The purpose of this study is to investigate the relationships among leadership style, trust, achievement motivation and job involvement. The leadership style was measured by using revised LBDQ which was commonly seen in related research (Lee¡A2000¡FKao¡A2002); The measurement of trust was based on the research of Mayer, Davis & Schoorman (1995) with minor revisions made by Wu (2000); Achievement motivation was measured by using Wu and Lin¡¦s (1997) translated questions. Finally, the measurement of job involvement developed by Lodahl and Kejner (1965) was used. 110 survey questionnaires were issued to the staffs of Kiss Radio, with a total number of 95 valid respondents. The data was analyzed by using SPSS/12 (Statistical Package for the Social Science) for Windows XP. The statistical analyses contained 1).descriptive analysis, 2) reliability tests, 3) factor analysis, 4) Pearson Correlated analysis, and 5) regression analysis. The results of generally indicated the following: 1) There were significant relationships between structural leadership and job involvement. 2) The sympathy for work is significantly affected by the perfectionism and workaholicism. 3) Significant relationship between structure of leadership and achievement competition of effort was found. Conclusions, recommendations, as well as limitations of this study were also discussed based on the results.

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 92-99). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ56228.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

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The purpose of this study was to investigate the relationships among mood, task performance, and attribution. It was hypothesized that type of mood would affect task performance and causal attributions for success and failure. Subjects viewed one of three films, selected for their humorous (positive mood), educational (neutral mood) and violent (negative mood) content and performed an anagram task in which success and failure was manipulated. After completing the task, subjects were asked to write down the most important cause of their success or failure and rate the cause on three 9point subscales, one subscale for each of the attributional dimensions of internality, stability, and controllability. In addition, subjects responded to an ascription scale that assesses the extent to which specific factors (e.g., task difficulty) are perceived to influence performance. The study found the expected effect of outcome on the causal ascription measure of attributions but not for the dimension measure. Contrary to the hypothesis, there was no effect of mood on attributions or task performance. These results raise the question of the measurement of attribution by causal ascriptions versus dimensions, and leave unresolved the questions of the relationships of mood to attribution and task performance. Possible explanations for the discrepancy between ascriptions and attributions and the lack of an effect of mood are discussed. Implications for future research are examined and suggestions are proposed. / Department of Psychological Science

This study was an attempt to investigate the relationship between aspects of the parental relationship and the level of functioning of their children. The discrepancies between role perception and role expectation within the parental relationship were selected as the major focus of this study. The principal hypothesis stated that parents of high functioning children would demonstrate greater interpersonal role congruities than parents of low functioning children. Based upon previous research studies and parent ratings obtained from the Interpersonal Check List, 12 specific sub-hypotheses were stated.Subjects for this study were parents of children who had been evaluated by teachers on the Behavior Rating Form. The children were students in grades one through six at Burris School, Muncie, Indiana. Based upon ratings on the Behavior Rating Form and a specific selection criteria, the children were grouped to form low and high functioning groups. The parents of these children were then designated as either low or high group. Fifty-one parents comprised the low group and 55 parents made up the high group. Each set of parents was mailed and asked to complete the following materials: cover letter, Background Information Sheet, two Parent Check Lists (Interpersonal Check List), and a stamped return envelope. In completing the Interpersonal Check List each parent made four ratings: self as parent, spouse as parent, ideal mother, and ideal father. Mailed returns and follow-up yielded 67% usable returns in the low group and 65% usable returns in the high group.Various statistical analyses of the demographic variables of the two groups indicated that the only statistical difference was that the fathers in the high group had a higher educational level than fathers in the low group. The groups did not statistically differ for race, education of mothers, income, previous marriage, or number of children.DOM and LOV scores were derived from the Interpersonal Check List and absolute discrepancy values were computed for each set of parents according to the 12 specific sub-hypotheses. A one-way multiple analysis of variance was performed to test the principal hypothesis that the groups differed in vectors of means on the discrepancy measures. The principal hypothesis was not accepted and the specific sub-hypotheses were not interpreted.Based upon the design and statistical analysis it was concluded that parents of children with various levels of functioning, as measured by a classroom rating form, do not differ in reported role perceptions and expectations, as measured by the Interpersonal Check List.

