Institutions of higher education continue to try and find new ways to help students persist in college (Kinzie & Kuh, 2017). One compelling tool to help students succeed comes from Dweck’s (1999) Mindset model. The model depicts intelligence as either fixed or growth; meaning intelligence can be viewed as unchangeable or malleable. Students with a growth mindset recover from failure quicker, overcome challenges faster, and see difficulty as a positive challenge instead of questioning their intelligence. With the many challenges domestic students face persisting in college, international students studying abroad face additional factors inhibiting their motivation and ability to succeed. The primary purpose of this study was to determine whether Dweck’s (1999) 8-item Mindset sub-scale could be valid with international students studying within the United States. A multiple-sample confirmatory factor analysis using maximum likelihood estimation was used to assess measurement invariance with domestic (n = 1809) and international (n = 275) students at a large-midwestern university. The secondary purpose was to determine whether GPA, gender, year-in-school, English language proficiency, and first-generation status impacted international student mindset scores. A seemingly unrelated regression was used to determine if there were any differences in the sub-group population of international students (n = 268). Results indicated Dweck’s (1999) Mindset Scale is valid for use with international students studying within the U.S. and significant differences were found in the mindset scores within gender, academic rank, age, and first-generation status. The results of this study inform the literature and institutions of higher education on how Dweck’s (1999) mindset model can be used as another tool to help international students succeed in college. Future research implications were shared and discussed.

A growing body of research has compared the effects of explicit and implicit corrective feedback (CF) on L2 accuracy. However, L2 performance is not limited to accuracy. Fluency is another important aspect of L2 performance, but less is understood about its relationship with CF and CF explicitness/implicitness. This experimental study examined the effects of explicit correction versus implicit recasts on not only the accuracy but also the fluency of L2 speech during videoconferencing. Forty-eight lower-intermediate learners of English as a foreign language (EFL) were assigned to an explicit correction group, an implicit recast group, and a no-feedback group. Each engaged in eight picture description tasks with the researcher and received feedback according to the group they came from. Pre and posttests (immediate and delayed) of accuracy and fluency were conducted using additional picture tasks. Accuracy was measured by calculating the percentage of learners’ (a) error-free clauses and (b) error-free T-units. Fluency was measured by calculating the number of (a) syllables per minute and (b) meaningful syllables per minute. Statistical analyses included (a) two-way repeated measures ANOVAs with feedback type as the between-subject factor and time as the within subject factor, (b) Planned comparisons, which treated the two experimental groups as one group and compared their mean with the mean of the control group, (c) Bonferroni post hoc tests, which examined the pairwise differences, and where needed, (d) paired sample t-tests, which examined each group’s pretest-posttest differences. As for accuracy, planned comparisons showed that videoconferencing CF, irrespective of its explicitness/implicitness, improved accuracy. Further analyses showed that whereas the explicit correction group outperformed the control group on both the immediate and delayed posttests, the recast group did not. However, the explicit feedback group produced a significantly less fluent speech compared to the recast group and the control group. But this was true on the immediate posttest and not on the delayed posttest. Pretest-posttest comparisons further indicated a negative effect for explicit correction but a positive effect for recasts on L2 fluency. The results suggest that (a) while explicit correction assisted accuracy, it negatively influenced fluency, and (b) while implicit correction seemed to assist fluency, it was not as effective as the effect of explicit correction on L2 accuracy. Further analyses indicated that the explicit correction group exhibited a large amount of monitoring behaviour on the immediate posttest, whereas the other two groups did not. The results are explained using an information-processing perspective of language performance and a knowledge proceduralization model of language development. The theoretical, empirical, and pedagogical implications are also discussed. / Graduate

