Thesis (Ph. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on Nov. 5, 2007). Includes bibliographical references (p. 60-70).

Thesis (Ph. D.)--University of California, Santa Cruz, 1988. / Typescript. Includes bibliographical references (leaves 114-122).

Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 6, 2007) Includes bibliographical references.

The New Grove Dictionary of Jazz defines “double time” as “the apparent doubling of the tempo […] achieved by halving the prevailing note value.” A more precise term for this concept is “double-time feel.” The question of how a musical performance creates double-time feel has received little scholarly attention. Grove’s explanation is incomplete because “halving the prevailing note value” is sometimes perceived by listeners as diminution within an unchanged tempo. My hypothesis is that swing rhythm, pervasive in many styles of jazz, not only facilitates the use of double-time feel but allows for subtle gradations in its use. I offer a model that classifies rhythms according to how strongly they support (or undermine) a double-time feel in a swing rhythm context, and I apply the model to performances by Louis Armstrong and Lee Morgan. My analysis demonstrates these artists’ fine-grained control over double-time feel and suggests directions for future research.

Using the action-based model of dissonance (Harmon-Jones, Amodio, & Harmon-Jones, 2009) and self-determination theory (Deci & Ryan, 2008) as theoretical frameworks, this thesis sought to explain the motivational processes underlying the environmental belief-action gap. The thesis examined why and how people resolve inconsistencies between their favourable attitudes toward environmental protection and their environmentally harmful behaviour. I hypothesized that accounting for individual differences in autonomous and controlled distal motives for effective and unconflicted action would clarify why attitude-behaviour inconsistencies are uncomfortable and explain how people compensate for them. I carried out 3 sets of studies to test the proposed hierarchical action-based model of inconsistency compensation in the environmental domain (HABICE). The objective of the first set of 3 studies was to test hypotheses about the role of individual differences in global and contextual motivation on dissonance arousal, in response to native attitude-behaviour inconsistencies encountered across and within important life domains. The second set of 3 studies tested hypotheses about the role of individual differences in contextual motivation toward the environment on the use and choice of strategies to compensate for a recent native inconsistency in the environmental domain. Finally, the goal of the final study was to test hypotheses about the moderating effect of social factors that direct attention to public (ego-invested) versus private (authentic) aspects of the self during the perception of inconsistencies on motivation and intentions to revise pro-global warming mitigation attitudes. The results of the 7 studies (total N = 2,209) supported the main predictions of the HABICE. The cumulative evidence supported the existence of two motivational orientations operating during inconsistency compensation processes. The autonomous motivational orientation, which embodies action tendencies to facilitate organismic integration via authentic regulation, motivated people to compensate for attitude-behaviour inconsistencies to restore the integrity of authentic self-structures. As a result, autonomous motivation toward the environment led people to reduce dissonance and to compensate for perceived inconsistencies by bringing their behaviour in line with self-relevant attitudes. The controlled motivational orientation, which embodies action tendencies to facilitate instrumental outcomes via contingent regulation, motivated people to compensate for attitude-behaviour inconsistencies to protect ego-invested self-structures by avoiding the aversive consequences of their counter-environmental actions. When inconsistencies aroused dissonance, controlled motivation predicted the use of overt behavioural strategies, for example enacting a compensatory pro-environmental action, to reduce dissonance. However, when inconsistencies did not arouse dissonance or there were barriers to behaviour change, controlled motivation predicted the use of cognitive strategies, for example revising or distorting pro-environmental attitudes, to minimize the inconsistency. Consequently, autonomous compensation processes predicted relatively infrequent attitude-behaviour inconsistencies in the environmental domain while controlled compensation processes predicted relatively frequent inconsistencies. The results imply that controlled motivation toward the environment may be driving the environmental belief-action gap, but that finding ways to promote autonomous motivation toward the environment in the general population has the potential to alleviate the gap.

