The present study investigated variability in the remedial outcomes of 105 adolescents with reading disabilities who participated in PHAST PACES, a research-based reading intervention with a strong attributional retraining focus. The study focussed on the impact of three conative functions—intrinsic motivation, attributions, and effortful control—and their relationships with reading skill and reading growth. It was hypothesized that, following PHAST PACES, students would demonstrate improvement on reading outcomes, increased intrinsic motivation for reading, a shift from maladaptive to adaptive attributions, and improved effortful control. Students demonstrated significant gains on reading and effortful control measures following PHAST PACES intervention. The intrinsic motivation and attributional profiles of students did not improve. Students who performed best on reading measures at pre- and post-test made attributions of success to ability and avoided attributions of failure to ability, while reporting high perceived competence for reading, and demonstrating good effortful control.

The present study investigated variability in the remedial outcomes of 105 adolescents with reading disabilities who participated in PHAST PACES, a research-based reading intervention with a strong attributional retraining focus. The study focussed on the impact of three conative functions—intrinsic motivation, attributions, and effortful control—and their relationships with reading skill and reading growth. It was hypothesized that, following PHAST PACES, students would demonstrate improvement on reading outcomes, increased intrinsic motivation for reading, a shift from maladaptive to adaptive attributions, and improved effortful control. Students demonstrated significant gains on reading and effortful control measures following PHAST PACES intervention. The intrinsic motivation and attributional profiles of students did not improve. Students who performed best on reading measures at pre- and post-test made attributions of success to ability and avoided attributions of failure to ability, while reporting high perceived competence for reading, and demonstrating good effortful control.

The aim of the study was to investigate the relationship among conflict distress, conflict attributions (self/partner blame), perceived conflict behaviors (similarity/difference) and relationship satisfaction. Relationship Conflict Inventory (RCI), Dyadic Adjustment Scale (DAS), Conflict Behaviors Questionnaire and Demographic Information Form was administered to 58 dating couples. In order to investigate the predictive power of conflict distress level, conflict attributions (self/partner blame), perceived conflict behaviors (similarity/difference) and demographic variables on relationship satisfaction stepwise regression analyses was carried out. Moreover, separate cross partial pairwise intraclass correlations conducted in order to examine the relationship between one partner&#039 / s conflict distress level, conflict attributions (self/partner blame), perceived conflict behaviors (similarity/difference) and the other partner&#039 / s relationship satisfaction / and to examine the relationship between one partner&#039 / s conflict distress, conflict attributions (self/partner blame) and the other partner&#039 / s perceived conflict behaviors (similarity/difference). Additionally, it was also aimed to examine demographic variables&#039 / (namely, gender) effects on each variable and in all analysis. The results revealed that higher levels of conflict distress and perceived difference on conflict behaviors predict lower levels of relationship satisfaction. Additionally, results yielded that in predicting women&#039 / s relationship satisfaction conflict distress accounts as the only variable, whereas for men similarity on perceived conflict behaviors and blaming self predicted relationship saitsfaction. It is also found that one partner&#039 / s conflict distress, partner blame and perceived conflict behavior difference negatively correlated with the other partner&#039 / s relationship satisfaction / and one partner&#039 / s conflict distress and partner blame is positively correlated with the other partner&#039 / s perceived conflict behaviors (similarity/difference). Furthermore, results indicated no gender differences on conflict distress level, conflict attributions (self/partner blame), and perceived conflict behavior (similarity/difference). The results are discussed in the light of literature.

Made available in DSpace on 2015-04-11T13:59:19Z (GMT). No. of bitstreams: 1 gisele.pdf: 2523540 bytes, checksum: abc6ea9e01e107d1598aaa442801d7a8 (MD5) Previous issue date: 2011-05-20 / O ser humano é motivado a descobrir a causalidade dos eventos e compreender seu ambiente, estabelecendo relações para o sucesso ou fracasso a partir de suas crenças e expectativas, a isso se denomina atribuição causal. Na escola, esse processo de atribuir causas é repetido pelos alunos em relação ao rendimento escolar, pois eles formulam julgamentos sobre sua própria capacidade e condição de estudantes a partir dos contextos de aprendizagem. A pesquisa objetivou identificar as atribuições causais sobre o rendimento escolar dos estudantes do 9º ano do ensino fundamental da rede estadual da cidade de Manaus/Amazonas. A amostra foi de 1011 estudantes e o instrumento utilizado foi o Questionário das Atribuições para o Rendimento Escolar (QARE de Almeida & Miranda, 2008 adaptado por Mascarenhas, 2010), cujas propriedades psicométricas mostraram-se fiáveis para o domínio das ciências humanas apresentando um Alpha de Cronbach de 0,849 nos itens de bom desempenho e um Alpha de Cronbach de 0,89 para os itens relacionados ao fraco desempenho . Utilizou-se de uma abordagem quantitativa para a análise dos dados. As causas apontadas para o rendimento escolar foram analisadas pelo método de análise fatorial e categorizadas em oito fatores que se apresentam com o grau de importância devido aos valores próprios apresentados, sendo quatro para o bom desempenho (Fator 1: Estudos organização e estratégias com valor próprio de 3,245; Fator 2: Professores e estrutura externa material com valor próprio de 2,669; Fator 3: Capacidades e habilidades cognitivas com valor próprio de 2,332; Fator 4: Sorte e apoio externo com valor próprio de 1,639) e quatro para o fraco desempenho (Fator 1: Estudos organização, estratégias e motivação apresentado o valor próprio de 3,184; Fator 2: Capacidades e habilidades cognitivas com o valor próprio de 2,738; Fator 3: Professores e apoio externo (família) com valor próprio de 2,692 e Fator 4: Sorte e estrutura material externa com valor próprio de 2,213). Concluiu-se que a identificação e análise das atribuições causais sobre o rendimento escolar pode favorecer a elaboração de ações interventivas na escola no sentido de promover a aprendizagem e que o QARE é um instrumento inovador no domínio da psicologia escolar gerando novos indicadores conceituais que podem contribuir para revisão do currículo de formação de docentes e gestores da educação.