Despite a great deal of interest in leadership as a field of study, little research has been conducted on what followers want from their leaders. Furthermore, the relationship between follower ethnicity and their view on leadership has been largely neglected. This study therefore sought to investigate how followers perceive effective leadership and, therefore, what they expect from good leaders. The study also sought to investigate what influence, if any, a follower’s ethnicity has on their understanding of effective leadership. The study adopted a qualitative, phenomenological methodological approach to address the research purposes. Semi structured interviews were conducted with a sample of seven black South African undergraduate students in Gauteng. This sample was selected to avoid including individuals who may have had formal exposure to leadership theory or significant experience as leaders in organizations. The discussions were recorded and transcribed, before being captured in Atlas.ti. Thematic coding was carried out to analyse the data. The findings of the study showed that respondents valued follower-centric leadership, with a particular emphasis on leaders listening to followers. Other good leadership behaviours highlighted by respondents included communication and values. Respondents indicated that their views on leadership were influenced by their cultures. It was not possible to isolate the influence of a specific ethnic identity on perceptions of leadership because respondents were able to identify with more than one ethnic identity, referred to as biculturalism. Biculturalism tended to occur as a result of a respondent having parents from different ethnicities, growing up in a multi-ethnic township or exposure through multicultural institutions such as schools and churches. / Dissertation (MCom)--University of Pretoria, 2013. / Human Resource Management / unrestricted

In this study, the relationship of autobiographical memory, implicit motivation, sociocultural orientation, and childhood variables was investigated cross-culturally. A German sample reflecting a prototypical independent context (n=100), and a Chinese (n = 77) and Cameroonian sample (n = 68) from a prototypical interdependent context were selected. Participants were asked to report their earliest childhood memories, to answer socio-demographic questions, to complete the Operant Multimotive Test as a measure of their implicit motivation, and two self-report scales to indicate their sociocultural orientation. Special attention was given to considerations of methodological equivalence across cultures.It was expected that (1) Chinese and Cameroonian participants recall more oriented towards others than German participants, and that (2) individuals from a social-oriented childhood context make more use of the social function of autobiographical recall, and finally that (3) implicit motivation and sociocultural orientation predict autobiographical memory across cultures.Results indicate that Cameroonian and Chinese participants generally make more use of the social function of autobiographical memory than do German participants. Furthermore, the more siblings an individual has, the more she/he makes use of the social function. Missing effects of implicit motivation and sociocultural orientation on interindividual differences in autobiographical memory are accounted for by methodological constraints.

It has been established that specific implicit motive profiles predict job performance and career progression. However, it has not been a topic of examination to distinguish the role implicit motives play in developing certain leadership behaviors that, in turn, lead to job performance and success. My hypotheses were that, firstly, the ownership structure of organizations will play a distinct role in establishing the implicit motives that lead to managerial progression and, secondly, implicit motives will better predict long-term (general) leadership behaviors whereas explicit motives will better predict situation-specific leadership behaviors. In Study 1 the effects of three types of organizations as well as the effects of executive level/responsibility on the implicit motive profiles of managers were assessed. The types of organizations were family-owned and -led, foreign-owned and family-led, as well as publicly-owned and -led after previous family ownership. Data collection took place between the years 2004 and 2010. It could be demonstrated that an organization's ownership structure was significantly correlated with the implicit motives of managers, while executive level/responsibility was not. In Study 2 implicit and explicit motives were tested as predictors of competency scores in three separate cases. Case 1 consisted of data from one pharmaceutical company based in Spain; Case 2 encompassed data from 13 different companies in several industries and countries; and Case 3 included data for one global services and technology company with headquarters in the US. Data were collected between the years 2002 and 2010. The results yielded were inconsistent across cases. Unexpectedly, both implicit and explicit motives were predictive of competency scores. Beside the main effects, interaction effects of implicit motives and congruity between implicit and explicit motives were considered. I also included implicit motives of the CEO, as scored in the letter to the shareholder, as well as the congruence of manager implicit motives with CEO implicit motives into these analyses. Effects of these variables were also inconsistent across cases. Study 3 extended previous investigations to explore the effects of implicit and explicit motives as well as leadership styles on organizational climate. Organizational climate was observed from two perspectives: actual climate as perceived by subordinates and ideal climate as desired by managers. Based on management data collected in the years 2000 through 2008 for four companies in the agriculture, mining, telecommunications and transportation sectors, findings indicated that only leadership styles consistently accounted for changes in organizational climate. However, ideal desired climate could also be partially explained by managers’ explicit motives in some cases. As expected, implicit motives did not predict organizational climate in any of the analyses.

