Baumeister and Leary (1995) propose with their Need to Belong Theory that negative affect would occur upon the disruption of an existing or even potential social connection. The present paper presents two studies that sought to resolve past contradictory research by examining how rejection by various sources (romantic partners, family members, close friends, or strangers) impact the rejectee’s emotional responses. The first study, which used a recalled memory of rejection, yielded no significant differences in mood, need to belong, threat to the four fundamental needs, or state self-esteem for the different sources. However, the second study, which used imagined scenarios, found that the source of rejection had a significant effect on the rejectee’s levels of hurt feelings, sadness, and perceived level of rejection, indicating that the effects of rejection are influenced by the relationship people have with their rejecters. This has many implications on how we understand relational dynamics and rejection.

Community solar is a renewable energy practice that's been adopted by multiple U.S. states and is being considered by many more, including the state of Oregon. A recent senate bill in Oregon, called the "Clean Electricity and Coal Transition Plan", includes a provision that directs the Oregon Public Utility Commission to establish a community solar program for investor-owned utilities by late 2017. Thus, energy consumers in Portland will be offered participation in community solar projects in the near future. Community solar is a mechanism that allows ratepayers to experience both the costs and benefits of solar energy while also helping to offset the proportion of fossil-fuel generated electricity in utility grids, thus aiding climate change mitigation. For community solar to achieve market success in the residential sector of Portland, ratepayers of investor-owned utilities must socially accept this energy practice. The aim of this study was to forecast the potential social acceptance of community solar among Portland residents by measuring willingness to participate in these projects. Additionally, consumer characteristics, attitudes, awareness, and knowledge were captured to assess the influence of these factors on intent to enroll in community solar. The theory of planned behavior, as well as the social acceptance, diffusion of innovation, and dual-interest theories were frameworks used to inform the analysis of community solar adoption. These research objectives were addressed through a mixed-mode survey of Portland residents, using a stratified random sample of Portland neighborhoods to acquire a gradient of demographics. 330 questionnaires were completed, yielding a 34.2% response rate. Descriptive statistics, binomial logistic regression models, and mean willingness to pay were the analyses conducted to measure the influence of project factors and demographic characteristics on likelihood of community solar participation. Roughly 60% of respondents exhibited interest in community solar enrollment. The logistic regression model revealed the percent change in utility bill (essentially the rate of return on the community solar investment) as a dramatically influential variable predicting willingness to participate. Community solar project scenarios also had a strong influence on willingness to participate: larger, cheaper, and distant projects were preferred over small and expensive local projects. Results indicate that community solar project features that accentuate affordability are most important to energy consumers. Additionally, demographic characteristics that were strongly correlated with willingness to enroll were politically liberal ideologies, higher incomes, current enrollment in green utility programs, and membership in an environmental organization. Thus, the market acceptance of community solar in Portland will potentially be broadened by emphasizing affordability over other features, such as community and locality. Additionally, I explored attitudinal influences on interest in community solar by conducting exploratory factor analysis on attitudes towards energy, climate change, and solar barriers and subsequently conducting binomial logistic regression models. Results found that perceiving renewable energy as environmentally beneficial was positively correlated with intent to enroll in community solar, which supported the notion that environmental attitudes will lead to environmental behaviors. The logistic regression model also revealed a negative correlation between community solar interest and negative attitudes towards renewable energy. Perceptions of solar barriers were mild, indicating that lack of an enabling mechanism may be the reason solar continues to be underutilized in this region.

The installation of solar photovoltaic (solar PV) technology on elementary and secondary schools has been undertaken around the world in an attempt to tie together positive environmental action, innovative environmental education, and potential economic gains. In Ontario, the advent of the Renewable Energy Standard Offer Program and the increased focus on environmental education by the Ontario Ministry of Education has resulted in preliminary interest from some Ontario school boards in installing solar PV technology on schools. However, simply installing the technology on school roof-tops does not guarantee that the potential benefits of a school-based solar PV project will be realized. Drawing from the literatures describing the social acceptance of innovation and technology, the social acceptance of renewable energy innovation and technology, and the social acceptance of educational innovation and technology in schools, this thesis attempts to identify non-technical factors that may impede school-based solar PV project development, and ultimately, attempts to identify factors that help maximize potential benefits. The research was conducted in two distinct phases, with the results from Phase 1 informing the focus and design of Phase 2. Phase 1 consisted of nine key-informant interviews with individuals directly involved in school-based solar PV projects in Canada and the United States, and Phase 2 consisted of a case study in the Halton District School Board (HDSB) and the Halton Catholic District School Board (HCDSB) (Ontario, Canada). Both quantitative and qualitative data were collected in Phase 2 through 30 stakeholder interviews and 50 stakeholder surveys. Respondents in the HDSB and HCDSB generally have a positive perception of solar PV technology, but are concerned to some extent about the cost and economic viability of implementing this kind of project. Five funding models for school-based solar PV projects were evaluated by respondents to determine the effect of project funding models on overall project social acceptance. The results show that the project funding model does affect social acceptance, with 78.1% of respondents reporting that at least one of the five models would cause their support for the project to either increase or decrease. Respondents indicated a strong preference for the government/utility model, while the corporate funding model was shown to be the most controversial. This thesis recommends that a broad-based, inclusive, stakeholder-oriented approach to project development could improve trust and communication between project stakeholders, and thus improve the social acceptance for any of the five funding models. Additionally, with any funding model, teacher and administrative support and social acceptance is particularly important to help maximize the educational component of the project.

