Peer Attitudes Research Articles

Social Acceptance Among Children with Learning Difficulties

This study explores social acceptance among children with general learning difficulties/children with special needs (CSN) using a qualitative approach involving structured interviews with 144 students and in-depth interviews with three teachers. The research highlights the social dynamics of CSN inclusion, emphasizing the importance of a supportive environment, positive teacher attitudes, and peer education programs in promoting social integration. Findings show that students, particularly females at the junior high level, generally hold positive attitudes towards CSN. At the same time, concerns over emotional behaviors like tantrums create interaction challenges, especially among elementary school boys. Teachers ensure equal participation for CSN through individualized support, inclusive activities, and peer support systems. This study's originality lies in its comprehensive exploration of peer attitudes across educational levels. It offers insights into gender differences, behavioral challenges, and the teacher's role in promoting inclusive education through adaptive teaching methods and social support.

Longitudinal changes in the value and influence of parent and peer attitudes about externalizing behaviors across adolescence.

This preregistered, longitudinal study examined how much adolescents value and integrate their parents' and peers' attitudes into their own attitudes from early to middle adolescence. Across three waves, participants (N = 172, 91 female, 11-16 years across three waves; 439 data points) decided whether to pay money to learn their parents' or peers' attitudes about externalizing behaviors. Multivariate growth models revealed that adolescents were consistently willing to pay money over time to learn their parents' and peers' attitudes. The value of learning peers'-but not parents'-attitudes predicted changes in personal attitudes during adolescence, and this did not change across age. Moreover, the effect of others' attitude value on social influence weakened from early to middle adolescence, such that early adolescents who highly valued learning the attitudes of others (i.e., paid more) tended to shift their own attitudes more toward those endorsing positive influence, regardless of the source. In contrast, early adolescents who valued learning others' attitudes less were less susceptible to positive social influence. Importantly, this effect went away in middle adolescence. Although adolescents are highly motivated to learn their parents' and peers' attitudes about externalizing behaviors, how much those attitudes inform their personal attitudes depends on the source of input and the age of adolescents.learning the attitudes of others (i.e., paid more) tended to shift their own attitudes more toward those endorsing positive influence, regardless of the source. In contrast, early adolescents who valued learning others' attitudes less were less susceptible to positive social influence. Importantly, this effectwent away inmiddle adolescence.Although adolescents are highly motivated to learn their parents' and peers' attitudes about externalizing behaviors, how much those attitudes inform their personal attitudes depends on the source of input and the age of adolescents (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Environmental cognition and peer attitudes: Influencing tourists' waste‐sorting behavior in rural tourism destinations

AbstractThis research assesses the determinants impacting the behavior in rural tourism destinations regarding tourists' waste sorting (WSB), emphasizing the significance of social norms and peer networks. Survey data was gathered from 955 participants in rural tourist destinations across Henan, Shandong, and Anhui provinces. The empirical findings illuminate several crucial aspects: (1) social norms and peer networks wield a positive, catalyzing influence on tourists' WSB in rural tourism settings. (2) Peer attitudes shape tourists' WSB, and environmental cognition plays a pivotal mediating role. The novelty of this study lies in its comprehensive exploration of the influence of social norms and peer networks on tourists' WSB in rural tourism destinations, highlighting the unique interplay of cognitive, behavioral, and attitudinal factors in this context. (3) Cognitive norms and behavioral norms have a more significant impact on female tourists. (4) For frequent travel groups, social norms affect waste‐sorting behavior less.

Individual and contextual-level predictors of progression in the bystander intervention model.

