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Previous research has investigated the relationship between organizational tenure and performance by focusing primarily on organizational tenure of the individual employee. We propose that this approach is limited because organizational tenure should be conceptualized as relating to multiple entities including teams and their leaders. As predicted, analysis of two objective performance indicators of 1,753 employees working with 250 leaders of natural work teams in a financial services company revealed that, beyond employee organizational tenure, team leader organizational tenure and team organizational tenure diversity had positive incremental effects on employee performance. Moreover, the positive impact of employee organizational tenure was less pronounced in teams with high rather than low tenure diversity. Our findings suggest that organizations’ capacity to promote performance will be limited if they focus on organizational tenure of an individual, while neglecting the ways in which performance is shaped by organizational tenure related to multiple entities within a team.

Adjusting one’s communication is a fundamental requirement for human interaction (Gasiorek, 2016a). Individuals adapt communication behavior according to the circumstances surrounding the situation, resulting in different patterns and forms of speech relative to spouses, family members, coworkers, or friends. Yet, researchers in instructional communication have not yet substantially applied adjustment as a theoretical lens for understanding instructor-student classroom interactions (Gasiorek & Giles, 2012; Soliz & Giles, 2014; Soliz & Bergquist, 2016). Apart from overlooking this useful theoretical approach, instructional communication scholarship can also be improved by accounting for 1) shifting group identities in higher education that change how instructors and students communicate, 2) incomplete conceptualizations of student perceptions in existing research, and 3) a consistent lack of concern for the hierarchical structure of educational data. This dissertation seeks to resolve these limitations through an application of one of the most prominent theories of adjustment: communication accommodation theory (CAT; Giles, 1973; Giles, Willemyns, Gallois, & Anderson, 2007a). The research specifically extends the CAT framework to an instructional setting by investigating how student perceptions of instructor nonaccommodation across several modes of communication (i.e., nonverbal, linguistic/verbal, content, support) influence information processing ability, relationships with instructors, and beliefs about instructors. Data were collected from 573 undergraduate students across 38 sections of a basic communication course (BCC). Students completed an online questionnaire assessing perceptions of the appropriateness of their instructor’s behavior (i.e., nonaccommodation), extraneous load, communication satisfaction, instructor-student rapport, instructor credibility, and instructor communication competence. The results first forward a nuanced measure for assessing nonaccommodation in a manner consistent with the theoretical propositions of CAT. Second, a series of analyses using hierarchical linear modeling (HLM; Raudenbush & Bryk, 2002) showed significant associations between perceptions of nonaccommodation across modes and students’ reported classroom outcomes. Interestingly, several of the individual, direct relationships disappeared when multiple modes of nonaccommodation were considered simultaneously, introducing the possibility that individuals may prioritize the appropriateness of certain behaviors within context. The data hierarchy (i.e., students enrolled in course sections) did exert some influence on the relationships between variables, yet the majority of variance accounted for across models occurred at the student level. Implications of the results related to both theory and practice within the basic communication course are presented in the discussion.

This study used the TIMSS 2011 International Database to investigate predictors of 8th-grade mathematics achievement across three countries that represent a wide range of cultures and levels of mathematics achievement: Chinese Taipei, Ghana, and the United States. A review of literature on predictors of mathematics achievement yielded variables in four major contexts of learning—a student’s home, beliefs, school, and classroom. The variables of home that were investigated are home possessions for learning, parent education, and parents’ expectations and involvement in their children’s education. The variables of student beliefs were self-confidence in mathematics and the value of mathematics. The variables of school were school climate, school resources, administrator leadership, and school socioeconomic status. Finally, the variables of the classroom are access and equity, curriculum, tools and technology, assessment, and teacher professionalism. A 2-level hierarchical linear model was used to investigate relationships between the predictors for learning mathematics and 8th-grade mathematics achievement. Level 1 represented the relationships among the student-level variables, and Level 2 represented the school-level variables. In Chinese Taipei, statistically significant predictors of mathematics achievement in the final model included variables from the domains of home resources, student beliefs, school climate, and school socioeconomic status. In Ghana, both student-beliefs variables had statistically significant relationships with mathematics achievement, and one school climate and one school socioeconomic status variable each was found statistically significant. The U.S. had statistically significant predictors in the domains of home resources, student beliefs, school socioeconomic status, classroom-level access and equity, classroom assessment, and teacher professionalism. This study extends previous research in several ways. It includes a review of classic and recent literature regarding predictors of mathematics achievement; 17 scales using the Rasch partial credit model were developed to measure predictors of mathematics achievement; and the results of this study may be used to examine the relationships between the independent variables of this study and middle-grades mathematics achievement in countries similar to the 3 in this study to reinforce and support variables that contribute to student achievement.

