本論文重新探討自我調節的情緒管理(self regulation of emotion regulation)並提出個人能夠因應自己的實際情緒 (actual affect) 而把其反饋和調節至接近理想的情緒 (ideal affect)上。 / 為了解自我調節的情緒管理所涉及的過程以及其影響，我隨機安排94位香港的女大學生處於緊張(高激發負面/ high arousal negative)或者悶氣(低激發負面/low arousal negative)的情景當中，隨後邀請她們選擇高激發正面(high arousal positive) 或者低激發正面(low arousal positive)的產品，以及試玩她們所選擇的電子遊戲來調節管理之前受影響的情緒。結果顯示：參加者比較偏向選擇低激發正面的產品。同時，參加者完成任何一種電子遊戲也降低了之前所受的負面情緒。曾處於緊張情景的參加者在玩後增加冷靜；而曾處於悶氣情景的參加者在玩後則減少冷靜。是次研究的結果支持上面提出的說法，即是：當人自我調節和管理情緒時，人能夠縮短實際情緒和理想情緒之間的差距從而管理負面的情緒。 / This study reviewed the literature in self regulation of emotion and suggested that individuals would modulate negative actual affect to turn it into positive ideal affect. To examine emotion regulatory mechanisms and outcomes, 94 Hong Kong female Chinese undergraduates were randomly assigned to either nervousness (high arousal negative) or boredom (low arousal negative) conditions. Next, they selected either high arousal positive (HAP) or low arousal positive (LAP) products in decision making tasks. Based on their selection, they then played HAP or LAP video game to perform emotion regulatory tasks. Although participants chose LAP over HAP products, participants decreased induced negative affect after playing the selected video game. Also, participants from the nervousness condition increased low arousal positive affect in calmness and those from boredom condition decreased it. Current findings suggested that individuals minimized the discrepancy between actual and ideal affect to regulate negative emotions. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Ho, Yuen Wan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 37-41). / Abstracts also in Chinese. / Acknowledgement --- p.i / Abstract (English) --- p.ii / Abstract (Chinese) --- p.iii / Table of Contents --- p.iv / List of Tables --- p.vi / Chapter Chapter 1 --- : Introduction --- p.1 / Emotion Regulation: A Consensual Process Model --- p.1 / Emotion in Self Regulation and Self Regulation of Emotion --- p.3 / Emotion Regulation: Processes of Interaction between Actual and Ideal Affect --- p.4 / My Present Study --- p.9 / Chapter Chapter 2 --- : Method --- p.13 / Participants --- p.13 / Materials --- p.13 / Affect Induction Tasks --- p.13 / Product Decision Making Tasks --- p.14 / Product Testing Tasks --- p.15 / Measures and Procedures --- p.16 / Chapter Chapter 3 --- : Results --- p.22 / Actual and Ideal Affect before affect induction tasks --- p.22 / Manipulation of Nervousness and Boredom --- p.22 / Individual Product and Activity Preferences in Product Decision Making Tasks --- p.25 / Actual Affect in and after Product Testing Tasks --- p.26 / Chapter Chapter 4 --- : Discussion --- p.31 / References --- p.37 / Appendix --- p.42 / Chapter I --- Consumer Preferences Questionnaire --- p.42 / Chapter II --- Game Evaluation Questionnaire --- p.43 / Chapter III --- Suspicion Questionnaire --- p.44

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 120-130). Available also in a digital version from Dissertation Abstracts.

This waitlist-controlled study aimed to evaluate the effects of the “Development Of Executive Skills (DOES)” program (Education Bureau, HKSAR, 2010) on the executive functions of children with Attention-Deficit/Hyperactivity Disorder symptoms. Sixteen participants (15 boys, 1 girl), aged 7 to 8 years (M = 7.95, SD = 0.59), were recruited voluntarily from a local service center. Half of them, the DOES group, received the 7 weekly training sessions after the pre-tests; the other half, the Waitlist group, joined the same program after the post-tests. Their demographic characteristics, medical conditions and nonverbal intelligence were comparable. Cognitive measures and parent observations assessing their executive skills and social behavioral functions were taken before the study, after the training for the DOES group and that for the Waitlist group. No statistically significant intervention effect was found. Effect size analyses, however, suggested potential social benefits of the program. Recommendations on improving the program effectiveness were discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

