abstract: It has become something of a scholarly truism that during the medieval period, gluttony was combatted simply by teaching and practicing abstinence. However, this dissertation presents a more nuanced view on the matter. Its aim is to examine the manner in which the moral discourse of dietary moderation in late medieval England captured subtle nuances of bodily behavior and was used to explore the complex relationship between the individual and society. The works examined foreground the difficulty of differentiating bodily needs from gluttonous desire. They show that moderation cannot be practiced by simply refraining from food and drink. By refiguring the idea of moderation, these works explore how the individual’s ability to exercise moral discretion and make better dietary choices can be improved. The introductory chapter provides an overview of how the idea of dietary moderation in late fourteenth- and fifteenth-century Middle English didactic literature was influenced by the monastic and ascetic tradition and how late medieval authors revisited the issue of moderation and encouraged readers to reevaluate their eating and drinking habits and pursue lifestyle changes. The second chapter focuses on Langland’s discussion in Piers Plowman of the importance of dietary moderation as a supplementary virtue of charity in terms of creating a sustainable community. The third chapter examines Chaucer’s critique of the rhetoric of moderation in the speech of the Pardoner and the Friar John in the Summoner’s Tale, who attempted to assert their clerical superiority and cover up their gluttony by preaching moderation. The fourth chapter discusses how late Middle English conduct literature, such as Lydgate’s Dietary, revaluates moderation as a social skill. The fifth chapter explores the issue of women’s capacity to control their appetite and achieve moderation in conduct books written for women. Collectively, the study illuminates how the idea of moderation adopted and challenged traditional models of self-discipline regarding eating and drinking in order to improve the laity’s discretion and capacity to assess its own appetite and develop a healthy lifestyle for the community. / Dissertation/Thesis / Doctoral Dissertation English 2018

O conhecimento dos valores de uma pessoa nos permite predizer suas atitudes avaliativas em relação a uma situação ou objeto, pois os valores pessoais orientam e guiam os indivíduos a um comportamento. Estudos teóricos sobre valores pessoais e atitudes não abordaram esses constructos como antecedentes da lealdade do consumidor. A partir dessa constatação, esse trabalho de tese propôs elaborar e verificar empiricamente quatro modelos teóricos que tratam da complexa inter-relação existente entre valores pessoais-atitude- fases da lealdade. A fim de testar as hipóteses dos modelos, foram realizadas duas surveys com 1200 respondentes cada uma. Por meio de análises multivariadas, os resultados confirmaram (i) a relação positiva entre os valores pessoais e as fases cognitiva e ação da lealdade; (ii) a mediação da atitude nas relações valores pessoais- fase cognitva e valores pessoais- fase ação; (iii)e a moderação da relação valores pessoais-fases da lealdade pelas variáveis demográficas de gênero, idade, escolaridade e renda. Tais resultados possibilitam a ampliação da fronteira do conhecimento ao (i) inserir os valores pessoais como antecedentes da lealdade; (ii) identificar o valor mais importante (Segurança da Família) para o consumidor; (iii) clarificar os conceitos e desmistificar a utilização dos papéis mediadores e moderadores de variáveis na disciplina de Marketing; (iv) confirmar a hipótese de que os valores pessoais variam conforme gênero e idade do consumidor; e (v) criar uma nova escala de mensuração de valores pessoais para a área do Comportamento do Consumidor; além de fornecer evidências empíricas às empresas financeiras sobre segmentação de clientes pelos valores pessoais ou atitudes. / The knowledge of an individual's values allows us to better predict their evaluative attitudes towards a situation or object, for personal values drive and guide individuals to specific behaviors. To date, theoretical studies on personal values and attitudes have not investigated these constructs as antecedents of consumer loyalty. Therefore, this thesis proposed to elaborate and empirically verify four theoretical models related to the complex interrelation between personal values-attitude-loyalty phases. So as to test the models hypotheses, two surveys involving 1200 respondents each were carried out. By means of multivariate analyses, the results confirmed (i) the positive relationship between personal values and the cognitive and action phases of loyalty; (ii) the mediating role of attitude on the relationships between personal values-cognitive phase and personal values-action phase; and (iii) the moderation of the relationship personal values- loyalty phases by the demographic variables of gender, age, education and income. Such results contribute to widen knowledge frontiers by (i) inserting personal values as antecedents of loyalty; (ii) identifying the most important value (Family Security) to the consumer; (iii) elucidating concepts and clarifying the use of the mediating and moderating roles of variables in the Marketing discipline; (iv) support the hypothesis that personal values vary across consumer's gender and age; and (v) creating a new personal values measuring scale to the area of Consumer Behavior, besides providing empirical evidence to financial companies on client segmentation according to personal values or attitudes.

