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本研究探討社會化戰術與主動性人格對社會化結果之影響，研究假設參與較高體制式社會化戰術和主動性人格較高的組織新進成員，其社會化結果 (個人與組織契合度、組織承諾、離職意圖、組織滿意及個人績效) 會較佳。本研究並探討前述關係中的中介機制，假設社會化自我效能及目標設定會中介前述關係。此外，本研究亦假設社會化戰術與主動性人格的交互作用會影響社會化結果。 本研究採類實驗設計進行，以政治大學2008年入學之大一新生為研究樣本，進行四次的資料收集。第一次的施測 (T0) 僅針對參與於2008年九月初舉辦之政大新生定位營的大一新生收集資料，並於其營隊報到時施測；第二次的施測 (T1) 則是在開學一週內 (2008年九月中)，第三次 (T2) 則是入學一個月後 (2008年十月中)，第四次 (T3) 則是開學五個月後 (2009年一月)。 本研究以階層迴歸分析來檢驗所有研究假設。在體制式社會化戰術的效果方面，研究結果顯示T1時，體制式社會化戰術對個人與組織配適度及組織承諾具有預測效果。在T2時，體制式社會化戰術情境的新生除了毅力和適應力及生活技巧外，對所有的社會化結果都有預測效果，且社會化自我效能和目標設定中介前述關係。而在T3時期，體制式社會化戰術只對離校意圖、精通一般原則性知識、適應力及生活技巧有預測效果，但社會化自我效能和目標設定並無中介效果。在主動性人格的效果方面，在T2時期除了離校意圖外，對所有的社會化結果都有預測效果，且社會化自我效能和目標設定在前述關係中大多都有中介效果；但在T3時期主動性人格對社會化結果就都無預測效果。而在體制式社會化戰術和主動性人格的交互作用方面，其僅對T2的學涯定位有影響。研究者並針對本研究之研究結果、理論與實務意涵加以討論。 / In the present study, the researcher examined whether the socialization tactics and proactive personality affected socialization outcomes. This study hypothesized that newcomers who involve in high institutionalized social tactics and with high proactive personalities will have better socialization outcome (P-O fit, organization commitment, intention to quit, organization satisfaction, and job performance).　Additionally, mediators of the above relationships were also examined. This study hypothesized that socializational self-efficacy and goal setting will mediate the relationship mentioned above. In addition, the interaction between socialization tactics and proactive personality will also affect the socialization outcomes. Present study applied quasi-experimental designs, and subjects were freshmen of NCCU in 2008. Four-time data collections were engaged. The first test (T0) was delivered only to the freshmen who joined the orientation camp in the early September of 2008, and the data was collected in the beginning of the camp. The second test (T1) was delivered within the first week of the semester around the mid September of 2008. The third test (T2) was delivered after one month in the mid October of 2008. The last test (T3) was delivered in five months after the beginning of the semester around the January of 2009. Present study used hierarchical multiple regression analysis to exam all hypotheses. For the effects of institutionalized socialization tactics, during T1, the study indicated that the main effect of institutionalized socialization tactics was significant on P-O fit and organizational commitment. During T2, the study indicated that the main effect of institutionalized socialization tactics was significant on all socialization outcomes, except perseverance and adapability and life skills. Additionally, socialization self-efficacy and goal-setting were mediated the above relationship. During T3, the study indicated that the main effect of institutionalized socialization tactics was significant only on intention to quit, knowledge and mastery of general principles, and adapability and life skills, but socialization self-efficacy and goal-setting were not mediated the above relationship. For the effects of proactive personality, during T2, the study indicated that the main effect of proactive personality was significant on all socialization outcomes, except intention to quit. Additionally, socialization self-efficacy and goal-setting were mostly mediated the above relationship. Nonetheless, the main effect of proactive personality on all socialization outcomes was not significant during T3. For the effects of interaction between institutionalized socialization tactics and proactive personality, the main effect of interaction between institutionalized socialization tactics and proactive personality was significant only on career orientation during T2. Finally, practical implications and avenues for future research are discussed.

