Peer Perceptions Research Articles

Exploration of Student Experiences and Perceptions of Self and Peer: Implications for Tailoring Supports.

Doctor of Physical Therapy (DPT) students have reported learning new behaviors, enhanced self-awareness, and personal and professional growth during their first year of DPT school. The purpose of this study was to explore in greater depth, through semistructured interviews, the student perceptions of self-identity and social identity. Seventeen early second-year DPT students from 3 universities. This investigation is an extension of a larger multisite study. Qualitative interviews were employed to enable the use of a constructivist lens to explore the importance of personal context in participants' experiences during the first year of DPT school. Students across programs shared similar characteristics and experiences. Three themes emerged: DPT students share common perceptions of themselves and classmates; sociocultural experiences shaped their actions and perceptions of self; and students recognized the need to change to be successful. The voices of the older second-career students and racially minoritized students were uniquely different from other participants. Doctor of Physical Therapy student experiences are similar across programs except for older students and racially minoritized students. Early professional identity formation was noted as well. A richer understanding of the personal characteristics, influential sociocultural factors, and student perceptions of self and classmates could enable educators to customize supports and educational strategies to help students understand the role their past and present experiences play in shaping their professional identities.

Are my peers impulsive? Normative perceptions of impulsivity and associations with personal impulsivity and alcohol use outcomes

ABSTRACT Objective The present study examined whether individuals perceived their peers’ impulsivity as different from their own impulsivity and if perceptions of peers’ impulsivity moderated the associations between personal impulsivity and alcohol use and consequences. Participants Participants were 291 college student drinkers. Methods An online survey assessed impulsivity, peer norms of impulsivity, and alcohol use. T-tests and hierarchical regressions examined associations. Results Peer impulsivity (i.e. negative/positive urgency, lack of premeditation/perseverance) norms were generally higher than personal impulsivity, except for sensation seeking. Individuals with greater personal lack of premeditation tended to consume more alcohol, and having higher peer lack of premeditation norms strengthened this relationship. Only greater peer lack of premeditation norms were associated with greater consequences. Conclusions Findings suggested that individuals generally perceived peer impulsivity to be higher than their own impulsivity. There was some support that peer impulsivity norms (i.e. lack of premeditation) were related to personal alcohol outcomes.

Exploring Peer Perceptions of the Students with Disabilities: A Study at University of Dhaka

In Bangladesh, government-led initiatives in inclusive education aim to integrate individuals with disabilities into mainstream educational settings. Recognizing the significant influence of peers, this study examines the perceptions of University of Dhaka students towards their peers with disabilities. Participants from various departments offer insights into their perceptions and justifications regarding individuals with disabilities. Through a survey questionnaire administered to 105 students, the research explores perceptions, beliefs, and intentions towards peers with disabilities. The findings highlight a predominantly positive attitude among both undergraduate and postgraduate students, emphasizing the importance of inclusive practices within higher education. This study enhances the understanding of peer interactions and perceptions towards disability in an academic context, stressing the necessity of fostering inclusive environments that encourage diversity and acceptance among students. Further research could build upon these findings to inform policies and practices aimed at improving inclusivity and support for students with disabilities in higher education. Teacher’s World: Journal of Education and Res arch, 50(1): 171-186

Young adolescent boys' and girls' attitudes toward uncommitted sexual behaviors and the perception of interest in sexual exploration in opposite-gender relations

The aim of this study is to measure young adolescent boys' and girls' attitudes toward uncommitted sexual behaviors and gain insight into their perception of peers' sexual exploration interest in committed versus non-committed opposite-gender relations. We constructed a new 5-item measurement of young adolescents' attitudes toward uncommitted sexual behavior (sociosexuality) and report on the reliability and construct validity of the scale. Analyses were performed on a sample of 425 secondary school students (187 boys, 238 girls, Mean age = 14.8, Age range 13–16). Results suggest that the new sociosexual attitudes scale is unidimensional and internally consistent across these ages for both genders. Relative to girls and younger participants, boys and older participants reported higher acceptance of uncommitted sexual behaviors (ranging from French kissing to intercourse). Further, participants' scores on the sociosexual attitude scale were positively related to frequency of pornography use, and to how they perceived sexual interest in scenarios of a boy and a girl in an intimate situation. Those scoring higher on sociosexuality were more likely to believe that their peers would be more sexually exploring and be less reluctant. The results attest to the construct validity of the scale, and its applicability to studies of young adolescents' understanding of sexual exploration behavior in non-committed sexual relations.

