Thesis (M.S.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vi, 81 p. Vita. Includes abstract. Includes bibliographical references (p. 49-51).

Thesis (Ph. D.)--University of Washington, 1992. / Vita. Includes bibliographical references (leaves [36]-42).

Thesis (M.A.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

published_or_final_version / Social Work / Master / Master of Social Work

目標設定理論已被廣泛應用於組織，以提高性能和有效性。然而，採用目標設定可能帶來偏差行為的潛在性還沒有得到深入的探討。本研究旨在探討框架效果和自尊對偏差行為的影響。實驗穫取了114個香港本科生的數據。實驗的目的在於探索目標設定在性能方面和偏差行為潛在的影響。除了審查設定目標的效果，另外兩個條件是目標達到後能避免處罰或得到獎勵。實驗中衡量自尊使用了一個特定任務的自尊量表（Greenhaus & Badin, 1974）。偏差行為定義為虛假報告（誇大）自己在8個字謎任務中的分數。據推測，框架效果（獎勵與處罰）和自尊（高與低），會影響一個人從事偏差行為的可能性。結果表明，四個條件（盡自己所能，被分配目標，被分配獎勵目標和被分配處罰目標）在努力程度上有所不同，在兩個框架條件的參與者相比“盡自己所能“ 和 “被分配目標“ 的參與者創造了更多的字。此外，誇大的虛假報告的頻率和幅度在框架條件中也更為嚴重。自尊水平之間沒有顯著差異。 / Goal setting theory has been widely used in organizations to enhance performance and effectiveness. However, the potential engagement in deviant behavior when concrete goals are adopted has not been thoroughly explored. This study examined the effects of framing and self-esteem on unethical behavior among 114 undergraduate students in Hong Kong. It aimed to underscore the potential pitfalls of goal setting in terms of performance and ethical tradeoffs. Apart from examining the effects of the mere presence of a goal, two other conditions are framed as either offering a reward for goal attainment or a punishment in the case of failure. Self-esteem was measured by an adapted task specific self-esteem scale (Greenhaus & Badin, 1974). Unethical behavior was operationalized as the number of false reporting (overstatement) in completing a series of anagram tasks across eight trials. It was hypothesized that framing (reward versus punishment) and self-esteem (high versus low) would affect the extent to which one engages in unethical behavior. Results showed that the four conditions (do your best, assigned goal, assigned goal with reward and assigned goal with punishment) differed in effort levels; participants in the two framing conditions created more words compared to the “do your best“ and “assigned goal“ conditions. In addition, overstatement of results was also more prevalent among the framing conditions in terms of frequency and magnitude. No differences were found across self-esteem levels. / Detailed summary in vernacular field only. / Lau, Ka Yan Stephanie. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 42-50). / Abstracts also in Chinese. / Abstract --- p.i / 摘要 --- p.ii / Acknowledgements --- p.iii / List of Tables --- p.vi / List of Figures --- p.vii / Chapter Chapter 1: --- Introduction --- p.1 / Goal Setting Theory and Demonstrated Effort --- p.2 / Workplace Deviance --- p.4 / Goal Setting and Unethical Behavior --- p.5 / Goal Framing and Demonstrated Effort --- p.7 / Goal Framing and Unethical Behavior --- p.10 / Self-esteem and Demonstrated Effort --- p.13 / Self-esteem and Unethical Behavior --- p.15 / Overview of Hypotheses --- p.18 / Chapter Chapter 2: --- Method --- p.19 / Measurements --- p.19 / Participants --- p.19 / Procedures --- p.20 / Ensuring Anonymity --- p.22 / Chapter Chapter 3: --- Results --- p.23 / Effort level: goal conditions and self-esteem effects --- p.23 / Overstatement: goal conditions and self-esteem effects --- p.25 / Goal Proximity and Unethical Behavior --- p.28 / Chapter Chapter 4: --- Discussion --- p.30 / Goal Conditions and Demonstrated Effort --- p.30 / Self-esteem and Demonstrated Effort --- p.31 / Goal Conditions and Unethical Behavior --- p.32 / Self-esteem and Unethical Behavior --- p.34 / Goal Proximity and Unethical Behavior --- p.35 / Chapter Chapter 5: --- Limitations and Future Directions --- p.37 / Chapter Chapter 6: --- Conclusion --- p.40 / References --- p.42 / Appendix --- p.51

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Hollie Thomas, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Feb. 18, 2004). Includes bibliographical references.

The result from the writer’s last research showed that students from an English Medium of Instruction (EMI) school had a higher self-esteem level than those from a Chinese Medium of Instruction (CMI) school. This researcher provides a picture of the adolescents’ self-esteem development under the fine-tuned MOI policy at an EMI school in Hong Kong. The research focuses on the differences of students’ self-esteem level in form three and form six as well as the differences of female students’ and male students’ self-esteem level in these two forms respectively. Understanding female and male adolescents’ self-esteem development is very important for teachers as teachers play an important role in an adolescent’s life. Data collected from 119 secondary school students from an EMI school in Hong Kong. A questionnaire, Chinese Adolescent Self-Esteem Scale (CASES), was used to measure students’ self-esteem in seven domains: social, intellectual, family, physical, moral, appearance and general self-esteem. The findings showed adolescents’ self-esteem level varied. In particular, male students’ social self-esteem level and general self-esteem decreased while female students’ intellectual self-esteem, family self-esteem, appearance self-esteem and general self-esteem increased during adolescence. In terms of gender, male students in junior form perceived a higher intellectual self-esteem, appearance self-esteem and general self-esteem than female students in junior form. In contrast, female students in senior form had a higher social self-esteem, moral self-esteem, and family self-esteem than male students in senior form. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

The purpose of this study was to replicate the findings of McDonald and McKinney (1988) who found a significant relationship between low self-esteem and exclusive dating among high school students. Its purpose was also to study components that might lead an adolescent with low self-esteem to seek a steady dating relationship and to discern if any gender differences in this compensation occurred. Measures designed to determine: activity involvement; dating status; the person (parent or peer) an adolescent was most likely to talk to; and self-esteem were administered to 122 high school students. Analysis did not replicate the original findings by McDonald and McKinney. Also the only variable found to have a significiant interaction with self-esteem was activity involvement. Interesting gender differences were found in the relationship between who a person talks to and dating style. Boys, who were involved in an exclusive or steady dating relationship, were significantly more likely to turn to peers for conversation than were boys not involved in this type of dating. No such relationship existed for girls, however. It is hypothesized that population differences lead to the non-replication of the previous study and that for some boys, intimacy may only be found in the dating relationship. / Department of Counseling Psychology and Guidance Services