The research study was conducted to investigate the effects of a performance appraisal system, rewards and self-efficacy beliefs in a utility company in South Africa. The study was motivated by the incessant challenges raised by employees against the way performance appraisal and rewards are conducted and awarded in the utility company. The scholarship that was consulted for this study included research articles, magazines, newspapers, company reports, books, citations from reputable sources and the Internet. These sources provided the arguments for and against the areas of a performance appraisal system, rewards and self-efficacy beliefs in the knowledge economy. A quantitative research methodology was used in this study where the questionnaire was the main data collection instrument. The quantitative research methodology was motivated by the nature and type of data collected, data collection instrument and the research paradigm. Data were collected from geographically dispersed locations and this would not have been possible to collect large volumes of data had an interview been used. The findings from the study were analysed and presented with the use of statistical packages. The findings were discussed and presented in chapter four of the study, where it was shown that performance appraisal systems were important in organisations as they create opportunities for the supervisor to know the weaknesses or strengths of his/her subordinates. Rewards were used as part of incentives to motivate employees to perform better. The study established that employees possessing high self-efficacy were bound to perform higher than those with low self-efficacy. The study established that there was a relationship between performance appraisals, rewards and self-efficacy. / MBA (Business Administration), North-West University, Potchefstroom Campus, 2015

I denna studie undersöks evalueringar i Polisens texter på Facebook. Evalueringar är språkhandlingar som värderar, uttrycker åsikter, bedömer och uttrycker känslor. Evalueringarna i Polisens Facebooktexter har studerats med hjälp av en metod för textanalys som bygger på metodramverket Appraisal. Materialet består av 29 inlägg från lika många av Polisens konton på Facebook. Evalueringarna identifieras, räknas och beskrivs. Uppsatsen identifierar även några teman som ofta är föremål för Polisens evalueringar. Resultatet visar att majoriteten av Polisens Facebookinlägg innehåller evaluerande uttryck. Detta är viktigt att uppmärksamma bland annat mot bakgrund av kravet på Polisen som myndighet att arbeta sakligt och opartiskt. Ett sådant förhållningssätt är svårt att förena med ett känslo- och värderingsladdat språkbruk.

Previous work on hurtful messages focused on receiving hurtful messages in dyadic relationships. However, hurt feelings are also elicited when people receive hurtful messages from individuals other than the person who originally stated the message. The current study examined peoples’ experience of hurt, perception of intent, and tendency to distance themselves from both perpetrators (those responsible for generating the hurt invoking message) and deliverers (those responsible for revealing or delivering the hurt invoking message). The investigation revealed associations between victims’ perceptions of the degree of similarity they shared with perpetrators and the intensity of hurt felt by victims, as well as the degree to which the message threatened victims’ negative face and the intensity of hurt victims felt. For both perpetrators and deliverers, as victims’ perceptions of intent increased, the distancing effect on the relationship also increased. The intensity of hurt victims felt was associated with the tendency for victims to distance themselves from perpetrators. Victims perceived that friends intentionally hurt their feelings to a greater extent than did romantic partners. / text

The purpose of the present study was to determine whether computer-based cognitive bias modification (CBM) procedures could alter appraisal style toward viewing events from a big picture perspective and thereby influence emotional reactivity. Big picture appraisal entails viewing difficult situations and one's reactions to them in terms of a larger context. Appraisal training was implicit in that participants completed a series of vignettes, framed as a reading comprehension task, which trained either a big picture perspective or a personal/evaluative focus. When subsequently confronted with novel vignettes, participants produced interpretations that were consistent with assigned training condition. In addition, participants trained in big picture as compared to personal/evaluative appraisal subsequently demonstrated less emotional reactivity to a stressful task. / text

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The purpose of this study was to describe the intentions of the designers of the Professional Development and Appraisal System (PDAS) in Texas and the perceptions of teachers regarding its implementation. Information for the study was gathered in two phases using two methodologies. The first was a semi-structured interview with four expert informants instrumental in the design and implementation of the PDAS at the state level. The second component of the study was conducted with teachers using a 37-item Likert survey. The population for this phase of the study was 150 elementary and 150 secondary teachers chosen randomly from three school districts in North Central Texas. The districts were selected to represent a variety of sizes in regard to student population and represent diverse student population characteristics and socioeconomic levels. Data from the semi-structured interviews and the returned surveys were analyzed to determine the designers' intentions and areas of emphasis and to describe the alignment the teachers' perceptions and the designers' intentions. Quantitative data gathered from the surveys were analyzed using descriptive statistics as well as a correlation and function analysis and analysis based on a Cronbach alpha coefficient. The analysis of data revealed the following: 1. Teachers perceived that the implementation of the PDAS has a high level of effect in the areas of learner-centered instruction; classroom management; support for all students; the professional growth of teachers; communication; learning application; and, TAAS improvement. 2. Teachers' perceptions were not affected by years of experience. 3. Teachers' perceptions were not affected by their field of instruction. One implication of this study is that the final design represents the intentions of designers, although the area of student achievement is not weighted as heavily in teachers' evaluations as was originally intended. Furthermore, education leaders in Texas may conclude that teachers perceive a high level of impact upon their classroom practices as a result of implementation of the PDAS instrument. If future research reveals that the perceived impact is accurate and that classroom practices of teachers did change as a result of the instrument's implementation to the degree perceived, then this is a model for policy implementation at the state level that is extremely effective. Furthermore, additional researchers may investigate the link between classroom practices and student achievement. This research study is a first step toward describing effective, replicable practices.

