Thesis (M.S.)--Baylor University, 2004. / Includes bibliographical references (leaves 94-98).

Thesis (M.S.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Canterbury, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 219-235). Also available via the World Wide Web.

Thesis (MA (Psychology))--University of Pretoria, 2005. / Includes abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.)--Georgia State University, 2006. / Title from title screen. Julia L. Perilla, committee chair; Christopher C. Henrich, Rose A. Sevcik, Tracie L. Stewart, committee members. Electronic text (115 p. : charts, forms) : digital, PDF file. Description based on contents viewed May 10, 2007. Includes bibliographical references (p. 77-96).

Thesis (M.A.)--Georgia State University, 2005. / Denise Donnelly, committee chair; Ralph LaRossa, Elizabeth Beck, committee members. Electronic text (110 p.) : digital, PDF file. Description based on contents viewed June 12, 2007. Includes bibliographical references (p. 102-108).

Thesis (M.A.)--Georgia State University, 2006. / Charles A. Gallaghe, committee chair; Kirk W. Elifson, Mindy Stombler, committee members. Electronic text (142 p.) : digital, PDF file. Description based on contents viewed June 28, 2007. Includes bibliographical references (p. 21-133).

The aim of the study was to conceptualise psychological empowerment as perceived in a South African context in terms of the dimensions and contributing factors. The study was conducted by means of quantitative and qualitative methods. The sample included employees from different geographic areas, genders, races, level of education and positions in organisations in different sectors. Relationships between demographic variables and psychological empowerment were determined. To determine to what extent South Africans are psychologically empowered, according to Spreitzer’s (1995) model, means and standard deviations were calculated for the four dimensions (meaning, competence, self-determination and impact) and overall psychological empowerment (PE) and a percentile table was utilised to establish a norm and compare it with a norm established in previous research. Management practices were found to be significantly related to PE. However, when regression analysis was done, only the practices, motivation, delegation and job and role clarity significantly predicted PE. Perceptions of empowerment were investigated and it appeared that economic empowerment is emphasised in the media, while the majority of interview respondents seemed to have a balanced or positive view of empowerment as enabling. The psychological experiences of employees were explored and dimensions of psychological empowerment that are similar to what was found by previous research emerged. Some characteristics were found to be unique given the present context. Dimensions and characteristics that emerged from the study were resilience, sense of competence, sense of achievement, sense of control, sense of meaning, making a difference and empowerment of others. The theoretical frameworks proposed by Menon (2001) and Zimmerman (1995) were investigated, which confirmed the importance of a goal orientation and pro-active behaviour in psychological empowerment. These theories were evaluated and compared to cognitive theories as suitable frameworks for the study of psychological empowerment. Contributing factors that emerged from the qualitative study most prominently were opportunity and recognition. Locus of control emerged as a possible intrapersonal factor and it was explored further as a contributing factor. Together with the significant factors from the quantitative survey, these factors were employed to recommend a strategy for the development of psychological empowerment with the dimensions of empowerment as outcomes. / Psychology / D. Litt. et Phil. (Psychology)

Although student enrolment at South African universities has significantly increased over recent years; student retention and graduation rates remain low, while student dropout rates are high, especially among historically disadvantaged students. One reason for the low student academic success is poor academic performance which is, in part, influenced by a variety of psychosocial constructs. The present study examined the influence and predictability of the psychosocial constructs of help-seeking, academic motivation, self~ esteem, academic overload, perceived-stress, test~anxiety, self~efficacy and perceived social support on students' adjustment and academic performance at university. The current study had four distinctive aims seeking to aid in addressing the current situation: firstly, to identify the relationship between psychosocial constructs, adjustment and academic performance. Secondly, to replicate an earlier model with psychosocial constructs proposing that a partially mediated model is preferred in explaining students' adjustment and academic performance at university- compared to a direct or totally mediated model. Thirdly, to theoretically and empirically extend and test an extended model of psychosocial constructs to explain students' adjustment and academic performance at university. Fourthly, to test for and identify possible group differences among the psychosocial constructs; as well as to establish if students' gender, age and residence status functioned as moderator variables. The present study was conducted at the historically disadvantaged University of Fort Hare. The number of participants was 280 and included first and second-year undergraduate students. Path analysis was conducted to test the hypotheses of the present study. Results partially supported previous findings with regard to relationships between psychosocial constructs, adjustment and academic performance; they also confirmed that a partially mediated model is preferred to explaining students' adjustments and academic performance at university; results showed that the additional constructs oftest-anxiety and self-efficacy increased the explained variance of an extended model to predict students' success at university; and identified some path differences between psychosocial constructs, adjustment and academic performance. It is recommended that universities focus on psychosocial factors as well as students' overall adjustment and well-being as it impacts on their academic performance capabilities. It is further recommended that psychosocial factors are incorporated into existing, or at least considered for, new or enhanced student development, support and intervention initiatives. These university services could be administered and implemented by training existing academic staff along with help from university counselling centres or psychology departments. An integral part of any intervention or support program should be the teaching of coping skills or strategies as well as the incorporation of graduate students to assist and help students adjust to university in order to perform well academically. / Psychology / Ph.D (Psychology)