The current study examined attachment and borderline features in a sample of adolescents whose mothers have Borderline Personality Disorder (BPD) (n=28) and normative comparison adolescents (n=29) using self-reports of parental attachment and borderline features. Statistical analyses revealed, with marginal significance, that adolescents of mothers with BPD provided lower ratings of parents as sources of support than comparison adolescents, but no difference for parents as facilitators of independence. However, adolescents of mothers with BPD did provide lower ratings of affective quality of parental attachment relationships. Dichotomous group differences were not found in adolescent borderline features. However, every subscale of maternal borderline features was positively correlated with adolescent affective instability. Additionally, maternal affect instability was related to adolescent negative relationships. Adolescent negative relationships were inversely related to ratings of affective quality of attachment relationships. Adolescent identity problems were negatively related to parents as facilitators of independence. Study findings aid in filling the gap in the minimal existing literature on adolescent offspring of women with BPD and yield clinical relevance in targeting prevention and intervention strategies for this group at risk for borderline features.

The present study focuses on the relationship between personality and Life Satisfaction. I analyzed the Big Five traits, six Narrow personality traits, and levels of Life Satisfaction in a sample of 5,932 individuals. A review of existing literature on other variables that contribute to Life Satisfaction was also conducted and used to measure against personality traits. The narrow traits added variance above and beyond the Big Five personality traits. All the Big Five traits and Optimism, Assertiveness, Intrinsic Motivation, and Tough-Mindedness were significantly and positively correlated with Life Satisfaction. Image Management was significantly and negatively correlated with Life Satisfaction. Results were discussed in terms of the relation of personality traits to Life Satisfaction and the amount narrow personality traits related to Life Satisfaction after controlling for the Big Five. Explanations were offered as to how these traits might have value in relation to Life Satisfaction.

<p>The study explored the comparison of grade 8 to 10 urban and peri-urban learners&rsquo / contexts preferences in mathematical literacy. There is currently a strong emphasis on the use of contexts for school mathematics. This has been also the case for South Africa when grade 10 learners have to make a choice between mathematics and mathematical literacy as one of their compulsory subjects for grade 10. This study focused more on the use of mathematics in real life situations. Data was collected by using questionnaires developed as part of the Relevance of School Mathematics Education (ROSME) project. The questionnaire dealt with contexts preferred by grade 10 learners from urban and peri-urban areas. The data were analysed using non-parametric statistical techniques. The findings radicate that there were contexts highly preferred by learners from both urban and peri-urban areas / least preferred by learners from both areas, highly preferred by learners from periurban areas but not by learners from urban areas and least preferred by learners from urban areas but not by those from peri-urban areas and vice versa. It is recommended that contexts highly preferred by learners should be incorporated in the learning experiences of learners.</p>

<p>Usually contexts for learning are chosen by adults without conferring with learners at any point. The present study investigated learners&rsquo / preferences for contexts to use in learning school mathematics. Furthermore the study sought to establish motivations learners have for preferring particular contexts. The problem the study addressed was that of absence of learners&rsquo / contribution in contexts used to learn mathematics. The aim was to find out the contexts learners preferred and the reasons they gave for their preferences. It is important to be aware of learners&rsquo / preferences when choosing contexts to use in teaching. Preferences improve motivation and learning. Furthermore, consulting them sends a message that they matter and have an important role to play in their education.</p>

Many of the insightful writings on clusters identify the role of entrepreneurs as key agents in the formation of firms and clusters. This thesis argues instead that local entrepreneurship is not ceased once firms and clusters are established; local entrepreneurship is about the continuous (re)creation of both businesses and clusters in global spaces. Global spaces for local entrepreneurship emphasises how firms collectively become an agent of continuous renewal. Firms enact an organising context materialising in networks that stretch relations and collaborations according to the issues being dealt with. These networks are localised but are extended beyond the geographical boundaries of clusters. One important example of this, which is in focus in this doctoral thesis, is that firms operating in clusters often interact with actors whom they have met at international trade fairs (ITFs). ITFs are those attractive events that individuals, firms and institutions attend temporarily to exhibit and trade products in foreign and national markets. This thesis is based on the work contained in a cover and five papers. Each paper contributes to the research objective and questions brought forward in the thesis cover. The empirical evidence has been mostly drawn from several case studies conducted in the Lammhult cluster in Sweden. The findings show that firms build their organising contexts in order to stretch the reach and accessibility to local and non-local actors; they jointly co-create potential opportunities. The organising contexts are mapped in networks using three proximity orders. The empirical findings report three types of situations in which there is a potential opportunity for continuous renewal. By emphasising the opportunities that can be originated when a business is not realised or when a new or improved product or process has not been generated yet, this thesis aims to stimulate a theoretical reappraisal of global spaces for local entrepreneurship. With the conceptual development of global spaces for local entrepreneurship, we put forward the idea that such spaces enhance an ability to renew firms and clusters. The underlying reason is that local entrepreneurship is centered on the social interaction between individuals, firms and/or institutions; it materialises in intended and unintended dialogical situations when there is a commitment to the continuous renewal of firms and clusters. Such dialogical situations carry with them an opportunity for co-creating new businesses, new products and new processes.

