Call number: LD2668 .T4 1986 D86 / Master of Science / Physical Education, Dance, and Leisure Studies

published_or_final_version / Social Work / Master / Master of Social Work

<p>Despite community policing interventions, rape incidence in South Africa reflects a consistent increase over the past decade. Victim blame continues to be a pervasive aspect of this trauma - where society blames the victim more than the perpetrator for the rape. In unpacking the complexities of victim blame, research has identified sex role orientation of the observer as an important variable. Given that the polic service is often the first contact a rape victim has with the criminal justice system, this study investigated how sex role orientation impacts on rape victim blame in a sample of police officers.</p>

Women are paid less than men in comparable occupations when human capital factors are controlled for. This gender pay gap is particularly prominent in upper management where on average female leaders are allocated 30 per cent less pay than male leaders. This thesis examines the underlying causes and the consequences of the gender pay gap in managerial positions by considering the organisational context (i.e., company performance) and social context (i.e., women’s experiences in the workplace) in which these differences emerge. First, three studies identify and examine gender disparities in the way in which performance-based pay is allocated as a function of company performance. Second, a survey study takes the perspective of leaders themselves by considering gender differences in pay-related attitudes and their relationship to distinct gendered experiences in the workplace. An archival study (Study 1, N = 192), an experiment (Study 2, N = 201), and a survey (Study 3, N = 180) investigated the role of gender in the relationship between managerial bonuses and company performance. In studies 1 and 3 the bonuses awarded to men were larger than those allocated to women. Moreover, while the compensation of male leaders was sensitive to performance, such that they received greater bonuses the better their company performed, the bonuses awarded to female directors were not sensitive to performance across all three studies. The psychological processes related to this phenomenon were explored in Study 2. It was found that, for a male leader, increasing company performance simply led to larger performance-related bonuses. However, for a female leader, the allocation of a bonus was based on perceptions of her charisma and leadership ability rather than resulting directly from company performance. v Study 4 examines gender similarities and differences in attitudes towards pay and pay negotiations. In a sample of 180 employees with managerial responsibilities, no gender differences in attitudes about the importance of pay were found. However, while female participants felt less confident than men about asking for pay rises, this was, at least in part, explained by their negative workplace experiences, such as feeling to have to invest more time and effort in order to achieve a pay rise and fearing negative responses when making pay demands. The importance of integrating the organisational and social context in the analysis of the gender pay gap is discussed in light of the limitations of a primarily individualistic approach. The role of the organisational context in moderating the attributional dynamics surrounding pay and evaluation patterns is explained within the framework of literature on the romance of leadership and gender stereotypes. The social context is considered in terms of the role of societal beliefs which may influence women’s decisions to opt out of top managerial jobs and their lack of confidence with pay negotiations. Finally, these findings are used to critique the tendency to blame women themselves for gender disparities in pay and their under-representation in managerial jobs, and instead I argue that it is organisational indifference towards women that perpetuates the gender pay gap.

Seventy students (38 with physical disabilities and 32 without physical disabilities) were matched on age (a criterion of ± 4 years was used) and sex. Members of both groups, Persons With Physical Disabilities (PWPD) and those Persons Not Physically Disabled (PNPD), were asked to complete the University Services Inventory, Academic Goals Questionnaire, Academic Attributional Style Questionnaire (AASQ), and Beck Depression Inventory (BDI) to determine how these variables were related to explanatory style (ES, as determined by AASQ scores). ES has its origins in the reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978). According to this model, individuals who made attributions that were internal-stable-global (pessimistic ES) were more likely to experience mood and behavior deficits in the wake of bad events. The present study examined college achievement (GPA), utilization of university services, goal specificity, goal efficacy, and responses to academic setbacks, as these variables were related to ES. Additionally, ES scores were examined with regards to differences in gender and disability status (both between different disability groups and between individuals with and without physical disabilities).

The two problems which motivate this research concern the role of managerial accounting information in performance evaluation. The first problem is that the processing of accounting information by individual managers may deviate from a normative (Bayesian) pattern. Second, managers' use of accounting information in performance appraisal may contribute to conflict between superiors and subordinates. In this research, I applied the contrast-inertia model (C-IM) and attribution theory (AT) to predict how accounting information affects managers' beliefs about the causes for observed performance. The C-IM describes how new evidence is incorporated into opinions. Application of the C-IM leads to the prediction that information order may influence managers' opinions. Attribution theory is concerned with how people use information to assign causality, especially for success or failure. Together, the C-IM and AT imply that causal beliefs of superiors and subordinates diverge when they assimilate accounting information. Three experiments were performed with manufacturing managers as subjects. Most of the subjects were middle-level production managers from Texas manufacturing plants. The subjects used accounting information in revising their beliefs about causes for performance problems. In the experiments, the manipulated factors were the order of information, subject role (superior or subordinate), and the position of different types of information. The experimental results were analyzed by repeated measures analyses of variance, in which the dependent variable was an opinion or the change in an opinion over a series of evidence items. The experimental results indicate that the order of mixed positive and negative information affects beliefs in performance evaluation. For mixed evidence, there was significant divergence of opinions between superiors and subordinates. The results provide little evidence that superior and subordinate roles bias the belief updating process. The experiments show that belief revision in performance evaluation deviates from the normative standard, and that the use of accounting information may cause divergence of opinions between superiors and subordinates.

