Made available in DSpace on 2014-12-17T15:41:58Z (GMT). No. of bitstreams: 1 KleisonJML_DISSERT.pdf: 2363827 bytes, checksum: 4aa59ad298de0da3cbcb7da4fac8623c (MD5) Previous issue date: 2012-02-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In distance learning degree in Chemistry in full of the Secret?ria de Educa??o a dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective / No ensino ? dist?ncia de licenciatura plena em Qu?mica da Secret?ria de Educa??o ? dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS/UFRN) o professor-tutor de disciplinas experimentais estabelece as rela??es mais pr?ximas com os alunos, mediando as a??es pedag?gicas que se desenvolvem, tendo em vista, a concretiza??o dos princ?pios da autonomia e da aprendizagem, contribuindo para a cria??o de ambientes de aprendizagem colaborativos pautados pela afetividade. O trabalho exp?e o resultado de uma pesquisa emp?rica sobre esta afetividade na pr?tica tutorial em aulas experimentais na modalidade de ensino ? dist?ncia no curso de licenciatura plena em Qu?mica do polo de Currais Novos/RN, realizado entre os anos de 2009 e 2010. O estudo est? fundamentado na metodologia semiquantitativa, onde os dados foram coletados por meio de question?rios e entrevistas semi-estruturadas, com 48 (quarenta e oito) discentes envolvidos no curso ? dist?ncia e selecionados visando compor um grupo que apresentasse variabilidade, conforme as diretrizes que guiam os processos de amostragem nas pesquisas semiquantitativas. Os resultados, baseados em categorias te?ricas e emp?ricas provenientes da an?lise dos dados das entrevistas, foram complementados pelas informa??es obtidas com a observa??o participativa que serviu tamb?m para orientar a coleta de dados do corpus deste trabalho. Com os resultados obtidos foi poss?vel entender que h? clareza, sobre o que caracteriza uma rela??o afetiva entre os envolvidos no processo de ensino e aprendizagem em aulas experimentais do ensino em Qu?mica da Educa??o ? dist?ncia (EaD). Al?m disso, ficou evidente, tamb?m, que o processo dial?gico no ensino-aprendizagem, e na experimenta??o de Qu?mica da educa??o superior ? dist?ncia precisa se balizar em atitudes afetivas equilibradas, que valorizem o erro experimental e o respeito ?s m?ltiplas possibilidades de constru??o do conhecimento por movimentos de intera??o social, seja individuais e/ou coletivos

Made available in DSpace on 2014-12-17T15:41:59Z (GMT). No. of bitstreams: 1 KleisonJML_DISSERT.pdf: 2363827 bytes, checksum: 4aa59ad298de0da3cbcb7da4fac8623c (MD5) Previous issue date: 2012-02-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In distance learning degree in Chemistry in full of the Secret?ria de Educa??o a dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective / No ensino a dist?ncia de licenciatura plena em Qu?mica da Secretaria de Educa??o a dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS/UFRN), o professor-tutor de disciplinas experimentais estabelece as rela??es mais pr?ximas com os alunos, mediando as a??es pedag?gicas que se desenvolvem, tendo em vista a concretiza??o dos princ?pios da autonomia e da aprendizagem, contribuindo para a cria??o de ambientes de aprendizagem colaborativos pautados pela afetividade. O trabalho exp?e o resultado de uma pesquisa emp?rica sobre esta afetividade na pr?tica tutorial em aulas experimentais na modalidade de ensino a dist?ncia no Curso de Licenciatura Plena em Qu?mica do Polo de Currais Novos/RN, realizado entre os anos de 2009 e 2010. O estudo est? fundamentado na metodologia semiquantitativa, cujos dados foram coletados por meio de question?rios e entrevistas semiestruturadas, com 48 (quarenta e oito) discentes envolvidos no curso a dist?ncia e selecionados visando compor um grupo que apresentasse variabilidade, conforme as diretrizes que guiam os processos de amostragem nas pesquisas semiquantitativas. Os resultados, baseados em categorias te?ricas e emp?ricas provenientes da an?lise dos dados das entrevistas, foram complementados pelas informa??es obtidas com a observa??o participativa que serviu tamb?m para orientar a coleta de dados do corpus deste trabalho. Com os resultados obtidos, foi poss?vel entender que h? clareza sobre o que caracteriza uma rela??o afetiva entre os envolvidos no processo de ensino e aprendizagem em aulas experimentais do ensino em Qu?mica da Educa??o a dist?ncia (EaD). Al?m disso, ficou evidente, tamb?m, que o processo dial?gico no ensino-aprendizagem e na experimenta??o de Qu?mica da educa??o superior a dist?ncia precisa se balizar em atitudes afetivas equilibradas, que valorizem o erro experimental e o respeito ?s m?ltiplas possibilidades de constru??o do conhecimento por movimentos de intera??o social, seja individuais e/ou coletivos