Syftet med denna studie är att bidra med kunskap om lärarassistenters första tid i Uppsala kommuns pilotprojekt. Med utgångspunkt i vad som kallas resursteori har två forskningsfrågor ställts; 1) På vilket sätt har interna och externa resurser bidragit till lärarassistenternas socialisationsprocess? 2) Vilka konsekvenser får lärarassistenternas socialisationsprocess när den sker inom ramen för ett pilotprojekt? Genom semistrukturerade intervjuer studeras specifikt hur åtta projektanställda lärarassistenter i Uppsala kommun upplevt den första tiden som anställda och vilka resurser som varit betydande för deras socialisation. Resultatet visar att den första tiden i projektet varit försiktig och trevande, något som beskrivs som både positivt och negativt i form av mjukstart och trögstart. Å ena sidan främjas relationsutveckling av mjukstarten men å andra sidan hämmar trögstarten anpassningen till arbetet. Den negativa sidan visar dels hur viktigt det är att arbetsverktyg är klara och redo att användas när den nyanställde introduceras till det nya arbetet då det annars kan skapa negativa upplevelser och bidra till oro. Resultaten visar även en ömsesidighet i pilotprojektet där ingen riktigt visste vad lärarassistentrollen skulle innehålla, och därmed blev det en ny situation för samtliga parter att förhålla sig till. Det övergripande resultatet visade, genom ovan nämnda teman, att pilotprojektet utifrån ett socialisationsperspektiv präglades av en dubbel socialisation. / The purpose of this paper is to study the teacher assistants initial period in the pilot project of municipality of Uppsala. Based on resources theory as a theoretical framework two research questions were asked; 1) In what way have internal and external resources contributed to the socialization process of teacher assistants? and 2) What consequences does the pilot project have on the teacher assistants socialization process? Semistructured interviews were used to ask eight teacher assistants employed in the pilot project about how they experienced the first time in the new workplace and what resources were important for their socialization. The result shows that the initial period of the employment was cautious and tentative, which was described as both positive and negative in terms of a soft start or a tardy start. On one hand the soft start promotes relationship development, but on the other hand the tardy start inhibits adaptation to work. The negative side shows how important it is that work tools are ready to be used when the new employee is introduced to the new work, otherwise it can create negative experiences. The results also show that the pilot project was characterized by a reciprocity where nobody really knew what the teacher assistant role would contain, and thus it became a new situation for all parties to relate to. Through these themes, the overall results shows that the pilot project from a socialization perspective was characterized by a double socialization.

An increase in reports of undesirable professional behaviour in the nursing profession has prompted the question: How could the internalisation of skills, knowledge, values and beliefs be guided in student nurses to help them become effectively socialised as professional nurses? Using a sequential exploratory mixed-methods approach, the study addressed the above question. The researcher used focus-group interviews and field notes to explore and describe the perceptions of professional nurses and experiences of student nurses regarding the professional socialisation of students. The data generated from these findings were further used to determine and describe educators’ (N=128) perceptions on their teaching and facilitation of professional socialisation of students, using a self-administered questionnaire. The findings of both the qualitative and quantitative data were integrated to develop and validate guidelines to support educators and professional nurses in the professional socialisation of students. To establish rigour, the researcher applied measures of trustworthiness and performed validity and reliability tests. The qualitative data were analysed by utilising Tesch’s method of data analysis. The themes that emerged as influential in the professional socialisation of students were related to the professional nurse as role model, clinical supervisor, the educator, clinical learning environment, values and beliefs of the nursing profession and cultural and gender orientations. The quantitative data were analysed using descriptive and inferential statistics. Educators’ teaching and facilitation strategies revealed that the educator as a role model, the clinical environment, teaching approaches and cultural awareness were important social determinants in the professional socialisation of students. The qualitative and quantitative data were integrated to develop guidelines that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and clinical supervisor, the creation of a positive clinical learning environment, the educator as role model, the teaching and support of students, the work ethic of the professional nurse and educator, the students’ behaviour and cultural awareness. These guidelines propose recommendations for educators and professional nurses to support the professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)