Les interactions de l’équipe de travail et l’efficacité de celles-ci sont constitutives d’un système hiérarchique préétabli composé notamment de dyades verticales. Afin d’étudier cette dyade, ce travail doctoral s’intéresse aux rôles sociaux associés au statut de chacun des protagonistes de la dyade verticale (i.e., leader pour le chef et suiveur pour le subordonné) et considère le leadership.L’influence du suiveur et de ses comportements sur le leader et le leadership est de plus en plus considérée. Cependant, les comportements du suiveur influençant le leader restent inexplorés. Ce travail doctoral plurisdisciplinaire (i.e., psychologie et informatique affective) vise donc à mettre en évidence les comportements du suiveur influençant le leader ainsi que les mécamises sous-jacents à cette influence.Pour cela, nous nous sommes intéressés aux comportements non verbaux (CNV) du suiveur en tant qu’indices sociaux pouvant influencer le leader et ses comportements. Les principes de la cognition sociale sont appliqués dans cette thèse pour étudier l’évaluation cognitive réalisée par le leader, au travers de l’activation des caractéristiques utilisées pour catégoriser les suiveurs : les théories implicites du followership (IFTs).L’étude de l’évaluation cognitive du leader se confronte à de nombreuses difficultés, notamment méthodologiques. Ainsi, un travail préliminaire essentiel de ce travail doctoral s’est attaché à traduire et valider en français une échelle d’évaluation des IFTs. La première étude exploratoire utilise des images d’agents virtuels pour explorer plusieurs CNV pouvant activer les IFTs du leader de manière explicite. La deuxième étude propose une analyse de vidéos d’entraînements d’équipes médicales pré-hospitalières pour étudier dynamiquement d’autres CNV intervenant dans la perception du followership. En troisième étude, les CNV observés dans les études précédentes ont été implémentés dans un agent virtuel placé en interaction avec des leaders médicaux. Une tâche de Go / No Go a permis par la suite d’étudier l’activation implicite des IFTs. Enfin, une dernière étude quantitative transversale a tenté d’étudier l’influence de l’évaluation cognitive du suiveur par le leader sur les comportements de leadership.Les résultats de ces études suggèrent que certaines caractéristiques affichées dans les CNV (i.e., dominance, support apporté au leader) peuvent activer les IFTs du leader. De plus, l’évaluation cognitive semble avoir une influence sur les comportements de leadership choisi.Nous discuterons les résultats obtenus et présenterons les contributions scientifiques et pédagogiques de cette thèse. Nous ouvrirons notre réflexion au positionnement épistémologique nécessaire à l’étude des IFTs, ainsi qu’à l’utilisation des agents virtuels dans l’étude de la catégorisation. Le but applicatif de ce travail doctoral est l’implémentation de CNV chez des subordonnés virtuels médicaux dans un serious game permettant la formation de leader médicaux. / Interactions in teamwork and their efficiency are based on a hierarchical system including verticale dyads. This research studies leadership through the social roles link to the hierarchical status of the vertical dyad (i.e., leader for the chief and follower for the subordinate).The influence of follower on leader and leadership is increasingly considered. However, the follower’s behaviors are still unexplored. This multidisciplinary doctoral work (i.e., psychology and affective computing) tries to highlight the influence of follower’s behavior on the leader, and the underlying process of this influence.To do so, we used the follower’s nonverbal behaviors (CNV) as the social clues that can influence the leader and his behaviors. The principles of social cognition are applied in this thesis to study the cognitive evaluation made by the leader. We worked on the activation of the caracteristics used to categorize followers, the implicit followership theories (IFTs).The study of the cognitive evaluation made by the leader comes we multiple issues, including methological ones. Thus, a preliminary work of translation and validation of a scale evaluating the IFTs was realized. The first exploratory study used images of virtual agents displaying CNV that could explicitly activate leaders’ IFTs. We complete these result through an analysis of a corpus of videos filming medical teams’ training. This study allowed us to observe dynamic CNV that could influence the perception of followership. In a third study, we implemented the CNV of the two previous studies in a virtual agent. Medical leaders had to interact with it, and implicit activation of IFTs was collected using a Go / No Go protocol. Finally, using a quantitative approach, we studied the influence of cognitive evaluation of the leader on his leadership behaviors.Results suggest that some caracteristics displayed in CNV (i.e., dominance and support) can activate the leaders’ IFTs. Moreover, the cognitive evaluation of the leader seems to influence his leadership behaviors.We will discuss the results and explain the scientifical and pédagogical contributions of this thesis. We will analyse our problematic through multiple angles, including the epistemologycal point of view allowing the study of IFTs, and the use of virtual agents in the research field of categorization process. The practical application of the doctoral work is the implementation of CNV in virtual subordinates for the deployement of a serious game for medical team leader.