Esta pesquisa tem o objetivo principal de analisar como os interesses das alunas-professoras se relacionam com a permanência no curso de Pedagogia a distância da UFRGS. Aborda a afetividade numa perspectiva Piagetiana, como energética que mobiliza as ações. Discute sobre os conceitos de interesse e sobre o processo de tomada de consciência, partindo da hipótese de que é necessário um processo de tomada consciência dos interesses-meios para que as alunas-professoras consigam alcançar seus interesses-fins. Trata-se de uma pesquisa exploratória, que utilizou o Estudo de Caso e o Método Clínico Piagetiano como estratégias de investigação. Os procedimentos de produção de dados foram: questionário aplicado com 97 alunas, entrevistas semiestruturadas, inspiradas no Método Clínico, realizadas com 8 alunas e 5 professores (as) do curso. Baseadas na teoria de Piaget, as categorias de análise construídas foram (1) necessidades; (2) vontade; (3) valor atribuído ao curso e (4) valor atribuído às trocas sociais. A partir da análise das evidências, os resultados apontaram uma predominância de interesses (motivos intrínsecos) que mobilizam e motivam as alunas a permanecerem no curso. Verificou-se que o principal interesse (motivação) das alunas em fazer o curso está relacionado à qualificação acadêmica e profissional. Os principais interesses que contribuem para a permanência das alunas-professoras, apontados pelas alunas e pelos professores, estão ligados à proposta do curso, como: a constante relação entre teoria e prática, a atenção e o acolhimento dos professores, a flexibilidade nas atividades propostas e as trocas de experiências. Assim, constata-se que o interesse nas dimensões vontade, necessidade e valor mobiliza as alunas a permanecerem no curso As necessidades mostraram-se como motivadoras para a permanência das alunas na medida em que mobilizam as alunas a dispender de esforços para concluir o curso. A regulação, pela vontade das alunas, ocorre na medida em que a formação é sentida como uma obrigação a ser cumprida que se impõe sobre as circunstâncias, orientando as escolha das alunas dentre as variadas possibilidades. O valor atribuído à formação e o interesse em concluir o curso parecem sustentar a vontade de enfrentar os obstáculos e permanecer no mesmo. Enfim, foram encontrados diferentes níveis de tomada de consciência evidenciando que as alunas estão em patamares diferentes de adaptação ao curso. Finalmente, as evidências apontam que o interesse (motivação intrínseca) das alunas é um fator fundamental para a permanência no curso. Contudo, o estudo mostrou que tanto os fatores externos quanto os fatores internos interferem no interesse das alunas em permanecer no curso. / This research’s main objective was to analyze how the students-teachers interest is related to their permanence in the UFRGS Distance Pedagogy course. It addresses affectivity, from a Piagetian perspective, as an energy that mobilizes actions. This research discussed the concepts of interest and the process of awareness, starting from the hypothesis that the students-teachers' process of awareness of interests-means is necessary for them to reach their interests-goals. This is an exploratory research, which used the Case Study and the Piagetian Clinical Method as research strategies. The procedures of data production were a questionnaire answered by 190 students and semi-structured interviews inspired by the Clinical Method carried out with 8 students and 5 professors of the course. Based on Piaget's theory, the categories of analysis were (1) necessity; (2) will; (3) value attributed to the course and (4) value attributed to social exchanges. From the analysis of the evidence, the results pointed out a predominance of interests (intrinsic motives) that mobilize and motivate the students to remain in the course. It was verified that the students' main interest (motivation) in taking the course is related to academic and professional qualification. The main interests that contribute to student-teachers' permanence, as pointed out by the students themselves and by the professors, are linked to the course’s proposal, such as the constant relationship between theory and practice, the professors’ attention and reception, flexibility in the proposed activities and the possibility of exchanging experiences Thus, it was verified that interest (in its aspects will, necessity and value) mobilizes the students to remain in the course. This suggested the following relationships, established in this research: The necessities were shown as motivating for the permanence of the students to the extent that they mobilize the students to expend efforts to complete the course. The regulation of the students' energy occurs to the extent that the graduation is felt as an obligation to be fulfilled and imposes itself on their circumstances, guiding the students' choice among the varied possibilities. The value attributed to the graduation and the interest in completing the course seems to support the will to face the obstacles and remain in it. Then, different levels of awareness were found evidencing that the students are at different levels of adaptation to the course. Finally, the evidence indicated that the students' interest (intrinsic motivation) is a fundamental factor for their permanence in the course. However, the research found that both external and internal factors interfere in the interest of the students in staying in the course.

