The purpose of the research was to determine whether measures of ability, personality and behaviour would significantly predict job performance of customer service agents in a South African commercial airline company. The Verbal Interpretation Test (VCC1), Numerical Reasoning Test (NP6.1), Basic Checking Test (CP7.1C), Occupational Personality Questionnaire (OPQ32) and a competency based interview were completed by job applicants. Customer Contact Competency (CCC) scores and a Person Job Match (PJM) score were derived from the OPQ32 and ability measures to ensure job relevance during selection assessment. Job performance statistics in the form of training scores and supervisor ratings (from performance appraisals and criterion questionnaires) were obtained for the sample as criterion data. Correlations revealed statistically significant small to moderate correlations between the predictors and the criterion data / Industrial & Organisational Psychology / M.Com (Industrial & Organisational Psychology)

Das Krankheitsbild der Adipositas hat sich weltweit zu einem relevanten Gesundheitsproblem entwickelt. Die bariatrische Chirurgie wird zunehmend als wirkungsvolle Behandlung bei schwer ausgeprägter Adipositas eingesetzt. Jedoch ist über die Rolle psychologischer Variablen im bariatrischen Behandlungsverlauf noch wenig bekannt. Die vorliegende Dissertation untersucht Einfluss und Veränderung patientenberichteter Gesundheitsmerkmale in der chirurgischen Adipositastherapie. Dazu werden in einer naturalistischen Beobachtungsstudie Patienten mit schwerer Adipositas vor und im Durchschnitt zwei Jahre nach einer bariatrischen Operation (OP) befragt. Ziele der Arbeit sind 1) die Charakterisierung adipöser Patienten vor OP hinsichtlich bio-psycho-sozialer Variablen; 2) die Identifikation möglicher Einflussvariablen auf den gewichtsbezogenen Behandlungserfolg nach OP; 3) die Untersuchung von Auswirkungen der OP auf das Essverhalten; und 4) die Analyse von Veränderungen in der essstörungsbezogenen Psychopathologie und in der gesundheitsbezogenen Lebensqualität nach OP. Die Ergebnisse der bariatrischen Patienten werden im Vergleich zu denen konservativ behandelter Patienten betrachtet. Die Ergebnisse zeigen, dass Patienten mit bariatrischem Behandlungswunsch eine somatisch und psychisch belastete Patientengruppe darstellen. Die bariatrische OP führt im zweiten postoperativen Jahr zu einer nachhaltigen und klinisch bedeutsamen Gewichtsreduktion. Der präoperative Body-Maß-Index, das Bildungsniveau und aktives Problembewältigungsverhalten sind mit dem Gewichtsverlust nach OP assoziiert. Im Vergleich zur konservativen Behandlung berichten die Patienten, die sich der OP unterziehen, über stärker ausgeprägte Verbesserungen in ihrem Essverhalten und eine Steigerung ihrer Lebensqualität. Auf Basis der Befunde wird ein routinemäßiges Monitoring der somatischen und psychischen Situation der Patienten nach bariatrischer OP empfohlen, um die gezeigten Behandlungserfolge optimal zu sichern. / Obesity has become a relevant global health problem. Bariatric surgery is an effective treatment for severe obesity. However, while the number of operations performed continues to increase, the role of psychological variables throughout the bariatric surgery pathway remains uncertain. The present dissertation investigates the patient-reported health status as it impacts and results from bariatric surgery. In a naturalistic observational study, patients with severe obesity are assessed before and, on average, two years after the surgical treatment. Main aims are 1) to characterize obese patients prior to bariatric surgery in terms of biological, psychological and socio-demographic variables; 2) to identify possible predictors for the postoperative weight-related treatment success after bariatric surgery; 3) to examine changes in eating behaviors; and 4) to analyze changes in eating-related psychopathology and in health-related quality of life (HRQoL). The outcomes of surgical patients are compared with those of conservatively treated patients for the same follow-up period. The findings show that bariatric surgery candidates represent a vulnerable patient group with high physical and psychological burden. In the second postoperative year after bariatric surgery, a sustainable and clinically meaningful weight reduction is achieved. The preoperative body mass index, education level and active coping behavior are associated with weight loss after surgery. Compared with conservative treatment, patients who undergo bariatric surgery report not only greater improvements in their eating behavior and eating-related psychopathology but also an increase in their HRQoL. Based on the results, the provision of a routine monitoring of the somatic and psychological situation of patients following bariatric surgery is recommended to secure longer-term treatment success.