The purpose of this thesis is to study if there are any relations between the perceptions of a fear appeal message in relation to the individual experiences of the area. Furthermore to give a general view over research made on fear appeals. The research is made in a qualitative approach were the case study is used. Interviews were used to get relevant information from the chosen respondents. The results if the thesis indicates that there is a relation depending on individual experiences during the perception of a fear appeal message. Those who had considerable experiences from their past, expressed a reaction on the message bud did not act after the recommendation in the message. Those respondents who hadn’t any emotional experiences to relate too were mainly focused on the information in the message.

Η συμβουλευτική και ανάπτυξη της σταδιοδρομίας παρουσιάζει έντονο ερευνητικό ενδιαφέρον, το οποίο εστιάζεται στην μελέτη των παραγόντων που παρεμποδίζουν την επιτυχή λήψη απόφασης. Λαμβάνοντας υπόψη την σύνθετη αλληλλεπίδραση μεταξύ σκέψεων, συναισθημάτων, αποφάσεων και δράσης, στην παρούσα μελέτη διερευνήσαμε την σχέση των δυσλειτουργικών σκέψεων σταδιοδρομίας και των δυσθυμικών συναισθημάτων με την επαγγελματική αναποφασιστικότητα. Η μετανεωτερικότητα και ο κονστρουκτιβισμός μάς έδωσαν το πρόδηλο πλεονέκτημα να αξιοποιήσουμε ποιοτικές μεθοδολογικές προσεγγίσεις, προκειμένου να διερευνήσουμε τις εμφανείς και κυρίως τις λανθάνουσες εσωτερικές διεργασίες, νοητικές και συναισθηματικές, οι οποίες αλληλλεπιδρούν και επενεργούν στην διαδικασία λήψης αποφάσεων για την σταδιοδρομία. Ως μέθοδο έρευνας προκρίναμε την μελέτη περίπτωσης ενός μεμονωμένου προσώπου, προϊουσών των συμβουλευτικών παρεμβάσεων. Η τριγωνοποίηση περισσότερων μεθοδολογικών εργαλείων αποτέλεσε έναν ισχυρό τρόπο εφαρμογής της ταυτόχρονης εγκυρότητας. Το μοναδικό παράδειγμα ενός πραγματικού προσώπου, ως επίκεντρο της ερευνητικής στρατηγικής, μας έδωσε την δυνατότητα να διερευνήσουμε και να κατανοήσουμε σε βάθος τις δυσλειτουργικές σκέψεις και τα δυσθυμικά συναισθήματα, τα οποία οδηγούν σε αναποφασιστικότητα σχετικά με την ανάπτυξη σταδιοδρομίας. Το ερευνητικό υποκείμενο, στην αρχή της ενηλικιότητας, ενώ είχε φτάσει με επιτυχία σε λήψη απόφασης, δεν ακολούθησε την προεπιλεγμένη σταδιοδρομία. Η μελέτη κατέδειξε την παρουσία δυσλειτουργικών σκέψεων και δυσθυμικών συναισθημάτων, τα οποία δεν σχετίζονταν με την έλλειψη πληροφόρησης ή την απουσία δομής και εμπιστοσύνης αλλά με προσωπικές συγκρούσεις, στην προσπάθεια συμβιβασμού και ταυτόχρονης ικανοποίησης των προσωπικών προτιμήσεων και των δυσλειτουργικών πεποιθήσεων για την επιλογή σταδιοδρομίας. Η παρούσα μελέτη παρουσιάζει ιδιαίτερο ενδιαφέρον, καταδεικνύοντας ότι τα γεγονότα ζωής και οι τραυματικές εμπειρίες επηρεάζουν σε σημαντικό βαθμό την επαγγελματική αναποφασιστικότητα, επιδρώντας τόσο σε γνωστικό όσο και σε συναισθηματικό επίπεδο. Επιπρόσθετα, η συγκαιρινή οικονομιοκοινωνική πραγματικότητα ενισχύει τις δυσλειτουργικές σκέψεις, οι οποίες αφορούν στον εαυτό, στον εξωτερικό κόσμο και στο μέλλον. Τα δυσθυμικά συναισθήματα, όπως θλίψη, απαισιοδοξία, θυμός, άγχος, αίσθημα αποτυχίας, απώλεια ικανοποίησης και απουσία νοήματος, αποβαίνουν δυσλειτουργικά, όταν παρεμβαίνουν στην ικανότητα του ατόμου να επιλύει προβλήματα, να προβαίνει σε λήψη αποφάσεων και να δρα αποτελεσματικά. Η διερεύνηση των γνωστικών και συναισθηματικών παραγόντων σχετικά με την επαγγελματική αναποφασιστικότητα των νέων, αποσκοπεί στον εμπλουτισμό των θεωριών συμβουλευτικής και στην βελτίωση των παρεχόμενων συμβουλευτικών παρεμβάσων. Ωστόσο, απαιτείται περαιτέρω θεωρητικά στηριγμένη έρευνα για την πλήρη κατανόηση της επαγγελματικής αναποφασιστικότητας. / Career counselling and development is of considerable interest in terms of research, which focuses on the study of the factors which hinder successful decision-making. Taking into consideration the complex interaction between thoughts, feelings, decisions and action, in the present study we investigated the relationship between dysfunctional career thoughts and negative feelings and career indecision. Postmodernism and Constructivism