Current Search: Perry, Louise C. (x)
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(1 - 11 of 11)
- Title
- Children's perceptions of peer reactions to school-related behaviors and affect.
- Creator
- Garcia, M. Christina, Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
Children's (Grades 4-8) perceptions of peer reactions to academic performance, affect, and conduct were examined in relation to achievement outcomes as measured by school grades, achievement test scores, and peer-based behavioral and affect judgments. Both sexes thought same-sex peers were more supportive of academic performance in boys than in girls. The hypothesis that expectations of peer reactions are related to achievement was partially supported, especially for the younger male subjects...
Show moreChildren's (Grades 4-8) perceptions of peer reactions to academic performance, affect, and conduct were examined in relation to achievement outcomes as measured by school grades, achievement test scores, and peer-based behavioral and affect judgments. Both sexes thought same-sex peers were more supportive of academic performance in boys than in girls. The hypothesis that expectations of peer reactions are related to achievement was partially supported, especially for the younger male subjects, whose achievement was systematically related to perceptions about the reactions of the female peer group to other girls. Theoretical and practical implications of the research findings were discussed.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/15211
- Subject Headings
- Academic achievement, Motivation in education, Cognition in children, Self-perception
- Format
- Document (PDF)
- Title
- Developmental differences in young children's sex-typing: Automatic versus reflective processing.
- Creator
- Sung, Hung-yen Angela, Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
Social cognitive factors in early sex-role development were studied by examining judgments of toy appropriateness for boys versus girls under both speeded and delayed response conditions, used as indices of automatic and reflective gender-schema processing, respectively. Subjects aged 3 to 7 viewed photographs of sex-typed and neutral toys and indicated either immediately or after a 2.8 sec. delay who usually plays with them. A toy choice task assessed the children's own sex-typed toy...
Show moreSocial cognitive factors in early sex-role development were studied by examining judgments of toy appropriateness for boys versus girls under both speeded and delayed response conditions, used as indices of automatic and reflective gender-schema processing, respectively. Subjects aged 3 to 7 viewed photographs of sex-typed and neutral toys and indicated either immediately or after a 2.8 sec. delay who usually plays with them. A toy choice task assessed the children's own sex-typed toy preferences. Flexibility judgments (number of neutral responses) increased in a linear fashion with age to neutral-toy stimuli. In contrast, flexibility with respect to sex-typed toys was generally low. The prediction that automatic-mode processing would be more strongly related to children's own sex-typing than is their reflective-mode processing was supported only for 3-year-old boys, in whom automatic-mode stereotyped judgments of feminine toys were linked to strength of sex-typed toy preferences.
Show less - Date Issued
- 1993
- PURL
- http://purl.flvc.org/fcla/dt/14918
- Subject Headings
- Gender identity, Toys
- Format
- Document (PDF)
- Title
- Peer reputations and gender differences in academic self-concept.
- Creator
- Menon, Madhavi, Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
This study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most...
Show moreThis study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most influence on academic self-concept in school domains viewed as gender-normative and thus central to self-concept. MR analyses provided some support for this gender-congruency hypothesis, as it was primarily children's academic ability reputation in gender-congruent areas that was predictive of ability self-concept, and, influential with respect to perceived ability in normative domains. Contrary to expectations, peer affective reputation was more predictive with respect to gender-incongruent domains. Results were interpreted to suggest the dominance of gender-schema consistency concerns in relation to ability perceptions, but contrast effects in relation to school affect.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/13179
- Subject Headings
- Academic achievement--Evaluation, Educational evaluation, Group work in education, Students--Self-rating of, Academic achievement, Intelligence levels, Self-perception
- Format
- Document (PDF)
- Title
- Peer reputations as a determinant of gender differences in school outcomes: Evidence for domain-specific effects.
- Creator
- Gelman, Lisa Borga, Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
This study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of...
Show moreThis study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of boys' outcomes. Peer reputations were found to be predictive of school grades, but not of standardized test scores. Although ability reputations in most areas were predictive of grades for both sexes, modest gender differences were observed which were consistent with hypotheses. Results suggest that children's peer reputations may play an important role in their academic achievement, especially within domains most central to their gender identities. Implications and suggestions for future directions are discussed.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/13170
- Subject Headings
- Academic achievement--Evaluation, Educational evaluation, Intelligence levels, Group work in education
- Format
- Document (PDF)
- Title
- Relationships between theory of intelligence and academic performance in children: Domain differences in the influence of gender and self-esteem variables.
