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This study was undertaken to establish whether rights of personality are known in indigenous law. Since indigenous law differs not only between tribes but is also affected by the degree of exposure to Western values, a micro-study has been done in a semi-rural environment in the Kingdom of Swaziland to establish to what extent own value systems have been influenced or altered when Western legal concepts are utilised. The information, obtained by interviewing a panel of experts, was compared with the available literature. During the process of gathering information, the aims of the research were not only to describe how the legal principles function, but also to take note of those socio-cultural processes which function outside of the law. Rights of personality were studied against a background of the culture and way of life of the peoples concerned. The importance of culture has been acknowledged in the Constitution of the Republic of South Africa, wherein the recognition and application of indigenous law generally rests on a constitutionally protected right to culture. Whilst the identifiable rights of personality may generally be classified according to specialised legal systems, the separation of rights to good name and to dignity may be inappropriate in the indigenous sphere. Dignity in indigenous legal systems is to be viewed as a comprehensive right of personality, into which should be subsumed the right to good name and reputation in the community. It is such dignity, embracing the ubuntu quality of humanness that is protected as a comprehensive indigenous right of personality. Although the indigenous law of personality is showing some signs of adapting to new developments, there is also proof that the established legal principles and human values are being retained. However, these changes are unique and are neither typically traditional nor Western. The indigenous law of personality, operating in a changing social environment, has to retain its flexibility and adaptability in order to remain ”living” law for the peoples concerned. / Jurisprudence / LL.D.

Summaries in Afrikaans and English / Emosionele intelligemsie is nag nie bevredigend binne die Sielkundige Opvoedkunde beskryf nie. Die begrip emosionele intelligensie .is deur sosiale wetenskaplikes aanvaar en word as een van die intelligensies van menswees beskou. Emosionele intelligensie word beskou as die vermoe om • eie emosies te herken, te verstaan en op aanvaarbare wyse uit te leef, • ander se emosies te herken en te verstaan en • die vermoe om die self te motiveer. Die doel van die ondersoek was om emosionele intelligensie (EK) binne Sielkundige Opvoedkundige terme te beskryf en adolessente wat emosionele probleme beleef s.e EK-profiele te ontleed. 'n Bestaande EK-instrument, di.e Q-Metricsvraelys, is vir hierdie ddel aangepas en ge'lmplementeer. Die slotsom waartoe gekom is, is dat adolessente met emosionele probleme onder andere depressief, aggressief en emosioneel ongeletterd is. Die opvoedkundige sielkundige kan die EK-instrument as diagnoseringsmiddel aanwend en terapiebeplanning hiervolgens doen. / Emotional intelligence has not been described in satisfactory Psychological Educational terms. The concept emotional intelligence is accepted by social scientists and is regarded as one of the intelligences of being human. Emotional intelligence can be described as the ability to • recognise and understand one's own emotions and to express it in an acceptable way, • to recognise and understand others' emotions and • being able to motivate the self. The aim of this study was to describe emotional intelligence in Psychological Educational terms and to analyse the EQ profiles of adolescents who experience emotional problems. An existing EQ instrument, the Q-Metrics Questionnaire, has been adapted and implemented for this purpose. The final conclusion is that adolescents who experience emotional problems, are amongst other things depressed, aggressive and emotionally illiterate. The educational psychologist can use the EQ instrument as a diagnostication instrument and can plan therapy sessions according to these results. / Educational Studies / M.Ed. (with specialisation in Guidance and Counselling)

