The thesis addressed the saving behaviour of adolescents within the social context of the family, which has received little attention to date. The research regarded adolescent economic socialization and the development of saving behaviour as an integral part of general socialization and adolescent psychological development. The importance of saving was investigated relative to alternative ways for getting larger sums of money. Three large survey studies with adolescents and one survey study with adolescents and their parents were carried out. In Study 1, 470 students between the ages of 11 and 18 took part. The results of this study revealed that adolescents do think of saving as a means of accumulating larger sums of money. Studies 2 and 3 sampled 290 and 443 students between the ages of 11 and 17 and 13 to 14, respectively, providing empirical evidence of adolescents’ endeavour for independence, reflected by their saving motives as well as the changing of their attitudes towards saving as a skill. The thesis examined a number of significant predictors for adolescents’ general tendency to save. The studies linked adolescent saving with home atmosphere and perceived parenting style empirically for the first time. A path model illustrates the associations that were found between the behaviour and attitudes of the parents and the saving behaviour and attitudes of their adolescent child. It demonstrates that the development of saving behaviour is linked to the power relationship between parent and child. The findings support the behavioural life-cycle hypothesis as well as the benefits of being raised in an ‘authoritative home’ with regard to skills in saving.

Traditionally, nurse anesthesia educators have utilized prior academic achievement to predict student success. However, research has indicated that prior academic achievement offers an inadequate assessment of student success in graduate healthcare programs with extensive clinical residencies. The educational literature has identified many non-cognitive factors, such as self-efficacy and locus of control, that may provide a more holistic prediction model of student success. An experimental study with pretest-posttest design and stratified random assignment was conducted to evaluate the effectiveness of an educational intervention to promote self-management, professional socialization, and academic achievement among first semester graduate nurse anesthesia students. Participants (N = 66) were demographically similar to the national graduate nurse anesthesia student body, though Hispanics and younger students were a little over-represented in the sample (56% female, 75.8% White, 15.2% Hispanic, 6% Other, 59% ≤ 30-years-old, 67% ≤ 3 years of ICU). The results showed that most graduate anesthesia students had strong self-management and professional socialization characteristics on admission. The results did not support the effectiveness of this educational intervention. Thus, ceiling effect may have accounted in part for statistically non-significant results regarding self-efficacy (p = .190, ω2 = .03), locus of control (p = .137, ω2 = .04), professional socialization (p = .819, ω2 = .001), and academic achievement (p = .689, ω2 = .003). Future researchers may need to expand the scope of the intervention, use a more powerful and sensitive instrument, and utilize a larger sample.

Genusforskning inkluderar oftast inte maskulinitet, speciellt inte hur det reproduceras i samhället. Utifrån ett socialpsykologiskt perspektiv utgår därför denna studie från den socialisation som dagligen sker mellan media och samhällsstrukturen. Den här studien beskriver den kulturella representationen av män med hjälp av 80 analyserade filmer och 239 analyserade manliga roller från Sverige och Amerika under 1950- och 2010-talet. En kvalitativ- kvantitativ innehållsanalys genomfördes för att kunna placera de analyserade manliga rollerna i redan existerande maskulinitetskategorier. Resultatet visar att maskulinitet inte får tillräckligt med utrymme i dagens samhälle och kan därmed inte alltid kategoriseras in i dessa maskulinitetskategorier. De största förändringarna av män från 1950-talet och 2010-talet är att vikten av familjen har minskat, samt att mannen har blivit mer känslosam. De största skillnaderna mellan den amerikanska och svenska mannen ligger i hur den amerikanska mannen dominerar i arbetslivet samtidigt som han är familjefar, medan den svenska mannen lever ett ungkarlsliv och lägger stort fokus på sina vänner. / The study of Gender does not often explore masculinity, especially with regards to their role in reproduction in society. The social psychology perspective of the daily socialisation that occurs between media and the social structure is therefore the outset of this study. A cultural representation of men has been described from a dataset of 80 analysed films, and 239 analysed male characters from Sweden and America during the 1950s and 2010s. A qualitative- quantitative content analysis was conducted to place the analysed male characters in already existing categories of masculinity. The results showed that masculinity does not have enough space in today’s society. Due to these findings, many men no longer fit the profile into the existing categories of masculinity. The biggest differences between men from the 1950s and 2010s, was a shift in the importance of family life. Over the years, men have developed a more emotional and sensitive side to themselves. When comparing the difference between the American and Swedish man; The American man tended to dominate his work life while being a family father. Whereas, the Swedish man lived a life of a bachelor and devoted a great deal of time to his friends.