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Providing clinicians with a clearer understanding of how clients' recover over the entire course of therapy has important implications for referral and treatment strategies. The present study compares rates of change in 160 clients in group therapy with 6632 clients in individual therapy and 864 clients receiving both individual therapy and group therapy. Therapeutic outcomes were measured using the Outcome Questionnaire-45. Data was analyzed using Hierarchical Linear Modeling (HLM), also called Multi-Level Modeling (MLM), to produce recovery curves for clients in each group. Recovery curves showed that most change occurred in the early part of group therapy and slowed near the end. Rates of change for clients in group, individual and conjoint therapy formats were also compared. This study reports that no significant differences in rates of recovery were found between group and individual or group and conjoint treatment formats. However, a significant difference was detected when individual and conjoint treatments were compared, with the individual sample improving at a faster rate.

Despite well-established diagnostic measures and measures of specific dimensions of eating disorder symptomatology, little work has been done to develop a brief, comprehensive, and valid measure for assessing change in eating disorder symptoms. Further, empirically-supported change indices to assess treatment progression and outcome have not yet been developed. The Change in Eating Disorder Symptoms Scale (CHEDS) is a new comprehensive measure designed to assess progress and change during treatment in persons with diagnoses on the eating disorder spectrum. Previous studies have demonstrated the subscale structure, reliability, and validity of the CHEDS. This study determined clinically significant change criteria for the CHEDS to complement the studies that have supported the CHEDS as a reliable and valid measure of eating disorder symptomatology. The CHEDS was also compared to a life functioning scale, the Clinical Impairment Assessment. A reliable change index (RCI) was developed, which generated an inferential statistic that estimates the magnitude of change in a score necessary for a change score to be considered statistically reliable. A cutscore was also developed, which differentiates between functional and dysfunctional populations, between eating disordered clinical subjects and non-clinical subjects. Trajectories were identified using hierarchical linear modeling methods for use in conjunction with clinical significance criteria to aid in the tracking of symptoms during treatment, treatment decision-making, and tailoring treatment according to expected and observed progress. The clinical significance change criteria were then applied to the clinical sample to determine change patterns descriptive of recovered, reliable improvement, deterioration, and no change. Finally, a scoring program with clinical significance change criteria and trajectory analyses for total and subscale scores was developed.

Couples experiencing relationship distress often require professional help, such as counseling and couple and relationship education (CRE). Research recently discovered that among couples in counseling, a circular relationship exists between individual and relationship distress-stress begets stress. Until this study, a similar examination had not been conducted among couples selecting CRE. This study examined the relationship between individual and relationship distress among married couples that had children, were from predominantly low-income and racially and ethnically diverse backgrounds, and selected CRE. A correlational research design was employed and framed in the social interdependence theory. The actor-partner interdependence model was conducted within a three-level hierarchical model. The results confirmed that a circular relationship exists between individual and relationship distress-distress begets distress. Within the circular model of individual and relational functioning, personal individual distress predicted partner individual distress as well as personal and partner relationship distress, and personal relationship distress predicted personal individual distress and partner relationship distress. The extent to which distress begot distress was stronger among women, those with low income, and those who were unemployed. The results also revealed a continuum of individual and relational functioning. Dyad members interact along a continuum from intrapersonal individual functioning to interpersonal relational functioning. The continua meet at the nexus of negotiation or the heart of interpersonal interaction, where dyad members communicate and make decisions, among other actions. Implications related to the findings of this study as well as inspirations for future research are discussed.

