This diploma thesis is proposing and evaluating a strategy of human resource management in the field of productivity of intellectual workers and students while using insights from scientific research on procrastination and productivity. The suggested strategy implements especially two methods that were found effective for lowering the rate of procrastination in latest scientific studies – the method of awareness and mindfulness and the method of journaling. This diploma thesis includes design and creation of an educational program consisting of video lessons in the field of time-management, techniques of mindfulness and awareness and the method of journaling. Furthermore, it includes running research with a group of students during an exam period, while all participants record information on using the above mentioned methods for the period of 15 days, while the logged information has combined nature between objective information on performance (data on usage of personal computer, data on the amount of work done and time spent on it) and self-evaluation information (subjective evaluation of daily performance and subjective evaluation of perceived daily happiness). This thesis evaluates the suggested strategy on the research sample of 15 university students and is using the methods of input and output questionnaire, same as analysis of the continuous data logged while journaling from the research participants, to evaluate the effectiveness of the proposed strategy. The goal is to be able to apply this strategy in the business practice in human resource management. Another possible application is also improvement of study productivity of students using self-management techniques.

Considérant ses nombreux bénéfices et son faible coût, le feedback de performance est une intervention fréquemment utilisée dans le domaine de la supervision et de la gestion de la performance (London, 2003). Néanmoins, plusieurs études rapportent que les émotions générées par le feedback, tant chez le récepteur que chez la source, entrainent un fort sentiment d’inconfort chez le gestionnaire amenant parfois celui-ci a complètement éviter sa transmission (Cannon et Witherspoon, 2005; Choi et al., 2018; Cox et al., 2011). Ainsi, l’auto-efficacité émotionnelle (AEÉ) du gestionnaire, soit sa confiance envers ses compétences émotionnelles, serait un construit important à étudier afin de favoriser les comportements de transmission de feedback en vue d’une gestion de la performance optimale (Deschênes et al., 2016). Or, à ce jour, il n’existe aucune échelle d’AEÉ spécifique à la transmission de feedback permettant de le faire. L’objectif de la présente thèse est donc d’adapter et de valider une échelle d’AEÉ en contexte de transmission de feedback (AEÉF) afin d’en déterminer les impacts sur les comportements de transmission de feedback. L’objectif du premier article est d’adapter l’échelle d’AEÉ de Deschênes et al. (2016) au contexte de la transmission de feedback, tant dans le contexte de transmission de feedback positif que dans le contexte de transmission de feedback correctif, et d’en vérifier sa validité concomitante. Les résultats des analyses factorielles confirmatoires, obtenus à l’aide d’un échantillon de convenance (n = 311) et de mises en situation, démontrent que l’échelle d’AEÉF ne possède pas la même structure selon la valence du feedback. Seule l’échelle d’AEÉ à transmettre du feedback correctif (AEÉF-) respecte la structure d’origine du construit en sept facteurs, soit l’AEÉ à percevoir, comprendre et gérer ses émotions et celles d’autrui, ainsi que l’AEÉ à utiliser les émotions. Sur le plan de la validité concomitante, l’échelle est également valide. En contexte positif, la structure de l’échelle n’a pu être confirmée. Ces résultats suggèrent que l’AEÉF+ et l’AEÉF- sont deux construits différents, ce qui rappelle l’importance d’en faire la distinction lors de l’étude de l’AEÉF selon la nature du feedback transmis (Ilgen et al., 1979). Reposant sur les constats du premier article et considérant que la transmission de feedback correctif représente un plus grand défi émotionnel, le second article vise à poursuivre la validation de l’échelle d’AEÉF- auprès d’un échantillon de gestionnaires. Plus spécifiquement, la structure factorielle, la validité de construit et la validité incrémentielle de l’échelle sont vérifiées. Les résultats (n = 343) confirment la structure en sept facteurs du construit d’AEÉF-. Comme prévu, les analyses de régression démontrent aussi que