Our experiment is aimed at understanding how employee reactions to negative feedback are received by the feedback provider and how employee gender may play a role in the process. We focus specifically on the act of crying and, based on role congruity theory, argue that a male employee crying in response to negative performance feedback will be seen as atypical behavior by the feedback provider, which will bias evaluations of the employee on a number of different outcome variables, including performance evaluations, assessments of leadership capability, and written recommendations. That is, we expect an interactive effect between gender and crying on our outcomes, an effect that will be mediated by perceived typicality. We find support for our moderated mediation model in a sample of 169 adults, indicating that men who cry in response to negative performance feedback will experience biased evaluations from the feedback provider. Theoretical and practical implications are discussed.

Student Number : 0001241N - M Industrial Psychology dissertation - School of Human and Community Development - Faculty of Humanities / The following thesis explores the variables of math anxiety, deductive reasoning and career appraisal. This dissertation investigates whether there is a relationship between math anxiety and deductive reasoning. A relationship is found to exist between these two variables and the relationship is of an indirectly proportional nature. As a result, when “math anxiety is high, deductive reasoning is low” and visa viz. 74 participants were used in this research study to assess whether their appraisal of various careers differed or were homogenous in nature. This thesis discusses how various careers were appraised heterogeneously and others homogenously between people with different levels of math anxiety and deductive reasoning. This phenomenon is also explained through the possibility of extraneous factors, influencing these results.

Aims: This study aims to explore the experience of osteoarthritis (OA) in older adults, drawing on concepts from the literature on chronic illness including social-cognition models (e.g. Self-Regulatory Model) and cognitive concepts (e.g. self-schema). Design and Participants: A qualitative research design and Phenomenological Interpretative Analysis Methodology were used. Sixteen participants were interviewed. Ten were recruited from an orthopaedic surgical waiting list source and six from a GP source: age ranged from 67 to 79 years, and history of osteoarthritis ranged from one to 35 years. Measures: A semi-structured interview schedule was designed and piloted, based on the research literature. Results: Analysis identified the following themes: Demands of OA (pain, impact on activity, and impact on mood); Perceptions ofOA (onset/deterioration, cause, label, seriousness, prognosis); Strategies to manage OA (use of health services, changes in behaviour, psychological strategies, appraisal of strategies); Perception of Self (compared to past/future/others) and Contextual factors (age, co-morbidity, waiting list). Links between themes were reciprocal, and a tentative model ofOA is presented. Implications: A comprehensive model of the experience of chronic illness could provide a framework to guide interventions for direct clinical interventions (e.g. adjustment to chronic illness, pain management, identification of psychological comorbidity) and indirect interventions (e.g. consultancy with other health professionals).

Appraisal theories of emotion assert that guilt arises from the evaluations one ill makes about one's behavior. Perpetrators experience guilt when they view themselves as responsible for harm caused to their victims. Interpersonal theories of emotion hold that guilt is a function of relational factors, including the need to repair relationships. Theorists argue that guilty feelings often arise in spite of appraisals, and that perpetrators feel guilty because of a need to communicate reconciliatory messages to their victims. These two views of guilt are generally seen as mutually exclusive. This study proposed integrating both views of guilt into a single, interactive theory of guilt that includes both appraisals and interpersonal concerns and that asserts that guilt varies as a function of the appraisals one makes about one's own and others' behavior, the nature of the relationship between perpetrators and victims, the perspective from which one views events, and the passage of time. The main question asked was: when taking into account these factors, is guilt better accounted for by an appraisal, interpersonal , or the newly proposed integrative view of guilt? One-hundred forty-seven male and 168 female university students were presented with scenarios depicting the interaction of two people who were friends or enemies and were directed to adopt the perspective of perpetrators, victims, or were not given instructions to adopt a perspective. In each scenario, a perpetrator acted to inflict harm that was either unintentional or angrily intended. Participants then rated perpetrators' responsibility appraisals, emotional responses, and forgiveness needs. Additionally, participants were asked to rate how responsible perpetrators believed their victims believed them to be. Correlational analyses and AN OVA were used to test the effects of the factors in the proposed model on ratings of guilt. Although partial support was found for both the appraisal view and the interpersonal view of guilt, results provided the strongest support for the interactive view of guilt. Discussion focused on the role of appraisals, relational factors, perspective, and time in guilty feelings and the implications of these findings for further research.