The purpose of this study was to investigate the willingness of people to consider nontraditional sex roles, and to determine whether males and females were more prone to consider nontraditional sex roles when the person attempting to influence them was male or female. It was hypothesized that individuals can be influenced to consider nontraditional sex roles, and that male presenters would have greater impact than female presenters. It was also hypothesized that male presenters would be perceived as more credible and more adequate.The subjects were 93 undergraduate students, 42 males and 51 females, who volunteered to participate in the study, and were told that they would be "helping us to evaluate what and who should be included in a presentation for a national convention as well as a seminar on campus." They were divided into two groups on the basis of sex and then were randomly assigned to one of three conditions: one of two female speakers, one of two male speakers, and the control or music group.Subjects were given written explanations of the "project'' and written background information about the audiotapes to which they listened. Treatment groups listened to a tape containing either a male or a female advocating nontraditional sex roles while control subjects listened to a tape of music. After listening to the tapes, the treatment subjects responded to two semantic differential instruments (Quality of Presentation, and Person), and a generalized reaction questionnaire (which was essentially part of the deception). They then responded (by raising their hands to indicate yes or no) to three verbal questions concerning their commitment to their attitudes. They were then administered the final questionnaire, the Attitudes Toward Women Scale (AWS).After listening to the tape of music, the control subjects completed one semantic differential instrument (Quality of Performance), a generalized reaction questionnaire, and the AWS. They were given no verbal questions. All of the subjects were immediately debriefed together.Three analyses of variance and a series of univariate contrasts were performed on the primary dependent measure, the AWS, with significance being sought at the .05 level. Results indicated that the treatment was not effective. However, female subjects scored significantly higher (more liberal) than male subjects (F = 23.77, p < .001), and the male presenters as a group were more effective than the female presenters (F = 4.18, p < .05), and by extrapolation, more effective than the control condition.Multivariate analyses of variance and multivariate contrasts were performed on the secondary dependent measures, the semantic differential instruments (which were equally divided into three factors: activity, evaluation, and potency). There were no significant differences in the ratings given to male and female presenters. There was, however, a significant difference between the two female presenters on the activity factor (F = 8.49, p < .05). In addition, it appears that female subjects rated the presenters significantly higher (F = 7.29, p G .05) on the activity factor than did male subjects, and by contrast, male subjects gave higher ratings (F = 6.91, p < .05) on the evaluation factor than did female subjects.Two secondary analyses were performed on supplemental data that had been collected. The first analysis indicated that subjects' scores on the AWS were significantly correlated (r = -.1828, p < .05) with how close they said the presenters' views were to their own. The closer they perceived the views to be, the higher their AWS score. In the second analysis the subjects' answersto the three public commitment questions were compared with (1) the sex of the subjects, and (2) the individual presenters. There was a significant difference in the subsects' desires to meet the various speakers (X2 = 11.412, p < .05), emphasizing earlier trends indicating differences among the individual presenters.The recommendation was made for additional research in the area of influencing people to consider more flexible, nontraditional sex roles, and how responses are affected by the gender of the people involved. Investigations using a larger number of presenters, and more impactfully devised modes of treatment were suggested.

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Orientador: Lígia Márcia Martins / Banca: Juliana Campregher Pasqualini / Banca: Tiago Nicola Lavoura / Banca: Renato Eugênio da Silva Diniz / Banca: Luiz Bezerra Neto / Resumo: A Pedagogia Histórico-Crítica estabelece algumas premissas que se colocam como ponto de partida para o estudo aqui apresentado, entre elas: a relação entre o trabalho educativo e a formação/transformação na concepção de mundo de alunos e professores é uma das preocupações centrais desta teoria pedagógica; o papel do conhecimento sistematizado se efetiva de maneira mais consistente quanto mais o ensino se aproxime de uma concepção materialista, histórica e dialética de mundo; ensinar conteúdos escolares é ensinar concepções de mundo veiculadas por eles. Desta forma, o presente trabalho, situado nas interfaces entre a Pedagogia Histórico-Crítica, a Psicologia Histórico-Cultural e a Filosofia da Biologia, pretende explicitar a relação entre a educação escolar e a formação da concepção de mundo, particularizada na mediação de conteúdos de ensino a partir da teoria evolucionista. Tomando como unidade de análise o trabalho pedagógico, buscou-se examinar os principais elementos da teoria da evolução como contribuições para a formação, por meio da educação escolar, de uma concepção objetiva de natureza; bem como elucidar as relações entre a construção de uma concepção objetiva de natureza e a elaboração de uma concepção científico-filosófica de mundo, tendo em vista apontar o potencial desenvolvente do ensino de Biologia para a edificação da mesma. O primeiro capítulo destinou-se a esclarecer as origens da concepção de mundo e a unidade de análise do objeto desta pesquisa (ambos fund... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Critical-Historical Pedagogy establishes some premises that stand as a starting point for the study presented here, among them: the relation between education and the formation / transformation of the worldview of students and teachers is one of the central concerns of that pedagogical theory; the role of scientific knowledge is more consistently effective the more teaching approaches a materialist, historical, and dialectical worldview; teaching school content is to teach worldviews conveyed by them. The present study is based on Critical-Historical Pedagogy, Cultural-Historical Psychology and the Philosophy of Biology and aims to clarify the relation between school education and the formation of the worldview, through the mediation of the school content "evolution". We take as unit of analysis the pedagogical work and sought to examine the main elements of the theory of evolution as contributions to the formation, through school education, of an objective conception of nature; as well as to elucidate the relations between the construction of an objective conception of nature and the elaboration of a scientific-philosophical worldview, in order to point out the developmental potential of Biology teaching for its construction. The first chapter was intended to clarify the origins of the worldview and the unit of analysis of this research (both based on the human work). In the second chapter three different dimensions of the worldview (philosophical-scientific, psychologic... (Complete abstract click electronic access below) / Doutor

