Cette Thèse s'inscrit au coeur d'un programme de recherche visant, entre autres, l'évaluation de la relation d'attachement mère-enfant à travers divers programmes d'intervention avec des clientèles variées. "L'attachment Q-Sort" (version 3) de Waters (1995) a été utilisé aux fins de la formation au construit de l'attachement, ainsi que pour l'évaluation de la qualité de la relation parent-enfant. Étant donné que cet instrument Q-Sort s'inscrit dans une tradition de recherche distincte selon que l'on privilégie des approches quantitatives ou qualitatives, il y avait lieu d'explorer plus systématiquement la contribution de chacune quant au potentiel de discrimination des patrons relationnels d'attachement mère-enfant sur le plan de la comparaison intra- et intergroupe. Cette démarche analytique a été réalisée selon les paramètres de la démarche normative employée couramment dans les recherches rapportées dans la littérature sur l'attachement, en plus d'aborder le traitement statistique habituellement adopté par les tenants de la méthodologie Q (Stephenson, 1953). Les résultats obtenus démontrent qu'effectivement les scores critères de sécurité et de dépendance permettent de bien distinguer les quatre échantillons à l'étude, sélectionnés sur la base de conditions pouvant compromettre la qualité du lien d'attachement mère-enfant. Quant aux résultats des analyses Q, ils permettent de mettre en évidence des profils d'attachement plus variés et l'utilisation par les évaluatrices des items les plus probants dans la description de ces profils. Dans l'ensemble, les résultats normatifs distinguent quatre profils d'attachement mère-enfant et les résultats descriptifs issus des analyses Q permettent d'identifier 47 des 90 items, ayant davantage contribué à la description des profils obtenus aux analyses factorielles Q.

The practice of evaluating situations with the Riverside Situational Q-Sort (RSQ:Wagerman & Funder, 2009) is relatively new. The present study aimed to investigate the theoretical framework supporting the RSQ with regards to the potential confounds of emotional state and the use of Likert-type ratings. Data were collected from a sample of Florida Atlantic University students (N = 206). Participants were primed for either a positive or negative mood state and asked to evaluate a situation with the RSQ in either the Q-Sort or Likert-type response format. Results suggested that response format has a significant influence on RSQ evaluations, but mood and the interaction between mood and response format do not. Exploratory analyses were conducted to determine the underlying mechanisms responsible. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

No description available.

No description available.

No description available.

The Ecological Q-Sort was developed specifically for the measurement of self-concept in older adults. Self-concept is defined as individuals' perceptions of themselves in relationship to their environment. Consequently, self-concept is contextual, multidimensional and varies with the situation. The Ecological Q-Sort was subjected to convergent and discriminant validational procedures in the present study. Correlational analyses provided support for both convergent and discriminant validity, suggesting that this instrument measures ecological, domain specific self-concept in older persons. However, multivariate analysis of variance did not yield significant main effects or interactions for sex, marital status, and health as observed on the sets of ecological and non-ecological self-concept measures.

The transition to school marks an important developmental step for children and families. Coping and competence during such a transition begin long before the child enters the classroom and effects last for many years. Although children are born with the capacity to learn, it is the quality of relationships, particularly the relationship with the primary caregiver that shapes early learning experiences. This study examined the links between the attachment relationship between mother and child on the developing teacher-child relationship, the effects of the adult-child relationships on child outcomes and on children’s perspectives of their kindergarten experience. Contextual factors were considered in relation to adult-child relationships and child outcomes. Despite a robust literature on mother-child relationships and teacher-child relationships, no empirical studies have examined these relationships with parallel instruments and few studies include the children’s voices. For this study, participants included mothers and their kindergarten children (N= 74) and kindergarten teachers (N=7) from five schools that differed in linguistic and socio-economic profiles. Mothers and teachers completed a Q-Sort measure of child attachment security and dependency, and children participated in three early literacy tasks and a child interview. The lack of significant association between mother-child attachment quality and dependency and direct child literacy outcomes was a surprising finding. Nevertheless, child interviews revealed that children who were less secure and more dependent with their mothers expressed difficulties with the academic aspects of school. The quality of teacher-child relationships was positively related to children’s early literacy outcomes. These findings were interpreted in light of contextual factors as suggested by Bronfenbrenner’s social-ecological theory. Adult reports of children’s attachment security and dependency were related to children’s participation in childcare or in a preschool program for more than 10 hours a week and to attendance in a private school that offered a full day preschool and kindergarten program. The implications of these findings point to the important role of high quality early childhood experiences that support attachment relationships with caregivers as children make the transition to school.

The transition to school marks an important developmental step for children and families. Coping and competence during such a transition begin long before the child enters the classroom and effects last for many years. Although children are born with the capacity to learn, it is the quality of relationships, particularly the relationship with the primary caregiver that shapes early learning experiences. This study examined the links between the attachment relationship between mother and child on the developing teacher-child relationship, the effects of the adult-child relationships on child outcomes and on children’s perspectives of their kindergarten experience. Contextual factors were considered in relation to adult-child relationships and child outcomes. Despite a robust literature on mother-child relationships and teacher-child relationships, no empirical studies have examined these relationships with parallel instruments and few studies include the children’s voices. For this study, participants included mothers and their kindergarten children (N= 74) and kindergarten teachers (N=7) from five schools that differed in linguistic and socio-economic profiles. Mothers and teachers completed a Q-Sort measure of child attachment security and dependency, and children participated in three early literacy tasks and a child interview. The lack of significant association between mother-child attachment quality and dependency and direct child literacy outcomes was a surprising finding. Nevertheless, child interviews revealed that children who were less secure and more dependent with their mothers expressed difficulties with the academic aspects of school. The quality of teacher-child relationships was positively related to children’s early literacy outcomes. These findings were interpreted in light of contextual factors as suggested by Bronfenbrenner’s social-ecological theory. Adult reports of children’s attachment security and dependency were related to children’s participation in childcare or in a preschool program for more than 10 hours a week and to attendance in a private school that offered a full day preschool and kindergarten program. The implications of these findings point to the important role of high quality early childhood experiences that support attachment relationships with caregivers as children make the transition to school.

No description available.

The dual influence of person characteristics and situational contexts on behaviour has long been debated on by personality and social psychologists alike. Traditionally, personality traits have been emphasised, whilst the assessment of situational influences has received limited attention. As a result, there has been little progress in understanding how situational contexts impact individuals' daily organisational behaviour – a key imperative of organisational psychology. This study leverages recent developments in situation assessment to investigate the extent to which personality traits and situational characteristics independently, and in combination, predict workrelevant behaviour. Survey response data from 256 South African participants within the International Situations Project (ISP; Baranski et al., 2017) were analysed. Sets of multiple regression analyses were conducted with each of seven work-related behaviours as criteria, using the Big Five personality traits and DIAMONDS situational characteristics as predictors. Next, barebones meta-analysis (Hunter & Schmidt, 1990) of the resulting multiple correlation coefficients was conducted to estimate the relative predictive power of traits vs. situations, averaged across target behaviours. The results revealed that the combination of personality traits and situational characteristics explained more variance in work-related behaviour than their independent effects. Although situational characteristics independently predicted all work-related behaviours, personality traits were not strong predictors of particular behaviours. These findings highlight the importance of integrating knowledge of both traits and situations to enhance our understanding of why people behave the way they do. Practically, results further suggest that organisations may increase the ability to predict employee behaviour on the job by incorporating measures of situations, in combination with traits, into human resource management applications (e.g., personnel selection and assessment).