Cooperation in international organizations is to a large degree driven and sustained by socialization – the process of inducting actors into the norms and rules of a given community. In the context of international organizations, the most influential state agents are the permanent representatives, the member states’ ambassadors to an international organization. However, systematic studies on the conditions for the socialization of permanent representatives are conspicuously absent in the literature. Instead, most previous research has focused on the conditions for socialization of “high-level officials” in the European Commission. This quite narrow perspective has led to a “N=1” problem and the generalizability of these studies have suffered as a result. In this thesis, I have aimed to broaden this perspective by testing six hypotheses on the conditions for socialization within two committees of permanent representatives in two different international organizations, the PSC (EU) and the NAC (NATO). This has been done by conducting elite interviews with 21 permanent representatives and deputies in Brussels. In contrast to previous research, the results of this thesis suggest that four of the six tested hypotheses should be disregarded, while two hypotheses – the representative’s relation to its MFA and the ambiguity of the international organization’s norms– should be given more theoretical consideration in future research. In addition, the interviews have shown that the degree of “internalization”, which can be understood as the goal and outcome of socialization, is stronger in the NAC than in the PSC. This outcome also contests the conventional wisdom that the EU is a sui generis case of socialization. On the basis of these results, I argue that the socialization of permanent representatives in international organizations is likely to occur if the organization’s norms have unambiguous, existential and materialistic consequences.

This study follows students from two Swedish elite upper secondary schools with different profiles when they participate in a parliamentarian role-play game. The game lacks a teacher authority and is not a graded activity, putting the students in a position where they must negotiate what constitutes winning and losing. The game is used as an ethnographic site to investigate what it means to be a ‘successful’ elite school student and how it is embodied. The aim is to explore concrete processes of habitus formation, extending the knowledge regarding elite socialization in the Swedish case. The findings suggest that the game puts notions of what it means to be a ‘successful’ student to its head, giving rise to conflicts between students from the two differently profiled schools. The conflicts articulate differences between schools within the elite school category with regard to student formation. Further, the game singles out a few students and make them feel entitled to become leaders. The study shows that the intersection of students’ school affiliation, gender and social class background is important in order to understand whether they feel entitled or not, as well to understand their more encompassing experiences in this elite school game.

L'éducation à la citoyenneté comme forme de socialisation juridique est un moyen parmi d'autres qui nous permet de concevoir un possible dépassement de la «raison paresseuse» dans laquelle sont engagés les modèles politiques occidentaux. Les bases d'un nouveau code moral proposant à la fois une identité individuelle et collective pour le citoyen sont nécessaires. Ainsi, les énergies consacrées à la meilleure formation possible des futurs acteurs de la société québécoise, au partage d'idées et de perceptions dans une perspective contemporaine, ne peuvent être que bénéfiques pour l'avancement et l'avènement d'une société où l'équité coexiste avec la différence. C'est en réfléchissant et en échangeant sur le sujet avec notre entourage que nous avons décidé de concentrer nos recherches dans le domaine de 1'« éducation à la citoyenneté» avec comme contenu le droit. Naturellement, l'analyse à proprement positiviste du droit est ici mise de côté. Comme nous le verrons plus loin, une étude qui aborde la vision que se font les jeunes de l'univers juridique qui les entoure commande plutôt une approche sociologique. Les conclusions tirées de notre projet de recherche contribueront au débat entourant les concepts de citoyenneté, de droits fondamentaux et de responsabilités sociales dans une dynamique d'apprentissage. En tenant compte de la dimension culturelle de la citoyenneté, nous décrirons les différences d'interprétation et de représentation des droits fondamentaux et des responsabilités sociales dans la conscience d'« initiés» et de « non initiés» à une activité de socialisation juridique organisée par le Centre de développement pour l'exercice de la citoyenneté (CDEC), Débats de citoyens. Ce n'est qu'une fois cet exercice complété que nous tenterons d'évaluer le bienfondé et la validité d'une telle approche pédagogique. Mots clés: Éducation, citoyenneté, droits, responsabilités, socialisation, culture, débat, différence. / Citizenship education as a form of legal socialization is a way to conceive a possible overtaking of the «lazy reason » that embodies western political paradigms. The basis of a new moral code proposing an individual and collective identity for each citizen is necessary. Thus, the efforts invested in the best possible development of future actors in the province of Québec, in the sharing of ideas and views in a contemporary perspective, can only benefit the promotion and the upcoming of a society where equity coexists with difference. It is through reflection and while exchanging on the subject with others that we decided to concentrate our research on citizenship education with law as its content. Naturally, a positivistic analysis of the law is absent in such work. As we will see, a study that tackles young individuals' view of the legal universe they live in, rather commands a sociological approach. The conclusions we reached will contribute to the debate on the concepts of citizenship, fundamental rights and social responsibilities in a learning environment. Taking into account the cultural dimension of citizenship, we describe the differences in the interpretation and the representation of fundamental rights and social responsibilities in the conscience of "initiated" and "non-initiated" to a legal socialization activity organized by the Centre de développement pour l'exercice de la citoyenneté (CDEC). This activity is called Débats de citoyens, which translates to Citizens' debate. Only once this work is done will we attempt to evaluate the value and worth of such a pedagogical approach.

