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One of the factors causing early marriage is the lack of information received by teenagers. The purpose of this study was to determine the effect of BESAN (Buletin Penmasaan Usia Pernikahan) on knowledge, perception and behavior of maturing age of marriage. This type of research is a quasi-experiment with a pre-post without control group design. Samples were taken by accidental sampling of 113 teenagers. The results showed a significant increase in knowledge, perception and behavior of maturing marriage after using the bulletin, p = 0.000 (p <0.05). [ABSTRACT FROM AUTHOR]

Informed consent presupposes competence and represents a formal decision by an informed person who has the legal capacity to accept medical action or participate in research. Our aim was to analyze the perceptions of minors and their parents about the age at which they consider that a minor is competent for making health decisions. A descriptive observational study was carried out in 302 minors between 12 and 17 years of age undergoing elective surgery, and 302 parents (range 30 to 62 years). Two semistructured questionnaires were designed, one for the minors and the other, for the parents. A total of 20.1% of minors and 31.1% of parents believe that patients should not make decisions related to their health until they are 18 years old. A total of 74.9% of the minors surveyed consider that from 16 years of age, the minor is empowered to make decisions. In parents, this percentage is 60%. In the pediatric setting, each case and situation must be examined individually to determine if the minor meets the condition of maturity to decide. The ideal is to promote the minor's participation in decision-making, giving them the opportunity to participate in the process in a manner appropriate to their capacity. [ABSTRACT FROM AUTHOR]

Background: With the beginning of the 21st century, the necessity of transformation in education has become clear to everyone, and technology is the starting point of this transformation. The current research was conducted with the aim of investigating the relationship of e-learning with the perception of a constructive environment with the mediating role of learner and teacher abilities in high schools of Kerman city. Methods: This correlational study was performed using structural equation model between from 2021 to July 2020. The samples were 150 high school principals, experts, teachers, and students of Kerman city high schools in 2021 who were selected via convenience sampling. of these, 30 were experts and school teachers, and 120 subjects were high school students. The research tool was a 45-questions researcher-made questionnaire of the factors related to the enrichment of online education and a questionnaire of the perception of the constructivist learning environment based on the facts and Karsheki (2014). The face validity of the researchermade questionnaire was confirmed based on the experts' opinions, and the exploratory factor analysis confirmed the 4-factor structure of the questionnaire. The reliability of the questionnaire was confirmed based on the calculation of Cronbach's alpha coefficient. Data analysis was done using structural equation modeling method in AMOS software. Results: Using structural equation modeling, the relationship between family structure, educational system, learner ability, teacher ability, and perception of constructivist learning environment was investigated. The values of path coefficients and indirect effects showed that family structure with path coefficient (0.45) and educational system with path coefficient (0.18) indirectly influenced the perception of constructivist environment through the ability of the students. Also, the educational system with path coefficient (0.26) indirectly influenced the perception of constructivist environment through the teacher's ability. The mean and standard deviation of the sample group's scores in the variables of learner ability, teacher ability, and perception of constructivist learning environment were 27.39 and 4.10, 21.37 and 4.08, and 79.05 and 7.79, respectively. These variables included different dimensions that had a score range between 2 to 10, 2 to 4, and 10 to 50. Conclusion: Designing and managing various processes of the online learning system, keeping in mind the empowerment of various dimensions related to this system, namely knowledge, learner, teacher, and family. [ABSTRACT FROM AUTHOR]

The article discusses how young children respond to social robots and the potential implications of using these robots in early childhood education. It explore the interactions between young children and social robots, including their perceptions and expectations of these machines. It further highlights that young children may anthropomorphize social robots, attributing human-like qualities and emotions to them.