Achievement goals of the social peer-group and the entire class: Relationships with Students' individual achievement goals

The importance of students' goal pursuit is well documented, yet little is known about how motivations of significant peers relate to students' individual goals. Accordingly, we investigated relationships between student's perceptions of peers' goals, peers' reported goals, and individual achievement goals of 472 Israeli high-school students in 26 classrooms. Both goals of the social peer-group (i.e., group of classmates a student spends much time with), and all classmates' goals were related to individual goals. Individual mastery goals had stronger links with social peer-group's mastery goals than with all classmates' mastery goals. Perceived peer goals were significantly related to individual goals after accounting for classmates' and social group's goals, suggesting that both perceived and actual reports are informative, likely targeting different processes of peer-group influence. Simultaneous examination of all classmates' and of particular social groups' goals suggests that focusing on certain groups rather than the entire classroom is beneficial when promoting mastery.

FEAR, APPREHENSION, AND EVALUATION: EXPLORING THE SOURCES OF ENGLISH LANGUAGE ANXIETY IN THAI GRADUATE STUDENTS

This study qualitatively explores the causes of Foreign Language Classroom Anxiety (FLCA) among Thai graduate students. Data were gathered through semi-structured interviews and focus group discussions with participants from various higher education institutions. Thematic analysis identified three central themes: Linguistic Competence Issues, Social and Relational Factors, and Emotional and Psychological Influences. Linguistic Competence Issues include challenges such as insufficient grammatical knowledge, limited vocabulary, poor pronunciation, and lack of practice, which undermine students' confidence and communication skills. Social and Relational Factors involve external pressures like teacher expectations, peer perceptions, and the fear of social judgment. Emotional and Psychological Influences encompass internal aspects such as fear of making mistakes, lack of self-confidence, and personality traits that exacerbate anxiety. The findings also reveal that students from private universities generally experience higher levels of FLCA compared to those from Rajabhat universities. This disparity is attributed to differences in institutional support systems, the diversity of student populations resulting from more relaxed admission criteria, and the presence of a more competitive academic environment. These findings highlight the complex nature of English language anxiety and underscore the importance of targeted interventions. By addressing these specific concerns, educators can enhance the educational experience for English as a Foreign Language (EFL).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>

Measuring belongingness in outdoor orientation programs

Outdoor orientation programs (OOPs) are reported to be successful at increasing students' feelings of belongingness. Currently only a handful of measures exist for assessing college students’ sense of belonging. This exploratory study examines three belongingness scales currently used in higher education assessing their effectiveness as measures of OOPs: the Student Belongingness Scale, the Workplace Belongingness Scale, and a one-question belongingness measure. The scales varied in their focus; for example, the Student Belongingness Scale measured perceptions of both peer belonging and institutional belonging. Researchers determined that scales focusing on belongingness to a small group provided the most useful data for OOPs. Management Implications: The findings of this study suggest managers of outdoor recreation programs consider ways to measure a sense of belongingness among participants as belongingness continues to grow as a measurement concept important to managers of outdoor recreation programs. Researchers recommend using an adaptation of the Workplace Belongingness Scale (renamed The Adventure Belongingness Scale) because the scale has both face validity and high correlations with the Behavioral Trust Inventory. The Student Belongingness Scale provides particularly useful data for assessing belongingness to institutions. Both scales should be considered to provide insight into the effectiveness of OOPs. The data for this study were collected via an online survey conducted in the fall of 2021.

How Do You Measure Up? Exploring students' perceptions of peer- and self- assessment

Self-and-peer assessments have been shown to be effective in improving the writing skills of ESL learners. In this study, 87 pre-diploma students at Universiti Teknologi MARA Cawangan Pulau Pinang completed a self-and peer-assessment checklist for an essay writing assignment. A survey and a focused group discussion of 5 students found that they felt the checklist helped them to be critical, independent, confident, and better organized when writing essays. Although some students found the checklist challenging and time-consuming, most of them felt that the checklist is beneficial and enjoyable to use.

