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Text in Afrikaans / Die studie het ten doel om 'n moontlike verband tussen lokus van kontrole jeens skoolwerk en depressie by die adolessent te identifiseer. Die literatuurstudie ondersoek lokus van kontrole - as aspek van verantwoordelikheid - en depressie, sowel as die ontwikkeling van die adolessent. Uit die literatuurstudie ontstaan die gevoel dat sodanige verband wel bestaan. 'n Gerieflikheidsteekproef - bestaande uit graad 11 leerders - is vir die navorsing gebruik. Die deelnemers vul 'n biografiese vraelys in, sowel as Afrikaanse weergawes van Crandall se Intellectual Achievement Responsibility Questionnaire en die Beck Depression Inventory. Die resultate van die biografiese vraelys, lokus van kontrole vraelys en depressie opname word individueel uiteengesit voordat daar 'n ondersoek gedoen word na moontlike samevallende verskille of korrelasies tussen lokus van kontrole tellings en depressie tellings. weergegee. Gelyktydige voorkoms word ook as persentasies Geen statisties beduidende korrelasies tussen depressie en lokus van kontrole jeens skoolwerk is gevind nie, wat moontlik toegeskryf kan word aan die aard van die steekproef. Verdere navorsing word aanbeveel. / The aim of the study was the identification of a possible relation between locus of control towards schoolwork and depression in adolescence. Locus of control - as an aspect of responsibility - and depression, as well as the development of the adolescent are examined in a literature study. As a result of this the feeling that a relationship between the named variables do exist is expressed. A convencience sample- consisting of grade 11 learners - is used in the research. The participants complete a biographic questionnaire, as well as Afrikaans translations of Crandall's Intellectual Achievement Responsibility Questionnaire and the Beck Depression Inventory. The result of the biographic questionnaire, the responsibility questionnaire and the depression inventory are reported on their own before an investigation is done regarding possible simultaneous differences or correlations between locus of control values and depression values. Percentages are used for the report of simultaneous values. No statistical meaningful differences or correlations were found, which might be ascribed to the nature of the sample. Further research is recommended. / Psychology of Education / M. Ed. (Voorligting)

This cross-cultural study investigates the structural and cultural differences and similarities evident in 13 Mandarin (TM) and 17 English language narratives (TEFL) produced by Taiwanese university EFL students and 17 narratives (BE) produced by British university students. This study also explores how the Taiwanese L2 learners’ identities might affect their use of L2 discourse norms within their narratives. The findings show that within the three sets of narratives, past experiences, in general, are recounted in chronological order and the organisation of narratives follows the sequential order defined by Labov (1972). In terms of orientation, there is some cultural variance. The TM and TEFL narratives underscore the importance of family values in Taiwanese society and underline the role of teachers in these students’ worlds. However, the data shows some variance with Labov’s (1972) results in terms of the relationship between complicating action, resolution and evaluation. In terms of external evaluation, the British narrators use much more evaluation in directly addressing their listeners. In terms of internal evaluation, there is significant variance within the three sets of narratives i.e. stress usage, adverb usage, and repetition. The findings suggest that there is no major difference in tellership and tellability in the three sets of narratives. In terms of learner identity, although some Taiwanese EFL students demonstrate high levels of integrative motivation, they have difficulty using L2 discourse norms in their narratives. This is evidenced by their anxiety in relation to their locus of control. It is also manifest that their learner identities have changed over a period of time and were constructed in various sites of struggle, and by relations of power, in which they assumed different subject positions.

Entrepreneurship has been referred to as an economical model for many years; however, the study of entrepreneurship from a psychological perspective is fairly young. Recent literature has focused largely on analyzing the personality characteristics of entrepreneurs and comparing them to wage or salary employed workers. Understanding the personality characteristics of entrepreneurs is vitally important in understanding entrepreneurship, and therefore, the economy as a whole. This study utilizes concepts from past literature and findings from empirical studies in order to assess the personality characteristics associated with successful entrepreneurship. Ultimately, the characteristics; achievement motivation, locus of control, innovation, risk tendencies, and tenacity are analyzed and depicted as the five most important personality characteristics for successful entrepreneurs.

Studiens syfte var att undersöka om det fanns skillnader i personlighet och val av konfliktstil beroende av vilken placering respondenterna hade i syskonskaran samt om Locus of control skiljde sig mellan olika åldersgrupper. Samband mellan chefers konfliktstil och personlighet undersöktes också. De 103 respondenterna som var mellan 25-75 år, 63% män och 37% kvinnor, besvarade en enkät som bestod av demografiska frågoroch arbetsrelaterade frågor om chefskap. Tre test användes; ett personlighetstest, RottersLocus of Control och Thomas-Kihlman’s konfliktstiltest. Resultatet visade att yngresyskon använde konfliktstilen ”samverkan” i högre utsträckning än äldre syskon. Ålderhade inte något samband med inre Locus of control. Fyra av de fem personlighetsfaktorersamvarierade med fyra av de fem konfliktstilarna.Abstract Purpose of this study was to examine whether there were differences in personality andchoice of conflict style was due to birth order and if the Locus of Control was different among different age groups. Links between managers’ conflict style and personality were also examined. The 103 respondents who were between 25-75 years, 63% men and 37% women, answered a questionnaire consisting of demographic questions and work related questions about leadership. Three tests were used: a personality test, Rotter’s Locus of Control and Thomas-Kihlman’s conflict style-test. The results showed that younger siblings used the conflict style "collaborating" to a greater extent than older siblings. Age was not related to Locus of control. Four personality factors covariedwith four conflict styles.

