Thesis (M.S.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains vii, 97 p. : ill. Includes abstract. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (doctoral)--La Salle University, 2005. / ProQuest dissertations and theses ; AAT 3227728. Includes bibliographical references (leaves 53-64)

Thesis (M.S.)--University of Utah, 2006. / Includes bibliographical references (leaves [65]-69). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Made available in DSpace on 2014-06-11T19:31:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-11-24Bitstream added on 2014-06-13T18:42:49Z : No. of bitstreams: 1 marinofilho_a_dr_mar.pdf: 893903 bytes, checksum: e0065aae25f4f526c625edd0e16d4964 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa primou por conhecer como na atividade de estudo se desenvolvem as necessidades e motivações humanas relacionadas ao conhecimento. Fundamentou-se na teoria Histórico-Cultural para entender como as relações da atual configuração do processo de escolarização envolvem o estudante em determinadas condições e situações que implicam na sua relação com o conhecimento. Para isso, traz uma reflexão sobre a importância da estrutura da atividade de estudo para o desenvolvimento psíquico, com o fim de explicitar sobre que necessidades culturais estão relacionadas com a motivação e conhecer como no processo de escolarização elas são consideradas e operacionalizadas. Faz, ainda, uma análise dos processos de mediação para a internalização e apropriação das capacidades psicológicas superiores e correlaciona a isso o desenvolvimento do poder especificamente humano como forma de desenvolvimento do domínio sobre a atividade psicológica e social. Toma esses temas como fundamentos para a formação do sujeito do processo de aprendizagem e como isso permite que ele correlacione o conhecimento com a sua vida social, de forma que isso se transforme em atividade vital e, portanto, motivo de vinculação com a atividade escolar e de produção do pensamento teórico. Com isso, espera-se contribuir com o conhecimento sobre a possibilidade de criação intencional da necessidade e da motivação intrínseca para o estudo. Para a discussão teórica aqui desenvolvida realizou-se uma pesquisa bibliográfica e visitas de observação a instituições de ensino fundamental / This research took a great care in knowing about how learning activity develops the needs and motivations related to human knowledge. It was based on Historical-Cultural theory to understand how the relations of the current configuration of the educational process involving the student in certain conditions and situations that involving his relationship with knowledge. To do so, reflects upon the importance of structure of learning activity for psychological development, in order to explain about which cultural needs are related to the motivation and know how in the schooling process they are considered and operationalized. It also an analysis of mediation for appropriation and internalization of higher psychological capacities, and correlates of this the development of specifically human power as a form of control over the development of psychological and social activity. Take these themes as foundations for the formation of the subject of the learning process and how it allows him to correlate knowledge with your social life, so it becomes vital activity and, therefore, why the connection with school activities and production of theoretical thought. With this, we hope to contribute with knowledge about the possibility of intentional creation of necessity and intrinsic motivation for the study. For the theoretical discussion developed here was achieved a literature search and observation visits to institutions of elementary school

Orientador: Suely Amaral Mello / Banca: Stela Miller / Banca: Lígia Márcia Martins / Banca: Sueli Terezinha Ferreira Martins / Banca: Silvana Calvo Tuleski / Resumo: Esta pesquisa primou por conhecer como na atividade de estudo se desenvolvem as necessidades e motivações humanas relacionadas ao conhecimento. Fundamentou-se na teoria Histórico-Cultural para entender como as relações da atual configuração do processo de escolarização envolvem o estudante em determinadas condições e situações que implicam na sua relação com o conhecimento. Para isso, traz uma reflexão sobre a importância da estrutura da atividade de estudo para o desenvolvimento psíquico, com o fim de explicitar sobre que necessidades culturais estão relacionadas com a motivação e conhecer como no processo de escolarização elas são consideradas e operacionalizadas. Faz, ainda, uma análise dos processos de mediação para a internalização e apropriação das capacidades psicológicas superiores e correlaciona a isso o desenvolvimento do poder especificamente humano como forma de desenvolvimento do domínio sobre a atividade psicológica e social. Toma esses temas como fundamentos para a formação do sujeito do processo de aprendizagem e como isso permite que ele correlacione o conhecimento com a sua vida social, de forma que isso se transforme em atividade vital e, portanto, motivo de vinculação com a atividade escolar e de produção do pensamento teórico. Com isso, espera-se contribuir com o conhecimento sobre a possibilidade de criação intencional da necessidade e da motivação intrínseca para o estudo. Para a discussão teórica aqui desenvolvida realizou-se uma pesquisa bibliográfica e visitas de observação a instituições de ensino fundamental / Abstract: This research took a great care in knowing about how learning activity develops the needs and motivations related to human knowledge. It was based on Historical-Cultural theory to understand how the relations of the current configuration of the educational process involving the student in certain conditions and situations that involving his relationship with knowledge. To do so, reflects upon the importance of structure of learning activity for psychological development, in order to explain about which cultural needs are related to the motivation and know how in the schooling process they are considered and operationalized. It also an analysis of mediation for appropriation and internalization of higher psychological capacities, and correlates of this the development of specifically human power as a form of control over the development of psychological and social activity. Take these themes as foundations for the formation of the subject of the learning process and how it allows him to correlate knowledge with your social life, so it becomes vital activity and, therefore, why the connection with school activities and production of theoretical thought. With this, we hope to contribute with knowledge about the possibility of intentional creation of necessity and intrinsic motivation for the study. For the theoretical discussion developed here was achieved a literature search and observation visits to institutions of elementary school / Doutor

M.Comm.

