Research concerning trust relationships on the interpersonal level, particularly when studied in dyadic relationships from the follower’s point of view, is relatively scarce. Only a few researchers have attempted to link multiple dimensions of trust in the same study. The general aim of this thesis was to examine the nature, measurement and impact of trust within the work context. More specifically, the thesis tests the measurement invariance of a selected trust measurement instrument for male and female South African employees. Thereafter, the interplay between predictors of trust and trust itself is investigated. The thesis concludes with the testing of a structural model that identifies the nature of relationships between trust, psychological needs satisfaction, work engagement and intentions to quit. Throughout the study, the focus is on dyadic relationships where the direct leader is the foci of trust. A cross-sectional survey design was used to gather the data. Two convenience samples were taken of 539 and 252 respondents respectively. The Behavioural Trust Inventory, the Work-related Basic Need Satisfaction Scale, the Work Engagement Scale and the Turnover Intention Scale were administered. The results of study 1 confirmed configural, metric and partial scalar invariance of the Behavioural Trust Inventory across gender. One item that measures one’s willingness to share personal beliefs with a leader demonstrated a lack of scalar invariance for female managers. Results for this item should therefore be treated with caution. Latent factor mean analyses revealed no significant differences between male and female managers on the trust scales. Results for study 2 confirmed the distinctness of trust propensity, trustworthiness and trust as separate main constructs. Trust was strongly associated with trustworthiness beliefs. Trustworthiness beliefs fully mediated the relation between trust propensity and trust. The observed relations between trust propensity and trustworthiness suggest that individuals with a natural predisposition to trust others will be more inclined to perceive a specific trust referent as trustworthy. Results for study 3 provided support for a model in which disclosure-based trust in a focal leader predicts satisfaction of self-determination needs and engagement, but it did not have a statistically significant direct effect on intentions to leave. Mediation analyses revealed that satisfaction of the need for autonomy facilitates the influence of trust on work outcomes, so that the impact of disclosure on engagement becomes more powerful and that it can effectively serve as a pathway to reduce intentions to quit.

Research concerning trust relationships on the interpersonal level, particularly when studied in dyadic relationships from the follower’s point of view, is relatively scarce. Only a few researchers have attempted to link multiple dimensions of trust in the same study. The general aim of this thesis was to examine the nature, measurement and impact of trust within the work context. More specifically, the thesis tests the measurement invariance of a selected trust measurement instrument for male and female South African employees. Thereafter, the interplay between predictors of trust and trust itself is investigated. The thesis concludes with the testing of a structural model that identifies the nature of relationships between trust, psychological needs satisfaction, work engagement and intentions to quit. Throughout the study, the focus is on dyadic relationships where the direct leader is the foci of trust. A cross-sectional survey design was used to gather the data. Two convenience samples were taken of 539 and 252 respondents respectively. The Behavioural Trust Inventory, the Work-related Basic Need Satisfaction Scale, the Work Engagement Scale and the Turnover Intention Scale were administered. The results of study 1 confirmed configural, metric and partial scalar invariance of the Behavioural Trust Inventory across gender. One item that measures one’s willingness to share personal beliefs with a leader demonstrated a lack of scalar invariance for female managers. Results for this item should therefore be treated with caution. Latent factor mean analyses revealed no significant differences between male and female managers on the trust scales. Results for study 2 confirmed the distinctness of trust propensity, trustworthiness and trust as separate main constructs. Trust was strongly associated with trustworthiness beliefs. Trustworthiness beliefs fully mediated the relation between trust propensity and trust. The observed relations between trust propensity and trustworthiness suggest that individuals with a natural predisposition to trust others will be more inclined to perceive a specific trust referent as trustworthy. Results for study 3 provided support for a model in which disclosure-based trust in a focal leader predicts satisfaction of self-determination needs and engagement, but it did not have a statistically significant direct effect on intentions to leave. Mediation analyses revealed that satisfaction of the need for autonomy facilitates the influence of trust on work outcomes, so that the impact of disclosure on engagement becomes more powerful and that it can effectively serve as a pathway to reduce intentions to quit.

Syftet med denna studie är att undersöka vilken sorts motivation individer drivs av och motiverar dem att träna på gym och om det finns någon skillnad mellan könen. Studien är av kvantitativ karaktär och datainsamlingsmetoden som använts för denna studie är en enkätundersökning som bygger på en validerad enkät Exercise Motivation Inventory - 2. Utifrån enkätsvaren har författaren kodat datan och slagit ihop värdena i dem nya delskalorna gjort en deskriptiv analys och en sambandsanalys mellan kön och motivat-ionsorsaker. I resultatet diskuteras och analyseras utifrån tidigare forskning inom motivationsdomänen samt utifrån Self-Determination Theory. Resultaten visar att människor som tränar på gym i Kalmar drivs av inre motivation samt att det finns vissa skillnader mellan könen kring motivation.