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-08-04T19:07:24Z No. of bitstreams: 1 RODRIGO HIP?LITO ROZA.pdf: 883491 bytes, checksum: bd055d5408be214508c0cfe3fff6183b (MD5) / Made available in DSpace on 2017-08-04T19:07:24Z (GMT). No. of bitstreams: 1 RODRIGO HIP?LITO ROZA.pdf: 883491 bytes, checksum: bd055d5408be214508c0cfe3fff6183b (MD5) Previous issue date: 2017-06-02 / Pontif?cia Universidade Cat?lica de Campinas ? PUC Campinas / Information and communication technologies have been increasingly used to support the learning of university students both inside and outside universities. In undergraduate courses of business administration, for example, Technologies are used not only because of their potential to support learning, but also because they will be part of the everyday life of the future professional. However, in order for technologies to fulfill their role as allies in the learning process, it is important to consider the individual differences of learners, that is, their learning styles. The main objective of this research was to investigate the learning styles in situations of information and communication technologies use, especially by undergraduate students of administration. For that, four studies were developed. The first study comprised the construction of a scale of learning styles in technology use situations and its validation by judges, two doctors and two doctoral students in psychology, in order to search for evidence of validity based on content. The second study dealt with the computerization of the scale, using free software tools, and the computerized scale test in a sample of 120 college students. The third study sought evidence of validity based on the internal structure of the scale, in a sample of 378 university students. Finally, the fourth study compared the learning styles of 322 undergraduate students of administration, distributed in "pure" administration, foreign trade and logistics and services, considering the variables gender and specificity of course formation. In general, the studies resulted in the proposition of a new theoretical model, called Learning Styles in Technologies Use Situations Model, composed by the theoretical, pragmatic, interaction with the medium and interaction through the medium styles, as well as in a computerized instrument, called the Learning Styles in Technologies Use Situations Scale. The instrument application in undergraduate students of administration showed that there is a significant influence of the interaction between the variables gender and specific formation only in the theoretical style, in favor of the logistics and services students of the feminine gender and the foreign trade students of the male gender. / Las tecnolog?as de la informaci?n y comunicaci?n se han utilizado cada vez m?s para apoyar el aprendizaje de los estudiantes universitarios, tanto dentro como fuera de las universidades. En los cursos de administraci?n, por ejemplo, las tecnolog?as se utilizan no s?lo debido a su potencial para apoyar el aprendizaje, sino tambi?n porque ser?n parte del trabajo diario del futuro profesional. Sin embargo, de manera que las tecnolog?as pueden cumplir su papel de aliados del proceso de aprendizaje, es importante tener en cuenta las diferencias individuales de los estudiantes para aprender, es decir, sus estilos de aprendizaje. El objetivo principal de este estudio fue investigar los estilos de aprendizaje en situaciones de uso de tecnolog?as de la informaci?n y comunicaci?n, especialmente de estudiantes universitarios de administraci?n. Para ello, se desarrollaron cuatro estudios. El primer estudio incluy? la construcci?n de una gama de estilos de aprendizaje en situaciones de uso de las tecnolog?as y su validaci?n por jueces, dos doctores y dos estudiantes de doctorado en psicolog?a, con el fin de buscar pruebas de validez en funci?n del contenido. El segundo estudio trat? de la informatizaci?n de la escala, con el uso de herramientas de software libre, y la prueba de ejecuci?n de la escala computarizada sobre una muestra de 120 estudiantes universitarios de administraci?n. El tercer estudio busc? pruebas de validez en base a la estructura interna de la escala en una muestra de 378 estudiantes universitarios. Por ?ltimo, el cuarto estudio compar? los estilos de aprendizaje de 322 estudiantes universitarios de administraci?n, distribuidos em administraci?n "pura", comercio exterior, bien como log?stica y servicios, teniendo en cuenta las variables g?nero y formaci?n espec?fica. En general, los estudios resultaron en proponer un nuevo modelo te?rico, llamado Modelo de Estilos de Aprendizaje en Situaciones de Uso de