All athletes are driven by motivation, sources or reasons to push their bodies to their limits and continue to do so regularly. There have been several studies concerning motivation in typical athletes, and many regarding social motivation in people with High Functioning Autism (HFA), however most have been limited to children, and there have been no investigations into HFA athletes’ motivation. The current study looks into the role of social dimensions in athletics, and tests how one’s gender and placement on the Empathy Questionnaire (EQ), Systemizing Questionnaire (SQ), and on the Autism Questionnaire (AQ) affect intrinsic motivation in athletics. It was predicted that athletes with HFA would demonstrate greater levels of intrinsic motivation than those with lower scores on the Systemizing and Autism Questionnaires. The second hypothesis predicted that those who are more prone to systematizing (and perhaps higher on the AQ) would be more intrinsically motivated than those who are more prone to empathizing, as social rewards may not be as important to them. To uncover the differences between intrinsic motivation due to placement on the AQ, SQ and EQ, as well as differences between sexes and coaching feedback, a combination of Linear Regression Analyses, Independent Groups T-Tests and Correlations (n=25) were used. The first hypothesis was invalid due to lack of recruitment of HFA participants, but the second was supported by the data.

The current study seeks to link traditional forms of empathy induction with new research that suggests videogames can be used as an experiential method of induction. One hundred-nine college students, sixty-four females and forty-six males, were used in a 2x2x2 design, the independent variables being prosocial/neutral videogame, empathic/neutral instructions, and gender. Dependent variables were both questionnaire responses to a fictional story and an opportunity to be realistically altruistic. Participants played either a prosocial or neutral videogame, received either empathic or neutral reading instructions, and then read a vignette depicting a difficult situation faced by the writer. They then rated their reactions on a 7-point Likert scale before being asked to donate time to a local charity. A marginally significant result of gender was found in that females generally responded more strongly than males, and no other results were significant. These finding were different than previous research.

This correlational and experimental study examines how people with different levels of alexithymia and emotional intelligence write about their emotional experiences. Because research on expressive writing (writing about important emotional experiences) has found such far-reaching therapeutic benefits, and attributes much of it to expressive writing's linguistic properties, exploring how a person's emotional understanding relates to language matters. Sixty-eight participants engaged in Pennebaker's expressive writing paradigm, and their word usage was measured on a number of categories, as given by the Linguistic Inquiry and Word Count program. Results indicated that different levels of emotional intelligence and alexithymia correlated with certain parameters of word usage. However, few relationships were observed between the two attributes and change in word usage over time.

The current study assessed the convergent validity of the Situational Assessment of Leadership – Student Assessment (SALSA©) and multi-source ratings in Division I intercollegiate athletic teams. Identified student-athlete team leaders were asked to complete the SALSA©, which assesses eight dimensions of leadership. By assessing the relationship between SALSA© scores and multi-source ratings (i.e., self, teammate, and coach), of the same eight leadership dimensions, a unique multi-dimensional perspective of leadership is revealed. Results indicated a significant positive relationship between overall SALSA© scores and overall self and coach performance ratings. Overall SALSA© scores also were significantly correlated with Overall Leadership Effectiveness peer-ratings. The dimension of Problem Solving/Innovation was significantly correlated with self-, peer-, and coach-ratings. Influencing Others and Communication SALSA© scores were significantly correlated with the self rating for their respective dimension. Self-ratings were significantly higher than any other source of rating. This study further validates the effectiveness of the SALSA© to identify and predict leadership behavior.

The primary goal of the current study was to re-evaluate, revise, and abbreviate alternate forms of the Situational Assessment of Leadership: Student Assessment (SALSA©) developed by Grant (2009). Archival response sets collected from individuals with extensive experience in leadership who were administered either the full-length SALSA© or Form A or B in previous studies. A total of 80 individual response sets comprised the final sample. Items were categorized by p-value and Subject Matter Expert ratings gathered from the previous study. Items were then selected based on a combination of difficulty and item-total correlation (ITC) values. Selected items were paired based on ITC, and randomly assigned to either Form A or Form B. The newly created forms yielded acceptable alpha coefficients, indicating satisfactory reliability. The coefficient of equivalence between the two forms was high, indicating that the two tests are acceptable alternate forms of the SALSA©.