Orientador: Abílio da Costa-Rosa / Banca: Sueli Terezinha Ferreira Martins / Banca: Silvio José Benelli / Resumo: O presente trabalho é resultado de um processo de intercessão realizado em um Centro de Atenção Psicossocial que atende os sujeitos dos impasses decorrentes do uso de álcool e outras drogas (CAPSad II). Trabalhou-se com o Dispositivo Intercessor (DI), uma ferramenta para a práxis da Atenção e para a produção do conhecimento, que tem como seus pilares epistemológicos o Materialismo Histórico, a Análise Institucional, a Psicanálise do campo de Freud e Lacan e a Filosofia de Deleuze. Entre seus objetivos estão: a superação micropolítica da divisão social do trabalho no Modo Capitalista de Produção, entre os que sabem (identificados nos acadêmicos/pesquisadores) e os que fazem (identificados nos "técnicos", trabalhadores da Atenção), objetivando a recuperação da "práxis" e a produção do conhecimento fora do laço social Discurso Universitário (como proposto por Lacan). O objetivo do intercessor é dar vazão aos movimentos já em curso na instituição, ocupando as brechas do instituído para, a partir daí, possibilitar que construções singulares sejam feitas pelos sujeitos da práxis. Salienta-se que, na construção da reflexão acerca da experiência vivenciada, não se trabalha com a pretensão de produzir um saber que seja generalizante e "sirva para todos", objetiva-se ampliar as possibilidades de intercessão e instrumentalizar outros sujeitos/trabalhadores que queiram se posicionar como intercessores em suas práticas / Abstract: This work is the result of a process of mediation conducted in a Psychosocial Care Center serving the subjects of impasses arising from the use of alcohol and other drugs (CAPSad II). Worked with the Intercessor Device (ID), a tool for the practice of Attention and the production of knowledge, which has as its pillars the epistemological Historical Materialism, Institutional Analysis, Psychoanalysis field Freud and Lacan and Philosophy Deleuze. Among its objectives are: overcoming micropolitics of the social division of labor in The Capitalist Mode of Production, between those who know (identified in academics / researchers) and those that do (identified in the "technical" Care workers), aiming at the recovery of practice and the production of knowledge outside of the social bond speech University (as proposed by Lacan). The goal of the intercessor is to give vent to movements already underway in the institution, occupying the gaps established to, from there, enabling unique buildings are made by the subjects of praxis. Stresses that, in the construction of reflection on lived experience, not working with the intention of producing knowledge that is generalizing and "fits all", the objective is to expand the possibilities of intercession and tool for other subjects / workers who want position themselves as intercessors in their practices / Mestre

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

D.Phil. / In the Republic of South Africa, higher education institutions today are challenged with the need to address a number of pressing demands. In a new democratic dispensation and following the imperatives set out in the National Plan for Higher Education in South Africa (2001), universities have widened participation to students from all population groups. With the ultimate goal of successful throughput, equal opportunity and access must be provided to all prospective students. However, already in 1996 it was acknowledged that equity of access needs to be combined with equity of success. The White paper (1997, clause 1.18) underlines that the principle of equity requires “fair opportunities both to enter higher education programmes and to succeed in them.” Though equity of access, and hence a more representative student body has been greatly achieved, present statistics and national research findings still confirm ignificant challenges in the retention and successful throughput of students. These results suggest that challenges in this regard remain unresolved. A less contradictory relationship between access to university education and academic success at university level needs to be cultivated. More effective admission and selection decisions, together with the identification of accurate predictors of academic success, can make a positive contribution in solving this dilemma. In the past, selection and placement decisions for studying at a university were made primarily on the basis of performance-related criteria and other cognitive variables. In this study the researcher wanted to determine whether the non-cognitive factor of personality, more particularly as it is represented in the Big Five model of personality (Digman,1990; McCrae & Costa,1987; Goldberg,1990), can be used as predictor of academic achievement (and consequently as a proposed instrument of selection and placement) in a multicultural South African context. The Big Five model of personality represents a hierarchical organisation of personality traits in terms of five basic dimensions called Extraversion, Neuroticism, conscientiousness, Openness to Experience and Agreeableness (McCrae & John, 1992). Although the predictive validity of the Big Five factors in academic achievement has often been researched internationally, less research in this area has been completed in South Africa. Recent work in South Africa showed that measurement equivalence across population groups can be established for South African samples; less work had been done on the equivalence across population groups of the predictive validity of the Big Five factors with reference to academic performance. The overarching aim of the present study was therefore to investigate the relationship between the Big Five personality factors and the academic achievement of first-year B Com university students in South Africa, as well as to examine whether these relationships are equivalent for African and white students. In order to achieve this goal the incremental predictive validity of the Big Five personality factors, compared to cognitive ability, in the academic achievement of students was explored. In addition, the predictive value of Population group above and beyond that of intelligence and personality traits was researched. The possible interaction between the Big Five personality factors and Population group was explored in the final step.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1983. / Bibliography: leaves 628-705. / Microfiche. / lMaster negative: Microfiche MS33210. / viii, 705 leaves, bound ill. 29 cm

