在現今高度競爭的商業環境，員工建言行為的展現對於組織而言日顯重要。過往許多文獻即顯示員工建言行為對於組織有許多益處，包含增進組織決策品質、組織創新與提升團體績效表現。為了全面性瞭解組織中的建言行為，本研究目的為四：（1）了解不同目標導向員工對於建言行為之影響、（2）從主管、同儕與個體本身之角度，了解建言行為對個體之影響、（3）探討建言行為在不同目標導向與結果間所扮演之中介角色，以及（4）探討主管建言行為對員工建言行為之影響。 本研究採對偶的問卷調查，共蒐集157位主管與242位部屬資料，並透過階層迴歸進行資料分析。研究結果顯示：（1）證明目標導向及逃避目標導向皆與挑戰型建言及支持型建言有顯著正向關係、（2）挑戰型建言與支持型建言分別在證明目標導向與組織導向自尊具有部分中介效果、然而兩種建言對於目標導向與主管評價及目標導向與知覺職場排擠皆無中介效果，以及（3）主管建言行為對於目標導向與建言行為間並無調節效果。 根據研究結果，本研究證實目標導向與建言行為之間的關係，以及建言行為對證明目標導向與組織導向自尊的中介效果。最後，研究者進一步提出本研究之理論貢獻、管理實務意涵、研究限制與未來研究方向，以供業界及組織行為領域之學者參考。 / In today’s hypercompetitive business environment, employees’ voice behavior has become even more important to organizations. Many references also showed that employees’ voice behavior can bring benefits to organizations, such as improved organizational decision quality, innovation, and enhancing team performance. To build toward a comprehensive understanding of voice behavior in organizations, the purpose of this research are as follows: (1) to demonstrate how different goal orientations predict employees’ voice behavior, (2) to explore the results of employees’ voice behavior from the perspectives of the supervisor, co-worker, and individual, (3) to demonstrate the mediator role between different goal orientation and outcome variables, and (4) to demonstrate the influence of supervisors’ voice behavior on employees’ voice behavior. With data collected from 157 supervisors and 242 employees to examine the hypothesized relationships, the present study also utilizes the dyad approach. The results showed that (1) both prove goal orientation and avoid goal orientation are positively related to challenge voice and supportive voice, (2) both challenge voice and supportive voice mediated prove goal orientation and organizational based self-esteem respectively, but didn’t play mediators role neither on goal orientation and employee’s performance from supervisor’s view nor on goal orientation and workplace ostracism, and (3) supervisors’ voice behavior has no moderating effect on goal orientation and employee’s voice behavior. In conclusion, the present study showed that goal orientation have the influence on voice behavior, and both challenge voice and supportive voice mediated prove goal orientation and organizational based self-esteem respectively. Finally, theoretical implications, practical implications, limitations and future directions are discussed for managers’ and researchers’ reference.

This study employed the theoretical framework of Albert Bandura???s social cognitive theory, to investigate how differing levels of self-efficacy impact on both the type and degree of self-regulatory behaviour employed by the students when composing music in a high school music program. The literature review revealed an abundance of related research suggesting a strong relationship between self-efficacy and self-regulated behaviour in the ???core??? academic domains of education. In contrast, there was no specific research found that had examined self-efficacy and self-regulation in the context of students composing music. An independent school in Sydney served as the research site, with sixty-eight students of varied year levels and musical experience participating in the study. Students used stand alone computers, the software ???Cubase??? and MIDI keyboards as they completed a task that involved creating an original piece of music in a genre of their own choice, over a series of four composition sessions. A mixed methodology was employed to determine if the influence of the students??? self-efficacy beliefs upon their self-regulation in a creative activity were consistent with existing research. Data were collected using a mixture of weekly measures and self-report scales, combined with a variety of questionnaires, logs, tally sheets and interviews. Eight variables, including the self-regulatory sub-processes of goal setting-strategic planning, intrinsic motivation, goal orientation, task expectation, time on task, task completion, monitoring were analysed together with an additional variable, defined as creative ability, to determine if evidence could be found of a relationship between self-efficacy and these specific behaviours while composing. The results suggest that the pre-task (Week 1) measure of self-efficacy was closely associated with the students??? use of the eight self-regulatory dimensions as well as their perceived level of creative ability. Weekly self-efficacy measures also suggested that students??? employ self-regulated sub-processes proportionally to their respective levels of self-efficacy. Importantly, the more efficacious students employed a wider and more sophisticated repertoire of self-regulated behaviour when composing in contrast to the less efficacious students. Self-efficacy was also identified as a key factor amongst students who were initially identified as being naive self-regulators, but who through the duration of the task, modified their behaviour to become more skilful self-regulators. Throughout the study, the consistent level of interaction between self-efficacy and the use of self-regulated behaviours were aligned with findings in the core ???academic??? disciplines of education.

