Magister Commercii (Industrial Psychology) - MCom(IPS) / Empirical and anecdotal evidence suggests that organisations, including higher education institutions (HEI‘s) have a propensity to focus on extrinsic rewards as a main motivator that attracts and retains staff (Kubler & De Luca, 2006). Twenge, Stacy, Campbell and Hoffman (2010) maintain that work values represent people‘s expectations from the workplace. Studies performed to determine the impact of intrinsic work values, as opposed to extrinsic work values and rewards, indicate that the sustainable factors influencing long-lasting career choices can be found in the attainment of intrinsic work values (Kovach, 1987; Masibigiri & Nienaber, 2011). With respect to leadership behaviours, intrinsic work values and rewards are seldom considered when focusing on the factors that lead to attracting and retaining academic staff. Werner (2011) posits the view that an understanding of underlying work values of employees can assist in sound people practices to foster engagement and retention of staff. Aspects of intrinsic work values become more important in the context of literature relative to research done about younger generations, who have different expectations from leadership and different ideas of desired work cultures (Sujansky, 2010). Brown (2003), as cited by Patton and McMahon (2009 p.41), states that ―occupational tenure is partially the result of the match between the culture and work values of the worker, supervisor and colleagues‖. The alignment of leadership culture to strategies is therefore important (Rhodes & Mc Guire, 2009). Moreover, the alignment between desired organizational work values and perceived current work values is contended to influence the effective functioning of a workplace. The current research was undertaken based on a cross-sectional, quantitative survey approach which requested participants to select work values out of a pre-designed list of approximately a hundred possible work-related values as positioned in the vision and mission statements of the institution at which the research was undertaken. The results of the research indicate that the two younger groups of academic staff who were targeted in this research, accord importance to intrinsic work values which relate to meaningful and fulfilling work. An analysis of the trends which emerged from the data suggest that leadership and cultural aspects designed to support desired work values may influence successful attraction and retention of these younger generations for academic careers. These findings emphasise the importance for leadership to act in alignment with change needs of academic staff and their own stated vision and mission strategies. The results provide useful insight into the current and perceived work-related values and could be used to inform strategic debates within the HEI. Although tentative in nature, the findings provide a heuristic framework within which to align work-related values across generations of academics and serve as an impetus for future research.

The McMaster Children and Youth University (MCYU) was founded at McMaster University in Hamilton Ontario, Canada. The MCYU delivers free educational programming to children and youth to empower and prepare youth, especially those at a socioeconomic disadvantage, to aspire to higher education (MCYU, 2022). Parents are invited to attend the lectures alongside their children, making parent involvement a key component of the program (MCYU, 2018; Paquin et al, 2018). Participation in educational activities, such as out-of-school programming, school-run field trips, or extracurriculars have been correlated with improved academic achievement and social adjustment (Holloway & Pimlott-Wilson, 2014; Weininger et al., 2015). However, children and youth from disadvantaged backgrounds are less likely to participate in learning enrichment activities outside of school (Siddiqui et al., 2019). These barriers to participation have often been attributed to lower economic status (Chanfreau, et al., 2016; Farthing, 2014; Holloway & Pimlott-Wilson, 2014; Siddiqui et al., 2019). A grounded theory study was employed addressing the following question: How do socio-ecological factors shape parental decision-making for childhood involvement in the MCYU? Twenty parents who participate in the MCYU were interviewed and asked to complete an accompanying survey. After thorough data collection and analysis, the results indicated that positive educational experiences in the lives of parents shape their approach to their children’s education. Their life experiences have led to an intrinsic and extrinsic desire to learn, and the MCYU is an invaluable tool for parents to instill these values in their children through 1) education, 2) exposure, 3) enjoyment, and 4) engagement. This research may inform an expansion of MCYU type programs across Canada as well as aid the MCYU in reaching members of the community who are unable to benefit from the program. While the MCYU is for kids, the appeal for parents should be emphasized in future iterations. / Thesis / Master of Arts (MA) / The McMaster Children and Youth University (MCYU) was founded at McMaster University in Hamilton Ontario, Canada. The MCYU delivers free educational programming to children and youth to empower and prepare youth, especially those at a socioeconomic disadvantage, to aspire to higher education (MCYU, 2022). Parents are invited to attend the lectures alongside their children, making parent involvement a key component of the program (MCYU, 2018; Paquin et al, 2018). This research addresses the following question: How do socio-ecological factors shape parental decision-making for childhood involvement in the MCYU? The results indicated that positive educational experiences in the lives of parents shape their approach to their children’s education. Their life experiences have led to an intrinsic and extrinsic desire to learn, and the MCYU is an invaluable tool for parents to instill these values in their children through 1) education, 2) exposure, 3) enjoyment, and 4) engagement.

