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Developmental variables of undergraduate resident assistants when negotiating conflict with peersBloomfield, Michael Ivan 01 January 1992 (has links)
The role of the Resident Assistant (RA) has assumed special prominence during the last thirty years, as theories of student development have promoted the practice of peer education, particularly in residence halls. RAs have been given a long list of tasks and job expectations that can be generally categorized within peer counseling and policy enforcing functions. Some researchers and writers in the field of student development and residence hall ecology have argued that with proper training and supervision, RAs can adequately fulfill their assigned duties while simultaneously matriculate, fulfilling their own personal undergraduate academic and social needs. This assumption is presently under scrutiny, as information from cognitive development regarding late adolescent epistemology questions the readiness of these students to be able to perform simultaneously in all of their roles. In particular, the role of enforcing university rules and regulations with many floormates who are also peers and friends presents RAs with levels of conflict that may stem from their current cognitive developmental level, thus limiting the ways they negotiate conflict during enforcement activities. The result may be a mis-match of person to task. Some undergraduate RAs may not be ready to carry out their most developmentally challenging task of enforcing campus policy with peers to whom they have ties of support and friendship. The purpose of this study is to investigate the possibility of certain behavioral trends in the ways RAs negotiate conflict with their peers while enforcing university policy based on their tested cognitive developmental level. By administering two production-type developmental assessments and one preference-type conflict mode inventory, as well as performing individual interviews of selected RAs, I examine possible mis-matches and matches of RAs with their roles, particularly that of policy enforcement with peers.
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Intolerance of ambiguity and gender differences between humanists and normativistsMendoza, Jorge I. 01 May 2011 (has links)
A study was conducted to test Tomkins' Polarity theory (1963) on the psychological basis for being ideologically liberal or conservative and its relationship with intolerance of ambiguity and gender differences. Normativism, the conservative orientation, was found to have a positive relationship with intolerance for ambiguity. Males were found to be generally less humanist than females. Theoretical background and relevant research is discussed. Suggested applications of this study are to political persuasion, voting behavior, and the psychology of partisanship. This study intends to contribute to the literature on the psychology of ideology, political behavior and ideological differences between men and women.
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Physiological and psychosocial determinants of health-care service utilisation in chronic obstructive pulmonary disease patientsSchlecht, Nicolas F. January 1999 (has links)
No description available.
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Schadenfreude as a Mate-Value-Tracking Mechanism within Same-Sex FriendshipsColyn, Leisha A. 22 August 2007 (has links)
No description available.
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Understanding the effects of practice, process and ability on abstract problem-solving performance: A study of group intelligenceLasek, Rebecca January 1994 (has links)
No description available.
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Defensive miserliness: Hoarding attention in the service of emotional regulationBoden, Joseph Matthew January 1995 (has links)
No description available.
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Culture and psychopathology: Schizophrenia and depression among Latinos and Euro-AmericansCoelho, Vera Lucia Decnop January 1995 (has links)
No description available.
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To be PC or not to be: The impact of political correctness pressures on implicit and explicit measures of prejudiceLevin, Olga A. 19 June 2003 (has links)
No description available.
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A Feminist Social Psychological Study Utilizing Theatre of the Oppressed Methods to Explore Issues of Women’s VoicesJester, JuliaGrace J. 28 July 2003 (has links)
No description available.
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EFFECTS OF COACHING BEHAVIORS ON TEAM DYNAMICS: HOW COACHING BEHAVIORS INFLUENCE TEAM COHESION AND COLLECTIVE EFFICACY OVER THE COURSE OF A SEASONRonayne, Lindsay Seana 06 August 2004 (has links)
No description available.
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