Submitted by Jinlong Huo (thassiafgv@gmail.com) on 2018-04-03T19:44:54Z No. of bitstreams: 1 Jinlong Huo- Dissertation.pdf: 664289 bytes, checksum: 9edf2cf8666e879beaf88d10ee2dbb92 (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2018-04-10T16:02:53Z (GMT) No. of bitstreams: 1 Jinlong Huo- Dissertation.pdf: 664289 bytes, checksum: 9edf2cf8666e879beaf88d10ee2dbb92 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2018-04-13T12:46:18Z (GMT) No. of bitstreams: 1 Jinlong Huo- Dissertation.pdf: 664289 bytes, checksum: 9edf2cf8666e879beaf88d10ee2dbb92 (MD5) / Made available in DSpace on 2018-04-13T13:06:50Z (GMT). No. of bitstreams: 1 Jinlong Huo- Dissertation.pdf: 664289 bytes, checksum: 9edf2cf8666e879beaf88d10ee2dbb92 (MD5) Previous issue date: 2017-12-05 / Leaning from external sources is a crucial but challenging task for improving team performance. Using the role-based team composition approach, we investigate how traits of team members in different roles—spanners and receivers—influence a team’s ability to benefit from its external advice ties. We argue that the interplay between spanners’ learning goal orientation and receivers’ agreeableness affect the influence of teams’ external advice ties on team performance. In 88 teams working over the course of 14 weeks, we find that team external advice ties influence team performance more positively when spanners’ learning goal orientation and receivers’ agreeableness are high. We discuss both theoretical and managerial implications of our findings.

This investigation examined the relationships between parental involvement, peer-initiated climates, and perfectionism to goal orientation as well as children's enjoyment and the intention to continue playing sport in youth sport. Participants were 188 athletes, 100 boys (M = 12.06, SD = 1.06) and 88 girls (M = 12.18, SD = .73). The athletes completed the TEOSQ, Sport MPS, PIAS, and the PeerMCYSQ. Parental support and peer task environment was related to girls' and boy's task orientation. For boys, personal standards, parental pressure, and fewer concerns over mistakes, also were related to task orientation. Ego orientation was related to peer-initiated ego and task climates, for the boys. For the girls, higher personal standard was the only variable related to ego orientation. For enjoyment, task orientation was the strongest predictor for the girls and the only predictor for the boys for enjoyment. The fewer concerns girls had over mistakes the more enjoyment they reported. For girls and boys, intention to continue playing next season was predicted only by enjoyment. However, results were varied when intention to play next year was examined. For boys, no predictors were discovered whereas for girls, higher levels of enjoyment and task orientation, and lower levels of parental support and pressure related to intention.

No description available.

