Although an extensive body of literature exists on the consequences of work-family conflict (WFC), comparatively little research has examined the construct's antecedents. Research on two sets of antecedent variables, personality and coping style, is particularly scarce. Thus, the present study expands the literature by examining four personality variables (conscientiousness, extraversion, neuroticism, and locus of control) and five coping styles (problem solving, support seeking, positive cognitive restructuring, rumination, and escape) in relation to work-interference-with-family (WIF) and family-interference-with-work (FIW) conflict. Additionally, coping style, which was assessed separately for managing work stressors and for managing family stressors, was examined as a potential mediator between personality and both directions of WFC. Two hundred and four participants, recruited from a snowball approach, completed surveys. Additionally, significant others provided ratings of conscientiousness, extraversion, and neuroticism. Of the four personality variables, only neuroticism related to WIF and FIW. Furthermore, among the hypothesized relationships between coping and WFC, only rumination and escape for work stressors related to WIF, though several cross-domain relationships were observed. Overall, the present study found little support for coping as a mediator between personality and WFC, though there was some evidence that rumination mediated the relationship between neuroticism and WIF. As a supplementary analysis, coping was examined as a moderator between personality and WFC. Theoretical and practical implications, as well as future directions, are discussed.

Ett beteende som vi kan återfinna hos många människor är tendensenatt idealisera tidigt uppstigande genom att tillskriva det positivaegenskaper, något vi valt att benämna morgonidealisering. Deninfluerar våra attityder gentemot såväl morgon- som kvällsmänniskoroch kan bidra till uppfattningar som saknar förankring i verkligheten.I en tvärsnittsstudie där vi samlade in data från enkäter ifyllda avrespondenter som var 15 år eller äldre (N = 246), undersökte vi hurutbrett morgonidealisering är i stickprovet, hur det påverkarvälmående, och huruvida det prediceras av kapitalistisk anda (attman besitter kapitalistiska värderingar), tillmötesgående ochsamvetsgrannhet. Vi fann att morgonidealisering inte har någotsamband med välmående, att samvetsgrannhet och kapitalistisk andapredicerar morgonidealisering till viss del och att morgonidealiseringexisterar i vårt stickprov. Vi bör uppmärksamma attmorgonidealisering existerar för att skydda oss mot den snedvridninggentemot olika kronotyper som den medför. Ett sätt att göra detta äratt upplysa allmänheten om att attityden existerar, att den inte ledertill mer välmående och vilka som är särskilt troliga att anammaattityden / The tendency to idealise getting up early in the morning by attributingit with positive qualities is a behaviour we can observe in a lot ofpeople. We call this behaviour morning idealisation. It permeates ourattitudes toward morning people as well as evening people andcontributes to certain prejudice against both. In a cross-sectionalstudy we gathered data from questionnaires completed by respondentsolder than 15 (N = 246). By analyzing the data we looked into howprevalent morning idealisation is in our sample, how it influenceswellbeing, and to what extent it is influenced by spirit of capitalism,agreeableness and conscientiousness. We found that there is noconnection between morning idealisation and wellbeing, that morningidealisation exists in our sample and that morning idealisation couldpartially be explained by spirit of capitalism and conscientiousness.We should acknowledge the existence of morning idealisation in orderto protect ourselves from biases towards different chronotypes. Oneway to do this is to inform people about the existence of morningidealisation, to show that it doesn’t lead to wellbeing and to show whoare particularly prone to pick up the attitude.

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Unmanaged stress in teachers often triggers burnout, which leads to a rise in healthcare costs and absenteeism. Therefore, teachers' resiliency needs improvement to lower the risk of burnout. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose of this study was to examine if the personality trait, conscientiousness, moderates the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. The results of this study might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions. The outcome may be a more positive social, academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.

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No description available.

Published Article / The relationship between the big five personality traits, Extraversion, Agreeableness Neuroticism, Conscientiousness and Openness to Experience and deep and surface approaches to learning forms the basis of this article. The findings of a research study in this milieu will be presented to prove that earlier studies in this field have been upheld, but that an important deviation has occurred on certain levels of personality. A students way of learning implies the type of learning that is taking place. Ultimately we as lecturers want to encourage deep learning as this stimulates retention of information, important in production of students that are ready for employment.

