The current study was designed to give a greater understanding into the variables correlated with successful adjustment to college ( as measured by the four subscales of the Student Adaptation to College Questionnaire). Data was analyzed from 446 students from undergraduate psychology courses at the University of Central Florida. After partialing out potential covariates ( ethnicity, gender, socioeconomic status, social support, symptoms of depression, and anxiety), it was found that need for achievement and self-efficacy significantly correlated with academic adjustment; need for affiliation and need for achievement significantly correlated with social adjustment; need for achievement and self-esteem significantly correlated with personal/emotional adjustment; and need for affiliation, need for achievement, self-efficacy, and ethnic identity significantly correlated with attachment/institutional commitment.

The aim of this study was to investigate whether there is a correlation between birth order, academic performance and need for achievement. 166 students from Alvesta Gymnasium/ High school and Växjö Fria Gymnasium/ High school participated in the study. The result showed a significant correlation between birth order and study result, but unlike previous studies this study showed that it was the youngest siblings that had the best academic performance. Furthermore, a significant correlation between academic performance and need for achievement was found, also that higher need for achievement results in higher academic performance. The study also showed that there is a significant correlation between birth order and need for achievement, and it is the youngest children that have the highest need for achievement. Finally the study shows, in resemblance with previous studies, that sibship size has a negative effect on study results. Most prominent in this current study was that the number of brothers has a significant negative correlation with study result. / Syftet med denna föreliggande studie är att undersöka huruvida det finns samband mellan syskonplacering, studieresultat och prestationsbehov. 166 elever från Alvesta Gymnasium och Växjö Fria Gymnasium deltog i studien. Resultatet visade ett signifikant samband mellan syskonplacering och studieresultat, men i motsats till tidigare studier visar resultatet av föreliggande studie att yngstabarnen har högst studieresultat. Dessutom påvisades ett signifikant samband mellan studieresultat och prestationsbehov, där högre prestationsbehov leder till högre studieresultat. Slutligen visar studien, i likhet med tidigare forskning, att en stor syskonskara påverkar studieresultaten negativt. Mest framträdande i föreliggande studie är att antal bröder visar sig ha ett signifikant negativt samband med studieresultat.

<p>The aim of this study was to investigate whether there is a correlation between birth order, academic performance and need for achievement. 166 students from Alvesta Gymnasium/ High school and Växjö Fria Gymnasium/ High school participated in the study. The result showed a significant correlation between birth order and study result, but unlike previous studies this study showed that it was the youngest siblings that had the best academic performance. Furthermore, a significant correlation between academic performance and need for achievement was found, also that higher need for achievement results in higher academic performance. The study also showed that there is a significant correlation between birth order and need for achievement, and it is the youngest children that have the highest need for achievement. Finally the study shows, in resemblance with previous studies, that sibship size has a negative effect on study results. Most prominent in this current study was that the number of brothers has a significant negative correlation with study result.</p> / <p>Syftet med denna föreliggande studie är att undersöka huruvida det finns samband mellan syskonplacering, studieresultat och prestationsbehov. 166 elever från Alvesta Gymnasium och Växjö Fria Gymnasium deltog i studien. Resultatet visade ett signifikant samband mellan syskonplacering och studieresultat, men i motsats till tidigare studier visar resultatet av föreliggande studie att yngstabarnen har högst studieresultat. Dessutom påvisades ett signifikant samband mellan studieresultat och prestationsbehov, där högre prestationsbehov leder till högre studieresultat. Slutligen visar studien, i likhet med tidigare forskning, att en stor syskonskara påverkar studieresultaten negativt. Mest framträdande i föreliggande studie är att antal bröder visar sig ha ett signifikant negativt samband med studieresultat.</p>

Orientador: Pedro José Winterstein / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-16T18:05:43Z (GMT). No. of bitstreams: 1 VendittiJunior_Rubens_D.pdf: 5360237 bytes, checksum: 1065586ad11f75963f0b4245489f2201 (MD5) Previous issue date: 2010 / Resumo: A auto-eficácia se caracteriza como a convicção nas capacidades individuais de organizar e executar cursos de ação, necessários à realização de determinadas tarefas ou feitos dirigidos a uma meta. Engloba processos auto-perceptivos e avaliativos, que relacionam fatores ambientais, pessoais e comportamentais. Estas correlações podem ser observadas tanto na tríade de determinismo recíproco da Teoria Social Cognitiva (TSC), como na proposta Teoria de Ação de Nitsch, que norteia os estudos em motivação desta obra. Neste trabalho, a auto-eficácia é aplicada na compreensão do controle interno das convicções e percepções que envolvem a prática docente em Educação Física Adaptada (EFA), caracterizada por atender pessoas com necessidades especiais ou em condição de deficiência. O mesmo estudo é a continuação das pesquisas no mestrado, que analisou as crenças de auto-eficácia docente em Educação Física (EF). Nesta pesquisa, aprofundamos os estudos de auto-eficácia docente, selecionando um contexto peculiar de atuação em EF: a EFA. Também buscou-se identificar e investigar as fontes de (in)formação da auto-eficácia docente para este contexto. A problemática se encontra na análise das possíveis contribuições da auto-eficácia e a configuração de suas fontes formadoras na EFA, a motivação para a realização, bem como associações destes constructos com: satisfação, preferência de atuação profissional e disposição para continuidade docente em EF. Por meio de quatro instrumentos, aplicados em 311 profissionais atuantes ou que já tivessem atuado na área de EFA, destacam-se alguns fatores e aspectos relacionados à auto-eficácia docente e motivação profissional. Os resultados obtidos podem evidenciar as associações da auto-eficácia com a questão motivacional do professor, através de sua satisfação pessoal e disposição para continuar na carreira docente, bem como os níveis de esforço e persistência. Ou seja, as associações entre auto-eficácia e motivação docentes podem ser relacionadas às características pessoais (emoções, interesse e satisfação), aspectos sociais e comportamentais. A metodologia, através da Análise Estatística de Variância (ANOVA), Regressão Linear e Análise Multivariada (CLUSTERS associativos), promoveu análises destes parâmetros a respeito de suas capacidades de ensinar. A perspectiva social cognitiva e as propostas de estimulação das fontes de formação da auto-eficácia docente, bem como dos mecanismos auto-reflexivos do professor configuraram-se excelentes referenciais, comuns para as discussões sobre as convicções docentes, formação profissional em EFA e atuação com públicos de pessoas com deficiência em estudo(s) anterior(es) e nesta pesquisa. Os fatores experiência direta e experiência vicariante são as fontes mais potentes de formação de auto-eficácia docente em EFA, apresentando-se também os aspectos fisiológicos e emocionais diferenciais para o contexto da EFA, fato que pode explicar a diferenciação no trato entre professor e aluno com deficiência. Outro aspecto que se destaca é a proposta de Maddux, que determina 06 fontes de constituição da auto-eficácia, isolando o aspecto emocional como uma fonte separada dos aspectos fisiológicos. Este estudo aponta para as possibilidades de na formação se desenvolver a auto-eficácia docente em EF e EFA, através de estratégias de incremento de cada uma das fontes propostas e também permite observar a auto-eficácia como uma importante mediadora no processo motivacional do professor de EFA e do Motivo de Realização, com seus componentes (Nível de Aspiração, Atribuição Causal e Normas de Referência). / Abstract: The self-efficacy construct is characterized as the belief in individual abilities to organize and execute courses of action, necessary to perform certain tasks or feats directed to a goal. It encompasses self-perceived and evaluation procedures that relate environmental, personal and behavioral factors. These correlations can be observed in the reciprocal determinism triad of the Social Cognitive Theory (SCT) and in the Theory of Action proposed by Nitsch, which guides the motivation studies in this research. In this work, self-efficacy is applied in the understanding of the internal control of the beliefs and perceptions that are involved in teaching Adapted Physical Education (APE), characterized for the work with people with special needs or in disability condition. This study it is the continuation of the research done in the master degree, which examined the beliefs of self-efficacy in teaching Physical Education (PE). In this research, we deepen the studies on teacher's self-efficacy, selecting a specific context of work in Physical Education (PE): the Adapted Physical Education (APE). We also sought to identify and investigate the sources of (in) formation of teacher self-efficacy in this context. The problem lies in the analysis of the possible self-efficacy contributions and the configuration of its sources in APE, the achievement motivation, as well as the associations of these constructs with: satisfaction, preference of professional performance and willingness to continue teaching in PE. Using four instruments, applied to 311 professionals that work or have worked in the APE field, some factors and aspects related to teacher's self-efficacy and professional motivation were highlighted. The results obtained show the associations between self-efficacy and the teacher's motivation issue, through its personal satisfaction and willingness to continue in the teaching career, as well as the levels of effort and persistence. That is, the associations between teacher self-efficacy and motivation can be related to personal characteristics (emotions, interest and satisfaction), social and behavioral aspects. The methodology, through the Statistical Variance Analysis (ANOVA), Linear Regression and Multivariate Analysis (associative CLUSTERS), promoted the analysis of these parameters regarding their teaching abilities. The social cognitive perspective and the proposals of stimulation of teacher's self-efficacy sources, as well as the teacher's self-reflective mechanisms configure excellent references, common to debates on teaching beliefs, professional formation in APE and work with persons with disabilities, in previous studies and in this research. The factors direct experience and vicarious experience are the most powerful sources of teacher self-efficacy in APE, presenting also the unique physiological and emotional aspects in the APE context, which may explain the difference in treatment between teacher and student with disabilities. Another aspect that stands out is the Maddux proposal that determines 06 sources for self-efficacy constitution, isolating the emotional aspect as a separate source from the physiological aspects. This study points to the possibilities of developing self-efficacy in teaching PE and APE during graduation through the increment of each one of the proposed sources and it also allows the observation of the self-efficacy as an important mediator in the motivational process of the APE teacher and in the Achievement Motivation, with its components (Level of aspiration, Causal Attribution and Reference Standards). / Doutorado / Educação Fisica e Sociedade / Doutor em Educação Física

