Submitted by stefanie oliveira (stefaniemoreira_oliveira@hotmail.com) on 2018-05-04T14:58:43Z No. of bitstreams: 1 Dissertação Stefanie_VERSÃO FINAL PDF_25-04-18.pdf: 3875768 bytes, checksum: 997a4348a6d0dd8dd8eac607a4a6cedf (MD5) / Approved for entry into archive by Biblioteca Isaías Alves (reposiufbat@hotmail.com) on 2018-05-04T18:08:10Z (GMT) No. of bitstreams: 1 Dissertação Stefanie_VERSÃO FINAL PDF_25-04-18.pdf: 3875768 bytes, checksum: 997a4348a6d0dd8dd8eac607a4a6cedf (MD5) / Made available in DSpace on 2018-05-04T18:08:10Z (GMT). No. of bitstreams: 1 Dissertação Stefanie_VERSÃO FINAL PDF_25-04-18.pdf: 3875768 bytes, checksum: 997a4348a6d0dd8dd8eac607a4a6cedf (MD5) / CAPES / O objetivo do presente estudo é analisar quais as possíveis associações entre perfis de liderança, estilos e esquema cognitivo de gestores de diferentes gerações e como elas podem ajudar a compreender a adoção de inovações gerenciais. Para tanto, definiu-se como objetivos específicos descrever os perfis de liderança e de estilos cognitivos de gestores organizacionais de duas diferentes gerações; identificar o grau de uso de um conjunto de práticas de gestão que são adotadas pelos dois grupos de gestores no seu contexto de trabalho; examinar os esquemas cognitivos utilizados pelos dois grupos geracionais sobre a inovação gerencial. Os procedimentos metodológicos envolveram a aplicação de instrumentos online e uma entrevista semi-estruturada, utilizando uma técnica do uso de cartões que continham práticas de gestão tradicionais e inovadoras. No total, 8 gestores participaram do estudo. Concluiu-se que há uma predominância do estilo cognitivo inovador e do estilo de liderança transformacional, não sendo verificadas diferenças no perfil entre as gerações pesquisadas. Quanto à adoção de práticas gerenciais, evidenciou-se que ambas as gerações fazem uso das práticas inovadoras de gestão. No entanto, os gestores Baby boomers adotam intensamente um conjunto de práticas tradicionais, juntamente com as práticas inovadoras. Tal combinação não parece ser tão frequente na atuação dos gestores da geração Y. Quanto aos esquemas cognitivos observou-se que os gestores Baby boomers estruturam as suas concepções de uma forma mais simples e superficial enquanto os gestores Y compreendem a inovação gerencial a partir de uma visão mais complexa e diversificada deste fenômeno. / The purpose of this paper is to analyze how the associations between leadership profiles, styles and cognitive schemas that can explain managerial innovation in two groups of managers belonging to different generations. Based on the theoretical approach to managerial innovation, we sought to identify constructive systems of leadership theory implicit from a combination of three methodological strategies: to describe the leadership profiles and cognitive styles of organizational managers of two different generations, Identify the degree of use of a set of management practices that are adopted by the two groups of managers in their work context, examine the cognitive schemas used by the two generational groups on a managerial and comparative innovation as associations between the leadership profile, style and cognitive schema, with a description of the use of management practices in the groups of managers of different generations. To do so, perform an online instrument application and a semi-structured interview, use a technique with cards that continue traditional and innovative management practices. In total, 8 managers participated in the study. The conclusion of the study evidences a predominance in the innovative cognitive styles and the transformational leadership style between the participating managers, not being verified related without quality classification. By delving deeper into the adoption of managerial practices, it has been realized that Baby-boomers managers use drugs most commonly used practices for a traditional administration, in contrast, managers and use more innovative practices to manage their team. Already the cognitive schemes evidenced some disputes between the generational groups, since the Baby boomers managers structure as their conceptualizations in a leaner form and the managers Y a greater number of constructions to explore what is innovation, which as characteristics that make A practice and what points are relevant to its use.

Dado que los esquemas cognitivos son parte integrante de la formación de la identidad de una persona y desempeñan un papel crucial en todos los aspectos de la adolescencia, figuran entre los factores de desarrollo más significativos. Por otra parte, cuando estos esquemas son disfuncionales, surgen una serie de problemas y alteraciones, incluyendo los cambios en entorno del aprendizaje. Es por ello que el presente estudio se realizó con la finalidad de conocer la relación entre esquemas desadaptativos y motivación de logro académico en adolescentes de una institución educativa de Chiclayo. El estudio empleó un enfoque cuantitativo, diseño no experimental, tipología transversal y correlacional. La muestra estuvo compuesta por 256 estudiantes de quinto grado de secundaria, con edades comprendidas entre los 15 y 18 años, representantes de ambos sexos (M=16; DE=0.6). La escala de motivación de logro académico de Thornberry y la escala de esquemas desadaptativos de Young fueron los instrumentos utilizados para la de recogida de datos. Los resultados demostraron una relación inversa entre los esquemas desadaptativos insuficiente autocontrol y perfeccionismo, y la motivación de logro académico, a nivel general y dimensional; asimismo, en los varones los esquemas predominantes son insuficiente autocontrol, grandiosidad y perfeccionismo; mientras que en las mujeres, los esquemas predominantes fueron perfeccionismo, autoexigencias e insuficiente autocontrol; además, los varones tienden a presentar niveles moderados de motivación hacia el logro académico; no obstante, en las mujeres presentan niveles altos. En consecuencia, se determinó que, la motivación del logro académico de los adolescentes está negativamente condicionado por los esquemas desadaptativos. / Because cognitive schemas are integral to the formation of a person's identity and play a crucial role in all aspects of adolescence, they are among the most significant developmental factors. On the other hand, when these schemas are dysfunctional, a series of problems and alterations arise, including changes in the learning environment. That is why the present study was carried out with the purpose of knowing the relationship between maladaptive schemas and motivation for academic achievement in adolescents from an educational institution in Chiclayo. The study used a quantitative approach, non-experimental design, cross-sectional and correlational typology. The sample was made up of 256 fifth grade high school students, aged between 15 and 18 years, representatives of both sexes (M=16; SD=0.6). Thornberry's Academic Achievement Motivation Scale and Young's Maladaptive Schemas Scale were the instruments used for data collection. The results demonstrated an inverse relationship between insufficient maladaptive self-control and perfectionism schemes, and academic achievement motivation, at a general and dimensional level; Likewise, in men the predominant schemes are insufficient self-control, grandiosity and perfectionism; while in women, the predominant schemes were perfectionism, self-demands and insufficient self-control; Furthermore, men tend to present moderate levels of motivation towards academic achievement; However, in women they present high levels. Consequently, it is determined that the motivation for academic achievement of adolescents is negatively conditioned by maladaptive schemes.