Technolog?as, compuesto por los estilos te?rico, pragm?tico, de interacci?n con el medio y de interacci?n a trav?s del medio, y en un instrumento computarizado llamado Escala de Estilos de Aprendizaje en Situaciones de Uso de Technolog?as. La aplicaci?n del instrumentos en estudiantes de administraci?n mostr? que existe una influencia significativa de la interacci?n entre las variables g?nero y formaci?n espec?fica en el estilo te?rico, a favor de los estudiantes de log?stica y servicios del g?nero femenino y los estudiantes de comercio exterior del g?nero masculino. / As tecnologias da informa??o e comunica??o t?m sido cada vez mais utilizadas no apoio ? aprendizagem de estudantes universit?rios, tanto dentro como fora das universidades. Nos cursos superiores de administra??o, por exemplo, as tecnologias s?o empregadas n?o somente devido ao seu potencial de apoiar ? aprendizagem, mas tamb?m porque far?o parte do cotidiano do futuro profissional. Contudo, para que as tecnologias cumpram seu papel de aliadas do processo de aprendizagem, ? importante considerar as diferen?as individuais dos estudantes ao aprender, ou seja, seus estilos de aprendizagem. O objetivo principal desta pesquisa foi investigar os estilos de aprendizagem em situa??es de uso das tecnologias da informa??o e comunica??o, em especial de estudantes universit?rios de administra??o. Para tanto, foram desenvolvidos quatro estudos. O primeiro estudo compreendeu a constru??o de uma escala de estilos de aprendizagem em situa??es de uso de tecnologias e sua valida??o por ju?zes, dois doutores e dois doutorandos em psicologia, tendo em vista a busca por evid?ncias de validade baseadas no conte?do. O segundo estudo tratou da informatiza??o da escala, com o uso de ferramentas de software gratuitas, e do teste de funcionamento da escala informatizada em uma amostra de 120 estudantes universit?rios de administra??o. O terceiro estudo buscou evid?ncias de validade baseadas na estrutura interna da escala, em uma amostra de 378 estudantes universit?rios. Por fim, o quarto estudo comparou os estilos de aprendizagem de 322 estudantes universit?rios de administra??o, distribu?dos em administra??o ?pura?, administra??o com linha de forma??o em com?rcio exterior e administra??o com linha de forma??o em log?stica e servi?os, considerando as vari?veis g?nero e linha de forma??o. De um modo geral, os estudos resultaram na proposi??o de um novo modelo te?rico, denominado Modelo de Estilos de Aprendizagem em Situa??es de Uso de Tecnologias, composto pelos estilos te?rico, pragm?tico, de intera??o com o meio e de intera??o atrav?s do meio, bem como em um instrumento informatizado, denominado Escala de Estilos de Aprendizagem em Situa??es de Uso de Tecnologias. A aplica??o do instrumento em estudantes universit?rios de administra??o mostrou haver influ?ncia significativa da intera??o entre as vari?veis g?nero e linha de forma??o no estilo te?rico, a favor dos estudantes de log?stica e servi?os do g?nero feminino e dos estudantes de com?rcio exterior do g?nero masculino.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-04-11T13:41:25Z No. of bitstreams: 1 MARCIA CALIXTO DOS SANTOS.pdf: 2558606 bytes, checksum: dd8a775a336c24a17d377133c9fecc41 (MD5) / Made available in DSpace on 2018-04-11T13:41:25Z (GMT). No. of bitstreams: 1 MARCIA CALIXTO DOS SANTOS.pdf: 2558606 bytes, checksum: dd8a775a336c24a17d377133c9fecc41 (MD5) Previous issue date: 2018-02-23 / Optimism is a psychological characteristic to achieve satisfactory goals and outcomes in different areas of life. Due to the importance of this construct and the theoretical gaps regarding its evaluation in national level, the objectives of this research were to develop and validate an optimism scale for adults. Three studies were carried out: the first investigated evidence of validity based on content, through the semantic analysis, and judges analysis; the second verified evidence of validity based on internal structure, through exploratory factor analysis (scree plot and parallel analyzes) and reliability (Cronbach's alpha); and the third evaluated validity evidence based on relations to external variables (Pearson correlation), considering validated instruments to measure optimism, self-esteem and locus of control. The second and third studies were based on data from 555 participants, selected for convenience, aged 18 to 77 years (M = 33.6, SD = 11.5), most of them women (65.4%). The semantic analysis and the judges analysis indicated evidence of validity based on content. Exploratory factorial analysis indicated a two factor solution (Factor 1 - Persistent Efficacy and Factor 2 - Expectations), which explained 47.3% of the data variance. Pearson's correlation showed significant positive associations between