Previous research suggests that people employ priority-related task attributes (e.g., task importance, task length, and task deadline) in prioritization. The process of prioritization employs heuristics to determine task order (Zhang & Feyen, 2007a). These models only address the prioritization process at a task level and do not address the cognitive mechanisms underlying prioritization. Building on previous findings, a process model of prioritization is proposed to explain prioritization during multitasking. Two experiments examined three cognitive processes of prioritization and the influence of time pressure. Three processes were investigated: 1) a process makes magnitude comparisons on priority-related information, 2) a process integrates multiple pieces of information and checks for potential conflicts among information, and 3) a process solves conflicts among priority-related information during prioritization. Under the influence of time pressure, it is hypothesized that people will adopt strategies that require fewer cognitive resources compared to situations where no time pressure exists. A series of task conditions with various configurations of priority-related task attributes was used to illuminate these processes and hypothesis. Hierarchical regression analyses provided evidence for the three cognitive components and suggested that these cognitive components played different roles under time pressure compared to performance under no time pressure. Three fundamental cognitive processes were identified in prioritization and provide implications for personnel selection and training for jobs demanding prioritization and multitasking in the real world.

Background: In today's society, the rapid growth of online shopping among consumers has resulted in the widespread adoption of artificial intelligence powered chatbots by businesses. Despite this, previous research has not focused on where customers place their attitudes towards AI-powered chatbots in e-commerce. The ABC model of attitudes, which includes affective, behavioral, and cognitive components was used to examine how attitudes are formed towards AI-powered chatbots. Purpose: The purpose of this study is to explore consumers' attitudes towards AI-powered chatbots utilized in e-commerce. Methodology: Because the study has an exploratory and inductive approach, a qualitative research strategy was selected. It was determined to use a generic purposive sampling in which ten participants were chosen as part of Generation Z. A semi-structured interview was conducted in which questions were posed regarding the ABC model and the characteristics of AI-powered chatbots. To analyze how attitudes are formed and what they are, grounded theory was used to code the interviews to established consumer attitudes categories. Findings: The findings demonstrate that consumers' attitudes towards AI-powered chatbots used in e-commerce varied from being positive, negative, or mixed. This is due to the factors that contributed to the formation of attitudes.

The present study aimed to explore upper secondary school teachers' experiences of emotional and cognitive personal and collective work identity. The study adopted a qualitative method with a deductive approach to complement previous quantitative research. Data collection involved semi-structured interviews with seven upper secondary school teachers from central Sweden. The collected material was analyzed using a deductive thematic analysis with predetermined main themes of emotional personal work identity, cognitive personal work identity, emotional collective work identity, and cognitive collective work identity. Respondents demonstrated an apparent emotional and cognitive personal work identity through pride in their work, the perception of work as part of themselves, and alignment between their work and private lives. Their experiences of praise and criticism of the school varied, with the majority not taking it personally. Therefore, most respondents had a vague emotional collective work identity. Respondents' experiences of the cognitive collective work identity were distinct, as they felt they were a part of the school and identified with its success. / Syftet med föreliggande studie var att undersöka gymnasielärares upplevelser av emotionell och kognitiv personlig respektive kollektiv arbetsidentitet. Studien antog en kvalitativ metod med deduktiv ansats, detta för att komplettera tidigare kvantitativ forskning. Datainsamlingen bestod av semistrukturerade intervjuer med sju gymnasielärare från Mellansverige. Det insamlade materialet analyserades med hjälp av en deduktiv tematisk analys där de förutbestämda huvudteman var emotionell personlig arbetsidentitet, kognitiv personlig arbetsidentitet, emotionell kollektiv arbetsidentitet samt kognitiv kollektiv arbetsidentitet. Respondenterna visade en tydlig emotionell och kognitiv personlig arbetsidentitet genom stolthet över sitt arbete, uppfattningen av arbetet som en del av dem, samt överensstämmelse mellan deras arbete och övriga liv. Deras upplevelser av beröm samt kritik mot skolan var varierade, där merparten inte tog det personligt. Därför hade majoriteten en vag emotionell kollektiv arbetsidentitet. Respondenternas upplevelser av den kognitiva kollektiva arbetsidentiteten var tydlig, eftersom de kände sig som en del av skolan och identifierade sig med dess framgång.