Within the last decade, more organizations are utilizing a non-traditional workforce. Specifically, these organizations are utilizing contract workers as resources to provide services and manufacture products. While this change in workforce provides benefits to organizations, the change also presents numerous challenges such as turnover. The turnover involved in such a relationship along with the addition of newcomers translates into an organizational socialization and knowledge transfer (KT) issue, because contract workers as well as employees need to be efficiently brought into a new organization, and knowledge needs to be shared with these new individuals so that they can effectively contribute to the work process. It is contended that organizations follow a typical, informal organizational socialization "policy" which involves KT in getting new contract workers and employees up to speed. This study addressed the typical organizational socialization policy as it is represented by formal knowledge transfer (FKT) via instructor-led/classroom training (ILT) and computer-based training (CBT) and by informal knowledge transfer (IKT) via a social network. The study focused on IKT, because companies understand this type of KT the least. In order to evaluate the organizational socialization of contract workers for this study, the contract worker population was compared to a baseline population of employees which was broken up into two employee groups: "rookies" and experienced hires. The formal and informal transfer of three types of knowledge (job task, role, and organizational norms) was assessed by using surveys and interviews (including social network methods) on a research population consisting of 166 employees (both rookies and experienced hires) and contract workers from a Fortune 100 company. The findings include: (a) Job task knowledge was transferred more often than role and organizational norms knowledge, (b) coworkers were used more than managers a source of knowledge overall, (c) worker classification as well as job task and role knowledge explained significant amounts of variance in performance, and (d) network size impacted performance.

Female teenagers have been found to be the most affluent teens according to the Rand Youth Poll's nationwide survey. The survey finds the average weekly income from female teens age 16 to 19 to be $82, with $50 from earnings and the balance from their allowances. Other findings from the survey indicate that adolescent girls receive more than adolescent males in allowance from parents, as mothers understand the need for the female teen to have the income necessary to purchase clothing and cosmetics. Past research studies have attempted to measure the influence sources on teenagers when purchasing clothing by asking teens to rank different influence sources or by asking the teens who accompany them when shopping. The current research study develops a structural equation model that allows for the comparison of the three predominant influence sources identified in the consumer socialization literature, i.e., parental influence, peer influence, and promotional communications sought out by the teen. To test the model, 206 randomly selected female teenagers completed a mail questionnaire regarding the influences on clothing interest. The female teens were all members of a non-denominational youth group, age 13 to 19, living in the North Texas region. The model derived is only the third model in the marketing literature to examine the consumer socialization process, and the first in fifteen years. Examining the three main influence sources identified from consumer socialization literature, peer, parent, and media sources, the results differ from past models. The female teens perceive parental influence as a negative influence on clothing interest, contrary to past findings. Peers and media are perceived as positive influences on teen clothing interest as in past models. The results signify the need for marketing researchers to continue to investigate the dynamic nature of consumer socialization.

The purpose of the study was to investigate independent piano teachers' view of themselves in the light of selected attributes found in sociological writings on the professions. The research problems were: (a) to determine the attitudes which independent piano teachers held toward selected professional attributes; (b) to determine the relationship between the attitudes toward the professional attributes and selected background variables; and (c) to determine the degree of association between these attributes. The problems were addressed by a questionnaire directed to independent piano teachers active in the area of Dallas-Ft. Worth, Texas. Thirty teachers were also interviewed to determine consistency of response and to explore issues which the questionnaire had raised. Reliability and validity were established at acceptable levels. Techniques of statistical analysis included Pearson's product-moment correlation, multiple regression, chi-square in conjunction with Cramer's V_, and factor analysis. The strongest attitudes expressed by the teachers in the study concerned professional self-image, altruism, client orientation, commitment to work, and independence. The most important background variables were age, years of experience, number of students, certification by a professional association, and college degree in music. A multiple regression analysis tested each variable against the dependent variable professional self-image; recognition by others, commitment to work, client orientation, and qualification were found to account for 25% of the common variance. A factor analysis was also conducted to seek out patterns of attitudes among the attributes being studied; seven factors were identified among the subjects' belief systems as Professional Actions, Satisfaction, Quality Control, Professionalism, Compliance, Autonomy, and Focus on Student. These factors accounted for almost half of the total variance in the data. The study concluded that: (a) independent piano teaching was a female-dominated, subsidized occupation, and (b) the piano teachers' professional self-image seemed to be an evaluation of themselves and their work, rather than the use of profession as a definable goal for which to strive.

This study compared beginning and advanced counselor education students on self-reported sex-role orientation and preference for selected counseling responses. It was assumed that sex-role socialization leads to restrictive attitudes that make it difficult for students to acquire and use selected interpersonal counseling skills. It was anticipated that counselor education training programs would provide a means for students to overcome the limitations imposed by sex-role socialization practices. Subjects in this study were 87 counselor education graduate students, 34 advanced students enrolled in the final two courses required for the master's degree and 53 beginning students enrolled in the first course in the master's degree sequence. Based on scores obtained from the Bern Sex-Role Inventory, subjects were divided into three groups: (1) feminine, (2) androgynous, (3) masculine. The Response Alternatives Questionnaire was used to determine subjects' preference for counseling responses.