This research aims to fill an important gap in focusing on why individuals are able to take part in and/or support activities that have effects on economic, environmental, and social dimensions that are not consistent with their sense of right and wrong. The research focuses on the relationship between supply chain management and moral disengagement, and how this relation affects social responsibility. After observing individuals avoiding responsibility for misconduct an explanatory concept, moral decoupling, was proposed. Moral decoupling considers moral responsibility a flow in the supply chain. Moral decoupling occurs when the flow is restricted. If moral decoupling occurs at an identifiable point it is called a moral decoupling point. The concept was developed by identifying and linking specific supply chain activities and structures with moral disengagement, a theory that explains the deactivation of self regulation. Moral decoupling was able to suggest how to reduce moral disengagement and improve social responsibility. To validate the suggestions a literature review on social responsibility was conducted and identified sixteen elements of social responsibility in supply chain management. The suggestions based on moral disengagement were compared with elements of social responsibility and a large overlap was found. Lastly, suggestions on how to reduce moral disengagement and map moral responsibility in a supply network are proposed, links between elements of social responsibility are presented, and moral coupling is added as a complementary term to moral decoupling. A model explaining the relationship between ethical guidelines, moral responsibility, moral decoupling, and social responsibility is proposed. In relation to current theoretical knowledge the thesis has contributed to the field of socially responsible supply chain management with an application of a new theoretical lens that gives one explanation as to why identifed elements of social responsibility are important. The understanding of social responsibility has reached an increased explanatory depth following the identification of moral disengagement as a generative mechanism, subject to conditions in supply chain management. The research has also applied moral disengagement in a context not identified in earlier research, and shows some of the complexity of applying it to a real-world global context. The elements of social responsibility and moral (de)coupling help practitioners identify what they should focus on to increase social responsibility and also offer an explanation for `why?'. The findings can be used to construct supply chains that are less prone to misconduct and to identify where in the chain it is important to be aware of immoral behavior. The value and originality of this research is centered on the application of a new theoretical lens for socially responsible supply chain management. It is the only identified research in the area which identifies mechanisms on a generative level that explains human behavior and conditions to which those mechanisms are subject. This is also in itself a novel application of moral disengagement in a new research context. / <p>Doctoral thesis for the degree of Doctor of Philosophy in Textile Management at the University of Borås to be publicly defended on Wednesday, December 10, 2014, at 1:00 p.m.,in room M404, University of Bor as, Allégatan 1, Borås</p>

Ce mémoire contient un article ayant été soumis à la Revue de Psychoéducation. Cet article a été rédigé avec comme co-auteur Michel Janosz / Les difficultés scolaires ont des conséquences importantes, tant au plan personnel que sociétal. De plus, les adolescents d’origine haïtienne semblent particulièrement à risque de vivre des difficultés scolaires. Pourtant, très peu d’études canadiennes se sont intéressées au vécu scolaire des élèves de cette communauté. Cependant, des études menées auprès d’autres groupes minoritaires ont fait état de l’importance de l’influence des amis et des parents en ce qui a trait au rendement scolaire de l’adolescent. Par conséquent, l’objectif général de ce mémoire est d’examiner les pratiques parentales en lien avec l’école comme modératrices de la relation entre le désengagement scolaire des amis et le rendement scolaire chez les élèves haïtiens fréquentant une école en milieu défavorisé. Dans le premier