The planet is in a dismal environmental state. This state may be remedied by way of an integrated approach based on a holistic vision. This research examines which ecological ideology best suits current conditions for humans to re-examine their metaphysical understanding of nature; how we can better motivate people to embrace a more intrinsic ecological ideology; and finally, how we can motivate people to be active participants in their chosen ideology. I will attempt to show that Deep Ecology is the most suitable ecosophy (ecological philosophy) to embrace; in doing so I will look at how Oriental and occidental religion and philosophy altered (and continues to alter) the way we perceive nature. I will show how destructive, but also caring and constructive, humanity can be when interacting with the environment. The Deep Ecological and Shallow Ecological principles will be look at, as well as criticism and counter-criticism of these ecosophies. KEY TERMS: Deep Ecology, Shallow Ecology, anthropocentrism, ecocentrism, extrinsic values, intrinsic values, motivational drive, ecosophy © University / Philosophy, Practical and Systematic Theology / M.A. (Philosophy)

Thèse de doctorat présenté en vue de l'obtention du doctorat en psychologie - recherche intervention, option psychologie clinique (Ph.D) / Nos valeurs sont au cœur de notre personnalité et de notre identité, servant de principes directeurs pour notre vie. La théorie de l’autodétermination (TAD) fait la distinction entre les valeurs intrinsèques (VI; p.ex., les relations intimes épanouissantes, la connaissance de soi et l’esprit de communauté) et les valeurs extrinsèques (VE; p.ex., la richesse, la beauté et la célébrité). Les premières seraient les seules à répondre directement aux besoins psychologiques fondamentaux innés et universels des êtres humains. L’adolescence étant une période clef pour le développement des valeurs, l’objectif de la présente thèse était d’enrichir les connaissances relatives aux VI et aux VE pendant cette période de vie en clarifiant leurs relations avec le bien-être et la prise de risque (Étude 1), ainsi qu’en examinant comment les trois composantes délétères du parentage s’y relient (Étude 2). Les études passées ayant souvent étudié les valeurs des adolescents en agrégeant les VI et les VE, cette thèse a plutôt cherché à établir leurs contributions respectives aux associations. La thèse s’est aussi intéressée à la fois à l’importance accordée aux valeurs (valorisation) et au niveau auquel les valeurs sont mises en pratique (implantation). À ces fins, 647 adolescents âgés entre 14 et 17 ans ont été recrutés afin de remplir un questionnaire en ligne. Les résultats de l’Étude 1 ont d’abord montré, tel qu’attendu, que la valorisation des VI par les adolescents était associée à un plus grand bien-être alors que la valorisation et l’implantation de leurs VE étaient associées positivement à la prise de risque. L’Étude 1 a aussi examiné les interactions entre la valorisation et l’implantation des valeurs et a révélé que d’une part, l’importance accordée aux VE n’était jamais reliée au bien-être, peu importe à quel point les adolescents accordaient d’importance aux VI. D’autre part, chez les adolescents mettant moins en pratique les VI, l’implantation des VE était associée à un plus grand bien-être, alors qu’elle n’y était pas reliée chez ceux qui mettaient davantage en pratique les VI. Des analyses exploratoires ont toutefois montré que les bénéfices affectifs observés chez certains adolescents implantant davantage de VE se limitaient à des aspects plus éphémères du bien-être (c’est-à-dire, les affects positifs et la vitalité), en contraste avec les bénéfices associés aux VI (c’est-à-dire, davantage d’affects positifs, de vitalité, de satisfaction de vie et de présence de sens). Dans le cadre de l’Étude 2, nous nous sommes d’abord intéressées aux associations directes entre le parentage et les valeurs des adolescents et ensuite, au possible rôle modérateur du parentage dans l’association entre les valeurs parentales et les valeurs des adolescents. Un accent a été mis sur les trois composantes du parentage délétère : le parentage rejetant, chaotique et contrôlant. Lorsque ces trois composantes étaient prises en compte, seul le parentage contrôlant était associé significativement aux valeurs des adolescents. Plus les adolescents percevaient leurs parents comme contrôlants, plus ils étaient susceptibles d’accorder de l’importance aux VE. Ensuite, nous avons observé que seul le parentage chaotique modérait la correspondance entre les valeurs des parents et celles de leurs adolescents. Plus les parents étaient perçus comme ayant des pratiques parentales chaotiques, moins le niveau d’importance accordée aux VE des adolescents était