Summaries in Afrikaans and English / Text in Afrikaans / Hierdie navorsing het die verband tussen vroee adolessenterugbyspelers se doelorientering en selfkonsep, empiries en in die literatuur, ondersoek. Die literatuurondersoek het getoon dat doelorientering oar twee komponente beskik, naamlik taakbetrokkenheid en egobetrokkenheid. Taakbetrokke sportdeelnemers fokus op vaardigheidsontwikkeling en gebruik hulle eie prestasies as maatstaf vir sukses. Hulle beleef sukses wanneer 'n taak bemeester is, leer plaasvind, of daar 'n verbetering in die uitvoering van die taak is. Sukses word toegeskryf aan die mate van inspanning gelewer. Egobetrokke sportdeelnemers fokus op die wenmotief, gebruik normatiewe vergelyking as maatstaf vir prestasie, en beleef sukses wanneer hulle eie prestasies gunstig met die van ander kan vergelyk. Sukses word aan aangebore talent toegeskryf. Die empiriese ondersoek het bevind dat taakbetrokkenheid positief verband hou met die globale, persoonlike, en sosiale self. Egobetrokkenheid hou negatief verband met die fisieke self, en positief verband met kompetisie-angs. / The research investigated, in the literature and empirically, the possible relation between the goal orientation of male adolescent rugby players and their self-concept. The literature study indicated that goal orientation has two components, namely task involvement and ego involvement. In task-involved sport participation, skills development is emphasized, evaluation of achievement is self-referenced, and success experienced when learning takes place, a task is mastered, or when there is improvement in the execution of tasks. Success is attributed to effort. In ego-involved sport participation objective outcomes are emphasized (i.e. winning), evaluation of achievement is norm-based, and success experienced when own achievements are favourably compared to those of other sport participants. Success is attributed to natural ability. The empirical study indicated a positive relation between task-involved sport participation and the global, personal, and social self. A negative relation between ego-involved sport participation and the physical self, and a positive relation between ego involvement and competition-anxiety was found. / Educational Studies / M.Ed. (Spesialisering in Voorligting)

Achievement Goal Theory (AGT) utgår ifrån att alla individer vill visa sin kompetens vilket tar sig uttryck i två målinriktningar; ego och task. Individen påverkas av omgivningen som driver ett motivationsklimat som kan uttryckas i samma typer av målinriktning. Motivationsklimatet och målinriktningarna anses påverka hur individen agerar och hanterar t.ex. ängslan/oro och prestation. Denna studie behandlar samband mellan individuella målinriktningar, upplevt motivationsklimat drivet av tränare, träningskamrater och föräldrar, tävlingsrelaterad ängslan/oro och upplevd prestation. Undersökningsdeltagare var femtonåriga svenska ungdomar som tävlade i alpin utförsåkning (N=56). Multipel regressionsanalys användes för att analysera samband och signifikanta förklaringsvarianser. Störst bidrag från omgivningen på tävlingsrelaterad ängslan/oro verkade mammor ha (negativt bidrag). Kamrater var viktigare för individen än övrigt socialt stöd. Den alpina gruppen var mer ego-orienterad jämfört med resultat i studier med andra ungdomar i samma ålder och uppvisade en individuell målorientering som snarare motsvarade äldre elitidrottares, samtidigt som den relativt sett skattade ett lägre taskinriktat motivationsklimat

Summaries in Afrikaans and English / Text in Afrikaans / Hierdie navorsing het die verband tussen vroee adolessenterugbyspelers se doelorientering en selfkonsep, empiries en in die literatuur, ondersoek. Die literatuurondersoek het getoon dat doelorientering oar twee komponente beskik, naamlik taakbetrokkenheid en egobetrokkenheid. Taakbetrokke sportdeelnemers fokus op vaardigheidsontwikkeling en gebruik hulle eie prestasies as maatstaf vir sukses. Hulle beleef sukses wanneer 'n taak bemeester is, leer plaasvind, of daar 'n verbetering in die uitvoering van die taak is. Sukses word toegeskryf aan die mate van inspanning gelewer. Egobetrokke sportdeelnemers fokus op die wenmotief, gebruik normatiewe vergelyking as maatstaf vir prestasie, en beleef sukses wanneer hulle eie prestasies gunstig met die van ander kan vergelyk. Sukses word aan aangebore talent toegeskryf. Die empiriese ondersoek het bevind dat taakbetrokkenheid positief verband hou met die globale, persoonlike, en sosiale self. Egobetrokkenheid hou negatief verband met die fisieke self, en positief verband met kompetisie-angs. / The research investigated, in the literature and empirically, the possible relation between the goal orientation of male adolescent rugby players and their self-concept. The literature study indicated that goal orientation has two components, namely task involvement and ego involvement. In task-involved sport participation, skills development is emphasized, evaluation of achievement is self-referenced, and success experienced when learning takes place, a task is mastered, or when there is improvement in the execution of tasks. Success is attributed to effort. In ego-involved sport participation objective outcomes are emphasized (i.e. winning), evaluation of achievement is norm-based, and success experienced when own achievements are favourably compared to those of other sport participants. Success is attributed to natural ability. The empirical study indicated a positive relation between task-involved sport participation and the global, personal, and social self. A negative relation between ego-involved sport participation and the physical self, and a positive relation between ego involvement and competition-anxiety was found. / Educational Studies / M.Ed. (Spesialisering in Voorligting)