have given us the clear advantage of being able to make use of qualitative methodological approaches in our study in order to investigate the visible but mainly the latent internal processes, both mental and emotional, which interact and affect the procedure of career decision-making. As a method of research we selected the case study of an isolated individual, during the course of counselling activities. The triangulation of a number of methodological tools constituted a powerful means of implementing simultaneous validity. The only example of a real person as the focus of a research strategy enabled us to explore and comprehend in depth the dysfunctional thoughts and negative feelings which lead to indecision in relation to career development. The subject of the research, at the outset of adulthood, while having successfully reached a career decision, did not follow the chosen career. The study clearly demonstrated the presence of dysfunctional thoughts and negative feelings, which were not related to a lack of information or a lack of structure or confidence, but to personal conflicts, in an attempt to reconcile and simultaneously satisfy personal preferences and dysfunctional beliefs concerning the choice of career. The present study is of particular interest, since it clearly demonstrates that the events of life and traumatic experiences influence career indecision to a great extent, with consequences both on cognitive and emotional levels. In addition, the contemporary socio-economic reality intensifies dysfunctional thoughts which concern the self, the internal world and the future. Negative feelings, such as sadness, pessimism, anger, stress, a sense of failure, lack of satisfaction and lack of meaning, prove to be dysfunctional when they interfere with the individual’s ability to resolve problems to take a decision and to act effectively. The investigation of cognitive and emotional factors in relation to career indecision among young people aims to enrich counselling theory and improve the counselling which is offered. Nevertheless, further theoretically supported research is required so as to achieve a full understanding of career indecision.

Cette thèse étudie le choix de portefeuille et l'évaluation d'actifs avec des préférences qui vont au-Delà des préférences d'espérance d'utilité et de moyenne-Variance standard. La première partie de cette thèse porte sur un modèle de décision dans lequel le décideur forme des croyances endogènes compte tenu de son utilité d'anticipation et de sa déception à posteriori. Les implications du modèle en termes de choix de portefeuille et d'évaluation d'actifs sont dérivées et comparées aux implications du modèle d'espérance d'utilité standard. La deuxième partie de cette thèse porte sur des investisseurs qui dérivent l'utilité des trois premiers moments du rendement de leur portefeuille. Nous dérivons et testons les conditions sous lesquelles des actifs supplémentaires peuvent améliorer l'univers d'investissement des investisseurs avec des préférences moyenne-variance-skewness. Les implications de ces préférences pour les rendements d'actifs à l'équilibre sont ensuite analysées et testées avec des rendements boursiers. / This thesis studies portfolio choice and asset pricing with preferences which go beyond the standard expected utility and mean-Variance preferences. The first part of this thesis analyses a decision model in which the decision maker forms endogenous beliefs given his anticipation utility and his ex-Post disappointment. Portfolio choice and asset pricing implications of the model are derived and compared to the implications of the standard expected utility framework. The second part of this thesis analyses investors choice when preferences are derived from the first three moments of portfolio returns. We derive and test the conditions under which additional assets can improve the investment opportunity set of investors with mean-Variance-Skewness preferences. The implications of these preferences for the equilibrium cross-Section of asset returns are then analyzed and tested with stock returns.