Att kunna tillämpa professionell skepticism i det dagliga arbetet är en viktig egenskap för dagens revisorer. Vad som påverkar den professionella skepticismen är emellertid inte utrett inom tidigare forskning. Frågan om personlighetsdrag har en påverkan på professionell skepticism med hänsyn till kön som en betingande faktor har vi inte funnit någon forskning om. För att uppfylla syftet har en kvantitativ ansats applicerats och data har samlats in genom en enkätundersökning som ekonomistudenter på Högskolan Kristianstad och Jönköping International Business School har deltagit i. Studien har tillämpat befintliga mätinstrument för att mäta de oberoende variablerna personlighetsdrag och den beroende variabeln professionell skepticism. Enkäten undersökte även ett antal kontrollvariabler hos respondenterna. Resultatet från studien indikerar att två av de i studien undersökta personlighetsdragen (samvetsgrannhet och öppenhet för erfarenhet) har ett positivt samband med professionell skepticism. Vidare konstaterades att en del av personlighetsdraget neuroticism, aspekten stress, har ett negativt samband med professionell skepticism. Studien kunde emellertid inte påvisa om kön har en modererande effekt på sambandet mellan personlighetsdrag och professionell skepticism. Kontrollvariabeln modersmål visade sig ha ett mycket signifikant samband med professionell skepticism. Detta är något som framtida forskning inom området bör undersöka ytterligare. / To be able to apply professional skepticism in day-to-day work is an important attribute for today’s auditors. However, factors that affect the professional skepticism is not investigated in previous research. The question if personality traits affect the professional skepticism in consideration of gender as a moderating factor is an area where we have not found any previous research. To be able to fulfil the purpose a quantitative approach has been applied and the data has been collected through a survey distributed to economy students attending Högskolan Kristianstad and Jönköping International Business School. The study has applied existing measuring instruments to measure the independent variable personality traits and the dependent variable professional skepticism. The survey also explored a few control variables among the respondents. The results from the study indicate that two of the personality traits in the study (conscientiousness and openness) have a positive correlation with professional skepticism. Furthermore, the study found that a part of the personality trait neuroticism, the stress aspect, has a negative correlation with professional skepticism. The study has found no proof that support the belief that gender has a moderating effect on the correlation between personality traits and professional skepticism. The study showed that the control variable mother tongue has a significant correlation with professional skepticism. This is something that future research in the field should examine further.

Made available in DSpace on 2017-07-21T20:31:37Z (GMT). No. of bitstreams: 1 Marcos Roberto Kusnick.pdf: 2159876 bytes, checksum: 8e67d50a3ae425e69d90a882622c4a47 (MD5) Previous issue date: 2008-03-13 / This work has, as indicated on its subtitle, the aim to be a contribution to the Didactics of History. Taking into account the conception that the Didactics of History should perform a own field of studies that allows a better integration between the formal research of academicals History and its school version, this study proposes to investigate one of the main components of this new paradigm to the science of History: the historical consciousness. Between the many aspects of the historical consciousness we assumed the premise that some of its components are not completely conscious by the individuals or collective agents when this general process of human on the time acts on the acquisition and use of the historical experience. Being the historical consciousness an open structure to the experience and symbolic form that give its mean, we searched for an epistemic access to this phenomenon by a theoretical collisions process with other two fields: the social representations and the ideology. Starting from this dialogue we build our empirical research instrument, based on the focus groups technique, in with we gave the privilege to two axis of analysis: one about “the idea of history” that explores what High School students think about the concept of “history” and another about he “meaning of history” used to try to understand the notion on the investigate groups about history as a process. From this investigation we can detach two results that reinforced the need for comprehension about the concept of historical consciousness to the teaching of History. The evidence that the investigated groups take the history, by one side, as a process that unite the three dimensions of time, similarly to the philosophical concept of “historical world”, and that they attribute, mainly, a decadence sense to the civilization, generally in a fatalist way. The catalytic element of this vision is notion of time, which permeates the “idea of history” and a relation of deep ambivalence with the technology used as a parameter to think “meaning of history”. The constitution of History as an academicals discipline as well is displacement in relation to its school version is analyzed with the Thomas Kuhn’s concept of “paradigm” or “disciplinary matrix”. Our conclusions try do detach the importance to work in direction of a new paradigm on the science of History which takes in account the needs for orientation that in fact begins outside of the field of the science and, assuming this conception, must return from the science in form of existential orientation to be able to dialogue with the quotidian philosophy of history. / Este trabalho tem, como indica seu subtítulo, o intuito de ser uma contribuição para a Didática da História. Partindo da concepção de que a Didática da História deveria compor um campo próprio de estudos que permita uma maior integração entre a pesquisa formal no campo da História acadêmica e a História ensinada nas escolas, ele se propõe a investigar um dos principais componentes desse novo paradigma para a ciência da História: a consciência histórica. Dentre os vários aspectos da consciência histórica assumimos a premissa que alguns de seus componentes não são plenamente conscientes dos agentes individuais e coletivos quando esse processo geral de orientação da ação humana no tempo atua na aquisição e uso da experiência histórica. Sendo a consciência histórica uma estrutura aberta às experiências e às formas simbólicas que lhe dão sentido, buscamos o acesso epistêmico do fenômeno por meio de uma colisão teórica com outros dois campos: o das representações sociais e da ideologia. A partir desse diálogo construímos nosso instrumento de pesquisa empírica, baseado na técnica dos grupos focais, em que privilegiamos dois eixos de análise: um sobre a “idéia de história”, que levanta questões acerca do que os alunos do Ensino Médio pensam a respeito do conceito de “história” o outro sobre o “sentido da história” onde problematizamos a noção que os grupos investigados têm sobre a história como processo. Dessa investigação sobressaíram dois resultados que reforçam a necessidade da compreensão do conceito de consciência histórica para o Ensino de História: a constatação de que os grupos investigados entendem a história, por um lado como um processo que une as três dimensões do tempo, similar ao conceito filosófico de “mundo histórico” e de que atribuem, predominantemente, um viés de decadência da civilização de forma geralmente fatalista. Os catalisadores dessa visão são a noção de tempo, que permeia a “idéia de história” e uma relação de profunda ambivalência com a tecnologia que lhes serve de parâmetro para pensar “sentido da história”. A constituição da História como disciplina acadêmica, bem como sua decalagem com o ensino escolar da disciplina é analisada por meio dos postulados de Thomas Kuhn acerca da idéia de “paradigma” ou “matriz disciplinar”. Nossas conclusões procuram ressaltar a importância de se trabalhar em direção a um novo paradigma da ciência da História que leva em conta as demandas por orientação que se iniciam fora do campo da ciência e que, nesta concepção, devem se encaminhar como orientação existencial também para fora dela dialogando com a filosofia cotidiana da história.