chapitre, nous avons dressé un portrait statistique de l’immigration au Québec et discuté de certains aspects du vécu scolaire des élèves issus de l’immigration. Ces données nous indiquent que les difficultés scolaires que peuvent éprouver ces élèves constituent un phénomène complexe impliquant de nombreux facteurs. Le second chapitre expose en quoi les parents et les amis sont des acteurs cruciaux de la réussite scolaire de l’élève haïtien provenant d’un milieu défavorisé. Nous avons ensuite évalué l’effet modérateur des pratiques parentales sur la relation entre le désengagement scolaire des amis et le rendement en français. Cela a permis de montrer que le désengagement des amis et certaines pratiques parentales en lien avec l’école permettent de prédire le rendement en français. Dans le troisième chapitre, nous avons abordé le rôle du psychoéducateur appelé à intervenir auprès d’élèves haïtiens. Force est de constater qu’il existe un grand nombre d’interventions pouvant être mises en œuvre tant auprès des amis, des parents, que des enseignants, afin de favoriser le succès scolaire des élèves haïtiens. Les résultats de ce mémoire ont mis en lumière l’importance de la prise en compte du désengagement scolaire des amis et des pratiques parentales dans l’étude des difficultés scolaires chez les élèves haïtiens issus de milieux défavorisés. Toutefois, d’autres études seront nécessaires afin de comprendre les mécanismes régissant les interactions entre ces acteurs. Ces études devront inclure des échantillons plus vastes et compter des jeunes de tous les statuts socioéconomiques et de toutes les régions du Québec. De plus, elles devront faire appel à plusieurs informateurs et considérer des facteurs intrinsèques à l’élève, comme par exemple sa motivation scolaire ou son estime de soi. Mots clés : Rendement scolaire, pratiques parentales, désengagement scolaire des amis, adolescents haïtiens, pauvreté. / School underachievement has important consequences, both individual and societal. Haitian adolescents seem particularly at risk of experiencing such academic difficulties. Yet, very few Canadian studies have focused on the academic experience of students in this community. Studies conducted with other minority groups have however reported the important influence of friends and parents in regard to these adolescents’ achievement. The objective of this paper is to examine how school-related parenting practices moderate the relationship between peers’ disengagement in school and academic performance among economically disadvantaged Haitian adolescents. In the first chapter, we have made a statistical portrait of immigration in Quebec and discussed different aspects related to achievement among immigrant students. These data indicate that the academic difficulties that some of these students experience are complex and involve many factors. The second chapter explains how parents and friends are key actors in the academic success of Haitian students coming from disadvantaged background. We then assessed the moderating effect of school-related parenting practices on the relationship between peers’ disengagement in school and adolescents’ achievement in literacy. Results reveal that parental practices and peers’ disengagement toward school contribute directly (positively or negatively) to adolescents’ academic experience. In the third chapter, we finally discussed the role of the psychoeducator who intervene with Haitian students. It appears that there are many interventions that can be implemented with friends, parents, and teachers to promote the academic success of these students. Our results highlighted the importance of considering peers’ disengagement from school and parenting practices in the study of academic difficulties among Haitian students coming from disadvantaged backgrounds. Further studies are however needed to understand the mechanisms underlying the contribution of these actors on adolescents’ achievement. These studies ought to include larger samples of participants coming from all regions of Quebec and all socio-economical backgrounds. In addition, these studies ought to rely on several informants and consider factors intrinsic to the student, such as his academic motivation or self-esteem. Key words: School achievement; Parental practices; Peers’ disengagement from school; Haitian adolescents; Poverty.

