This study investigates the post-performance effects of stereotype threat. Undergraduate students (N = 130) classified as either strongly- or weakly- identified with academics were told a diagnostic anagram task either typically shows poorer performance for their gender (stereotype threat) or no gender differences (no stereotype threat), and received arbitrary positive or negative feedback on an initial task. They later performed a second anagram task. Results indicate a 2-way interaction between stereotype threat and academic identification among those who received negative feedback. Negative feedback under stereotype threat did not harm performance for participants strongly-identified with academics, but did harm performance for participants weakly-identified with academics. This same 2-way interaction within the negative feedback condition also predicted post-feedback levels of identification as a college student, though it did not seem to affect post-feedback levels of academic identification. Strongly-identified participants receiving negative feedback identified less as a college student if they were under stereotype threat while weakly-academically identified participants identified more. Levels of post-feedback identification as a college student negatively predicted performance.

Syftet med studien var att skapa en ökad förståelse för nybörjartränares upplevda orsaker till coaching efficacy. Frågeställningar var: (1) Vilka orsaker upplever nybörjartränare bidrog till deras coaching efficay som gjorde att de tog på sig tränaruppdraget?; (2) Vilka orsaker upplever nybörjartränare ökar respektive minskar deras coaching efficacy?; och (3) vilka attributionsmönster använder nybörjartränare sig av i förhållande till de orsaker de upplever ökar respektive minskar deras coaching efficacy. Semistrukturerade intervjuer genomfördes på fem nybörjartränare. En induktiv analys genomfördes. Alla respondenter upplevde att kunskap var en bidragande orsak till att de började som tränare. När tränaruppdraget utövades var stöd den mest citerade orsaken. Stabiliteten i respondenternas attributionsmönster verkar vara framför allt varierande. De orsaker till coaching efficacy som hittades diskuteras utifrån tidigare forskning och implikationer ges. / The purpose of this study was to create a deeper understanding of the sources to novice coaches coaching efficacy. The following questions where used: (1) Witch sources do novice coaches perceive contributed to their coaching efficacy witch made them take the trainer mission?; (2) Witch sources do novice coaches perceive raise and lower their coaching efficacy?; and What attribution pattern uses novice coaches in relation to the sources they perceive increase and decrease their coaching efficacy. Semi-structured interviews where conducted with five novice coaches. An inductive analysis where conducted. All respondents perceived knowledge to be a contribution source for starting as a coach. During the trainer mission support was the most cited source. The stability of the respondents attribution patterns seems to be mostly varying. The sources to coaching efficacy that where found are discussed based on earlier work and entailments are given.

The aim of the present study was to investigate both antecedents and follower outcomes of leader group prototypicality as well as followers&rsquo / social identification with the group in two theoretical models guided by the propositions of social identity theory (SIT / Hogg, 1996) of leadership. The first model suggested that specific leadership styles (i.e., paternalistic, relationship-oriented, and task-oriented) predicted perceived leader group prototypicality and followers&rsquo / social identification depending on certain follower characteristics (i.e., cultural orientations and motivational tendencies). In the second model, proximal and distal follower outcomes of leader group prototypicality and the moderating role of follower social identification in these relationships were investigated. The findings revealed that followers&rsquo / individualism orientation moderated the link between task-oriented leadership and leader group prototypicality whereas both collectivism and individualism moderated the relationship between paternalistic v leadership and leader group prototypicality. The effects of task-oriented leadership on followers&rsquo / identification with the work group was enhanced by followers&rsquo / need for affiliation. Leader group prototypicality was positively associated with job satisfaction through its positive effects on personal attraction towards the leader, and followers&rsquo / leadership effectiveness perceptions and trust as well as its negative effects on social attraction and responsibility attributions for negative leader behaviors. The results are discussed in terms of theoretical and practical implications along with suggestions for future research.

This dissertation examines the phenomenon of stigma by association between firms in the context of corporate accounting scandals. I draw from the social psychology literature to develop a theoretical framework that supports the notion of director interlocks as a channel in which associated firms may experience stigma. I argue that allegations of corporate accounting scandal generate attributional search by investors to determine the cause(s) of the alleged scandal. Attribution theory suggests that investors are likely to attribute responsibility to corporate boards for failing to detect and prevent these scandals. Investors’ perceptions of incompetent and/or unwilling directors in firms accused of accounting scandals may then spill over to directorship positions in associated firms, resulting in the stigmatization of these associated firms. The results strongly support the above arguments. I further adopted an information-based approach to argue that firms associated with stigmatized firms will experience different amounts of stigma, and some firms may experience no stigma at all. I applied social inference theories and agency theory to develop four categories of variables that may influence the amount of stigma experienced by associated firms. The results of the dissertation present strong evidence in support of most of the hypotheses. The characteristics of the interlocking director, the characteristics of the board, the strength of the director interlock, and the quality of corporate governance in an associated firm appear to influence the amount of stigma experienced by the associated firm. This dissertation highlights the possible (1) negative consequences of director interlocks, (2) understatement of the social costs of corporate accounting scandals, and (3) need for response strategies to mitigate the negative consequences of stigma by association.