台灣海峽兩岸兒童政治社會化研究 一小學國語教科書內容分析之比較 本論文全一冊，分五章十四節，共五萬餘字，概略敘述如下： 第一章緒言。闡明研究動機、研究目的及研究方法，並於第二節中探討以往學者做過 的類似研究，以明優缺點，做為本研究的參考。 第二章敘述政治社會化的涵義與理論。 第三章首先闡述學校的政治社會化功能，再論述台灣海峽兩岸的教育理論基礎及雙方 的小學教育目標、小學國語教學目標，並加以比較，以視雙方教育的差異。 第四章用內容分析法的頻數、百分比率量化台灣小學國語課本及大陸小學語文課本， 分析其內容說些什麼；並利用方向模型探索雙方教科書內容如何說；然後加以比較， 印證四項假設：（一）大陸教育政治性高於台灣。（二）大陸教育政治方面偏重意識 型態的灌輸。（三）台灣教育政治方面注重權威角色的認同，所以強化兒童的政治社 群概念。（四）台灣教育重視倫理道德，因此德育類佔的比例較大陸高。 第五章結論。除了說明研究發現外，並檢討研究缺失，進而提供意見予今後有心做這 方面研者的參考。

The purpose of this study is to illustrate and analyze what the socializing process of the Finn­ ish woman looks like ant to discuss what contributes to the feeling of inclusion, or the feeling of exclusion. The questions asked in the study aim to classify what influenced the decision to move to Sweden. Furthermore they aim to describe what the life in Sweden has been like and what the socialization process for the Finnish woman  looks like. Finally I will study what kind of impact the change of life has had for the feeling of inclusion and for social identity.   Initially the Finnish immigration to Sweden, through time, is described and then earlier stud­ ies relation to this study is accounted for. Then the role of social pedagogy in this study is presented. My theoretical concepts are Giddens theory regarding socialization and socializa­ tions processes and Jenkins theory regarding identity and identity processes. I have prepared the concepts by breaking them down to their core with the purpose to analyze how the con­ cepts coincide and interact. My means of approach to the area is then accounted for in the method chapter. I have chosen a narrative method and have studies stories of five women , about what their lives in Finland was like, what affected the decision to move to Sweden and what has their lives been like in Sweden. By using a self made process chart for analyze I have charted different themes from the stories I collected in Finnish. These themes have then been connected to my theoretical concepts and earlier studies related to this one. The primary reason for the women to move to Sweden was work. Also search for adventure, the dream of welfare and the duty to follow their husbands is mentioned as reasons. Mostly the life in Sweden is perceived as good and only a few have negative experiences, which usu­ ally is due to the own attitude regarding the move. The women have experiences of socializa­ tion in the areas of work, housing, language and communication and association with others. Changes in the identity of the women, have appeared due to changes in context and values or when they have been positively acknowledged by others and finally in situations when the acknowledgment has defaulted, after which an identity crises occurs, which culminates in a changes identity.

The purpose of this research was twofold; a quantitative examination of male socialization patterns along with an assessment of change over time in male socialization experiences. Men born in the 1950s and men born in the 1970s were compared to obtain an understanding of male socialization processes and possible changes since feminist issues have become a prevalent source of discourse in society. A survey questionnaire was utilized with a modified snowball sampling technique to explore male socialization experience. One hundred and one men participated in the project. Socialization experience for the men in this sample was five dimensional and while certain dimensions revealed change over time, others remained static. Findings indicate that quantitative measures can be successfully employed to study socialization processes.