Association between vision-related quality of life and mental health status in myopia children using various optical correction aids

PurposeTo evaluate the relationship between vision-related quality of life and mental health in myopia children with various optical aids. MethodsThis cross-sectional study enrolled children aged 8–13 years, exhibiting myopia ranging from −4.50 to −0.75 D, and utilizing various optical aids for correction. Full ocular examinations and completion of two questionnaires were performed. Vision-related quality of life was evaluated using the Paediatric Refractive Error Profile (PREP), and mental health status was assessed utilising the Screen for Child Anxiety Related Emotional Disorders (SCARED). Univariate and multivariate analyses were conducted to evaluate the association between vision-related quality of life and mental health status. ResultsThe study sample comprised 209 children with corrected myopia using single vision spectacles (100 [47.8 %]), soft contact lenses (66 [31.6 %]), and orthokeratology lenses (43 [20.6 %]). The mean age was 10.31 ± 1.65 y, and males accounted for 50.7 % of the sample. The distribution of demographic characteristics showed no significant difference among all correction types, except that the myopia duration was longer for orthokeratology lens wearers than those using spectacles (P=0.03). Contact lens showed clear benefits in almost all dimensions of vision-related quality of life, especially in appearance, satisfaction, activity and peer perceptions dimensions. The prevalence of anxiety disorders among spectacle wearers was 25.0 %, the highest among all groups. For myopia children with optical corrections, not being in the top 30 percent of their class rank, reporting lower PREP scores on symptoms, handling and peer perceptions dimensions were related with a higher prevalence of anxiety disorders. ConclusionsLower vision-related quality of life was associated with worse mental health status of myopia children with optical corrections. Identifying this association is crucial for protecting the mental health of myopia children and enhancing corrective measures.

Student perceptions of peer and faculty rapport in the online classroom: A qualitative study.

Student perceptions of peer and faculty rapport in the online classroom: A qualitative study.

Family Climate, Perception of Academic Achievements, Peer Engagement in Cyberbullying, and Cyber Roles among Adolescents

Cyberbullying is a disturbing form of behavior associated with the use of communication technologies among adolescents. Many studies have been devoted to cyberbullies and cyber victims, neglecting an important growing group: cyberbullies who are also cyber victims. Moreover, few studies refer to all cyberbullying roles and factors associated with them. Therefore, the goal of this study is to examine differences in family climate, peers’ engagement in cyberbullying, and perception of academic achievements among involvements in cyberbullying roles. Data are collected by telephone or face-to-face from a sample of 277 eleventh- to twelfth-grade students in Israel who are asked to participate in the survey. Cyberbullying roles are composed of two variables—cyberbullies and cyber victims, creating four groups: cyberbullies, cyber victims, cyberbullies-and-victims, and non-involved. Three types of family climate are measured: warmth, order and supervision, and conflict. Respondents report their perceptions of peers’ engagement in cyberbullying. At the personal level, gender, perception of academic achievements, and school absence are measured. Multinomial logistic regression findings show that boys are more likely to be cyberbullies and cyberbullies-victims than are girls; family conflicts increase the odds of being cyberbullies and cyber victims; and family warmth decreases the odds of being cyber victims and cyberbullies-cyber victims. Perception of peers’ engagement in cyberbullying increases the odds of being cyberbullies and cyberbullies-victims. Perception of academic achievements and school absence have opposite effects on cyber victims, the former increasing the odds of being cyber victims and the latter decreasing them. The results emphasize the role of family and peers in adolescents’ cyber behavior. Limitations and conclusions are discussed.

Identifying Domain-specific Opinion Leaders in Twitter (X): An Optimized Approach

The role of opinion leaders on Twitter to analyze and understand the diffusion of information cannot be overlooked. The coming of the information age and the advent of social networking platforms have not eliminated opinion leadership but rather led to the emergence of its new forms. In this line, this paper deals with organically identifying opinion leaders on Twitter, based on the list feature. The method relies on the meta-data of Twitter lists, containing semantic cues to infer the topical expertise of its members. Based on the studies that have already shown the effectiveness of this method, this paper further illustrates in detail how the method can be employed flexibly to identify highly influential Twitter users in any specific domain. In this regard, the method can be adapted to different research questions, allowing researchers to apply it to suit their specific objectives and data. This paper also presents a novel approach as to how influential Twitter users identified through Twitter lists can be ranked. The ranking index proposed is attentive to both vertical (public perception and engagement) and horizontal (peer perception) dimensions of information diffusion.

