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Dissertations / Theses on the topic 'Social psychology|Educational psychology'

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Published: 4 June 2021

Last updated: 14 February 2022

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1

Jackson, Taft Leanne. "Exploring the potential contribution of educational psychology to the promotion of community cohesion." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-potential-contribution-of-educational-psychology-to-the-promotion-of-community-cohesion(482f8481-7c98-4dfc-9e3a-80df75a0d1d2).html.

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The United Nations Convention on the Rights of the Child (UNCRC) calls for education to prepare children for "responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin" (UN, 1989, p.9). This thesis examines the potential role of Educational Psychologists (EPs) in addressing the UNCRC call to promote community cohesion through their work in schools. A systematic review of recent international research into the effects of psychology-based educati

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Waite, Jennifer. "An exploration of educational psychology support for children at risk of school exclusion." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychology-support-for-children-at-risk-of-school-exclusion(9a51d603-e68a-49fd-acfa-3650c5b9efd0).html.

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Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through educational psychologists’ engagement in preventative and reactive approaches at the individual, group and systems level for children or young people with SEBDs at risk of school exclusion, is presented in existing research (Clarke & Jenner, 2006; Hardman, 2001; O’Brien & Miller, 2005; Thorne & Ivens, 1999). The studies are, however, limited in providing transferable knowledge into educational psychologists’ practice and a

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Clark, Kevin Michael. "An embodied cognitive analysis of social situativity." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3163017.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005.<br>Adviser: Donald J. Cunningham. Title from dissertation home page (viewed Oct. 18, 2006). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0486.

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Landa, Isidro. "Identity integration| Social and value congruity and science engagement among Latino students." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133996.

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<p> The university environment in science can feel unwelcoming for ethnic underrepresented minority (URM) students due to cultural incongruity. Thus, it can be difficult for a Latino student—seeking congruity in social and value domains—to develop a coherent identity as both an ethnic minority and as an emerging scientist. Using longitudinal archival data spanning an academic year, the proposed study sought to examine whether and how motivational experiences for freshmen and sophomores contribute to identity processes, specifically among Latinos in science education. Current hyp

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Rodriguez, Vanessa. "Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112694.

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Conceptions of learning have evolved from behaviorist and mechanistic models to models that are dynamic, complex, and process-oriented. Educators’ and researchers’ understanding of teaching can benefit from a similar evolution, one that embodies teaching as a dynamic, cognitive skill. Because teaching is an inherently interactive phenomenon, it can be characterized as a social-emotional cognitive skill. Using a dynamic systems and social-emotional cognitive lens, in this dissertation, I describe two studies that explored teaching from these perspectives. The first, presented in Chapter 2, u

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Chan, Wai-man Michelle. "Chinese teachers' judgment of academic achievement and social behaviors." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37090549.

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陳惠敏 and Wai-man Michelle Chan. "Chinese teachers' judgment of academic achievement and social behaviors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090549.

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ALSADAH, ZAINAB. "Using Electronic Media and Children’s Social Development: Parent’s Views." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo149460325668019.

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Russo, Joseph V. "The Effects of Social Media Marketing on Help-Seeking Behavior." Thesis, University of Nevada, Reno, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10161304.

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<p> This study was designed to determine if a mental health professional’s web presence with use of social media icons (or badges) would impact upon the perceived competence of that therapist. The icons were those of the three major social networking sites, Facebook, Twitter, and Google Plus. The 162 participants consisted of undergraduate students enrolled at two major universities located in the western United States. The participants were asked to think of themselves as help-seekers for purposes of this study. Three mock web pages were designed, one with no social media icons presente

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Perdue, Neil Hunter. "The relation between social support and behavioral and affective school engagement." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354920.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology of the School of Education, 2009.<br>Title from PDF t.p. (viewed on Feb. 5, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2600. Adviser: David B. Estell.

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Russell, Mark Allen. "Attention Deficit Hyperactivity Disorder Treatment Impacts on Academic and Social Performance." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3068.

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This study was an investigation of the effectiveness of treatment approaches for attention-deficit hyperactivity disorder (ADHD) examined through social, behavioral, and academic performances. Guided by Barkley's unifying theory of ADHD, a static-group comparison design was used to compare students receiving pharmacological treatment, psychosocial therapy, cognitive behavioral therapy, and a pharmacological-therapy combination. Archival data was obtained on middle and high school students diagnosed with ADHD (ages 11-18, N = 103). Data included GPA; number of disciplinary referrals; and Behavi

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Lange, Matthew David. "Symbolic self-completion theory| The impact of a threat to undergraduate students' academic competence beliefs." Thesis, Northern Illinois University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10008836.

