「拖延」意指個體對應該且必須要做的事情，延遲開始、延遲結束或集中到最後一刻才完成的行為。本研究從內控人格特質與拖延間的不一致結果切入探討，提出兩個可能的影響因素：心理抗拒感與成就動機。研究一採問卷施測，內控人格特質越強者，心理抗拒感傾向越高，拖延傾向亦較高，支持以心理抗拒感觀點切入探討拖延行為；在成就動機方面，未得到內控人格特質透過兩種取向成就動機預測拖延的結果。研究二加入努力與智力本質觀概念，再次驗證研究一內控人格特質、心理抗拒感與拖延傾向的關係；此外，研究二採用實驗法探討高抗拒狀態是否會有較高的拖延行為。然而研究二發現受試者對操弄引發的認知與情緒反應不一，採用內部分析，根據操弄檢核分數重新區分生氣情緒與認知自由高低分組，挑選最符合與最不符合抗拒狀態概念的兩組（高生氣情緒、低認知自由／低生氣情緒、高認知自由）進行分析，結果並未支持抗拒狀態越高，拖延行為亦越高的假設。重新檢視心理抗拒感理論，加入基本能力為新分組變數，以2（認知自由高低）× 2（生氣情緒高低）× 2（基本能力高低）三因子受試者間設計進行分析。結果顯示生氣情緒與認知自由可能扮演不同的角色，生氣情緒提供個人展現某些行為的動力，認知自由表示個人知覺自由的程度，而個人基本能力的表現則受到情境的影響。生氣情緒與認知自由的交互作用顯示能力高低的差異展現在高生氣情緒、高認知自由與低生氣情緒、低認知自由的情況中，高生氣情緒、低認知自由時，能力越高越早開始越早結束，且較不會延遲結束；低生氣情緒、低認知自由時，基本能力低者可能因預期較差的表現，因此晚點開始較愉悅的想法較高，較晚結束作業，也較易延遲結束。高低基本能力者在另外兩種情境無顯著差異；高生氣情緒、低認知自由時，可能因為即使生氣情緒提供行為動力，但主觀自由低，使能力高者並未發揮其能力而無顯著差異；低生氣情緒、高認知自由時，雖主觀自由高但可能因為缺乏展現行為的動力，高低能力者行為表現相似。總結來說，本研究以心理抗拒感觀點貫穿研究一與研究二，研究一發現內控人格特質高者，有較高的心理抗拒感傾向，而有較高的拖延傾向。研究二除驗證研究一發現外，另顯示抗拒狀態的情緒與認知層面具有不同的影響與作用，且視個人基本能力的不同而有表現的差異。此發現有助於深入理解心理抗拒感概念，並為心理抗拒感理論提出一小步的進展與突破。

Объектом исследования является счастье. Предметом исследования стала связь счастья с мотивацией достижения и перфекционизмом у людей зрелого возраста. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (44 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 84 страницы, на которых размещены 4 рисунка и 11 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме счастья, мотивация достижения и перфекционизм. Представлен раздел, посвященный исследованию связи счастья с мотивацией достижения и перфекционизмом. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: Обновлённому Оксфордскому опроснику счастья, опроснику мотивации достижений AMI, Многомерной шкале перфекционизма Хьюитта – Флетта. Также в главе представлен корреляционный и факторный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты эмпирической части работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object matter of the study is the happiness. The subject of the study is the link between happiness and achievement motivation and perfectionism in adulthood. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (44 sources) and an applications, which includes forms of the applied methods. The volume of the master's thesis is 84 pages, which contain 4 figures and 11 tables. The introduction reveals the relevance of the research problem, the development of the problem, sets the goal and objectives of the research, defines the object and subject of the research, formulates the main and additional hypotheses, specifies the methods and empirical base, as well as the stages of the research, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on happiness, achievement motivation, and perfectionism. The section devoted to the study of the relationship between happiness and achievement motivation and perfectionism is presented. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and methods of the study and the results obtained by all the methods used: the updated Oxford Happiness Questionnaire, the AMI Achievement Motivation Questionnaire, and the Hewitt-Flett Multidimensional Perfectionism Scale. The chapter also presents a correlation and factor analysis of the results of the study. The conclusions of chapter 2 include the main results of the empirical study. In conclusion, the results of the empirical part of the work, as well as the conclusions on the hypotheses put forward, are summarized, the practical significance of the study is justified and described.

