Serial (providing newcomer role models) and investiture (providing newcomer positive social support) tactics have been demonstrated as the most important predictors for newcomer adjustment. This study empirically examines the dynamics of serial and investiture tactics on newcomer adjustment and retention. It posits that goal interdependence between new recruits and their teams critically affects new recruits adjustment outcomes. This study adopts Deutsch’s theory of goal interdependence to understand when newcomers develop cooperative goal interdependence with their teams. It argues that serial and investiture tactics promote cooperative goal interdependence and reduce competitive goal and independent goal relationships and thereby result in newcomer adjustment and retention. A total of 102 interviews of specific incidents were conducted in Mainland China in 2011. Structural equation results support several hypotheses as well as the hypothesized model that serial and investiture tactics used by working teams are antecedents to goal interdependence between new recruits and their teams and that goal interdependence in turn influences adjustment outcomes, especially, newcomer affective attitudes as organizational commitment and job satisfaction, intention to quit, and co-worker relationship. It identifies that cooperative goal interdependence promotes positive attitudes and strong co-worker relationship and competitive goal interdependence and independent goal relationship result in low affective attitudes and high intention to quit. It demonstrates that serial and investiture tactics promote cooperative goal interdependence and undermine competitive goal and independent goal relationships. Findings suggest important practical implications. Organizations can help new recruits adjust and remain by strengthening cooperative goal interdependence between them and their teams. Providing role models and positive social support are important ways to induce cooperative goal interdependence. This study contributes to the socialization tactics literature as well as the theory of goal interdependence and to their integration.

L'objectif de cette thèse est d'analyser les transformations du politique dans la société chilienne, en partant des individus qui composent le mouvement étudiant de 2011, leurs expériences de vie et leurs organisations. Pour cela, quatre grandes dimensions sont analysées : les établissements d'enseignement, la transition de l’université républicaine à l’université des masses ; dès manifestations étudiantes des années quatre-vingt-dix jusqu'à l'explosion de 2011 ; les organisations politiques qui sont générés au sein des universités et leurs formes d'organisation ; et enfin l'individu. Dans cette dernière phase, nous nous concentrons principalement sur les leaders étudiants en observant leurs trajectoires et leurs socialisations politiques. La méthodologie utilisée est essentiellement qualitative, mais elle considère aussi des outils quantitatifs. Les instruments utilisés sont principalement des histoires de vie et des interviews, celles-ci ont été réalisées avec les dirigeants universitaires qui ont participé à des organisations au cours des dernières manifestations de 2006 et 2011, mais les dirigeants des années quatre-vingt-dix et quatre-vingt ont également été interrogés en tant qu’informateurs clés. Les résultats de cette thèse rendent compte d'une part, des mobilisations récentes et de la façon dont émergent des nouveaux types de dirigeants politiques, des formes de participation et d’une organisation plus horizontale et flexible, bien que de nombreuses organisations traditionnelles persistent. Les trajectoires politiques des leaders étudiants ne sont plus les mêmes et nous pouvons observer l'émergence de nouvelles formes de socialisation politique, où les cultures urbaines et les espaces universitaires jouent un rôle prédominant. Enfin, nous pouvons voir que le caractère individuel des récentes mobilisations imprègne le mouvement dans ses diverses dimensions : de la manière dont ils sont organisés à la façon dont la manifestation est générée. / This thesis aims to analyze the transformations the political field in the Chilean society. It is based on the individuals who made up the student movement of 2011, their experiences and their organizations. Considering this purpose, four major dimensions are analyzed: university institutions, starting from a republican university to a mass university; student mobilizations, from the 1990’s to the outbreak of 2011; the political organizations that are generated within the universities and their forms of organization; and finally, the individuals themselves. In this last phase we focus mainly on the student leaders, we intend to understand their trajectories and the way they socialize politically. The methodology used is mainly qualitative, however, we also considered quantitative tools. The instruments used are mainly life stories and in-depth interviews. These were conducted with university leaders who participated in organizations during the recent mobilizations of 2006 and 2011. However, we also interviewed leaders of the 1990’s and 1980’s, and other key informants. The results of this thesis show, on the one hand, new types of political leadership and, more horizontal and flexible forms of participation and organization that emerge from the recent mobilizations. Nevertheless, many traditional organizations remain. The political trajectories of student leaders are no longer the same as before and we could observe the emergence of new forms of political socialization, where urban cultures and university spaces played a predominant role. Finally, it is possible to observe that the individualistic character of the recent mobilizations permeates the different dimensions of the movement: starting from the way in which it is organized to the way in which the protest is generated. / El objetivo de esta tesis es analizar las transformaciones de lo político en la sociedad chilena, a partir de los individuos que conforman el movimiento estudiantil de 2011, de sus experiencias vividas y sus organizaciones. Para lo cual, se analizan cuatro grandes dimensiones: las instituciones universitarias, que transitan desde una universidad republicana hasta una universidad de masas; las movilizaciones estudiantiles a partir de la década de los noventa hasta el estallido del 2011; las organizaciones políticas que se generan en el seno de las universidades y sus formas de organización; y por último el individuo. En esta última fase nos centramos principalmente en los líderes estudiantiles, para conocer sus trayectorias y la manera como se socializan políticamente. La metodología utilizada es principalmente cualitativa, aunque también se consideran herramientas de carácter cuantitativo. Los instrumentos utilizados son principalmente historias de vida y entrevistas en profundidad, y se realizaron a dirigentes universitarios que participaron en organizaciones durante las recientes movilizaciones del 2006 y del 2011, aunque también se entrevistaron líderes de la década de los noventa y los ochenta, y a informantes claves. Los resultados de esta tesis dan cuenta por una parte, que a partir de las recientes movilizaciones y de ciertos elementos emergentes, surgen nuevos tipos de liderazgos políticos y formas de participación y de organización más horizontales y flexibles, aunque muchas organizaciones tradicionales persisten. Las trayectorias políticas de los dirigentes estudiantiles ya no son las mismas de antaño y podemos observar la emergencia de nuevas formas de socialización política, donde las culturas urbanas y los espacios universitarios tienen un rol predominante. Finalmente, es posible observar que el carácter individual de las recientes movilizaciones permea el movimiento en sus distintas dimensiones: desde la manera en cómo se organizan hasta cómo se genera la protesta.