Cette thèse porte sur l’analyse du processus d’adoption par le client d’une innovation commerciale. Plus particulièrement, elle étudie le rôle de la Socialisation Organisationnelle du Client sur le lien entre la Satisfaction Relationnelle et la Fidélité client à une nouvelle forme de vente. Dans cette optique, nous avons réalisé une étude exploratoire dans le but d’identifier les variables favorisant le succès d’une innovation commerciale ainsi que le processus d’adoption et d’apprentissage d’une innovation commerciale. La particularité de notre démarche réside dans le fait d’avoir interrogé différents segments de clients (et de non clients) mais aussi d’avoir observé les collaborateurs d’un DRIVE (Click&Carry). La première partie aboutit ainsi à une modélisation de l’adoption d’une innovation commerciale que nous testons dans la deuxième partie auprès de clients et d’employés. De plus, nous mettons en relation l’extraction des données de consommation des clients interrogés avec les données déclaratives issues des clients et des employés de contact.Les résultats de la recherche corroborent le rôle modérateur de la Socialisation Organisationnelle du Client (SOC) et de la Perception de la Socialisation Organisationnelle de l’Employé (PSOE), leur rôle variant en fonction du type d’innovation commerciale observée. Il en va de même au sujet du lien entre la Socialisation Organisationnelle de l’Employé (SOE) et, la Socialisation Organisationnelle du Client (SOC) d’une part, et, d’autre part, la Perception de la Socialisation Organisationnelle de l’Employé (PSOE), bien qu’il ne s’agisse que d’une démarche exploratoire / This thesis focuses on the analysis of a retailing innovation adoption process by customers. More in particular it examines the effect of Customer Organizational Socialization on the relationship between Relational Satisfaction and Customer Loyalty to a new form of selling.Towards this end, we conducted an exploratory study to identify variables promoting the success of a retailing innovation as well as the adoption and learning processes of a new form of selling. The advantage of our approach lies not only on having surveyed various customers and non-customers groups but also on having observed employees of a "Click and Collect". The first part led to a model of the adoption of a retailing innovation. In the second part, we tested this model on the basis of a customer and employee database. In addition, we related the extraction of our surveyed customers consumption data with declarative data from customers and contact employees.The research findings support the moderating effect of Customer Organizational Socialization (COS) and the Perception of Employee Organizational Socialization (PEOS), their role varying depending on the type of the retailing innovation. The same results are obtained about the relationship between Employee Organizational Socialization (EOS) and Customer Organizational Socialization (COS) on one part, and the Perception of Employee Organizational Socialization (PEOS) on the other part, although it is only an exploratory approach

by Wan Wai Kwan. / Thesis (M.Phil.)--Chinesse University of Hong Kong, 1990. / Bibliography: leaves 192-196. / Acknowledgments / Chapter Chapter One --- Objective and Literature Review --- p.1 / Chapter Chapter Two --- Methodology and Hypotheses --- p.19 / Chapter A. --- Sampling --- p.19 / Chapter B. --- Hypotheses --- p.25 / Chapter C. --- Analysis --- p.30 / Tables for Chapter Two --- p.33 / Chapter Chapter Three --- A Profile of Two Generations --- p.34 / Chapter A. --- Political attitudes of the adolescents --- p.34 / Chapter B. --- Contrast between parents and adolescents --- p.40 / Chapter C. --- Sex difference and sex-lineage similarity --- p.53 / Tables for Chapter Three --- p.53 / Chapter Chapter Four --- Socialisation in the Family --- p.76 / Tables for Chapter Four --- p.95 / Chapter Chapter Five --- Socialisation in the School --- p.104 / Tables for Chapter Five --- p.120 / Chapter Chapter Six --- Interaction among Agents --- p.126 / Political Knowledge and Political Interest --- p.131 / Tables for Chapter Six --- p.132 / Chapter Chapter Seven --- Conclusion --- p.137 / Notes --- p.153 / Appendixes --- p.152 / Chapter A. --- Tables for demographic data --- p.162 / Chapter B. --- Tables for profile of two generations --- p.164 / Chapter C. --- Tables for socialisation agent - family --- p.166 / Chapter D. --- Tables for socialisation agent - school --- p.169 / Chapter E. --- Tables for conclusion --- p.171 / Chapter F. --- Abbreviation of attitude items --- p.173 / Chapter G. --- Frequency table for the overall sample --- p.174 / Bibliography --- p.192 / Chapter A. --- Books --- p.192 / Chapter B. --- Journals --- p.194 / Questionnaire