People high in socially prescribed perfectionism (i.e., those who perceive others demand perfection of them) often behave in ways that are incongruent with their efforts to be perfect for others. This research proposes and tests two models that explain why socially prescribed perfectionism is related to self-defeating behaviours (i.e., behaviours with negative effects on the self that are often detrimental to achieving one’s goals). In Study 1, socially prescribed perfectionism was proposed to contribute to a cycle of self-defeat involving perfectionistic discrepancies, perfectionistic self-presentation, depressive affect, and self-defeating behaviours (i.e., binge eating, procrastination, interpersonal conflict). To test the model, data was collected from 317 undergraduates who completed structured online daily diaries. Results of multilevel structural equation modeling largely supported hypothesized relations such that participants high in socially prescribed perfectionism engaged in, or experienced, patterns of self-evaluation, self-presentation, and emotion that contributed to their imperfect, self-defeating behaviours. These behaviours undermined their efforts to be or look perfect for others—creating a sense of deficiency that sets the stage for another cycle of self-defeat. In Study 2, I tested the perfectionism model of binge eating in 218 mother-daughter dyads using a mixed longitudinal and daily diary design. Results largely supported hypotheses suggesting daughters’ socially prescribed perfectionism and mothers’ psychological control contribute indirectly to daughters’ binge eating by generating situations or experiences that trigger binge eating (i.e., discrepancies, depressive affect, and dietary restraint). For young women who believe their mothers rigidly require them to be perfect and whose mothers are demanding and controlling, binge eating appears to provide a means of coping with or escaping from an unhealthy, unsatisfying mother-daughter relationship. Together, the results of Study 1 and Study 2 help to explain why people who strive to be perfect for others often engage in self-defeating behaviours. These findings have numerous implications for theory and research on personality, relationships, and self-defeating behaviours, and for prevention, assessment, and treatment of perfectionism and associated difficulties. These implications, along with the limitations and future directions of this research are discussed.

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The prevalence of type II diabetes is high among African-American women but research that emphasizes black mothers and their adult daughters is rarely studied in social sciences or communication research. Though existing research addresses various domains of the mother-daughter relationship scant information addresses the significance of talk or the transmission of health information between African-American diabetic mothers and their non-diabetic adult daughters. For that reason, this dissertation investigates information sharing among a sample of African-American mothers with type II diabetes and their non-diabetic adult daughters.This study's two primary research objectives were to: 1. describe whether and how African-American type II diabetic mothers and their non-diabetic adult daughters engage in information sharing about type II diabetes; and to 2. describe whether and how the sharing of health-related communication messages shapes African-American mothers' diabetic health behavior and/or shapes adult non-diabetic daughters' diabetic-related health behavior.This study used a modified grounded theory approach, in which I concurrently collected, coded and analyzed data. While an intention behind grounded theory is to develop theory "from the ground up," I also used the Health Belief Model (HBM) and Social Cognitive Theory (SCT) to inform research questions. I conducted 10 interviewswith members of mother-daughter dyads; two with each mother and two with each daughter. I concluded my interviews with both mother and daughter present, yielding a total of 50 interviews. Dyads were comprised of African-American type II diabetic mothers (age 45 and older) and their non-diabetic adult daughters (age 20 and older) living in New Mexico, Ohio and Kentucky.Information gathered from interviews yielded five patterns of communication used by mothers and daughters to talk about type II diabetes. The patterns encompassed the ongoing ways in which mothers' and daughters' negotiated the illness. This study described this negotiation as a unique "culture" that entailed 1) an historical knowledge of diabetes, 2) a present and personal experiences of living with diabetes and 3) an understanding of the future implication of diabetes for mothers, their adult daughters, and their entire family.This study represents the first step toward understanding the diabetic interaction between mothers and adult daughters living with a chronic illness. Results suggest that mothers and daughters are motivated to talk about diabetes, even though talk does not always address prevention in their health behaviors. This study is useful to inform practitioners of the significance of oral tradition as one mode of transmitting health care information within African-American culture and the value of integrated medical visits, particularly for diabetic mothers and their adult daughters. As well, health communication scholars can use this information to develop, test and implement innovative health education media and message strategies for families and mother-daughter dyads that address diabetic health information.

There has been little published research literature that has focused on using siblings to teach their non-verbal siblings a manual sign to communicate using the mandmodel procedure. The mand- model procedure is a naturalistic teaching strategy which has been demonstrated to improve communication and social outcomes for children with disabilities. This study investigated sibling tutors teaching their sibling tutees to use the manual sign “more” to request a want or need. The four sibling tutees were between the ages of 25 and 26 months and their sibling tutors were between the ages of 9 and 14 years. A multiple probe design across subjects was used for this study. The mand-model procedure, the independent variable, was used by the sibling tutors to teach the sibling tutees the manual sign “more.” The effectiveness of the use of the manual sign “more” was the independent variable. All four of the sibling tutees were able to successfully learn the manual sign and used the sign across maintenance and generalization phases.

