020): 48. http://dx.doi.org/10.33366/jc.v8i1.1404.

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Midwife profession must have good competence because it has an impact in improving the quality of health service. Survey of Midwifery Diploma III Institutions. Midwife competencies that match work requirements are only 15%. To improve the competence of midwives, the laboratory learning process must be carried out properly according to standards. The combination of self and peer assessment methods is learning to get feedback, encourage students to be more active, independent, responsible, practice evaluation skills and encourage deep learning to maximize the achievement of competencies. The pur

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Kim, Jooyoung, Tae Hyun Baek, and Daehyun Kim. "Quality of Work and Team Spirit as Drivers of Student Peer Evaluation on Advertising Group Project Performance." Journal of Advertising Education 15, no. 2 (2011): 14–24. http://dx.doi.org/10.1177/109804821101500204.

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Using the evaluation traits typically adopted by college instructors, this study investigates the dimensions of peer evaluation criteria used by college students in advertising management and campaigns courses and examines their effects on overall peer evaluation under the influence of three moderating self-related concepts: self-esteem, self-competence and goal orientations (i.e., learning goal orientation and performance goal orientation). The results, from Study 1 suggest Quality of Work and Team Spirit as two important factors for students’ evaluation of their peers. The moderating effects

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Goudas, Marios, Evmorfia Magotsiou, and Antonis Hatzigeorgiadis. "Self- and Peer-Assessment of Social Competence." Perceptual and Motor Skills 108, no. 1 (2009): 94–96. http://dx.doi.org/10.2466/pms.108.1.94-96.

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Guralnick, Michael J., and Diane Paul-Brown. "Peer-Related Communicative Competence of Preschool Children." Journal of Speech, Language, and Hearing Research 32, no. 4 (1989): 930–43. http://dx.doi.org/10.1044/jshr.3204.930.

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The peer-related communicative interactions of nonhandicapped 3- and 4-year-old children as well as a group of 4-year-old mildly developmentally delayed children were investigated in a cross-sectional descriptive study. Adjustments of speakers to companions varying in terms of chronological age and developmental status were of interest, as were comparisons among the three groups. All three groups made adjustments in communicative functions (directives and information statements), interactive style (strong and joint directives), and communications involving affect (disagreements), but only to m

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Vannatta, Kathryn, Maria A. Gartstein, Meg Zeller, and Robert B. Noll. "Peer acceptance and social behavior during childhood and adolescence: How important are appearance, athleticism, and academic competence?" International Journal of Behavioral Development 33, no. 4 (2009): 303–11. http://dx.doi.org/10.1177/0165025408101275.

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Efforts to identify factors associated with peer acceptance have historically focused on behavioral and social cognitive processes, whereas less empirical attention has focused on the impact of children's other personal attributes and competencies that are not inherently a component of social competence. The current study examined the association of three such nonsocial attributes — physical attractiveness, athleticism, and academic competence — with peer acceptance and whether these associations vary as a function of gender and development. In addition, we examined the extent to which peer pe

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Go, Jeong Wan. "The effects of young children’s Communication Competence, Emotional Intelligence on Peer Competence." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 12 (2019): 437–50. http://dx.doi.org/10.22251/jlcci.2019.19.12.437.

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Barry, Tammy D., Christopher T. Barry, Annie M. Deming, and John E. Lochman. "Stability of Psychopathic Characteristics in Childhood." Criminal Justice and Behavior 35, no. 2 (2008): 244–62. http://dx.doi.org/10.1177/0093854807310508.

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The current study is a preliminary longitudinal investigation of the stability of psychopathic characteristics, including social relationships as a moderator, within a group of aggressive children ( N = 80). Data were collected from the children, their parents, teachers, and peers. Results indicated that the psychopathic characteristics (callous—unemotional traits, impulsive conduct problems, and narcissism) were relatively stable across three time points. Social relationship variables (child self-report of social competence, teacher-rated social competence, and peer-rated social preference) w

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Maassen, Erard H., and Johannes A. Landsheer. "PEER-PERCEIVED SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT OF LOW-LEVEL EDUCATED YOUNG ADOLESCENTS." Social Behavior and Personality: an international journal 28, no. 1 (2000): 29–39. http://dx.doi.org/10.2224/sbp.2000.28.1.29.

