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Thesis (M.Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 113-122) Also available in print.

Thesis (M. Com.)--University of Canterbury, 2010. / Typescript (photocopy). Includes bibliographical references (leaves 127-132) and index. Also available via the World Wide Web.

This research considers the relationship between possession centrality to self and perceptions of control on the antecedents, events, and consequences of the disposition, separation, giving up, and loss of possessions. The following dispositional behaviors are explored: (1) etic motivations of disposition; (2) methods of disposition; (3) emotional reactions to disposition; (4) etic meanings of disposition; and (5) replacement factors. Structured by a two-by -two, within-subjects research design, survey questionnaires and in-depth interviews are used to elicit retrospective data concerning four dispositional experiences--one from each cell in the research design. These data are then compared between high and low centrality possessions, high and low control dispositions, and their interactions. Although this study is exploratory, it provides suggestive evidence that possession centrality and perceptions of control are key dimensions which affect dispositional experiences. Furthermore, methods of disposition, possession types, and transitional events appear to coincide with these dimensions.

The purpose of this study was to investigate the effects of action planning on transfer of training. Transfer was conceptualized in terms of intention to transfer, initiation of transfer, and overall transfer. Though not the primary focus of the study, perception of manager support for the transfer of the training was investigated as well. / The subjects were 104 employees attending in-house skills-based training courses held at three sites of a major US corporation. Nine of the 17 course deliveries were randomly selected for the treatment which was instruction in and the completion of an individualized action plan to use the training in the work environment. Transfer data was collected three months after the training using surveys and interviews. / The findings indicated that the learners who prepared action plans reported significantly lower levels of intention to transfer, and anticipated less manager support for transfer. There was no significant difference between the two groups on the measures of initiation of transfer and overall transfer. The study did show however that perception of manager support was more important than action planning in influencing intention to transfer, initiation of transfer, and overall transfer. Supplemental analysis examined the possibility that the results may have been influenced by between-group differences which were too strong for action planning to overcome or compete with. Results are discussed in light of past research, and implications for practice and future studies are presented. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4256. / Major Professor: John Keller. / Thesis (Ph.D.)--The Florida State University, 1995.

Students do not always use available help to accomplish their goals in an academic environment. Traditionally, academic help-seeking has been viewed as an act of dependence involving a public interaction between a student and a teacher or peer. Recent advances in technology have led to the re-conceptualization of help-seeking as a private act that supports independent achievement goals. The purpose of this study was to investigate the effects of two treatments that promote task involvement, task-involving instructions and instructor modeling on help-seeking behavior. Help-seeking behavior was defined as the number of times a student accessed program help while learning to use a programming system. It was hypothesized that students who received either the task-involving instruction treatment, the instructor modeling treatment or a combination of these treatments would seek more program help than students who received traditional instructions without instructor modeling. / Three instructors and a total of 106 technical professionals employed by an information technology company participated in this study. Students were grouped into eight classes that were open for registration by any technical employee through a computer registration system. Employees registered themselves for class dates and locations and classes were assigned to instructors. Two different instructors were assigned to each condition in this study. / The research was conducted as a 2 $\times$ 2 quasi-experimental design with four possible conditions. The treatment effects for help-seeking were analyzed using the two-way analysis of variance procedure. A main effect was supported for the instructor modeling treatment, F(1,102) = 18.32, p $<$.05. The results indicate that students who received the instructor modeling treatment sought more program help than students who did not receive instructor modeling. / This study suggests that instructor modeling may be an appropriate strategy to promote academic help-seeking. Educators should consider the effects of task-involving strategies on the attitudes associated with help-seeking behavior. Teachers can affect these attitudes and enhance the learning experience by modeling the use of program help to answer questions or solve problems. Future research should investigate relationships between increased help-seeking and other indicators of learning and performance. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4364. / Major Professor: John M. Keller. / Thesis (Ph.D.)--The Florida State University, 1995.

A qualitative study of transfer of learning was conducted during a two-week residential continuing education course. The participants of the course were forty-four middle-management level bankers from banks in the northeast region of Canada. The course, presented by the Institute of Canadian Bankers, and entitled Banking Management, was more theoretical than skills-oriented in nature. It included a theory component involving class lecture, reading assignments and a written assignment, and a practical application component, involving a simulation game in which participants put into use the theories and concepts learned in class. / The researcher lived on-site with the participants for the entire course, observing classroom, simulation game and informal social activities. Twelve participants were interviewed during the course as to their learning experiences and thoughts about what from the course would be transferred back to the work environment. Nine of the twelve participants were interviewed in their banks six weeks following the course, at which time they were again asked about learning experiences and the learning outcomes they were using or perceived they would have an opportunity to use. They were also asked to identify those learning outcomes they considered most valuable. / Results showed that non-intended learning outcomes, especially acquisition of intra- and interpersonal skills, were most highly valued by participants. Most participants indicated that there was minimal direct application of learning outcomes back on the job. The data suggests that future research on transfer should include an exploration of the way in which learners define and use the term "transfer." The data also suggests that learning and transfer may be enhanced if provisions are made within the instructional design to validate non-intended learning outcomes and allow learners to identify uses on the job for both intended and non-intended outcomes. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0408. / Major Professor: Wayne L. Schroeder. / Thesis (Ph.D.)--The Florida State University, 1987.

A Case Study of the Socialization Processes of the NASA Spacewalkers in the High Reliability Organizational Culture of the Extravehicular Activity (EVA) Teams

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: K. Peter Kuchinke. Includes bibliographical references (leaves 241-252) Available on microfilm from Pro Quest Information and Learning.