Made available in DSpace on 2016-08-03T16:34:35Z (GMT). No. of bitstreams: 1 ElaineSantos.pdf: 342463 bytes, checksum: ea279dc649a7459b9e27ce53f87c0382 (MD5) Previous issue date: 2014-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Subjective well-being (SWB) involvesa setof categories withcognitive andemotional componentsthat people useto evaluateyour own life. This is notan objectiveevaluation byobservers related to thequality of lifeof a person, but thesubjectiveevaluation of eachindividual onthe qualityof your own life, about thesatisfaction experiencedin everyday life. Thus, BESisa personalassessment ofhow happya personfeelsregardlessof the context andsocioeconomic status, health, success and other variablesthat could allowan objective assessmentofquality of life. It is assumed thatparents ofproblemsareassociated with lowerreports ofBES. The objectiveof this studywas to investigaterelationships betweensubjective well-being of parentsandpsychiatric diagnosesof children. Forthis studyquestionnairesto70parentswithchildreninpsychological careat the Health UnitofChildandAdolescentbeen applied. Resultsof analyzesof variance, t tests andchi-square revealednorelationship betweensubjective well-being of parents andpresence ofdisorderin their children. There wereevendifferences betweenmothers and fathersBESorBESbetweentheparentsof boys andgirls. Furthermore, theseparents havereasonable levels ofBES, composed ofgood levels ofgenerallife satisfactionandlowemotionalbalance, which reveals almostemotionalneutrality.Discussionspoint to theneed for studiesthat complementthese findings / Bem-estar subjetivo (BES) envolve um conjunto de categorias com componentes cognitivos e emocionais utilizados pelas pessoas para avaliar sua própria vida. Não se trata de uma avaliação objetiva feita por observadores com relação à qualidade de vida de uma pessoa, mas da avaliação subjetiva de cada indivíduo sobre a qualidade de sua própria vida, sobre a satisfação experimentada no quotidiano. Assim, BES representa uma avaliação pessoal sobre quão feliz o indivíduo se sente, independentemente do contexto e das condições socioeconômicas, da saúde, do sucesso e de outras variáveis que poderiam permitir uma avaliação objetiva de qualidade de vida. Supõe-se que pais de crianças com problemas avaliem-se como menos felizes do que outros e que o diagnóstico de problemas esteja associado a um menor relato de BES. Assim, o objetivo deste estudo foi verificar relações entre bem-estar subjetivo de genitores e diagnósticos psiquiátricos de crianças. Para a realização deste estudo foram aplicados questionários para 70 genitores com filhos em atendimento psicológico na Unidade de Saúde da Criança e Adolescente. Resultados de análises de variância, testes t e de qui-quadrados revelaram não haver relações entre bem-estar subjetivo dos pais e presença de transtorno em seus filhos. Sequer houve diferenças entre BES de pais e mães ou entre BES de genitores de meninos e meninas. Além disso, esses genitores possuíam níveis razoáveis de BES, composto por bons índices de satisfação geral com a vida e balanço emocional baixo, o que revela uma quase neutralidade afetiva. Discussões apontam para a necessidade de estudos que complementem esses achados.

