Children's Responses to Touch‐a questionnaire study

Neill, Sean

doi:10.1080/0141192910170206

Cited by 2 publications

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“…Version II (SDQ II) is for secondary schools and is used for early to the middle adolescents. Neill (1991) noted that the overall rating of SDQ II is 8/10. Version III (SDQ II) is basically for late adolescents and young adults.…”

Section: Instrumentationmentioning

confidence: 99%

Impact of Gender Stereotype on Secondary School Students’ Self-Concept and Academic Achievement

2015

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The aim of the study was to investigate the influence of gender stereotype as a predictor of secondary school students' selfconcept and academic achievement. The study was guided by four purposes, four research questions, and four hypotheses. The study adopted ex post facto design. The research sample was drawn from eight government/public senior secondary schools in Udi education zone. Nine schools were randomly selected from the 227 schools. A total of 342 senior secondary II school (SSII) students made up the sample of the study. A 20-item students' stereotype self-concept questionnaire (SSSCQ) was adapted from Marsh's Self Descriptive Questionnaire II (SDQII), and a 10-item students' mathematics achievement test (SMAT) was developed by the researchers after reviewing related literature. This was done with the help of experts in the areas. The instruments were face and content validated and used for the collection of data. In analyzing the data, mean and standard deviation were used in answering the research questions while a t test was used in testing the four hypotheses. The findings of the study indicate that gender stereotype has significant influence on students' self-concept and academic achievement in favor of the male students. On the other hand, school location has significant influence on academic achievement of students but has no significant influence on students' self-concept.Keywords self-concept, gender, gender stereotype, academic achievement 2 SAGE Open is associated with the development of beliefs concerning the traits supposedly possessed by most members of a society. It is an exaggerated belief that members of a group have certain traits that are peculiar to them. This implies that the impact of stereotype tends to change the individual's perception of reality over a period of time. Stereotypes are widely held beliefs about the character and behavior of all members of a group. Stereotyping is the perception, clarification, and assessment of social objects (events) on the basis of specific notion (Ramalingam, 2006). A stereotype is a rigid, simplistic caricature of a particular group of people, which in one way or the other can affect individuals by limiting them on their academic achievement (Kauchak & Eggen, 2011). From this evidence, it is possible that stereotype might limit children from pursuing their career choices. Stereotype becomes a problem when forces in schools and the society limit the academic potential of either male or female. According to Francis and Skelton (2005) and Wessel (2005), gender stereotypic views create negative influence on children in their choice of career decision, and females are less likely to study engineering and computer sciences than males. Therefore, there are some indications that gender stereotype can influence individuals' academic perceptions and achievement.Ryan and Adams (1999) developed a general model called the "family school relationship" (FSR). They proposed that those features of the child or family that have the most immediate co...

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Section: Instrumentationmentioning

confidence: 99%

Impact of Gender Stereotype on Secondary School Students’ Self-Concept and Academic Achievement

2015

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“…χειραγώγηση των παιδιών και στην παιδικομία. Σύμφωνα με τα ερευνητικά συμπερά σματα τουNeill (1991b) η αποτελεσματική χρήση του αγγίγματος εξαρτάται από το πως, που, πότε και από ποιον αγγίζεται το παιδί. Το γεγονός αυτό επισημαίνουν και οι Κοντάκος & Πολεμικός (2000:68) αναφέροντας ως βασικές παραμέτρους για τη σημασία της επαφής: α) το αγγιζόμενο μέρος του σώματος, β) τη διάρκεια και Η συστηματική έρευνα αναφορικά με τις επιδράσεις της σωματικής επαφής στην ψυχοκοινωνική ανάπτυξη του ανθρώπου ξεκίνησε, ουσιαστικά, το 1958 με μια σειρά μελετών του Harlow και των συνεργατών του (Παπαδάκη-Μιχαηλίδη, 2002), οι οποίοι πειραματίστηκαν με πιθήκους, όπως προαναφέρεται (βλ.…”

