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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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

This research addressed the influence employee age has on organizational justice perceptions (OJPs) and organizational citizenship behaviors (OCBs) through conscientiousness. Given the valuable contributions of older employees in the workforce, the aim of this study was to investigate the processes by which age affects justice perceptions, the expression of conscientiousness traits, and workplace behaviors. Additionally, a theoretical framework was provided where the conservation of resource, equity, fairness, socioemotional selectivity, and conscientiousness at work theorieshelp explain the linkages from the integrative model. A total of 179 MTurk workers participated in this study, which required participants to answer questions about their workplace perceptions and behaviors. The primary scales used in this study measuring OJPs, conscientiousness, and OCBs were obtained from previous studies that found these measures to be reliable and valid. Using those scales, three main hypotheses were tested: Hypothesis 1 predicted age would moderate the relationship between OJPs and OCBs; Hypotheses 2 predicted conscientiousness would mediate the relationship between OJPs and OCBs; and Hypothesis 3 predicted employee age (moderating variable) would interact with justice perceptions (independent variable) and predict organizational citizenship behaviors (dependent variable), through conscientiousness (mediating variable). Results suggested that age does not moderate the relationship between OJPs and OCBs; however, conscientiousness mediates the relationship between OJPs and OCBs; and employee age only moderates the mediating effects of conscientiousness in the relationship between distributive justice perceptions and OCBs. Overall, this research provides preliminary findings to a model that had never been researched before, provides theoretical and practical implications, as well as directions for future research.

Although organizational citizenship behaviors toward individuals (OCB-I) have been studied over decades, the beneficiary side of OCB-I has been understudied. The co-existing and interactive possibility of benefactor OCB-I and beneficiary OCB-I within individuals has been ignored. Therefore, this research adopted a person-centered approach and examined different profiles of benefactor OCB-I and beneficiary OCB-I on the basis of Grant’s (2013) theory. Results from Study 1 data (cross-sectional data) and Study 2 data (multiple waves of data) revealed the three profile groups: vigorous (high benefactor OCB-I and high beneficiary OCB-I), moderate (moderate benefactor OCB-I and moderate beneficiary OCB-I), and passive OCB-I groups (low benefactor OCB-I and low beneficiary OCB-I). Also, the three profiles were significantly differentiated by positive affect, other-oriented empathy, task interdependence, and job satisfaction. Furthermore, the vigorous OCB-I group showed the lowest psychological strain while the passive OCB-I group showed the lowest physical strain. The results offer theoretical implications for Grant’s (2013) theory, OCB-I and employee health research, and equity theory in comparison to conservation of resources theory. In addition, practical implications for enhancing employee health are discussed.

The main purpose of the study was to investigate the role of Big Five personality dimensions (Extraversion, Conscientiousness, Openness to Experience, Neuroticism and Agreeableness) and justice perceptions (procedural, distributive, informational and interactional justice) on social loafing in a field setting. Another purpose was to explore potential moderation effects of personality and justice dimensions on social loafing. Data was gathered both from employees and their supervisors working in three leading software companies in Ankara, Turkey. The study was conducted in two phases. In the pilot study, social loafing and perceived coworker social loafing scales were developed. Task visibility scale was adapted to Turkish. The internal consistency reliabilities of the scales were tested by a pilot study with a sample of 53 employees. In the main study, hypothesis and potential moderation effects were tested by gathering data from 156 participants. Results supported only two hypotheses proposing positive relations between extraversion &amp / social loafing and neuroticism &amp / social loafing. Investigating potential moderators, distributive justice turned out to be moderator on the relation between extraversion and social loafing. Moreover, conscientiousness had moderation effect on the relation between informational justice and social loafing. The results were discussed along with practical implications, limitations of the study and future directions.