Zugl.: Potsdam, Universiẗat, Diss., 2007.

Zugl.: Praha, Vysoká Škola Ekonomická, Diss.

Chemnitz, Techn. Univ., Diss., 2003.

Zugl.: Linz, Univ., Diss., 2009

Bachelor-Arbeit Univ. St. Gallen, 2005.

Jena, Universiẗat, Diss., 1997.

Thesis (M.S.)--State University of New York College at Brockport, 2003. / Includes bibliographical references (leaf 31).

Proefschrift Maastricht. / Lit. opg. - Met een samenvatting in het Nederlands.

abstract: The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention. The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants. Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

This study aims to examine how individual athlete perceptions of motivational climate act as an antecedent and influence beliefs about teamwork behaviors. Specifically, how the positive and negative aspects of coach-created motivational climate are associated with: (a) understanding the team's purpose and the ability to plan to achieve the team's mission, (b) implementing designed plans for team success, (c) assessing team performances and environment, (d) creating alterations focused on increasing the probability for team success, and (e) preserving interpersonal relationships by resolving conflicts effectively. Participants consisted of female NCAA Division I collegiate athletes (N = 536; Mage = 20.13 years, SD = 1.36) from colleges/universities located in 22 of the 50 states. Hierarchical cluster analysis revealed three motivational climate clusters; low task/high ego, moderate task/moderate ego, and high task/low ego. The main effect for motivational climate and the overall model of teamwork and the individual component of their behavioral dimensions was significant. The DDA revealed a single significant function for each of the six (i.e., the overall model and individual overarching components of teamwork) MANOVAs conducted, which indicated the composite measures of teamwork behaviors discriminated between the different motivational climate clusters.