Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 137-155).

Made available in DSpace on 2015-12-03T18:35:32Z (GMT). No. of bitstreams: 1 Erotides_Rocha_Guimaraes.pdf: 1104687 bytes, checksum: b9261fd97edeb2da0dfbac411492304b (MD5) Previous issue date: 2014-10-28 / Many times, the entrance to higher education is the moment when students start to have contact with their future careers, aiming to graduate and become professionals in their chosen area. Nowadays, the future accountant professional will find a globalized and competitive job market, with many types of demands. Graduating is not a guarantee for professional success, because students will need opportunities for starting a career, aiming to update and stand out. Such students, whose academic and professional life usually conflict, may have certain behaviors that may lead to the Burnout Syndrome. In this context, the aim of this research was to verify the prevalence of social demographic, work and academic patterns in last year students of Accountancy undergraduate courses in S??o Paulo city, exposed to the Burnout Syndrome. This was an analytical empirical research, involving 419 Accountancy students from seven private universities from S??o Paulo city. It was used the MBI-HSS (Maslach Burnout Inventory-Human Services Survey) questionnaire, adapted by Carloto and C??mara (2006). It was possible to verify socio demographic, work and academic patters, and significant divergences among the groups who work in external auditing companies, in accountancy area in other companies, interns and the ones who were not working during the research. After changing three dimensions concerning the research variables, the following results were stated: 194 students (46,30%) showed changes in the dimension Emotional Exhaustion (EE), 47 (11,22%) in Disbelief (DE) and 131 (31,26%) in Professional Efficiency (PE). The subjects were divided in three groups, according to the number of dimensions that showed changes. In Group 1, 276 subjects (67%) showed changes in EE. In Group2, 67 subjects (16%) showed changes in EE and in one of the other dimensions. In Group 3, 17 subjects (4,05%) showed a degree of exposure in those three dimensions at the same time. Moreover, it was possible to verify the following results. For subjects in Group 1, working in auditing companies and studying at Centro Universit??rio Assun????o (UNIFAI) permit more exposure. The subjects from Universidade Mackenzie showed, in all groups, bigger chances of exposure to the Burnout Syndrome. The same goes for subjects in Group 3, who study at Universidade S??o Judas Tadeu. To sum up, It was identified that, for all subjects from the three groups, the feeling of not being skilled can enhance the chances of exposure to the Burnout Syndrome / Muitas vezes a entrada no ensino superior ?? o momento em que os estudantes iniciam o aprendizado profissional, para concluir o curso escolhido e tornarem-se profissionais atuantes na ??rea escolhida. O futuro contador encontrar?? um mercado com exig??ncias de toda ordem. O fim da gradua????o, n??o garante o sucesso profissional; o estudante deve ter uma oportunidade para a inser????o na carreira, buscando se atualizar e se destacar. Esse estudante, cujas vidas acad??mica e profissional por vezes conflitam, poder?? apresentar comportamentos que denunciam o adoecimento pela S??ndrome de BURNOUT. Este estudo busca verificar a preval??ncia de fatores s??cio-demogr??ficos, laborais e acad??micos em ultimoanistas do curso de Ci??ncias Cont??beis expostos ?? S??ndrome de BURNOUT. A pesquisa ?? emp??rico anal??tica, com 419 estudantes de Ci??ncias Cont??beis de sete Institui????es de ensino Superior privadas da cidade de S??o Paulo. Foi usado o question??rio MBI-HSS (Maslach Burnout Inventory-Human Services Survey), adaptado por Carloto e C??mara (2006). Foram constatados fatores s??cio-demogr??ficos, laborais e acad??micos e as diferen??as significativas entre os grupos que trabalham em empresas de auditoria externa, de contabilidade, que atuam na ??rea cont??bil das demais empresas, estagi??rios e os que n??o trabalhavam ?? ??poca da pesquisa. A aferi????o das altera????es tr??s dimens??es relativas ??s vari??veis de pesquisa revelou os seguintes resultados: 194 estudantes (46,30%) demonstraram altera????o na dimens??o Exaust??o Emocional (EE), 47 (11,22%) na Descren??a (DE), e 131 (31,26%) na Efic??cia Profissional (EP). Os sujeitos foram divididos em 3 grupos conforme o n??mero de dimens??es que apresentou altera????es. O grupo 1 possui 276 sujeitos (67%) que mostraram altera????o na