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This study focuses on the relationship between peer-rated social competence and academic success among teenagers of the lowest level of Dutch general secondary education. At this educational level, an uninterested or even a mildly depreciative attitude toward academic achievements is anticipated. As a result, it is expected that the relationship between academic performance and peer-perceived social competence should be void or even negative. A questionnaire was administered to a sample of 157 youths, 76 boys and 81 girls between 14 and 17 years. This sample showed a predominantly negative att

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McMullen, Isabel, Ken Checinski, Susan Halliwell, et al. "Peer observation in simulated CASC events and its effects on learning." Psychiatrist 37, no. 3 (2013): 111–15. http://dx.doi.org/10.1192/pb.bp.112.039677.

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Aims and methodPassing the MRCPsych Clinical Assessment of Skills and Competencies (CASC) is a significant challenge for trainee psychiatrists. We describe the process of setting up a new educational intervention of a simulated CASC examination incorporating peer observation, and report the findings from these events.ResultsThe training events involved a series of simulated scenarios followed by personalised feedback from examiners. Peer observation was a fundamental part of the events and was viewed positively by the trainees with perceived improvements in knowledge and skills. Differences in

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Vandiver, Trish. "Children's Social Competence, Academic Competence, and Aggressiveness as Related to Ability to Make Judgments of Fairness." Psychological Reports 89, no. 1 (2001): 111–21. http://dx.doi.org/10.2466/pr0.2001.89.1.111.

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The relationship of 102 fifth and sixth graders' judgments of fairness with their academic and social competence and aggressiveness was studied. Children were given self-report and peer-nomination inventories measuring academic competence, social competence, and aggressiveness at a single point in time at the public school they attended. These measures were related to children's prediction of fairness on a distributive justice measure. Children who saw themselves as academically and socially competent scored higher on the distributive justice measure. Children whose peers saw them as less acad

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Holt, Laura J., Jonathan F. Mattanah, and Michelle W. Long. "Change in parental and peer relationship quality during emerging adulthood." Journal of Social and Personal Relationships 35, no. 5 (2018): 743–69. http://dx.doi.org/10.1177/0265407517697856.

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We report on two longitudinal studies, where we examined how stability and change in attachment to parents and peers from the first to last year of college were associated with changes in theoretically relevant outcomes. As expected, students with consistently secure parental and peer attachment evidenced the best academic, social, and emotional functioning overall. Participants with “stable secure” parental attachment reported significant increases in their academic and emotional functioning and their social competencies; on the other hand, students with consistently low parental attachment s

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Jahromi, Laudan B., Katherine S. Kirkman, Morgan A. Friedman, and Amanda Dimachkie Nunnally. "Associations Between Emotional Competence and Prosocial Behaviors With Peers Among Children With Autism Spectrum Disorder." American Journal on Intellectual and Developmental Disabilities 126, no. 2 (2021): 79–96. http://dx.doi.org/10.1352/1944-7558-126.2.79.

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Abstract Children with autism spectrum disorder (ASD) are at risk for disrupted peer interactions. This study contributes to our understanding of how multiple foundational elements of emotional competence are related to children's prosocial behaviors with peers. Children with ASD demonstrated significantly lower non-stereotypical affective perspective taking, had lower ratings of emotion regulation, and showed differences from their typical peers in the use of discrete coping strategies during peer interactions. Children's emotion regulation and use of discrete coping strategies in the context

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Sidiq, Zulkifli. "PERANAN ORANG TUA DALAM PENGEMBANGAN KOMPETENSI SOCIAL ANAK TUNANETRA." PEDAGOGIA 14, no. 3 (2017): 425. http://dx.doi.org/10.17509/pedagogia.v14i3.5899.