This study, BLACK COMMUNITY ATTITUDES TOWARDS THE DISABLED - EDUCATIONAL IMPLICATIONS, set out to investigate the attitude of the black community towards the disabled. Literature was consulted to provide a backdrop against which the empirical surveys could be measured. The study used systematic observation interviews for data collection. Appointments were made to conduct the interviews. The study obtained responses from 70 interviewees from four African cultures namely the Vend~ Pedi, Tsonga and Ndebele, who were divided into seven groups, ten per group, i.e. parents of the disabled, the disabled themselves, siblings of the disabled, parents of non-disabled, youth, old people and professional workers. Findings indicated that disabilities such as cerebral palsy, orthopaedic disabilities, blindness and deafness are undesirable and constitute problems in the life of a disabled, their families in general perspective and the community at large. Disabilities constituted different attitudes and were identified as varying from total rejection to acceptance which are brought about by the components of the TRIPARTITE MODEL I A B C MODEL being cognitive, affective and behavioural. Education of the whole black community concerning the issue of disabled people seems to be the only answer to bring about a change of attitude towards the disabled. Therefore a number of recommendations were included to serve as guidance and counselling so that myth and witchcraft ideologies and negative attitudes can be uprooted. The researcher hopes that the effort that went into this· study will be beneficial in the process of educating the black community about the disabled with the ultimate goal of changing existing negative attitudes towards the disabled into positive attitudes of acceptance and support. / Psychology of Education / D Ed. (Psychology of Education)

In this qualitative, interpretive, multi-perspective study a new and promising salutogenic imagery approach developed in Germany, called Value-Oriented Imagery (Wertimagination/WIM®) was researched in regard to its applicability in multicultural (non-European) contexts. A second question researched was whether specific cultural or regional “dialects” would be encountered in the universal inner picture language of persons from other (non-European) cultural backgrounds than the one the approach was developed within. A WIM® study with eighteen participants from African South African, Asian South African and European South African cultural backgrounds was conducted in Johannesburg in 2011 and 2012. The results were analysed and compared with WIM® work experiences from Germany. Subsequently the results of the comparison were discussed in three WIM® expert interviews: with Uwe Boeschemeyer, Stephan Peeck and Andreas Boeschemeyer. The main outcome of this research study is that Value-Oriented Imagery can be seen as a rewarding contribution to South African multicultural (logo)therapy/ counselling contexts. Only minor cultural and regional “dialects” occurred in the universal inner symbols of the RSA study participants, such as the occurrence of more water features, especially waterfalls, and more spontaneous, unintended Healthy Inner Child encounters. The present study suggests that work with Value- Oriented Imagery could make a valuable contribution within any cultural and multicultural (logo)therapy/counselling context. / Psychology / D. Litt. et Phil. (Psychology)