EE. O grupo 2, com 67 sujeitos (16%) mostrou altera????es na EE e em alguma outra das dimens??es. O grupo 3, com 17 sujeitos (4,06%) mostrou um grau de exposi????o nas tr??s dimens??es de forma concomitante. ?? poss??vel apresentar os seguintes resultados: Para os sujeitos do grupo 1, trabalhar em empresas de auditoria externa e estudar no Centro Universit??rio Assun????o (UNIFAI), possibilita maior exposi????o. Os sujeitos da Universidade Mackenzie apresentaram em todos os grupos maiores chances de exposi????o ?? S??ndrome. Isto tamb??m ?? real para os sujeitos do grupo 3 que estudam na Universidade S??o Judas Tadeu. Identificou-se que, para todos os sujeitos dos tr??s grupos a sensa????o de n??o estarem capacitados aumenta as chances de exposi????o ?? S??ndrome de BURNOUT

Made available in DSpace on 2015-12-03T18:35:32Z (GMT). No. of bitstreams: 1 Dulciane_Alves_Luczkiewicz.pdf: 1466208 bytes, checksum: 50c6d7ca5e70b801f461de01e4c4b189 (MD5) Previous issue date: 2015-03-18 / The objective of this study was to analyze, considering the brazilian cultural diversity, if there is a statistically meaningful difference in the level of moral development of Accounting students from different universities. The study was based on Kohlberg's moral development Theory, which presents three stages of moral development: pre-conventional (stages 1 and 2), conventional (stages 3 and 4) and post-conventional (stages 5 and 6), and on Hofstede's Culture Theory, which presents the following dimensions: power distance, collectivism versus individualism, femininity versus masculinity, uncertainty avoidance and long-term orientation versus short term orientation. The results were obtained through a descriptive analysis, ANOVA test, equality of proportion test, Pearson's correlation, confidence interval for average and p-value. The variables related to moral development, age, gender, religion and professional experience did not present statistically meaningful difference in the regions surveyed, what did not occur with the variable education, which proved to be a strong and consistent variable when compared to moral development. This study also aimed to verify if Hofstede's cultural dimensions presented significance between the studied regions. Difference was found in the following dimensions: power distance, individualism and long-term orientation. It is also possible to observe that the p index of moral development presents a statistically meaningful relation with the regions. Another important find in this study is that there is no statistically meaningful relation between the p index of moral development and the cultural values among the students that participated in this research in the regions surveyed. / Esta pesquisa teve como objetivo analisar, considerando-se as diversidades culturais do Brasil, se h?? diferen??a estatisticamente significativa em rela????o ao n??vel de desenvolvimento moral dos estudantes de gradua????o de Ci??ncias Cont??beis de diferentes Institui????es de Ensino Superior. Para tanto, utilizou-se como base a Teoria do desenvolvimento moral de Kohlberg, que postula em sua teoria tr??s n??veis de desenvolvimento moral: o pr??-convencional (est??gios 1 e 2), o convencional (est??gios 3 e 4) e o p??s-convencional (est??gios 5 e 6), e a Teoria da Cultura de Hofstede, que est?? definida nas seguintes dimens??es: dist??ncia do poder, coletivismo versus individualismo, feminilidade versus masculinidade, controle da incerteza e orienta????o de longo prazo versus curto prazo. Os resultados foram obtidos atrav??s de an??lise descritiva, teste ANOVA, teste de igualdade de propor????es, correla????o de Pearson, intervalo de confian??a para m??dia e p-valor. As vari??veis relacionadas com o Desenvolvimento Moral, idade, g??nero, religi??o e experi??ncia profissional, n??o tiveram diferen??as estatisticamente significativas nas regi??es pesquisadas, diferentemente da vari??vel educa????o, que comprovou ser uma vari??vel forte e consistente quando comparada com o desenvolvimento moral. Buscou-se ainda verificar se as dimens??es culturais de Hofstede tinham ou n??o signific??ncia entre as regi??es pesquisadas. Constatou-se diferen??a nas dimens??es dist??ncia do poder, individualismo e orienta????o a longo prazo. Nota-se ainda que o ??ndice p do desenvolvimento moral possui rela????o estatisticamente significante entre as regi??es. Outro achado importante nesta pesquisa foi que n??o h?? rela????o estatisticamente significativa entre o ??ndice p do desenvolvimento moral com os valores culturais entre os estudantes das regi??es pesquisadas.