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This study was intended to uncover the challenges faced by parents in developing the social competence of their children with visual impairment who live in the community of sighted children, the results of which are expected to be used as the basis for developing a guidance and counseling program to help them to meet the challenges. The study was carried out using the qualitative approach with the case study strategy; the in-depth interview was used to collect the data, and the Social Attribute Checklist adapted from McClellan & Katz (2001) was used to portray the social competence profile

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Luthar, Suniya S., and Edward Zigler. "Intelligence and social competence among high-risk adolescents." Development and Psychopathology 4, no. 2 (1992): 287–99. http://dx.doi.org/10.1017/s0954579400000158.

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AbstractInteractions between intelligence and psychosocial factors were examined in terms of influences on social competence among 144 inner-city ninth-grade students. Psychosocial variables examined included ego development, locus of control, and positive and negative life events. Definitions of social competence were based on peer ratings, teacher ratings, and school grades. Results indicated that, unlike their less intelligent peers, intelligent youngsters showed higher competence levels at high versus low levels of both ego development and internal locus of control. Findings were interpret

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Fernandez, Charles E., and Jenny Yu. "Peer Review of Teaching." Journal of Chiropractic Education 21, no. 2 (2007): 154–61. http://dx.doi.org/10.7899/1042-5055-21.2.154.

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This article provides an overview and description of peer review of teaching for faculty members and administrators who would like to implement a peer review program. This may include classroom and clinical settings. A brief overview, procedure, and a teaching competence evaluation rubric are provided.

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Valentine, Sarah E., Ash M. Smith, Kaylee Stewart, Lillian Vo, and Idony Lisle. "A consultation with feedback approach to supporting fidelity to a peer-delivered intervention for posttraumatic stress disorder." Implementation Research and Practice 2 (January 2021): 263348952110172. http://dx.doi.org/10.1177/26334895211017280.

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Background: Despite promising findings regarding the safety, fidelity, and effectiveness of peer-delivered behavioral health programs, there are training-related challenges to the integration of peers on health care teams. Specifically, there is a need to understand the elements of training and consultation that may be unique to peer-delivered interventions. Methods: As part of a pilot effectiveness-implementation study of an abbreviated version of Skills Training in Affective and Interpersonal Regulation (STAIR) for posttraumatic stress disorder (PTSD), we conducted a mixed-methods process ev

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Horn, Thelma S., and Maureen R. Weiss. "A Developmental Analysis of Children’s Self-Ability Judgments in the Physical Domain." Pediatric Exercise Science 3, no. 4 (1991): 310–26. http://dx.doi.org/10.1123/pes.3.4.310.

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This study examined developmental differences in children’s judgments of their physical competence. Two questionnaires were administered to 134 children, ranging in age from 8 to 13 years, to measure their perceptions of competence and the criteria they use to evaluate that competence. In addition, children’s actual physical competence was assessed through teacher evaluation. Univariate and multivariate analyses of the data revealed three major findings. First, the accuracy with which children judge their competence does increase with age. Second, the criteria children use to assess their comp

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Mcnamara, Kathleen, and Gil Hackett. "GENDER, SEX-TYPE AND COGNITIVE DISTORTION: SELF-PERCEPTIONS OF SOCIAL COMPETENCE AMONG MILD DEPRESSIVES." Social Behavior and Personality: an international journal 14, no. 1 (1986): 113–21. http://dx.doi.org/10.2224/sbp.1986.14.1.113.

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This study investigated the relationship of gender and sex-type to the accuracy of self-perceptions of social competence in depressed and non depressed college students. Three hundred and eighty subjects were initially screened and based on their diagnostic category,82 subjects (40 depressed; 42 non depressed) were selected and randomly assigned to small discussion groups. Ss rated themselves and were rated by group peers and trained observers on a measure of social competence. Analyses of the social competence ratings by sex, sex-type, and diagnostic category revealed that the peer and self-r

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SHIBATA, Toshio. "EFFECTS OF PEER EXPERIENCE ON PRESCHOOLERS' SOCIAL COMPETENCE." Japanese Journal of Educational Psychology 43, no. 1 (1995): 85–91. http://dx.doi.org/10.5926/jjep1953.43.1_85.