- Creator
- Sanders, Deborah., Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
This study examined domain-specific gender differences in children's domain specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was confirmed in that more highly sex-typed older girls endorsed more entity-like thinking in the math area. Higher achievement...
Show moreThis study examined domain-specific gender differences in children's domain specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was confirmed in that more highly sex-typed older girls endorsed more entity-like thinking in the math area. Higher achievement level was related to more incremental thinking, with gender and domain effects found only among low and not high achievers. Theory interacted with age level in influencing English grades. Also, in terms of examining the effect of perceived competency on academic performance, academic and domain competency but not global self-esteem related to school grades. It was found that girls associated feelings of global self-worth to achievement test scores.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fcla/dt/14781
- Subject Headings
- Intelligence levels, Academic achievement, Students--Self-rating of, Intellect
- Format
- Document (PDF)
- Title
- School affect and academic achievement in relation to expected self-, best friend, and peer-group reactions.
- Creator
- Ashley, Elizabeth A., Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
Children's (Grades 4-8) expected self, best friend, male and female peer groups' reactions to academic performance and school affect were examined in relation to academic outcomes as measured by achievement test scores, school grades, and peer-based performance and affect judgments. The main hypothesis that expected self-reactions would show the strongest relationship to school outcomes was supported for both sexes. Some evidence of best friend influences was found for girls, with best friend...
Show moreChildren's (Grades 4-8) expected self, best friend, male and female peer groups' reactions to academic performance and school affect were examined in relation to academic outcomes as measured by achievement test scores, school grades, and peer-based performance and affect judgments. The main hypothesis that expected self-reactions would show the strongest relationship to school outcomes was supported for both sexes. Some evidence of best friend influences was found for girls, with best friend reactions to positive affect in girl targets a positive predictor of achievement, and best friend reactions to positive affect in boy targets a negative predictor. Both boys' and girls' anticipated positive self-reactions to high academic performance in male (but not female) targets were strong predictors of children's own achievement scores and grades. Theoretical and practical implications of the research findings were discussed.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/15490
- Subject Headings
- Academic achievement, Age groups, Self-perception in children
- Format
- Document (PDF)
- Title
- Sex-role development in young children: Relationships to behavioral and attitudinal measures of parental gender schemas.
- Creator
- Morgan, Amy Kathryn, Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
Parental influence on their children's sex-role development was examined by assessing strength of parental sex-role stereotyping and comparing the results with similar data gathered previously from their children. Parents' gender-schema flexibility was measured by a computer task which required judgements of the gender-appropriateness of sex-typed occupations under both immediate- and delayed-response conditions. Three paper-and-pencil questionnaires measured parents' sex-typed attributes,...
Show moreParental influence on their children's sex-role development was examined by assessing strength of parental sex-role stereotyping and comparing the results with similar data gathered previously from their children. Parents' gender-schema flexibility was measured by a computer task which required judgements of the gender-appropriateness of sex-typed occupations under both immediate- and delayed-response conditions. Three paper-and-pencil questionnaires measured parents' sex-typed attributes, beliefs, and socialization practices. Evidence was obtained for the value of using an immediate-response requirement in future research. Parents gave significantly more sex-stereotyped responses in the immediate- rather than the delayed-response mode. Parental socialization practices were found to have the most links with their children's strength of sex-typing. Measures which distinguished between parental preference for their child's choice of same-sex items and disapproval of their child's choice of opposite-sex items were particularly sensitive.
Show less - Date Issued
- 1993
- PURL
- http://purl.flvc.org/fcla/dt/14924
- Subject Headings
- Sex role in children, Parental influences--Sexual behavior, Schemas (Psychology)
- Format
- Document (PDF)
- Title
- Gender differences in children's domain-specific theories of intelligence: Developmental effects upon academic performance.
- Creator
- Gaultney, Jane F., Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
This study examined gender differences in children's domain-specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was partially confirmed in that brighter girls endorsed incremental theory more strongly for the verbal than the math area. Incremental theory was...
Show moreThis study examined gender differences in children's domain-specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was partially confirmed in that brighter girls endorsed incremental theory more strongly for the verbal than the math area. Incremental theory was generally endorsed more by girls than boys, by more sex-typed than less sex-typed children, and by brighter than more average children. Interactions indicated the sex difference was strongest among less sex-typed bright children, and sex-typing differences greatest among bright boys. Theory of intelligence had little predictive value for academic performance. It was suggested that future research explore whether greater domain variation may occur in children with average intelligence than was evident here for a sample of generally above-average intelligence.