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<p> The purpose of this dissertation was to investigate the influence that a threat to university students’ academic competence had on their reported competence, self-efficacy, and the avoidance of help seeking in academics. This dissertation was conceptualized based on symbolic self-completion theory which maintains that when individuals are actively committed to pursuing certain self-definitions, they define themselves as complete (e.g., competent or possessing a desired quality) through the use of symbols of attainment. These symbols can consist of any behavior or material possession

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Dykstra, Emily Elizabeth. "Relationship of perfectionism and gender to academic performance and social functioning in adolescents." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243775.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006.<br>Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4452. Adviser: Thomas J. Huberty.

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Sullivan, Linda Ann. "Sex Differences in the Relationship between Academic Performance, Social Behavior, and Planned Activities." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539720317.

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Sidwell, MacKenzie Denise. "Indirect measures as predictors of social skills observed through means of direct observation." Thesis, Mississippi State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607205.

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<p> The scope of the current study focuses on the relationship between direct and indirect methods of measuring social skills in children. Participants included 33 children between the ages of 6 and 11 years old. The sample drew from elementary schools in 2 Southern states in the U.S., as well as social skills groups from a university-based clinic. While some participants had been previously identified has having disabilities impacting social performance, it was not an inclusionary requirement and the majority of children were not identified as having a disability clinically or through a speci

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Schulze, Joanne. "Exploring educational psychologists' views of social justice." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/exploring-educational-psychologists-views-of-social-justice(686e2537-84c3-4a5c-bb2a-a5a7a7c6304f).html.

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The social justice agenda is currently at the foreground of political consciousness and the idea of 'social justice' has penetrated the discipline of psychology, specifically counselling and community psychology. However, there is a wealth of literature which has debated the role of social justice in psychology, and what it can and should look like. A systematic literature review was undertaken to find and synthesise empirical research relevant to the question: 'what is the significance of social justice in educational psychology practice?' It was structured using the PRISMA framework and stud

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Aulenbach, Tressa Catherine. "Factors Associated with College Student Use of New Media for Educational and Social Reason." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/140256.

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Educational Psychology<br>Ph.D.<br>The utilization of new media/technology is essential to many college students. Utilizing technology has many benefits and drawbacks. This study examines the use of new media, for educational and social purposes, among two-year and four-year college students. There are many speculations regarding whether or not technology can enhance, or impair, students' educational experiences. Various forms of new media are summarized within the literature review. Personality and motivation are considered and research regarding the educational and social use of new media is

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Kennerson, Deborah J. "Coping with Siblings and Peers: How College Students Deal with Stress on Interpersonal and Individual Bases." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539625700.

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Manzo, Vida M. "The Effect of the Student Identity on Prosocial Values, Intentions, and Well-Being." Thesis, Northwestern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10192366.

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<p> This dissertation aims to address a gap in the literature regarding the effect of the achievement-focused student identity on prosocial values and behaviors, specifically among students who predominantly value prosociality. Largely, research on identity and motivation addresses academic outcomes and psychological well-being outcomes (Settles, Sellers, & Damas, 2002; Jaret & Reitzes, 2009) while more recent literature that has addressed prosocial motives (Yeager, et al., 2015) has solely assessed academic performance outcomes. Drawing upon values literature (Schwartz, 1992) it can b

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Watson, Katherine L. "Putting together the pieces of a social cognition deficit| A retrospective case study." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264067.

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<p>Social cognition is a comprehensive term used to describe knowledge and skills that are applied to social situations and skills used to understand others. These skills include emotion perception, problem solving, executive functioning, and self-cognition. This study investigated the effectiveness of specific intervention strategies on social cognitive skills. The intervention strategies included activities for abstract thinking, emotion competence, Theory of Mind (ToM), and self-regulation of behaviors. Currently, little research exists to describe evidence based effective intervention stra

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Ervin, Brad Robert. "Social-Emotional Learning Interventions| Familiarity and Use among NYS Elementary School Principals." Thesis, Alfred University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13422180.

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<p> As defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012), social-emotional learning (SEL) involves the acquisition of skills necessary to: identify and manage one’s emotions, relate to and establish relationships with others, and make positive and healthy decisions. With only 40% of kindergarten students demonstrating the social-emotional skills needed to be both academically and socially successful upon school entrance (Yates et al., 2008), explicit instruction targeting SEL is needed. As this instruction requires systems-level implementation and

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Cafaro, Melissa Marie. "Educators' perceptions of characteristics of male and female bullies." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/618.