Au cours de cette thèse, des dyades chromophoriques à base d’oligoprolines ont été développées afin d’étudier les transferts d’énergies au sein de système hélicoïdaux. L’étude préliminaire de ces dyades n’a pas permis d’obtenir l’étude de transfert d’énergie souhaitée. La présence conjointe de deux conformères, ainsi que des problèmes de pureté, semblent en être la cause. C’est pourquoi dans un second temps, plusieurs modèles d’oligoprolines ayant une conformation largement majoritaire ont été conçus. Basés sur un blocage de conformation via des effets stériques cumulés, les modèles présentés conservent une unique conformation dans des solvants favorisant les deux types d’hélice. Pour finir, une propagation de la conformation a été étudiée à partir des composés modèles afin de créer une dyade chromophorique induite. L’étude photo-physique de celle-ci permet d’en étudier le transfert d’énergie. / During this thesis, chromophoric dyads based on oligoprolines have been developed in order to studyEnergy transfer within helical systems. Preliminary studies of these dyads were unsuccessful to study thedesired energy transfer. The presence of two conformers and purity problems seems to be responsible. This iswhy, in a second step, several oligoproline models with a major conformation were designed. Based on aconformation induction via cumulative steric effects, the models presented maintain a unique conformation insolvents favoring both types of helices. Finally, a propagation of the conformation will be studied based on themodel compounds in order to create an induced chromophoric dyad. The photo-physical study show anefficient energy transfer.

Made available in DSpace on 2014-08-20T13:49:18Z (GMT). No. of bitstreams: 1 Leontine.pdf: 465643 bytes, checksum: d13ee73937889af50a8765a31e5d5042 (MD5) Previous issue date: 2011-03-11 / The classroom is a perfect micro system, where the teacher interferes in the students training through the manipulation of learning variables and interpersonal relations (SCHILD 1999). The present study is characterized as an experimental study that had the objective of verifying the effect of interpersonal relations on the learning of a motor task in adolescents. The sample was intentionally made of 72 students from a school in Pelotas-RS, divided into two groups: G1 and G2. As treatment of the independent variable, G1 was motivated to interpersonal relations through observation dyads and team action guided by the teacher, while G2 was not. To verify the learning, pre and post tests were performed, using as a tool a Matrix Analysis of Long Jump. The results of the intragroup analysis showed that learning occurred in G1 and G2, with level of significance of p<0,001. The intergroup analysis showed that there was no significant difference between learning scores, allowing concluding that the stimulus to interpersonal relations did not interfere on learning / A sala de aula constitui um microssistema perfeito, onde o professor interfere na formação dos seus educandos, através da manipulação das variáveis de aprendizagem e das relações interpessoais (SCHILD, 1999). O presente estudo se caracteriza como uma pesquisa experimental que objetivou verificar o efeito do estímulo às relações interpessoais na aprendizagem de uma tarefa motora em adolescentes. A amostra, intencional, composta por 72 alunos de uma escola da cidade de Pelotas-RS, foi dividida em dois grupos G1 e G2. Como tratamento da variável independente o G1, foi estimulado a desenvolver relações interpessoais através das díades de observação, e de ação conjunta, mediadas pelo professor, enquanto o G2, não recebeu estímulo às relações interpessoais. Para verificação da aprendizagem foram realizados pré e pós-testes, utilizando como instrumento uma Matriz de Análise do Salto em Distância. Os resultados das análises intragrupo mostraram que ocorreu aprendizagem, tanto no grupo G1 quanto no G2, com nível de significância p<0,001. Já, a análise intergrupos mostrou não haver diferença significativa entre os escores de aprendizagem permitindo concluir que o estímulo às relações interpessoais não interferiu na aprendizagem.

Trust is necessary for human interactions. It provides the ability to participate in risky behaviors without engaging in a laborious risk-benefit analysis about the situation at hand. The introduction of information and communication technologies has brought about new ways of communicating (e.g., text messaging, video conferencing). Despite the benefits stemming from the ability to communicate through technology, the lower quality and quantity of communication cues exchanged during a technology-mediated interaction can hamper the development of trust. This study examined the relationship between interpersonal trust and trust in technology during a technology-mediated dyadic interaction and aimed to determine whether interpersonal trust and trust in technology had different relationships with outcomes of interest. The Mayer et al. (1995) interpersonal trust model was augmented by including trust in technology. To test the hypothesized relationships between interpersonal trust, trust in technology, collaboration and performance, an interchangeable member dyadic path model was fit to the data. Three alternative models were fit to the data. Results revealed that interpersonal trust impacted trust in technology, which in turn impacts collaboration behaviors. Both types of trust had an effect on intentions to continue the interpersonal interaction and intentions to use the technology in the future, however interpersonal trust had a stronger influence on both intentions. The results of the study help us understand how trust operates in technology-mediated environment. Future research should focus on examining how interpersonal trust and trust in technology unfold over time.

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