the total scores of the Optimism scale for adults and the scales of optimism, self-esteem and locus of control, indicating evidence of convergent validity. Significant gender differences were observed only in Factor 1 - Persistent Efficacy, which men presented higher mean values, and significant age differences also in relation to this factor, with participants above 36 years old presenting higher scores. It was concluded that the analyzed scale presents evidence of validity based in content, in internal structure, in comparison with external criterion, as well as reliability. / El optimismo es una caracter?stica psicol?gica fundamental para alcanzar objetivos y resultados satisfactorios en diferentes ?reas de la vida. En funci?n de la importancia de este constructo y de las lagunas te?ricas referentes a su evaluaci?n en el ?mbito nacional, los objetivos de esta investigaci?n fueron construir y validar una escala de optimismo para adultos. Se realizaron tres estudios: el primero investig? evidencias de validez basadas en el contenido, por medio del an?lisis sem?nticoy del an?lisis de jueces; el segundo verific? evidencias de validez basadas en la estructura interna, por medio del an?lisis factorial exploratorio (scree plot y an?lisis paralelos) y de la estimaci?n de precisi?n (alfa de Cronbach); y el tercero evalu? evidencias de validez basadas en la relaci?n con variables externas (correlaci?n de Pearson), considerando instrumentos ya validados de optimismo, autoestima y locus de control. El segundo y el tercer estudio se basaron en los datos de 555 participantes, seleccionados por conveniencia, con edad de 18 a 77 a?os (M = 33,6, DP = 11,5), siendo la mayor?a mujeres (65,4%). El an?lisis sem?ntico y el an?lisis de jueces indicaron evidencias de validez basadas en el contenido. El an?lisis factorial exploratorio indic? una soluci?n de dos factores (Factor 1 - Eficacia Perseverante y Factor 2 - Expectativas), que explic? el 47,3% de la varianza de los datos. La correlaci?n de Pearson h? demostrado asociaciones positivas significativas entre los resultados totales de la Escala de optimismo para adultos y de las escalas de optimismo, autoestima y locus de control, indicando evidencias de validez convergente. Se observaron diferencias significativas de sexo s?lo con relaci?n al Factor 1 - Eficacia Perseverante, siendo que los hombres presentaron medias m?s elevadas, y diferencias significativas de edad tambi?n con relaci?n a ese mismo factor, siendo que los participantes mayores de 36 a?os presentaron escores m?s elevados. Se concluy? que la escala analizada presenta evidencias de validez basadas en el contenido, en la estructura interna, en la comparaci?n con criterio externo, as? como precisi?n. / O otimismo ? uma caracter?stica psicol?gica fundamental para atingir objetivos e resultados satisfat?rios em diferentes ?reas da vida. Em fun??o da import?ncia desse construto e das lacunas te?ricas referentes ? sua avalia??o no ?mbito nacional, os objetivos dessa pesquisa foram construir e validar uma escala de otimismo para adultos. Realizaram-se tr?s estudos: o primeiro investigou evid?ncias de validade baseadas no conte?do, por meio da an?lise sem?ntica e da an?lise de ju?zes; o segundo verificou evid?ncias de validade baseadas na estrutura interna, por meio da an?lise fatorial explorat?ria (scree plot e an?lises paralelas) e da estimativa de precis?o (alfa de Cronbach); e o terceiro avaliou evid?ncias de validade baseadas na rela??o com vari?veis externas (correla??o de Pearson), considerando instrumentos validados para medir otimismo, autoestima e locus de controle. O segundo e o terceiro estudos basearam-se nos dados de 555 participantes, selecionados por conveni?ncia, de 18 a 77 anos (M = 33,6; DP = 11,5), sendo a maioria mulheres (65,4%). A an?lise sem?ntica e a an?lise de ju?zes indicaram evid?ncias de validade baseadas no conte?do. A an?lise fatorial explorat?ria indicou uma solu??o de dois fatores (Fator 1 ? Efic?cia Perseverante e Fator 2 ? Expectativas), que explicou 47,3% da vari?ncia dos dados. A correla??o de Pearson demonstrou associa??es positivas significativas entre os escores totais da Escala de otimismo para adultos e das escalas de otimismo, autoefic?cia e locus de controle, indicando evid?ncias de validade convergente. Observaram-se diferen?as significativas de sexo apenas com rela??o ao Fator 1 - Efic?cia Perseverante, sendo que os homens apresentaram m?dias mais elevadas, e diferen?as significativas de idade tamb?m com rela??o a esse mesmo fator, sendo que os participantes acima de 36 anos apresentaram escores mais elevados. Concluiu-se que a escala analisada apresenta evid?ncias de validade baseadas no conte?do, na estrutura interna, na compara??o com crit?rio externo, assim como precis?o.