plus l’AEÉF- du gestionnaire est forte, moins il évitera de transmettre du feedback correctif lorsque nécessaire. Par ailleurs, si l’on compare avec la mesure d’AEÉ générale ne ciblant pas de contexte précis et avec les traits de personnalité, on n’observe pas d’apport significatif dans la prédiction de l’évitement à transmettre du feedback pour les construits globaux. Cependant, si l’on considère les dimensions particulières de l’AÉEF-, le construit aurait un avantage prédictif, comme stipulé par l’approche de Bandura (1977). La validité incrémentielle de l’échelle d’AEÉF- est donc partiellement confirmée. La présente thèse contribue aux développements des connaissances sur les déterminants influençant les comportements de transmission de feedback. Par ailleurs, la création d’un outil d’AEÉF- validé et possédant de bonnes propriétés psychométriques permet d’ouvrir la porte à l’étude du construit et ces impacts sur le feedback. Les limites et les pistes de recherche sont discutés en conclusion. / Considering its many benefits and its low cost, performance feedback is a frequently used intervention in the field of supervision and performance management (London, 2003). Nevertheless, several studies report that the emotions generated by the feedback, both for the receiver and the source, lead to a strong feeling of discomfort for the manager, sometimes leading him to completely avoid its transmission (Cannon and Witherspoon, 2005; Choi et al., 2018; Cox et al., 2011). Thus, the manager's emotional self-efficacy (ESE), e.g. his confidence in his emotional skills, would be an important construct to study in order to promote feedback transmission behaviors and an optimal performance management (Deschênes et al., 2016). However, to date, there is no ESE scale specific to the transmission of feedback allowing this to be done. The objective of this thesis is therefore to adapt and validate an ESE scale in the context of feedback transmission (ESEF) in order to determine its impact on feedback transmission behaviors. The objective of the first article is to adapt the ESE scale of Deschênes et al. (2016) to the context of the transmission of feedback, both in the context of giving positive feedback and in the context of giving corrective feedback, and to verify its concomitant validity. The results of the confirmatory factor analyses, obtained using a convenience sample (n = 311) and scenarios, show that the ESEF scale does not have the same structure according to the valence of the feedback. Only the ESEF scale to give corrective feedback (ESEF-) respects the original structure of the seven-factors construct, namely the ESE to perceive, understand and manage one's emotions and those of others, as well as the ESE to use emotions. In terms of concomitant validity, the scale is also valid. In positive feedback context, the structure of the scale could not be confirmed. These results suggest that the ESEF+ and the ESEF- are two different constructs, which reminds us of the importance of distinguishing them when studying the ESEF according to the valence of the feedback (Ilgen et al., 1979). Based on the findings of the first article and considering that the transmission of corrective feedback represents a greater emotional challenge, the second article aims to continue the validation of the ESEF- scale with a population of managers. More specifically, the factorial structure, the construct validity and the incremental validity of the scale are verified. The results (n = 343) confirm the seven-factors structure of the scale. As expected, the regression analyzes also show that the stronger the manager's ESEF- is, the less he will avoid giving corrective feedback when required. Moreover, if we compare with the general measure of ESE that does not target a specific context and with personality traits, we do not observe a significant contribution in the prediction of feedback avoidance for global constructs. However, if we consider the particular dimensions of the ESEF- the construct would have a predictive advantage, as stipulated by the approach of Bandura (1977). The incremental validity of the ESEF- scale is therefore partially confirmed. This thesis contributes to the development of the knowledge on the determinants influencing feedback giving behaviors. In addition, the validation of an ESEF- with good psychometric properties opens the door to the study of the construct and its impacts on feedback. Limits and avenues of research are discussed in conclusion.