O estudo aborda os sentimentos e as expectativas dos pais com relação ao ingresso do primogênito na escola de ensino fundamental. Refere-se às questões transgeracionais que se fazem presentes na história escolar do filho, que antes pertenceram à história escolar dos pais. Constrói-se seguindo a abordagem qualitativa, de natureza exploratória centrada na abordagem sistêmica, que permite ultrapassar o modelo linear de causa e efeito em favor de um modelo circular. O eixo básico da investigação versa sobre sentimentos e expectativas de pais de primogênitos que ingressam na escola de educação fundamental. A história da relação com a criança, enfocando o apego, os cuidados e a separação entre pais e filhos, foram questões norteadoras na entrevista semi estruturada, que foi o instrumento utilizado para a coleta de informações. O método que possibilitou se chegar aos resultados foi o de estudo de caso coletivo, que num primeiro momento, privilegiou as questões singulares e posteriormente os aspectos comuns aos quatro casos. Os sujeitos que participaram diretamente do estudo foram quatro casais de pais de primogênitos que freqüentam pela primeira vez a primeira série na escola de ensino fundamental e, sendo sujeitos indiretos, as quatro crianças e suas respectivas professoras. Todas as crianças têm entre seis e sete anos da idade, freqüentavam a mesma escola de ensino particular na zona urbana. Todos os casais são pais biológicos e estão no primeiro casamento Os resultados encontrados evidenciam que se pode encontrar a presença das histórias das famílias de origem de ambos os pais na história escolar de cada caso estudado. Os pais conservam o registro de como seus pais os educaram - os valores, as crenças, os legados e a arte de educar naquela família - bem como carregam até seus filhos expectativas de seus pais em relação aos filhos não cumpridas por eles em suas infâncias. A mãe e o pai são espelhos extremamente importantes na vida do filho. No entanto, às vezes, são necessários alguns ajustes nesses espelhos, os quais passam a refletir mais a história dos pais, do que a dos filhos em sua individualidade. Com esse estudo, foi possível evidenciar que a própria evolução da criança na escola foi um fator que propiciou um ajuste das expectativas dos pais em relação ao desempenho escolar do filho . Quanto à escola, pôde ser confirmada a necessidade da articulação entre ela e a família para privilegiar junto com o cognitivo, também os aspectos emocionais dos alunos. Os profissionais da educação necessitam ter clareza de que, ao cumprir a função de transmissora de conhecimentos, lidam paralelamente com outros aspectos do desenvolvimento, como por exemplo, o emocional, que está diretamente relacionado ao aspecto cognitivo. / The study on parenta! feelings and explications conceming the first-bom child's entry in formal school. It refers to transgenerational questions in the child's school story, which before belong to the parents school story. It follows a qualitative approach, of an exploratory nature, which enables to overcome a causal linear model in favor of a circular model. The basic investigative axis is centered on parental feelings and expectations regarding their first-bom child who was starting formal education. The father's and mother's school history, as well as the history of the relationship with the child, focusing on attachment, care and separation between parents and child were the main questions of a semi-structured interview. The method used was collective case study wich explored first the particular and then the common aspects of ali cases. The subjects took part in the study were four couples of firstbom who were in first grade of formal education, and indirectly the four children and their teachers. Ali children were around six and seven years old were in the same private school in an urban area. Ali couples were biological parents and were and the first marriage. The results show that it is possible to find features of the parents family of origin history in the school history of each case studied. The parents keep a record o f how they were educated by their parents - the values, beliefs, legacies and art o f educating in that family - and bring to their children their own parents unfulfilled expectations regarding their children The mother and the father are very important mirrors in the child's life. However, sometimes it is necessary to make some readjustment I these mirrors as they star to reflect more the parents' expectations conceming the child's school performance. As far as school is concemed, it is important that school recognizes the importance of its articulation with the family so as to take into account the child 's school performance. As far as school is concemed, it is important that school recognizes the importance of its articulation with the family so as to take into account child 's emotional apart from the cognitives aspects. The education professionals need to be aware that, in transmitting knowledge, they deal with other developmental features, such as for example, the emotional, wich is directly associated with the cognitive.