Text in Afrikaans / In the performing arts (music, dance and drama) affective factors do not only play a role during the performance of a work, but are present from the moment when a work is selected up to the completion of the performance. In order to analyse the continuous presence of affective factors in the performing arts, a literature study was undertaken in which the affective requirements of music, dance and drama works in different style periods were identified. The affective implications of adolescent development in a performing arts context were also researched. The most important affective factors which can influence the arts learner seem to be motivation, stress, anxiety and self-concept. A questionnaire was developed to measure these factors in a music, dance and drama context. An empirical investigation was carried out involving 297 learners. With the data obtained from the empirical investigation the reliability and validity of the questionnaire could be determined. Norms were also developed for the questionnaire. Hypotheses on the role of affective factors in the performing arts were tested statistically. The hypotheses dealt with the underlying relationship between the different affective factors, the role of affective factors in the different performing arts, the development of affective factors during the secondary school years, the relationship between affective factors and achievement in an art field as well as the role of other variables such as gender, social relations and home circumstances. Recommendations were made to teachers, parents and learners. The recommendations are aimed at the enhancement of motivation and self-concept as well as the reduction of anxiety and stress. / Teacher Education / D.Ed.

This research was undertaken to investigate the role of motivation in influencing secondary school pupils to learn effectively. The researcher determined that without teacher motivation, pupils cannot learn to their full capacity. A number of motivational theories, principles and strategies, were found which if used properly can improve classroom learning. The ultimate decision concerning how and when to use them is in the hands of the teachers. Pupils should be inspired to perform and reach beyond their perceived limits which demands different learning incentives. As becoming adults, pupils must be encouraged to achieve positive learning and discouraged from negative behaviour that could harm their development. Learning motives remain the strongest driving force to improve pupils' performance as they change their learning behaviour towards achieving set goals. To re-establish the true meaning of education, both teachers and pupils should act responsibly as both bear blame for education having lost its meaning. / Educational Studies / M. Ed. (Philosophy of Education)

A distinguishing characteristic of the current world economy is the decline in the number of industrial job opportunities which is also affecting South Mrica. The multi-ethnical and multicultural society of South Africa is also experiencing low economic growth rates, high population growth rates and an unacceptably high unemployment rate. Entrepreneurship currently plays an important role in the successful economies of the world. The small business can make important contributions to economic growth, job creation and social development. For this reason it is important that entrepreneurial behaviour be promoted in South Mrica. In previous research studies, researchers isolated different variables of entrepreneurial behaviour such as the environment, personal characteristics, values and personal background of individuals. Of these variables, only personal characteristics may be manipulated to advance entrepreneurial behaviour. The objectives of this study were to indicate whether certain biographical and demographical factors are related to an individual's behaviour towards the formation of a new enterprise and to indicate whether certain personal characteristics, namely achievement motivation and locus of control, are related to an individual's behaviour in the formation of a new enterprise. It was decided to compare four groups, namely white non-entrepreneurs, black nonentrepreneurs, white entrepreneurs and black entrepreneurs. Three factors of achievement motivation and three factors of locus of control were identified by means of factor analysis, and statistical analyses were done on the four different groups. To establish the above-mentioned relationships, the researcher made use of sophisticated statistical analyses. The following conclusion were drawn from the results: The models of achievement motivation and locus of control seem to predict membership of the group black entrepreneurs better than the group white entrepreneurs. Using the locus of control scales, membership of the group black entrepreneurs can be predicted well. The study revealed that there are differences between black groups and white groups (entrepreneurs and non-entrepreneurs) in South Africa. It is clear from the present study that there have to be additional factors, other than achievement motivation and locus of control, that influence entrepreneurial behaviour. The ethnic and cultural situation in South Africa also influences entrepreneurial behaviour in this country. / Business Management / D.Com. (Business Management)