Submitted by Madalena Nogueira (madalenanogueira93@gmail.com) on 2018-07-25T21:02:19Z No. of bitstreams: 1 Master Thesis_Madalena Nogueira - Final Version.pdf: 1294131 bytes, checksum: 2a3af8ff91ac4f2c6e21a2ec218611ff (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2018-08-02T17:42:24Z (GMT) No. of bitstreams: 1 Master Thesis_Madalena Nogueira - Final Version.pdf: 1294131 bytes, checksum: 2a3af8ff91ac4f2c6e21a2ec218611ff (MD5) / Made available in DSpace on 2018-08-06T17:31:22Z (GMT). No. of bitstreams: 1 Master Thesis_Madalena Nogueira - Final Version.pdf: 1294131 bytes, checksum: 2a3af8ff91ac4f2c6e21a2ec218611ff (MD5) Previous issue date: 2018-06-21 / The purpose of this study consists on understanding the relationship between cultural dimensions and goal orientation. Specifically, the research seeks to explore if some cultural dimensions of GLOBE Project are related to goal orientation, specifically Learning and Performance Goal Orientation. A quantitative research method was used in the study to collect responses from individuals through an online survey previously elaborated. The relationship between five cultural dimensions and Learning and Performance Goal Orientation were tested through multiple linear regressions to understand if there were significant relationships between them and to test if those were positive or negative. The results supported two out of five hypotheses proposed. Performance Orientation was positively related to Learning Goal Orientation, as well as Institutional Collectivism was negatively related to Performance Goal Orientation. Although the opposite relationship was proposed in the hypothesis, the relationship between High Power Distance and Performance Goal Orientation was significant. Remaining relationships tested did not yield significant findings. Finally, the results obtained could provide important information about specific cultural behaviors needed to engage with to incur and follow a particular goal orientation, as well as, significant information to future research in this area. / O objetivo principal do presente estudo é compreender a relação existente entre dimensões culturais e orientação de resultados. Para além disso, a pesquisa pretende explorar se algumas dimensões culturais propostas pelo GLOBE Study exercem influência na orientação de resultados, especificamente orientação por aprendizagem e performance. O método de pesquisa utilizado no estudo foi um método quantitativo na forma de um inquérito online previamente elaborado, para recolher as respostas dos participantes. As relações existentes entre cinco dimensões culturais e Orientação de Resultados por Aprendizagem e Performance foram testadas através de regressões lineares múltiplas com o objetivo de perceber se alguma delas era significativa e ao mesmo tempo testar se eram positivas ou negativas. Duas das cinco hipóteses foram suportadas pelos resultados apresentados. A Orientação por Performance tem uma relação positiva com a Orientação de Resultados por Aprendizagem, assim como o Coletivismo Institucional estabelece uma relação negativa com a Orientação de Resultados por Performance. Apesar de apresentar uma relação oposta àquela prevista na hipótese, a relação que existe entre altos níveis de Distância de Poder e Orientação de Resultados por Performance é significativa. As restantes relações que foram testadas não apresentaram qualquer relevância para o estudo. Finalmente, os resultados obtidos podem fornecer informações relevantes sobre comportamentos humanos importantes a adaptar para incorrer numa especifica orientação de resultados, assim como disponibilizar informação significante de base para futura pesquisa nesta área.

