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Full-Text Articles in Psychology
Effects Of Bullying And Victimization On Friendship Selection, Reciprocation, And Maintenance In Elementary School Children, Marisa Lynn Whitley
Effects Of Bullying And Victimization On Friendship Selection, Reciprocation, And Maintenance In Elementary School Children, Marisa Lynn Whitley
Masters Theses
This study examined the effects of elementary school children’s bullying and victimization experiences on their friendships over time. The majority of children experience acts of aggression or bullying before the end of elementary school, and bullying and peer victimization is associated with academic, social, behavioral, and psychological difficulties. This study used social networks analysis (R SIENA 4.0) to examine whether peer reports of forms of bullying and victimization (i.e., overt and relational) affect the likelihood of friendship selection, reciprocation, and maintenance in 2nd-4th grade children. Children (N = 143) from the Midwestern region of the United …
Examination Of Externalizing Behaviors Within General Education, At-Risk, And Special Education Preschool-Aged Classrooms, Rebecca A. Rader
Examination Of Externalizing Behaviors Within General Education, At-Risk, And Special Education Preschool-Aged Classrooms, Rebecca A. Rader
Masters Theses
This study examined the natural occurrence of externalizing behaviors within six preschool classrooms (two general education classrooms, two at-risk classrooms, and two special education classrooms). Approximately 100 direct observation minutes were collected in each of the six classrooms to obtain measures of student off-task and disruptive behavior. No significant off-task differences were found across the three classroom types. However, a significant difference in disruptive behavior was found between special education and general education classrooms and also between special education and at-risk classrooms. The most commonly observed disruptive behaviors across all six classrooms were talking out, being out of area, and …
The Effects Of The Caterpillar Game On Classroom Behavior And Teacher Stress, Amber Jacoby
The Effects Of The Caterpillar Game On Classroom Behavior And Teacher Stress, Amber Jacoby
Masters Theses
A single-case, multiple baseline design was utilized to evaluate the effects of the Caterpillar Game, a classroom management system, on disruptive student behavior, teacher praise, and teacher stress. Three classrooms were included in the study (preschool, kindergarten, and second grade). When the Caterpillar Game was implemented across the three classrooms, student disruptive behavior decreased and teacher behavior-specific praise increased. Disruptive behavior and teacher praise results remained similar to intervention two to four weeks later and teachers reported being highly satisfied with the Caterpillar Game. One of the three teachers reported a decrease in stress. This study adds further support to …
The Relationship Between Diabetes Control, Stress, Depression, Social Relationship, And Academic Achievement Of School Age Children, Andrew Dejong
The Relationship Between Diabetes Control, Stress, Depression, Social Relationship, And Academic Achievement Of School Age Children, Andrew Dejong
Masters Theses
The present study examined the relationship between diabetic mellitus management, stress, depression, social relationship, and academic achievement in children ages 10 to 18. Diabetic mellitus is an autoimmune disease where the body's immune system attacks insulin-producing cells in the pancreas (Type 1), or the body does not produce enough insulin or insulin resistance occurs (Type 2). There is limited information about children with diabetes particularly as it relates to their learning outcomes. Participants with diabetes were recruited from a school and medical setting. Each participant completed rating scales to assess stress, depression, academic achievement, family and peer relationship and support, …
An Investigation Of Reliability And Validity Of The Bully Participant Behavior Questionnaire In An Elementary Sample, Morgan B. Nesbitt
An Investigation Of Reliability And Validity Of The Bully Participant Behavior Questionnaire In An Elementary Sample, Morgan B. Nesbitt
Masters Theses
The goal of this study was to investigate the factor structure, reliability, and validity for the Bullying Participant Behaviors Questionnaire (BPBQ) in an elementary sample. Previous research provided preliminary evidence of reliability and validity of the BPBQ scores with middle school students (Demaray, Summers, Jenkins, & Becker, 2014). The BPBQ is a self-report survey that purports to measure participation in five roles of bullying. These roles include bully, victim, assistant to the bully, defender of the victim, and outsider. Another goal of the study was to analyze possible sex and grade differences in the bullying roles. The current sample included …
Empathy, Perceived Popularity And Social Anxiety: Predicting Bystander Intervention Among Middle School Students, Nicole Menolascino
Empathy, Perceived Popularity And Social Anxiety: Predicting Bystander Intervention Among Middle School Students, Nicole Menolascino
Masters Theses
Bullying is a prevalent issue in today's schools, and the importance of bystanders has been recognized; however, there are few studies that examine personal characteristics that relate to the five bystander behaviors within Latané and Darley's (1970) Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act). This study examined personal characteristics (i.e., cognitive and affective empathy, perceived popularity, and social anxiety) and their relation to each of the five steps of the Bystander Intervention Model in Bullying (Nickerson, Aloe, Livingston, & Feeley, 2014), as well as exploring gender as a moderator …
Preschool Teacher's Use Of Praise: Comparing General, At-Risk, And Special Education Classrooms, Jessica Berlinghof
Preschool Teacher's Use Of Praise: Comparing General, At-Risk, And Special Education Classrooms, Jessica Berlinghof
Masters Theses
The current study examined six preschool teachers' natural use of praise. Two of the teachers taught in general education classrooms, two taught in at-risk classrooms, and two taught in special education classrooms. Over 10 hours (approximately 100 minutes in each classroom) of direct behavioral observation of teachers' use of praise were conducted across classrooms. Results did not indicate that teachers' use of praise was statistically different based on classroom type (i.e., general, at-risk, and special education). However, special education teachers used twice as many praise statements compared to teachers in general education and at-risk classrooms and the effect sizes for …