Den tillgängliga forskningen visar att förekomsten av stress och stressrelaterad ohälsa ökar bland högskolestudenter och påverkar deras studieprestation negativt. Syftet med denna studie var att öka förståelse för studierelaterad stress genom att lyssna på och analysera studenters subjektiva upplevelser och tankar kring studierelaterad stress samt hur de beskriver att de påverkas av och hanterar denna stress. En kvalitativ forskningsmetod valdes i form av semistrukturerad intervju för att besvara frågeställningar. Åtta studenters intervjuer transkriberades och analyserades därefter med tematisk analys.  Resultaten visade på att stress både kunde ses som positiv och negativ. Studenterna beskrev både fysiska, sociala och emotionella konsekvenser. Studien visade på att studenterna hade ett ansvar för att hantera sin stress och möjligheter att förhålla sig och utveckla sin studieteknik men att de också uttryckte en önskan om stöd från högskola. Studien hoppas väcka större intresse för ämnet och utvecklandet av möjligheter för studenter att kunna reducera stress.

During the past quarter century, over 1000 articles have documented changes in student behaviors related to participation in mastery learning programs. Although the results have been generally positive, a debate continues as to the cause for increased student performance: Are results due to changes in how students attend to the information, or simply due to increased study time as a result of remediation? In this study, a videodisc-based program in fractions was used with fifth-grade students. The videodisc-based instruction was chosen to help minimize differences in instructional materials, instructional time, and instructional delivery. A pretest-posttest, control-group design was used to compare academic achievement, locus of control, and goal setting scores of two groups (N=154). Both groups received instruction in fractions via the teacher-directed, videodisc-based Mastering Fractions program. Treatment 1 students (N=80) were knowledgeable that they were participating in a mastery-learning program and would be held accountable for their progress and remediation. Treatment 2 students (N=74) were not aware that their teacher was using mastery learning principles to determine progression and remediation. A control group (N=32) received their normal grade five mathematics program. Comparisons between Treatment 1 and Treatment 2 student scores, after adjustments for pretest results using analysis of covariance, revealed standardized mean difference effect sizes of +0.03 for achievement, +0.32 for locus-of-control, and +0.46 for goal setting mean scores favoring Treatment 1. A discrepancy in implementation of the videodisc program in two classes may have skewed results. When data from these two classes were omitted, the analyses showed adjusted standardized mean difference effect sizes of +0.63 for achievement, +0.75 for locus-of-control, and +0.55 for goal setting mean scores favoring Treatment 1. A two-way analysis of covariance with treatment groups and achievement levels was also conducted. Subsequent standardized mean difference effect sizes using adjusted mean scores were greatest for students from the lowest achievement level (+0.64 for internal locus-of-control and +0.55 for goal setting mean scores). When data from the two discrepant classes were omitted, the adjusted standardized mean difference effect sizes were found to be + 1.24 for internal locus-of-control and + 1.06 for goal setting mean scores favoring students from the lowest achievement level. Implications of these results for mastery learning programs in public schools are discussed.

<p>Impulsivitet och upplevd kontroll är båda viktiga konstrukt inom</p><p>psykologi. Sambandet mellan dem har varit oklart delvis pga</p><p>otydlighet och oenighet gällande impulsivitetsbegreppet. På senare tid</p><p>har nya teoretiska modeller av impulsivitet som ett mångfasetterat</p><p>konstrukt utvecklats. Syftet med denna studie var dels att undersöka</p><p>psykometriska egenskaper hos en svensk översättning av UPPSskalan,</p><p>dels att undersöka sambandet mellan upplevd kontroll och</p><p>impulsivitet med hjälp av den nya UPPS-modellen. Datainsamling</p><p>genomfördes med självskattningsskalor. Deltagare var dels studenter</p><p>(n=66) och dels rättpsykiatriska/frivårdsklienter (n=12). Resultaten</p><p>visade ett signifikant, medelstort och delvis komplext samband mellan</p><p>upplevelser av kontroll och impulsiviteter. Gällande UPPS-modellen</p><p>gav resultat från faktoranalysen stöd för den förväntade underliggande</p><p>strukturen. I ljuset av tidigare forskning fanns en delvis överraskande</p><p>skillnad mellan student- och patientgrupper på två av fyra delskalor.</p>

<p>Denna uppsats handlar om arbetshandikappkodning som är det system arbetsförmedlingen använder sig av för att möjliggöra vissa arbetsmarknadspolitiska åtgärder för personer med nedsatt arbetsförmåga. Uppsatsens syfte var att synliggöra hur denna kodning inverkat på individens liv på väg till arbete, men också hur kodningen har påverkat övriga livet, positivt eller negativt. För att få svar på våra frågor genomförde vi fem temabaserade intervjuer. Respondenterna var alla män mellan 30 och 50 år och alla hade en eller fler koder. Som underlag för analysarbetet använde vi oss av Erving Goffmans stigmateori. Studien visade att arbetshandikappkodningen har inverkat på individens väg till arbete på så sätt att det har lett till ett arbete anpassat efter personernas förmåga. Kodningen upplevdes dock som ett hinder att göra sig gällande på den öppna arbetsmarknaden. När det gäller den andra frågeställningen kunde vi märka en viss påverkan på det övriga livet. Däremot kunde vi inte se om denna inverkan berodde på kodningen i sig eller det bakomliggande funktionshindret </p>