The purpose of this research is to test the influence of competence on career management perception, career adaptability to impact career success. Using these variables, the use of these variables is able to solve the problems arising withinJunior Engineerand Junior Process Engineeroil and gas company in Indonesia Statement of this problem is how to increase career success?. The sample size of this research is 189Junior Engineerand Junior Process Engineeroil and gas company in Indonesia. Using the Smart PLS. The results show that competence in career management perception, career adaptability to impact career success.The effect ofcompetenceon e career success is significant;the effect ofcompetenceon career management perception are significant;the effect ofcompetenceon career adaptability are significant;the effect ofcareer management perception on career success is significant;the effect ofcareer adaptabilityon career success are significant. [ABSTRACT FROM AUTHOR]

Perception is a central means by which we come to represent and be aware of particulars in the world. I argue that an adequate account of perception must distinguish between what one perceives and what one's perceptual experience is of or about. Through capacities for visual completion, one can be visually aware of particular parts of a scene that one nevertheless does not see. Seeing corresponds to a basic, but not exhaustive, way in which one can be visually aware of an item. I discuss how the relation between seeing and visual awareness should be explicated within a representational account of the mind. Visual awareness of an item involves a primitive kind of reference: one is visually aware of an item when one's visual perceptual state succeeds in referring to that particular item and functions to represent it accurately. Seeing, by contrast, requires more than successful visual reference. Seeing depends additionally on meta‐semantic facts about how visual reference happens to be fixed. The notions of seeing and of visual reference are both indispensable to an account of perception, but they are to be characterized at different levels of representational explanation. [ABSTRACT FROM AUTHOR]

We investigated how and when individuals transform existing cross‐group interactions into more positive attitudes towards outgroups. Specifically focusing on the context of Syrian immigration to Turkey, we examined whether native children's cross‐group friendship self‐efficacy beliefs—the perception of their abilities about building successful cross‐group interactions—moderated the direct and indirect associations between cross‐group friendship quantity (measured by the number of Syrian friends), cross‐group friendship positivity and negativity, and attitudinal outcomes (outgroup attitudes, intergroup anxiety, and social distance). Analyses of correlational data (5th graders, N = 746) demonstrated that direct and indirect (through cross‐group friendship positivity) associations between cross‐group friendship quantity and positive intergroup outcomes were stronger among children who held greater self‐efficacy beliefs. Importantly, quantity of such friendships was related to more negative intergroup outcomes through negative contact experiences among children who reported lower self‐efficacy beliefs. Theoretical implications of the findings and possible interventions targeting self‐efficacy beliefs in intergroup contact strategies were discussed. [ABSTRACT FROM AUTHOR]

Today, psychological health is a significant health concern. For this reason, it has been deemed essential to investigate how physical activity (PA) and sports can enhance psychological well-being (PWB). Consequently, this study aims to examine and comprehend how young adults perceive PWB through PA. This study's sample consists of 34 participants between the ages of 23 and 28. All participants in this study responded to semi-structured questionnaires that included photo-elicitation as a research technique. Young adults perceived physical activity and sports as a place to cultivate their PWB by emphasizing personal development, life purpose, and social relationships. In addition, the data analysis produced new dimensions such as liberty, self-assurance, and personal equilibrium. This study provides further information that will assist policymakers and researchers in developing effective PWB and mental health promotion programs and strategies for young adults and adolescents. [ABSTRACT FROM AUTHOR]

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The day-to-day environment surrounding the child influences its physical, social, and emotional wellbeing. The study was conducted to understand how the perception of children and their parents about the outdoor play spaces influences their outdoor participation. Face-to-face interviews with parents, a walk-along interview with children and audit of public open space were conducted in different neighbourhoods in the city of Pune (India) which differed in social and spatial characteristics. This paper suggests a conceptual framework that defines the setting of participation and factors influencing the motivation of participation in the outdoor environment. The quantitative study of parents' interviews and qualitative analysis of children's sketches highlight different aspects like play and mobility range, open space visitation, activities of children, spatial qualities of the open space and perception of children and their parents. The findings brought forth difference in parents and children's perception of risk in open spaces. [ABSTRACT FROM AUTHOR]