The situational model of bystander behavior is a validated 5-step process for understanding intervention in bullying and sexual harassment, yet the individual-level and contextual-level factors that facilitate the progression from one step to the next are not well understood. The purpose of the current study was to examine whether individual characteristics (social-emotional skills, affective empathy, cognitive empathy, and personal attitudes toward bullying and sexual harassment) and contextual-level factors (school climate and perceived peer attitudes toward bullying and sexual harassment) explained the association between subsequent steps of the bystander intervention model. A sample of 788 high school students completed several validated measures of these constructs. Structural equation modeling analysis revealed that each step significantly and positively predicted the next step, and the addition of a direct path from accepting responsibility to helping improved model fit. The mediational model indicated that individual-level characteristics had significant direct effects on interpreting bullying and sexual harassment as problems, accepting responsibility, and helping, and indirect effects from noticing the bullying and sexual harassment to all subsequent steps except knowing. In contrast, contextual-level effects contributed to accepting responsibility in an inverse direction.

Perspectives and Experiences of Stakeholders on Self-Disclosure of Peers in Mental Health Services.

With the movement towards recovery-oriented mental health (MH) services, individuals with MH lived-experience are increasingly employed as peer providers (peers). Peers are unique in that they bring knowledge from experience and eye-level connection to service users that enhance the quality of services and humanize MH systems' culture. In Israel, hundreds of peers are employed in various roles and settings across the MH system. However, peer integration into MH services faces challenges. One issue involves the use of self-disclosure (SD) in MH services which varies with explicitness across roles and settings. This study sought to understand perspectives and experiences regarding peers' SD (use & sharing of knowledge from experience) among different stakeholders in MH health services. Six focus groups and 4 semi-structured interviews (N = 42) were conducted as a part of a larger international project (UPSIDES; ERC Horizon 2020, Moran et al., Trials 21:371, 2020). Data was transcribed verbatim and analyzed using thematic analysis. Four categories and 7 themes were identified regarding current perspectives and experiences with peers' SD in MH organizations: (i) Restrained or cautious organizational approach to SD; (ii) Attitudes of peers to SD approach; (iii) The influence of designated peer roles on SD; and (iv) Unwarranted SD of peers working in traditional roles. The findings reveal that peers' SD in MH services is a complex process. Organizationalapproaches were often controlling of non-designated peers' SD practices; participants had diverse attitudes for and against peers' SD; SD occurred according to personal preferences, specific peer role and the director's approach to peers' SD; Conflictual SD dilemmas emerged in relation to service users and staff. SD sometimes occurs unwarrantely due to ill mental health. The presence of peer-designated roles positively impacts peers' SD. We interpret thecurrent mix of views and general conduct of peer SD practice in statutory MH services as related to three aspects: 1. The presence of a traditional therapeutic SD model vs. a peer SD model - with the former currently being dominant. 2. Insufficient proficiency and skill development in peers' SD. 3. Stigmatic notions about peer SD among service users and staff. Together, these aspects interrelate and sometimes create a negative cycle create tension and confusion.A need to develop professionalism of peer SD in statutory services is highlighted alongside enhancing staff and service user acknowledgement of the value of peer SD. Developing peer-designated roles can positively impacts peer SD in MH statutory services. Training, support, and organizational interventions are required to further support for peer-oriented SD and the enhancement of a person-centered and recovery orientation of MH services.

E-service failure and recovery strategy in times of crisis: effect on peer attitudes, expectation and future intention

AbstractThis study analyses the impact of the critical issues on Travel and Tourism e-service failure and explores specifically how peer-to-peer accommodation business can cope with the potential collapse in demand caused by global crises. The purpose is to examine the impact of peer-to-peer accommodation’s recovery offer on revisiting intentions and relationships termination in light of justice-, fairness-, and attribution theory. In this vein, the main aim is to develop a theoretical model which is underpinned by an understanding of the consequences of e-service failure and the effectiveness of recovery strategies for business competitiveness. To gauge peer perceptions of peer-to-peer accommodations, we employed a mixed-method approach. Alongside 17 interviews with peers and industry experts, a survey involving 404 peer-to-peer accommodation users was conducted. Structural equation modelling was applied to unravel the intricate relationships and influences at play. The findings suggest that managers and service providers need to focus on timely recovery and building stronger relationships with peers, to increase repurchase intention and post-recovery satisfaction and to better front the crises times. This could be implemented efficiently via the platform of social media. This study offers specific theoretical and practical implications by providing a fair recovery strategy to result in the satisfaction of both parties.