The relevance of the topic is due to the crisis state of the modern family, an increase in the number of problem families, multiplied by the number of manifestations of deviant behavior among children. The topic is socially significant and insufficiently studied. Object of study: the moral sphere of senior preschoolers. Subject of research: cognitive and emotional components of the moral sphere of older preschoolers, depending on the relationship with parents. Objective: to identify the relationship between the characteristics of relationships with parents and indicators of the moral sphere of senior preschoolers. The master's thesis consists of introduction, 2 chapters, conclusion, list of references (59 sources) and applications. The work consists of 71 pages, 6 tables and 9 figures. The introduction reveals the relevance of the research problem, sets goals and objectives, defines the object and subject of research, formulates hypotheses, research methods and an empirical basis. The first chapter includes a review and analysis of the literature on the research problem, a description of the basic concepts. Psychological constructs are examined in detail: the moral sphere of older preschoolers, the style of parent-child interaction. The conclusions in the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It provides a description of the progress of the study and interpretation of the results. Based on the data obtained, conclusions on the relationship between the characteristics of the moral sphere and the characteristics of relationships with parents of older preschoolers are demonstrated. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized in general form, the practical significance of the study is substantiated. The study made it possible to verify that the characteristics of the moral sphere of the personality of older preschoolers are determined by the characteristics of the relationships in their families: rejection of the child, hypoprotection, and lack of responsibilities negatively affect the development of the moral sphere of older preschoolers, especially the characteristics of the cognitive and emotional components. Based on the materials of the master's thesis, an article was published in the collection of the 3rd Youth Convention: Multidimensionality of society: a digital turn in humanitarian knowledge: materials of the international student conference March 14–16, 2019. / Актуальность темы обусловлена кризисным состояние современной семьи, увеличением числа проблемных семей, умножающимся количеством проявлений девиантного поведения среди детей. Тема социально значима и недостаточно изучена. Объект исследования: нравственная сфера старших дошкольников. Предмет исследования: когнитивный и эмоциональный компоненты нравственной сферы старших дошкольников в зависимости от взаимоотношений с родителями. Цель исследования: выявление связи между особенностями взаимоотношений с родителями и показателями нравственной сферы старших дошкольников. Магистерская диссертация состоит из введения, 2 глав, заключения, списка литературы (59 источников) и приложений. Работа состоит из 71 страницы, 6 таблиц и 9 рисунков. Во введении раскрывается актуальность проблемы исследования, ставятся цель и задачи, определяются объект и предмет исследования, сформулированы гипотезы, методы исследования и эмпирическая база. Первая глава включает в себя обзор и анализ литературы по проблеме исследования, описание основных понятий. Подробно рассматриваются психологические конструкты: нравственная сфера старших дошкольников, стиль детско-родительского взаимодействия. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание хода исследования и интерпретация результатов. На основе полученных данных продемонстрированы выводы о связи между характеристиками нравственной сферы и особенностями взаимоотношений с родителями старших дошкольников. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования. Проведенное исследование позволило убедиться в том, что характеристики нравственной сферы личности старших дошкольников обусловлены особенностями взаимоотношений в их семьях: отвержение ребенка, гипопротекция, отсутствие обязанностей негативно сказывается на развитии нравственной сферы старших дошкольников, в особенности на характеристиках когнитивного и эмоционального компонентов. По материалам магистерской диссертации опубликована статья в сборнике 3-го Молодежного конвента: Многомерность общества: цифровой поворот в гуманитарном знании: материалы международной студенческой конференции 14–16 марта 2019 года.

This study investigated teachers' attitudes towards a career in rural schools. The aims of this study were broken into two, namely, the primary and secondary aims. The primary aim was to find out whether rural secondary school teachers hold a positive or a negative attitude towards a career in rural schools. The secondary aim was also broken into two. The first secondary aim was to find out whether rural secondary school teachers' personal characteristics such as age, sex, marital status, rank, qualification and teaching experience in rural school(s), as well as the school in which the teacher teaches, have a significant influence on their attitudes towards a career in rural schools. The second secondary aim was to determine the nature of attitudes with regard to A-B-C components of attitudes. To this end, a questionnaire was compiled and used as an attitude rating scale. The questionnaire was administered to a representative sample of one hundred and thirty four rural secondary school teachers from six schools, under Mehlwesizwe circuit in KwaZulu-Natal. Statistical analyses were conducted to fulfil the aims of the study and to test the research hypotheses stated. This study revealed that rural secondary school teachers hold a negative attitude towards a career in rural schools. It also revealed that, irrespective of teachers' personal characteristics, their attitude towards a career in rural school is the same, that is, it is negative. Therefore it was concluded that teachers' personal variables have no significant influence on their attitudes. This study also revealed that, statistically, there were significant differences in the affective and cognitive components of attitude but differences in the behavioural component were not significant. This indicated that the affective and cognitive components are more closely related to each other than they are with the behavioural component. On the basis of teachers' responses to attitude statements, the researcher offered two lines of direction as recommendation, namely, "Rethink resource allocation" and "Direction of restructuring". The former will assist in improving the conditions under which rural teachers work and the circumstances surrounding their workplace. The latter will assist in collaborating the Reconstruction and Development Programme (RDP) structures at national, regional and local level with the Department of Education and Culture, as well as with the private sector, for improving the conditions under which rural teachers work. In that case teachers' attitudes towards a career in rural schools might be changed from negative to positive. / Psychology of Education / M. Ed. (Psychology of Education)

