Title page, table of contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library. / The current work provided a new cognitive-behavioural conceptualisation of the construct, defining psychological mindedness as 'the ability to identify one’s thoughts, emotions, and behaviours, and see connections between them’. As such, this new definition was adopted for the purposes of developing and validating a new Cognitive-Standard measure of Psychological Mindedness (CB-PM). This dissertation examined the psychometric properties of the CB-PM by conducting three empirical investigations to assess the clinical utility of the measure. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1276608 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2007

Traditionally, intelligence has been viewed to be the best predictor of academic achievement in tertiary education institutions. However, research has found the relationship between intelligence and academic achievement to be rather weak and emotional competence is suggested to be a better measure of academic achievement. Even though emotional intelligence (EQ) is the most well-known measure of emotional competence, research on the relationship between academic achievement and EQ has yielded mixed results. EQ further also has limitations which attracts criticism. As a result of these criticism, psychological mindedness (PM), a concept closely related to EQ, is used in this study as a measure of emotional competence. Advantages of PM in comparison to EQ is that it is more comprehensive and also that its nature and meaning are more clear. The objectives of this study were to determine whether there is a correlation between PM and academic achievement, and also whether there are differences in demographics (academic year, gender, race, degree or diploma enrolled for) in relation to both PM and academic achievement respectively. A cross-sectional survey design was used and 211 undergraduate students enrolled for psychology as module, at the Potchefstroom Campus of the North-West University participated. A biographical questionnaire as well as the Psychological Mindedness Scale (PMS) was administered during the scheduled class times for undergraduate Psychology modules, and informed consent have been obtained before the academic records of the participants were drawn from the Student Administration System. In order to be able to interpret the data, correlations, t-tests and a one-way analysis of variance (ANOVA) were calculated. This study has found a positive correlation between PM and academic achievement, but no difference in PM between students of various academic years, genders, races and degrees or diplomas enrolled for, respectively. Thus, even though there is a relationship between PM and academic achievement, other factors that are not related to PM may also play a role. It is recommended that a questionnaire that captures the mood of participants are included when further studies are done on the relationship between PM and academic achievement. A further recommendation is that large and diversified samples are used. The above-mentioned recommendations may result in the achievement of more accurate results that may be generalisable. With regard to further studies, it is recommended that the five factors included in the PMS be analysed separately as this may give an indication of exactly which factors in the scale correlates the best with academic achievement. If this is known specific attention may be given to the development of these factors amongst students who are struggling academically. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2010.

Traditionally, intelligence has been viewed to be the best predictor of academic achievement in tertiary education institutions. However, research has found the relationship between intelligence and academic achievement to be rather weak and emotional competence is suggested to be a better measure of academic achievement. Even though emotional intelligence (EQ) is the most well-known measure of emotional competence, research on the relationship between academic achievement and EQ has yielded mixed results. EQ further also has limitations which attracts criticism. As a result of these criticism, psychological mindedness (PM), a concept closely related to EQ, is used in this study as a measure of emotional competence. Advantages of PM in comparison to EQ is that it is more comprehensive and also that its nature and meaning are more clear. The objectives of this study were to determine whether there is a correlation between PM and academic achievement, and also whether there are differences in demographics (academic year, gender, race, degree or diploma enrolled for) in relation to both PM and academic achievement respectively. A cross-sectional survey design was used and 211 undergraduate students enrolled for psychology as module, at the Potchefstroom Campus of the North-West University participated. A biographical questionnaire as well as the Psychological Mindedness Scale (PMS) was administered during the scheduled class times for undergraduate Psychology modules, and informed consent have been obtained before the academic records of the participants were drawn from the Student Administration System. In order to be able to interpret the data, correlations, t-tests and a one-way analysis of variance (ANOVA) were calculated. This study has found a positive correlation between PM and academic achievement, but no difference in PM between students of various academic years, genders, races and degrees or diplomas enrolled for, respectively. Thus, even though there is a relationship between PM and academic achievement, other factors that are not related to PM may also play a role. It is recommended that a questionnaire that captures the mood of participants are included when further studies are done on the relationship between PM and academic achievement. A further recommendation is that large and diversified samples are used. The above-mentioned recommendations may result in the achievement of more accurate results that may be generalisable. With regard to further studies, it is recommended that the five factors included in the PMS be analysed separately as this may give an indication of exactly which factors in the scale correlates the best with academic achievement. If this is known specific attention may be given to the development of these factors amongst students who are struggling academically. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2010.

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Объектом исследования является психологическая разумность. Предметом исследования стали личностные корреляты психологической разумности. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (68 источников) и приложений, включающих в себя фрагмент программы исследовательского тренинга, бланки применявшихся методик и таблицы с результатами сравнительного анализа на сокращенной выборке испытуемых. Объем магистерской диссертации 119 страниц, на которых размещены 4 рисунка и 15 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методики и эмпирическая база. Первая глава включают в себя обзор иностранной и отечественной литературы по теме исследования. В ней представлены модели психологической разумности, методики ее измерения, а также зарубежные и отечественные исследования психологической разумности. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методик проведенного исследования, а также результатов сравнительного анализа, корреляционного исследования, регрессионного анализа и исследовательского тренинга психологической разумности. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам. / The object of the study was psychological mindedness. The subject of the study was personality correlates of psychological mindedness. The master's thesis consists of an introduction, two chapters, conclusion, a list of literature (68 sources) and applications, including the fragment of the research training program, forms of applied techniques and tables with the results of the comparative analysis on a reduced sample of subjects. The volume of the master's thesis is 119 pages, on which are placed 4 figures and 15 tables. The introduction reveals the relevance of the research problem, the development of the problem, the purpose and objectives of the research, the object and subject of the research, the hypothesis are formulated, the techniques and the empirical base are specified. The first chapter include a review of foreign and domestic literature on the topic of the study. It presents models of psychological mindedness, techniques of its measurement and foreign and domestic studies of psychological mindedness. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and techniques of the study and the results of the comparative analysis, the correlational research, the regression analysis and the research training of psychological mindedness. The conclusions of chapter 2 include the main results of the empirical study. The conclusion includes the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward.