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Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural government and non-government secondary schools by means of questionnaires and interviews. Results confirmed the positive and reciprocal relationship between learner self-concept and academic achievement. Sport appears to have an influence on the academic achievement of male learners in government schools. Learners believe that sport improves their confidence, discipline, time management skills and social relationships. Non-academic self-concepts correlate highly and significantly with the cognitive self-concept. Males and females appear to be similar regarding their self-concepts and overall academic achievement though girls have better cognitive self-concepts. School location and type, and type of attendance have a significant influence on learner academic achievements and self-concepts. Age may influence academic achievement and self-concepts as well. Junior adolescent learners appear to have better self-concepts than senior learners, though their academic achievement is similar. Learners in Government B schools and those in urban schools seem to have better self-concepts than those in other schools. Day scholars appear to have better physical, emotional and general self-concepts than boarders. The results emphasise the need to pay attention to self-concept as well, when trying to improve the academic achievement of learners. / Educational Studies / D.Ed.(Psychology of Education)

Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural government and non-government secondary schools by means of questionnaires and interviews. Results confirmed the positive and reciprocal relationship between learner self-concept and academic achievement. Sport appears to have an influence on the academic achievement of male learners in government schools. Learners believe that sport improves their confidence, discipline, time management skills and social relationships. Non-academic self-concepts correlate highly and significantly with the cognitive self-concept. Males and females appear to be similar regarding their self-concepts and overall academic achievement though girls have better cognitive self-concepts. School location and type, and type of attendance have a significant influence on learner academic achievements and self-concepts. Age may influence academic achievement and self-concepts as well. Junior adolescent learners appear to have better self-concepts than senior learners, though their academic achievement is similar. Learners in Government B schools and those in urban schools seem to have better self-concepts than those in other schools. Day scholars appear to have better physical, emotional and general self-concepts than boarders. The results emphasise the need to pay attention to self-concept as well, when trying to improve the academic achievement of learners. / Educational Studies / D.Ed.(Psychology of Education)

Объектом исследования явились отклонения в стилях воспитания, отношение родителей к детям и детей к родителям, эмоциональная саморегуляция детей. Предметом исследования стали изменения в показателях эмоциональной саморегуляцией у детей и эмоциональной стороны детско-родительских отношений в процессе занятий по методике «Семейная Мягкая Школа». Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (73 источника) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 112 страниц, на которых размещены 6 рисунков и 18 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется гипотеза, указываются методы и эмпирическая база, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по проблемам совместной игровой деятельности, детско-родительских отношений и эмоциональной саморегуляции у детей. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: 1.Опросник для родителей «Анализ семейных взаимоотношений» (АСВ) (Э. Г.Эйдемиллер, В. В. Юстицкис). 2. Методика «Родительское сочинение», модифицированный вариант в форме незавершенных предложений (Е.И.Захарова, О.А.Карабанова, А.А.Шведовская). 3. Проективная методика «Рисунок Семьи». 4. Проективная методика исследования эмоциональной саморегуляции. Также в главе представлен описательный, корреляционный и сравнительный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was deviations in parenting styles, the attitude of parents to children and children to parents, emotional self-regulation of children. The subject of the study was changes in the indicators of emotional self-regulation in children and the emotional side of child-parent relationships during classes according to the "Family Soft School" methodology. The master's thesis consists of an introduction, two chapters, a conclusion, a list of literature (73 sources) and an appendix, which includes the forms of the applied methodologies. The volume of the master's thesis is 112 pages, on which are placed 6 figures and 18 tables. The introduction reveals the relevance of the research problem, the development of the problematics, the purpose and objectives of the research are set, the object and the subject of research are determined, the hypothesis is formulated, the methods and the empirical base are specified, the scientific novelty, the theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the problems of joint play activities, child-parent relationships and emotional self-regulation in children. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It provides a description of the organization and methods of the study and the results obtained using all the methods used: 1.Questionnaire for parents "Analysis of family relationships"(DIA) (E. G. Eidemillera, V. V. Justickis). 2. Method "Parent essay", modified version in the form of unfinished sentences (E.I.Zakharova, O.A.Karabanova, A.A. Shvedovskaya). 3. Projective technique "Family Drawing". 4. Projective methodology for the study of emotional self-regulation. The chapter also presents a descriptive, correlational and comparative analysis of the results of the study. The findings of Chapter 2 are the main results of the empirical study. In conclusion, brief results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses. The practical significance of the study is substantiated and possible prospects for further development of the problematics are described.