scholarly journals Association Between the Catechol-O-Methyltransferase Val158Met Polymorphism and Self-Perceived Social Acceptance in Adolescent Girls

2009 ◽  
Vol 19 (4) ◽  
pp. 395-401 ◽  
Author(s):  
Christian E. Waugh ◽  
Karen F. Dearing ◽  
Jutta Joormann ◽  
Ian H. Gotlib
Keyword(s):  
Adolescent Girls ◽  
Social Acceptance ◽  
Val158met Polymorphism ◽  
Perceived Social Acceptance

scholarly journals Effects of Exergaming on Preschoolers’ Executive Functions and Perceived Competence: A Pilot Randomized Trial

2019 ◽  
Vol 8 (4) ◽  
pp. 469 ◽  
Author(s):  
Shanying Xiong ◽  
Peng Zhang ◽  
Zan Gao
Keyword(s):  
Executive Functions ◽  
Urban Areas ◽  
Social Acceptance ◽  
Intervention Group ◽  
Perceived Competence ◽  
Physical Competence ◽  
Post Intervention ◽  
Significant Difference ◽  
Over Time ◽  
Perceived Social Acceptance

Purpose: This study aimed to evaluate the effects of a child-centered exergaming program and a traditional teacher-led physical activity (PA) program on preschoolers’ executive functions and perceived competence. Methods: Sixty children aged 4–5 years from an urban childcare center in China completed an 8-week exergaming/traditional PA intervention. After baseline measurements of executive functions and perceived competence (i.e., perceived physical competence and social acceptance), children were randomly assigned to either an exergaming group or traditional PA group (30 children per group). Exergaming and traditional PA programs were offered 20 min/session by trained instructors for 8 weeks. Post-intervention measures were identical to baseline measures. Results: In general, children’s executive functions, perceived physical competence, and perceived social acceptance were enhanced over time. Analysis of variance revealed significant time by group interaction effects for executive functions, F(1, 58) = 12.01, p = 0.01, and perceived social acceptance, F(1, 58) = 6.04, p = 0.02, indicating that the exergaming intervention group displayed significantly greater increases in executive functions and perceived social acceptance in comparison with traditional PA children. In addition, children’s executive functions and perceived physical and social competence significantly improved from baseline to post-intervention. However, there was no significant difference in the increase of children’s perceived physical competence across groups over time. Conclusion: The results suggested exergaming to be beneficial in enhancing young children’s executive functions and perceived social acceptance compared to the traditional PA program. More diverse samples with a longer intervention duration in preschool children in urban areas are warranted.

Self-perceived Social Acceptance and Peer Social Standing in Children with Aggressive-Disruptive Behaviors

2006 ◽  
Vol 15 (1) ◽  
pp. 46-64 ◽  
Author(s):  
Dustin A. Pardini ◽  
Tammy D. Barry ◽  
Joan M. Barth ◽  
John E. Lochman ◽  
Karen C. Wells
Keyword(s):  
Social Acceptance ◽  
Disruptive Behaviors ◽  
Social Standing ◽  
Perceived Social Acceptance

Change and stability in children’s social network and self-perceptions during transition from elementary to junior high school

2004 ◽  
Vol 28 (6) ◽  
pp. 561-570 ◽  
Author(s):  
Stéphane Cantin ◽  
Michel Boivin
Keyword(s):  
High School ◽  
Social Network ◽  
Junior High School ◽  
Social Acceptance ◽  
Junior High ◽  
Negative Impact ◽  
Network Characteristics ◽  
Self Perceptions ◽  
Self Worth ◽  
Perceived Social Acceptance

This study examined the changes in children’s social network and specific self-perceptions during the transition from elementary school to junior high school (JHS). The participants were 200 preadolescent children (104 girls, 96 boys). Children’s self-perceptions (global self-worth, perceived academic competence, and perceived social acceptance) and social network characteristics (parents and peer-enacted support) were evaluated four consecutive times over a 2-year period. Despite a slight decrease in the size of children’s social network after the transition, the passage into JHS had no negative impact on the quality and functional aspects of their relationships with parents and school friends. The school transition was instead associated with an intensification of supportive relationships with school friends. Children’s perceived social acceptance also increased suddenly after the JHS transition, while children’s perceived scholastic competence decreased simultaneously during that time. Children’s general self-esteem was then observed to decline progressively over a longer period of time.

Perceived Social Acceptance and Peer Status Differentially Predict Adjustment in Youth With and Without ADHD

2012 ◽  
Vol 18 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Julia D. McQuade ◽  
Aaron J. Vaughn ◽  
Betsy Hoza ◽  
Dianna Murray-Close ◽  
Brooke S. G. Molina ◽  
...  
Keyword(s):  
Social Acceptance ◽  
Peer Status ◽  
Perceived Social Acceptance

Social Acceptability in the Measurement of Racial Attitudes

1971 ◽  
Vol 29 (1) ◽  
pp. 17-18 ◽  
Author(s):  
William E. Sedlacek ◽  
Glenwood C. Brooks
Keyword(s):  
College Students ◽  
White Students ◽  
Racial Attitudes ◽  
Social Acceptance ◽  
Attitude Scale ◽  
Social Acceptability ◽  
Perceived Social Acceptance

204 white Ss were asked to indicate how most college students felt about people with certain values. Results indicated there was less perceived social acceptance of negative racial attitudes among college students than of other values. However, when similar groups of white students were administered the Situational Attitude Scale (SAS) they responded relatively negatively to blacks. Thus, there is evidence for a difference between what white students feel are socially acceptable attitudes toward blacks and what they actually feel.

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