The attribution model of achievement motivation has been applied to academic achievement as a way of understanding underachievement and as a basis for developing intervention programs. There has been little applied research in this area, however, that supports the use of the model in school settings. The purpose of the present study was to test the applicability of the model to an actual school setting. Subjects were 149 tenth grade students in a large urban school district. In accordance with the model, specific attributions for success or failure were assessed, as well as subjects' perceptions of the locus, stability, and controllability of attributions. Attribution patterns found in previous analog research were not found in a school setting. Immediate effort attributions were the most prevalent, regardless of performance level or outcome. Causal beliefs were found to relate to performance in ways predicted by the model but also in some ways not predicted. Relationships were generally stronger for high performers. Comparing subjects' perceptions of the dimensional properties of attributions across outcomes showed a strong outcome bias. Attributions were perceived as more internal and stable following successes, consistent with previous research. In addition, a performance level bias was found. Low performers rated attributions as less internal, stable, and controllable following successes and more so following failures than did high performers. This bias, termed the underachievement bias, was discussed in terms of its detrimental effects on school performance. The differences between high and low performers regarding perceptions of dimensionalities were consistent with the predictions of the attribution model. It was concluded that the attribution model is applicable to school settings. Suggestions were made that more applied research be conducted, that intervention programs based on this model should target subjects' perceptions of attributions rather than just the specific attributions themselves, and that because of the differences among subjects in perceptions of dimensional properties of attributions, researchers should obtain a direct measure of subjects' perceptions rather than assuming them.

This study investigated the relationship between the depressive attributional style described by Beck and Seligman and elevation of mood. It was proposed that mood elevation would reduce the level of depression and, in addition, would reduce the number of negative attributions. The reduction of negative attributions was assumed to be a more cognitively mediated process and was proposed to occur subsequent to mood change. These assumptions are contrary to the current cognitive theories of depression and attribution which view attributional style as a prerequisite to both the development and reduction of depression. Subjects were 30 undergraduate students between the ages of 19 and 40 years old who volunteered to participate in the study. They were screened on the basis of demonstrated depression (13 and above on the Beck Inventory) and susceptibility to hypnosis (high susceptibility on the Harvard Group Scale of Hypnotic Susceptibility) . Subjects were randcmly assigned to one of three groups; (1) hypnosis with mood elevation, (2) hypnosis with relaxation, and (3) no treatment control. The results supported the hypothesis that mood elevation would reduce level of depression. The mood elevation group demonstrated a lowering of depression. The effects of the treatment procedure did not appear until the fourth session. As anticipated, reduction in negative attributions did not precede or coincide with reduction in depression. It was not possible to determine the change in the attributional style of subject during the time period of this study. The results were discussed in terms of Bower's Associative Network Theory in which activation of mood facilitates the access to memories, behaviors, and interpretation of events which are congruent with the mood state.

Previous research indicates that survivors of sexual assault often blame themselves for the assault. Research has also shown that people blame the perpetrator in some situations and the survivor in other situations involving sexual assault. The purpose of this study was to discover if survivors of sexual assault who blame themselves tend to blame other survivors (survivor blame) in situations different from their own. Another purpose was to assess whether or not sexual assault survivors who do not blame themselves for their attack tend to blame other survivors. The participants' attributional style was also assessed in order to understand the relations between self-blame and survivor blame in situations involving sexual assault. Findings indicated that certain types of attributional style are related to self-blame in sexual assault survivors and blame toward sexual assault survivors depicted in vignettes. This indicates that attributional style may have important implications in the clinical setting to aid sexual assault survivors who experience self-blame, as well in educating society about sexual assault and the ultimate responsibility of perpetrators.

For years attribution research has been dominated by the ANOVA model of behavior which proposes that people construct their dispositional attributions of others by carefully comparing and weighing all situational information using mental computations similar to the processes used by researchers to analyze data. A preliminary experiment successfully determined that participants were able to distinguish differences in variability assessed across persons (high vs. low consensus) and across situations (high vs. low distinctiveness). Also, it was clear that the subjects could evaluate varying levels of situational constraint. A primary experiment administered to participants immediately following the preliminary study determined that participants grossly under-utilized those same variables when making dispositional attributions. Results gave evidence against the use of traditional ANOVA models and support for the use of the Behavior Averaging Principle of Attribution. / by Kori A. Hakala. / Thesis (M.A.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2008. Mode of access: World Wide Web.