Adolescents’ Beliefs About Sex: The Moderating Effects of Peer Attitudes

Peer beliefs and attitudes play a prominent role in adolescent behaviors. Various curricula have been developed to teach students about sexual health from a skills-based perspective with successful, lasting effects. This study examined how adolescents’ expectancies for success in and values held for a sexual health curriculum are related to their attitudes toward waiting to have sex, attitudes toward using a condom, self-efficacy in negotiating condom use, self-efficacy in refusal skills, and self-efficacy in navigating tricky situations, depending on their perceptions of their peers’ attitudes. Results indicate that perceived peer attitudes toward waiting to have sex were a significant moderator, more so than peer attitudes about condom use. Additionally, results suggest that sex plays a role in students’ sexual health beliefs and self-efficacies. Future work should examine further explanatory paths and influences such as caregivers.

Examination of the Students’ Activity Preferences Toward Their Peers with Special Needs in Terms of Social Acceptance Levels and Various Variables

The present study aims to examine the activity preferences of typically developing students for their peers with special needs in terms of social acceptance levels and various variables. In total, 1098 typically developing students attending public secondary schools, where there are students who continue their education through inclusion, participated in this study. The causal and comparative model was used in this research. The activity preference form developed by Siperstein (1980) and adapted to Turkish by Çiftçi (1997) and the social acceptance scale developed by Arslan (2010) were used as data collection tools. Given the results, it was observed that there is a relationship between the social skill levels, student behaviors, and peer attitudes of the students with typically developing students toward individuals with special needs, and their activity preferences towards students with special needs. Social skills and peer attitudes, which are sub-dimensions of the social acceptance scale, were found to predict activity preferences. Moreover, it was revealed that there was a differentiation between the activity preferences of students with typical development for their peers with special needs and their gender, mother’s education level, father’s education level, class level, and disability status among their relatives (p˂0,05). In schools where inclusive practices are carried out, various activities should be organized for the characteristics of individuals with special needs, so that typically developing students develop positive attitudes towards their peers with special needs and their social acceptance levels should be increased.

Testing the Moderating Effect of Anti-Prejudice Motivation and Peer Attitudes on the Effectiveness of a School-Based Vicarious Contact Intervention

Vicarious contact has often been used for studying prejudice-reduction in school contexts due to its relatively accessible application through written or audiovisual portrayals of positive intergroup contact. However, these interventions may sometimes prove ineffective, thus restricting their ecological validity and independent use in education. To contribute to the understanding of factors that might facilitate or mitigate the efficacy of vicarious contact in reducing ethnic prejudice among adolescents, the present study tested for the moderating effect of anti-prejudice motivation and friends’ outgroup attitudes. Participants were Finnish secondary school students (N = 334; M = 13.38 years, SD = 0.53; 48% female; 19% ethnic minority) allocated into cluster-randomized intervention (N = 149) and control (N = 185) groups. Participants in the intervention group took part in 4 × 45-min teacher-led intervention sessions. A pretest-posttest design was employed to assess the outgroup attitudes three weeks before the intervention and the follow-up two weeks after. The results showed that adolescents’ intrinsic, but not extrinsic, anti-prejudice motivation and the pre-intervention attitudes of their reciprocal classroom friends positively predicted post-intervention attitudes towards people from different ethnic and cultural groups. However, only extrinsic motivation moderated the intervention effect as the results indicated the intervention to have a detrimental effect on outgroup attitudes among adolescents with less motivation to be non-prejudiced in order to gain social acceptance. This attitudinal backlash among adolescents less susceptible to the social influence of others implies that motivational aspects should not be overlooked when developing school-based intervention programs, especially when social norms are used as a mechanism of attitude change.

