Researchers suggest that value congruence in superior-subordinate dyads results in positive outcomes for an organization (Kemelgor, 1980; Meglino, Ravlin, & Adkins, 1989; 1990; Parkington & Schneider, 1979; Senger, 1971; Weeks, Chonko, Kahle, 1989). Further, evidence is presented which suggests that commitment at the organizational level is achieved, in part, through value congruence at the individual level of analysis. Analysis at the individual level reflects the effect of shared values on interpersonal relations. Work value congruence in a dyad enhances the development of a high quality dyadic relationship. The subordinate in such a relationship perceives being allowed more participation in decision making, more positive work experiences, and less role stress (Turban & Jones, 1988). These items have been found to be predictor variables of commitment from Steer's (1977) framework of antecedents. In this study, a research model was proposed which suggests that work value congruence in the subordinate-superior dyad leads to organizational commitment through its effect on subordinate perceptions of role stress characteristics, participation, and work experiences. The model integrates the organizational aspects of the Steer's (1977) framework for organizational commitment with the interpersonal effect of work value congruence. A field study design using a sample of 96 subordinate-superior dyads at a large Midwestern manufacturing corporation was used for the study. The influence of dyadic work value congruence on organizational commitment as mediated by subordinate perceptions of role stress, participation, and initiation structure/consideration were tested using hierarchical regression. The results of the study indicate that value congruence has a direct influence on OC rather than being mediated by perceptions of role stress characteristics, participation in decision making, and work experiences as predicted in the proposed model. Role stress characteristics and participation in decision making were also found to directly influence levels of OC, however, support was not found for the positive influence of work experiences.

Since 2016 there are world-wide more mobile phone contracts than people on the planet, and in all these devices critical raw materials (CRMs) are incorporated.[1] For instance, commonly used silicon-based transistors are limited in their chemical modularity. Inorganic materials for solar cells and photocatalysis suffer from critical raw elements content, low apparent quantum efficiencies and photodegradation. Hence, considerable research interest in recent years is focused on development of new high-performance devices for optical and electronic applications that avoid CRMs entirely. To address all these problems materials chemists are exploring for new pathways towards making more sustainable and reliable materials. In that respect, porous organic π- conjugated polymers (POPs) are among the most promising candidates and have gained tremendous attention in materials research over the last decade, especially in the fields of photocatalysis, opto- and electrochemical sensorics, and microelectronics. Synthetic diversity, chemical and physical stability, as well as comparatively low production costs and scalability enable POPs to overcome the drawbacks of inorganic materials. Moreover, the absence of rare earth elements in the purely organic structure of POPs makes these materials more environmentally...

A number of previous researchers have concluded a higher incidence of behavioral and psychological problems exists among children who are siblings of children with disabilities than among children whose siblings have no disabilities. There is some evidence in previous research that the incidence of behavioral and psychological problems may be attributable to differences in sib ling interaction patterns; specifically, frequency of interaction, imitation, agonism, dominance, and prosocial behavior. In this study, observational techniques were used to determine imitation, agonism, dominance, and prosocial behavior for two groups of children: 1) those whose siblings were disabled, and 2) those whose siblings had no disabilities. Non-observational techniques were used to assess several family factors. The Battelle Developmental Inventory was used to measure severity of disability. ANCOVA comparisons (using family variable s as covariates) showed a higher frequency of agonism (F1,70 = 9.69, p = .003), and a low frequency of dominance (F1,64 = 5.24, p = .025) in children with a disability as opposed to their non-disabled comparisons. However, no significant differences were found among the siblings of these children. Statistically significant differences in behavior were found in comparisons between children without disabilities and children with specific disabilities (hearing impaired, Down syndrome, and developmentally delayed) for agonism (F3,70 = 6.371, p = .001) and dominance (F3,71 = 3.087, p = .033). Statistically significant differences between levels of dominance (F3,69 = 2.798, p = .046) and prosocial behavior (F3,69 = 4.206, p = .009) to the siblings without disabilities as compared to children with hearing impairments, Down syndrome, or developmental delay were found. Severity of disability was not statistically significantly related to any of the dependent variables. Differences in interaction patterns can only be viewed as a potential contributing factor in an elevated incidence of behavior only as it relates to specific disabilities. The practice of grouping subjects from various disability groups for research purposes can be misleading.