The theories of cognitive dissonance (Festinger, 1957) and self-perception (Bern, 1965) are reviewed in terms of the "insufficient justification" and "observer replication" laboratory paradigms. The controversy generated by their competing explanatory claims was evaluated in three separate contexts: as debate, theory, and metatheory. In a debating context it was concluded that Ben got the better of the controversy by observing the input requirements of his theory and marshalling against his critics evidence generated by their own failure to do likewise. Analytical and epistemological errors committed by the dissonance theory advocates were major factors in this csnclusion. With respect to the more substantive context of theory-testing, it was concluded that Bern failed to establish the plausibility of the cognitive process postulated by the self-perception theory. A unique counter-instance was cited to demonstrate that self-perception is not a wholly viable alternative analysis of cognitive dissonance phenomena. In addition, an examination of Bern's adherence to a functional analysis in conjunction with a simulation methodology raised doubts that such a strategy could deliver the desired information concerning plausibility of the self-perception process. When viewed at the level of metatheory, however, Bern was considered to have had a substantial influence upon the working commitments of a small community of his colleagues. This conclusion was derived from a metaphorical application of Kuhn's (1962) thesis concerning scientific revolutions to events in the recent history of Social Psychology. In this view, the self-perception theory is an historical marker which brings clearly into focus the transition of attitudinal research from a motivational-consistency "paradigm" to an information processing/attributional "paradigm". Three experiments are reported which make use of Bern's credibility cueing procedure to articulate the newer "paradigm". The first experiment provides support for a fundamental hypothesis derived from the self-perception theory. Subjects' recall of a task was systematically influenced by external discriminative stimuli for self-credibility when internal memory cues were relatively weak, but net when such cues were relatively strong. The use of a statistic which takes into account subjects' differential guessing strategies increased confidence in the self-perception interpretation of these results. The second experiment attempted to extend the credibility cueing effect beyond the traditional impersonal cueing situation to one involving interpersonal discriminative stimuli for self-credibility. Although procedural insights rendered the results inconclusive, a serendipitous observation was made. The results suggested a novel hypothesis that different stimulus persons could have differential effects on subjects' self-credibility. A third experiment provided support for this hypothesis. When one live interviewer was manipulated as a discriminative stimulus for self-credibility, subjects' recall of a task was systematically influenced in accord with self-perception predictions. These effects did net occur in the presence of a second live interviewer. Speculation was advanced concerning the psychological basis for differential credibility cueing properties of parties to social interactions with particular reference to the credibility cueing potential of police interrogations. / Arts, Faculty of / Psychology, Department of / Graduate

Concerns continue to be raised in South African higher education circles that students are not performing academically as they can and should, resulting in low through-put and poor retention rates (Hersh & Merrow, 2005; Pandor, 2007; DoE, 2008; EDUCATOR’S VOICE; MacGregor, 2009) . This mixed methods case study, using the General Model of Instructional Communication (McCroskey, Valencic, & Richmond, 2004), is an investigation of the lecturers’ and their students’ perceptions of lecturers’ instructional communication (IC), with specific focus on lecturer immediacy, clarity and credibility. These perceptions were further analysed to establish the extent to which they reflect lecturers’ instructional competence. Triangulation of data sets was conducted after seven lecturers had been interviewed and observed (eCOVE software and video) and questionnaires were administered to 252 first year students, enrolled for a communications course. Data were stored and analysed through the Dictate Express software, WEFT QDAS (text) and the Statistical Programme for the Social Sciences (SPSS) (numeric). The use of multiple data sources and analytic methods helped to improve the reliability and validity of the study. Analysis of the perceptions revealed that although the lecturers were perceived to be verbally and nonverbally immediate, they were also perceived to be unclear in their presentation, although credible in the eyes of their students. These negative behaviours have the potential to affect students’ learning adversely, and so potentially reduce students’ academic success. The lecturers were also found to be inconsistently competent, pedagogically and professionally. Recommendations at practical and policy levels, aimed at ameliorating lecturers’ communication and instructional skills during instruction, have been made while further research could review existing instruments, interventions and assess student performance. / Thesis (PhD)--University of Pretoria, 2015. / tm2015 / Humanities Education / PhD / Unrestricted