This thesis examines the potential of the indigenous right to internal self-determination as a framework accommodating the demands of the Niger Delta Peoples for Self-determination within the sovereignty of Nigeria. The unsustainable exploitation of crude oil in the Niger Delta resulted in the ecological devastation of the region and adversely affected the Niger Delta People's subsistent traditional mode of using their lands. The response of the Niger Delta People was originally to seek redress by instituting legal actions in Nigerian courts. The failure of the majority of these actions, and the combined factors of the exclusion of the Niger Delta People from the process and proceeds of the oil industry and their marginalization in the political and administrative structure of Nigeria resulted in the demand by the Niger Delta People that Nigeria recognize their right to self-determination. They justified this demand for self-determination with the arguments that:  Their dispossession from their lands by the government in Nigeria was akin to the exploitation of indigenous peoples in the Americas by colonial settlers.  The unsustainable exploitation of resources in their territory placed them in the same position as colonized peoples experienced under foreign domination in the era of colonization. In a bid to protect her sovereignty, Nigeria does not recognize the rights of self-determination or 'peoplehood' or even minority status of any ethnic groups within Nigeria. This thesis argues that the indigenous right to internal self-determination is a framework that has the potential to bring lasting solution to the conflict between the Niger Delta people and the government of Nigeria for the following reasons:  Indigenous internal self-determination prescribes a category of self-determination that is consistent with the sovereignty of states because it recommends inter alia autonomy with the territories of states. Indigenous internal self-determination provides a regime for sustainable development of resources as it recommends inter alia that states recognize the right of indigenous peoples to participation, consultation and free prior informed consent in the exploitation of resources in indigenous peoples' territory.

According to the dual valuing process model (Grouzet, 2013), the social context can either facilitate the natural human tendency to pursue intrinsic goals, or thwart it by promoting extrinsic goals. Congruent with this idea, research in self-determination theory (Deci & Ryan, 2000) suggests that parental autonomy support (PAS) is associated with the development of intrinsic goals, whereas more controlling parenting styles, such as conditional regard (PCR), are expected to facilitate extrinsic goals. Results from two preliminary studies suggest that mothers tended to use PAS to promote goals that were more intrinsic, as well young adults were more likely to autonomously internalize these goals, whereas PCR was associated with more extrinsic goals. In the current study, we sought to extend these findings by including a general measure of perceived parenting style, as well as asking participants to recall a goal that was promoted during adolescence (i.e., 13-16 years). Results from this study indicate no difference in the type of goal that was promoted or the way in which it was internalized when mothers used either autonomy support or conditional regard, over and above general parenting style. Results will be further discussed in with respect to parenting, self-determination theory, and the dual valuing process model. / Graduate

published_or_final_version / abstract / Physics / Doctoral / Doctor of Philosophy

For the last twenty years, there has been growing concern among educators, scholars, and parents about the underachievement and disengagement of boys in school. Self-Determination theory postulates that individuals will be more motivated when their needs for relatedness, competence, and autonomy are satisfied. Boys' relationships with teachers are sometimes conflictual, although relatedness to teachers has been shown to be a salient predictor for academic engagement. Teachers can also serve as a buffer for those students who are at risk of failure or dropping out. Other issues involve masculinity sitting uncomfortably with academic success, the need for self-discipline, and the nature of academic tasks being too sedentary and less hands-on. This study explores the academic engagement of at-risk boys with special attention to the role of teacher-student relationships using self-determination as a theoretical framework. A qualitative method was utilized to illuminate the complex interactions between antecedents and consequences for developing an explanatory scheme for why some boys do well academically and others do not. Ten third through fifth grade boys were interviewed, along with ten of their parents and six teachers. Topics ranged from their likes and dislikes, feelings about their teachers and school in general, and ways in which teachers and parents support and encourage them academically. The boys were observed in multiple settings throughout the school year. The goal was to shed light on the "boy crisis" and to take a nuanced approach when it comes to studying boys. The study was also designed to enhance our understanding of academic engagement as a multidimensional construct encompassing behavior, emotion, and cognition. Academic task characteristics and self-discipline, as well as relatedness to teachers, parents, and peers, emerged as important themes in engaging boys, while the construct of masculinity was not as salient. A proposed model was developed as a psychoeducational tool for providing information about the academic engagement of boys. This model could assist educators and parents in helping boys attain more joy and success in school. / text