Summaries in Afrikaans and English / Die doel van hierdie ondersoek was om te bepaal watler faktore die grootste bydrae tot sportprestasie lewer. Met die literatuurstudie is die verskillende faktore wat sportprestasie beinvloed, geidentifiseer en verder ondersoek en beskryf. Daar is gevind dat 'n wye verskeidenheid faktore bestaan wat atletelsportdeelnemers se prestasie positief of negatief kan beinvloed. 'n Empiriese ondersoek is uitgevoer waarby 'n aantal atlete/sportdeelnemers, wat aan verskeie sportsoorte deelneem, betrek is. Die afrigters van hierdie atlete/sportdeelnemers is oak by die ondersoek betrek. Eerstens is bepaal watter faktore, volgens die atlete/sportdeelnemers, die grootste bydrae tot hul sportprestasie lewer. Daama is hierdie geidenlifiseerde faktore aan 'n regressieanalise onderwerp om te bepaal walter faktor/e die grootste en belangrikste bydrae tot sportprestasie lewer. Die resultate het getoon dat hierdie faktore soos volg is: motivering, afrigter, kommunikasie, selfvertroue, aanleg en dieet / The purpose of this study was to determine which factors contribute significantly to sports achievement. In the literature study, different factors with an underlying effect on sports achievement were identified, explained and further investigated. A wide variety of factors bearing positive as well as negative effect on athletes'/sport participants' achievement were found. An empirical study was carried out in which a number of athletes/sport participators were involved. The coaches of these athletes/sport participants were also included. The factors that play a major contributing role in these athletes/sport participants' sports achievement were primarily determined. Thereafter the identified factors were further investigated through the use of a regression analysis to ascertain which ones contribute the most to sports achievement. The results indicated that these factors are as follows: motivation, coach, communication, self-confidence, talent and diet. / Educational Studies / M.Ed. (met spesialisering in Voorligting)

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / Leadership development is a life-long process, but support for this process should be started at an early stage. All learners have the gift for leadership, but most do not realise this gift. Adolescence is a time when the leadership potential of individuals must be awakened – it provides an opportunity to help adolescents to became the leaders they already are. The main aim of this study was to devise strategies – through structured survey studies – that could be used by schools and individuals to enhance youth leadership development. The aims that emerged were to determine and describe the current state of affairs regarding youth leadership development in certain schools. Obstacles in the way of effective leadership development were identified and strategies for effective leadership development were formulated. A combination of qualitative and quantitative research methods, undertaken from a structured survey study perspective within an interpretivistic research paradigm, was used. The problem that was researched was the absence of purposeful youth leadership development and how this shortcoming could be addressed in the context of a high school environment, with the support of the necessary development strategies. This study attempted to identify new knowledge that can be used to address the challenges related to youth leadership. The research confirmed the research question that deficient purposeful leadership development strategies exist at school level. This formed the basis for the implementation of a dynamic and flexible leadership development model that includes aspects of both the Quality Leadership and Stage model of youth leadership development. The proposed youth leadership strategies can be applied effectively to address youth leadership development within the current South African context.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

此後設分析研究檢驗實驗處與脈絡變項變項對學生學業成就動機的影響，作者從293份研究中取得2542個效應量。結果發現，無論是脈絡變項還是實驗處理，只要能夠滿足學生對能力感、親密感、以及自主感的需求，皆能夠促進學生的成就動機；最有效的是能夠滿足學生能力需求或者滿足兩種需求以上的處理。至於中介變項的影響，性別並沒有發揮作用；各種自變項在不同教育或年齡階段，有不同的影響力。最後，作者針對教育實務與未來研究方向提出若干建議。 / A meta-analysis was performed to examine the effect of experimental treatments and contextual variables on students’ academic motivation. 2,542 effect sizes were collected from 293 studies. It was found that contextual variables or experimental treatments which strengthened students’ sense of competence, relatedness, and autonomy could facilitate their achievement motivation. The variables gratifying the need of competence and those meeting two needs or more had the greatest impact. The effect of four moderators was also analyzed. It was found that the treatment-motivation relationship was gender-free. Types of contextual variable had different impact at different educational levels. In conclusion, some suggestions are provided for educational practice and further study.