知識不同於一般的商品，其具有無形、內隱與價值不易判斷等特質，組織很難以權威、命令、或單以金錢的方式來要求員工主動分享其專屬的知識，以提高組織內知識運用與創造的循環。人力資源制度涵蓋整體企業，各項措施與內部員工息息相關，而員工個人主觀的支持知覺和對上司的信任態度，對其知識分享(Knowledge sharing)的行為存在可能的影響。本研究以社會交換理論為基礎，透過階層線性模式(Hierarchical Linear Modeling)的統計方法，以Snell & Dean(1992)提出的五種高承諾人力資源措施構面為組織層次變項，同時參考Eisenberger(1986）與Robinson(1994)所提出的知覺組織支持(POS)與信任(Trust)為個體層次的預測變項和中介變項，驗證跨層次與單一層次的變項對組織員工知識分享行為的影響。 本研究將問卷分為主管問卷與基層問卷，透過書面郵寄與電子郵件的方式進行發放，對象為台灣國內27家金融機構的管理人員與一般員工，參與本研究的公司涵蓋銀行、證券、保險、投信、郵局與期貨公司。我們經由實證分析，得到了以下的研究發現： 一、 員工的知覺組織支持的認知程度愈高，其採取知識分享的意願與行為也會愈高。 二、 員工的知覺組織支持的認知程度愈高，其對直屬上司的信任也會跟著增加。 三、 員工對直屬上司的信任程度增加，其採取知識分享的意願與行為也會愈高。 四、 對直屬上司的信任在員工的知覺組織支持與知識分享之間存在中介效果。 五、 高承諾人力資源措施對知覺組織支持之間的跨層次影響有顯著，個別措施中嚴格甄選、績效評估、外部競爭與內部公平薪酬制度對員工的知覺組織支持之間存在正向關係。 六、 高承諾人力資源措施對信任之間的跨層次影響不顯著，個別措施的關係皆不顯著。 七、 高承諾人力資源措施對知識分享之間的跨層次影響不顯著，個別措施中僅嚴格甄選對員工的知識分享之間存在正向關係。 依據本研究結論，提供具體建議予相關單位及後續研究者參考。 / Knowledge has the characteristics of being intangible, tacit and difficult to evaluate. So an organization can’t force its employees to actively share their own knowledge to others by using the ways of authority, command or high payment only. High Commitment Human Resource Management (HCHRM) system includes many practices which closely influence the whole company and individuals in the organization context. And in individual level, the knowledge-sharing behavior of employees may be changed by the factors of perception organization support (POS) for company and the Trust for supervisors. In this study, we use Hierarchical Linear Modeling (HLM) to investigate the relationship among HCHRM practices, POS, Trust and Knowledge Sharing (KS) in both single level and cross level. The research hypotheses all base on the theory of Social Exchange. We collected 956 valid questionnaires from the employers and employees in 27 financial companies in Taiwan. According to the results of our analysis, we found that POS and Trust in individual level were significantly and positively associated with the employees’ behavior of knowledge sharing. And Trust also had intervening effect between POS and KS. In cross-level analysis, HCHRM practices can only affect the variable of POS. Finally, we conclude with a brief discussion of the interpretations and implications of the results in the context of single-level and cross-level. We also provide some practical and reasonable suggestions for company supervisors and further research.

The present study puts forward two models which examine the relationship between at home at school variables of (1) engagement in shared and independent reading and (2) access to print with reading achievement. Participants were fourth grade English speakers from Canada (Alberta, British Columbia, and Nova Scotia), New Zealand, England, and USA. Data from the Progress in International Reading Literacy Study (PIRLS) questionnaires and reading achievement test were used to design the two models, and Hierarchical linear modeling (HLM) was used to analyze the data where students (Level-1) were nested within classrooms (Level-2). The results of the Engagement in Reading Model demonstrate that activities of shared reading at home and at school did not statistically significantly relate or related negatively with reading achievement. Parents helping their children with school readings emerged as the strongest negative predictor of reading achievement in the entire model. However, the relationship between how often participants talked with their families about what they read on their own and reading achievement was positive. Additionally, independent reading at school, reading for fun at home, and reading printed material (books and magazines) at home predicated reading achievement positively; reading for homework did not predict reading achievement; and reading for information and reading on the internet at home predicted reading achievement negatively. The results of the Access to Print Model demonstrate that while access to books and other reading material at home related positively with reading achievement, access to books and other reading material at school did not overall relate to students’ reading achievement. Additionally, access to the library, generally, did not relate to reading achievement; and when statistical significance was found it was not replicated in all or even most of the countries. Based on the results of the present study, it is recommended that fourth graders be given ample opportunities to read books of their own choosing independently at school, and to develop students’ habits and motivation to read for leisure during their free after school time. Additionally, children should be provided with ample access to reading material at home which is geared towards their interests.