Syftet med studien var att undersöka hur polisiär närvaro påverkar allmänhetens upplevelse av trygghet, samt om den upplevda tryggheten påverkas av polisens synliga utrustning. Fokus har riktats mot platser som generellt upplevs som trygga, men som även kan upplevas otrygga av allmänheten ur ett terrorhot-perspektiv. Studien har undersökt allmänhetens upplevelse av polisiär närvaro ur ett trygghetsskapande perspektiv, med utgångspunkt i Ulrich Becks teori om risksamhället. Datamaterial samlades in genom strukturerade intervjuer med 148 personer i Stockholm och Uppsala och analyserades genom univariata analyser och korstabulering. Resultatet visade att polisiär närvaro kan öka allmänhetens upplevelse av trygghet. Det framkom även att utrustning är av betydelse för hur polisiär närvaro upplevs och att polisiär närvaro kan verka trygghetsskapande på de platser som undersöktes. / The study has examined how the presence of the police affect people's feelings of safety and the way the public perceives exposed police equipment. The study, based on Ulrich Becks theory about Risk Society, has primarily been focused on sites that are generally considered safe, but could also be perceived as potentially vulnerable to terrorism. Structured interviews of 148 people in Stockholm and Uppsala has collected data for the study. The data source was analysed by descriptive statistics and by correlation. Results of the interviews suggest police presence can increase the public’s feelings of safety in the examined places. From the data collected, it also emerged that police equipment is instrumental in the perception of police presence and public’s feelings of safety.

Made available in DSpace on 2014-12-17T14:46:31Z (GMT). No. of bitstreams: 1 LaureanaCSPS.pdf: 506168 bytes, checksum: 741860cc9374b9f00089284aca64164b (MD5) Previous issue date: 2006-05-19 / To understand the feelings of nursing professionals when faced with the death of newborn babies in an intensive care unit is the purpose of this investigation. Motivation was triggered by the countless hardships we go through everyday, as professionals, and the scarcity of publications in this specific area of knowledge. The aim is to describe the experience of the nursing professionals and identify their feelings when faced with the death of newborn babies in an intensive care unit. As a methodological procedure, this research is based on a qualitative, phenomenology-focused approach and on the following leading question addressed to the interviewed nurses and nursing technicians who work at the unit: How do you feel when you are faced with the death of a newborn baby in the ICU at which you work? Answers to this question on such phenomenon revealed a diversity of feelings, such as, loss, guilt, failure, negation, compassion, and sorrow, coupled with anguish, fear, and anxiety, resulting in an experience of the sensitive world of everyone. Theoretical support to this analysis was based on works by authors who discuss phenomenology, as well as authors who study the theme of death. An understanding of the phenomenon thus studied enables us to affirm that the death of a newborn baby is, for the nursing professional who takes care of the baby in the space of the ICU, an experience of conflicting, sometimes painful feelings, on account of their complexity. This is true not only in respect of their feelings for the baby, but for the family as well, especially the parents / Compreender os sentimentos dos profissionais de enfermagem diante da morte de rec?m-nascidos em uma unidade de terapia intensiva constitui o objeto desta investiga??o. A motiva??o para realiz?-la decorreu das in?meras dificuldades por n?s vivenciadas no cotidiano profissional e da escassez de publica??es nesta ?rea espec?fica do conhecimento. Tem como objetivos descrever a viv?ncia de profissionais de enfermagem e identificar seus sentimentos diante da morte de rec?m-nascidos em unidade de terapia intensiva. Como procedimento metodol?gico, a pesquisa se pauta em uma abordagem qualitativa com enfoque fenomenol?gico, tendo como pergunta norteadora da entrevista realizada com enfermeiros e t?cnicos de enfermagem, da referida unidade, a seguinte indaga??o: Como voc? se sente diante da morte do rec?m-nascido na UTI em que voc? trabalha? Emergiram do questionamento, acerca deste fen?meno, uma diversidade de sentimentos, como perda, culpa, fracasso, nega??o, compaix?o, tristeza, acompanhados de ang?stia, medo, ansiedade o que resulta numa experi?ncia do mundo sens?vel de cada um. A an?lise teve como aporte te?rico tanto os autores que tratam da fenomenologia, como estudiosos do tema da morte. A partir da compreens?o do fen?meno estudado, podemos afirmar ser a morte do rec?m-nascido para os profissionais de enfermagem, que com ela lidam no espa?o de uma UTI, uma viv?ncia de sentimentos conflituosos, por vezes dolorosos, pela complexidade que encerra. Isto n?o somente em rela??o ? crian?a, mas, sobretudo diante dos familiares, em particular, dos pais