In den letzten vier Jahrzehnten hat sich auf dem Gebiet der vergleichenden Phraseologieforschung eine kontinuierliche Entwicklung vollzogen, die sich auf den Forschungsbedarf der Übersetzungswissenschaft, der Lexikographie und der Fremdsprachendidaktik gründet. Vor allem seit den 1990er Jahren entstanden viele auf theoretischer und auch praktischer Ebene fundierte germanistische Studien. Zu nennen sind zum Beispiel Barbara Wotjaks „Verbale Phraseolexeme in System und Text“ (1992), Csaba Földes’ „Deutsche Phraseologie kontrastiv. Intra- und interlinguale Zugänge“ (1996) oder der von Harmut Lenk und Stephan Stein herausgegebene Band „Phraseologismen in Textsorten“ (2011). Zum Tschechischen liegen wichtige Untersuchungen vor wie die von Franz Schindler, „Das Sprichwort im heutigen Tschechischen. Empirische Untersuchung und semantische Beschreibung“ (1993) oder Helgunde Henschels „Die Phraseologie der tschechischen Sprache“ (1993).

No description available.

The impact of parents' marital conflict and parent-child conflict on the adjustment of children is well documented. Given the theoretical and empirical data to support a relationship between experiencing interparental and parent-child conflict during childhood and later conflict in romantic relationships, it is important to investigate the potential mechanisms that operate in this relationship. Thus, the present study sought to investigate the extent to which attributions of conflict mediate the relationship between experiencing interparental and parent-child conflict and later conflict in a romantic relationship. Results were based on the responses of emerging adults (190 males and 473 females) enrolled in psychology courses at a large southeastern university. Compared to males, females reported experiencing lower levels of permissive parenting, as well as higher levels of interparental psychological aggression, maternal emotional availability, attachment with mothers and peers, and overt violence in their current romantic relationships. Consistent with extant research, significant correlations were found among interparental conflict, parent-child conflict, attributions of conflict, parenting style, emotional availability of parents, attachment, and conflict with current romantic partners. Regression analyses (for males and females separately) suggested that different types of interparental and parent-child conflict predict greater hostile attributions and greater levels of conflict with current romantic partners. Although attributions of conflict predicted conflict with current romantic partners, conflict attributions did not mediate the relationship between family conflict and conflict with current romantic partners. These findings emphasized the importance of research investigating the long-term cognitive and emotional effects of family conflict and violence in order to provide a context for understanding the development of risk and resilience factors for relationship violence.