The installation of solar photovoltaic (solar PV) technology on elementary and secondary schools has been undertaken around the world in an attempt to tie together positive environmental action, innovative environmental education, and potential economic gains. In Ontario, the advent of the Renewable Energy Standard Offer Program and the increased focus on environmental education by the Ontario Ministry of Education has resulted in preliminary interest from some Ontario school boards in installing solar PV technology on schools. However, simply installing the technology on school roof-tops does not guarantee that the potential benefits of a school-based solar PV project will be realized. Drawing from the literatures describing the social acceptance of innovation and technology, the social acceptance of renewable energy innovation and technology, and the social acceptance of educational innovation and technology in schools, this thesis attempts to identify non-technical factors that may impede school-based solar PV project development, and ultimately, attempts to identify factors that help maximize potential benefits. The research was conducted in two distinct phases, with the results from Phase 1 informing the focus and design of Phase 2. Phase 1 consisted of nine key-informant interviews with individuals directly involved in school-based solar PV projects in Canada and the United States, and Phase 2 consisted of a case study in the Halton District School Board (HDSB) and the Halton Catholic District School Board (HCDSB) (Ontario, Canada). Both quantitative and qualitative data were collected in Phase 2 through 30 stakeholder interviews and 50 stakeholder surveys. Respondents in the HDSB and HCDSB generally have a positive perception of solar PV technology, but are concerned to some extent about the cost and economic viability of implementing this kind of project. Five funding models for school-based solar PV projects were evaluated by respondents to determine the effect of project funding models on overall project social acceptance. The results show that the project funding model does affect social acceptance, with 78.1% of respondents reporting that at least one of the five models would cause their support for the project to either increase or decrease. Respondents indicated a strong preference for the government/utility model, while the corporate funding model was shown to be the most controversial. This thesis recommends that a broad-based, inclusive, stakeholder-oriented approach to project development could improve trust and communication between project stakeholders, and thus improve the social acceptance for any of the five funding models. Additionally, with any funding model, teacher and administrative support and social acceptance is particularly important to help maximize the educational component of the project.

The current study investigates the relationship between social support and the social self-concepts of gifted adolescents. Participants include 245 gifted students who had completed the fifth through the tenth grade during the previous academic year. Social self-concept was measured using the Self-Description Questionnaire II (Marsh, 1990). Social support was measured using the Child and Adolescent Social Support Scale (Malecki & Demaray, 2002). Results indicate multiple relationships between perceived social support and social self-concept, as well as a significant gender difference for the frequency of close friend social support. No gender differences were found for the parent, teacher, classmate, or school social support scores. Conclusions and implications for education and counseling are discussed.

A challenge related to the expansion of wind power concerns how wind power developers can foster a good relationship with local communities. Building on research on social acceptance for wind power, this thesis addresses two identified gaps. The main focus is a theoretical gap, where previous research is criticized for assuming perfectly flexible organizations when suggesting how social acceptance can be enhanced. Also, an empirical gap is addressed by studying India, a different socio-economic and socio-cultural context compared to western contexts, which previous research has focused on. The aim is to study how management’s stakeholder prioritization affects community acceptance through a qualitative case study of a large Indian wind power developer with data from semi-structured interviews with senior management and internal company reports. The results show that managers’ stakeholder prioritizations and organizational constraints affect community acceptance and that the factors that enhance community acceptance has to be adapted to the context.

Thesis (Ph. D.)--University of Queensland, 2002. / Includes bibliographical references.

The results of an ethnohistorical study of Lethbridge, Alberta led to my questioning current presumptions in the Canadian social inequality literature that social class, income, educational attainment, gender and ethnicity are principal factors in shaping social inequality in Canada. The ethnographic evidence suggests that membership criteria associated with locally-defined, historically-evolved groups mark who has political influence (a specific form of social power), and where the ensuing social inequalities lie in Lethbridge. A theoretical framework describing how historical circumstances lead to the redefinition of which socially-defined characteristics become local status markers is presented as the underlying theoretical orientation of this thesis. The framework does not preclude the possibility that social groups other than those studied in this thesis use social class, occupation, income, education, gender and ethnicity as status characteristics or group membership criteria. The framework is my attempt to clarify the often-unclear relationship among social inequality concepts. A mail-out social survey (N=238) was used to empirically test the hypothesis that Lethbridge group membership is a better predictor than social class, income, educational attainment, gender and/or ethnicity of who has political influence in Lethbridge community decision-making. Data was analyzed using analysis of variance (ANOVA), bivariate correlation, and multiple regression. Mixed levels of support were found for the Lethbridge group hypotheses, with the "fits in" and "local trade/business people" receiving considerable support; North/South/West sider, and religious affiliation receiving some support; and Old-timers receiving no support. In contrast, the only social inequality hypothesis to receive more than minimal support was level of education. It is concluded that status characteristics are more fluid, local and historically negotiated than assumed in the social inequality literature. Suggested directions for future theoretical and empirical work include refinement of the relationships among social inequality variables and further empirical tests of the theoretical framework proposed here.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (M.A.)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (leaves 84-86). Also available via the World Wide Web.