Denna avhandling undersöker tre statligt finansierade kampanjer mot human papillomvirus (HPV) i Sverige. Författaren visar att kampanjerna innehåller och artikulerar olika former av omsorg som inte är begränsade till att endast uppmana människor att ”ta hand om sig själva” eller ”bry sig om andra”. Istället studeras omsorg som något mångfasetterat och kontextuellt, och som något som innefattar såväl mänskliga som icke-mänskliga komponenter. I studien fokuserar författaren på hur aktörer möjliggör och problematiserar olika former av omsorg. Dessa aktörer inkluderar yrkesverksamma inom landsting som försöker kommunicera omsorg till tjejer och deras anhöriga, men också olika materiella ting, såsom en ”HPV-app”, en Facebook-kampanjsida och en vaccinationshusvagn. Kampanjmedia, intervjuer och textbaserade cancerberättelser analyseras med hjälp av teoretiska perspektiv från fältet feministiska teknik- och vetenskapsstudier (STS). Studien är situerad till forskning kring omsorgspolitik inom teknik och vetenskap, och bidrar till diskussioner om tidsmässiga dimensioner av omsorg. I kampanjmaterialet som studeras dominerar ett fokus på omsorg som något som skall göras nu för att möjliggöra en hälsosam och lycklig framtid. Genom att använda sig av ett ”etiskt-politiskt” ställningstagande, och en analytisk ansats, där fokus ligger på att synliggöra marginella, frånvarande och alternativa omsorgsformer problematiserar författaren  sådana ”snabba” framtidsorienterade omsorgsvisioner enligt vilka omsorg ses som något som skall göras omedelbart i preventivt syfte. Detta görs genom ett synliggörande av ”långsammare” och sammanflätade ”omsorgstemporaliteter” som öppnar upp för osäkerheter, tveksamheter, obestämdheter samt för olika känslouttryck, och som möjliggör mer omsorgsfulla praktiker. / This dissertation examines three state-funded human papillomavirus (HPV) campaigns in Sweden. The author shows that they include and articulate a range of different forms of care that are not limited to just asking people to “take care of themselves” or “care for others”. Care is instead approached as a multilayered, contextual and contingent phenomenon, and as made by a heterogeneity of human and nonhuman components. The study shows how care is articulated by human actors such as county council professionals who try to communicate care to girls and their relatives, and by material devices like an “HPV app”, a Facebook campaign site and a vaccination trailer which enable, distribute and trouble different forms of care. Campaign devices and campaign media, interviews, and textual cancer narratives are analyzed using a feminist science and technology studies (STS) approach. The study is situated within feminist STS discussions on the politics of care in technoscience, and contributes to discussions on temporal dimensions of care. In the campaign material the study examines, there is a dominant focus on care as something that needs to be done now to enable a healthy and happy future. By working with an ethico-political and analytical standpoint that is focused on making present neglected, marginal, absent and alternative matters of care, the author disrupts and troubles such future-oriented visions of care as an “anticipatory immediacy” through a focus on other temporalities of care. These include slower, messier and folded temporalities which open up for uncertainties, hesitations, indeterminacies, a range of feelings, and for more caring articulations of what care is. / Prescriptive Prescriptions: Pharmaceuticals and "Healthy" Subjectivities