Show less - Date Issued
- 1989
- PURL
- http://purl.flvc.org/fcla/dt/14567
- Subject Headings
- Intelligence levels, Academic achievement, Students--Self-rating of, Intellect
- Format
- Document (PDF)
- Title
- Gender identity effects on school outcomes.
- Creator
- Sharif, Medeia., Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
Children's (Grades 4--8) gender identity was examined as a predictor of academic self-concept, achievement, attitudes, and conduct. Three gender identity components were assessed: (a) feelings of being typical of one's gender, (b) feeling content with one's gender assignment, and (c) feeling pressured to conform to one's gender. It was expected that gender typicality and contentedness would be positive influences, whereas felt pressure would be a negative influence. Results were partially...
Show moreChildren's (Grades 4--8) gender identity was examined as a predictor of academic self-concept, achievement, attitudes, and conduct. Three gender identity components were assessed: (a) feelings of being typical of one's gender, (b) feeling content with one's gender assignment, and (c) feeling pressured to conform to one's gender. It was expected that gender typicality and contentedness would be positive influences, whereas felt pressure would be a negative influence. Results were partially supportive, but showed that relationships varied substantially with child gender and the gender-normative relevance of a given academic domain (math vs. English). It was concluded that gender identity factors have importance not only for children's personal/social adjustment but also for their academic outcomes.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/12859
- Subject Headings
- Gender identity, Identity (Psychology) in children, Academic achievement
- Format
- Document (PDF)
- Title
- The relations of peer perceptions to children's academic achievement.
- Creator
- Ashley, Elizabeth A., Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
Two studies were conducted in which children's (Grades 3--8) perceptions of classmates' academic performance, school affect, and behavioral conduct were examined in relation to achievement outcomes as measured by standardized achievement test scores in language, mathematics, and science, and school grades in English, mathematics, and science. Study 1 was a longitudinal design and the main research question addressed was whether the way a child's peers perceive him or her with respect to...
Show moreTwo studies were conducted in which children's (Grades 3--8) perceptions of classmates' academic performance, school affect, and behavioral conduct were examined in relation to achievement outcomes as measured by standardized achievement test scores in language, mathematics, and science, and school grades in English, mathematics, and science. Study 1 was a longitudinal design and the main research question addressed was whether the way a child's peers perceive him or her with respect to school characteristics would be related to children's academic outcomes concurrently, and one year later. Support was found for several hypotheses advanced. Peers' perceptions were related to children's concurrent achievement test scores and school grades. Peers' perceptions were also generally predictive of the following year's school grades. Domain differences were found in that peers' perceptions of academic performance were more strongly predictive than affect or conduct domain judgments. Peers' perceptions were also more strongly related to school grades than to achievement test scores. The second study continued the examination of peers' perceptions with additional perceptions measured from children's self-judgments and teachers' ratings. In Study 2, the main question explored was whether peers' perceptions of children's academic qualities would be predictive of children's concurrent achievement outcomes beyond children's self-perceptions and teachers' perceptions. Results showed that even after controlling for both self and teacher judgments, peers' perceptions were strongly related to all school grades. Theoretical and practical implications of the research findings were discussed and suggestions for future research were offered.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11988
- Subject Headings
- Academic achievement, Social perception in children, Age groups, Achievement motivation in children
- Format
- Document (PDF)
- Title
- The role of affect in achievement motivation: Peer versus self perceptions.
- Creator
- Krawczyk, Janet M., Florida Atlantic University, Perry, Louise C., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The role of affect in children's (Grades 3-8) achievement motivation was assessed using peer-, teacher-, and self-report measures of perceived academic ability, affect, and conduct. Relationships between the measures and three types of achievement test scores were studied by correlational analyses as were associations with grade point average in the 6th-8th grade sample. The hypothesis that peer- and teacher reports of children's ability, affect, and conformity are related to children's...
Show moreThe role of affect in children's (Grades 3-8) achievement motivation was assessed using peer-, teacher-, and self-report measures of perceived academic ability, affect, and conduct. Relationships between the measures and three types of achievement test scores were studied by correlational analyses as were associations with grade point average in the 6th-8th grade sample. The hypothesis that peer- and teacher reports of children's ability, affect, and conformity are related to children's achievement was supported and indicated that others' perceptions may be more significant than self-reports in this respect. The independent contribution of children's affect to achievement motivation was demonstrated for older children for the grade point measure. Pervasive gender differences were observed, and implications for future research on self-presentation factors were discussed.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/15035
- Subject Headings
- Achievement motivation in children, Failure (Psychology) in children, Motivation (Psychology) in children
- Format
- Document (PDF)
