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The relationships among power, autonomy and professionalism in registered nurses a report submitted in partial fulfillment ... for the degree of Master of Science (Nursing Administration) ... /Gascoyne, Rebecca S. January 1993 (has links)
Thesis (M.S.)--University of Michigan, 1993.
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Parental psychological control and mutually autonomous relationships in emerging adulthood emotional valence as a moderator /Swanson, Julie A. January 2009 (has links)
Title from second page of PDF document. Includes bibliographical references (p. 29-37).
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Effects of visual impairment, gender, and age on self-determination opportunities at home, with friends, with health care, at school, and in physical educationRobinson, Barbara Lynn. January 2002 (has links)
Thesis (M.S.)--State University of New York College at Brockport, 2002. / Includes bibliographical references (leaves 68-71).
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The Achievement of Student Development Tasks by Male College Scholarship Athletes and Non-Athletes: A ComparisonMills, Donald B. (Donald Bjorn) 05 1900 (has links)
The problem with which this study is concerned is to determine whether or not differences exist in the achievement of student development tasks by college student athletes and non-athletes. The investigation also tested for differences in the achievement of developmental tasks between athletes and non-athletes based on the variables of race (black or white), classification, and interpersonal behavior orientation. The sample was composed of 276 male students (201 non-athletes and 75 athletes) who attend a large private university in Texas. Each participant completed both a student developmental task inventory questionnaire, which measures individual achievement of the tasks of developing autonomy, purpose, and mature interpersonal relationships, and an interpersonal relationship orientation-behavior instrument, which measures an individual's orientation to others on the scales of inclusion, control, and affection.
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Feedback as a strategy for increasing the participation of consumers in the design, implementation, and evaluation of outpatient treatment programs for the chronic mentally disabledAnderson, Linda Adele 01 January 1987 (has links)
Utilizing clients in decision-making, advocacy, and service delivery roles within the treatment environment is one means of providing the chronic mentally disabled with opportunities for participatory social roles, choice and control. However, client deficiencies of skill, experience, and motivation are suggested to be barriers to the successful accomplishment .of this purpose. Strategies are needed to overcome these barriers. Feedback has been shown to be an effective, low-cost tool for increasing accomplishment in work settings.
The primary purpose of this study was to investigate the effectiveness of feedback in increasing the independent participation of a mental health consumer advisory group. This was investigated utilizing a multiple baseline design across the three behaviors required to fulfill the group's functions. A structured agenda, including all necessary tasks was also introduced for each of the three behaviors.
While inclusion of a task as an agenda item was found to be sufficient to assure a high level of participation, consistency of this high level was increased with feedback. As the study progressed, the percentage of consumer generated tasks on the agenda increased.
Results suggest that while this mental health consumer
group initially lacked the skills and knowledge to specify the tasks required to fulfill its functions when the tasks were specified, the group generally performed them with a high level of independent participation. This study also suggests that, with experience, skills and knowledge increased resulting in increased consumer group independence in specifying the tasks required to structure the agenda and fulfill its roles.
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Motivator and Moralizer: How Agency Shapes Choice and JudgmentBucknoff, Zachary Jason January 2021 (has links)
The subjective experience of agency is a dimension of inner life that has consequences for motivation and moral judgment. Cognitive psychologists have studied the processes that underlie conscious will and metacognition of agency while social psychologists have examined how comparable constructs, such as autonomy and self-efficacy, relate to human needs and wellbeing. However, the consequences of the transient feeling state that accompanies agential experiences have received less attention. This dissertation examines the consequences of agency for motivation and moral judgment across seven experiments that manipulated feelings of agency via motor control games, episodic simulations, and autobiographical recollections. In its entirety, this work suggests that people seek experiences that confer high feelings of agency while both high- and low-agency experiences influence how we judge others’ actions. Chapter I reviews prior literature on agency and related constructs and introduces the conceptual and theoretical framework.
Chapters II – IV discuss how feelings of agency manipulated via proximal, action-oriented cues and distal, outcome-oriented cues affect task preference. Findings suggest that people generally like experiences of high agency, and that motivation is more sensitive to proximal rather than distal disturbances. People tend to make choices to increase their likelihood of experiencing high agency via retention of action control, even at the expense of desired outcomes.