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Educators perceive female bullies differently than male bullies. Despite evidence that bullying is a serious problem within schools in the United States, there is little research which focuses on how educators perceive differences and similarities of adolescent bullies based upon the gender of the bully. The purpose of this quantitative study was to examine how educators perceive male and female bullies when they are described as exhibiting identical behavior. Goffman's theory of frames formed the theoretical foundation for this study. The independent variable of this study was gender of bully

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Pavliga, Gail K. "Toward a Conceptual Definition for Social Competence: An Exploratory Study." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1209056212.

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Winston, Mary Annette. "Psychoeducation for child welfare social workers working with trauma clients| A curriculum." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1594188.

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<p> The child welfare social workers’ professional responsibility is to provide services to families and children who have experienced multiple problems of maltreatment such as sexual, general, physical or emotional abuse. The constant indirect exposure to trauma clients includes an inherent danger of significant emotional, psychological and social changes in the social worker. When social workers are dealing with multiple responsibilities at one time, it is possible for symptoms of Compassion Fatigue (CF), Secondary Traumatic Stress (STS) and Burnout to go unnoticed. Therefore, this

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Oliver, Leola Lanette. "Linking self-concept, social comparison and academic achievement in preadolescents." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556876.

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<p> A wide body of literature exists on the relationship between childhood and adolescent self-concept and achievement (Molloy, Gest, & Rulison, 2011; Trautwein, Ludtke, Marsh, & Nagy, 2009); however, few studies explore the extent to which other socio-psychological processes interact with these 2 variables. Many studies point to parent and teacher feedback as critical factors in the development of self-evaluative processes in children, but there is an absence of literature exploring the extent to which perceptions of peer achievement and social interactions may predict self-concept (A

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Beck, Corbatto Deborah. "Trust as a Precursor of Flow| A Social Cognitive View of Flow in Elite Coach/Athlete Dyads." Thesis, George Mason University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792355.

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<p> The purpose of the present study was to explore the influence of trust, help seeking/help giving, and relation-inferred self-efficacy on the onset of flow experience in a dyadic relationship between an elite athlete and their coach. The social cognitive theory of triadic reciprocal determinism was used to examine the relationship of the elite athlete and their trusted coach in a high-pressure athletic environment as it related to the ability of the elite athlete to achieve a flow state. Using a multiple case study approach, semi-structured interviews were conducted with five coach-athlete

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Harris, Karen. "Creating virtuous cycles : using appreciative inquiry as a framework for educational psychology consultations with young people." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/creating-virtuous-cyclesusing-appreciative-inquiry-as-a-framework-for-educational-psychology-consultations-with-young-people(21899cf9-7165-4a54-97b0-b90761a0dcb0).html.

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This research project explores and evaluates the usefulness of Appreciative Inquiry (AI) as a methodological framework for Educational Psychology consultations with young people. A significant part of the role of an Educational Psychologist (EP) can be to hold consultations with young people in secondary schools who are perceived to be experiencing difficulties or challenges. These difficulties can often prevent young people from engaging positively in the learning opportunities available to them putting them at risk of under achievement and possible exclusion from school. AI is more commonly

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Stavropoulos, Katherine Kuhl Meltzoff. "Towards a better understanding of the reward system in autism spectrum disorders| empirical tests of the social motivation hypothesis." Thesis, University of California, San Diego, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636663.

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<p> This dissertation examined the reward system in children with autism spectrum disorders (ASD). I empirically tested the social motivation hypothesis as a potential explanation for social impairments in ASD. </p><p> Chapter 1 investigated typically developing (TD) children's electrophysiological responses to rewards accompanied by incidental social versus nonsocial stimuli. This chapter introduced a paradigm that allows reward anticipation to be measured while controlling for both reward and stimulus properties. TD children had increased activation while anticipating rewards accompani

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Brindley, Jane E. "The effects of a social support intervention on distance learner behaviour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ57024.pdf.

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Chen, Hui-Chin 1964. "The self-image of Taiwanese adolescents: Gender and social class comparisons." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/292032.

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Two hundred and twenty-three Taiwanese college and high school students (124 boys and 109 girls, aged 16-18 yrs) were administered the Chinese version of the Offer Self-Image Questionnaire for Adolescents (OSIQ) and Family Background Survey. The self-image questionnaire and social economic status (SES) survey data were used to investigate different gender and social class levels in the self-image of Taiwanese adolescents. Social class was determined by means of the Hollingshead "Two Factor Index of Social Position". Results showed that girls displayed poorer self-image than boys in many areas.