Indiana University-Purdue University Indianapolis (IUPUI) / This study is a qualitative description of the everyday lives of adolescent girls with epilepsy. The primary purpose of the research was to determine whether or not elements of stigma were present in narratives about participants’ day-to-day living. The researcher used open-ended and semi-structured interview techniques in a series of interviews with four adolescent girls with epilepsy. Elements of stigma were present in some of the constructed themes; however, the researcher also uncovered other unexpected themes. Themes constructed by the researcher included: 1) I Am Like Everyone Else (Except for my Seizures); 2) There are Worse Things than Epilepsy; 3) My Parents Trust Me; 4) Am I Having a Seizure?; 5) Bullying Because of Seizures; 6) Bullying Because of Something other than Seizures; 7) Coping with Bullying; 8) Academic Difficulties;9) Disclosure Management; 10) Seizures are Scary to Have and to See; and 11)If I have a Seizure, Don’t Attract Attention to Me! The researcher considers topics thought to be important to adolescents with epilepsy about which the participants kept silent. The researcher makes suggestions about how the research can be used to improve health care practice and guide educational policies for adolescent students with epilepsy. Based on the findings, the researcher suggests areas for future research in nursing and educational policy.

Indiana University-Purdue University Indianapolis (IUPUI) / The substantial interpersonal and economic costs of depression make it imperative to better understand the predictors and moderators of depressive symptoms. The ability to use social support protects people from depressive symptoms, but individuals high in attachment avoidance tend not to use others as sources of support. Research has found that attachment avoidance is related to depressive symptoms in some samples but not in others (Mikulincer & Shaver, 2007; Shea, 2011). Thus, there appear to be factors that moderate the relationship between attachment avoidance and depressive symptoms. The present study examined if cognitive abilities that facilitate effective emotion regulation strategies moderate the relationship between attachment avoidance and depressive symptoms. Using a sample of college students, attachment avoidance, cognitive abilities, depressive symptoms, and other indices of psychological distress and well-being were measured and examined for evidence of moderation via hierarchical linear regression. The hypothesis that cognitive abilities moderate the relationship between attachment avoidance and depressive symptoms was not supported (ΔR2 = 0.02, p = .68). Factors contributing to the null findings are discussed and conceptual and methodological suggestions are offered for future research.

Indiana University-Purdue University Indianapolis (IUPUI) / Background: Research has repeatedly shown that individuals with severe mental illness desire interpersonal and romantic relationships and that social support (including spousal relationships) is beneficial. In addition, social deficits in mental disorders can often get in the way of developing fulfilling relationships. However, there is little currently available to help clinicians and researchers assess romantic relationship functioning in those with mental illness. The aim of this pilot study was to examine reliability and validity of a new measure of functioning in romantic relationships, the Romantic Relationship Functioning Scale (RRFS). Method: The RRFS was constructed based on theory proposed by Redmond, Larkin, and Harrop (2010). In an analog study, we tested the measure in a sample of college students (N=387), examining reliability, stability over time, factor structure, and relationships with measures of psychopathology and related measures of social functioning to assess convergent validity. Results: The RRFS exhibited a hierarchical four-factor structure, supporting the use of a total score. Although subscales were supported in the factor analysis, other psychometric evidence was weaker, and the use of a total score is advocated. Internal consistency and test-retest reliability were acceptable for the total scale (>.8). The RRFS had moderate to large correlations in the expected direction with all psychopathology measures. In predictive models, overall mental health, social functioning, and fewer interpersonal difficulties predicted higher romantic relationship functioning. Conclusions: The RRFS total score shows preliminary evidence of reliability and validity. The RRFS has potential to be of use in treatment centers for undergraduates and for individuals with diagnosed mental disorders. Future research should further investigate the RRFS subscales and the measure’s performance in clinical samples.