Title from first page of PDF document. Includes bibliographical references (p. 29-43).

Thesis (M.S.)--Brigham Young University. Dept. of Exercise Sciences, 2005. / Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2005. / Title from title page of source document. Document formatted into pages; contains 117 pages. Includes bibliographical references.

Recent history has abundantly justified J. S. Mlll's theory that the power of soclety over the indivldual is llkely to increase without limlt If lt was not prevented. One of the most obvlous phenomena of our times has been the rise of the so-called totalltarlan systems of government; states that treat the lndlvldual as a being wlth no other end but the servlce of the state and which are prepared to use the advanced technlques which modern scientific research has made available to them to mould the individual as the perfect tool of the system.

M.A. / The changing South African workforce is reflected in the fact that in the period between 1960 and 2001, female employment has increased substantially. For South Africa, being part of the global economy brings its own stress as more women have to earn a living to provide an extra income for the family. The resulting stress from the often opposing demands of work and family has lead to increasing attention being paid to the matter. Further, many individuals experience job insecurity and career worries and this impacts directly on their reported job satisfaction. When there are overwhelming job demands, and too few job resources, these individuals may experience further declines in job satisfaction. The present research has endeavoured to explore this subject. Job demands, job resources and self-directed learning are thought to impact on an individual‟s job satisfaction. This conceptualisation is based on the Job Demands-Resources model which states that overwhelming job demands coupled with few job resources will result in individuals experiencing burnout and disengagement from work. The aim of this study was to explore the moderating role of self-directedness in a Job Demands-Resources model for working women (N = 168). Each participant completed the Sources of Work Stress Inventory, the Career Attitudes and Strategies Inventory, the Workplace Self-Directed Learning Scale, and a biographical questionnaire. Specific hypotheses were formulated pertaining to the relationships between job resources, job demands, self-directed learning and job satisfaction, and self-directed learning as a moderator in the relationship between job resources and job satisfaction as well as job demands and job satisfaction. The relationships between job demands, job resources, self-directed learning and job satisfaction were investigated by means of Pearson product-moment correlations. The results indicated that Work-Life Balance (r = -0.246, p < 0.01), Career Worries (r = -0.451, p < 0.01), Job Insecurity (r = -0.338, p < 0.01), and Work Relationships (r = -0.465, p < 0.01) had statistically significant negative relationships with Job Satisfaction. Work Drive (r = 0.270, p < 0.01) and Self-Directed Learning (r = 0.512, p < 0.01) yielded statistically significant positive relationships with Job Satisfaction, while Work Involvement (r = 0.150) surrendered no statistically significant relationship with Job Satisfaction. Career Worries, Job Insecurity, Work Relationships, and Self-Directed Learning all yielded practically meaningful relationships of r > 0.30 with Job Satisfaction. Results of the multiple regression analyses revealed a statistically significant predictive relationship between both Job Demands and Job Satisfaction (R² = 0.232, F(3, 164), = 16.482, p = < 0.001), and Job Resources and Job Satisfaction (R² = 0.335, F(3, 164), = 27.514, p = < 0.001). Job Demands accounted for approximately 23% of the variance in Job Satisfaction. A subsequent analysis of the effect sizes revealed that Career Worries (β = -0.374, r = -0.335, t = -4.891, p < 0.001) and Job Insecurity (β = -0.179, r = -0.145, t = -2.123, p < 0.05) were statistically significantly related to Job Satisfaction in the presence of the three job demands. Results of the multiple regression analyses further showed that Job Resources accounted for approximately 34% of the variance in Job Satisfaction. Work Relationships (β = -0.512, r = -0.505, t = -7.922, p < 0.001), Work Drive (β = -0.268, r = 0.259, t = 4.073, p < 0.001) and Work Involvement (β = 0.164, r = 0.157, t = 2.471, p < 0.05) were statistically significantly related to Job Satisfaction in the presence of all three Job Resources. Results of the hierarchical multiple regression analyses showed that Work Drive was the only job resource variable relationship with job satisfaction that appeared to be moderated by Self-Directed Learning. The relationships between the various job demands and job satisfaction were not moderated by self-directed learning.