The Perceptions and Attitudes of Peers towards Students with Special Needs as Reflected by Their Drawings and the Social Acceptance Scale

Inclusive education processes, in which teachers, students and parents play an active role, serve an extremely important function in the adaptation of individuals with special needs to academic and social life. These educational processes serve the purpose of including individuals with special needs in the same learning environments with their peers. In this way, these individuals not only improve their skills more quickly, but also improve their social abilities through interaction with their peers, increasing their likelihood of being accepted by the society at large. It is critical for their peers to be aware of the needs of children with special needs and to approach them with this awareness so that inclusive education proves successful and individuals with special needs can have a better future. In this study, the perceptions of peers towards individuals with special needs were determined through their drawings, and their attitudes towards these individuals were revealed by means of the applied attitude scale. The 42 drawings obtained were examined and a total of five themes were generated, namely: help and friendship, success, exclusion, physical challenges, and hospital-rehabilitation center settings. Based on the pictures drawn by children who are developing typically and their answers on the scale, it can be concluded that they generally have a positive attitude towards their peers with special needs and they mostly do not see them as distinct from their other friends.

Supplemental Material for Longitudinal Changes in the Value and Influence of Parent and Peer Attitudes About Externalizing Behaviors Across Adolescence

Supplemental Material for Longitudinal Changes in the Value and Influence of Parent and Peer Attitudes About Externalizing Behaviors Across Adolescence

Model for Leaders to Strengthen Physician Organizational Commitment: Based on A.O. Hirschman’s Exit, Voice, and Loyalty

Healthcare in the United States continues to face myriad challenges post-COVID, and institutions are at risk of organizational decline. A. O. Hirschman, one of many economists who have studied organizational decline, outlined several responses to organizational decline, collectively known as exit, voice, and loyalty (EVL). This article attempts to apply the EVL model to today’s health systems. We found that physician leaders are well positioned to evaluate physician peer attitudes and behaviors in today’s healthcare environments and can leverage Hirschman’s postulates to improve organizational resiliency and outcomes.

Longer-term outcomes of medicine and pharmacy students at Cardiff University after undergraduate therapeutics and prescribing interprofessional education

Background: Studies have reported students’ satisfaction with and learning from undergraduate interprofessional education (IPE). However, there is insufficient research reporting on any longer-term effects of IPE. The objective is to assess the longer-term impact of learning by 3rd/4th year medical and pharmacy students 12-24 months after a therapeutics/prescribing IPE session. Methods: Semi-structured interview transcriptions were explored inductively using thematical analysis, and deductively by using the Modified Kirkpatrick’s evaluation model. Exactly 34 interviews were conducted. Results: Inductively, six themes were identified: preparedness; students as learners and teachers; knowledge/skills development; application of learning; session value; and suggestions for change. Deductively, participants found the session enjoyable and interesting (level 1), had modified attitudes of peers (level 2a), acquired knowledge and skills (level 2b), and, those in employment, provided examples of behavioural change (level 3). No organisational change (level 4) or improved patient outcomes (level 5) were reported. Conclusion: Both medical and pharmacy participants were able to recall a therapeutic/prescribing IPE session that took place 12-24 months earlier. Participants emphasised the usefulness of interacting with peers, increasing their understanding of each others’ roles, improving communication skills and applying learning within practice. Those developing IPE should consider early consistent delivery, utilise multidisciplinary faculty members and ensure an appropriate student knowledge gap.