本論文主要在探討拖延行為及其相關因素，共分成以下三個研究： 研究一的目的是編製一份拖延行為量表及拖延時感受量表。在拖延行為量表方面，區分為「學業拖延量表」及「一般拖延量表」兩種。 研究二的目的是探討時間觀、成就目標與拖延行為的關係。其中，在時間觀部分，包含有「未來」、「現在快樂主義」、「現在宿命論」、「過去－正向」、「過去－負向」五種時間觀取向；而「成就目標」則分成「趨向精熟」、「趨向表現」、「逃避精熟」、「逃避表現」四種目標導向。除此之外，本研究亦針對不同性質任務的拖延情形及性別、年級、是否有兼職或打工、創新行為與拖延行為、拖延時感受的關係，進行探討。 研究三的目的是探討拖延行為、情緒調節與拖延時感受的關係。其中，情緒調節部份分成「重新評估」及「壓抑」兩種調節方式。 經由統計分析的結果，各研究有以下的發現： 研究一以大學生為對象，有效樣本277人，扣除性別漏填3人，男有88人，女有186人。經由主成份分析結果，拖延行為量表中的「學業拖延量表」、「一般拖延量表」均為單一因素的量表，並且該兩種量表在內部一致性的信度分析方面，Cronbach α值分別為.70（學業拖延量表）、.90（一般拖延量表），在效標關聯效度方面，也均與「自我概念」、「學業成績表現」呈顯著負相關（r=-.21&#12316;-.33，p<.001）。而「拖延時感受量表」經因素分析結果共得「自圓其說」、「自責後悔」、「僥倖心理」、「自我調適」、「灰心逃避」五個因素，這五個因素在內部一致性的信度分析方面，除了「自我調適」分量表（3題）的Cronbach α值為.56外，其他四個因素的α值則介於.74&#12316;.82之間。 研究二也是以大學生為對象，有效樣本541人，扣除性別漏填1人，男有193人，女有347人。利用研究一所編製的量表進行施測，結果發現無論是在學業拖延或是一般拖延上，約有50﹪以上的人認為自己的拖延情形在中間程度（五點量表，中數為3）以上；而在拖延時感受部分，人在拖延時最常出現的感受是「自責後悔」（M=3.60，SD=.70）與「自我調適」（M=3.52，SD=.65）。在不同性質任務的拖延程度上，「自己不想做但又必須做的事情」最會拖延（M=2.99，SD=.84），「自己想做也喜歡做的事情」最不會拖延（M=1.95，SD=.70）。而「性別」、「是否有兼職或打工」在拖延程度上並無顯著的差異存在；但是，在拖延時的感受部分，男生在拖延時比女生較常感到「自圓其說」，女生則比男生在拖延時較常感到「自責後悔」；「沒有兼職或打工」的人比「有兼職或打工」者在拖延時較常感到「自圓其說」。至於，拖延行為與創新行為的關係，拖延程度越高的人創新行為的表現越低；而拖延時較少感到「自我調適」，或較常感到「灰心逃避」的人，其創新行為表現也較低。 在時間觀、成就目標與拖延行為關係方面，除了時間觀中的「未來」時間觀與拖延行為呈顯著負相關（r=-41、-.47，p<.001）之外、「現在快樂主義」與「過去－負向」兩種時間觀則均與拖延行為呈正相關（r=.08&#12316;.20，p<.05），亦即時間觀越是「現在快樂主義」、「過去－負向」，越不是「未來」取向者，其拖延的情形越高。至於，成就目標與拖延行為的關係，無論是「趨向精熟」、「趨向表現」、「逃避精熟」還是「逃避表現」的目標導向，則或多或少均與拖延行為呈負相關（r=-.13&#12316;.22，p<.01）；但是，成就目標對拖延行為的影響，則因為時間觀的作用達顯著時而式微。 研究三則以研究一所編製的量表對研究二的樣本進行分析，主要想要了解情緒調節是否能作為拖延行為與拖延時感受的調節變項。應用階層迴歸分析的結果發現，基本上情緒調節與拖延行為對拖延時感受的影響並無顯著的交互作用存在。但是，若從情緒調節、拖延行為對拖延時感受的主要效果來看，兩者則分別對拖延時感受具有不同顯著的影響。以拖延行為對拖延時感受的影響來看，拖延程度越高的人在拖延時越常感到「僥倖心理」、「灰心逃避」、「自圓其說」。而以情緒調節對拖延時感受的影響來看，情緒調節越是以「重新評估」方式來調節的人，在拖延時則越常感到「自責後悔」、「自我調適」，越不會感到「自圓其說」、「灰心逃避」；情緒調節若越是以「壓抑」方式來調節的人，在拖延時則越常感到「自圓其說」。除此之外，本研究也發現，「重新評估」的情緒調節方式與學業拖延呈正相關（r=.09，p<.05），但是相關不大；而且若從時間觀與情緒調節的關係來看，「重新評估」情緒調節方式與「未來」、「現在快樂主義」時間觀呈正相關（r=.21&#12316;.27，p<.001），與「過去－負向」時間觀呈負相關（-.15，p<.001）。可見，這樣的結果與研究二中時間觀與拖延行為的關係加以對照來看，「重新評估」可能不是影響一個人是否經常學業拖延的直接原因，真正影響的是他站在怎樣的時間觀取向下來進行「重新評估」的情緒調節。 綜合三個研究結果，我們獲得以下幾個主要結論：（一）本論文所編製的學業拖延量表、一般拖延量表及拖延時感受量表，無論是在信、效度上均是可以接受的，可作為測量個體拖延程度與輔導其拖延問題的參考工具。（二）拖延已是大學校園內普遍的一種行為，而這種行為的程度並不因「性別」或「是否有兼職或打工」而有所不同；真正影響一個人是否經常拖延的原因主要與個體的時間觀取向有關，當一個人的時間觀越是傾向於「未來」時間觀，越不傾向於「現在快樂主義」、「過去－負向」的人，則越少拖延。（三）當任務是自己想做也喜歡做時，大學生比較不會拖延；相反地，當任務是自己不想做但又必須做時，大學生則比較會拖延。（四）雖然性別、是否兼職或打工在拖延行為程度上並無顯著的差異；但是，在拖延時感受的比較上，男生在拖延時比女生較常感到「自圓其說」，女生則比男生較常感到「自責後悔」，而沒有兼職或打工的學生則比有兼職或打工的學生在拖延時較常感到「自圓其說」。（五）拖延程度越高的人，在拖延時越常感到「僥倖心理」、「灰心逃避」、「自圓其說」。（六）情緒調節越是傾向以「重新評估」方式來調節的人，在拖延時越常感到「自責後悔」、「自我調適」，越少感到「自圓其說」、「灰心逃避」；而情緒調節越是以「壓抑」方式來調節的人，在拖延時則越常感到「自圓其說」。（七）拖延行為程度越高的人，其創新行為的表現也越低。 最後，本論文根據以上的研究發現，進行綜合討論與結論，並據以對學校、輔導及未來研究提出相關的綜合建議。 關鍵字：拖延、學業拖延、一般拖延、拖延時感受、創新行為、時間觀、成就目標、情緒調節。 / This dissertation mainly explores procrastination through three studies. Study 1’s objectives are to develop inventories about procrastination. The measurement instruments include academic procrastination, general procrastination , feelings when procrastinating. Study 2’s objectives are to explore relationships among time perspective（TP）, achievement goals and procrastination. The five factors of TP include future, present-hedonistic, present-fatalistic, past-positive and past-negative orientations（Zimbardo ＆ Boyd, 1999）. The achievement goal variable includes a 4-dimensional goal orientation: approach-mastery, approach-performance, avoidance-mastery and avoidance-performance（Elliot ＆ McGregor, 2001）. Furthermore, this study also investigates: a）procrastination of different tasks, b）the difference of procrastination behaviors and feelings when procrastinating based on different variables such as sex, grades, whether or not the students have part-time work, and c）relationship between procrastination and innovative behaviors（Scott ＆ Bruce, 1994）. Study 3’s objectives are to determine the relationships among procrastination, emotion regulation and feelings when procrastinating. The two forms of emotion regulation include reappraisal and suppression（Gross ＆ John, 2003）. The following are some findings based on the three studies: In study 1, the participants were 277 college students（88 males, and 186 females）.The data was analyzed using Principle Component Analysis. Results yielded the following: 1）Both academic procrastination and general procrastination were unidimensional scales. The former’s reliability was Cronbach’s alpha coefficient of .70 and the latter’s was .90. Two scales were related negatively to academic performance and self-concept（r=-.21&#12316;-.33, p<.001）. 