Human life that is collective and diverse on the one hand, but complex and chaotic on the other, is largely experienced in metropolitan cities owing to a significant amount of migration. Istanbul can be defined as a city that constantly witnesses massive influxes of migration and ultimately becomes socially heterogeneous. It was hypothesized in this study that the multilayered urban character of the city affects the perceptions of city-dwellers, especially children. As such, the study focused on the perceptual differences of children living in socially diverse urban settings, and a comparative analysis was conducted to reveal the children's environmental perceptions regarding their nearby home environments. This case-study-oriented research was conducted with 11-year-old children from two subcommunities both located in the periphery of Istanbul: one from a gecekondu settlement on the fringes of Istanbul, and the other, a planned residential settlement (PRS). The methodology was based on the representations by the children since this methodology has the potential to present an understanding of spatial perception through both quantitative and qualitative dimensions. A representation of children's houses with their immediate surroundings was requested from the children so that two different cognitive map datasets were obtained regarding two diverse subcommunities. Significant results were obtained in the study, in which gender and settlement type were used as independent variables. As a result, it was revealed that the girls were more inclined to draw their own rooms, were more focused on indoor spaces and were further apt to draw the domestic appliances. When the results were evaluated depending on the settlement type variable, it was revealed that those living in PRS represented indoors more and were specifically focused on their own rooms, while those living in gecekondu settlement tended to draw domestic appliances and outdoor spaces more. [ABSTRACT FROM AUTHOR]

The peritraumatic response of children during incidents of child sexual abuse (CSA) is a neglected construct in the literature. Despite the widespread use of the fight-flight-freeze model, recent studies have shown that in the unique context of child abuse, additional peritraumatic responses could be relevant. The current mixed-methods study examined children's peritraumatic responses to CSA. The sample consisted of 249 forensic interviews with children aged from 4 to 13 years. An initial qualitative analysis resulted in identifying various ways in which the children responded to the abuse, the children's decision-making around these responses, as well their perceptions of their response. This analysis was followed by quantitative analyses, which explored the frequency of these peritraumatic responses and their correlation with the characteristics of the children and abuse. Six peritraumatic response categories were identified, the most common being fight, flight, and fear. Only ethnoreligious identity was significantly correlated with the fight-or-flight response, with a significantly lower frequency among Muslim and ultra-Orthodox Jewish children. Frequency of abuse and perpetrator familiarity were correlated with the frequency of the fight-or-flight response, indicating that the latter was less relevant in reoccurring incidents of abuse and with perpetrators who were family members. The findings promote the conceptualization of children's peritraumatic responses during incidents of abuse and the realization of the crucial role of children's ecological systems in their peritraumatic responses to incidents of abuse. [ABSTRACT FROM AUTHOR]

This article develops and tests a new theoretical framework, gendered political socialization, which offers important insights into how children perceive gender in politics and the consequences of these perceptions on sex differences in political interest and ambition. Based on data from 1,604 children who live in four different regions across the United States, we find that children not only perceive politics to be a male-dominated space, but with age, girls increasingly see political leadership as a "man's world." Simultaneously, as children grow older, they internalize gendered expectations, which direct their interests toward professions that embody the gendered traits that fit with their own sex. One result of this mismatch between women and politics is that girls express lower levels of interest and ambition in politics than do boys. [ABSTRACT FROM AUTHOR]

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by cognitive deficits associated with attention. Prior studies have revealed the potential impact of ADHD on basic perception and cognitive ability in patients with ADHD. In this study, bilateral posterior P1 and N1 were measured in 122 Chinese children aged 7–12 years (64 with ADHD) to investigate the developmental characteristics of early perception during visual processing in school‐age children with ADHD. For children with ADHD, a larger P1 activity with an atypical developmental pattern was evoked and observed for the visual search performance. These findings offer new insights into the mechanisms of cognitive developmental deficits and intervention techniques in children with ADHD. [ABSTRACT FROM AUTHOR]

We examined the influence of prior expectations on 4- to 10-year-olds' and adults' preferences and emotions following an undesirable outcome (N = 205, 49% female, 51% male; 6% Asian, 1% Black, 13% Hispanic/Latino [non-White], 57% White, 18% multiracial, and 5% another race/ethnicity; 75% with a college-educated parent). Participants attempted to win a chance game with multiple prizes; the worst prize being a pencil, The game was rigged so that half of the participants lost, and the other half won. Regardless of the game outcome, everyone received a pencil. For winning participants (high-expectation condition), the pencil was worse than the prize they expected; whereas for losing participants (low-expectation condition), the pencil was better than the "nothing" they expected. Participants rated how much they liked and felt about the pencil preoutcome, postoutcome, when imagining having held an alternative prior expectation, and after learning that everyone received a pencil. Results showed that 6- to 10-year-olds and adults with low (vs. high) expectations liked the pencil more, with emotion ratings trending in the same direction. Prior expectations did not influence younger children's affective experiences. More participants with low (vs. high) expectations also expressed a positive outlook about the pencil, which increased with age and correlated with higher postoutcome emotions. More adults than children explained emotions as caused by thoughts, and only adults consistently reasoned that their preferences and emotions would have differed had they held alternative prior expectations. Once knowing that everyone received a pencil, 6- to 10-year-olds and adults liked the pencil more and felt better. [ABSTRACT FROM AUTHOR]