The purpose of this essay has been to find out how a commune can work with commitment as a part of the attractive work in order to reduce staff turnover among social workers. Furthermore, the essay refers to contribute the theoretical knowledge in the field. In order to achieve this purpose ten semistructured interviews were conducted, of which eight were with socialworkers and two with unit managers of the social workers in the commune studied. The result showed that the definition of engagement also includes the feeling of caring and wanting to do more than you’re expected to. The result also showed that the social workers engagement are affected of work features, the organization, the leadership and the team of colleagues. Another result show that theese contents can not be statically prioritized, but instead should be put in relation to to the group and the individual's current needs. Based on what was identified as the current needs of the social workers, a result was also a number of development proposals for how the commune and unit managers for social security workers can work to create engagement. / Syftet med uppsatsen har varit att ta reda på hur en kommun kan arbeta med engagemang som en del av det attraktiva arbetet för att minska personalomsättning bland socialsekreterare. Vidare avser uppsatsen bidra med teoretisk kunskap inom området. För att uppnå syftet har tio semistrukturerade intervjuer genomförts, varav åtta var med socialsekreterare och två med enhetschefer för socialsekreterare i den studerade kommunen. Resultatet visade att definitionen av begreppet engagemang också inkluderar en känsla av att bry sig och vilja göra mer än man förväntas. Resultatet visade också att socialsekreterarnas engagemang påverkas av arbetets egenskaper, organisationen, ledarskapet och arbetsgruppen. Ytterligare en slutsats är att ovanstående faktorer och dess innefattande aspekter inte kan statiskt prioriteras utan bör stå i relation till gruppen och individernas nuvarande behov. Utifrån vad som identifierades vara socialsekreterarnas nuvarande behov blev ett resultat även ett antal utvecklingsförslag för hur kommunen och enhetschefer för socialsekreterare kan arbeta för att skapa engagemang.

The press is filled with stories about termination of customer relationships in banking, telecom and other service industries. Yet, there is limited research on firm-initiated service termination and in particular, customers’ reactions to different termination strategies is under-researched. This study employs a 2 (termination strategies: firm-oriented and customer-oriented) * 5 (compensation types: explanation, apology, moderate monetary compensation, high monetary compensation and no compensation) experimental design with US adult consumers in retail banking. In phase 1, the study examines the direct and indirect effects of termination severity on customers’ reactions and the perceived justice theory is used to explain the post termination conceptual framework. The results show that a firm-oriented approach is perceived as more severe and less fair compared with a customer-oriented approach. In addition, termination severity negatively influences perceived justice and positively influences anger, direct complaint, negative WoM and revenge behaviours. The results also demonstrate that anger and perceived justice mediate the relationships between termination severity and behavioural responses and attitude towards complaining moderates the effects of anger on revenge, direct and third party complaint. The study contributes to the service termination literature by enhancing the understanding of the consequences of service termination and also providing a theoretical model of customers’ attitudinal, emotional and behavioural reactions to firm-initiated service termination. Furthermore, little is known about the role that compensation plays in influencing customers’ responses to intentional failures such as service termination. Therefore, in phase 2, this research examines the effects of different types of compensation and different level of monetary compensation on customers’ anger, satisfaction, image and negative WoM following the two termination approaches. Expectancy violation theory is used to explain the post compensation conceptual model. Contrary to the accepted wisdom, the findings reveal that explanation is the salient compensation type for both termination approaches. In addition, high level of monetary compensation is only effective following a firm-oriented, but not a customer-oriented approach. Moreover, apology and moderate monetary compensation are not effective in improving customers’ satisfaction and reducing their anger following either approach. The research contributes to the service recovery literature by examining the effectiveness of psychological and monetary compensation in service termination, which is an intentional failure. The findings provide managers with critical insights about the effectiveness of different compensation strategies based on specific termination strategies (i.e. psychological compensation following customer-oriented and both psychological and high monetary compensation following firm-oriented approaches).

District administrators face concerns over students dropping out of school without a high school diploma. District personnel in a Mississippi urban school district identified specific curricular, instructional, and co-curricular factors that prompted students to leave school. The purpose of this bounded qualitative case study was to explore perceptions of principals, teachers, and counselors regarding factors that influenced students' disengagement and dropping out of school. Battin-Pearson's theory of academic mediation, which attributes poor academic performance and student-centered learning to students dropping out, framed this study. The research questions focused on how district personnel identified and monitored at-risk students and provided interventions to prevent them from disengaging and dropping out. A purposeful sample of 2 principals, 5 teachers, and 2 counselors, who had knowledge of dropout prevention strategies, volunteered and participated in semistructured interviews and classroom observations. Data were analyzed inductively using segment and thematic coding. Results indicated a multi-tiered system of support was used to identify and monitor at-risk students. Participants expressed a need to build cohesive and collaborative learning communities and relationships, provide student guidance and support, engage more with students, and provide targeted professional development (PD) for educators. Based on these findings, a 3-day PD was developed to address student engagement and dropout prevention. These endeavors may contribute to positive social change by providing educators with learner-centered strategies through a collaborative, flexible blended-learning PD aimed at identifying and assisting at-risk students, resulting in an increase in graduation rates and reduce in dropouts.