El objetivo de esta investigación fue relacionar las metas de logro con el clima de apoyo a la autonomía, las estrategias metacognitivas de aprendizaje y la desorganización; en una muestra de 175 estudiantes de psicología de una universidad privada de Lima Metropolitana. El método de muestreo utilizado fue no probabilístico de tipo accidental. Los resultados psicométricos mostraron evidencias de confiabilidad y validez vinculadas a la estructura interna de los instrumentos utilizados. En lo que respecta al Cuestionario de Metas de Logro (AGQ), el resultado del análisis factorial discrepó con la teoría, ya que, en vez de tres variables, evidenció una estructura bifactorial. Por otro lado, las metas de aproximación al aprendizaje se asociaron con el clima de apoyo a la autonomía y con las estrategias metacognitivas; mientras que, se relacionaron de manera negativa con la desorganización. / The aim of this research was to relate achievement goals with autonomy support, metacognitive learning strategies and disorganization, in a sample of 175 psychology students at a private university in Lima. The sampling method used, was not probabilistic accidental type. Psycometric results show evidence of reliability and validity related to the internal structure of the instruments. Regarding the Achievement Goals Questionnaire (AGQ), the factor analysis’s results disagreed with the theory, since it evidenced a two variable structure, instead of three. Moreover, the student’s approach to learning goals is associated with autonomy support and metacognitive strategies; whereas it relates negatively with disorganization. / Tesis

Grounded in self-determination theory (Deci & Ryan, 2000), the purpose of this study was to examine (a) the effects of the social environment, as defined by the divisions of the Department of Athletics, on student-athletes' perceptions of basic needs satisfaction, (b) the effects of basic needs satisfaction on well-being, and (c) the effects of time demands, during in-season and off-season, on well-being, among student-athletes at Portland State University (PSU). Participants were student-athletes at PSU (n = 118). The participants completed a multi-section survey assessing basic needs satisfaction and well-being. Cumulative mean scores highlighted the satisfaction of the basic psychological needs as an indicator of positive well-being. The satisfaction of the need for competence emerged as the most important predictor of well-being. In-season time demands may contribute to a lower degree of well-being. The findings suggest that particular aspects of the social environment may be relevant for nurturing the basic psychological needs. The results also emphasize the importance of satisfying the three basic psychological needs in order to create an atmosphere that contributes to positive well-being.

Why is independence a central theme for proponents of assisted living facilities? How do assisted living providers respond to this theme? These questions are pursued in an ethnographic study centered on Oregon's assisted living program. Assisted living facilities (ALF), defined and monitored by Oregon's Senior and Disabled Services Division (SDSD), are a type of housing for disabled, primarily elderly, persons. Oregon Administrative Rules (OAR-411-56) define independence, requiring ALF providers to support resident independence. Using social worlds theory as a sensitizing concept, assisted living is treated as a distinct social world. The activities of key groups, including SDSD staff, an ALF professional group, and assisted living managers, are described. These members commit to a “social model” approach to long-term care for which independence is the unifying construct. This approach offers a value-practice “package” that explains how to implement the value of independence (Fujimura, 1997). Three arenas where this package is apparent are described: marketing, manager training, and daily operations. Content analysis of marketing brochures from 63 assisted living facilities shows that independence is a dominant theme, promoted like any other product. These materials indicate that assisted living operators promote resident independence by providing a barrier-free environment, helping residents with daily tasks, and allowing residents control over their decisions. Manager training programs are another arena where the policy value of independence is evident. Here, new managers learn “who we are” and “what we do” in this social world. They learn a new vocabulary and are introduced to tools for daily practice. They learn the boundaries of this social world, and above all, how to behave differently from nursing facilities that they associate with the “medical model.” In daily practice, managers use institutional conventions, including the “negotiated service agreement” and "managed risk agreement." These tools are designed to respond to the tension between supporting independence and providing care to chronically ill, disabled individuals. Observations of marketing, management training, and resident assessments indicate that the social world of assisted living is in a formative stage, as members attempt to define and legitimate who they are and what they do.

No description available.

The study examined the number of significant factors in the Hackman and Oldham (1980) job characteristics model. The original factors were: Skill Variety, Task Significance, Task Identity, Autonomy, and Feedback. Scores on these dimensions for 84 employees of the University of Central Florida (21 supervisory and 63 non-supervisory subjects) were used as the basis for this study through a mail administration of the Hackman and Oldham Job Diagnostic Survey (JDS) and their Job Rating Form (JRF). It was hypothesized that: (a) only four significant job dimensions would emerge from factor analysis of the data; (b) that the motivating potential ratings from job incumbents would be significantly different from those provided by supervisors; and (c) that these motivating potential scores would be significantly lower than the norm for the job families into which those positions fell. the data failed to lend support to any of the preceding hypotheses. First, only one significant factor (Skill Variety) was extracted from the non-supervisory data while two factors (Skill Variety and Task Identity) were extracted from the supervisory data. Second, incumbents' ratings were not significantly different from those of their supervisors and third, the motivating potential scores of incumbents were found to be higher than the norm for most of the job families sampled in the study.