Digital social multitasking (DSMT) and digital stress among adolescents: A peer norm perspective

BackgroundDigital stress refers to the stress resulting from persistent use of digital media. Given its major implications for well-being, it is crucial to explore how the use of digital media would contribute to the stress. Drawing on the frameworks of DSMT (i.e., using a digital device during social interactions) and perceived peer norms, we explored whether and how perceived peer norms of DSMT and adolescents’ own DSMT were associated with digital stress. MethodAdolescents between the ages of 12 and 18 were recruited through the Qualtrics survey panels. A total of 2105 adolescents completed a one-time online survey (Mage = 15.39, S.D. = 1.82). ResultsPath analysis revealed that all three self-DSMT variables (level, positive self-perception, negative self-perception) were associated with higher digital stress, with level and negative self-perception having stronger associations than did positive self-perception. Furthermore, peer DSMT level was related to higher digital stress both directly and indirectly through all three self-DSMT variables. Positive peer perception of DSMT was indirectly related to higher digital stress through higher self-DSMT level and more positive self-perception of DSMT, but was related to lower digital stress through reduced negative self-perception of DSMT. Negative peer perception of DSMT contributed to higher digital stress both directly and indirectly by intensifying teens’ own negative perception of DSMT. Judging from the total-paths coefficients, all three peer norm variables were related to higher digital stress, with level having the largest coefficient, followed by negative peer perception and finally positive peer perception of DSMT. Discussion and conclusionAll three perceived peer norms of DSMT (level, positive perception, negative perception) had the potential to increase digital stress directly and/or via impacting teens’ own engagement in and perceptions of DSMT, with perceived peer engagement and negative peer perception being the greater risk factors. At the individual level, a similar pattern emerged—self-DSMT level and negative self-perception had noticeably stronger associations with digital stress than did positive self-perception.

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.

The Role of Native Speaker Peers on Language Learners’ Fear of Negative Evaluation and Language Anxiety

This study investigated graduate-level international students’ linguistic and learning experiences in classrooms predominated by native English-speaking (NES) students. The central objective was to discern the impact of NES students’ presence on the fear of negative evaluation experienced by international students speaking English as a second language in an American university. A survey was initially administered to 22 graduate-level international students, and five international students, distinguished by heightened levels of anxiety associated with negative evaluation in classrooms primarily dominated by NES students, were interviewed. The interview data were analyzed with domain analysis. The findings elucidated that international students’ fear of negative evaluation depended mainly on instructors’ practices and international students’ perceptions of NES peers’ attitudes. Moreover, the increased fear of negative evaluation adversely impacted their linguistic behaviors and overall engagement with instructional content. The findings implied a need for more inclusive and safe learning environments in graduate schools.

Residents' Perspectives of Pregnancy and Growing a Family During Surgical Training: A Review of the Literature.

As more female surgical residents choose to start families during training, concerns regarding program support and peer perceptions emerge. Delayed parenthood, stress, and even attrition can result from inadequate support systems. Database search (MEDLINE, PubMed, EMBASE) in June 2022 identified 17 relevant studies published between 2012-2022, including systematic reviews and qualitative surveys, focused on surgical residents/fellows and program directors. The thematic analysis explored themes related to supporting residents navigating parenthood. Thematic analysis of 17 studies (systematic reviews and qualitative surveys with residents/fellows and program directors) identified key recurring themes related to challenges experienced by surgical residents navigating parenthood. The themes includedmodified work schedules, mentorship programs, cross-coverage plans, lactation support, childcare options, and clear leave policies. By understanding these challenges and implementing tailored support strategies, surgical residency programs can foster a more inclusive and supportive environment for residents starting families. This can improve resident well-being, reduce attrition, and create a significantly more enjoyable training experience for all involved. This review aims to provide insight into residents' difficulties while pregnant or considering pregnancy and identify changes programs could implement to promote a more supportive culture for pregnant residents.

An Exploratory-Descriptive Analysis of Training Programs for Leadership in Health Research and Services in India.