Titel: Ligger ledarskapet i medarbetarens händer? - En studie om ledarskap ur ledarens perspektiv Nivå: Examensarbete på grundnivå (kandidatexamen) i ämnet företagsekonomi Författare: Josefin Aronsson och Anton Lindström Handledare: Monika Wallmon Datum: 2023 – januari Syfte: Studiens syfte är att ur ledarens perspektiv undersöka hur ledarskapet påverkas av relationen mellan en ledare och en medarbetare. Mer specifikt, vilka konsekvenser det får i form av eventuell diskriminering av medarbetare eller för vilken utsträckning som ledaren delegerar egenmakt till medarbetaren. Studiens grund utgörs av LMX-teorin (leader-member exchange), där relationerna mellan en ledare och de enskilda medarbetarna står i fokus. Ledarens perspektiv är inte studerat i en tillräcklig utsträckning, och flertalet forskare efterlyser en större förståelse för ledarens sida av relationen.  Metod: En kvalitativ metod har använts och det empiriska materialet har samlats in genom intervjuer med tio olika ledare från åtskilda organisationer. Respondenternas svar har behandlats mot sin unika kontext, men också jämförts mot varandra. Mönster och teman i materialet har lyfts fram i studiens resultat, och sedan granskats och analyserats med den teoretiska referensramen som bakgrund. Resultat och slutsats: Huvudsakliga slutsatser är att relationen till medarbetaren till en viss del påverkar hur kontrollerande ledaren är, vilka arbetsuppgifter som ledaren tilldelar medarbetaren och hur mycket frihet som delegeras gällande arbetsuppgiftens utförande. Medarbetaren påverkar starkt hur personlig relationen mellan parterna är. Starka relationer kan innebära en fördel genom att medarbetares prestation gynnas, men det kan också vara så att ledaren bygger starka relationer till medarbetare som är mer engagerade och högpresterande. Ledaren diskriminerar inte vissa medarbetare på grund av godtyckligt gillande från ledarens sida, men däremot är det samma faktorer som ligger bakom att en relation blir stark som också kan vara rättvisa skäl till att vissa medarbetare får vissa förmåner, som att de presterar bättre. Examensarbetets bidrag: Studien bidrar till en mer nyanserad bild av LMX-modellen genom att beskriva ledarens perspektiv och vad ledaren ser är viktigt för att relationen till en medarbetare ska kunna växa sig stark. Vidare medför studien en nyansering av modellen genom att det konstateras att medarbetare vilka ledaren har en lägre relation till inte behöver vara diskriminerade av ledaren. Det praktiska bidraget är en ökad kännedom om hur ledare påverkas av relationen till sina underordnade, vilket kan ge värdefulla insikter till chefer. Förslag till fortsatt forskning: Undersöka om den erfarenhet som en ledare besitter i sin roll har en påverkan för hur ledaren ser på relationen till sina underordnade. Även studier kring hur relationer påverkar ledaren beroende på arten av organisationens uppdrag föreslås samt om det finns några nackdelar för en chef att ha en god och nära relation till sina medarbetare. Nyckelord: Ledarskap, relationen mellan ledare-medarbetare, LMX-teorin, attribution. / Title: Is leadership in the hands of the employee? - A study about leadership from the leader’s perspective Level: Student thesis, final assignment for Bachelor Degree in Business Administration Authors: Josefin Aronsson and Anton Lindström Supervisor: Monika Wallmon Date: 2023 - January                                                                           Aim: The aim of the study is to, from the leader’s perspective, examine how the relationships between the leader and his or her followers affects the leadership. More specifically, which consequences it brings on the matters of discrimination of some employers or to what extent the leader is willing to empower the employer. The foundation of the study consists of the LMX-theory (leader-member exchange), where the focus is on the relations between a leader and follower. The perspective of the leader has not been sufficiently studied before, and several authors enquire for a greater understanding of the leader's view of the relationship. Method: A qualitative method has been used, and the empirical material has been collected through interviews with 10 different leaders from diverse organizations. The result from each interview has been processed with the unique context in concern, but the different results has also been compared to each other. Identified patterns are presented in the result of the study, which then has been reviewed and analysed against the theoretical framework. Results and conclusions: The main conclusions from the study is that relationships with employees do have an impact on how much control the leader urges, which tasks the leader assigns to an employee, and how much freedom that the employer gets regarding the execution of a task. The followers affect largely how private the relationship between the parties are. Highly valued relations can benefit the performance of the employers, but it could also be that the leader chooses those employees who are dedicated and perform well when building strong relations. Leaders do not discriminate against some employers on the basis of arbitrary liking, but at the same time it is the same factors which can be seen lead up to that some relationships growing strong, as could be acceptable reasons why a certain employee gets some favours - such as that the employee is performing well. Contribution of the thesis: The study contributes to a more nuanced picture of the LMX-model, though it views the relations from the perspective of the leader and brings clarity of what the leader values in a relationship in order for it to mature and become strong. The model also becomes more nuanced through the highlights of the fact that the leader does not discriminate followers that he or she has a slightly less valued relationship to. The practical implications of the study is a greater knowledge about how leaders are affected by the relationships with the followers, which can give practicing managers some great insights. Suggestions for future research: Examine if the leader’s experience does have an effect on how the leader look upon the relationship with his or hers followers. Studies regarding if the organisations’ mission can matter for the leaders view on relationships are also suggested, and also if there are some disadvantages with strong relations between leader-member. Key words:  Leadership, relations between leader-employee, LMX-theory, attributions.

No description available.

In the present study, we have explored the role of brand trust and consumer brand identification in evoking brand forgiveness when individuals are exposed to communications related to corporate social responsibility (CSR) wrongdoings. Grounded in attribution theory, we have developed and empirically tested a conceptual model to assess the effectiveness of brand trust in facilitating the attribution of wrongdoings either internally (e.g., believing that the brand had wrong intentions) or externally (e.g., believing that there are other factors beyond the brand's control) in influencing brand forgiveness. We conducted an online experiment utilizing Amazon Mechanical Turk (MTurk) to recruit participants from the U.S. national population (N = 620) following a quota sampling method. Structural equation modeling (SEM) was performed in Mplus to analyze the hypothesized direct and mediation relationships. Multivariate analysis of variance (MANOVA) was performed to test the moderating hypotheses in SPSS (i.e., the interplay of brand trust and consumer brand identification in influencing internal and external attributions). Supporting the hypotheses, we found that brand trust positively influenced external attribution and external attributions, evoking brand forgiveness when individuals are exposed to communications related to CSR wrongdoings. However, contrary to our expectation, we found that the brand trust positively influenced internal attribution which indicated that higher the degree of faith individuals had in the brands, higher their tendency was to consider the possibility that the brand was indeed involved in unethical CSR practices.