This study examined perceived parental psychological control in early adolescence as a critical stressor likely to be associated with lower levels of adaptation into mid-adulthood. A diverse sample of 184 adolescents was followed from age 13 through 32 to assess predictions to adult adaptation. Perceived parental psychological control at age 13 predicted relative decreases in observed support, lower likelihood of being in a romantic relationship, and lower academic attainment (after accounting for grade point average at baseline) by age 32. Many outcomes were mediated by lower levels of psychosocial maturity and peer acceptance in mid-adolescence. Overall, results suggest that perceived parental psychological control in early adolescence potentially undermines autonomy so as to lead to less favorable outcomes well into adulthood. [ABSTRACT FROM AUTHOR]

Helping has many positive consequences for both helpers and recipients. However, in the present research, we considered a possible downside to receiving help: that it signals a deficiency. We investigated whether young children make inferences about intelligence from observing some groups of people receive help and other groups not. In a novel group paradigm, we show that children (4-6 years) think groups that receive help are less smart (n = 44) but not less nice (n = 45). Children also generalized their inferences about relative intelligence to new group members (n = 55; forced-choice-method). These results have implications for understanding how children develop stereotypes about intelligence as well as for educational practices that group children according to their ability. [ABSTRACT FROM AUTHOR]

In this article, I describe the psychoanalysis of a girl on the Autisto-Psychotic Spectrum and her struggle to emerge out of a severe autistic pathological organisation. At the beginning of her analysis, the girl was in a state of autistic confusion, which was manifested as a sensorial lack of colour differentiation. Following interpretative working-through of her deep anxieties-of-being, she established a sensorial-emotional 'wall', leading to a consolidation of a previously precarious primary splitting. This, in turn, led to a better capacity for emotional perception and differentiation. Further interpretation of her paranoid-schizoid anxieties enabled a gradual emergence of relatedness, communication, concern, and some integration and reparation. Moreover, as the girl's linking functions, psychic space, object relations and integration improved, her sensory, perceptual and motor skills and integrative capacities improved as well. She eventually emerged into the emotional and sensorial 'land of colours'. Thus, psychoanalytic psychotherapy, with its linking and mantling functions, proved to be indispensable for both her development, as well as for structural changes in her sensory-perceptual experience. [ABSTRACT FROM AUTHOR]

The aim of this study is to explore how children bring together motor processes, language and perception when embodying emotional states (Condition 1) versus factual events (Condition 2) through the story characters of 'Little Red Riding Hood'. Children aged 3–4 years (N = 33) were observed while enacting each story-character through adult-initiated sessions. Findings showed that when children embodied the characters with emotional implications, they spent more time, they indicated higher frequencies of motor skills (criteria adapted from Castañer et al. [2009. "Identifying and Analyzing Motor Skill Responses in Body Movement and Dance." Behavior Research Methods 41 (3): 857–867]) and they were more likely to use emotions in their discussions. Such findings have implications for practice. [ABSTRACT FROM AUTHOR]

Video games, along with other types of violent media, are heavily consumed by young people. Concern over the effects of violent video game content on child development has led to the establishment of a ratings system to help parents understand and manage video game consumption. However, it is unclear just how effective or diagnostic these ratings are for the intended audience. In this paper, we examine video game rating perceptions and suggest that "desensitizing" may influence young people's perceptions of ratings, while prior experiences may create perceptual biases that influence how rating information is perceived by adults. Further, we show that certain rating content descriptors may strengthen perceptual biases, suggesting a need to reevaluate the current video game rating system. [ABSTRACT FROM AUTHOR]