There are several leadership training programs for health researchers in India. However, there is a need to develop context-tailored leadership and mentoring approaches. The objective of the study is to critically analyze the available leadership training programs in India for health researchers and service providers, for the leadership domains incorporated and overall training approaches. We used an exploratory-descriptive design to identify and review leadership training programs for health researchers and service providers/managers that had been offered by Indian institutions between 2013 and 2018. Our analytic approach was based on "transformational leadership" and "leader-member exchange" theories of leadership, curricula of popular leadership training programs worldwide, and the International Clinical Epidemiology Network model for leadership in health research in India based on a nationwide primary study. We identified and reviewed 20 leadership training programs. These were heterogeneous in aim, scope (broad-based/thematic), course content, design, target participants and class profile, mode of delivery and training method, duration, frequency, and fund arrangements. The programs infrequently included topics on soft skills, mentoring, risk mitigation, collaboration for research, funding dynamics, institutional transformation, self-view and peer perception, and personal well-being. The programs insufficiently addressed contextual challenges of career exploration and risk mitigation, project management, strategic planning, and decision-making, ethics and integrity, negotiations, networking and collaboration, understanding funding dynamics, and mentoring. Only three programs linked to the training to the participants' ecosystem. There is a need to develop customized course contents and training strategies that address the requirements of the local context vis-à-vis globally connected research ecosystems.

Typical Challenges Faced by Sub-Urban State Primary Schools Implementing Inclusive Education in Indonesia

The aim of this study was to determine the common obstacles that Indonesian state primary schools have in attempting to provide inclusive education since there are gaps between sub-urban with urban areas. The objects were five state primary schools in one supervisory area in Central Java, one of which was the appointed inclusive school in the area. The four focuses of the research were the physical facilities, teacher perceptions, peer perceptions, and parents’ perceptions. Questionnaires were used to collect data from the headmasters, teachers, peers and parents of children with special needs. The results indicated that peers and parents of children with disabilities tended to have positive attitudes towards children with disabilities. Teachers had positive attitudes towards children with disabilities, but not to inclusive education. Another significant challenge was the limited physical school facilities, including building accessibility. The implication of these findings is that the development of inclusive education in sub-urban areas in Indonesia needs to pay attention to the physical facilities and teacher training.

From heterogeneity to inequality: The impact of nationality diversity on leadership in multinational teams

This study distinguishes heterogeneity and inequality by exploring how nationality diversity influences leadership perceptions in multinational teams. Using two studies that assessed 105 (Study 1) and 40 (Study 2) teams comprising 4,120 and 2,180 dyads respectively, we find that nationality-based status influences leadership perceptions directly and indirectly through competence perceptions of higher-status peers. Nationality-based identity had no direct effect, but some evidence suggests an indirect effect on leadership that was mediated by warmth perceptions of culturally similar peers. These findings highlight nationality as a source of inequality beyond heterogeneity, elucidating the social perceptual paths that shape leadership in multinational contexts.

Influence of perceived peer behavior on engagement in self-damaging behaviors during the transition to university.

As students transition to university, they experience significant social changes that can affect their behaviors, including self-damaging behaviors like disordered eating, problematic alcohol/drug use, suicidal thoughts, and non-suicidal self-injury (NSSI). Building on prior work, we examined the associations between (1) perceptions of peers' engagement in self-damaging behaviors predicting one's own subsequent engagement in such behaviors (i.e., socialization) and (2) one's own engagement in self-damaging behaviors predicting perceptions of peers' subsequent engagement in such behaviors (i.e., selection). We also examined whether these associations were moderated by the source of influence (close peer/acquaintance) and degree of social disconnection experienced by the student. First-year university students (N = 704) were asked to complete seven monthly surveys. Multilevel models indicated that when students perceived their close peers had engaged in NSSI or suicidal thinking, they had seven times greater odds of future engagement in the same behavior, implying that socialization increases the risk of these behaviors among university students. Perception of acquaintances' NSSI also predicted greater odds of a student's own NSSI the following month. Social disconnection increased the likelihood of matching own behaviors to perceptions of acquaintances' alcohol abuse, highlighting the importance of fostering connections/mentors to reduce self-damaging behaviors on college campuses. Furthermore, when students engaged in alcohol abuse, they had almost four times greater odds of reporting that their acquaintances abused alcohol the following month, emphasizing the importance of the wider social network in alcohol use behaviors.