O estudo aborda os sentimentos e as expectativas dos pais com relação ao ingresso do primogênito na escola de ensino fundamental. Refere-se às questões transgeracionais que se fazem presentes na história escolar do filho, que antes pertenceram à história escolar dos pais. Constrói-se seguindo a abordagem qualitativa, de natureza exploratória centrada na abordagem sistêmica, que permite ultrapassar o modelo linear de causa e efeito em favor de um modelo circular. O eixo básico da investigação versa sobre sentimentos e expectativas de pais de primogênitos que ingressam na escola de educação fundamental. A história da relação com a criança, enfocando o apego, os cuidados e a separação entre pais e filhos, foram questões norteadoras na entrevista semi estruturada, que foi o instrumento utilizado para a coleta de informações. O método que possibilitou se chegar aos resultados foi o de estudo de caso coletivo, que num primeiro momento, privilegiou as questões singulares e posteriormente os aspectos comuns aos quatro casos. Os sujeitos que participaram diretamente do estudo foram quatro casais de pais de primogênitos que freqüentam pela primeira vez a primeira série na escola de ensino fundamental e, sendo sujeitos indiretos, as quatro crianças e suas respectivas professoras. Todas as crianças têm entre seis e sete anos da idade, freqüentavam a mesma escola de ensino particular na zona urbana. Todos os casais são pais biológicos e estão no primeiro casamento Os resultados encontrados evidenciam que se pode encontrar a presença das histórias das famílias de origem de ambos os pais na história escolar de cada caso estudado. Os pais conservam o registro de como seus pais os educaram - os valores, as crenças, os legados e a arte de educar naquela família - bem como carregam até seus filhos expectativas de seus pais em relação aos filhos não cumpridas por eles em suas infâncias. A mãe e o pai são espelhos extremamente importantes na vida do filho. No entanto, às vezes, são necessários alguns ajustes nesses espelhos, os quais passam a refletir mais a história dos pais, do que a dos filhos em sua individualidade. Com esse estudo, foi possível evidenciar que a própria evolução da criança na escola foi um fator que propiciou um ajuste das expectativas dos pais em relação ao desempenho escolar do filho . Quanto à escola, pôde ser confirmada a necessidade da articulação entre ela e a família para privilegiar junto com o cognitivo, também os aspectos emocionais dos alunos. Os profissionais da educação necessitam ter clareza de que, ao cumprir a função de transmissora de conhecimentos, lidam paralelamente com outros aspectos do desenvolvimento, como por exemplo, o emocional, que está diretamente relacionado ao aspecto cognitivo. / The study on parenta! feelings and explications conceming the first-bom child's entry in formal school. It refers to transgenerational questions in the child's school story, which before belong to the parents school story. It follows a qualitative approach, of an exploratory nature, which enables to overcome a causal linear model in favor of a circular model. The basic investigative axis is centered on parental feelings and expectations regarding their first-bom child who was starting formal education. The father's and mother's school history, as well as the history of the relationship with the child, focusing on attachment, care and separation between parents and child were the main questions of a semi-structured interview. The method used was collective case study wich explored first the particular and then the common aspects of ali cases. The subjects took part in the study were four couples of firstbom who were in first grade of formal education, and indirectly the four children and their teachers. Ali children were around six and seven years old were in the same private school in an urban area. Ali couples were biological parents and were and the first marriage. The results show that it is possible to find features of the parents family of origin history in the school history of each case studied. The parents keep a record o f how they were educated by their parents - the values, beliefs, legacies and art o f educating in that family - and bring to their children their own parents unfulfilled expectations regarding their children The mother and the father are very important mirrors in the child's life. However, sometimes it is necessary to make some readjustment I these mirrors as they star to reflect more the parents' expectations conceming the child's school performance. As far as school is concemed, it is important that school recognizes the importance of its articulation with the family so as to take into account the child 's school performance. As far as school is concemed, it is important that school recognizes the importance of its articulation with the family so as to take into account child 's emotional apart from the cognitives aspects. The education professionals need to be aware that, in transmitting knowledge, they deal with other developmental features, such as for example, the emotional, wich is directly associated with the cognitive.