People can disengage from their internalized moral standards and self-regulation in order to perform immoral behaviour by using different Moral Disengagement mechanisms. These mechanisms within media have a positive effect on immoral behaviour. However, Moral Identity activation is said to counter arguments of Moral Disengagement. In this study, both concepts are applied to the context of war. An additional assumption took into account in how far participants’ internalized moral standards consider war as immoral. This is important since Moral Identity and Moral Disengagement are based on internalized moral standards. To test the hypotheses, this study employed a 2 x 2 RO between-subjects factorial design. The trait variable called Moral Consideration of War was supposed to reflect participants’ internalized moral standards with regard to war. It was used to operationalize the additional assumption. Factor 1 varied the activation of Moral Identity (Moral Identity activation versus control group) and factor 2 varied the depiction of the war scenario (Permissive Scenario versus Prohibitive Scenario). Scenarios were fictive newspaper articles. A Permissive Scenario comprised a higher number of arguments based on Moral Disengagement mechanisms than a Prohibitive Scenario. Main outcome measures were the support of war and war-related Moral Disengagement (questionnaire). In total 86 participants (f=45, m=41) were randomized into four cells and completed the online experiment. The Permissive Scenario failed to increase support of war and Moral Disengagement (questionnaire), on the assumption that war is considered immoral. Moral Identity activation had a negative effect on Moral Disengagement only on the assumption that war was considered moral. Moral Identity activation had no significant effect on support of war, on the premise that war was considered immoral. The interaction term of Moral Identity activation and Permissive Scenario had no significant effect neither on support of war nor on Moral Disengagement, no matter if additional assumption was taken into account or not. Results are discussed with regard to methodological limitations measuring internalized moral standards. Their measurement implied already individual Moral Disengagement. Interaction effect failed, supposedly because Moral Identity activation was not specifically targeted at immoral behaviour and because mediating effects of Moral Identity centrality were not considered. / Die Mechanismen der Moralischen Entkopplung lösen das Selbst von internalisierten moralischen Standards und verhindern damit die Selbstregulierung des moralischen Verhaltens. Diese Mechanismen kommen auch in Medien vor und tragen zu unmoralischem Verhalten bei. Die Aktivierung der Moralischen Identität wirkt jedoch den Mechanismen der Moralischen Entkopplung entgegen. In dieser Studie werden beide Konzepte auf das Thema Krieg übertragen. Dabei ist wichtig zu beachten, dass internalisierte moralische Standards Krieg als unmoralisch bewerten. Schließlich basieren sowohl Moralische Entkopplung als auch die Aktivierung der Moralischen Identität auf dieser zusätzlichen Annahme. Zur Überprüfung der Hypothesen wurde ein 2 x 2 RO Between-Subjects Design verwendet. Faktor 1 variierte die Aktivierung von Moralischer Identität (Aktivierung Moralische Identität versus Kontrollgruppe). Faktor 2 variierte die Permissivität eines Kriegsszenarios in einem Zeitungsartikel (Permissives Szenario versus Prohibitives Szenario). Dabei wurde Permissivität hinsichtlich der Anzahl der Moralischen Entkopplungsmechanismen operationalisiert (Viele versus Wenig). Als Organismusvariable ist die Moralische Bewertung von Krieg zur Überprüfung der zusätzlichen Annahme notwendig gewesen. Abhängige Variablen waren die Unterstützung von Krieg und Moralische Entkopplung (Fragebogen). Teilnehmerinnen und Teilnehmer (N=86, f=45, m=41) des online Experiments wurden in vier verschiedene Versuchsbedingungen randomisiert. Die Ergebnisse zeigten, dass die Permissivität des Kriegsszenarios keinen Effekt auf Moralische Entkopplung (Fragebogen) oder die Unterstützung von Krieg hatte, unter Berücksichtigung der Zusatzannahme. Moralische Identitätsaktivierung