Year 12 has been identified as a critical decision point in the career decision making process for students. Students have been found to make decisions in different ways some having already defined goals for the future others are doubtful and make tentative goals. At the end of Year 12 students are faced with the task of career decision. During the final two weeks of year 12 these students will have to make choices about their imminent future that is whether to do tertiary studies/seek apprenticeships look for immediate employment or defer studies for a time and seek employment. A review of major theories relating to career determination was undertaken. Decision-making theories have identified twelfth grade/age range 16 - 18 years, as being one of the critical decision periods for an adolescent. 355 A.C.T. Year 12 students from Catholic Colleges were given a questionnaire designed to probe students' self awareness in relation to study habits coping abilities, as well as a description of some of their personal qualities relating to school life, subject interest, and career benefits derived from the future career considered. The information gained from the Questionnaire was reduced to a number of sets of relationships by factor analysis. The personal factors of subject interest, career benefits and further study interests were examined by canonical correlation techniques with Career Types. Students with an interest in scientific careers exhibited an interest in the physical science subjects. Those with an expressed interest in a blend of science and expressive arts career were a group of students with creative ideas / leadership aspirations,an interest in cultural and physical science subject, and a desire for further- studies. Another group of year 12 students involving more girls than boys showed an interest in a cluster of careers with a social involvement component but a rejection of routine activities. Students with an interest in environmental subjects with a possession of management and living skills looked towards careers that provided out of doors activities involving social work and selling. There was a positive correlation between these personal factors and the students' choice of a career.

The importance of trust in Electronic Commerce (EC) has been addressed for about two decades and various theories have been applied to investigate the issue. In spite of a consensus among researchers of trust in a website being a risky decision, they have neither applied decision making theories (e.g. two systems of reasoning) in the context nor created a risky situation when examining their hypotheses about trust in EC. Instead, the decision is implicitly assumed to be deliberative although not enough evidences have been collected to support the assumption. An in-lab experiment was conducted to investigate the above shortcomings in the literature. Findings show that unlike the current belief, intuition (and not deliberation), is the dominant decision making process when trusting an unknown website in a risky situation. The level of trust is significantly different when risk is not involved. In addition, one of the well-established constructs, “situational decision making to trust”, was not confirmed by the collected data in the risky situation. The results conflict with EC and trust literature and clarify the crucial role of risk in decision making to trust. Hence, the studies that have measured and validated trust and related constructs without the actual risky situation might need to be reconsidered.

The importance of trust in Electronic Commerce (EC) has been addressed for about two decades and various theories have been applied to investigate the issue. In spite of a consensus among researchers of trust in a website being a risky decision, they have neither applied decision making theories (e.g. two systems of reasoning) in the context nor created a risky situation when examining their hypotheses about trust in EC. Instead, the decision is implicitly assumed to be deliberative although not enough evidences have been collected to support the assumption. An in-lab experiment was conducted to investigate the above shortcomings in the literature. Findings show that unlike the current belief, intuition (and not deliberation), is the dominant decision making process when trusting an unknown website in a risky situation. The level of trust is significantly different when risk is not involved. In addition, one of the well-established constructs, “situational decision making to trust”, was not confirmed by the collected data in the risky situation. The results conflict with EC and trust literature and clarify the crucial role of risk in decision making to trust. Hence, the studies that have measured and validated trust and related constructs without the actual risky situation might need to be reconsidered.

A la suite des deux Guerres Mondiales, la considération sociétale du handicap a évoluée. Les Etats ont peu à peu promulgué des lois antidiscriminatoires et mis en place un ensemble de politiques publiques en sa faveur. Pour profiter des politiques publiques établies, il est néanmoins nécessaire que le handicap soit déclaré institutionnellement. Néanmoins, ce processus n’est pas systématique, le handicap étant souvent dissimulé, et ce, dès le cursus d’étude. Dans cette optique, et en nous appuyant sur les théories de la décision, l’objectif de la thèse est de comprendre le fonctionnement de la révélation institutionnelle du handicap des étudiants. Nous avons conduit une étude qualitative, basée sur la conduite d’entretiens semi-directifs, de récits de vie, d’observations participantes et d’analyses de données secondaires. Nos résultats montrent que différentes raisons individuelles et environnementales influent sur la propension à la révélation. Les conséquences de la décision s’analysent en termes de confirmation et de disconfirmation des attentes initiales. La décision se matérialise également par l’adoption de quatre stratégies de révélation. / Following two World Wars, the societal consideration of disability has considerably evolved. Most of countries have implemented national disability policies in order to improve disabled people professional integration. Nevertheless, in order to be part of such policies, disability first needs to be institutionally disclosed. Institutional disclosure is far from being automatic as disability is frequently concealed since university. In this perspective, based on the decision making theories this thesis aims at understanding the institutional disclosure process. We focus on the specific case of students with disabilities. A qualitative study based on semi structured interviews, life story interviews, participant observations and secondary data analysis has been conducted. Our results show that several individual and environmental reasons affect disclosure motivations. The consequences of disclosure can be analyzed in terms of expectancies confirmation and disconfirmation. Finally disclosure follows four distinctive strategies.