La relation affective entre le maître et l’élève n’est pas une notion évidente à considérer et à mettre en pratique dans la relation d’enseignement en France. De nombreuses études étrangères, pourtant, montrent les bénéfices d’une telle relation lorsqu’elle est de qualité et éclairée par les principes fondamentaux de la théorie de l’attachement (Bowlby, 1978). L’objectif de cette étude, est d’observer, en utilisant la méthode éthologique, les affects et la relation affective qui se met en place entre l’enfant et l’enseignant au cours d’interactions pédagogiques en grande section de maternelle, dans les quartiers très défavorisés. Nous utilisons la théorie de l’attachement afin de constater si l’attachement développé par l’enfant a un impact sur les diverses actions pédagogiques et de soutien de l’enseignant au cours de la réalisation (attention conjointe) d’une tâche-problème : en quoi l’attitude enseignante est susceptible de favoriser l’entrée de l’enfant de maternelle dans les apprentissages ? Les résultats nous montrent qu’un des éléments primordial de l’attitude enseignante serait la capacité d’adaptation au comportement de l’enfant, la flexibilité de l’enseignant face à de jeunes enfants présentant des difficultés sociales et scolaires. Bien qu’il s’agisse d’une étude, s’appuyant sur peu de sujets (19 enfants), il est possible d’observer que l’engagement relationnel et pédagogique de l’enseignant peut sécuriser des enfants jusque-là très en difficulté et les amener à une réussite positive au cours d’une tâche-problème. / The affective relationship between teacher and child is not an obvious notion to consider and put into practice in the teaching relationship, in France. Many foreign studies, however, reap the benefits of such a relationship when it is of high quality and enlightened by the fundamental principles of Attachment Theory (Bowlby, 1978). The objective of this research is to observe, using the ethological method, the affects and the affective relationship that develops between the child and the teacher during pedagogical interactions in the last year of prescool, in a disadvantaged area. We use the Attachment Theory in order to ascertain whether the attachment developed by the child has an impact on the various pedagogical actions and support of the teacher during the realization (joint attention) of a task-problem: in what way the teaching attitude is likely to favor the entry of the preschool child into teaching relationship. The results show that one of the essential elements of the teacher's attitude would be the ability to adapt to the child's behavior, the teacher's flexibility in dealing with young children with social and academic difficulties. Although it is a qualitative study, relying on few subjects (19 children), it is possible to observe that the relational and pedagogical commitment of the teacher can secure children until then very difficult and bring them to a positive success, during a problem-solving-operation.