verringerte Moralische Entkopplung (Fragebogen) aber nur unter der Bedingung, dass Krieg als moralisch bewertet wurde. Moralische Entkopplung hatte keinen Effekt auf die Unterstützung von Krieg, unter Berücksichtigung der Zusatzannahme. Die Interaktion von Moralischer Identitätsaktivierung mit der Permissivität des Kriegsszenarios war nicht signifikant, unabhängig davon ob die Zusatzannahme berücksichtigt wurde oder nicht. Die Ergebnisse werden in Bezug auf die methodischen Probleme bei der Messung internalisierter moralischer Standards diskutiert. Es fanden vermutlich Prozesse der Moralischen Entkopplung bereits während der Messung dieser Standards statt. Der fehlende Interaktionseffekt kann an der schwachen und unspezifischen Aktivierung der Moralischen Identität liegen, sowie nicht berücksichtigter Mediatoren, wie z.B. die Zentralität von Moralischer Identität.

Les difficultés scolaires ont des conséquences importantes, tant au plan personnel que sociétal. De plus, les adolescents d’origine haïtienne semblent particulièrement à risque de vivre des difficultés scolaires. Pourtant, très peu d’études canadiennes se sont intéressées au vécu scolaire des élèves de cette communauté. Cependant, des études menées auprès d’autres groupes minoritaires ont fait état de l’importance de l’influence des amis et des parents en ce qui a trait au rendement scolaire de l’adolescent. Par conséquent, l’objectif général de ce mémoire est d’examiner les pratiques parentales en lien avec l’école comme modératrices de la relation entre le désengagement scolaire des amis et le rendement scolaire chez les élèves haïtiens fréquentant une école en milieu défavorisé. Dans le premier chapitre, nous avons dressé un portrait statistique de l’immigration au Québec et discuté de certains aspects du vécu scolaire des élèves issus de l’immigration. Ces données nous indiquent que les difficultés scolaires que peuvent éprouver ces élèves constituent un phénomène complexe impliquant de nombreux facteurs. Le second chapitre expose en quoi les parents et les amis sont des acteurs cruciaux de la réussite scolaire de l’élève haïtien provenant d’un milieu défavorisé. Nous avons ensuite évalué l’effet modérateur des pratiques parentales sur la relation entre le désengagement scolaire des amis et le rendement en français. Cela a permis de montrer que le désengagement des amis et certaines pratiques parentales en lien avec l’école permettent de prédire le rendement en français. Dans le troisième chapitre, nous avons abordé le rôle du psychoéducateur appelé à intervenir auprès d’élèves haïtiens. Force est de constater qu’il existe un grand nombre d’interventions pouvant être mises en œuvre tant auprès des amis, des parents, que des enseignants, afin de favoriser le succès scolaire des élèves haïtiens. Les résultats de ce mémoire ont mis en lumière l’importance de la prise en compte du désengagement scolaire des amis et des pratiques parentales dans l’étude des difficultés scolaires chez les élèves haïtiens issus de milieux défavorisés. Toutefois, d’autres études seront nécessaires afin de comprendre les mécanismes régissant les interactions entre ces acteurs. Ces études devront inclure des échantillons plus vastes et compter des jeunes de tous les statuts socioéconomiques et de toutes les régions du Québec. De plus, elles devront faire appel à plusieurs informateurs et considérer des facteurs intrinsèques à l’élève, comme par exemple sa motivation scolaire ou son estime de soi. Mots clés : Rendement scolaire, pratiques parentales, désengagement scolaire des amis, adolescents haïtiens, pauvreté. / School underachievement has important consequences, both individual and societal. Haitian adolescents seem particularly at risk of experiencing such academic difficulties. Yet, very few Canadian studies have focused on the academic experience of students in this community. Studies conducted with other minority groups have however reported the important influence of friends and parents in regard to these adolescents’ achievement. The objective of this paper is to examine how school-related parenting practices moderate the relationship between peers’ disengagement in school and