ANALISIS KUALITATIF FAKTOR PERILAKU SEKSUAL PRANIKAH REMAJA BERDASARKAN TEORI PERILAKU LAWRENCE GREEN (Studi Kasus di Wilayah Kerja Puskesmas Cilembang Kota Tasikmalaya)

Adolescence is a period of transition from children to adults. Adolescence is a period of transition from children to adults. Behavior that leads to intimacy, sexual attraction and sexual habits carried out by two people of the same sex or the opposite sex before a legal marriage is called premarital sex behavior. This study aims to determine what factors can influence adolescent premarital sexual behavior based on the behavioral theory of Lawrence Green and Sarwono and how it impacts. The method in this research is a qualitative method with a case study approach. Informants are teenage girls who have premarital sex. The results of this study indicate predisposing factors for premarital sexual behavior, namely lack of knowledge, increased sexual libido, emotions, expectations, enabling factors for sexual behavior, namely the use of technological developments and information that is not wise. Reinforcing factors for sexual behavior are the attitudes of parents who taboo on sex, attitudes of peers that have a negative influence, delaying the age of marriage, tabooing sex, sexual violence, role vacancies, economics, conditions for joining the group. The impact of this sexual behavior is depression, low self- esteem, reproductive organ disorders, STD, pregnancy out of wedlock, sex addiction, regret, decreased school performance, social sanctions, sex becomes a teenage lifestyle, and sexual deviations. Therefore, to overcome this, it takes a wise attitude from parents, the community, health workers, and the youth themselves, so that they can get through the transition period safely.

Reliability, validity, and turkish adaptation of the peer attitudes toward children who stutter scale

Reliability, validity, and turkish adaptation of the peer attitudes toward children who stutter scale

Improving Student Attitudes Toward Autistic Individuals: A Systematic Review.

There is an increasing number of autistic students being educated alongside their neurotypical peers. However, placing a student in the general education setting is not sufficient for meaningful inclusion. Historically, autistic students have had fewer friendships, been less accepted, and experienced stigmatization. Interventions to increase peer attitudes toward autism have emerged as a method for creating more inclusive environments. The purpose of this literature review was to describe the interventions to improve peer attitudes toward autism, review the quality of the research, and determine the effectiveness of interventions. Specifically, this review aimed to answer the following questions: (1) what are participant characteristics and components of interventions designed to improve attitudes toward autistic individuals? (2) What is the methodological quality of interventions designed to improve attitudes toward autistic individuals, as measured by Council for Exceptional Children standards for evidence-based practices in special education (2014) criteria? (3) What is the effectiveness of interventions to improve attitudes toward autistic individuals? A total of 13 studies were located through a systematic search. Included studies were coded for study characteristics, participant characteristics, intervention, and outcomes. Across the studies, there were a total of 2097 participants. All studies included contact (either direct, indirect, or peer-mediation) and most included an education component (k = 10). Findings indicated that interventions are effective at improving attitudes toward autism, but further research is required to determine their overall impact.

Changing students’ explicit and implicit attitudes toward peers with disabilities: Effects of a curriculum-based intervention programme

Negative peer attitudes are a significant barrier to social participation of students with disabilities in inclusive classrooms. Although many intervention studies have demonstrated the effectiveness of interaction or disability awareness programmes in promoting positive peer attitudes, reliance on students’ self-reported attitudes is prone to social desirability bias and is unable to capture implicit prejudice. The present study examined changes in students’ explicit and implicit attitudes toward peers with disabilities after a curriculum-based intervention programme (“Prinzip Vielfalt”), which aims to promote an open-minded attitude toward human diversity. Teachers in 12 primary school classes in the experimental group (n = 195 students) used the programme for eight weeks, whereas a control group of 12 classes (n = 191 students) used no intervention. Students’ pre- and post-intervention attitudes were assessed using an adapted version of the Chedoke–McMaster Attitudes Towards Children with Handicaps Scale and a disability Implicit Association Test for children. Post-intervention analyses revealed a significant relative improvement in explicit attitudes toward peers with disabilities in the experimental group compared to the control group (b = 0.20, 95% CI = [0.03; 0.37]) but no change in implicit attitudes (b = -0.03, 95% CI = [-0.10; 0.03]). Thus, while the intervention positively affected self-reported attitudes, implicit negative associations were unchanged. Using explicit and implicit measures of attitudes and attitude changes among children can provide valuable insights into the mechanisms and effectiveness of different intervention strategies.