This study is the result of an examination student social skills conducted at two elementary schools to determine kindergarten necessity.

abstract: Pew Research Center reported in 2015 that already one-in-seven infants born in the United States are Multiracial (Livingston, 2017). Therefore, the number of Multiracial families is growing, and there is a need to understand how parents are engaging in racial-ethnic socialization, or the transmission of messages to Multiracial children about race, ethnicity, and culture (Atkin & Yoo, 2019; Hughes et al., 2006). I conducted a qualitative interview study with 20 Multiracial emerging adults to understand the types of racial-ethnic socialization messages Multiracial youth receive from their parents, and used these themes to inform the development and validation of the first measure of racial-ethnic socialization for Multiracial youth, the Multiracial Youth Socialization (MY-Soc) Scale. Study 1 identified nine themes of racial-ethnic socialization content: cultural socialization, racial identity socialization, preparation for bias socialization, colorblind socialization, race conscious socialization, cultural diversity appreciation socialization, negative socialization, exposure to diversity socialization, and silent socialization. Study 2 utilized a sample of 902 Multiracial emerging adults to develop and validate the MY-Soc scale. Items were written to assess all of the themes identified in Study 1, with the exception of exposure to diversity socialization, and the survey was designed to collect responses regarding the socialization practices of two of the youths’ primary caregivers. The sample was split to run exploratory factor analysis and confirmatory factor analysis, finding support for a 62-item scale measuring all eight themes. The MY-Soc Scale was also supported by validity and reliability tests. The two studies advance the literature by increasing understanding of the racial-ethnic socialization experiences of Multiracial youth of diverse racial backgrounds. The MY-Soc Scale contributes an important tool for scholars and practitioners to learn which racial-ethnic socialization messages are promotive for Multiracial youth development in different contexts. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2020