<p>In today&rsquo;s global, dynamic, and uncertain business environments, the need for developing leaders and managerial talent throughout the organization is increasingly evident, especially for multinational companies. While the important role of job assignment for leadership and managerial development has been well recognized, there is no aligned, comprehensive global leadership development model. This study focused on understanding leadership development assignments and experiences of successful Japanese managers who are functioning in for-profit multi-national Western companies in the consumer products industry in Japan. A sequential explanatory mixed method design incorporating phenomenological interviews was used to first explore work-related strengths and developmental experiences and key competencies of 24 high performing managers working in the consumer goods industry, representing three different companies. 6 individuals were selected to participate in the phenomenological interview process. </p><p> Key findings from phase 1 research among 24 respondents are (a) while challenging job is the most effective method for leadership development, that alone cannot always develop effective leaders, and (b) effective leaders have more number of challenging assignments and work experiences. Phase 2 research, phenomenological interview was conducted among 6 most effective leaders selected based upon 360 feedback survey results. There were 3 types of developmental experiences those effective leaders found very effective: (a) business challenges, (b) interpersonal and cultural challenges, and (c) developmental relationship. Key findings from phase 2 research are (d) effective leaders have experienced dual challenges from key developmental work&mdash;both business challenge and interpersonal (or cultural) challenges, (e) they possess both business skills and interpersonal skills, (f) they have learned and strengthened both business management and interpersonal skills through overcoming challenges on the job, (g) they have a positive and open mindset and positive attitudes toward new challenging, learning and achievements, (h) they have learned through self reflection during and after developmental experiences. Of note, all of them have had a significant learning and influence from their boss(es) in their career. </p><p> Incorporating the findings from this research, I recommend a systemic leadership development approach that integrates challenging assignments with reflective learning, skill development supports, 360 feedback, and thorough performance review system, involving boss. </p>

<p>Organized religion plays a significant, even defining role for millions of people worldwide. Recently however, churchgoers, pastors, and denominational hierarchies are becoming increasingly dissatisfied with clergy leadership effectiveness and pastors are experiencing higher than expected levels of burnout and emotional exhaustion. Leadership effectiveness is often reported as one of the least satisfying aspects of working in faith-based settings and religious congregations. Clergy and congregational leaders need a leadership paradigm that provides a framework for leading in highly relational contexts such as religious organizations that also addresses the leaders need to maintain emotional health and psychological well-being. The present study utilized a mixed-methods approach to examine the relationship between self-differentiation and leadership effectiveness among 97 pastors in leadership positions from a variety of Christian religious denominations. Participants completed the Differentiation of Self and Role for Clergy and the Multifactor Leadership Questionnaire. Results of this study suggest that pastors performing in leadership roles have higher levels of self-differentiation than pastors performing in non-leadership roles and that self-differentiation was moderately and positively correlated with the transformational leadership components of intellectual stimulation and individualized consideration. For the qualitative portion of the study, fourteen pastors participated in telephone interviews about their experiences of self-differentiation in leadership roles. Utilizing thematic analysis, nine distinct themes emerged and identified as precipitating event, &ldquo;aha&rdquo; moment, self-regulating, systemic awareness, self-in-role, take a stand, use of self-in-system, lead through connection and inclusion, and followers first. Qualitative results suggest that higher self-differentiation is related to pastors&rsquo; use of self-regulation of emotion, experiential learning, awareness of social context, and willingness to accept risk in exchange for progress. Higher levels of self-differentiation may contribute to the leaders ability to develop and maintain emotional connections with followers during times of conflict or disagreement. </p>

<p> The multi-vendor consulting model is a transorganizational development topic that has gained importance as more organizations strategically source professional services, such as management consulting. Multi-vendor consulting models often require competitors to collaborate on service delivery, fostering coopetitive relationships. This research study acknowledged the paradoxical nature of coopetition and aimed to understand more fully the frequency of coopetition in the management consulting industry, the perceived benefits and risks of coopetition, and the key factors that motivate management consulting leaders to collaborate with their competitors on client engagements. The study revealed that there is a deeper level of motivation for management consulting leaders who chose to collaborate with competitors: the fear of missing out on current and future opportunities and the desire to develop stronger relationships in both their vertical and horizontal networks.</p>