Orientador: Inês Signorini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-16T00:54:58Z (GMT). No. of bitstreams: 1 Lima_Marcela_M.pdf: 5309466 bytes, checksum: 983959e87b020c2d57e52cd7d5def80e (MD5) Previous issue date: 2010 / Resumo: O objeto de nosso estudo neste trabalho é o fórum online de uma comunidade do orkut que se propõe a reunir voluntariamente pessoas interessadas em aprender a escrever melhor em português. Nossa análise voltou-se principalmente às concepções de escrita e de ensino da escrita manifestadas pelos participantes, bem como aos padrões interacionais que regulam o funcionamento do fórum online, com foco nos papéis sociointeracionais ali construídos, negociados e desempenhados. Orientamo-nos, para tanto, por estudos sobre aquisição da escrita em contexto escolar e não escolar (ROJO, 2003; FIAD & MAYRINK-SABINSON, 1991; MAYRINK-SABINSON, 1997), desenvolvidos no âmbito da Linguística Aplicada; sobre estruturas de participação em interações sociais em contexto escolar e não escolar presencial, desenvolvidos no âmbito da sociolinguística interacional (PHILIPS, 2001; SHULTZ, FLORIO & ERICKSON, 1982; GOFFMAN, 2002; GARCEZ, 2006; MOITA LOPES, 1994); e por estudos sobre fóruns online utilizados em contexto de Educação formal e não formal (PAIVA & RODRIGUES JUNIOR, 2004; OLIVEIRA & LUCENA FILHO, 2006; FUTTERLEIB & SANTOS, 1999), desenvolvidos na área de Ensino à Distância (EAD). Inserida no campo aplicado dos estudos da linguagem, nossa investigação está embasada numa metodologia qualitativo-interpretativista de análise de dados, não dispensando, porém, abordagens quantitativas quando necessárias. Nossos dados foram extraídos de um corpus formado por 204 tópicos (ou 735 posts), selecionados por amostragem ao longo de três anos e organizados em quatro conjuntos de 51 tópicos cada (Ano I, Ano II, Ano IIIa e Ano IIIb), contemplando, assim, uma amostra significativa dos três primeiros anos de interações (2006, 2007 e 2008). Com base nas categorias elaboradas por Dascal (2002) para o estudo da linguagem enquanto tecnologia, compreendemos o fórum online ao mesmo tempo como um ambiente, um recurso e uma ferramenta. No contexto analisado, é utilizado para a co-construção voluntária de um espaço público de interlocução com vistas ao aprimoramento de habilidades de escrita. Este espaço de interlocução também é co-construído em função da discussão e socialização de experiências com a escrita e da divulgação de eventos, sites e outros assuntos relacionados ao tema. Nossas análises revelam que as concepções de escrita e de ensino da escrita manifestadas refletem ou reproduzem concepções cristalizadas no senso comum (um bom leitor é um bom escritor; escrita como dom/inspiração) e/ou concepções escolares tradicionais historicamente desenvolvidas e disseminadas (escrita como um produto a ser corrigido e avaliado; escrita como um trabalho que envolve planejamento, escrita, revisão e adequação à norma culta da linguagem; escrita como conjunto de técnicas que devem ser apreendidas e reproduzidas, orientando-se, principalmente, pelas estratégias utilizadas pelos grandes autores da literatura). Em relação às estruturas de participação, o ambiente aberto do fórum online revela-se inovador e, em certa medida, promissor, pois além de facilitar o encontro entre pessoas desconhecidas com interesses comuns, potencializa e dinamiza a interlocução entre um sujeito/outro e um outro/sujeito. Além disso, por se tratarem de estruturas mais flexíveis do que as encontradas no modelo escolar tradicional, todos os participantes têm o direito de expor uma opinião, com foco na modalidade escrita da língua; todos têm o direito de orientar e serem orientados em relação à aprendizagem da escrita; todos têm o direito de desempenhar livremente papéis sociais tradicionais da sala de aula (aluno e professor) e/ou interacionais (debatedor, animador, regente, líder intelectual, corretor) geralmente atribuídos ao moderador de um fórum online, dependendo das demandas locais surgidas no curso das interações / Abstract: The object of our study is a community forum on orkut that intend to bring together people interested in voluntarily learning to improve their writing in Portuguese. Our analysis addresses primarily the concepts of writing and teaching writing expressed by participants and the interactional patterns that regulate the operation of the forum, focusing on the sociointeractional roles constructed, negotiated and performed in this space. Our work is based on studies on the acquisition of writing in school and non-school contexts, developed in the field of applied linguistics (ROJO, 2003; FIAD & MAYRINK-SABINSON, 1991; MAYRINK-SABINSON, 1997); on structures of participation in social interactions in the context of schoolroom and in other spaces of presential learning, developed within the interactional sociolinguistic (PHILIPS, 2001; SHULTZ, FLORIO & ERICKSON, 1982; GOFFMAN, 2002; GARCEZ, 2006; MOITA LOPES, 1994); and studies on e-learning forums used in the context of formal and non-formal education, developed in the area of Open and Distance Learning (ODL) (PAIVA & RODRIGUES JUNIOR, 2004; OLIVEIRA & LUCENA FILHO, 2006; FUTTERLEIB & SANTOS, 1999). Inserted in the field of applied language studies, our research methodology is grounded in a qualitative interpretive analysis of data, without avoiding quantitative approaches when necessary. Our data were extracted from a corpus formed by 204 topics (or 735 posts), selected by sampling over three years and organized into four sets of 51 topics each one (Year I, Year II, Year IIIa and IIIb). Thus it encompasses a significant sample of the first three years of interactions (2006, 2007 and 2008). Based on categories developed by Dascal (2002) for the study of language as a technology, we understand the online forum as an environment, a resource and a tool at the same time. In the analyzed context, it is used for voluntary co-construction of a public space for dialogue with a view to the improvement of writing skills. This space for dialogue is also co-constructed for discussion and sharing of experiences with writing and dissemination of events, sites and other matters related to the subject. Our analysis shows that the concepts of writing and teaching writing expressed reflect or reproduce ideas deeprooted in the common sense (a good reader is a good writer, writing as gift/ inspiration) and/or traditional school concepts historically developed and disseminated (writing as a product to be corrected and evaluated, writing as a work involving planning, writing, review and adequacy to the standard form of language, writing as a set of techniques that should be learned and reproduced, guided mainly by the strategies used by major authors of the literature). In relation to the structures of participation, the open environment of the online forum seem to be innovative and to some extent promising, because besides facilitating the meeting between strangers with common interests, it enhances and streamlines the communication channels between a subject/other and a other/subject. Furthermore, the structures are more flexible than those found in traditional school model, all participants have the right to express an opinion, with a focus on the written language, to supervise and be supervised about the learning of writing, to play freely the traditional social roles of the classroom (student and teacher) and/or the interactional roles (debater, motivating person, conductor, intellectual leader, corrector) usually attributed to the moderator of an online forum, depending on the local demands arising in the course of interactions / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

This research sought to investigate how appropriate the Continuous Assessment (CASS) and Common Task for Assessment (CTA) are as assessment models for the General Education and Training Certificate (GETC) with specialization in Economic and Management Science. It examined the appropriateness of quality assurance mechanisms that were used in CASS and CTA at Grade 9 level, with specific reference to Economic and Management Science. The research question further examined how valid the CASS tasks are and how reliable the CASS and CTA marks are at Grade 9 level, with reference to EMS? The qualitative research approach was used within a case study research design. Thus purposeful sampling was used to select the five participants of this study, namely; two EMS educators, two EMS departmental heads and the District facilitator for EMS. Data was collected through semi-structured interviews, document analysis and observations, and triangulated to support the conclusions and to make the findings more reliable. The results indicated that teachers lacked the skills to construct tasks of high quality, assessment plans, and assessment tools. As a result, they resorted the use of tests as a dominant form of assessment. The study further revealed that moderation of Grade 9 School-Based Assessment occurred at various levels of the education system, namely at school, cluster and provincial level. The study showed that there was a corroboration of concepts used in the conceptual framework based on the open system theory, as teachers’ qualifications contributed to the effective development and implementation of the learning programmes in Economic and Management Science. However, the procedures used in conducting moderation were not regarded in a favourable light. The difficulty of CTA was attributed to the non-coverage of all assessment standards during the implementation of CASS. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

Research suggests that there are now two distinct approaches to Emotional Intelligence (EI): ability and trait. To date, however, the literature indicates that the construct remains poorly defined and not always adequately measured. Focusing on trait EI, the current thesis identifies a number of research questions that centre on what it is that defines EI in relation to existing definitions and other constructs, namely, happiness, self-esteem, mood and personality. Moreover, a programme of empirical study investigates whether a training intervention can enhance levels of EI and thus contribute to the emerging applied field of enquiry. This has been achieved through the employment of a series of studies. The initial study used the Repertory Grid Technique (RGT) and Principal Component Analysis (PCA) to generate a definition of EI, which directed this thesis towards alignment with the trait approach. The second study aimed to identify correlations and explore possible predictor variables through the application of Pearson’s r and Hierarchical Regression analysis. Moreover, a Mediation and Moderation analysis investigated whether EI has a mediating or moderating role when combined with other predictors. Two further experimental studies examined whether EI could be experimentally enhanced through a programme of relaxation and positive thinking when compared with a control group engaged in a non-demanding reading task. The results of the first study produced a definition of EI that included descriptions of work-related qualities with the second study yielding results of high correlations between EI, happiness and self-esteem, which were also identified as predictor variables. EI was found to act as a mediator and moderator. Analysis of Variance generated results for the first experimental study that showed overall non-significant interactions. To investigate beyond these findings, the second programme showed that the training programme induced positive changes. It was concluded that, overall, the results contribute to a definition beyond existing definitions of EI, demonstrating EI’s strong associations particularly with happiness, self-esteem and, its mediating and moderating role with other predictors. Primarily, the results from the second experimental study demonstrate the potential of EI in the applied field, including education, work and health.

<p>There is a plethora of team composition and personality research, but limited research incorporating the influences of team context or teammate behaviors for a multilevel examination. Using secondary data from a pre-existing study consisting of 86 teams and 430 total participants, we investigated the multilevel relationships of personality and team role adoption. We predicted hypotheses at three levels. At the individual-level, we predicted personality traits would predict role adoption. At the team-level, we predicted team personality composition (measured as mean) would predict role composition (measured as density). We also predicted cross-level interactions, such that team personality composition would moderate relationships between individual personality and role adoption. We utilized Density scores to calculate team role composition, which captures mean ties per group member where a tie is being perceived as adopting a leadership role. At the individual-level, we found support that extraversion levels predicted adoption of all roles. At the team-level, mean conscientiousness predicted density of all team roles. We found no support for any cross-level moderations that team personality composition influenced individual-level personality to role predictions.</p>

Recently, there has been a growth in digital technology use and an upward trend in the adoption and use of social media by individuals and corporations, changing the way people communicate and interact. Despite this evolution, little is known about how the adoption of online social interaction affects entrepreneurial processes, especially opportunity evaluation. This empirical study sought to fill the gap in the literature by investigating the effect of social interaction via social media on opportunity evaluation. In reviewing the studies done on opportunity evaluation as indicated in the paper by Wood and Mckelvie (2015), it would seem that the effect of online social interaction on opportunity evaluation has not been studied and hence, to the best of the researcher’s knowledge, there was no model in the literature to measure the effect. The study used a mixed-method approach. Survey questionnaires were used to collect data from a random sample of young entrepreneurs in Ghana. The questions were evaluated with SPSS and later exported to STATA for data analysis. Factor analysis and various normality tests were performed to ensure the accuracy of the data. A total of 383 questionnaires were analysed. This was then followed by key informant interviews with 13 entrepreneurs, and the analysis done using Nvivo 11. The main contribution of this research is the development of a model that measures the effect of online social interaction on opportunity evaluation. The study found that online social interaction helps entrepreneurs build networks which subsequently has an impact on opportunity evaluation either directly, or indirectly through mediation by resource availability. This study has made an important contribution to practice by showing the positive effect that basic tools that aid daily activities, like social media, has on entrepreneurial opportunity evaluation. ii It is recommended that future research understands other factors that may facilitate the opportunity evaluation process and the extent to which those factors facilitate the opportunity evaluation process, as this may lead to better insight with regards to targeting entrepreneurial training for optimum results. The use of the mediation analysis process was adopted for this study because of evidence from other disciplines that suggest the efficacy of targeting interventions at the intermediate process. Using this approach for future studies will help target interventions, taking into consideration mediation mechanisms for more impact. / Graduate School of Business Leadership / D.B. L.

