Thesis (Ph. D.)--Washington State University, August 2007. / Includes bibliographical references (p. 89-97).

Peta McAuley. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 60-69). / Abstracts in English and Chinese.

Call number: LD2668 .T4 1979 B78 / Master of Science

M.Phil. (Psychology) / The aim of this study is to examine the influence that the parent-child relationship has over development of the adolescent. This isdone through the theoretical concept of individuation. The basic assumption of this study is that it is not only the adolescent that undergoes certain developmental changes during individuation, but that the relationship context wherein he finds himself, also changes. Furthermore, the adolescent and his context influence one another mutually. Individuation does not just pose certain demands on the adolescent, but also on the parent-adolescent relationship as well as the family system. It is also evident that family functioning has an important influence over the type and quality of the parent-adolescent relationship. Therefore the dynamic interaction between family functioning, the characteristics of the parent-adolescent relationship, and the personality development of the adolescent is being examined according to developmental theories as well as the family system approach. In order to examine the relation between the personality characteristics of the adolescent and the characteristics of the parent-adolescent relationship, a single conceptual model is used in which the common theoretical traits that occur in both the developmental and systems approach, is integrated. Various types of parent-adolescent interaction is therefore identified according to this integrated theoretical model, whereupon the relation between this types of parent-adolescent interactions and specified personality traits of the adolescent can be examined.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 83-93).

Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographical references.

Thesis (MEd (Educational psychology))-University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of California, Santa Cruz, 1989. / Typescript. Includes bibliographical references (leaves 143-160).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 182-199).

This thesis is a constructive attempt to unravel the dilemma posed by Mischel's (1968) work with trait and state theories of personality, through the use of a novel design. Mischel found a failure to predict behavior incrementally from inferences about underlying traits (personalities) and states (situations). This impasse is demonstrated in attribution theory by the difference between Kelley's (1967) emphasis on environmental cues (i.e., consistency, consensus, and distinctiveness) in attributional situations, and Russell's (1982) search for an attributional style (specific to the individual). This thesis shows the relative influence of the situation and one's personality in attributions to a successful subordinate. Subjects were 527 psychology students at Florida International University (FIU). They completed James' (1957) Internal-External (I-E) Locus of Control Scale, to distinguish between internal, mid-range, and external personalities. Each subject read one of the vignettes about an army event that varied according to Kelley's (1967) (1) internal, (2) ambiguous, and (3) external patterns, and was asked to make an attribution about the depicted event (i.e., they completed the locus of causality subscale of the Causal Dimension Scale [CDS]). These attribution making scores constitute a major dependent variable of interest. The degree of attributional difficulty experienced by the subject and the evaluative disposition of the subject toward the actions in the vignette were tapped as opportunistic dependent variables. Afterwards, subjects indicated their willingness to complete evaluative forms on the subordinates in the vignettes. This measured the subject's willingness to reward the subordinate, and constitutes another dependent variable of major interest in this study. MANOVA was used to account for the variance in the dependent variables (i.e., attribution making, attributional difficulty, evaluative disposition, and evaluative behavior). The 3 X 4 (personality X situation) MANOVA showed that the situation significantly accounted for the variance in all four dependent variables, while the subjects' personality significantly accounted for attributional difficulty and evaluative disposition. I discuss the possibility that personality distinguished the more private cognitions (since those analyses were significant) from the more public cognitions (which were not significant). I conclude that the strong situational influence supports Mischel's findings. Future researchers would do well to utilize an integrated research design (as this study has done) with processes involving personality and situation antecedents.