This research explored the thesis that organizational personality is related to applicants’ attraction to an organization through a process which involves need motivation, expectancy beliefs, and applicants’ perceptions of person-organization fit. Organizational personality may be defined as a collection of trait-like characteristics that individuals use to describe organizational practices, policies, values, and culture. Specifically, this research investigated the hypothesis that organizational personality information is useful to applicants because it helps individuals to determine their perceptions of fit. A sample of students (N = 198) and working adults (N = 198) participated in an online experiment. Findings indicated that individuals’ beliefs about the instrumentality of desirable work related outcomes are essential to determining their perceptions of fit and organizational attraction. Additionally, organizational personality perceptions interacted with need motivation to affect perceptions of fit and organizational attraction. For instance, perceptions of fit mediated the influence of the interaction between need for achievement and perceptions of innovativeness on organizational attraction. The interaction of need motivation and perceptions of organizational personality helped individuals to better determine their perceptions of fit and subsequent attraction toward organizations.

Tediousness, fear and boredom are all part of everyday’s life for a student. How can a teacher counteract these feelings of boredom and replace them with a feeling of pleasure of learning? Students have to be motivated and want to go to school every day. By comparing student’s experiences of motivation this essays purpose is to create a theory about factors for motivation in education. However, the concept of motivation is far from easy to understand. Understanding what a student is motivated by is no less complex, and in relation to everyday’s teaching the situation is hard to grasp. A theory in this area is useful as a model of how to analyze a student’s motivation. After using focus groups the result was categorized into five categories. Strain, interest, the teacher, social and the future. By analyzing the results and the five categories a theory was formulated in which students were grouped by two criteria’s: motivation and prerequisites. Prerequisites are internal factors for motivation, motivation meaning external factors. Group 1 consists of students with less than average prerequisites and low motivation. Students in group 2 have good prerequisites but low motivation. Group 3 has bad prerequisites but are motivated. Thus group 4 students are motivated and have good prerequisites. To create motivation in education, a teacher could use this theory to better understand how a student is motivated. Thus creating a better understanding for how to motivate that student. / Leda, rädsla och långtråkighet utgör stora delar av elevens vardag. Hur kan en lärare verka för att byta dessa känslor mot mer lust att lära? Motivationen och viljan att komma till skolan varje dag måste finnas. Genom att jämföra elevers erfarenhet av motivation är syftet med denna uppsats att skapa en modell om motivationsfaktorer för undervisningen. Begreppet motivation är så komplext att det är svårt att finna dess kärna. Vad är en elev motiverad till? Motivation i undervisningen är inte mindre komplext. En modell inom detta område kan alltså användas för att analysera en elevs motivation. Genom fokusgrupper kategoriserades resultatet i fem kategorier, press, intresse, läraren, socialt och framtiden. Ur en analys av resultatet och dessa fem kategorier formulerades en modell där eleverna grupperas i fyra grupper efter två skalor: motivation och förutsättningar. Förutsättningar är interna faktorer till motivation och motivation innebär externa faktorer. I grupp 1 befinner sig elever med dåliga förutsättningar och låg motivation. Grupp 2 är elever med bra förutsättningar och låg motivation. De i grupp 3 har dåliga förutsättningar men bra motivation. Grupp 4 har både bra förutsättningar och är motiverade. För att skapa motivation i undervisningen kan en lärare använda sig av modellen för att förstå hur en elev ska motiveras. Därmed kan en lärare bättre förstå hur en elev ska motiveras.