Continuous exposure to things like high job demands, lack of job resources, change, competitiveness and rivalry, can result in stress and burnout. Stressful events may lead to ill health and might impact negatively on the work-related well-being of employees. Because of the emergence of positive (organisational) psychology, the study of positive aspects of health and well-being are increasingly popular in Occupational Health Psychology. One of these positive aspects is work engagement, which is considered to be the antipode of burnout. Successful diagnoses of work stress, burnout and work engagement is the first step in facilitating the work-related well-being of employees. To measure stress, burnout and work engagement, it is important to use reliable and valid instruments. However, there is a lack of empirical research systematically investigating burnout and work engagement in South Africa, as well as serious limitations, including poorly designed studies, a lack of sophisticated statistical analyses and poorly controlled studies. South Africa is a multicultural society and therefore, when burnout and work engagement measures are applied to different cultural groups, issues of construct equivalence becomes important. Furthermore, little information exists regarding the causes and effects of work stress, burnout and work engagement of teachers in South Africa. The general objective of this research is to standardise the Maslach Burnout Inventory- General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES) for teachers in the North West Province, to determine causes of occupational stress for teachers, to assess the relationship between occupational stress, organisational commitment and ill-health, and to develop and test a causal model of work-related well-being for teachers in the North West Province. A cross-sectional survey design was used. Random, stratified samples of teachers in the North West Province (N = 1177) were taken. An adapted version of the Maslach Burnout Inventory - General Survey (MBI-GS), the Utrecht Work Engagement Scale (UWES), An Organisational Stress Screening Tool (ASSET), the Affectometer 2, the Job Characteristics Inventory (JCI), and a biographical questionnaire were administered. Descriptive statistics, Cronbach alpha coefficients, inter-item correlations, exploratory and confirmatory factor analyses, Pearson correlations, multivariate analysis of variance, one-way analysis of variance and t-tests were used to analyse the data. Structural equation modelling was used to test causal models of work-related well-being. Structural equation modelling confirmed a three-factor model of burnout (Exhaustion, Mental Distance and Professional Efficacy). All three factors showed acceptable internal consistencies and construct equivalence for two language groups. Structural equation modelling also confirmed a three-factor model of work engagement, consisting of Vigour, Dedication and Absorption. Two of the sub-scales, namely Vigour and Dedication showed acceptable internal consistencies. Both the MBI-GS and the UWES showed acceptable construct equivalence. The results showed that practically significant differences exist between demographic groups in their experience of burnout and work engagement. The results confirmed the construct validity and internal consistency of the ASSET. Occupational stress and low individual commitment to the organisation explained 3 1 % of the variance in physical and psychological ill-health. Commitment from the individual to the organisation moderated the effects of occupational stress on physical and psychological health of teachers. The results showed that role overload, unfavourable task characteristics, a lack of control and low positive affect predicted exhaustion. Favourable task characteristics, positive affect and low negative affect predicted professional efficacy. Burnout was related to physical and psychological ill-health. Regarding a model of work-related well-being, the results showed that job demands, a lack of job resources and low positive affect contributed to burnout. Burnout mediated the relationship between job demands and ill-health, while positive affect moderated the relationship between burnout and ill-health. Job resources predicted work engagement. Work engagement mediated the relationship between job resources and organisational commitment. Recommendations for future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

Tyrimo tikslas – nustatyti asmenybės savybių ( kontrolės vietos, teigiamo / neigiamo emocionalumo ir polinkio rizikai) sąsajas su ketinimu išeiti iš darbo ir realiu išėjimu. Tyrimo metodika. Teigiamo / neigiamo emocionalumo savybėms tirti buvo naudotas Watson ir Clark ( 1988) sukurtas PANAS-X - išplėstas pastarąsias savybes matuojančio klausimyno variantas. Skalė sudaryta iš 20 būdvardžių, kurie išreiškia arba teigiamą, arba neigiamą jausmą. Šiuos žodžius tiriamieji turėjo pažymėti kaip jiems šiuo metu tinkančius skalėje nuo 1 – „visiškai ne“ arba „labai mažai“ iki 5 – „labai daug“. Tyrime taip pat buvo naudota J. B. Rotter ( 1966) sukurta kontrolės vietos skalė, susidedanti iš 13 klausimų. Kiekviename klausime yra du teiginiai, iš kurių reikia pasirinkti vieną. Rizikos polinkiui matuoti buvo pasirinkta D. N. Jackson ( 1994) Asmenybės savybių klausimyno polinkio rizikai