2）Items of feelings when procrastinating were divided into five factors. These five factors were labeled as excuse-making（4 items, α=.82）, self-blame and regret（4 items, α=.74）, wishful thinking（3 items, α=.78）, self-adaptation（3 items, α=.56）, and dejection and avoidance（2 items, α=.78）. In study 2, the subjects were 541 college students（193 males, and 347 females）.All participants were measured by inventories developed in study 1. Results yielded the following: 1）More than 50﹪of students reported that their procrastination was higher than middle level. 2）People procrastinated more with tasks that they have to do but do not want to do; and less with tasks that they want to do and like to do. 3）No significant relationship was found between procrastination and sex, or whether or not the students have part-time work. However, males were more inclined to excuse themselves than females when they were procrastinating. In contrast, females were more inclined to blame themselves and feel regretful than males when they were procrastinating. Non-part-time workers were more inclined to excuse themselves than part-time workers when they were procrastinating. 4）People with higher procrastination levels tended to have lower scores of innovative behavior. 5）People with higher scores of future orientation, lower present-hedonistic TP and past-negative TP tended to have lower procrastination levels. In study 3, study 2’s participants were also part of study 3. The study primarily aimed to understand how “emotion regulation” functions as a moderator of the relation between procrastination level and feelings when procrastinating. Data was analyzed using Hierarchical Multiple Regression. Basically, we did not find the interaction between procrastination level and emotion regulation to explain variance of feelings when procrastinating. However, when examining the effects of procrastination level and emotion regulation individually, both variables significantly affected variance of feelings when procrastinating. When the analyzing between procrastination level and feelings when procrastinating, people with higher procrastination levels tended to have higher scores of wishful thinking, dejection and avoidance, and excuse-making when they were procrastinating. This indicated that the relationship between emotion regulation and feelings when procrastinating, people with higher reappraisal scores tended to have higher scores of self-blame and regret, higher scores of self-adaptation, lower scores of excuse-making, and lower scores of dejection and avoidance. Further, people with higher suppression scores tended to have higher scores of excuse-making. In addition, this study also found that emotion regulation by reappraisal was marginally related to academic procrastination（r=.09,p<.05）; but from the relationship between TP and emotion regulation, we found that reappraisal was related positively to future TP（r=.21, p<.001） and present-hedonistic TP（r=.27, p<.001）, and related negatively to past-negative TP（r=-.15, p<.001）.Therefore, in contrast with point 5 in the results of study 2 in this dissertation, academic procrastination may not be directly affected by reappraisal. In fact, the relation between reappraisal and academic procrastination was determined by one’s TP. Through the results of above three studies. From this dissertation 7 key points were concluded: 1） Reliability and validity of procrastination inventories which were developed in this dissertation were acceptable. Therefore, these inventories could be used when we want to measure one’s procrastination level and to resolve problems of procrastination. 