Changes in the workforce have led to in an increase in work-family conflict for many employed individuals. Fortunately, many organizations have recognized and responded to employees’ work-family issues through the implementation of family-friendly benefits, such as flexible work arrangements (FWA). While offering family-friendly benefits is an important step in easing work-family conflicts, the mere availability of such initiatives may not be enough, as research shows that availability of benefits and utilization are only moderately correlated. These statistics highlight the presence of intermediating factors in the relationship between availability and utilization of family-friendly benefits. With this in mind, some researchers have examined the role of organizational factors in inhibiting benefit use. Although these organizational variables are essential in understanding the relationship between availability and use of flexible benefits, they neglect an important factor – the role that the individual may play in deciding whether to take advantage of these policies. With the exception of general demographic information, only one known study (Butler et al., 2004) has investigated the influence of an individual difference psychological factor in predicting benefit use. The current study addresses this gap in the literature by testing the influence of individual differences on FWA utilization. The study focuses on individual differences in four need-based motivational factors, need for affiliation at work, need for structure in the workplace, need for segmentation of work from other life roles, and need for occupational achievement, on flextime and flexplace usage. Furthermore, because FWA policies involve altering physical presence at work, a situational variable that involves the same dynamics, value of "face-time" within an organization, was examined as a moderator in each these relationships. Participants were 238 faculty members at a large research university. Results showed that the need for segmentation and the need for structure were negatively related to flextime and flexplace use, and the need for achievement and need for affiliation were not significantly related to either FWA. Face-time orientation did not significantly moderate any of these relationships. Theoretical and practical implications, as well as future directions, are discussed.

<p> </p><p>Tediousness, fear and boredom are all part of everyday’s life for a student. How can a teacher counteract these feelings of boredom and replace them with a feeling of pleasure of learning? Students have to be motivated and want to go to school every day. By comparing student’s experiences of motivation this essays purpose is to create a theory about factors for motivation in education. However, the concept of motivation is far from easy to understand. Understanding what a student is motivated by is no less complex, and in relation to everyday’s teaching the situation is hard to grasp. A theory in this area is useful as a model of how to analyze a student’s motivation. After using focus groups the result was categorized into five categories. Strain, interest, the teacher, social and the future. By analyzing the results and the five categories a theory was formulated in which students were grouped by two criteria’s: motivation and prerequisites. Prerequisites are internal factors for motivation, motivation meaning external factors. Group 1 consists of students with less than average prerequisites and low motivation. Students in group 2 have good prerequisites but low motivation. Group 3 has bad prerequisites but are motivated. Thus group 4 students are motivated and have good prerequisites. To create motivation in education, a teacher could use this theory to better understand how a student is motivated. Thus creating a better understanding for how to motivate that student.</p><p> </p> / <p>Leda, rädsla och långtråkighet utgör stora delar av elevens vardag. Hur kan en lärare verka för att byta dessa känslor mot mer lust att lära? Motivationen och viljan att komma till skolan varje dag måste finnas. Genom att jämföra elevers erfarenhet av motivation är syftet med denna uppsats att skapa en modell om motivationsfaktorer för undervisningen. Begreppet motivation är så komplext att det är svårt att finna dess kärna. Vad är en elev motiverad till? Motivation i undervisningen är inte mindre komplext. En modell inom detta område kan alltså användas för att analysera en elevs motivation. Genom fokusgrupper kategoriserades resultatet i fem kategorier, press, intresse, läraren, socialt och framtiden. Ur en analys av resultatet och dessa fem kategorier formulerades en modell där eleverna grupperas i fyra grupper efter två skalor: motivation och förutsättningar. Förutsättningar är interna faktorer till motivation och motivation innebär externa faktorer. I grupp 1 befinner sig elever med dåliga förutsättningar och låg motivation. Grupp 2 är elever med bra förutsättningar och låg motivation. De i grupp 3 har dåliga förutsättningar men bra motivation. Grupp 4 har både bra förutsättningar och är motiverade. För att skapa motivation i undervisningen kan en lärare använda sig av modellen för att förstå hur en elev ska motiveras. Därmed kan en lärare bättre förstå hur en elev ska motiveras.</p>

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