The present study integrated social exchange theory and motivational perspective to explore the mediating role of felt obligation and boundary condition of personal motives in the relationship between psychological contract fulfillments (PCF) and organizational citizenship behaviors (OCB). We hypothesized that (a) PCF exerts influences on OCB through felt obligation; (b) the PCF-OCB relationship would be stronger when employees are high in altruistic and high in egoistic motive. Accordingly, an integrative model of exchange theory and motivational theory would be proposed to simultaneously examine the mediated effect and interactive effect on organizational citizenship behaviors. We tested the hypothesized model by using data of supervisor-subordinate dyads. Data are collected through employees¡¦ self-reports and employees¡¦ supervisors, so two questionnaires are use. Obtaining measures of the predictor and criterion variables from different source is one of the procedures used to control common method bias, a critical limitation in cross-sectional correlational research (Podsakoff, MacKenzie, and Lee, 2003). A sample of 485 supervisor-subordinate dyad was obtained from supervisory MBA graduates and their randomly-selected subordinates. All survey measures process the back translation procedure recommended by Brislin (1980) to assure the equivalence before administration. Confirmatory factor analysis is employed to examine the psychometric properties of all measures used. Finally, to test hypotheses, structure equation modeling using statistical package Liseral 8.5 and hierarchical moderated regression were employed. Resulted showed that social exchange theory and motives significantly explained the PCF-OCB association in different way, as we expected. First, we found that felt obligation is influenced by balance and relational PCF and then in turn has impact on etic OCB, while transactional PCF had no effects on either felt obligation or two forms of OCBs. Additionally, results strongly suggested that the negative effect of transactional PCF on OCB occurred for people low in altruistic motive to help, but would be positive associated for people high in altruistic motive. The findings signify that altruistic motive interacted in such a way that a strong altruistic motive was needed to buffer the negative effect of transactional PCF on etic OCB. It¡¦s important to note that transactional PCF had no direct effect on any forms of OCB, thus it appeared that altruistic motive played a role of ¡§switch¡¨ to activate the relationship between transactional PCF and every forms of OCB. Finally, we found altruistic motive, instead of egoistic motive, is the key determinant for OCB.

Uppsatsen hade sin utgångspunkt i hur lärarens val av matematikdidaktik skapade möjlighettill pedagogisk och social delaktighet, för elever som hade uttalade koncentrationssvårigheter.Denna definition innefattade elever som uppvisade svårigheter att genomföra och slutförauppgifter och elever som inte behövde ha en fastställd diagnos. Jag har även valt att studeraelevernas möjlighet till måluppfyllelse beroende på lärarens didaktik och måluppfyllelsenutgick ifrån strävansmålen för ämnet matematik.Studien innefattade observationer under tre lärares matematiklektioner i klasser på högstadiet.Efter observationerna har sedan intervjuer med lärarna genomförts. Resultatet visade attrespondenterna gemensamt var övertygade om att läraren som person hade en stor inverkan påelevernas lärandeprocess samt möjlighet till delaktighet och måluppfyllelse i undervisningen.Däremot valde respondenterna olika motiveringar som stödde denna åsikt. Meningarna bestodav ett vitt spektrum från lärarens personlighet till didaktikens innebörd. Lärarens reflektionkring val av didaktik samt elevsyn inverkade på elevernas möjlighet till utrymme iundervisningen för måluppfyllelse och delaktighet. Denna reflektion speglade även hurläraren såg på elever med koncentrationssvårigheter samt individens behov ochförutsättningar inför lärarens val av undervisningsform. Lärarens didaktik kunde sålundastärka eller försvaga elevens självförtroende och inställning till matematiken. Genom dessaresultat diskuteras att läraren i sitt arbete aktivt kan utveckla reflektioner över sin didaktik.Läraren kan även bli medveten om vilka dörrar de öppnar respektive stänger för elevenslärandeprocess. Resultaten ifrån studien synliggjorde aspekten att respondenterna glömde sinegen roll att kunna påverka sin situation genom att fokusera på möjligheterna i verksamhetenoch hos eleven, istället för att endast se hindren. / The essay was based on the teacher's choice of mathematics education created opportunitiesfor educational and social inclusion, for students who had expressed difficulty inconcentration. This definition included the students who showed difficulties in implementingand completing tasks, and students who did not have to have a positive diagnosis. I have alsodecided to study students' ability to goal attainment according to teacher teaching and thecompliance rate was based on the goals to strive for mathematics.The study included observations through three teachers' math lessons in classes in highschool. After the observations have since conducted interviews with teachers. The resultsshowed that the respondents shared conviction that the teacher as a person had a big impacton students' learning process and the opportunity for participation and achievement ineducation. However, respondents chose various reasons that supported this view. Thesentences consisted of a broad spectrum from the teacher's personality to the meaning ofdidactics. The teacher's reflection on the choices of education and pupil view affect students'ability to place in programs for effectiveness and participation. This reflection also reflectedhow the teacher looked at students with attention deficit and individual needs andcircumstances before the teacher's choice of teaching method. Teacher education was able tostrengthen or weaken students' confidence and attitude toward mathematics. These results arediscussed for the teacher in its work actively to develop reflections on their education. Theteacher may also become aware of the doors they open and close the student's learningprocess.