近年來，許多公司面臨需要透過資訊科技來獲取競爭優勢。各產業對於資訊系統的要求越來愈多，促使資訊系統的開發工作越加複雜，而使得成功完成資訊系統的開發變的日益困難。 軟體工程協會指出軟體能力成熟度整合模式(Capability Maturity Model Integration, CMMI)強調軟體開發需要追求開發程序的改善與程序的最佳化。透過程序的改善以降低軟體開發專案失敗的機率。根據創意的定義，資訊系統開發程序的改善是團隊創意的表現。 目前少有研究從創意的觀點探討資訊系統開發程序的改善。根據社會認知理論指出效能信念是解釋行為/產出的關鍵元素。學者們也證明創意自我效能對於創意的重要性。到目前為止，效能與創意的連結僅限於個人層次的研究。因此，本研究將以資訊系統開發程序改善為研究情境，進行集體效能與創意文獻的連結，提出資訊系統開發團隊集體創意效能之概念，並探討集體創意效能的前置因素與了解干擾集體創意效能形成的因素。 本研究採用部分最小平方法 (Partial Least Squares)，分析98組開發資訊系統的學生團隊與61組開發資訊系統的業界團隊資料，以驗證研究模型。結果指出在學生團隊方面，團隊知識程度、成就動機、團隊知識整合能力會正向影響集體創意效能的形成；團隊互動程度會干擾團隊知識程度與集體創意效能的關係、專案複雜度會干擾團隊知識程度與集體創意效能的關係以及干擾團隊知識整合能力與集體創意效能的關係。在業界團隊方面，團隊知識程度、成就動機、團隊知識整合能力會正向影響集體創意效能的形成；團隊互動程度會干擾團隊知識程度與集體創意效能的關係、專案複雜度會干擾團隊知識程度與集體創意效能的關係、成就動機與集體創意效能的關係以及團隊知識整合能力與集體創意效能的關係。此外，本研究亦探討在不同專案複雜度的情境中，影響集體創意效能之前置因素。 / Numerous companies have recently employed information systems to obtain a competitive edge. The demand for many new and different information system (IS) applications has increased the scope and complexity of IS developing. Developing successful IS projects became difficult. Software Engineering Institute proposed Capability Maturity Model Integration (CMMI) that emphasized process optimization of software development. The improvement in software process can reduce the probability failure in development software. According to the definition of creativity, the improvement in software process is team creativity. However, there are few studies which discuss the issues about systems development process improvement from creative perspective. According to the social cognitive theory, efficacy is a key factor for interpreting behavior/products. Scholars demonstrated that creative self-efficacy is important to creativity. Previous researchers which studied the potential link between efficacy and creativity are focus on individual level. Thus, this study combined the literatures of collective efficacy and team creativity to propose a new construct (Collective creative efficacy, CCE) for information systems development teams, and explore the influences and moderators for CCE. 98 student project teams and 61 industry project teams are surveyed. Partial least squares (PLS) results demonstrate that team knowledge, achievement motivation and knowledge integration ability positively influenced CCE, team interaction positively moderated the relationships between team knowledge and CCE, and project complexity negatively moderated the relationships between team knowledge and CCE, and the relationships between knowledge integration capability and CCE in both samples. Project complexity positively moderated the relationships between achievement motivation and CCE in the model of industry project teams. An attempt is also made to understand the antecedents of CCE in different project complexity.