2）Procrastination was a common behavior in campus. No significant relationship was found between procrastination level and sex, or whether or not the students have part-time work. Procrastination level was mainly affected by one’s TP. People with higher scores of future orientation, lower scores of present-hedonistic and past-negative TP tended to exhibit greater procrastination behavior. 3）People procrastinated more with tasks that they have to do but do not want to do; and less with tasks that they want to do and like to do. 4）There were differences when feelings when procrastinating were compared with different sex or whether or not the students have part-time work. Males were more inclined to excuse themselves than females when they were procrastinating. Females were more inclined to blame themselves and feel regretful than males when they were procrastinating. Non-part-time workers were more inclined to excuse themselves than part-time workers when they were procrastinating. 5）People with higher procrastination levels were more inclined to have scores of wishful thinking, dejection and avoidance, and excuse-making when they were procrastinating. 6）People with higher reappraisal scores of emotion regulation tended to have higher scores of self-blame and regret, higher scores of self-adaptation, lower scores of excuse-making, and lower scores of dejection and avoidance. People with higher suppression scores of emotion regulation tended to have higher scores of excuse-making. 7）People with higher procrastination level tended to exhibit lower scores of innovative behavior. Key words: procrastination, academic procrastination, general procrastination, feelings when procrastinating, innovative behavior, time perspective（TP）, 2×2 achievement goal, emotion regulation

The purpose of this project is to argue that we possess a minimal self. It will demonstrate that minimal selfhood arrives early in our development and continues to remain and influence us throughout our entire life. There are two areas of research which shape my understanding of the minimal self: phenomenology and enactivism. Phenomenology emphasizes the sense of givenness, ownership, or mineness that accompanies all of our experiences. Enactivism says there is a sensorimotor coupling that occurs between us and the environment in a way which modulates the dynamic patterns of our self development; the laying down of these basic patterns helps make us who we are and gives rise to the phenomenological, experiential mineness. Drawing on these two core ideas, I will be arguing for a Phenomenological-Enactive Minimal Self (abbreviated PEMS). I will be emphasizing the role of the body and the role of affects (moods, feelings, and emotions) as the most important components relevant to understanding minimal selfhood. Put more concretely, the set of conditions which constitute the PEMS view are: (i) The minimal self is the experiential subject; the minimal sense of self is present whenever there is awareness. It is the subjectivity of experience, the sense of mineness, or givenness which our experiences contain. (ii) The phenomenological part of the PEMS view turns on the idea of a bodily and dynamic integration of sensorimotor coupling and affective experience. It is, ontologically speaking, the lived body in enactive engagement with the environment. It is this embodied subject which anchors and forms the foundation for the later ‘narrative' self, which emerges from it and which is continually influenced by it. It is the subject enactively engaged with others, dependent on sensorimotor processes and affects. We have an identity, but it emerges from relational and dynamic processes.