Background: Parent-report and child perception of familial support for weight-related behaviors may not be congruent. This research explores whether parent-report or child perception is more strongly associated with child-reported physical activity and television (TV) use. Methods: Elementary school children (n = 73) participating in Ready. Set. ACTION!, a theater-based obesity prevention pilot program in Saint Paul, MN, and their parents completed surveys assessing familial support for physical activity and limitations on TV use in fall 2006. Paired t tests examined congruency between parent-report and child perception. Linear regression models adjusted for sociodemographics explored the associations between familial support and child-reported behavior. Results: Levels of agreement between parent-report and child perception for support for physical activity and limitations on TV use were approximately 70%. Compared with parent-report for physical activity support, child perception was more strongly associated with child physical activity (β = .17, P = .02). Neither parent-report nor child perception for support for limitations on TV use was associated with child TV use. Discussion: Although parent-report and child perception of familial support for physical activity and to limit TV use were similar, child perception was more strongly associated with child physical activity behavior. More research, probably qualitative, is needed to examine how parents and children define and perceive parental support. [ABSTRACT FROM AUTHOR]

The author focuses on the challenge in assessing the accuracy of a child's rate perceived exertion (RPE). Perceived exertion relates to an interplay between how difficult an exercise task feels which is moderated by psychological and situational factors. He mentions the use of experiential and memory recall strategies.

Relatively little is known about the ways in which children understand and perceive how they learn tasks or skills in physical education classes. The purpose of this study was to use a constructivist framework to explore how children express their experiences, thoughts, and feelings about how they learn in physical education classes. A variety of methods (semistructured interviews, draw and write exercises, and focus groups) were used to examine how 29 children, aged 11-13, perceived assigned tasks. Results indicated that these children could express themselves in a limited way about their learning experiences and that each method yielded similar and different information. We discuss the implications of these findings for research methodology and quality instruction in physical education. [ABSTRACT FROM AUTHOR]

This study examined the relationships among goal orientations, perceptions of the motivational climate, and perceived competence of children with movement difficulties in Grades 4 to 6. Participants were 65 children (23 buys and 42 girls) with movement difficulties and 111 children 145 boys and 66 girls) without movement difficulties. The latter group was used only in the preliminary analyses investigating validity and reliability of instruments for use in this study. Instruments included a measure of situationally specific perceived competence, a modified version of the Task and Ego Orientation in Sport Questionnaire (Duda, 1989). and a modified version of the Perceived Motivational Climate in Sport Questionnaire (Seifriz, Duda, & Chi, 1992). Results of structural equation modeling analysis generally supported the hypothesized model of relationships, based on Nicholls' (1989) achievement gout theory, The findings suggest that physical education classes emphasizing a mastery motivational climate may result in higher perceived competence in children with movement difficulties. [ABSTRACT FROM AUTHOR]

What are the factors that render environmental concerns salient in people's lives, and under what conditions do people make connections between an abstract concept such as climate change and concrete experiences in their own daily circumstances? Taking as our focus ethnographic work with children in several different ethnographic settings (Barrow, Alaska; Oaxaca, Mexico; Tuv aimag and Uvurkhangai aimag, Mongolia; and East Anglia, United Kingdom), we explore how the children come to articulate environmental knowledge as a process of "figuring out" and the extent to which the children engage with the changing climate as a matter of concern. The paper provides an ethnographic account of the main themes that emerged in each region, before developing a comparative discussion of some key factors that gave shape to how climate change comes to matter in the lives of the children. Three dimensions are explored: the effect of climate change on livelihoods and the proximity of children's experience to those livelihoods, the political salience of the narrative of climate change, and the temporal depth invoked by the environment. [ABSTRACT FROM AUTHOR]

Relying on a nudge—a simple, non-paternalistic tool that spontaneously triggers behaviours in a volitional, predictable and expected way—as an education instrument, and more particularly relying on social labelling, this paper demonstrates that an extremely frugal protocol can foster children's intentions to behave pro-environmentally. In an experiment conducted among 115 children (aged between 7 and 12 years), whose gender and levels of environmental perception before the experiment were controlled for, we show that applying an 'eco-friendly' label is sufficient to trigger more subsequent intentions to behave ecologically than what was observed in the control group. We also provide evidence that the most effective age for using this nudge is above 10. Our results show that the intentions to behave ecologically persist a week after labelling. This on-going effect suggests that the influence of social labelling is not limited to the immediate response. An ethical discussion on the issue closes the paper. [ABSTRACT FROM AUTHOR]

