The major theme of the current thesis was the definition, measurement, and development of perfectionism in elite junior sport. The first purpose was to examine the psychometric properties associated with Hewitt and Flett’s (1991) Multidimensional Perfectionism Scale (MPS-HF) when complete by a sample of elite junior athletes. In study one, a confirmatory factor analysis failed to support the original structure of 45-item MPS-HF. Subsequent exploratory and confirmatory factor analyses revealed a more parsimonious 15-item factor structure representing self-oriented (SOP), socially prescribed (SPP), and other-oriented perfectionism (OOP). Having established a reconstituted version of the MPS-HF, a second purpose of the research programme was to consider the origins of perfectionism in elite junior athletes using a cross-sectional design. Initially, in study two a social learning model was supported, with 18%-26% of variance in athletes’ perfectionism predicted by parents’ perfectionism. Building upon this finding in study three, a structural equation model revealed that parenting styles, including empathy and psychological control, mediated the parent-athletic child SPP relationship. In study four, a significant pathway emerged between parents’ achievement goals and athletes’ dispositional perfectionism, offering support for a social expectations model of perfectionism development. Specifically, parents’ task and ego orientations were positively associated with athletes’ SOP. In contrast, athletes’ SPP was predicted by parents’ ego orientation. Study four also demonstrated the nature and form of motivational regulation associated with athletes’ SOP and SPP. That is, a pathway emerged between athletes’ SPP and controlled forms of regulation, while athletes’ SOP was correlated with self-determined and controlled motivation. Finally, in study five, the coach-created motivational climate accounted for approximately 19% of variance in athletes’ perfectionistic cognitions, highlighting the role of additional social agents in the development of athletes’ perfectionism. The results of this research programme contribute to existing knowledge of perfectionism by forwarding reliable measures of SOP and SPP for employment in sport, and revealing a complex array of pathways that underpin the development of perfectionism in elite junior athletes. Ultimately, by preventing the occurrence of such pathways, athletic children may be protected from the perils of perfectionism.

No description available.

The purpose of this study was to examine the relationships among (1) the perceived imposed role, (2)the desired role, (3)the perceived performance, and (4)the job satisfaction of the junior high/middle school principal. The major problem was to ascertain whether the perceived imposed role was compatible, or in conflict, with the desired role of the junior high/middle school principal; in addition, to ascertain whether any discrepancy had a significant relationship with the levels of perceived performance and job satisfaction of the junior high/middle school principal. For the purpose of this study, a questionnaire was piloted with selected junior high/middle school principals in Tucson, Arizona. It was then submitted to 115 junior high/middel school principals in Arizona. The questionnaire consisted of 14 components of the junior high/middle school principal's role. Each administrator was asked to respond to each component according to (1) how important that component was in his/her present role, (2)how important that component should be in his/her role, (3)the level of his/her performance on that component, and (4)his/her level of job satisfaction associated with that component. Sixty-five percent of the junior high/middle school principals in Arizona responded to the questionnaire. The findings of the study were: (1)There was no significant difference between the perceived imposed role and the desired role of the junior high/middle school principal; (2)there was no significant relationship between the lack of conflict found between the perceived imposed role and the desired role, and the level of performance as perceived by the junior high/middle school principal; (3)there was a significant negative relationship between the lack of conflict found between the perceived imposed role and the desired role, and the level of job satisfaction of the junior high/middle school principal; (4)there was a significant relationship between the perceived imposed role and the desired role of the junior high/middle school principal; (5)there was a significant relationship between the level of performance experienced by the junior high/middle school principal and the level of job satisfaction, (6)there were significant corelations between 12 of the components of the perceived imposed role and the corresponding components of the desired role of the junior high/middle school principal. The two components that showed no correlation were building school climate and selecting and orientating staff; (7)there were significant correlations between all of the components of perceived imposed role and the corresponding components of job satisfaction of the junior high/middle school principal. The findings imply that (1)the junior high/middle school principals in Arizona are performing their role as they desire; (2)perceptions of role conflict or compatibility do not have an effect on how a principal rates his/her performance; (3)as the discrepancy between the perceived imposed role and the desired role becomes larger, job satisfaction goes down, or as the job satisfaction goes down, the discrepancy gets larger; (4)a significant relationship exists between the perceived imposed role and the desired role of the junior high/middle school principal; and (5)a significant relationship exists between the level of perceived performance and the level of job satisfaction.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

After gaining independence in Lithuania (1990), the problem of retaining national individuality still remains a point at issue. National self-consciousness is a distinctive aspect of social self-consciousness. It is related to national identity - an individual being with the same ethnic community, considering it his/her nation. In the view of structure, national sel-consciousness acts as the unit of three components - cognitive, emotional and controlling. Development of Lithuanian national self-consciousness is related to its upbringing. Especially favourable conditions for upbringing national self – consciousness are at the teen-age, by consolidating and defining national identity of a person. Historically, in order to form, strengthen and consolidate mature national self-consciousness, attention to the national language, culture and education was paid. Possibilities of upbringing national self-consciousness are pointed out in the contemporary educational documents as well. National self-consciousness upbringing of junior guides by means of art works on national topics, is a scientific problem at issue. A guide is a person, that presents country, region, city, all the national history and cultural objects to tourists. Informal activity plays especially great role in upbringing self-consciousness of junior guides. Presumptions for national self-consciousness upbringing are laid in the art classes, by integrating principals of tourism and regional studies, stimulating... [to full text]