Indiana University-Purdue University Indianapolis (IUPUI) / Compared to White and high socioeconomic (SES) patients, Black and low SES patients are less likely to receive adequate pain care, including receiving fewer analgesic medications. Providers may, inadvertently or not, contribute to these disparities in pain care via biased decision-making. Prior work suggests there is a complex relationship in which race and SES uniquely and interactively affect providers’ clinical decisions, but few studies have examined the influence of patient race and SES simultaneously on providers’ pain-related decisions. Furthermore, previous studies suggest that providers’ attitudes about race and SES influence their clinical decisions. The present study examined the influence of patient race and SES and providers’ implicit and explicit attitudes about race and SES on providers' pain-related decisions. Four hundred and seven medical residents and fellows made pain assessment (interference and distress) and treatment (opioids, opioid contracts, and workplace accommodations) decisions for 12 computer-simulated patients with chronic back pain that varied by race (Black/White) and SES (low/high). Subjects completed Implicit Association Tests to assess implicit attitudes and feeling thermometers to assess explicit attitudes about race and SES. Repeated measures ANOVAs indicated that patient race and/or SES had main effects on all pain-related decisions and had interaction effects on providers’ ratings for interference, distress, and workplace accommodations. Providers’ implicit attitudes about race and explicit attitudes about race and SES predicted their pain-related decisions, but these effects were not consistent across all decisions. The current study highlights the need to examine the effects of patient race and SES together, along with providers’ implicit and explicit attitudes, in the context of pain care. Results inform future work that can lead to the development of evidence-based interventions to reduce disparities in pain care.

Studien utgår från ett antagande om att lärare inom svenska som andraspråk bör ha högre explicita kunskaper än förstaspråkstalare av svenska som inte läst grammatik på högre nivå för att kunna stötta andraspråkseleverna i sin språkutveckling. Detta ställs även i relation till tidigare studier som undersökt lärares attityder till explicit grammatikundervisning. Studien baseras på en enkätundersökning som genomfördes av 26 lärare. Resultatet visar att lärarna i studien har högre explicita grammatikkunskaper än studenterna som de jämfördes med. Det finns en del som avviker från en explicit förklaring av grammatisk strukturer som ändå visar att de har implicit kunskap genom de egna exempel som angetts.  Tidigare studier om lärares attityder till den explicita grammatikundervisningen visade att lärarna samt de blivande lärarna var positiva till grammatikundervisningen. Det finns därför ett samband mellan de studierna och hur frekvent lärarna i den här studien undervisade inom grammatik eftersom en majoritet uppgav att de gjorde det varje eller nästan varje dag.

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