similaire à celui de leurs parents. Ces résultats suggèrent que les parents peuvent influencer l’adoption des valeurs de leurs adolescents de façon directe, via un parentage contrôlant, de même que de façon indirecte, via un parentage chaotique. En somme, les résultats des deux études de la thèse contribuent à enrichir les connaissances au sujet des valeurs à l’adolescence et à clarifier certaines associations ambigües dans la littérature. Alors que l’Étude 1 de la thèse appuie l’idée qu’il serait bénéfique pour la santé psychologique et physique des jeunes de favoriser leur adoption de VI, tout en limitant celle de VE, l’Étude 2 de la thèse fournit des pistes de stratégies potentielles pour le faire. Mises ensemble, les deux études de la thèse nous orientent vers l’implantation d’interventions aidant les parents à adopter des pratiques parentales moins contrôlantes et moins chaotiques afin de favoriser un développement sain des valeurs chez les jeunes. / Our values are at the heart of our personality and identity, serving as guiding principles throughout our life. Self-determination theory (SDT) makes the distinction between intrinsic values (IV; e.g., close relationships, self-knowledge, and community feeling) and extrinsic values (EV; e.g., wealth, beauty, and fame). Only IV would allow the direct satisfaction of our basic psychological needs which are innate and universal in human beings. Adolescence being a key period for value development, the goal of this dissertation was to advance knowledge regarding IV and EV during this life period by clarifying their associations with well-being and risk-taking (Study 1) and by examining how the three detrimental parenting components relate to them (Study 2). As past studies have often studied adolescents’ values by aggregating IV and EV, the present dissertation aims instead to establish their respective contributions to observed associations. This dissertation has also taken interest in the importance given to values (talk) as well as the degree to which values are put into practice (walk). To these ends, 647 adolescents aged between 14 and 17 years old were recruited to complete an online survey. The results of Study 1 first showed, as expected, that adolescents’ talking of IV was associated with greater well-being, whereas the talking and walking of EV were associated with more risk-taking. Study 1 also examined the interactions between values’ talk and walk and revealed that, on the one hand, the talking of EV was never related to well-being, no matter how much adolescents gave importance to IV. On the other hand, among adolescents who put less IV into practice, the walking of EV was associated with more well-being, whereas it wasn’t related to it among those who put more IV into practice. Exploratory analyses however showed that the observed wellness benefits observed among some adolescents putting more EV into practice were limited to more fleeting aspects of well-being (i.e., positive affect and vitality), in contrast to the benefits related to IV (i.e., more life satisfaction, presence of meaning, positive affect and vitality). In Study 2, we were interested in the direct associations between parenting and adolescents’ values and to the potential moderating role of parenting in the association between parental values and adolescents’ values. We focused on the three components of detrimental parenting: rejecting, chaotic, and controlling parenting. When these three components were taken into account, only controlling parenting was significantly related to adolescents’ values. The more adolescents perceived their parents as controlling, the more they were susceptible to give importance to EV. Next, we also observed that only chaotic parenting moderated the correspondence between parents’ and adolescents’ values. The more parenting was perceived as chaotic, the lower the similarity was between the degree of importance given to EV by adolescents and their parents. Results suggest that parents can influence adolescents’ value adoption in a direct manner, through controlling parenting, as well as in an indirect manner, through chaotic parenting. In sum, results from the two studies of this dissertation contribute to enrich knowledge regarding values in adolescence and to clarify certain ambiguous associations in the literature. While Study 1 supports the idea that it would be beneficial for adolescents’ psychological and physical wellness to foster their adoption of IV, while limiting that of EV, Study 2 provides potential strategies to accomplish that. Together, the present dissertation’ studies recommend the delivery of interventions helping parents to adopt less controlling and chaotic parenting practices to foster a healthy development of values in adolescents.