La présente thèse de doctorat s'est fixée pour objectif de retracer l'histoire du concept de conscience mentale à travers les langages de spécialité (la philosophie et la psychologie principalement), et ce au cours de la période qui va de l'Antiquité (avec l’aristotélisme) jusqu'à notre époque (avec la philosophie de l’esprit). Ce travail nous a, tout d'abord, amené à redéfinir la conscience sous un jour nouveau, aussi bien en tant que concept pur et dur (dimension déjà présente chez Aristote et chez les penseurs pré-modernes) qu'en tant qu'outil de diverses philosophies chargées de fonder la connaissance et les sciences (dimension opérante à partir de Descartes), puis en tant que philosophie (nous pensons principalement à la philosophie de l'esprit). Une telle entreprise nous a ainsi permis de proposer une définition inédite de la conscience mentale, qui se nourrit des différents paradigmes étudiés tout au long de son histoire. Plus spécifiquement, le "méta-paradigme conscientiel" ainsi généré (aussi nommé "paradigme de type 1") propose une définition en intension, une définition en extension (à savoir une typologie), ainsi qu'un cadre onto-épistémologique servant de toile de fond. Dans le même temps, nous avons été amené à élaborer une épistémologie générale capable d'analyser les différents "paradigmes de type 0" que nous avons rencontrés - et qui se présentent sous diverses formes (des doctrines et des théories philosophiques, des théories scientifiques, des dogmatismes). Cette épistémologie - sous-tendue par quatre critères qui permettent de distinguer les paradigmes entre eux, et dont rend compte notre méta-paradigme - s'avère en outre pensée dans la perfectibilité et dans la complexité, étant ouverte aux futurs paliers d'une échelle de la conscience qui n'a pas fini de s'écrire. De cette manière, nous évitons, avec Donald Davidson, l'écueil qui consiste à voir le "conscientiel" (la conscience comme les productions de l'esprit) comme le simple prolongement du matériel – ce qui nous interdirait, par exemple, de nous interroger sur la "possibilité d'une conscience" au-delà même du vivant./The aim of this thesis was to trace the history of consciousness through philosophy and psychology, from Antiquity (Aristotelianism) to our time (Philosophy of Mind). In a first time, this work led us to define consciousness in a new light, as well as concept (which already appears in Aristotle and in medieval thinkers) and as a tool for various philosophies that try to found knowledge and sciences (this dimension will be born from Descartes), then as a philosophy (we think about the philosophy of mind). This also allowed us to propose a new definition of consciousness, which is inspired by different paradigms studied throughout its history. More specifically, our “metaparadigm” (or "type 1 paradigm") contains a definition and a typology of consciousness, and is underpinned by an onto-epistemological framework. At the same time, we tried to develop a general epistemology able to analyze “type 0 paradigms” we met (these paradigms can be philosophical doctrines, philosophical theories, scientific theories or dogmas). Open to future levels of consciousness’scale that is not finished, this epistemology - underlied by four criteria that distinguish them paradigms, and which are constitutive of our “metaparadigm” - is also favorable to the perfectibility and the complexity. In this way, we especially avoid, with Donald Davidson, the mistake of considering consciousness and all products of mind, thought or cultur just as an extension of material reality - which would prevent us, for example, to wonder about the possibility that consciousness might exist in “non-living beings”. / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished

Devrions-nous nous fier à notre inconscient pour l’achat de notre maison ou de notre prochaine voiture ?Dijksterhuis, Bos, Nordgren et van Baaren, (2006), répondent par l’affirmative à cette question. En effet, d’après ces chercheurs, effectuer une tâche de distraction, comme résoudre des anagrammes pendant quelques minutes, permettrait de « penser inconsciemment » et d’améliorer la qualité des décisions complexes. Avant de prendre une décision complexe, il faudrait donc s'abstenir de réfléchir à l'ensemble des avantages et inconvénients que présenterait chaque option. Etant donné les implications de ces résultats dans divers domaines tels que le management, la politique ou encore la justice, l’objet de cette thèse consistera à réexaminer et passer au crible la méthodologie des expériences relatives à la « théorie de la pensée inconsciente » (Diksterhuis & Nordgren, 2006). Les sept études menées suggèrent que l’apparente supériorité des décisions prises après une période de distraction n'est pas le fruit de la "pensée inconsciente" mais résulte en fait d'un effet néfaste de la <p>réflexion consciente pouvant survenir lorsqu’une première impression de bonne qualité a été formée au préalable. Les résultats indiquent également qu’en l’absence de première impression, la réflexion s’avère bénéfique. / Should we trust our unconscious when buying a house or a new car? That is exactly what Dijksterhuis, Bos, Nordgren and van Baaren, (2006) have been recommending. Indeed, according to these researchers, performing a distraction task such as solving anagrams would allow to think unconsciously and therefore enhance the quality of complex decisions. Before making a complex decision, we should thus avoid thinking consciously about the advantages and drawbacks of each alternative. Given the implications of these findings in various areas such as management, politics, or justice, this thesis will thoroughly reexamine the method of experiments relative to the unconscious thought theory (Diksterhuis & Nordgren, 2006). The seven experiments suggest that the apparent superiority of decisions made after distraction does not result from unconscious thought but rather from the fact that further conscious deliberation can deteriorate high quality first impressions. The results also suggest that thinking consciously enhances the quality of decisions in the absence of such prior first impressions.<p> / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished