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Thesis (M.S.)--University of Missouri--Columbia, 1995. / Typescript. Includes bibliographical references (leaves 35-37). Also available on the Internet.

Self-monitoring procedures have been applied to various populations, in diverse settings, and have focused on a wide variety of behaviors. While the relation between the accuracy of self-monitored data and changes in target behavior has been examined in research, there has been relatively less research focusing on the accuracy of self-monitored data in relation to the change in safety behavior. Studies (n=11) where self-monitoring procedures were introduced to target specific safety behaviors in adults were reviewed and analyzed to determine the relation between the accuracy of self-monitored data and various other aspects of an intervention, including the percent change of target behavior. This analysis found a positive but small correlation between the relevant measures. This analysis suggests that the act of self-monitoring in and of itself is important for behavior change. There is a possibility that increases in self-monitoring accuracy could lead to desirable changes in targeted safety behaviors, but further analysis of a larger sample size of studies would be required to determine the relationships among these measures.Keywords: behavior based safety, behavioral self-monitoring, self-monitoring accuracy / Applied Behavioral Analysis

Everyone wants others to think as well of them as possible, particularly during structured social presentations, such as a speech. High self-monitors have an innate facility with impression management-the process of projecting a favorable social image. If a student is a high self-monitor, how might this impact his or her grades? Might low self-monitors' grades improve during the course? Surprisingly the results of this thesis showed that self-monitoring was not correlated with speech grades. Reasons for this finding and possible insights for future research are also discussed.

L'auto-évaluation est un processus métacognitif central dans le cadre d'un apprentissage en autonomie. Des décennies de recherche ont montré, toutefois, que les apprenants n'auto-évaluaient pas leurs performances futures avec exactitude, conduisant les chercheurs à essayer de mieux comprendre le processus d'auto-évaluation afin d'en améliorer l'exactitude. La majeure partie des travaux effectués sur le sujet ont, toutefois, été réalisés dans des situations peu écologiques et impliquent des tâches d'apprentissage simples (e.g. l'apprentissage associatif) ou classiques (e.g. compréhension de textes linéaires). Cette thèse présente trois études qui se centrent autour de l'exactitude de l'auto-évaluation dans des contextes plus écologiques. Ces études testent l'efficacité de divers outils d'aide à l'auto-évaluation sur une tâche d'apprentissage intégrée aux enseignements des participants. Elles considèrent également des caractéristiques propres à la tâche ou à l'apprenant. Ainsi, la première étude combinait plusieurs outils d'aide à l'auto-évaluation (incitations à la prise de conscience des stratégies utilisées et de leur pertinence, et auto-explications) afin d'améliorer l'exactitude des auto-évaluations sur des connaissances déclaratives et procédurales. Une deuxième étude explorait l'effet des cartes conceptuelles en tant qu'outil d'aide à l'auto-évaluation. L'efficacité des cartes conceptuelles sur l'exactitude de l'auto-évaluation et l'apprentissage a été testée selon le mode de leur utilisation (construction vs. consultation), le moment de leur présentation (simultanément à l'apprentissage vs. en différé) et le niveau d'expertise des apprenants (experts vs. novices). Enfin, la troisième étude évaluait si un entraînement relativement long à l'utilisation des cartes conceptuelles permettait d'en faire un outil efficace pour améliorer l'exactitude de l'auto-évaluation et l'apprentissage. Les résultats obtenus lors de ces trois études n'ont pas confirmé nos hypothèses relatives à l'efficacité des outils d'aide à l'auto-évaluation sur l'exactitude de l'auto-évaluation. Les résultats montrent, cependant, que les participants auto-évaluaient avec plus d'exactitude des connaissances déclaratives que procédurales (Étude 1). Les résultats ont également répliqué, sur une tâche plus écologique, l'effet positif du niveau des connaissances antérieures dans le domaine d'apprentissage sur l'exactitude de l'auto-évaluation, généralement démontré dans la littérature sur des tâches de laboratoire (Étude 2). Finalement, les résultats ont révélé que la durée de l'entraînement à la réalisation de cartes conceptuelles n'avait pas d'effet sur l'efficacité des cartes conceptuelles (Étude 3). La discussion de ces résultats est organisée autour de quatre points principaux. Une première partie revient sur la question de l'adaptation des outils d'aide à l'auto-évaluation au niveau d'expertise des apprenants. Une seconde partie traite de l'adéquation des outils d'aide à l'auto-évaluation avec le type de connaissances évaluées. Une troisième hypothèse se centre sur la nature de l'exactitude de l'auto-évaluation mesurée, afin expliquer l'absence d'effet des outils d'aide à l'auto-évaluation testés. Finalement, le rôle des variables motivationnelles dans l'exactitude de l'auto-évaluation sera abordé comme une piste de travail pertinente. / Self-monitoring is a key metacognitive process in self-regulated learning. Decades of research, however, showed that learners are inaccurate in evaluating their own performance which led researchers to focus on understanding the self-monitoring process to ultimately improve self-monitoring accuracy. Most work on the topic was conducted in low ecological contexts and implied only easy (e.g., associative learning) or classical (i.e. comprehension of linear texts) learning tasks. The present thesis offers three studies that focused on self-monitoring in ecological contexts. These studies explored the efficiency of several self-monitoring tools on a learning task integrated in participant's school formation setting and took into account task and learner characteristics. The first study used several self-monitoring help tools jointly (prompts aimed to make the learner aware of the strategies is used and their relevance, and self-explanations) in order to improve self-monitoring accuracy about declarative and procedural knowledge. The second study explored concept maps as a self-monitoring tool and tested their effect on learning in different conditions. The experimental manipulations were presentation mode (construction vs. consultation), moment of presentation (simultaneously to learning vs. delayed) and learners' expertise level (experts vs. novices). Finally, the third study assessed whether a long training to concept maps use was efficient enough to make this tool a relevant one to improve self-monitoring accuracy and learning. Results of the three studies did not confirm our hypothesis about self-monitoring tools efficiency on self-monitoring accuracy in a subsequent task. Results, however, showed that participants were more accurate when they evaluated declarative knowledge than procedural knowledge (Study 1). They also replicate, in a more ecological task, the positive effect of prior knowledge level about the target learning content on self-monitoring accuracy traditionally highlighted in the literature relying on laboratory learning task (Study 2). Finally, the training duration to use concept maps did not affect concept map efficiency (Study 3). Discussion of the present findings is centered on four main points. A first point discusses the suitability of self-monitoring tools as a function of learners' level of expertise. A second line of discussion deals with the adequacy between self-monitoring tools and the nature of knowledge which is evaluated. A third hypothesis regards the nature of self-monitoring accuracy which was measured, in order to explain the absence of effect of the self-monitoring tools we tested. Finally, the role of motivational variables surrounding self-monitoring accuracy is discussed as a compelling avenue.