Psychologist and bariatric tretment of obesity PhDr.Jitka Herlesová Tutor: PhDr.Tamara Hrachovinová, CSc. Abstract The aim of the dissertation thesis is to map psychosocial characteristics associated with obesity and their changes after bariatric surgery. The Empirical part follows the points settled in the Theoretical part. Obesity is a disease, whose prevalence rises. Bariatric and metabolic surgery is one of the most effective treatment of obesity and its comorbidities. The mental diseases are associated with high levels of obesity. The standard part of pre-bariatric examination is the psychological assessment. Several changes accompany the weight loss after bariatric surgery, such as normalization of psychosocial functioning, the decrease of mental disorders but in some cases the changes might be also negative. The Empirical part focuses on the psychosocial characteristics of bariatric surgery candidates assessed during the psychological evaluation and the changes after operation. The data from semi-structured psychological interview, Three factor eating questionnaire, Beck Depression Inventory-II, Obesity Weight Loss Quality of Life and Weight Related Symptom Measure were evaluated. The changes after surgery were assessed after 6, 12 and 24 months. Statistically significant differences were ascertained...

The purpose of the research was to determine whether measures of ability, personality and behaviour would significantly predict job performance of customer service agents in a South African commercial airline company. The Verbal Interpretation Test (VCC1), Numerical Reasoning Test (NP6.1), Basic Checking Test (CP7.1C), Occupational Personality Questionnaire (OPQ32) and a competency based interview were completed by job applicants. Customer Contact Competency (CCC) scores and a Person Job Match (PJM) score were derived from the OPQ32 and ability measures to ensure job relevance during selection assessment. Job performance statistics in the form of training scores and supervisor ratings (from performance appraisals and criterion questionnaires) were obtained for the sample as criterion data. Correlations revealed statistically significant small to moderate correlations between the predictors and the criterion data / Industrial and Organisational Psychology / M.Com. (Industrial & Organisational Psychology)

Les caractéristiques psychologiques qui prédisent les comportements et la performance en emploi, telles qu’évaluées par l’évaluation du potentiel (ÉP), ont fait l’objet d’un grand nombre d’études. Leurs résultats ont influencé l’importance accordée à certaines caractéristiques par les conseillers habiletés à mener ce type d’évaluation (Morris, Daisley, Wheeler, & Boyer, 2015). Toutefois, peu est encore connu sur les pratiques des conseillers au moment de donner la rétroaction à la suite de l’ÉP et sur les effets comportementaux générés par la rétroaction chez les participants de retour en emploi. Selon Plunier (2012), seulement 20 % d’entre eux modifient leur comportement et entreprennent des actions développementales dans le sens de la rétroaction reçue en ÉP, et ce, peu importe le contexte d’évaluation ou la recommandation qui en découle (Boudrias, Bernaud, & Plunier, 2014). Une question survient : dans quelles conditions la rétroaction en ÉP favorise-t-elle l’appropriation comportementale chez les participants? Cette thèse vise à documenter certaines conditions qui maximisent l’appropriation comportementale de la rétroaction, opérationnalisée par les changements de comportement et l’implication dans des activités de développement. La thèse ajoute un ensemble de conditions et variables au modèle d’appropriation de la rétroaction proposé par Boudrias et al. (2014). Ces variables, abordées au cours de deux articles empiriques, sont les techniques du conseiller axées sur le développement, le soutien social d’une personne significative (ex. superviseur, collègue, membre de la famille) perçu par les participants en regard de leur objectif de développement ainsi que le nombre et la difficulté des compétences à développer. Dans le premier article, en nous appuyant notamment sur la théorie de la fixation d’objectif (Locke & Latham, 1990), nous postulons que les techniques de rétroaction du conseiller axées sur le développement (Lessard, 2019) prédiront l’intention motivationnelle de changer du participant. Il est attendu que l’intention prédira à son tour l’appropriation comportementale (Boudrias et al., 2014), mais que cette relation sera modérée par le soutien social au développement. Ces hypothèses ont été vérifiées auprès de 240 participants en contexte réel d’ÉP grâce à la modélisation par équations structurelles. Les résultats révèlent que l’intention motivationnelle de changer médie la relation entre les techniques du conseiller et le soutien social, alors que le soutien social médie la relation entre l’intention motivationnelle et les activités développementales. Une explication possible est que la recherche de soutien social est une stratégie d’apprentissage utilisée par les participants qui veulent changer (Haemer, Borges-Andrade, & Cassiano, 2017). La