The aim of this study was to describe the dimensions of Turkish Gazis' transition to civilian life, to explore the main factors that make this process easier or more difficult, and their psychological integration, that is, specifically, satisfaction with their life. To that end, this study examined the impact of combat-related traumatic stressor (e.g., functional limitations), personal resources (social support, sense of mastery), perceived mental health on Turkish veterans' adjustment into civilian life and their psychological integration. The data was collected in Turkey in 2015 by the researcher with the help of Türkiye Harp Malulü Gaziler Şehit Dul ve Yetimler Derneği, a non-profit veteran organization. The final sample included 240 Turkish Gazis. The level of perceived transition into civilian life and veterans' life satisfaction were the dependent variables in this study. A series of ordinary least squares (OLS) regression was conducted. Hayes' PROCESS macro 3.0 was utilized to measure the direct, indirect and moderation effects of variables on transition and life satisfaction among Gazis. The results demonstrated that perceived available social support, perceived sense of mastery and mental health partially mediated the association between Gazis' functional limitations and transition into civilian life and they fully mediated the association between functional limitations and life satisfaction. Among control variables, only household income predicted transition into civilian life, and place of residence was the only significant predictor of life satisfaction. However, neither social support nor mastery had moderation effect on the relationship between functional limitations and dependent variables. Policy implications and suggestions for further studies are also provided at the end of the dissertation.

Orientador: João Eduardo Guarnetti dos Santos / Banca: Marcos Roberto Bormio / Banca: Gastão Moraes da Silveira / Resumo: Este trabalho foi desenvolvido nas dependências das Fazendas Lageado e Edgárdia, pertencentes à Faculdade de Ciências Agronômicas - UNESP de Botucatu-SP, no município de Pratânia e no distrito de Vitoriana, município de Botucatu-SP, com o objetivo de avaliar 2 técnicas de obtenção do teor de água no solo. A primeira delas é conhecida como moderação de nêutrons, que consiste na emissão de nêutrons rápidos e contagem de nêutrons moderados retornados após colisão, com moléculas de hidrogênio encontradas no solo. A partir da contagem obtida, estabeleceu-se uma correlação entre essa contagem e o teor de água no solo obtido pelo método gravimétrico, tomado como padrão. Outra técnica é a do TDR (Time Domain Reflectometry) ou Reflectometria no Domínio de Tempo, onde se determina a constante dielétrica relativa do solo e, por correlação, obtém-se o teor de água correspondente. Esta técnica foi desenvolvida de 2 maneiras: na primeira, manteve-se a calibração geral conhecida como Equação de Topp, que consiste numa Equação polinomial cúbica, obtida de forma empírica. E, na segunda, desenvolveu-se uma calibração específica para cada solo analisado. Foram avaliados 7 tipos de solos às profundidades de 15 e 30cm respectivamente com 3 variações de textura: arenosa, média e argilosa. Também, determinou-se variáveis físicas, como densidade de partículas e análises químicas, dando ênfase no teor de matéria orgânica. O trabalho de campo consistiu no levantamento de dados (contagens) com a sonda de nêutrons "in situ" e na obtenção de amostras de solo, nas respectivas profundidades, para análise em laboratório pelas técnicas TDR e gravimétrica. Como referencial ou padrão, utilizou-se o método direto ou gravimétrico para a determinação do teor de água no solo...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work was developed at Fazenda Lageado and Edgárdia areas, belonging to the Agronomics Science School - UNESP Botucatu-SP, in Pratânia borough and in Vitoriana district, both in the Botucatu borough. The main objective was to study and evaluate two techniques to obtain the water content in the soil. The first technique evaluated is known as neutron moderation which consists in the emission of fast neutrons and in the counting of moderate neutrons which came back after a collision with hydrogen molecules found in the soil. From the coint obtained, it was settled the correlation between the count and the water content value in the soil, obtained througth the gravimetric method. Another technique is the TDR (Time Domain Reflectometry). In this, it can be determined the apparent relative constant dielectric in the soil and by the correlation, to reach the correspondent