Text in English / Brand reputation has received the attention of many scholars and practitioners because it is central to the success of organisations of all kinds, and an intangible asset with no substitute. In the academic world, brand reputation has been demarcated by various scholars, depending on the disciplinary mind-set involved. It has been established that diverse stakeholder groups have different needs from a brand and their perceptions of brand reputation are thus varied. Acknowledging the needs of different stakeholders and the importance of the consumer stakeholder group allows for a more nuanced and systematic approach in conceptualising brand reputation. Although numerous studies have attempted to explain brand reputation, there is a paucity of studies that have actually conceptualised brand reputation as an attitudinal construct based on both cognitive (rational) and affective (emotional) components. Even fewer researchers have endeavoured to conceptualise brand reputation as an attitudinal construct in the consumer stakeholder group. The aim of this study was to explore female consumer perceptions of Nike’s brand reputation and conceptualise brand reputation as an attitudinal construct based on both cognitive and affective components. The study used qualitative research methods (focus groups and interviews) to collect data on Nike from a group of female consumers in order to identify perceptions and elements that contribute to conceptualising brand reputation on the basis of the components of attitudes. The key findings of this study highlighted the fact that brand reputation is a multidimensional construct and can be demarcated through various elements that contribute to the following themes: perception of product qualities and service, the perception of brand traits and the perception of brand strategy. These themes contribute to the conceptualisation of brand reputation as an attitudinal construct. Since brand reputation as an attitudinal construct has previously been conceptualised based on cognitive and affective components, this study confirmed the two components but a unique finding of this study was the identification of the behavioural component of attitudes. Hence the study findings not only make a contribution to the existing body of knowledge on perceptions of brand reputation in an elusive stakeholder group – female consumers, consumer-based reputation (CBR), and in defining brand reputation but also conceptualise brand reputation as an attitudinal construct based on previously identified cognitive and affective components as well as the newfound behavioural component of attitudes. / Communication Science / M.A. (Communication Science)

This study investigated teachers' attitudes towards a career in rural schools. The aims of this study were broken into two, namely, the primary and secondary aims. The primary aim was to find out whether rural secondary school teachers hold a positive or a negative attitude towards a career in rural schools. The secondary aim was also broken into two. The first secondary aim was to find out whether rural secondary school teachers' personal characteristics such as age, sex, marital status, rank, qualification and teaching experience in rural school(s), as well as the school in which the teacher teaches, have a significant influence on their attitudes towards a career in rural schools. The second secondary aim was to determine the nature of attitudes with regard to A-B-C components of attitudes. To this end, a questionnaire was compiled and used as an attitude rating scale. The questionnaire was administered to a representative sample of one hundred and thirty four rural secondary school teachers from six schools, under Mehlwesizwe circuit in KwaZulu-Natal. Statistical analyses were conducted to fulfil the aims of the study and to test the research hypotheses stated. This study revealed that rural secondary school teachers hold a negative attitude towards a career in rural schools. It also revealed that, irrespective of teachers' personal characteristics, their attitude towards a career in rural school is the same, that is, it is negative. Therefore it was concluded that teachers' personal variables have no significant influence on their attitudes. This study also revealed that, statistically, there were significant differences in the affective and cognitive components of attitude but differences in the behavioural component were not significant. This indicated that the affective and cognitive components are more closely related to each other than they are with the behavioural component. On the basis of teachers' responses to attitude statements, the researcher offered two lines of direction as recommendation, namely, "Rethink resource allocation" and "Direction of restructuring". The former will assist in improving the conditions under which rural teachers work and the circumstances surrounding their workplace. The latter will assist in collaborating the Reconstruction and Development Programme (RDP) structures at national, regional and local level with the Department of Education and Culture, as well as with the private sector, for improving the conditions under which rural teachers work. In that case teachers' attitudes towards a career in rural schools might be changed from negative to positive. / Psychology of Education / M. Ed. (Psychology of Education)