théorie de la fixation d’objectif (Locke & Latham, 2015) permet d’envisager qu’il y aura un effet d’interaction entre la difficulté des compétences à améliorer et le nombre de compétences ciblées lors de la rétroaction. Dans le deuxième article, nous testons l’hypothèse selon laquelle cette interaction prédira l’intention motivationnelle de changer dans le sens de la rétroaction et l’appropriation comportementale de la rétroaction. Pour ce faire, nous avons exécuté des analyses de régression hiérarchique modérée sur un échantillon de 65 participants pour lesquels nous avons analysé les rapports d’ÉP précisant les compétences ciblées dans la rétroaction. Les résultats montrent que la relation entre la difficulté des compétences et l’intention de changer est positive lorsque l’émetteur de la rétroaction aborde trois compétences lacunaires ou moins et que la relation entre la difficulté des compétences et les activités développementales est positive lorsque l’émetteur de la rétroaction aborde une seule compétence lacunaire alors qu’elle est négative lorsque l’émetteur en aborde neuf. Les apports théoriques de chacun des articles ainsi que les pistes d’intervention pratiques en découlant sont discutés séparément et repris dans une conclusion globale. Les limites et propositions de recherches futures sont également abordées dans cette dernière section. / The psychological characteristics that predict behavior and job performance, as assessed by an individual psychological assessment (IPA), have been the subject of a large number of studies. These studies have influenced the importance given to certain characteristics by I/O psychologists qualified to conduct this type of assessment (Morris, Daisley, Wheeler, & Boyer, 2015). However, little is known about the psychologists’ practices when providing feedback following an IPA and the behavioural effects of feedback on the participants returning to work. According to Plunier (2012), only 20% of the latter modify their behaviour and undertake developmental actions in the direction of the feedback received, regardless of the assessment context and the recommendation that results (Boudrias, Bernaud, & Plunier, 2014). A question arises: under what conditions does IPA feedback promote behavioural integration among participants? This dissertation aims to document certain conditions that maximize the behavioural integration of feedback, operationalized by behavioural changes and engagement in developmental activities. A set of conditions and variables is added to the feedback integration model proposed by Boudrias et al. (2014). Theses variables, discussed in two empirical articles, are the psychologists’ techniques focused on the development, the social support for development from a significant individual (e.g. supervisor, colleague, family member) perceived by the participants as well as the number and difficulty of the competencies to be improved. In the first article, relying in particular on the theory of goal setting (Locke & Latham, 1990), we postulate that the psychologists’ techniques focused on the development (Lessard, 2019) will predict the participants’ motivational intention to change. It is expected that the intention will in turn predict behavioural integration (Boudrias et al., 2014), but that this relationship will be moderated by social support for development. Theses hypotheses were verified with 240 participants in a real IPA context using structural equation modeling. The results show that the motivational intention to change mediates the relationship between the psychologists’ techniques and social support, while social support mediates the relationship between motivational intention and developmental activities. One possible explanation is that seeking social support is a learning strategy used by participants who want to change (Haemer, Borges-Andrade, & Cassiano, 2017). The goal setting theory (Locke & Latham, 2015) suggests that there will be an interaction between the difficulty of the competencies to be improved and the number of competencies targeted during the feedback. In the second article, we test the hypothesis that this interaction will predict the motivational intention to change in the direction of feedback and the behavioural integration of feedback. To do this, we performed moderated hierarchical regression analyses on a sample of 65 participants for which we analyzed IPA reports specifying the targeted competencies in the feedback. The results show that the relationship between developmental difficulty and intention is positive when the feedback provider addresses three deficient competencies or fewer. The relationship between developmental difficulty and developmental activities is positive when the feedback provider presents only one deficient competency while it is negative when the provider presents nine deficient competencies. The theoretical contribution of each of the articles as well as the practical avenues for intervention arising therefrom are discussed separately and taken up in an overall conclusion. Limits and proposals for future research are also discussed in this last section.