skalė, sudaryta iš 20 klausimų, į kuriuos tiriamieji turėjo atsakyti „taip��� arba „ne“. Klausimynas diferencijuoja tiriamuosius į pasižyminčius aukštu polinkiu rizikai ir pasižyminčius žemu polinkiu rizikai. Ketinimui išeiti iš darbo tirti buvo naudoti D.Watson ir L. A. Clark ( 1994) sukurtos ir R. Žukauskienės išverstos į lietuvių kalbą organizacinio įsipareigojimo skalės paskutiniai trys klausimai – teiginiai, kurie matuoja ketinimą išeiti iš darbo. Tiriamieji turėjo apibraukti šalia teiginio esantį skaičių ( nuo 1 iki 7), kuris rodo kiek tas... [toliau žr. visą tekstą] / The aim of the study was to establish a relationship among personality traits ( locus of control, risk-taking and positive / negative affectivity), turnover intentions and real turnover. Research Methodology. PANAS-X scale was used to predict positive / negative affectivity. The scale was developed by Watson and Clark ( 1988). The scae is created of 20 adjectives where 10 of them means positive affectivity and the other 10 means negative affectivity. The employee‘s have had to mark the adjectives in the scale from 1 ( „absolutely no“) to 5 („absolutely yes“). Locus of control was measured by J.B. Rotter ( 1966) developed Locus of cntrol scale. The scale was created of 13 questions, where the each of question had two posibilities of answer and the employee has to pick up one of them. Risk-taking was measured by using Risk-taking scale of Personality traits Questionaire that was developed by D.N.Jackson ( 1994). The scale was created of 20 questions where the respondent had to answer „yes“ or „no“ to each of them. Turnover intentions was measured by using D.Watson ir L. A. Clark ( 1994) developed Organisational Commitment scales‘ last three propositions, that measure Turnover intentions. On the each of proposition respondent had to decide ( from 1 to 7 points) how much the proposition fits to him/her now. Findings. 1) There’s no difference among internals and externals turnover intention and real turnover... [to full text]

Ce mémoire tente de comprendre comment l’enfant en bas âge construit son espace relationnel en lien avec l’ordinateur, en s’inspirant de la nouvelle sociologie de l’enfance qui reconnaît celui-ci comme un acteur socialement compétent ayant un pouvoir de création. Suite à une série d’entrevues, faites auprès de six jeunes enfants, il semble que ces derniers peuplent leur espace relationnel en attribuant des rôles à ceux qui les entourent (joueur, travailleur, enseignant, apprenant, etc.). Poussant un peu plus loin ma réflexion, trois dimensions se sont démarquées, venant agir comme liants des multiples trajectoires (Massey, 2005) qui coïncident et, par conséquent, forment l’espace relationnel de l’enfant: l’inconciliabilité, l’émancipation et l’affectivité. Ces trois dimensions sont à mon avis essentielles pour comprendre pleinement comment l’enfant conçoit et vit ses relations autour de l’ordinateur. / Drawing on the perspective of the new social studies of childhood that recognizes children as social actors with powers of creation, this thesis seeks to understand how children build their relational space in connection with the computer. Following a series of interviews made with six young children, it seems that they populate their relational space by assigning roles to those around them (player, worker, teacher, learner, etc.) Moreover, three dimensions stood out, acting as binders of multiple trajectories (Massey, 2005) that coincide and, therefore, shape the child's relational space, namely irreconcilability, emancipation and affectivity. These three dimensions are, in my opinion, essential to fully understanding how the child develops and lives its relationships around the computer.

Background: Patients with borderline personality disorder (BPD) suffer from instability of their relationships, their affectivity and their identity. The purpose of the study was to investigate negative affects and identity disturbance in patients with BPD and in patients without personality disorder using questionnaire data and interview data. Sampling and Methods: Twelve patients with BPD and 12 patients with major depressive disorder without any personality disorder were assessed with the Structured Interview of Personality Organization (STIPO) and questionnaires (Inventory of Personality Organization, Beck Depression Inventory, State-Trait Anxiety Inventory). They were compared with respect to the frequency of negative affective verbal expressions using computerized content analysis methods. Results: BPD patients showed higher levels of anxiety, depression and identity diffusion in the questionnaires than major depressive disorder patients without personality disorder. However, they did not report more negative affective expressions in the interview. Patients with identity disturbance of both groups showed higher values of negative mood in the questionnaires, but less anger, less anxiety and less affective intensity in the interview. Conclusion: The preliminary findings indicate that patients with identity disturbance show high levels of negative affects in questionnaires but only few negative affects in the interview situation. More studies are needed to enhance the understanding of negative affects and identity disturbance in BPD. / Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.