Children (N = 267, ages 8-14 years, M = 11.61 years, middle to upper-middle income) made predictions regarding groups of same-aged peers from high-wealth and low-wealth backgrounds. The context involved granting access to a special opportunity. From middle childhood to early adolescence children increasingly expected both high- and low-wealth groups to want access to opportunities for their own group. However, children viewed high-wealth groups as motivated in part by selfishness and low-wealth groups as concerned in part with broader economic inequality. Finally, the higher children's family income, the more they expected group-serving tendencies. These findings revealed children's perceptions of exclusive preferences between economic groups, negative stereotypes about high-wealth children, and awareness of some of the constraints faced by low-wealth children. [ABSTRACT FROM AUTHOR]

The uncanny valley posits that very human-like robots are unsettling, a phenomenon amply demonstrated in adults but unexplored in children. Two hundred forty 3- to 18-year-olds viewed one of two robots (machine-like or very human-like) and rated their feelings toward (e.g., "Does the robot make you feel weird or happy?") and perceptions of the robot's capacities (e.g., "Does the robot think for itself?"). Like adults, children older than 9 judged the human-like robot as creepier than the machine-like robot-but younger children did not. Children's perceptions of robots' mental capacities predicted uncanny feelings: children judge robots to be creepy depending on whether they have human-like minds. The uncanny valley is therefore acquired over development and relates to changing conceptions about robot minds. [ABSTRACT FROM AUTHOR]

This study experimentally investigated whether exposing children to a television advertisement for a high sugar cereal that depicts physical activities influences their perceptions of the promoted food and activities differently than exposure to an advertisement for the same product without the depiction of physical activities. Children aged 5 to 6 and 10 to 11 years (N = 136) were compared to reveal age differences in responses to this marketing practice. Exposure to the advertisement depicting physical activities had an immediate strengthening effect on all children's perceptions of the food's healthfulness as well as younger children's attitudes toward the product. The ability to recognize juxtaposed beliefs regarding a product's healthfulness protected children from some of the influence of this marketing strategy. [ABSTRACT FROM AUTHOR]

This study tracked the long-term effect of perceptual individuation training on reducing 5-year-old Chinese children's (N = 95, Mage  = 5.64 years) implicit pro-Asian/anti-Black racial bias. Initial training to individuate other-race Black faces, followed by supplementary training occurring 1 week later, resulted in a long-term reduction of pro-Asian/anti-Black bias (70 days). In contrast, training Chinese children to recognize White or Asian faces had no effect on pro-Asian/anti-Black bias. Theoretically, the finding that individuation training can have a long-term effect on reducing implicit racial bias in preschoolers suggests that a developmentally early causal linkage between perceptual and social processing of faces is not a transitory phenomenon. Practically, the data point to an effective intervention method for reducing implicit racism in young children. [ABSTRACT FROM AUTHOR]

Lack of awareness of one's negative social reputation is linked to aggressive behavior among older school-age children. The present study extends this research to the first year of elementary school. The first goal was to compare generalized and dyadic perspectives in studying discrepancies between children's actual and perceived rejection. The second goal was to determine whether discrepancies between actual and perceived rejection are related to sociometric status. The third goal was to examine whether discrepancies between actual and perceived rejection are related to aggressive behaviors at school. Actual peer rejection was measured with peer negative nominations, perceived peer rejection with students' self-ratings and meta-perceptions, and aggressive behavior with teacher ratings. The discrepancies between actual and self-perceived rejection were substantial in the total sample. Furthermore, non-rejected children had higher scores than rejected children in dyadic overestimation (identifying peers who they believed disliked them but did not), while it was the reverse for dyadic underestimation (not identifying peers who in fact disliked them). High levels of dyadic underestimation were negatively associated with the concurrent aggressive behavior. Rejected children's underestimation of their peer rejection appeared to have protective effects on antisocial and aggressive problems. Findings are discussed in terms of theories of symbolic interactionism and social information processing. [ABSTRACT FROM AUTHOR]