Magister Artium - MA / This thesis is a comparative study of the higher civil service and bureaucracy of Great Britain and the United States. The study analyzes the political framework of the British and the United States systems of governance, examples of administrative reforms in the two systems, and the impact of education, socialization, recruitment, and civil servants as policy-makers. The methodology used in this study involves longitudinal as well as cross-national comparison. In dealing with differences between Great Britain and the United States, the study concentrates on the antecedent variables (constitution, political framework, cultural and administrative reform), intermediate variables (education, socialization and recruitment procedures), and the dependant variables (status of senior civil servants as policy- makers)In the first part of the study, the constitutional allocations of political power, history and the political system in which the higher civil service and bureaucracy operate are analyzed. The purpose here is to show that the bureaucracy and the civil service do not exist in a vacuum, they are influenced by constitutional, political and cultural constraints. The second part of the thesis deals with the education, socialization and the recruitment of the higher civil servants of Great Britain and the United States. This section points to the disproportionate representation of educated, high-status officials at the top of the political and administrative hierarchy of both countries. In Britain, however, there are social traditions built into the education system. The education and recruitment process concentrates on a general approach. In the United States, on the other hand, the specialist tradition dominates the civil service. Thus, United States higher civil servants are essentially specialists. The third part of the study analyzes the impact of education, socialization and recruitment processes on the role and performance of senior civil servants as policy-makers, in both societies. It is evident that civil servants are involved in the process of policy-making and, therefore, have a political role. This is due to the intricacies of bureaucracy and the fact that civil servants relative permanency, experience and expertise gives them a vast amount of knowledge that is relevant to policy-making. The conclusions suggest that the generalist approach applied in Great Britain hampers the capability of senior civil servants when it comes to negotiating with interest groups involved in policymaking. A specialist approach applied in the United Sates should be followed .

No description available.

The focus of this study is on women's socialization in terms of their position in society and the church, and their roles in the marriage relationship. A brief historical overview is given of how the understanding of marriage and sexuality has developed, with a specific focus on marriage and marital roles in the Afrikaans cultural context and religious communities. The influence of the understanding of women’s place and role in marraige on the self-understanding of women, is demonstrated. Changes in the understanding of marriage and marital roles in contemporary postmodern context are explored. The changing context has caused a crisis in the modern institutional church, which has lost touch with the context in which people work and live. The crisis with regard to the institution of marriage specifically in the context of the Netherdutch Reformed Church of Africa is investigated by means of the 2008 work of Theuns Dreyer, “Die kerk , die huwelik en seks – ‘n morele krisis?” (The church, marriage and sex – a moral crisis?). He demonstrates how cultural traditions often influence the interpretation of biblical passages regarding marriage. Classical pastoral care models are examined for their transformative potential for women’s lives. Rosemary Radford Ruether ‘s eco-feminist family ethics is presented as an alternative to the ethics of hegemonic patriarchal heteronormative monogamous marriage. Because of the fact that patriarchal heteronormative ideology and theology determined (and often still determines) women's place and role in society and in marriage, the phenomena of patriarchy and hegemony are investigated. The place and role of women in biblical cultures are examined from a social-scientific perspective in order to determine the extent to which their lives were influenced by patriarchal hegemony. Finally it is demonstrated that the way in which this kind of power is exercised had and has a negative influence on the self-worth and self-esteem of women. This is one of the reasons why marriage can become a negative experience for women. Life story research was utilised in order to listen to the experiences of six women. Within life story research, the stories of people's lives are reopened, re-evaluated and retold. The social context of the person's life is important for understanding her experience. By means of life story research it becomes evident how the narrator understands her position within the social context. This study focused on women's understanding of marriage, the roles that are prescribed to them and the impact it has on their understanding of marriage and family relationships. The transformative pastoral model of Elaine Graham is applied to the results of the life story research. This demonstrates how practice can be transformed in order to correspond better with the purpose of the faith community, namely an authentic life before God for all people - including women and others who are marginalized on the basis of race, class, gender, age, sexual orientation, or any other such category. / Thesis (PhD)--University of Pretoria, 2012. / Practical Theology / unrestricted