« .Les émotions sont une partie intégrante et inséparable de la vie organisationnelle de tous les jours. Depuis les moments d’anéantissement ou de joie, de peine ou de peur, jusqu’à la sensation permanente d’insatisfaction ou d’emprisonnement, l’expérience au travail est saturée de sentiments. » (Ashforth & Humphrey, 1995, p.97). Certaines professions sont particulièrement exigeantes sur le plan émotionnel, par exemple les professions d’aide (Mann, 2005). Notre recherche a pour objectif d’analyser les exigences émotionnelles de la profession d’infirmières. En particulier, il s’agit de considérer la relation émotionnelle avec les patients comme un aspect essentiel de la charge de travail :devoir gérer et personnaliser les interactions et les communications, en vue de mettre en œuvre la compréhension interpersonnelle nécessaire. De manière à explorer cette fonction professionnelle, nous utiliserons le concept de « travail émotionnel », proposé par Hochschild en 1983. L’hypothèse centrale de son étude considère que le travail émotionnel consiste en l’effort, la planification et le contrôle exigé pour exprimer les émotions désirées par l’organisation durant les transactions (Morris & Feldman, 1996). Il demande au travailleur de supprimer l’expression de certaines émotions ou au contraire d’exprimer des émotions non ressenties afin que les émotions exprimées soient en accord avec les règles émotionnelles propres à l’institution. Les émotions au travail ont un caractère ambivalent. Ces résultats mixtes suggèrent de ne pas se focaliser sur les émotions négatives ou positives, mais plutôt de se concentrer sur le comment les infirmiers peuvent réguler leurs émotions pendant les interactions avec les patients. On a choisi comme indicateurs du travail émotionnel deux états personnels différents: l’empathie (Eisenberg, 2002, 2004 – Bonino et al. 2003) et la dissonance émotionnelle (Zapf, 2002), qui peuvent être utilisées par les infirmiers dans la relation avec leurs patients. Le concept d'empathie désigne la capacité à comprendre les états affectifs d'autrui et la capacité à partager les émotions avec autrui. L’empathie présente un attribut plutôt cognitif. Cette précision est importante pour différencier l’empathie de la sympathie :quand les infirmiers montrent de l’empathie, ils sont capables de se dégager des émotions du patient, préservant leur propre espace personnel sans perdre de vue leur rôle et leurs responsabilités professionnelles. Utiliser l’empathie dans les relations avec les patients va s’avérer avantageux pour les infirmiers parce que l’empathie permet d’instaurer un rapport authentique, établissant un juste milieu entre compassion et retrait (Hojat, 2007). La dissonance émotionnelle surgit quand un employé doit montrer une émotion qu’il ne ressent pas sincèrement dans une situation particulière :soit le sujet ne ressent rien quand on attend de lui qu’il ressente un sentiment précis, soit au contraire la règle émotionnelle lui impose de supprimer une émotion non désirée (par ex la colère). La dissonance émotionnelle a été considérée depuis le début des recherches comme le cœur du problème du travail émotionnel. Elle peut amener le travailleur à se sentir hypocrite, menteur, et à long terme elle peut entraîner une aliénation de ses propres émotions, une perte d’estime de soi et de la dépression (Zapf, 2002). Cette contribution vise à vérifier le rôle de l’empathie et de la dissonance émotionnelle sur la qualité de vie au travail (satisfaction au travail, l’engagement et les comportements de citoyenneté) dans le nursing. Un questionnaire a été complété par 222 infirmier(e)s, travaillant dans différents hôpitaux d’une région du Nord de l’Italie. L’échelle d’empathie a été soumise à une analyse factorielle confirmatoire, en utilisant le logiciel EQS. Les résultats montrent que la solution à deux facteurs présente des indices d’ajustement corrects. (RMSEA = 0.108 CFI = 0.829 GFI = 0.874 AGFI = 0.821). Cette analyse factorielle confirme les deux composantes de l’empathie telle que définie par Hojat (2007). La composante cognitive consiste en la prise de perspective et donc en la capacité de comprendre le point de vue