For many years, researchers and educators have been concerned about achievement scores but seemed less interested in students’ happiness and psychological well-being at school. However, students’ psychological well-being experiences may facilitate students’ adjustment and ultimately lead to academic achievement. It can be assumed that students’ different motivational and well-being experiences in each course would contribute to students’ overall psychological well-being. The purpose of this study was to investigate how and why students experience different levels and kinds of motivation and well-being across courses. As the preliminary and important ground to allow me to address this purpose, I needed to establish first whether students experienced different levels of academic motivation and course well-being across the courses they were taking. A total of 505 students participated in this study and provided information about 1817 courses they were taking. The participants come from a subject pool of one department that attracted students from diverse majors. Multilevel modeling was used to explore different situational (Level 1) and personal experiences (Level 2) of motivation and course well-being across courses and across students. The unconditional model showed variability of perceptions at Levels 1 and 2 indicating that students did vary in their reports across courses and that nevertheless, there were individual differences across students in their aggregate experiences. The conditional model was used to test what course characteristics were associated with motivational and well-being indicators at the situational level. Course characteristics were taken from different constructs: course value, classroom structure, teacher characteristics, classroom goal structure, and a caring classroom climate. Predictors at the personal level included students’ sex and their perceptions of general needs for relatedness, general relatedness need fulfillment in everyday life, and personal growth. Having supported the preliminary hypothesis with the unconditional model that there was variance both within student and between students, I used the conditional model and found that various course characteristics were differently associated with academic motivation and course well-being. Overall, results addressed that teacher characteristics and a caring classroom climate were strongly associated with all the different kinds of motivational and course well-being indicators. Students’ personal characteristics were, also, differently related to these outcomes. / text

The purpose of this study was to identify significant relationships betweenidentity threat, relatedness or sense of belongingness, and academic achievement in asample of minority college students who were enrolled in an underrepresented academicfield in higher education. Our sample included 56 Hispanic students enrolled in an Organic Chemistry class at a Southwest University. Findings show that Ethnic Sense ofBelongingness positively predicted Classroom Sense of Belongingness, which in turnpredicted Effort. This relationship was also impacted by students' perceptions of Self-Efficacy to Achieve, Teacher Trust and Academic Support, and Intrinsic Motivation andKnow and Accomplish. Overall, findings highlight the influence of ethnic sense ofbelongingness at school, in achievement and motivational processes in the classroom.

<p>A unique feature of the fetal gonad is its ability to form two distinct organs, the testis and the ovary, from a single bipotential primordium. The outcome of this decision, which is made by a population of somatic cells known as the bipotential supporting cell precursors, determines whether an embryo will develop as a phenotypic male or female. Though several molecular pathways have been shown to be required for female fate determination in vertebrates, the intricacies of ovarian morphogenesis are not well understood. A key event in ovarian development occurs around birth, when meiotic germ cells and somatic granulosa cells organize into primordial follicles, the structures that generate mature oocytes for ovulation in adult females. We investigated the embryonic origins and proliferative properties of granulosa cells in the fetal mouse ovary and found that the precursors emerge from the ovarian surface epithelium and then enter mitotic arrest in a specification process that extends from the bipotential stage to the end of the postnatal follicle assembly period. Maintenance of cell cycle arrest in granulosa cell precursors appears to be regulated by Wnt signaling. The first granulosa cells to be specified were exclusively incorporated into the subset of follicles that begin to grow immediately upon assembly. We show that this first group of granulosa progenitors derives from the supporting cell precursors present in the bipotential gonad. Interestingly, both XX and XY supporting cell precursors were mitotically arrested towards the end of the bipotential period, indicating that adoption of supporting cell fate might be regulated by the cell cycle. We also show that antagonism of Notch signaling may be required for these precursor cells to exit the cell cycle and differentiate.</p><p>In Witschi's classic model of vertebrate gonad development, the cortex and medulla of the undifferentiated gonad expand and differentiate in a mutually exclusive manner to yield the mature ovary and testis (Witschi 1951). Estrogen acts on both the cortex and medulla to promote female fate determination and ovary development in non-mammalian vertebrates. However, the downstream receptors and targets through which estrogen exerts its effects on the gonad have not yet been elucidated. We selected the red-eared slider turtle Trachemys scripta as a model with which to address this question. We first characterized the cellular composition of the turtle gonad before and after sex determination, identifying four populations of somatic cells distinguishable by their location within the gonad as well as the complement of transcription factors expressed. This information was then applied to an investigation of estrogen signaling pathways in the turtle ovary. We show that i) estrogen likely acts through its canonical receptors rather than a non-canonical pathway involving ERK signaling; ii) early exposure to estrogen resulted in the premature downregulation of a testis-specific gene, SOX9, in the medulla; iii) less estrogen is needed to promote ovarian differentiation in the cortex of the gonad than to repress testicular differentiation of the medulla, consistent with the localized production of estrogen in the medulla; and iv) estrogen's repressive effect on SOX9 expression may be mediated by Wnt signaling. </p><p>Our findings add complexity to the standard model of how the male and female supporting cell lineages are established in mice, reveal evolutionary conservation between mice and turtles in the timing of granulosa cell specification relative to sex determination., and refine our understanding of how estrogen acts to promote ovarian development in non-mammalian species.</p> / Dissertation