The effects that each sibling's relative cognitive and physical abilities may have on the quality of sibling interaction are not clearly understood in either nonhandicapped or handicapped sibling dyads. A measure of sibling authority based on behavioral observations of sibling interaction was developed that represents how sibling abilities are translated into sibling power within handicapped and nonhandicapped sibling dyads. This measure of sibling authority was related to the occurrence of prosocial and aggressive behaviors in sibling dyads with and without a child with handicaps. Ninety-three sibling dyads participated. Included were 34 nonhandicapped sibling dyads, 12 sibling dyads in which the older sibling had a handicapping condition, and 47 sibling dyads in which the younger sibling had a handicapping condition. The handicapping conditions were Down Syndrome, mental retardation, or severe hearing impairment. Results indicate that although the older sibling had greater authority overall, younger siblings had greater authority in over half of all sibling dyads. Sibling authority was not found to be dependent specifically on the presence of the handicapping conditions represented in this study nor upon the gender composition of the sibling dyads. Small differences in authority scores between siblings were associated with a greater frequency of prosocial behavior in both siblings. However, there were no significant differences between groups or siblings on the occurrence of either prosocial or aggressive behaviors. Both siblings contributed equally to the positive or negative nature of their interaction regardless of handicapping condition.

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This study examined the Casey Foster Applicant Inventory-Applicant-Co-Parenting Scale (CFAI-CP), a new scale developed to measure foster parent applicants' co-parenting potential. Also, this study illustrates statistical methods used to analyze the psychometric properties of dyadic data. Factor structure and measurement invariance were tested with 111 approved foster couples. Mplus was used to accommodate ordinal-level data. Exploratory factor analysis supported a 10-item, unidimensional measure with excellent internal consistency reliability (.88 fathers,.89 mothers). Confirmatory factor analysis supported scalar measurement invariance but not structural invariance, as expected. Good construct validity was evident. Findings support the CFAI-CP as an empirically sound measure to assess foster parent co-parenting.

The current study investigated the effects of parenting styles in same-sex and opposite-sex parent-child dyads, as well as the differences in parenting styles in two regions of the country. This study’s sample came from two previously collected datasets: one from Mississippi and one from Florida. The participants reported on perceived parental behaviors, parenting styles, discipline practices, and their own psychological adjustment. There were main effects for gender of emerging adults and parenting styles of mothers and fathers. No interactions between the genders of the parent and child reached significance. The results of Pearson correlations suggest that authoritarian parenting leads to negative outcomes for individuals from Florida, although there was no relationship for individuals from Mississippi. Conversely, the results suggest that permissive parenting leads to negative outcomes for individuals from Mississippi, although there was no relationship for individuals from Florida. Thus, outcomes related to parenting seem to differ by region.

