Typescript, etc. / Digitized by Kansas State University Libraries

Digitized by Kansas Correctional Industries

Thesis--University of Wisconsin--Madison. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 139-144).

The research is concerned with psychological time. It describes dimensions along which to measure attitude to time and relates these to locus of control. It seeks to indicate how attitude to time can be related to various strategies which managers may employ in managing their time. An instrument for measuring attitude of time (Time Questionnaire) has been derived from a Wessman model by factor analysis. The resulting dimensions (being organised, present-rootedness, personal harassment, changeability and relaxed style) have been interpreted with the aid of semi-structured interviews with practising managers. Attitude profiles derived by cluster analysis allow managers to be classified into three broad groups. Rotter's locus of control scale was selected for further testing because of its relevant theoretical base and its methodological appropriateness. Factor analysis was employed to challenge Rotter's contention that the scale is unidimensional. Two dimensions have been identified (general luck and political control) which show partial correlation with the Time Questionnaire dimensions. A method of identifying internals and externals by weighted scores on the two dimensions provides a more accurate description than the conventional method. The two strands of the research were integrated in a study with managers of a large city council, based on the use of the Time Questionnaire and the locus of control scale. As part of the integrative study an additional instrument was developed to analyse strategies used for overcoming time management obstacles (Obstacles Questionnaire). Finally, the research offers a Time Questionnaire which will help managers and other researchers to increase their understanding of attitude to time. It offers a two-dimensional view of locus of control with an improved method of scoring. It also offers an Obstacles Questionnaire which can be used to link attitudes to time to any future observation studies on time management.

This research is related to time management and the use of timesheets in architectural design education. It focuses on the role of Web-based timesheets in the architectural design studio. The main purpose of the research is to explore whether Web technology is helpful in increasing compliance with time documentation and can determine which student behaviors and habits can be observed with Web-based timesheets in architectural design education. In time management, using timesheets is a common method to analyze time usage. However, a traditional timesheet is usually focused on the investigator's (teacher or employer) perspective. Therefore active participation is hardly expected and data analysis is not easily offered to participants as useful information in real time. To overcome the identified problems, Web technology may be useful. For this research, a pilot software tool was developed and tested in design studios at several grade levels. Research was focused on empirical observation to determine which student work patterns and behaviors can be observed with a Webbased timesheet tool. The Web-based timesheet tool was successfully fielded in the design studio and the utility of the Web-based timesheet tool was observed. By analyzing the collected data from the experiments with this Web-based timesheet tool, it was possible to observe various work patterns and behaviors and to develop insights in the students' design process. Analysis of log data gave interesting insights into students' work patterns and design behaviors. Web technology was helpful in increasing the value of the timesheet in architectural design education.

This study was designed to determine whether or not there is anxiety change during periods of unstructured time in people who were identified and classified as inner-directed and other-directed individuals. The intent was also to examine the relationship between self-concept and anxiety change in the two classifications.The research was planned to examine three hypotheses. A t test was administered for significance of difference in anxiety change between the inner- and other-directed classifications, and correlation coefficients were established in order to examine the relationship between anxiety and self-concept in the two classifications. The data used in this study were collected from the test results on the modified scale from the Personal Orientation Inventory (POI), the scores from the pretests and posttests of the Taylor Manifest Anxiety Scale (TMAS), and the scores from the Tennessee Self Concept Scale (TSCS).The TMAS was administered to 28 participants in an unstructured workshop on creativity on the first day and again on the afternoon of the fourth day when the workshop was completed. The TSCS and the modified scale from the POI were administered on the second day.The 28 subjects included 8 men and 20 women employed by the Louisville Board of Education. Administrators, teachers, social workers, and paraprofessionals volunteered for this experience. They ranged in age from 18 to 55.Subjects scoring in the upper two quartiles on the modified inner- and other-directed POI scale were classified as inner-directed; whereas those scoring in the lower two quartiles were classifed as other-directed. Two pilot studies were conducted with this modified scale previous to its use on this study. Hypothesis #1 was examined by comparing the means of the anxiety change scores which were taken from the TMAS pretests and posttests. A t test was administered for significance of difference between the two means of the TMAS pretest and posttests and was significant at the .05 level of confidence.Hypotheses #2 and #3 were examined by using a correlation co-efficient on the anxiety change scores and the Total P scores from the T SCS. The r's were examined, but the relationship between anxiety change and the self-concept scores of this population were not significant in either classification. The self-concept of the inner-directed, however, was significantly higher than the self-concept of the other-directed.The inner-directed subjects dropped significantly in anxiety scores after the unstructured time. Other-directed subjects did have an increase in anxiety scores, but it was not significant at the .05 level of confidence.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 67-77).

Thesis (M. Sc.)--University of Canterbury, 2008. / Typescript (photocopy). "Supervisor: Dr Chris Burt." "August 2008." Some appendices are in Russian. Includes bibliographical references (p. 49-54).

Thesis (Ph. D.)--University of Montana, 2006. / Mode of access: Internet. Title from title screen. Description based on contents viewed Dec. 11, 2006. Includes bibliographical references (p. 18-20).

Thesis (Ph. D.)--Public Policy, Georgia Institute of Technology, 2007. / Barry Bozeman, Committee Member ; Juan Rogers, Committee Chair ; Diana Hicks, Committee Member ; Gordon Kingsley, Committee Member ; Phil Shapira, Committee Member.