<p> Leadership theories provide guidance, methods, and models for effective leaders. Many leadership theories, such as transactional, transformational, and servant leadership, identify a set of leadership traits or behaviors an effective leader possesses. Robert Greenleaf's (1970) servant leadership theory and characteristics have endured for decades. Greenleaf's servant leadership theory has resurfaced and grown in popularity as evidence by his work being widely cited in new publications, leadership journals, and articles on servant leadership (e.g., Ken Blanchard, Stephen Covey, and Peter Senge). </p><p> A number of authors have studied Eunice Kennedy Shriver and written about her leadership style, but no one to date has conducted an analysis to determine if her characteristics match those of a servant leader. This dissertation was a historical case study to recognize the leadership of Shriver and analyze the supposition that she was a servant leader. Shriver had the vision that became the Special Olympics movement that transformed the lives of people with intellectual disabilities and their families and communities worldwide. The fact that under the leadership of Shriver the Special Olympics achieved global success makes a study of her leadership style significant to the field of organizational leadership. </p><p> This qualitative case study sought to determine if leadership behaviors of the research subject, Eunice Kennedy Shriver, exemplified the 10 characteristics (behaviors) of servant leadership as defined by Robert Greenleaf (1970) and Larry Spears (1995, 1998b). </p><p> Servant leadership is the antithesis of leadership in much of corporate America. For decades, American managers of large corporations and the military have applied an autocratic (command and control) style of leadership. Servant leaders are selfless and seek to invest in the people they lead by genuinely caring about them and their success. They understand that success is realized through the efforts of their followers over selfinterest (Greenleaf, 1977). </p><p> Leadership can be a company's competitive advantage, and servant leadership can be the key element. Laub (1999) and Parolini (2004) found that organizations that fostered a servant leadership culture capitalized on the skills of both their employees and their leaders, which led to greater employee engagement and profitability (Block, 1993; Wheatley, 2005).</p>

<p> Expatriation is becoming an attractive career path for many people due to the global economic movement. People experience career transitions due to change of organization, locations, responsibilities, reporting structures, and work groups. Expatriates in particular experience more extreme changes because of challenges they encounter from language differences, geographical distance across countries, culture, habit, and life style. These changes influence people's perspective in seeing things, including their self-identity. The aim of this research was to explore the evolvement of expatriates' self-identity. </p><p> A qualitative research design using reflexive narrative inquiry was employed. Seven current and former expatriates from Australia, Japan, Netherlands, United Kingdom and United States participated in this study. Through an interview process, these individuals reflected upon and shared their international experience retrospectively. Using expatriates' own narrative, an individual identity transformation story was constructed in order to answer the research question of this study: How does international experience influence a person's self-identity? </p><p> Participants noticed significant and previously unknown changes in their behavior and outlook from their assignments. These varied based upon their motives for accepting the assignment, social interaction, work requirements, and personal attitudes. The study reveals that international assignments help expatriates discover the identity that they may not have recognized previously, and affirms and transitions their already known identity to a different level through new learning and relationships from their experiences. Expatriates' enjoyment of their experience is highly influenced by their social interaction and dialogue with others. One of the drawbacks from expatriation, especially for those who are on long-term international assignments and deep immersion in the local culture, is the losing of their definition of home.</p><p> As a result of this study, recommendations include an opportunity for organizations to conduct a fit-gap analysis with employees. Results can provide information on employees' level of readiness to take on an international role, and for organizations to better support employees' preparation needs. Onsite coaching and support groups for expatriates can be beneficial to alleviate the stress that occurred during their on-boarding. In addition, expatriates are encouraged to establish their social network in the host country.</p>

The current study investigated the mediating role of motivational self-regulation (MSR) strategies (i.e., mastery self-talk, performance/extrinsic self-talk, performance/relative ability self-talk, interest enhancement, relevance enhancement, efficacy enhancement) in the relationships between achievement goals and cognitive and behavioral engagement (i.e., involved engagement, withdrawal in the face of difficulties, avoidance of challenges, rehearsal and elaboration) among 1096 Chinese gifted high school students (43% male). Structural equation modeling supported the mediating role of MSR strategies. Mastery goals positively predicted all six MSR strategies with medium to large effects whereas performance approach goals positively predicted five out of six MSR strategies with small to medium effects. While all six MSR strategies positively predicted involved engagement, rehearsal and elaboration, interest enhancement and efficacy enhancement showed additional benefits. Theoretical and practical implications are discussed. / Department of Educational Psychology