Although common in toddlerhood, for most children, antisocial behavior declines with age. The current study examined whether changes in maternal sensitivity, children's social skills, emotion regulation, and hostile attributions account for these declines. Data from 1022 participants, (52% female; 87% Caucasian) from the NICHD SECCYD were examined from 54 months through 6th grade. Analyses revealed that increases in sensitivity, social skills, and emotion regulation predicted decreases in antisocial behavior. Increases in sensitivity predicted declines because they promoted social skills and emotion regulation. Decreases in antisocial behavior predicted subsequent increases in sensitivity, children's social skills, emotion regulation, and decreases in hostile attributions. Increasing sensitivity, children's social skills, and emotion regulation, appear to be critical factors for naturally-occurring declines in antisocial behavior. / text

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Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Although a modest body of literature has emerged to investigate the experiences of youth with Autism Spectrum Disorder (ASD), there is a need to better understand their experiences to guide developmentally appropriate interventions and supports. This exploratory mixed-methods project included two studies aimed at gathering information about the self-perceptions and lived experiences of adolescents with ASD. In study 1, 27 adolescents (ages 13-18) completed measures to examine their self-concept and self-perceived competence, self-awareness of ASD characteristics and behaviours, and the types of behavioural attributions and stigmatizing beliefs they ascribe to their problematic behaviours. Two comparison groups (adolescents with Attention Deficit Hyperactivity Disorder and typically developing adolescents) were used for self-concept and behavioural attribution comparisons. Study 2 comprised a smaller sub-set of 13 participants who participated in interviews designed to capture how ASD is perceived and experienced by those living with this disorder. Study 1 results suggested that adolescents with ASD have some awareness of the social, behavioural and adaptive challenges associated with their diagnosis and, as a group, hold some self-perceptions of competence and behavioural attributions that are different from those of adolescents without ASD. In Study 2, interviews were analyzed thematically to capture how adolescents talk about their diagnosis and psychosocial experiences, and how this may impact their self-concept and self-image. Four major categories emerged: (1) self-awareness and understanding of ASD; (2) psychosocial stress; (3) social-ecological factors; and (4) sources of support. Together, these results provide insights about how they perceive themselves and their diagnosis and some of the individual, family, and school factors related to their self-perceptions and self-awareness. Results from both studies converge to provide support for a systems approach to understanding the interactions between adolescents, families, peers, school, community, and greater society when undertaking individual assessments of needs and treatment planning for ASD. Findings from the studies are discussed with respect to the positive and negative effects of awareness and knowledge about one’s diagnosis on self-perceptions and psychological adaptation. This research has important implications for clinical and educational interventions that address the unique needs and strengths of adolescents with ASD to promote positive developmental outcomes.

Although a modest body of literature has emerged to investigate the experiences of youth with Autism Spectrum Disorder (ASD), there is a need to better understand their experiences to guide developmentally appropriate interventions and supports. This exploratory mixed-methods project included two studies aimed at gathering information about the self-perceptions and lived experiences of adolescents with ASD. In study 1, 27 adolescents (ages 13-18) completed measures to examine their self-concept and self-perceived competence, self-awareness of ASD characteristics and behaviours, and the types of behavioural attributions and stigmatizing beliefs they ascribe to their problematic behaviours. Two comparison groups (adolescents with Attention Deficit Hyperactivity Disorder and typically developing adolescents) were used for self-concept and behavioural attribution comparisons. Study 2 comprised a smaller sub-set of 13 participants who participated in interviews designed to capture how ASD is perceived and experienced by those living with this disorder. Study 1 results suggested that adolescents with ASD have some awareness of the social, behavioural and adaptive challenges associated with their diagnosis and, as a group, hold some self-perceptions of competence and behavioural attributions that are different from those of adolescents without ASD. In Study 2, interviews were analyzed thematically to capture how adolescents talk about their diagnosis and psychosocial experiences, and how this may impact their self-concept and self-image. Four major categories emerged: (1) self-awareness and understanding of ASD; (2) psychosocial stress; (3) social-ecological factors; and (4) sources of support. Together, these results provide insights about how they perceive themselves and their diagnosis and some of the individual, family, and school factors related to their self-perceptions and self-awareness. Results from both studies converge to provide support for a systems approach to understanding the interactions between adolescents, families, peers, school, community, and greater society when undertaking individual assessments of needs and treatment planning for ASD. Findings from the studies are discussed with respect to the positive and negative effects of awareness and knowledge about one’s diagnosis on self-perceptions and psychological adaptation. This research has important implications for clinical and educational interventions that address the unique needs and strengths of adolescents with ASD to promote positive developmental outcomes.