To diversify the engineering workplace, we need to broaden participation in engineering. One way to broaden participation is through encouraging integration of engineering activities at home where parents, or more broadly caregivers, facilitate or support engineering activities for their children. This idea is reinforced by previous literature that identifies that (1) elementary-aged children can and should do engineering activities, (2) parents have a longstanding and significant impact on their children in many different ways, (3) parent-child relationships are unique and offer great potential for positive outcomes, and (4) parents can be effective in teaching engineering. While at-home engineering activities are already prevalent, the support resources attached to them are currently lacking for parents. This research is motivated by a desire to understand how parents think about and engage in engineering activities with their children to inform the most effective ways to support parents. This research is scoped to specifically look at the knowledge that 12 parents utilize in engineering activities and identify or perceive as being important in these activities. Given that there are many different types of engineering activities that exist, three different engineering activities that varied by level of structure were included in this study. The well-structured, semi-structured, and ill-structured activities all included a Marble Run toy and a storybook about Mars Rovers that was meant to support an authentic context for the activities. A multiple case study approach was used, where each case represented one of the activities with four parent participants in each case. Data collected for each parent participant included a pre-survey, observed activity engagement, reflection, and pre- and post-interviews. All of this data was coded with a priori codes from the Pedagogical Content Knowledge framework and emergent codes. The findings of this research highlight the role of the following on parent-child engagement in an engineering activity: the rhythm and routine of the parent-child dyad, external influences and independent individual experiences of the parent and the child, parents' ideas about engineering, and the structure of the activity. While the Pedagogical Content Knowledge framework was a useful tool for classification of knowledge, the research findings highlight the role of past experiences and external resources in shaping parents' views on the best way to support their children which is not well documented in this framework. These findings suggest that Frames of Practice may be a better theory to use in thinking about and studying parent-child engagement. Parents utilize existing frames of practice for engaging with their children to dictate the general teaching strategies to utilize. Within specific activities, they also refer to similar neighboring experiences and external resources to refine their frames of practice and modify their strategies used. While parents implement engineering knowledge and strategies, they do not recognize that what they are doing is engineering. There is also variation in the quantity and quality of strategies that are needed for engagement in the different activities, with less structure indicating more skills required of the facilitator and more positive outcomes for the child. For stakeholders invested in parent engagement, this research suggests that we need to (1) validate parents' existing and effective ideas about teaching and engineering by giving parents language that will help them refine their frames of practice through reflection, (2) encourage the use of more advanced pedagogical strategies or engineering strategies, (3) explicitly explain the value of them using the word engineering with their child and the value of continuing to use and talk about the engineering strategies they already implement (brainstorming, planning) with their child, and (4) ensure that parents see the potential engineering connections in the activity. / Doctor of Philosophy / Society needs more qualified engineers and one way to encourage a more diverse workforce is to support greater engagement in engineering at a young age in an effort to support interest development. One way to have more children engaging with engineering is to have parents, or more broadly caregivers, incorporate these activities at home with their children. Previous research has already shown that (1) elementary-aged children can and should do engineering activities, (2) parents have a longstanding and significant impact on their children in many different ways, (3) parent-child relationships are unique and offer great potential for positive outcomes, and (4) parents can be effective in teaching engineering. At-home learning is already prevalent and many engineering activities that parents can implement at home already exist, but the resources and information that come with these activities fall short of providing adequate support for parents. This research is motivated by a desire to understand how parents think about and engage in engineering activities with their children to inform the most effective ways to support parents. This research study describes how 12 parents think about and utilize information when engaging with their children in engineering activities. Many different types of engineering activities exist, and one of the ways in which they can be classified is by their level of structure. A well-structured, semi-structured, and ill-structured activity was included in this research where all activities included a Marble Run toy and a storybook about Mars Rovers that provided a realistic way to think about the activity in real-life terms. Each parent participant completed a pre-survey, observed activity engagement, reflection, and pre- and post-interviews as part of this research. To analyze this data, parent data was analyzed and contextualized prior to building cases formed around the different engineering activities. The findings of this research highlight the role of the following on parent-child engagement in an engineering activity: the rhythm and routine of the parent-child dyad, external influences and independent individual experiences of the parent and the child, parents' ideas about engineering, and the structure of the activity. Parents utilize existing ideas for engaging with their children to dictate the general teaching strategies they use, but they also refer to neighboring experiences and external resources to refine these ideas and modify their strategies used for the specific activity. While parents implement engineering knowledge and strategies, they do not recognize that what they are doing is engineering. There is also variation in the quantity and quality of strategies that are needed for engagement in the different activities, with less structure indicating more skills required of the facilitator and more positive outcomes for the child. For those invested in parent engagement, this research suggests that we need to (1) validate parents' existing and effective ideas about teaching and engineering by giving parents language that will help them refine their ideas about teaching engineering through reflection, (2) encourage the use of more advanced teaching strategies or engineering ideas, (3) explicitly explain the value of using the word engineering with their child and the value of continuing to use and talk about the engineering strategies they already implement (brainstorming, planning) with their child, and (4) ensure that parents see the potential for engineering connections in the activity.

Previous research has demonstrated that men and women employ different speech styles that result in an uneven power dynamic. To better understand the increasingly common interactions that take place using video-mediated communication, such as Skype and Google Hangout, the present research examines these gendered patterns in video-mediated communication (VMC). Mixed-gender dyads will be formed and ask to complete a desert survival task via VMC or in person while software analyzes their use of aggressive positive, and tentative language, as well as measuring speaking time for each party. Interpersonal perception and the use of intrusive interruptions and will also be examined. Drawing from research in Social Information Processing Theory, it is expected that users compensate for the difficulties of a communication medium in order to achieve a normal interaction. As such, men are anticipated to use more intrusive interruptions, aggressive language, and speak more than women, regardless of condition. Women are anticipated to use more positive and tentative language in both VMC and face-to-face conditions. Dominant language is also expected to mediate the relationship between gender and perceived dominance. Future research should examine the effect of race in these interactions, as well as how this dynamic effects gender non-conforming persons.