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Warren, Annmarie Maione 1968. "Gender identity and educational achievement: Correlations of children's self perception with educational achievement." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.

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The Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of

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Williams, John Barrie. "A repertory grid study of qualified, unqualified and qualifying social services social workers." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319195.

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Zazworsky, Lisa M. "Dumbing down for others| Differences in socially motivated underachievement between working and middle class students." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522610.

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<p> Recent research has uncovered differences in values between individuals who identify with the working class (WK) versus those who identify with the middle class (MD). WK individuals strive for interdependence, group belonging, and orienting toward others; their MD counterparts strive for independence, standing out from a group, and orient toward the self. These contrasts have been shown to influence behavior. The current study utilized a paradigm for studying socially motivated underachievement to investigate how these contrasting normative guidelines affected behavior in a situation that

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Bonnett, Heather R. "Exploring the Relationship between Ego Development and Mental Health." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485514857559271.

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Hernandez, Gabriela. "EFFECTS OF EYE TRACKING DURING INFANCY ON SOCIAL AMBIGUITY AND EMOTIONAL DISTRESS." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3685.

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The purpose of this study was to investigate the relationship between early eye tracking and later non-suicidal self-injury, and whether this relationship was negatively impacted by distress and impulsivity, and conversely alleviated by emotional regulation and problem solving abilities. Briggs-Gowan et al. (2001) found that young children with recurrent and comorbid externalizing and internalizing problems have the most impairment; they exhibit greater difficulty with emotional stability, and require greater utilization of mental health services. Little research has focused on the relationshi

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Wu, Jiaju. "An investigation of early college entrants’ social development." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6524.

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The purpose of this dissertation was to investigate gifted students’ perceptions of the effects of their early college entrance program on their development, especially peer acceptance. Participants in the National Academy of Arts, Sciences, and Engineering (NAASE) program, a program designed to facilitate learning among early college entrants, completed a 64-item survey examining early entrants’ college experiences. Findings indicated that early college entrants believed that their program positively influenced their development. Their reported positive peer acceptance, though not related to

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Harding, Rachel. "Friendship and exclusion| A look at how having a best friend within the preschool classroom affects exclusion." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538501.

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<p> Children often use social exclusion both to establish friendships and to protect interactive space during early childhood (Fanger et al., 2012). However, previous research has focused on elementary school age. The purpose of the current study was to examine the relationship between friendship and exclusion among preschool children. The current study observed 16 focal children (named either part of a best friend pair or non best friend pair) for all behaviors related to being a perpetrator or victim of six types of exclusion as named by Fanger et al. Results revealed that children who were

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Pulice, Stacy Warnock. "The colonized child| Love, community, and wholeness as necessary elements of education." Thesis, Pacifica Graduate Institute, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600863.

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<p> Key concepts in liberation psychology describe the treatment and regard for children in public school: oppression, colonization, hegemony. This study asked whether public education is experienced as oppressive, creating students who are colonized. Through a frame of liberation psychology and a depth psychological perspective, the study examines whether children are systematically "civilized" by the dominant adult population. Is the indigenous child—the child born with unique intelligence, knowledge, and desire to learn—systematically stifled within the existing educational para

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Peterson, Jennifer Bandy 1963. "Self-concept and interpersonal relations in Hispanic and non-Hispanic adolescents." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277943.

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This study examines the self concept and interpersonal relations of 409 Hispanic and Non-Hispanic adolescents in grades five and eight. Results reveal no significant differences in global self concept of Hispanic and Non-Hispanic adolescents. Fifth graders have significantly better global self concepts than eighth graders. There are no significant differences in the interpersonal relations of the Hispanic and Non-Hispanic adolescents. Fifth graders report significantly better Total Interpersonal Relations, as well as better relations with Mother and Teacher. Relations with Father are significa

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Peck, Denny L. "A comparison of gender, counseling, and age factors: Attitudes, needs, and relationship literature." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288993.

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The best selling literature on relationships is written in terms of gender differences. Information and advice from psychologists and counselors is directed to either females or males based on counseling clients and personal experience. In this study, I present evidence that a gender list of attitudes and needs without age considerations cannot provide accurate information. This study included a sample of 1020 volunteers from a randomized group of individuals attending jury duty in Pima County, Arizona. The participants answered a questionnaire consisting of 44 items developed from four author

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Karim, Michael N. "Electronic Monitoring and Self-Regulation| Effects of Monitoring Purpose on Goal State, Feedback Perceptions, and Learning." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687652.