Made available in DSpace on 2016-04-29T14:27:22Z (GMT). No. of bitstreams: 1 Frank Antonio de Almeida.pdf: 890810 bytes, checksum: f64e2de90656f59b081415f7f2d65094 (MD5) Previous issue date: 2013-04-25 / The present thesis aims to reveal some conceptual aspects in the formation of conscience mortal seen through the eyes of the moral theologian Marciano Vidal Garcia. Undoubtedly these aspects are rooted in the itinerary of his personal and academic life, as well we understand that the formation of conscience happens in life-history and process of the individual academic. Therefore, this work speaks at beginning chapter on the path of theological reflection and experiential conducted by the author. Surely his university studies are relevant and his constant concern in dialogue with issues related to moral theology, process in search of a better understanding of the moral conscience. His ongoing theological dialogue with the authors Bernahrd Haring and Alphonsus Liguori was decisive in the formation of their paradigm about moral conscience. The academic experience of Marciano Vidal at various universities and their life experience showed in his writing new paradigms to better understand the issue we reviewed. In this path toward the understanding of moral conscience, we meet the elements: Conscientiousness. Moral. Ethics. Moral crisis. Moral education. Christian Ethics / A presente dissertação tem como objetivo revelar alguns aspectos conceituais na formação da consciência mortal vistos pela ótica do teólogo moralista Marciano Vidal Garcia. Sem dúvida estes aspectos têm raízes no itinerário de sua vida pessoal e acadêmica, pois entendemos que a formação da consciência moral acontece no processo vital-histórico e acadêmico do individuo. Por isso, este trabalho fala no capítulo inicial sobre o caminho de reflexão teológica e vivencial realizado pelo autor. Sem dúvida são pertinentes seus estudos universitários e sua permanente preocupação em dialogar com temas relacionados com a Teologia Moral, processo em busca de uma melhor compreensão da consciência moral. Seu permanente diálogo teológico com os autores Bernahrd Haring e Afonso Maria de Ligório foi decisivo para a formação de seu paradigma sobre a consciência moral . A experiência acadêmica de Marciano Vidal em diversas universidades e sua experiência de vida mostraram em seus escritos novos paradigmas para melhor compreender o tema que analisamos. Neste percurso que caminha ao encontro da compreensão da consciência moral, encontram-se os elementos: Consciência moral. Moral. Ética. Crise moral. Educação moral. Ética Cristã