academic performance among economically disadvantaged Haitian adolescents. In the first chapter, we have made a statistical portrait of immigration in Quebec and discussed different aspects related to achievement among immigrant students. These data indicate that the academic difficulties that some of these students experience are complex and involve many factors. The second chapter explains how parents and friends are key actors in the academic success of Haitian students coming from disadvantaged background. We then assessed the moderating effect of school-related parenting practices on the relationship between peers’ disengagement in school and adolescents’ achievement in literacy. Results reveal that parental practices and peers’ disengagement toward school contribute directly (positively or negatively) to adolescents’ academic experience. In the third chapter, we finally discussed the role of the psychoeducator who intervene with Haitian students. It appears that there are many interventions that can be implemented with friends, parents, and teachers to promote the academic success of these students. Our results highlighted the importance of considering peers’ disengagement from school and parenting practices in the study of academic difficulties among Haitian students coming from disadvantaged backgrounds. Further studies are however needed to understand the mechanisms underlying the contribution of these actors on adolescents’ achievement. These studies ought to include larger samples of participants coming from all regions of Quebec and all socio-economical backgrounds. In addition, these studies ought to rely on several informants and consider factors intrinsic to the student, such as his academic motivation or self-esteem. Key words: School achievement; Parental practices; Peers’ disengagement from school; Haitian adolescents; Poverty. / Ce mémoire contient un article ayant été soumis à la Revue de Psychoéducation. Cet article a été rédigé avec comme co-auteur Michel Janosz

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-22T14:48:41Z No. of bitstreams: 1 Arquivototal.pdf: 2513910 bytes, checksum: ae60a7f6d5fc0bf94c4de22860674136 (MD5) / Made available in DSpace on 2018-05-22T14:48:41Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2513910 bytes, checksum: ae60a7f6d5fc0bf94c4de22860674136 (MD5) Previous issue date: 2017-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Bullying have been presented as violent ways that reach students identity building and they happen, over all, in educational ambient. Otherwise Bullying happens in peer’s relations, its prevention and overcoming demands teacher’s intervention, who need to be able of taking to students the conscientious about the moral content on the role in a victimization situation. But, for that, it is necessary that these professionals get to know the values on game in this violence and get sensitive facing it. However, we realize some teachers understand the peer’s violence process in an inappropriate form, holding the targets on bad living situations or charging responsibility of stepping in to the families. Facing that, they use moral disengagements, which through decline or even refute the problem, what turns figuring out actions to solve the situation impossible. Recognizing the problem instituted by teachers’ moral disengagement and their omission often related, we had the goal to analyze what they express, in moral development terms: its kinds, variation, and the frequency of moral engagements and disengagements, from forming teachers facing bullying situations, involving a classic target and the usual challenger. The method is defined as exploratory and the data searching tool, built and validate to this research, had two bullying fictions situations, involving an usual target and other one the challenger. To each kind of target were presented eight categories of moral disengagement, proposed by Bandura and, at the same time, two ways of moral engagement defined for this thesis. 