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<p> In order to remain effective in an increasingly digital workplace, many organizations have shifted towards the automatic and electronic collection of employee performance data. For example, employees completing computer-based training may be monitored to collect objective performance information for either developmental or administrative purposes. Though this allows for more objective employee feedback and evaluation, little remains known about the effect of pervasive electronic monitoring on key self-regulatory processes which underlie learning. This study was designed with this gap in mi

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D'Sa, Nikhit. "Making Meaning of Risk: Exploring Resilient Adolescents’ Interpretations of the Impact of Negative Life Experiences." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461033.

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Our understanding of the relationship between risk factors and resilience has been framed primarily by probability. Resilience has been conceptualized as “beating the odds”: doing better than our statistical predictions would expect given the amount of risk the individual has faced. Undoubtedly, this research has offered a rich picture into trajectories of psychosocial development. However, it has limited our exploration of the mechanisms that explain why risk factors result in resilience. Context-driven work exploring these mechanisms has been limited by the subjective nature of risk factors.

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Bomentre, Rose Ann. "Leadership Effectiveness and Social Emotional Learning Competency Skills in an Urban School Setting." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13858892.

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<p> This quantitative research study was developed to support school principals leading in urban school settings with high rates of poverty, crime, and violence with a need for a set of skills to create a positive school culture with kindness, empathy, and compassion. To prepare administrators for the stressors of working in an urban school setting, a school leader must be able to maintain effectiveness under stressful, or even hostile, conditions. Thus, school principals must improve their Social and Emotional Learning (SEL) competency skills to be effective in creating a positive school cult

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Henry, Julee A. "Increasing Self-Regulation Through the MyHomework Social Media Application." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492203809410856.

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Spooner, Marc Thomas. "Exploring the processes that lead young adults to channel their creativity in various fields and degrees of social acceptance: An interactionist grounded theory study." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/29318.

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The purpose of the present study was to better understand creativity and creative development as well as the many factors that contribute to the processes that lead young adults to channel their creativity in various fields and degrees of social acceptance. Adolescents, parents, teachers, educational systems, and society as a whole would benefit from a deeper understanding of how creative individuals interact with, shape and seek out environments to fulfil their various creative needs. Society can ill-afford the incalculable loss of squandered or negatively applied creative talent. The present

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Goodman, Matthew S. "Targeting Self-Regulation and Disease Resilience in Elementary School Students Through a Mindfulness-Based Social-Emotional Learning Curriculum." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826744.

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<p> The ability to self-regulate cognitive, emotional, and physiological activity is integral to mental and physical health. Teaching these skills in early childhood is a promising preventative health intervention. Mindfulness-based Social Emotional Learning (MBSEL) programs aim to enhance social-emotional competencies and improve academic outcomes in classroom children. Barriers to implementing MBSEL programs include the need to alter existing classroom curricula, and allocating resources towards training classroom teachers or hiring an experienced mindfulness facilitator. Inner Explorer (IE)

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Maduena, Jeanette. "Exploring the identity development of Latina/o undocumented students in higher education." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10001599.

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<p> This qualitative study contributes to the very limited body of literature available on the identity development of undocumented students. Specifically, this study focused on the experiences and identity development of Latina/o undocumented students enrolled in California community colleges. From the voices of 21 students, a three-position identity development framework emerged: (a) discovering difference, (b) making meaning of difference, and (c) coming to terms with being undocumented. The identity development process for Latina/o undocumented students is one that is directly linked t

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Crane, Sarah Elizabeth Rachel. "Foucault, disability studies, and mental health diagnoses in children| An analysis of discourse and the social construction of disability." Thesis, Lewis and Clark College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010997.

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<p> This study set out to understand the lived experience of children with mental health diagnoses. With the Foucaldian concepts of historicizing, biopower, power and nominalism, combined with the Disability Studies concepts of the social construction of disability, normative culture, and child voice, the study focused on six boys with mental health diagnoses placed in a summer day treatment program. Data collection included child interviews, field observations in the day treatment center, and the review of documentary evidence including educational files, and treatment center artifacts. The d

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Currans, Kristn D. "The social reputation of children with Asperger's Disorder in the classroom: Teachers' impressions." Xavier University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1385991893.

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Mulenga, Morgan Chanda. "Sociometric status and social behaviour of boys with learning disabilities in a special school in Zambia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0007/NQ32453.pdf.

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