Différents courants de recherches se sont intéressés à identifier les compliments à éviter afin de ne pas nuire au développement de l’estime de soi et des processus motivationnels optimaux chez les enfants (p.ex. Kamins et Dweck, 1999 ; Kast et Konnor, 1988). Pourtant, aucune étude n’avait tenté d’identifier les compliments potentiellement optimaux pour favoriser ces développements. À travers 3 études, cette thèse exploratoire visait ainsi à comparer différents types de compliments recensés comme positifs dans la documentation à l’aide d’un échantillon de dyades mères-enfants (N = 65 ; Âge moyen des enfants = 10,20 ans). La première étude de la thèse a examiné les relations entre les différents types de compliments, d’une part, et l’estime de soi et les processus motivationnels des enfants, d’autre part, tout en contrôlant pour les variables démographiques de sexe et d’âge des enfants. Étant donné que les différents types de compliments étaient hautement susceptibles de coexister, mais qu’ils n’avaient jamais été comparés au sein d’une même étude, leurs relations avec les variables dépendantes ont été examinées en considérant également leurs interrelations à l’aide de régressions multiples. La deuxième étude de cette thèse visait à mettre en lumière les liens entre la perception des enfants des pratiques parentales typiques de leur mère et les compliments recensés comme positifs dans la documentation grâce à des questionnaires complétés par les enfants et leur mère. La troisième étude, de nature expérimentale, a examiné les impacts situationnels des compliments comparatifs, orientés vers le résultat et descriptifs sur la compétence perçue (ou l’estime de soi situationnelle) et les processus motivationnels des enfants en s’intéressant aux impacts potentiels de trois modérateurs susceptibles d’accentuer ou de diminuer l’impact de la manipulation expérimentale, soit le sexe, l’âge et l’estime de soi globale des enfants. Les principaux résultats révèlent qu’il est possible de dresser un portrait des compliments rapportés comme positifs dans la documentation en distinguant quatre types : les compliments comparatifs, orientés vers le résultat, orientés vers l’effort et descriptifs. Deux de ces compliments, les compliments orientés vers le résultat et les compliments orientés vers l’effort, semblent être les plus utilisés. La thèse révèle également que seul le compliment descriptif semble lié positivement à l’estime de soi des enfants (globale et situationnelle), en particulier chez les filles et chez les enfants ayant une estime de soi plus faible que la moyenne. À travers ces trois objectifs, cette thèse contribue à l’avancement des connaissances sur les compliments, à la théorie de l’autodétermination (TAD) et permet d’identifier des pistes d’interventions qui permettront aux parents d’intervenir et de communiquer de façon optimale auprès de leurs enfants. / Different lines of research have focused on compliments that parents should avoid in order not to jeopardize the development of children’s self-esteem and optimal motivational processes (e.g. Kamins and Dweck, 1999; Kast and Konnor, 1988). However, no study had yet attempted to identify potentially optimal compliments to favor these developments. Through three studies, this exploratory thesis thus aimed at comparing different compliments conceptualized as positive in the literature using a sample of mother-child dyads (N = 65, mean age of the children = 10.20 years). The first study examined the relations between different types of compliments, on one hand, and children's self-esteem and motivational processes on the other, while controlling for demographic variables of children’s sex and age. Given that the different types of compliments were likely to coexist but were never compared in a single study, their relations with the dependent variables were examined while also controlling for their interrelations using multiple regressions. The second study aimed at highlighting the links between children's perception of their mother typical parenting practices and the different types of compliments conceptualized as positive in the literature. To investigate these relations, we relied on questionnaires filled out by two different respondents (children and their mothers). The third study relied on an experimental design to investigate the situational impacts of comparative, result-oriented and descriptive compliments on children's perceived competence (or their situational self-esteem) and motivational processes, with a focus on the potential impacts of three moderators likely to accentuate, or reduce, the effect of the experimental manipulation (i.e. sex, age and children's global self-esteem). The main results show that it is possible to provide a comprehensive portrait of the compliments conceptualized as positive in the literature by distinguishing four types: comparative, result-oriented, process-oriented and descriptive compliments. Two of these compliments, namely result-oriented compliments and process-oriented compliments, seem to be the most used. The thesis also reveals that only descriptive compliments seem positively related to children's self-esteem (global and situational), especially for girls and children reporting lower than average self-esteem. Through the pursuit of these three objectives, this thesis contributes to the advancement of knowledge on compliments, to self-determination theory (SDT) and helps identify intervention avenues that will allow parents to intervene and communicate optimally with their children.