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Buhrmester, Duane, Wyndol Furman, Mitchell T. Wittenberg, and Harry T. Reis. "Five domains of interpersonal competence in peer relationships." Journal of Personality and Social Psychology 55, no. 6 (1988): 991–1008. http://dx.doi.org/10.1037/0022-3514.55.6.991.

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Reich, Stephanie M. "Connecting offline social competence to online peer interactions." Psychology of Popular Media Culture 6, no. 4 (2017): 291–310. http://dx.doi.org/10.1037/ppm0000111.

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Botvin, Gilbert J., and Stephanie Tortu. "Peer Relationships, Social Competence, and Substance Abuse Prevention:." Journal of Chemical Dependency Treatment 1, no. 2 (1988): 245–73. http://dx.doi.org/10.1300/j034v01n02_11.

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Kemple, Kristen M., Cecilia Hysmith, and Gigi M. David. "Early Childhood Teachers’ Beliefs About Promoting Peer Competence." Early Child Development and Care 120, no. 1 (1996): 145–63. http://dx.doi.org/10.1080/0300443961200111.

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Brown, William H., Samuel L. Odom, and Virginia Buysse. "Assessment of Preschool Children's Peer-Related Social Competence." Assessment for Effective Intervention 27, no. 4 (2002): 61–71. http://dx.doi.org/10.1177/073724770202700407.

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Harter, Susan, and Nancy R. Whitesell. "Multiple pathways to self-reported depression and psychological adjustment among adolescents." Development and Psychopathology 8, no. 4 (1996): 761–77. http://dx.doi.org/10.1017/s0954579400007410.

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AbstractThis study built upon earlier work documenting a theoretically derived model of four antecedents of depression, defined by a composite of global self-worth, affect (cheerful to depressed, and hope (hopefulness or hopelessness), among normative samples of adolescents. The four antecedents were: (a) perceived competence/adequacy in peer-salient domains (perceived appearance, peer likability, and athletic competence); (b) peer support; (c) perceived competence/adequacy in parent-salient domains (scholastic competence and behavioral conduct); and (d) parent support. However, not all compon

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Elfiyanto, Sonny, and Seiji Fukazawa. "Effect of teacher and peer written corrective feedback on writing components in EFL classrooms." JEES (Journal of English Educators Society) 5, no. 2 (2020): 185–91. http://dx.doi.org/10.21070/jees.v5i2.826.

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This study aimed to investigate the impact of teacher and peer written corrective feedback (WCF) on Indonesian senior high school students’ writing performance. A total of 71 Indonesian senior high school students from Grade X participated in this study; 36 were provided teacher WCF and 35 peers WCF. To collect and data, the participants were asked to write a legend essay. Using qualitative data analysis, we aimed to reveal the effectiveness of teacher and peer WCF in improving students’ writing performance. Adapted scoring rubric was employed to measure students’ overall writing performance,

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Jo, Gyeong-Ja. "The Relationship of Young Children's Play Preferences to Peer Competence and Peer Acceptance." Korean Journal of Human Ecology 20, no. 3 (2011): 611–23. http://dx.doi.org/10.5934/kjhe.2011.20.3.611.

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Patterson, Charlotte J., Deborah A. Cohn, and Barbara T. Kao. "Maternal warmth as a protective factor against risks associated with peer rejection among children." Development and Psychopathology 1, no. 1 (1989): 21–38. http://dx.doi.org/10.1017/s0954579400000225.

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AbstractThis study examined the relationship among children's sociometric status, qualities of mother-child interaction, and children's adjustment in first grade. Eighty-one 6-year-old children and their mothers participated in laboratory play interactions the summer before the children entered first grade. The interactions were coded later for warmth and control on the part of both mother and child. During the fall, the first graders were given individual sociometric interviews, and children were classified as popular, average, neglected, and rejected. During the spring, teacher ratings of ch

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