200 studying teachers from Pedagogical course of a Federal University participated. The data were organized with SPSS software and the analysis and frequency from engagement and disengagements realized using the t-Student paired test. To correlate them, it was used the McNemar test and it analysis and validation of the model used the Main Component Analysis. The data indicate bigger involvement from teachers’ moral engagement mechanisms by social convention, followed by Moral Disengagement without moral values denial. It still indicates that, there are no differences between the moral engagement or disengagement mechanism depending on the target type, otherwise the frequency has been higher when it is related to the usual target. The more presented Moral Disengagements were Passing the Responsibility Away or Blaming Someone. This thought realized, also, a moral heteronomy among teachers, which were located priority in levels two and three of Moral Development here stablished. On final considerations, there were presented for teachers beggining and continued formation, valorizing the school and its culture as important training spaces for overcoming values that support the Moral Disengagement and for moral and autonomy achievements by teachers. / Práticas de bullying têm se apresentado como formas de violência que atingem diretamente a construção da identidade de estudantes e se manifestam, sobremaneira, em âmbito educacional. Embora o bullying ocorra nas relações paritárias, sua prevenção e superação demanda intervenção de docentes, que precisam ser capazes de levar estudantes à tomada de consciência do conteúdo moral em jogo numa situação de vitimização. Entretanto, para isso, é preciso que tais profissionais conheçam os valores em jogo nesta violência e se sensibilizem diante dela. No entanto, percebemos que alguns professores entendem o processo de violência entre pares de forma equivocada, responsabilizando os alvos pelas situações de maus tratos vividos ou deslocando a responsabilidade de intervir para as famílias. Diante disso, valem-se de desengajamentos morais através dos quais diminuem ou até mesmo refutam o problema, impossibilitando ações em prol de sua superação. Reconhecendo o problema que se instaura com o desengajamento moral de docentes e com a omissão a ele frequentemente relacionada, tivemos o objetivo de analisar o que expressam, em termos de desenvolvimento moral, os tipos, a variação e a frequência dos engajamentos e desengajamentos morais de educadores em formação diante de situações de bullying envolvendo alvos típicos e provocadores. O método se definiu como exploratório e o instrumento de coleta de dados, construído e validado para esta pesquisa, conteve duas situações fictícias de bullying envolvendo um alvo típico e outro provocador. Para cada tipo de alvo foram apresentadas as oito categorias de desengajamento moral propostas por Bandura e, ao mesmo tempo, duas formas de Engajamento Moral definidas para esta tese. São participantes deste estudo 200 professores em formação do curso de Pedagogia de uma Universidade Federal. Os dados foram tratados com o auxílio do software SPSS e a análise e frequência dos engajamentos e desengajamentos realizadas utilizando o teste t-Student pareado. Para correlação entre elas foi utilizado o Teste de McNemar e na análise e validação do modelo utilizamos a Análise de Componentes Principais. Os dados indicaram maior adesão dos docentes aos mecanismos de engajamento moral por convenção social, seguido da forma de Desengajamento Moral sem a negação do valor moral. Indicaram, ainda, não haver diferença entre os mecanismos de engajamento e desengajamento moral adotados em função do tipo de alvo de bullying, embora a frequência tenha sido superior em relação ao alvo típico. Os Desengajamentos Morais mais recorrentes foram o Deslocamento de Responsabilidade e a Atribuição de Culpa. Tal forma de pensar o problema evidenciou, também, uma heteronomia moral entre docentes, que se localizaram prioritariamente nos níveis 2 e 3 do desenvolvimento moral aqui estabelecido. Nas considerações finais foram apresentados desdobramentos para formação inicial e continuada de professores, valorizando a escola e sua cultura como importantes espaços de formação para superação de valores que sustentam os Desengajamentos Morais e para conquista da autonomia moral por docentes.