de l’autre. La composante affective définit la compassion. Les résultats de l’étude 1 (modèle 1) confirment que :l’empathie a une forte composante cognitive. L’analyse factorielle souligne que le facteur dominant est la prise de perspective (perspective taking; Hojat, 2009) et donc la capacité de comprendre le point de vue de l’autre. De plus les analyses montrent que la prise de perspective explique le work engagement, les comportements de citoyenneté et la satisfaction professionnelle. On peut penser que la compréhension empathique génère un feedback dynamique où tant l’infirmier que le patient jouent un rôle actif et satisfaisant. Ces résultats confirment que l’empathie peut être une ressource émotionnelle utile tant pour les infirmiers que pour les structures de santé. La plupart des études se sont concentrées sur les effets nuisibles de la dissonance sur la santé des employés. Actuellement, les études tendent à considérer la dissonance émotionnelle comme un état psychologique (Pugh, 2011), qui a des liens avec la dissonance cognitive (Festinger, 1973). Ces études soulignent que la dissonance n’est pas négative en soi, mais l’est seulement dans certaines conditions. La plupart des études se sont concentrées sur les effets nuisibles de la dissonance sur la santé des employés. Actuellement, les études tendent à considérer la dissonance émotionnelle comme un état psychologique (Pugh, 2011), qui a des liens avec la dissonance cognitive (Festinger, 1973). Ces études soulignent que la dissonance n’est pas négative en soi, mais l’est seulement dans certaines conditions.Le cadre théorique du paradigme de l’Effort-Justification (Harman-Jones & Mills, 1999), a suscité l’hypothèse que la dissonance émotionnelle peut être modérée à différents niveaux. Les résultats confirment que les effets nuisibles de la dissonance peuvent être réduits. On pose l’hypothèse que l’engagement affectif protège de la sensation d’aliénation, causée de la dissonance émotionnnelle, en fournissant un sens d’appartenance et d’affiliation.On pose l’hypothèse que la signification accordée au travail réduit les effets nuisibles de la dissonance émotionnelle, parce que l’individu peut mieux accepter se sentir menteur et hypocrite s’il y a une motivation et une raison. L’absence d’effet de modération entre empathie et dissonance émotionnelle a des implications pour les études futures: par exemple de vérifier si empathie et dissonance émotionnelle sont des stratégies de régulation des émotions totalement différentes. / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

Cognitive dissonance between learned spirituality and opposing behaviors is called spiritual cognitive dissonance (SCD). SCD has been successfully proven in former research; however, to date, it has yet to offer descriptions of specific incidents of SCD and/or how it effects the lesbian, gay, bisexual, transgender, queer and questioning (LGBTQQ) individual. A qualitative phenomenological study in which eight participants were interviewed was employed to collect data. The study revealed how SCD manifested in their lives, specifically those who were raised within conservative, heteronormative spiritual homes. All participants were LGBTQQ and believed they had experienced SCD. The data collected during each interview were meticulously analyzed to find similarities with other participant answers and then codified for similar ideas expressed. Each individual experienced SCD in different ways. Most of the participants experienced fear, guilt and/or shame when they began to live authentically as LGBTQQ. Many revealed they had experienced suicidal ideations. Because of the danger of suicide associated with this disorder, it is important that intervention programs be developed to properly recognize and treat this illness. Places of worship should spearhead educational opportunities specifically targeting SCD in the LGBTQQ community. Secular offerings should include education at both the secondary and collegiate levels. Additionally, since SCD is not limited to the LGBTQQ community, this data may also assist therapists who aid heterosexual individuals in coping with spiritual cognitive dissonance.