value of water content. This technique was developed in two ways: in the first one, it was kept the general calibration known as Topp's equation which consists in a cubic polynomial equation obtained in an empiric form. The second one, it was developed a specific calibration to each kind of soil analysed. It was evaluated seven kinds of soils to the depths of 15cm and 30cm, respectively. As an initial criterion to the choice of soils, we tried to obtain three texture variations: gritty sandy, mean and mudoy. It was also observed the physical variables such as: particles density and chemical analyses, giving a special emphasis on the drift of organic matter. Basically, the fieldwork consited in data surveys (count) with the neutron probe "in situ" and in the...(Complete abstract click electronic access below) / Mestre

Syftet med föreliggande studie var att undersöka (a) sambanden mellan perfektionism, motivationsklimat och prestationsångest, samt (b) hur motivationsklimatet modererar styrkan i relationen mellan perfektionism och prestationsångest. Studien var en kvantitativ tvärsnittsstudie där datainsamlingen genomförts via ett bekvämlighetsurval. Totalt deltog 92 damfotbollsspelare som var aktiva i division 1, åldern på  deltagarna var mellan 15–30 (M = 20.84, SD = 3.64). Fem hypoteser skapades utifrån studiens två syften och har testats genom en korrelationsanalys och två modereringsanalyser, vidare har det fastställts att resultatet delvis stämmer överens med hypoteserna. Resultatet av korrelationsanalysen rapporterade ett positivt signifikant samband mellan perfektionistiska strävanden och prestationsångest. Vidare rapporterar resultatet ett positivt signifikant samband mellan perfektionistiska bekymmer och prestationsångest. Ytterligare visade resultatet en positiv korrelation mellan resultatorienterat motivationsklimat och prestationsångest, medan uppgiftsorienterat motivationsklimat visade ett icke signifikant samband med prestationsångest. Den första modereringsanalysen rapporterade att uppgiftsorienterat motivationsklimat modererar styrkan i relationen mellan perfektionistiska bekymmer och prestationsångest, däremot rapporterades ingen modererande effekt gällande att resultatorienterat motivationsklimat påverkar styrkan i relationen mellan perfektionistiska bekymmer och prestationsångest. Den andra modereringsanalysen rapporterade att varken uppgift- eller resultatorienterat motivationsklimat modererar relationen mellan perfektionistiska strävanden och prestationsångest. Resultatet belyser vikten av att ta hänsyn till psykosociala aspekter i damfotboll för att atleten ska löpa mindre risk att uppleva prestationsångest. / The purpose of the present study was to investigate (a) the relationships between perfectionism, motivational climate and performance anxiety, and (b) how the motivational climate moderates the relationship between perfectionism and performance anxiety. The study were a quantitative cross-sectional study where the data collection was carried out by an availability sample. A total of 92 woman’s soccer players who were active in division 1participated in the study and the age of the participants was between 15-30 (M = 20.84, SD =3.64). Five hypotheses were created based on the purpose of the study and tested through a correlation analysis and two moderation analyses; it has also been established that the results are partly consistent with the hypotheses. The result of the correlation analysis reports a positive significant relationship between perfectionistic strivings and performance anxiety. Furthermore, the correlation analysis shows a positive significant relationship between perfectionistic concerns and performance anxiety. The correlation analysis also shows a positive correlation between result-oriented motivational climate and performance anxiety, while there where a non-significant relationship between task-oriented motivational climate and performance anxiety. The first moderation analysis reported that task-oriented motivational climate moderates the relationship between perfectionist concerns and performance anxiety, but no moderating effect has been shown regarding that result-oriented motivational climate affects the relationship between perfectionistic concerns and performance anxiety. The second moderation analysis reported that neither task or resultoriented motivational climate moderates the relationship between perfectionistic strivings and performance anxiety. The results highlight the importance of taking psychosocial aspects into account within women´s soccer so that the athlete is in less risk of experiencing performance anxiety.