Using Texas undergraduates’ memory of high school social norms (n = 88), I attempt to determine the replicability of Gelfand et al.’s (2011) research on the tightness-looseness scores of 33 nations. Tightness-looseness refers to a complex model in which cultural social norms are explicated. “Tight” cultures indicate strong social norms where members perceive larger pressures for conformity. These pressures result in higher levels of self-monitoring and regulation. Conversely, “loose” cultures signify weaker social norms and a higher tolerance for atypical conduct. My research confirms that the tightness-looseness model can be applied to school environments because my research revealed a tightness-looseness mean score of 4.3, which is near the midpoint of the six-point scale. Gelfand et al.’s (2011) research (n = 6,823) revealed that the United State had a tightness-looseness score, 5.4, which was near the middle of the range of scores for the 33 nation samples, which ranged from 1 to 12.3. However, my research discovered no significant effects of tightness-looseness on demographic variables, or on the Behavior or Situation Measures. These non-significant findings do not necessarily preclude the concepts discussed here from future research. Rather, future research should include comparison groups from different educational environments and a larger sample size reflective of Gelfand et al. (2011). / text

The purpose of the study was to evaluate hairdressers self monitoring. The frame of the questions were for instance to find out if hairdressers self monitoring were sufficient and the experience among operators and inspectors. Self monitoring by operators is a crucial part of Swedish environmental law. It is required that operators has control of every aspect of the business and complies with the environmental law. Self monitoring include routines that occurs in the daily operation. Non mandatory to report environmentally hazardous businesses are not required to have a documented self monitoring. Data were collected through inspection and interviews with nine operators and eleven inspectors. Results showed that hairdressers usually had adequate self monitoring. In 17 of 24 controlled businesses there were no discrepancies noticed. The operators were mostly positive towards supervision and self monitoring. The study showed that operators in non mandatory to report businesses had a slightly inaccurate depiction of the supervisory authority. Inspectors claim that discrepancies in self monitoring usually depend on lack of knowledge and limited economical resources. The inspectors suggested that the requirements of self monitoring should be made more evident.

Negotiation is applied to many fields, which are included in politics, business and even in daily life. An outstanding negotiator is not congenital, but it can be trained to be an excellent one. The type of negotiator what the person will be is affected by his personality. Negotiation is affected by many factors, and we will discuss the personality in this research. We focus on Machiavellianism and self-monitoring which are the two major variables in this research. And we use Ethical Decision Making Model to establish the hypothesis in this research. The questionnaire survey is the main method to collect the data, and we investigate the relationship among negotiator¡¦s p personality, attitude toward negotiation tactics and negotiation intention by descriptive statistics, T-test, Analysis of Variance and Regression Analysis. The results are follows: (1) Different backgrounds significantly influence the ethical attitude toward negotiation tactics, for example, the negotiator¡¦s sex and level of education. (2) Machiavellianism significantly influence s the ethical attitude toward negotiation tactics, for example, the negotiators have higher level of Machiavellianism and their ethic attitudes are weaker in ¡§salami-tactics¡¨ , ¡§shock them with your opening offer¡¨ and ¡§advance man¡¨. (3) The degree of self-monitoring of the negotiators significantly influences the relationship between ethical attitude toward negotiation and negotiation intention. Keywords: Negotiation tactic, ethical decision making, Machiavellianism, self-monitoring.

Integrity in leadership is regarded as an important quality by the academic literature, by the practitioner and by the popular press alike. Given its lauded position this research argues that integrity is not just desirable in a manager, it is also an image desired by the manager and that it is a part the manager¡¦s professional image construction. This research uses a mixed methods approach to investigate integrity as an image goal and examines dispositional and situational factors on the manager¡¦s side of the relationship that effect the presentation of this image goal. Analysis of semi-structured interviews established that managers are aware of the importance of integrity and that it is seen both as a desirable image and in need of maintenance. Survey results found no main effects between behavioral integrity and the dispositional variable, self-monitoring. Investigating contingent factors this study showed that the relationship was moderated by job demands such that in situations of high job demands high self-monitors were perceived to be lower in behavioral integrity. Other contingent factors, multiple audiences and ethical guidelines, did not significantly moderate the relationship. The situational variable, distance, was shown to significantly affect the perception of the manager¡¦s integrity, where a reduction in distance led to an increase in behavioral integrity perceived by the subordinate. These results are discussed in combination with themes identified from the manager interviews and contribute to the understanding of the role of integrity for the manager and an understanding of how integrity is part of his professional image construct. The study indicated that while a manager may desire to present an image of integrity dispositional and situational factors might affect the success of this self-presentational goal. Implications and future research directions are presented.