Corrigendum to “Peer attitudes towards adolescents with speech disorders due to cleft lip and palate” [Int. J. Pediatr. Otorhinolaryngol. 165 (2023)

Corrigendum to “Peer attitudes towards adolescents with speech disorders due to cleft lip and palate” [Int. J. Pediatr. Otorhinolaryngol. 165 (2023)

Feeling WELL: COVID-19 and the Adoption of Wellness Themes in Interior Design Curricula.

Interior design (ID) pedagogy should include theories and applications, which advance human health and wellness in the built environment. Design for wellness and well-being is referenced in 5 of the 13 Council for Interior Design Accreditation (CIDA) knowledge application standards. This focus on wellness was amplified during the coronavirus disease 2019 (COVID-19) pandemic experience, which elevated our collective understanding of contagions, disease transmission, sanitation practices, vaccination efficacy, and immunity, as well as the devastating turmoil-social, economic, and psychological-of the pandemic's tragic spread. Thus, the purpose of this study was to examine ID educators' attitudes, intentions, and behaviors related to teaching wellness and to determine if the pandemic impacted wellness pedagogy. For this mixed methods study, we employed an online survey (n = 86) followed by participant interviews (n = 11). Data from the questionnaire and interviews suggested that peer attitudes toward wellness were a significant factor that influenced teaching behavior. Teaching intentions were predicted by prior teaching, attitudes, and perceived behavioral control (ability to teach wellness). Although experience with the pandemic was not a predictor of teaching behavior, it did surface as a strong motivator for future teaching adjustments. Findings also showed wide-ranging understandings and definitions of wellness-related themes. Implications for design programs seeking to equip faculty with the tools needed to integrate wellness more deeply into ID curricula are discussed.

The role of self-efficacy and parental communication in the association between cyber victimization and depression among adolescents and young adults: a structural equation model

BackgroundWith the rapid advancement and revolutionization of information and communication technologies, adolescents and young adults use smartphones, the internet, and social networking services more frequently, as a result, the problem of cyber-bullying sharply increases, and eventually it causes psychological issues and negative thoughts in the victims. This study aimed to examine the role of self-efficacy and parental communication in the relationship between cyber victimization and depression among adolescents and young adults in India.MethodsSecondary data analysis was performed on a cross-sectional dataset obtained from the Understanding the Lives of Adolescents and Young Adults (UDAYA) wave 2 survey. The sample included 16,292 adolescent and young adult boys and girls aged 12–23 years. Karl Pearson Correlation coefficient analysis was done to examine the correlation between outcome variable (depressive symptoms), mediator variables (self-efficacy and parental communication) and key explanatory variable (cyber victimization). Further, structural equation modeling technique was applied to examine the hypothesized pathways.ResultsAdolescents and young adults being victims of cyber-bullying [β = 0.1357, p < 0.001] and those witnessed inter-parental violence were positively [β = 0.0026, p < 0.001] correlated with depressive symptoms. Self-efficacy and parental communication were negatively related to depressive symptoms among adolescents and young adults. There was a significant positive relationship between cyber victimization [β = 0.258, p < 0.001] and depressive symptoms. Cyber victimization was positively related to self-efficacy [β = 0.043, p < 0.001] among adolescents and young adults. Self-efficacy [β= -0.150, p < 0.001] and parental communication [β=-0.261, p < 0.001] reduced depressive symptoms among the participants.ConclusionsThe findings suggest that adolescents and young adults who are victims of cyber-bully may have depressive symptoms and their mental health can be improved through the enhancement of self-efficacy and increased parental communication. Improved peer attitudes and familial support for empowering cyber victims should be taken into account while framing programs and interventions.