Les pensées répétitives négatives (PRN) sont considérées comme un des processus transdiagnostiques impliqués dans le développement, le maintien et la récurrence de plusieurs troubles psychologiques tels que les troubles de l'humeur, les troubles anxieux ou les addictions. Une des priorités dans les recherches actuelles sur les PRN est de déterminer quel processus contribue au développement et au maintien des PRN inadaptés. La littérature suggère que les déficits d’inhibition et de désengagement attentionnel sont deux facteurs potentiellement impliqués dans la récurrence des PRN. L’objectif de la présente thèse de doctorat était, premièrement de systématiser les recherches antérieures sur le lien entre les PRN et l’inhibition. Deuxièmement nous avons testé dans des études expérimentales comment l’induction des PRN affectait l’inhibition et le désengagement attentionnel.Le premier article expérimental présente une série d’études testant l’impact des PRN sur l’efficacité de l’inhibition. Le second article expérimental montre comment l’induction des PRN affecte le désengagement attentionnel. Une plus-value des études présentées dans cette thèse est la différenciation faite entre les PRN constructives (concrètes expérientielles) et non constructives (abstraites analytiques) dans la procédure d’induction.Les résultats suggèrent que les pensées analytiques abstraites interfèrent avec la régulation émotionnelle dans une situation de problème non résolu. Contrairement aux prédictions, il semble que les pensées abstraites favorisent les processus inhibiteurs et attentionnels dans le traitement des stimuli verbaux.Les résultats sont discutés selon la perspective de la théorie du mode de traitement et de la théorie de dérégulation du niveau objectif/action. Une nouvelle approche des fonctions exécutives dans les PRN est également proposée : l’hypothèse de l’allocation des ressources cognitives dirigée par le mode de traitement. / Repetitive negative thinking (RNT) is one of the transdiagnostic processes involved in development, recurrence and relapse of various psychological disorders, i.e. mood disorders, or anxiety disorders. One of the priorities in the current RNT research is to identify the mechanisms responsible for RNT development and maintain. RNT theory and previous research identified inhibition and attentional disengagement impairment as two potential factors of RNT recurrence.The first aim of the dissertation was to systematize previous research exploring the relation between RNT and inhibition. The second aim was to experimentally test how RNT induction affects both, inhibition and attentional disengagement. The first two chapters present RNT concept itself and a systematic literature review on the links between RNT and inhibition. The following chapters are composed of two empirical articles. The first article presents three experimental studies exploring the impact of RNT induction on inhibition efficiency. The second article tests experimentally how RNT affects attentional disengagement. An important contribution of these experimental studies lays also in testing separately constructive (concrete experiential) and unconstructive (abstract analytic) RNT processing mode.The results suggest that abstract analytic thinking impairs emotional regulation in a non-resolved problem situation – a situation predicted to activate RNT. Contrarily to the predictions, it seems that abstract analytic processing enhances inhibition and attentional performance for verbal stimuli comparing to concrete processing.These results are discussed at the theoretical level in the processing mode theory and deregulation of goal/action level perspective. We provide also methodological recommendation for the further research on the link between RNT and executive functions. Finally, we propose a new framework for the hypothesis of processing mode driven resource allocation in RNT.

Even with the rise of racial diversity in the workplace, African American women remain underrepresented in upper management and organizational leadership positions, making up only 1% of U.S. corporate officers. The purpose of this qualitative narrative inquiry study was to explore the daily experiences of African American women middle managers in regard to stereotype threat and the effect of these experiences on their engagement with leadership aspirations. The narrative inquiry method was used to address this gap and answer the research question, through storytelling from African American women in middle-management positions. This study was framed by 2 key concepts that focus on minority group workplace experiences with stereotype threat and the implications of these experiences on minority group members for their engagement with leadership aspirations: Inzlicht and Kang’s concept of stereotype threat spillover and Major, Spencer, Schmader, Wolfe, and Crocker’s concept of psychological disengagement. The data-gathering process involved semistructured telephone interviews with 7 college-educated African American women, in U.S.-based organizations, in which participants told the story of their stereotype threat experiences in middle management roles. Two of the 5 key themes uncovered were impact of stereotype threat spillover and disengagement from leadership and career aspirations. The information gathered from the narrative study will help drive social change by bringing awareness to the issue and reducing threat experiences of disadvantaged groups across organizations.