Continuous exposure to things like high job demands, lack of job resources, change, competitiveness and rivalry, can result in stress and burnout. Stressful events may lead to ill health and might impact negatively on the work-related well-being of employees. Because of the emergence of positive (organisational) psychology, the study of positive aspects of health and well-being are increasingly popular in Occupational Health Psychology. One of these positive aspects is work engagement, which is considered to be the antipode of burnout. Successful diagnoses of work stress, burnout and work engagement is the first step in facilitating the work-related well-being of employees. To measure stress, burnout and work engagement, it is important to use reliable and valid instruments. However, there is a lack of empirical research systematically investigating burnout and work engagement in South Africa, as well as serious limitations, including poorly designed studies, a lack of sophisticated statistical analyses and poorly controlled studies. South Africa is a multicultural society and therefore, when burnout and work engagement measures are applied to different cultural groups, issues of construct equivalence becomes important. Furthermore, little information exists regarding the causes and effects of work stress, burnout and work engagement of teachers in South Africa. The general objective of this research is to standardise the Maslach Burnout Inventory- General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES) for teachers in the North West Province, to determine causes of occupational stress for teachers, to assess the relationship between occupational stress, organisational commitment and ill-health, and to develop and test a causal model of work-related well-being for teachers in the North West Province. A cross-sectional survey design was used. Random, stratified samples of teachers in the North West Province (N = 1177) were taken. An adapted version of the Maslach Burnout Inventory - General Survey (MBI-GS), the Utrecht Work Engagement Scale (UWES), An Organisational Stress Screening Tool (ASSET), the Affectometer 2, the Job Characteristics Inventory (JCI), and a biographical questionnaire were administered. Descriptive statistics, Cronbach alpha coefficients, inter-item correlations, exploratory and confirmatory factor analyses, Pearson correlations, multivariate analysis of variance, one-way analysis of variance and t-tests were used to analyse the data. Structural equation modelling was used to test causal models of work-related well-being. Structural equation modelling confirmed a three-factor model of burnout (Exhaustion, Mental Distance and Professional Efficacy). All three factors showed acceptable internal consistencies and construct equivalence for two language groups. Structural equation modelling also confirmed a three-factor model of work engagement, consisting of Vigour, Dedication and Absorption. Two of the sub-scales, namely Vigour and Dedication showed acceptable internal consistencies. Both the MBI-GS and the UWES showed acceptable construct equivalence. The results showed that practically significant differences exist between demographic groups in their experience of burnout and work engagement. The results confirmed the construct validity and internal consistency of the ASSET. Occupational stress and low individual commitment to the organisation explained 3 1 % of the variance in physical and psychological ill-health. Commitment from the individual to the organisation moderated the effects of occupational stress on physical and psychological health of teachers. The results showed that role overload, unfavourable task characteristics, a lack of control and low positive affect predicted exhaustion. Favourable task characteristics, positive affect and low negative affect predicted professional efficacy. Burnout was related to physical and psychological ill-health. Regarding a model of work-related well-being, the results showed that job demands, a lack of job resources and low positive affect contributed to burnout. Burnout mediated the relationship between job demands and ill-health, while positive affect moderated the relationship between burnout and ill-health. Job resources predicted work engagement. Work engagement mediated the relationship between job resources and organisational commitment. Recommendations for future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

The objective of this study was to investigate the construct validity of the Emotional Intelligence Scale (EIS) from a wellness perspective. The conceptualisation and measurement of emotional intelligence has recently received much attention due to its applicability to various workplace variables. The theoretical component of this study covers the definition and measurement of emotional intelligence, and integrates this with the concepts of salutogenesis and psychological well-being. The empirical study investigates the relationship between emotional intelligence and three wellness-related constructs. Measures of these constructs were administered to a non-random sample of 118 employees at a South African software development organisation. Statistical analysis confirmed the relationship between emotional intelligence and sense of coherence, locus of control and three of the five emotion-focused coping strategies measured. / Industtrial and Organisation Psychology / M.Comm. (Industrial and Organisational Psychology)