Réalisé en milieu collégial (cégep) / Cette thèse a pour but de contribuer à une meilleure compréhension du développement professionnel (DP) des enseignants du postsecondaire et de ses liens avec le bien-être psychologique au travail (BEPT). Plusieurs études ont montré que de nombreux facteurs personnels (développement des connaissances et des compétences, attitudes, croyances des enseignants, etc.) et professionnels, tels que l’expérience professionnelle, les échanges collaboratifs, les pratiques pédagogiques et les résultats saillants des étudiants peuvent avoir une influence considérable sur le DP. Plus précisément, la présente étude permet de : (1) décrire les attitudes des enseignants qui favorisent leur DP ; (2) explorer les relations entre les vécus professionnels des enseignants et leur BEPT ; (3) identifier les indicateurs de BEPT et leurs interrelations avec le DP. Pour atteindre ces objectifs, nous avons entrepris une étude exploratoire chez les enseignants (n=218) de trois cégeps francophones de Montréal, où un questionnaire sur l’indice de bien-être psychologique au travail (IBEPT) constitué de 25 items (Dagenais Desmarais, 2010) a été soumis en ligne au moyen de Survey Monkey. Une analyse factorielle en composantes principales a révélé que leur BEPT est constitué de cinq facteurs, soit : l'épanouissement au travail, l'adéquation interpersonnelle, le sentiment de compétence, la volonté d’engagement et la reconnaissance perçue au travail. Des entretiens semi-dirigés ont été réalisés et, par la suite, nous avons procédé à une analyse qualitative transversale (n=12) et verticale (n=2) de cas. À la suite des analyses mixtes, les résultats indiquent que les attitudes des enseignants ont des répercussions sur le développement de leurs connaissances et de leurs compétences, sur leurs pratiques pédagogiques, leurs échanges collaboratifs et leurs perceptions face aux résultats saillants des étudiants. Il ressort également que le vécu professionnel a un impact sur les différents facteurs de BEPT, de sorte qu’un long vécu professionnel est associé à un fort sentiment de compétence, à une grande volonté d’engagement, mais aussi à une baisse d’épanouissement et de reconnaissance perçue au travail. Nous pouvons donc en déduire, d’une part, l’existence de corrélations directes entre le DP et le BEPT. De plus, il existe une relation entre les attitudes des enseignants envers leur enseignement et les facteurs personnels et professionnels touchant le DP, d’où l’importance de considérer les attitudes des enseignants comme un facteur primordial de DP. De même, le vécu professionnel de l’enseignant est un facteur important à considérer dans le contexte collégial, notamment pour améliorer le BEPT nécessaire au DP des enseignants. Finalement, quatre différents profils de DP selon les niveaux de DP et de BEPT ont été répertoriés (Conscients-Figés, Conscients-Mitigés, Conscients-Actifs et Perfectionnistes), et nos résultats mixtes montrent l’existence d’une corrélation entre le DP des enseignants et leur BEPT. / The goal of this study is to contribute to an improved understanding of the professional development (PD) of postsecondary teachers and its link to psychological well-being at work (PWBW). Several studies have shown that numerous personal (knowledge and skill development, attitudes, teacher beliefs, etc.) and professional (professional experience, collaborative exchanges, educational practices, and key student results) factors can have a considerable influence on PD. More specifically, this study will describe the attitudes of teachers who foster their PD, explore the relationship between teachers’ professional experiences and their PWBW, and identify PWBW indicators and their interrelation with PD. To meet these objectives, we began exploratory research with teachers (n=218) in three French-language CEGEP colleges in Montreal. A questionnaire on the Psychological Well-Being at Work Index (PWBWI) comprised of 25 questions (Dagenais-Desmarais, 2010) was submitted online via Survey Monkey. A principal components factor analysis revealed that the teachers’ PWBW was made up of five factors: fulfillment at work, interpersonal compatibility, feelings of competence, desire to get involved, and perceived recognition at work. Semi-structured interviews were conducted, after which we proceeded to qualitative cross-sectional (n=12) and vertical (n=2) case analyses. The results showed that teachers’ attitudes affect their knowledge and skill development, educational practices, collaborative exchanges, and perceptions regarding key student results. It also appears that professional experience affects various PWBW factors. For example, extensive professional experience is associated with strong feelings of competence and a desire to get involved, but also with low levels of fulfillment and perceived recognition at work. We can therefore conclude that direct correlations exist between PD and PWBW. In addition, there is a link between teachers’ attitudes towards teaching and the personal and professional factors that affect PD, hence the importance of considering teachers’ attitudes as a vital PD factor. Teachers’ professional experience is another important factor to consider in the college context, particularly for improving the PWBW necessary for teacher PD. Finally, four different PD profiles according to PD and PWBW levels have been identified (Aware-Fixed, Aware-Reserved, Aware-Active, and Perfectionist), and the results of our mixed analyses demonstrated a correlation between teachers’ PD and their PWBW.