The work investigates the education in family, the departure from faith and return to the Church and faith. It is a research work. The first part deals with the preparation for a qualitative dialogue and for the choice of appropriate respondents. It describes the process of respondents collection, the process of dialogue and their recording. The case analysis occupies with the respondents´ characteristics. The second part of the work is interested in the analysis of the dialogue, the comparative analysis and therefore the dialogue evaluation. We get to know how the respondents were guided and lead to faith in their families, when and why they departed from faith, what events and moments in their lives had a bearing on their faith experience, when they returned to the Church, what people influenced their religion development and how they live in Church now. We find out that particular spheres are dependent one on another. It is very important how strong is the faith basis, how deep you sowed the faith and how you kept the seed. We can also see a diference in feeling the faith at each respondent since people are different. The human personality is very important as well as your opening to the Grace of God. The role of people we meet is very important, too. We are influenced by them. It is a kind of a call not only for people in pastoral work but also for believers themselves so that they can try to help and be here for others.

A pesquisa tem como objetivo analisar a função psíquica dos sentimentos e das emoções na construção de projetos vitais de jovens. Partindo da indissociabilidade entre cognição e afetividade, e de perspectivas recentes do campo da moralidade humana, a investigação fundamenta-se na Teoria dos Modelos Organizadores do Pensamento, segundo a qual o ser humano constrói modelos da realidade com base em processos cognitivos e afetivos. Parte-se igualmente do conceito de projeto vital (purpose), entendido como objetivos e metas significativos para o sujeito e que trazem, ao mesmo tempo, implicações para o mundo mais amplo, atribuindo um sentido ético à vida e às ações do indivíduo. Para o desenvolvimento da pesquisa, foram realizadas entrevistas semiestruturadas com um total de 30 jovens, entre 15 e 17 anos, estudantes de escola pública de Ensino Médio do interior do estado do Paraná. A análise dos dados pautou-se nos pressupostos dos referenciais teóricos utilizados. A partir dos modelos organizadores identificados, foi possível identificar uma influência dos sentimentos e das emoções no engajamento dos jovens em projetos vitais a partir dos seguintes aspectos: configuração dos sentimentos e das emoções no raciocínio; posicionamento dos jovens diante dos conflitos, dos obstáculos e das dificuldades; relações entre o self e o outro. Destacou-se, ainda, no processo de construção dos projetos vitais, a importância das relações interpessoais, do bem-estar e da satisfação do self, além dos valores morais que sustentam os projetos vitais. Diante de tais resultados, são tecidas considerações acerca das implicações para o campo da psicologia moral e da educação. / The research aimed at analyzing the psychological function of feelings and emotions to the construction of youth purpose. The research is grounded in indissociability of cognition and affectivity, and in recent perspectives of human morality, as well as in the theory of Organizing Models of Thinking which proposes that human being constructs models of reality based on cognitive and affective processes. It is also based on the concept of youth purpose, understood as goals and objectives that are meaningful to the self and of consequences beyond the self, giving an ethical sense to life and actions. It was applied semi-structured interviews with 30 youth aged from 15 to 17, from public high school in the state of Paraná. Data analysis was based on theoretical bases used. Organizing models showed an influence of feelings and emotions in youth purpose linked by the following aspects: configuration of feelings and emotions in reasoning; youth positioning before the conflicts, obstacles and difficulties; relations between self and others. It was also emphasized the importance of interpersonal relationships, welfare and self satisfaction, and the moral values that support purpose. Given these results, considerations are made about the implications for moral psychology and education.