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Παιδαγωγική Επικοινωνία

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If the general concept in communication consists of the trestle of human civilization, then into educational areas of which communication takes place and especially into Nursery school consisting of the quintessence interaction relationship creation; by this meaning communication could be characterized as "pedagogical".The pedagogical (or such known as educational) communication as apart from sweeping communication spectrum includes special features which takes place by development of verbal and especially a non verbal communication way. Human communicative possibilities by development of non verbal counterpart behaviors are so multiformed that could create an optimal communication code which is usually named "body language". Indicatively our interesting focus on tactile/haptic behavior which consists of a non verbal communication dimension, often such insensible as significant too, while it is related to touch, which is considered to be the mother of all senses. So, our care is versatile distinction of pedagogical touch significance as a structural element of tactile/haptic behavior in contact face-to-face interaction of Nursery school area. This effort through most valuable communication's models and theories.More effected factors for communication possibilities and relationship developments in Nursery school interaction are under our surveillance and are distinct also into two main keystones: (a) inanimate keystone, whereas this includes all material and technical school substructures and (b) animate keystone, means the pedagogical existence of a Nursery school teacher and the communicative potentiality of preschool nurseries. 1.5. Μέσα πραγμάτωσης της μη λεκτικής επικοινωνίας υπό την ευρύτερη έννοια 75 1.6. Φαινόμενα φωνητικής μη λεκτικής επικοινωνίας 76 1.7. Δίαυλοι πραγμάτωσης της μη φωνητικής μη λεκτικής επικοινωνίας 78 1.7.1. Κινητικοί, φυσιοχημικοί και οικολογικοί δίαυλοι της μη λεκτικής επικοι νωνίας 79 1.7.1α. Η αφή και η σωματική επαφή ως φυσιοχημικοί δίαυλοι της μη λεκτικής επικοινωνίας 81 Κεφάλαιο 2ο : Παιδαγωγική επικοινωνία 85 2.1. Το γενικό πλαίσιο της επικοινωνίας στο νηπιαγωγείο 85 2.2.1. Από τον οικογενειακό χώρο στο χώρο του νηπιαγωγείου, ως παράγοντα επί δρασης των επικοινωνιακών δεξιοτήτων των νηπίων 87 2.2.2. Η υλικοτεχνική υποδομή του νηπιαγωγείου ως παράγοντας διαμόρφωσης επικοινωνιακού πλαισίου 89 2.3. Το αναλυτικό πρόγραμμα ως παράγοντας διαμόρφωσης κατάλληλου επικοινω νιακού κλίματος στο νηπιαγωγείο 95 2.4. Η πραγμάτωση της επικοινωνιακής διαδικασίας μέσα από τις θεμελιώδεις παιδαγωγικές δραστηριότητες στο χώρο του νηπιαγωγείου 100 2.5. Ο ρόλος των νηπιαγωγών στην ανάπτυξη των επικοινωνιακών ικανοτήτων των νηπίων 103 2.5.1. Οπτική επαφή και επικοινωνία στο νηπιαγωγείο 120 2.5.2. Η επικοινωνία στο νηπιαγωγείο με εκφράσεις του προσώπου και κινήσεις των χεριών και του σώματος 122 2.5.3. Η διαπροσωπική απόσταση στην επικοινωνία νηπιαγωγού και νηπίων 124 2.5.4. Η χρήση της φωνής και των παραγλωσσικών φαινομένων στην επικοινωνία νηπιαγωγού και νηπίων 127 2.5.5. Η συνολική παρουσία και η παι...

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Children's Responses to Touch‐a questionnaire study

Cited by 2 publications

References 16 publications

Impact of Gender Stereotype on Secondary School Students’ Self-Concept and Academic Achievement

Impact of Gender Stereotype on Secondary School Students’ Self-Concept and Academic Achievement

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