El objetivo es conocer la relación entre los estilos de afrontamiento y la socialización en adolescentes de una Institución educativa en el Callao. Participaron 138 adolescentes, entre 12 y 18 años. Se usó: la escala de afrontamiento para adolescentes, COPE-28 (Morán, Landero & Gonzáles, 2010) y la batería de socialización BAS 3 (Arévalo, 2002). Los resultados obtenidos demuestran que existe relación entre el estilo de afrontamiento activo y pasivo con la variable socialización. Sin embargo, no se halló relación entre la variable socialización y el estilo de afrontamiento evitativo. En cuanto a la relación de los diferentes estilos de afrontamiento y las dimensiones de socialización se encontró que: el afrontamiento evitativo presenta una relación negativa y significativa con el autocontrol en relaciones sociales, pero una relación positiva y significativa con ansiedad social. El afrontamiento activo tiene relación positiva y significativa con la variable consideración con los demás y también con la variable liderazgo. Finalmente, el afrontamiento pasivo tiene una relación positiva y significativa con las variables consideración con los demás, ansiedad social y liderazgo. / The objective is to know the relationship between coping styles and socialization in adolescents of an educational institution in Callao. 138 adolescents participated, between 12 and 18 years. It was used: the coping scale for adolescents, COPE-28 (Morán, Landero & Gonzales, 2010) and the BAS 3 socialization battery (Arévalo, 2002). The results obtained show that there is a relationship between the active and passive coping style with the socialization variable. However, no relationship was found between the socialization variable and the maladaptive coping style. Regarding the relationship between different coping styles and socialization dimensions, it was found that: maladaptive coping has a negative and significant relationship with self-control in social relationships, but a positive and significant relationship with social anxiety. Active coping has a positive and significant relationship with the consideration variable with others and also with the leadership variable. Finally, passive coping has a positive and significant relationship with the variables consideration with others, social anxiety and leadership. / Tesis

To what extent do immigrants who spent their formative years under authoritarianism adapt to the socio-political environment of their new democratic host country? The purpose of this thesis is to illuminate the political socialization of immigrants and provide governments with information for evidence-based policy regarding the assimilation of these immigrants. This is achieved by statistical analysis, measuring the effects of exposure to host country and age on political interest, political participation and political values. The evidence shows that immigrants from authoritarianism are able to adapt their political attitudes after exposure to new democratic socio-political environments, but that the exposure gained from living in a democratic country might not be sufficient to increase political participation by itself. These results speak in favor of governments attempts to inform a potentially vulnerable minority group of their political rights and the importance of political participation so as their voices might be heard. As well as immigrant’s ability to adapt to democratic political life.

Den här studien syftar till att undersöka socialisation i relation till deltagande i ett traineeprogram. Med utgångspunkt i Lave och Wengers lärteori om praktikgemenskap ämnar studien besvara i vilka sammanhang som identitetsskapande sker, hur traineer utvecklar kunskaper om genomförande av arbete genom praktik, närmare förstå vilka områden som utvecklar tillhörighet samt vilka sammanhang som bidrar till meningsskapande för traineer. Studien baseras på åtta intervjuer med traineer på en svensk myndighet. Studien visar att lärande äger rum i varierande grad utifrån resultatet som visar att traineerna både är insiders och outsiders i olika praktikgemenskaper, upplever problematik som förändringsledare, att värderingar styr karriärvalet och svårigheten i hur de förhåller sig till implicit kunskap i organisationen. Dessutom framkommer det att traineerna har stor makt att själva utforma sin utbildning vilket upplevs både bidra till en känsla av tillhörighet och meningsskapande. / This study aims to investigate socialization in relation to participation in a traineeprogramme.  Based on Lave and Wenger's theory of communities of practice this study intends to answer in which contexts identity is formed and how trainees develop knowledge about the implementation of work through practice. Furthermore the study intends to create a better understanding in which areas a sense of belonging developes and which contexts contribute to meaning-making for trainees. The study is based on eight interviews with trainees at a Swedish government authority. The results show that learning takes place to varying degrees through the formation of practice, identity, belonging and meaning-making. The study also reveals that trainees are both insiders and outsiders in different communities of practice but also that they experience problems as leaders for change. The study also shows that values ​​steers the career choice and that there is a difficulty in how trainees relate to hidden knowledge in the organization. In addition, trainees have great power to design their own programme and that it is perceived to contribute to both a sense of belonging and meaning-making.