Chapters V – VIII explore the relationship between agential experiences and moral judgments of others’ behavior. Results reveal a novel effect such that both high- and low-agency experiences lead to more intense judgments. In addition, people who are most sensitive to factors that influence their sense of agency also tend to deliver the harshest judgments. The findings suggest a two-process model of attributive projection and compensatory control mechanisms. They also imply a self-amplifying effect of extreme agency states such that both experiences of high and low agency may enhance activation of self-related schema, which in turn influence moral judgments.
Chapters IX and X summarize the experiments and discuss the broader significance of this work for research on motivation and moral psychology.
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Physical activity choices and self-determination in children with intellectual disabilitiesHrmo, Jennifer. January 1999 (has links)
No description available.
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Doeloriëntering en selfkonsep in spansport met besondere verwysing na skolerugbyStrydom, Lukas Albertus. January 2002 (has links)
Thesis (M.Ed.)--University of South Africa, 2002.
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Supporting independence : a collective case study of foster alumni in community and technical collegesForte, Catherine P. 14 November 2011 (has links)
The purpose of this study was to examine the experiences of foster alumni in community and technical colleges, with a focus on Washington State, using a qualitative research approach. Foster alumni may be considered a sub-set of first generation students, yet they have needs that extend beyond those of other first-generation students (e.g., housing). Examination of this issue is timely. Funding designated for foster alumni in higher education has increased in recent years, leading to a variety of support structures and levels of service at the colleges. Yet in the current budget climate, with state support diminishing, the two-year colleges face increasing challenges in providing support not only for foster alumni but for all students. Foster alumni moving into adulthood and through the state colleges represent the quintessential case of in loco parentis, yet their emerging status as adults needs to be supported with appropriate services, not forced dependency.
This dissertation consists of three major manuscripts: a summary of the literature and two research reports, one focused on overall findings and the second focused on moving from the findings to considerations for practice. All three manuscripts utilized the critical social science or social justice perspective. The research manuscripts report the findings of a qualitative study using a collective case study design. Two colleges that serve foster alumni were identified and both staff and foster alumni students at the sites were interviewed, for a total of 10 students and 4 staff members. Participant selection utilized both purposive and convenience sampling methods. The study focused on three themes relevant to college participation which were identified based upon the review of the literature: Academic preparedness, psycho-social factors, and meeting basic needs. Interviews were recorded and transcribed verbatim; staff interviews served as both triangulation of the student data as well as a source of additional information on college services to foster alumni. Responses were analyzed for direct responses to interview questions as well as for emerging themes. In addition, case records (e.g., transcripts) were reviewed as an additional method of data triangulation.
Findings of the study were reported through individual case summaries in manuscript two as well as cross-case analysis in both manuscripts. While the participants in this study had high rates of high school completion and many had shown signs of "early promise" for academic achievement, all needed pre-college level course remediation in at least one area. A majority of participants indicated having felt depressed, yet only one participant had a diagnosis of depression; most seemed to consider some level of depression to be a natural outcome in their situation. Indications of resilience and internal locus of control were evident. Many continued to struggle to meet basic needs while in college, and eight of the ten student participants reported having experienced periods of homelessness since leaving foster care.
Based upon the findings of this study, foster alumni share certain characteristics with other first-generation students, yet their needs in particular areas necessitate additional on-campus services and/or stronger connections with community partners. Considerations for enhancing support services in the community and technical colleges in seven different areas are given, including designating staff contacts, building community partnerships to support housing, arranging for priority registration and financial aid processing to avoid enrollment gaps, and providing optional (not mandatory) mentoring relationships. / Graduation date: 2012 / Access restricted to the OSU Community at author's request from Dec. 7, 2011 - Dec. 7, 2012
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Comparison of self-determination between verbal and non-verbal residents of intermediate care facilitiesMahon, Karen Anne 01 January 2004 (has links)
This study compared verbal and nonverbal residents of Intermediate Care Facilities-Developmental Disabilities-Habilitative type (IFC-DD-H) on self-determination. The residents were compared using an adapted version of the Association for Retarded Citizen's (ARC) Self-determination scale.
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