The purpose of this study was to investigate the combined effects of level of success and sex-typing on the attributional behavior of women. While several studies had previously investigated the effect of success level on attributional behavior, none had considered sex-type as a possible determinant. Subjects, whose sex typing was measured through use of the Bem Sex Role Inventory (Bem, 1974), were assigned to a success or failure condition manipulated through utilization of anagrams of various difficulty. In a second analysis, the possible effects of locus of control on attributional behavior was also investigated. Canonical and multiple regression analyses demonstrated that women in the success condition made stronger attributions to ability than did women who failed. This finding was partially supportive of the hypotheses being tested, and was contrary to generally held models of female attributional behavior.

The purposes of this study were to determine if there were significant differences among entrant groups on measures of: (1) academic achievement in grades one, two, and three, (2) differences in academic achievement from the first to the second grade and also from the second grade to thethird grade, (3) personal adjustment at the third grade level, and (4) social adjustment at the third grade level. The null hypotheses were: Major Null Hypothesis I. There will be no significant difference among entrant groups on measures of academic achievement. Sub-hypothesis I-A. There will be no significant difference among entrant groups on measures of academic achievement in grade one. Sub-hypothesis I-B. There will be no significant difference among entrant groups on measures of academic achievement in grade two. Sub-hypothesis I-C. There will be no significant difference among entrant groups on measures of academic achievement in grade three. Sub-hypothesis I-D. There will be no significant difference among entrant groups on measures of academic achievement from first to second grade. Sub-hypothesis I-E There will be no significant difference among entrant groups on measures of academic achievement from second to third grade. Major Null Hypothesis II There will be no significant difference among entrant groups on measures of personal adjustment at the third grade level. Major Null Hypothesis IIIThere will be no significant difference among entrant groups on measures of social adjustment at the third grade level. The population for this study consisted of 387 third grade students who had attended school in the corporation from kindergarten through the third grade. The students were grouped according to their chronological entrance age. Group I consisted of all students between the ages of 4 years 8 months and 4 years 11 months. Group II consisted of all students between the ages of 5 years 0 months and 5 years 2 months. Group III was made up of all students between the ages of 5 years 3 months and 5 years 5 months and Group IV all students 5 years 6 months and older. The tests used for this study were a part of the system-wide testing program, except the California Test of Personality. The other tests were the Stanford Achievement Tests and the Otis-Lennon Mental Ability Tests.The analysis of covariance was used to statistically analyze the five sub-hypotheses of major null hypothesis I. Level of confidence for rejection was .05 based on F ratio. If the sub-hypothesis was rejected, Duncan's Multiple Range Test was used to determine whether the difference between any two ranked means was significant. Analysis of variance was used to statistically analyze major null hypotheses II and III. Level of confidence for rejection was .05 based on F ratio. If these hypotheses were rejected, Duncan's Multiple Range Test was used to determine whether the difference between any two ranked means was significant.The conclusions of this study were that older school entrants were significantly superior to younger school entrants in academic achievement at grades one, two, and three. It should be noted that a comparison of the academic achievement of the younger entrants, as they progressed from first to second grade and from second to 4 third grade indicated that it was not significantly different from the older entrants. The younger entrants were significantly superior to the older entrants in personal and social development at the third grade level.This study points to the conclusion that chronological age is not so important in the academic, personal, and social development of the child as some educators believed. The younger entrants may do well in school. This data indicated that they can be successful, not only academically, but also personally and socially. The fact that children of the same chronological age differ in academic, personal, and social development, indicates that each child must be considered as an individual.