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Lord and Brown (Lord, Brown, & Freiberg, 1999; Lord & Brown, 2004) suggest that leaders may impact followers by priming certain goals or ideals in their followers’ minds, which in turn influence judgment and behaviour. The current research examined whether transformational and transactional leaders unconsciously affect the values followers adopt and the goals they pursue, specifically the impact leaders have on follower self-interest. Although the relationship between leadership and self-interest has attracted a good deal of theoretical attention, little empirical work has been conducted to explore the impact of leadership on self-interest. Using established priming techniques, I demonstrated in three studies that transformational and transactional leaders affect self-interest in characteristic ways. In Study 1, participants read about a transformational and transactional leader and were subsequently primed with the image of one of the leaders. The results showed that participants primed with the transformational leader exhibited lower self-interest than those primed with the transactional leader. Study 2 replicated this effect, and demonstrated that the image of the leaders had a nonconscious effect on participants’ self-interest that was measurable after a delay of three days. Furthermore, this study found that participants’ pre-existing levels of prosocial values moderated the effectiveness of the prime. Study 3 extended the results of the first two studies by demonstrating that priming participants with a transformational leader significantly lowered self-interest in a context where individual gain was salient, and the transactional leader increased self-interest in a context focused on collective outcomes.

The central question of my thesis is how different positive emotions affect inhibition. Katzir, Eyal, Meiran, and Kessler (2010) addressed this question using an antisaccade task and found that happiness decreased inhibition compared to pride, which they attribute to the links between pride and long-term goals and happiness and short-term goals. I attempted to generalize their results to a color-naming Stroop task and predicted that their results would not generalize because their study had little supporting research and their method had several limitations. I tested 45 students of the Claremont Colleges and found partial support for Katzir et al. Participants in the pride condition showed better inhibitory function than participants in the neutral condition, but I was unable to find differences in inhibitory function between participants in the pride and happiness or happiness and neutral conditions. The results suggest that pride improved inhibitory function compared to neutral emotion, but happiness had no effect. I conclude that further research is needed to confirm the supposed distinction between pride and happiness, the strength of the links between happiness, pride, and different goals, and the motivational role of emotion in inhibition.

Abstract Past research has shown that motivation is an important predictor of goal-related behaviors. Sheldon and Elliot (1999) proposed the Self-Concordance Model (SCM), to distinguish between personal goals that reflect intrinsic interests and values (self-concordant goals) and personal goals that are pursued because of self-imposed and social pressures (self-discordant goals). Another important motivational construct is self-efficacy, people’s beliefs in their capabilities to exercise control over their level of functioning and their environment (Bandura, 1996). Self-efficacy has been shown to predict goal attainment and well-being as people who are self-efficacious put more effort and commitment towards their goals (Koestner, Horberg, Gaudreau, Powers, Di Dio, Bryan, Jochum & Salter, 2006). Despite the unique contribution of self-concordance and self-efficacy, little is known about their combined effects. I performed a study with 135 university students to investigate whether two self-regulatory processes could in fact be better than one. Results using hierarchical regression analyses indicated that self-efficacy did moderate the relationship between self-concordance and the outcome variables. Self-concordance was associated with greater well-being and goal progress for those high on self-efficacy (β = .21, p < .05; β = .33, p < .01) while negatively relating to well-being and goal progress for those low on self-efficacy (β = -.22, p = .07; β = -.19, p > .05 ). It appears that two motivational processes combined, self-concordance and self-efficacy, are in fact better than one.

Sammanfattning Syftet med denna studie är att observera två olika stylistlärares arbete under några lektioner. Hur arbetar de med; mål, process, återkoppling samt bedömning Hur ser förutsättningarna ut när det gäller det pedagogiska arbetet och har eleverna något inflytande? Lärarna arbetar på gymnasieskolans hantverksprogram, inriktning hår och makeup stylist. I min studie analyseras arbetet utifrån två liknande lektionspass i hantverksteknik, årskurs två på olika gymnasieskolor, utifrån teoretiska perspektiv inom estetisk verksamhet, kreativitet, bedömning samt nyckeltermer som de ”fyra f:en”; fakta, förståelse, färdighet och förtrogenhet. Uppsatsens resultat visar att det både finns skillnader och likheter mellan lärarnas arbetssätt, förutsättningar samt gällande elevinflytande. / Summary The purpose of this study is to observe two different stylist teachers and their work in the classroom. How they work with; goals, process, feedback and assessment What are the conditions when it comes to the educational work and does the students have an impact? The teachers are working at secondary school craft program, targeting hair and makeup stylist.In my study I have analyzed the work from two similar sessions in craft technology, grade two, different schools, from a theoretical perspective in the Arts, creativity, assessment and key terms such as; facts, understanding, skills and familiarity. Thesis results show that there are both similarities and differences between teachers approaches, assumptions and current student participation.

Uppkomsten av dagens Web 2.0 har skapat möjligheter till större interaktivitet hos användarna. Denna utveckling har även följts av en möjlighet att skapa användargenererat innehåll, ett fenomen som benämns User Generated Content (UGC). En av de viktigaste aspekterna inom UGC är att det måste uppnå en god användbarhet, men likväl måste tjänsterna också erbjuda en rik subjektiv upplevelse. Denna subjektiva upplevelse benämns som User Experience och är ett uttryck för den upplevelse och tillfredställelse en användare känner då den ställs inför ett interaktivt gränssnitt. Syftet med uppsatsen var att identifiera User Experience av UGC-tjänster. Uppsatsen karaktäriseras av en kvalitativ ansats och grundar sig i en explorativ undersökning med loggböcker och intervjuer, där nio respondenters upplevelser ligger till grund för uppsatsens resultat. Uppsatsen bidrar med en modell över User Experience mål för UGC-tjänster. Modellen bidrar till en ökad förståelse för vad som utgör en god User Experience av en UGC-tjänst och kan på så vis vara vägledande för de som designar dessa typer av tjänster.

The purpose of the following research was to test the prediction that a sense of social connectedness to a stranger would result in the tendency to share psychological states with him/her. An overview of the literature on state sharing and the psychological merging between other and self is described in Chapter 1. The first test of my prediction is provided in Chapter 2 where I demonstrate that participants who are led to feel socially connected to a confederate--by sharing idiosyncratic preferences in common with her--resulted in the propensity to take on her goals. In Chapter 3, participants who felt connected to a confederate who was asked to complete a stressful speech task experienced more stress themselves. This effect occurred in part through a sense of felt “oneness” with the confederate. Chapter 4 extended these findings by showing that socially connected participants tended to experience secondary appraisal emotions in line with the confederate’s appraisal of the stressful speech task and this occurred through a sense of felt oneness with the confederate. In Chapter 5, participants who felt connected to an outgroup member tended to experience greater empathy for another outgroup member who experienced discrimination. The implications for social interaction in general and for intergroup relations in particular are discussed in Chapter 6.

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