M.A. / This study was conducted to ascertain whether there is a significant relationship between an internal locus of control orientation and elite sport performance. The question can be asked if Springbok athletes have a more internal locus of control orientation than provincial athletes and athletes in training and whether provincial athletes have a more internal locus of control than athletes in training. The term locus of control refers to the amount of control a person believes he has over the things that happen to him. A person that regards himself as someone with control over his environment and circumstances is termed a person with a internal locus of control. What happens to him and the reward he gets is dependent on his own behaviour. There are persons, on the other hand, that believe that what happens to them in their sport careers is the result of external circumstances: luck, chance or what others do to them. These persons believe that they do not have any control over what happens to them and therefore are called persons with an external locus of control. It is believed that locus of control can influence performance positively or negatively. This study tries to give answers on whether or not elite athletes have an internal locus of control. Sixty athlete's of age 16 and older were selected and divided into three groups. The first group are athletes that compete on international level, while the second group consists of athletes that compete on provincial level. The third group consists of athletes that are in training and represent athletes that perform well on school-level as well as members of sport clubs. The instrument used to test the athletes was the Internal-External Locus of Control Scale of J.B. Rotter (1966). The results confirms that elite athletes operate within an internal locus of control framework. Although not statistically significant, it seems as if athletes that compete on international level function more in an internal locus of control framework. It appears as if there is a certain interaction between top level performers and an internal locus of control.

M.Comm. / The organisation has shown tremendous growth over the past few years. Management processes however, have not grown and developed in line with organisational growth, resulting in performance not being managed effectively. This is especially evident in the more technical areas of the business where systematic processes are used to a great extent. In these areas, the lack of standards and defined outputs have contributed to business goals not always being achieved. It was further difficult, and sometimes impossible for staff to be transferred between different divisions of the business due to the total lack of a job grading system with remuneration parameters linked to this. On top of this, a general dissatisfaction was evident amongst personnel, which made it very difficult for management to maintain a motivated workforce. Keeping the above in mind, it became necessary to establish exactly what caused personnel to be dissatisfied, in order for the organisation to eliminate these factors and work towards promoting factors which would motivate personnel. It would not be sufficient though to merely address the abovementioned problems. Different motivational theories were researched to assist in identifying the cause of the dissatisfaction. Most of the theories mainly consider motivation from a personal perspective, while Herzberg also considers the job and the place of work. This in my mind, creates a context within which an organisation's motivational problems can accurately and successfully be researched. For this reason, Herzberg's theory was found to be the more appropriate one for purposes of this study.

M.Comm. / The realities of competing in today’s rapidly changing environment require flexible leadership styles, motivation, empowerment, creativity and innovation to drive maximum performance. The core of leadership today is the art of mobilising and putting together the intellectual resources of all employees (i.e. skills, knowledge and experience) of the organisation to maximise productivity. Most organisations are experiencing the challenges of understanding that leadership styles do have a significant impact on performance and employee motivation. This study investigates the relationship between these concepts (i.e. leadership, motivation and performance) and the impact they have on employees and the organisation. A quantitative research project was conducted within the De Beers Corporate Headquarters through an online survey. A random sample of employees at various job levels and within various disciplines was selected. A total of 310 questionnaires were distributed and a response rate of 79% was achieved. The main findings of the research discovered that a significant relationship exists between the style of leadership demonstrated in a particular situation and the impact it has on the motivation and performance levels of employees in an organisation. Recommendations are made regarding improvements and changes that should be made should the study be repeated in the future. The recommendations include: putting in place measures to recognise and reward the successful implementation of new ideas made by employees; consider providing employees with flexibility in terms of structuring their remuneration packages and negotiating flexible working arrangements; putting in place performance systems that recognise and reward team performance adequately and consistently; putting in place measures to monitor the evaluation and tracking of poor performers within De Beers and regularly benchmark the reward system with ii world-class systems to ensure that De Beers remains competitive and is able to retain its exceptional performers. Limitations of the study were identified and outlined. The main limitation was that the research study was limited only to employees based at the headquarters and did not include employees at the various operations in other regions. This results in limited respondents’ perceptions, which would have been better enhanced if all operations were included in the study. The research has added value in that it will ensure that De Beers leaders are aware of the various leadership styles that they can use. This can establish a broader understanding of how and when to use the various leadership styles to ensure maximum performance, through happy and motivated employees.