Thesis (M.A.)--The University of North Carolina at Greensboro, 2008. / Directed by Rosemery Nelson-Gray; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 32-42).

Thesis (M. A.)--University of British Columbia, 2006. / Includes bibliographical references.

South Africa as a country producing certain commodities is experiencing profound changes as a result of globalisation. Globalisation refers to the sourcing of goods from locations around the world to take advantage of national differences in the cost and quality of factors of production, such as labour, energy, land and capital. By doing this, companies hope to lower their overall cost structure and improve the quality or functionality of their product offering, thereby allowing them to compete more effectively. To remain competitive in a global environment, having personnel who are accountable for what they have control over, can help revitalise the business character, strengthen the global competitiveness of corporations, heighten innovation, improve the quality of products and services produced by companies’ world wide, and increase the responsiveness of organisations to the needs and wants of customers. Continental Tyre South Africa (CTSA) is a local and global supplier of tyres, and the global sourcing for tyres by sales divisions, requires CTSA to remain competitive on price in the global market. The overall purpose of the research was to assess the current level of personnel accountability on all levels within manufacturing at CTSA and to formulate recommendations to address the shortfalls identified through the research. The research methodology for this study comprised of the following steps: Firstly, the contextual elements that define accountability were researched; Secondly, the appropriate research methodology techniques were researched and applied. The current level of accountability was assessed in an empirical study which involved completing a questionnaire during structured interviews with respondents; and Thirdly, the data obtained from the questionnaires were analysed showing some areas of accountability, but shortfalls in other areas. The final step of this study entailed the formulation of recommendations to address the shortfalls identified in the different levels and elements of accountability namely: Responsibility, Ability, Means, Authority and Measurement.

The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.

The purpose of this study was to determine the effectiveness of the Preparation for Adult Living skills training program by measuring the learning gains and learning outcomes of students participating in the training. The quasi-experimental posttest control group design was used. A treatment sample of twelve students received the Preparation for Adult Living training. A nontreatment sample was selected by matching the characteristics of educational and reading level and the gender of twelve students with no previous independent living skills training with those of the treatment sample. Students in the treatment sample were tested for learning gains using the Preparation for Adult Living Test. Both the treatment and nontreatment sample were tested using the post-training Preparation for Adult Living Scale to determine the level of their learning outcomes. The Preparation for Adult Living Test results were analyzed using the t-test for correlated samples of pretests and posttests. The t-test for independent samples was used to analyze the Preparation for Adult Living Scale results to determine the students' learning outcomes. A Pearson r correlation coefficient was calculated for Preparation for Adult Living Scale scores to determine if a relationship existed between employment and the life coping skills of the treatment sample. The findings indicated that no learning gains were made during the training, but that the training had an impact on the students' post-training life-coping skills. A strong relationship was found between the specific life-coping and employment skills of the treatment sample. Investigation of the reliability and validity of the Preparation for Adult Living Test and Scale instruments was recommended.

Establishing and maintaining a clear and stable view of oneself is one of the major goals that human beings are motivated by. Individuals' environment is overflowing with a variety of self-relevant feedback. Yet, humans are able to generalize their experience into idiosyncratic self-concept, that despite being the largest, and most complex of all cognitive structures provides a good frame of reference for regulation of action, emotion, and cognition. This research project examined a dynamic model of self-regulation that explains how humans manage to arrive at and maintain a coherent understanding of who they are and what they are like despite the abundance and constant influx of often contradictory self-relevant information. The dynamic model of self-regulation emphasizes the role of selective attention to specific regions of the self-concept as a prerequisite for self-concept adaptive development and functional expression. From a dynamical systems perspective the self-concept is conceptualized as a dynamic cognitive structure of knowledge that becomes organized into meaningful self-aspects (i.e., identities, self-perceived traits, roles) that differ with respect to evaluative coherence. Some self-aspects are coherent and comprise exclusively positive or exclusively negative elements, while other do not achieve evaluative coherence and are comprised of self-beliefs with mixed evaluations. As the focus of conscious attention changes between coherent and incoherent areas, the experience of Self and implications of self-concept for ongoing processes change accordingly. The total number of 296 participants took part in four studies conducted in Poland and in the United States. / The studies utilized interesting procedures to investigate the dynamics and structure of the self-concept and the consequences of the evaluative differentiation of the self-concept for intrapersonal and interpersonal processes. Participants filled out personality and self-concept measures on-line, performed the cardsorting and mouse procedure tasks, and interacted with a chat-bot conversational program. Results of the studies attest to the validity of the model and suggest that individuals focus their attention on incoherent self-aspects to facilitate the formation and development of the self-concept and that focus on coherent self-aspects facilitates effective use of the self-concept for the regulation of ongoing processes. / by Urszula Strawinska. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Despite extensive research in conflict, relatively little is known about how psychological processes evolve over time in response to a dispute. The present research examines how cognitive and affective processes react to cooperative, competitive, or mixed cooperative-competitive interactions. Experimental predictions were derived from a model of two-actor interaction (Liebovitch, Naudot, Vallacher, Nowak, Bu--Wrzosinksa & Coleman, 2008). Specifically, it was expected that attitudes and emotional valence would exhibit stable dynamics when people encountered a neutral, continually cooperative, or continually competitive interaction. However, attitudes and emotional valence were expected to exhibit perturbation in response to transitions from cooperation to competition and vice-versa. These predictions were tested in four experiments. The first study verified most predictions, finding that people have little attitude or valence reaction to interactions that are neutral, continually coo perative or continually competitive. This study also established that people's attitudes are significantly unstable when faced with an interaction shifting from cooperation to competition, and this is experienced with negative emotions. However, interactions shifting from competition to cooperation resulted in stable attitudes and emotional valence. The remaining three experiments sought to explain the lack of psychological reaction to the development of cooperation in a previously competitive interaction. In Study 2, interaction expectancy was ruled out as a factor. Study 3 demonstrated that the reactivity to sudden competition and lack of reactivity to sudden cooperation developed regardless of interaction history. Finally, Study 4 offers evidence indicating that the lack of reaction to sudden cooperation results from factors other than the duration of cooperative feedback. The research has several important implications. First, the results provide evidence that competition is / not necessarily a key factor in promoting heightened psychological reaction in conflict. Rather, transitions between peace and conflict likely hold greater influence on psychological processes in disputes. Furthermore, the experimental evidence provides the first empirical test of the model predictions and offers insight into how the model may be improved. By combining experimental results with the model, the research provides much needed information about how mental dynamics unfold and differ in response to cooperation versus competition. / by Jay L. Michaels. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

This study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering classroom guidance interventions on wellness behaviors in adolescents. More research in needed on the impact of school counseling curriculum programs on early adolescent wellness, engagement in school success strategies, and improved academic achievement. / by Jacqueline Lee-Russell Wirth. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

A new generation of recent graduates and young workers, the Millennials, have started entering the workforce within the last ten years and work alongside older generations, such as Generation Xers and Baby Boomers. The limited research on Millennials suggests that Millennials are significantly different from their predecessors. The lack of robust or academic findings on the subject of Millennials and their impact in the workplace form the motivation for this research. To give clarity and cohesion on the topic of Millennials and to guide the analysis, it was necessary to develop a comprehensive taxonomy, or model, of Millennials’ traits. Two aspects of the model were investigated through the use of interviews. The results of the study do not support the existence of all of the numerous and distinct traits that Millennial have, as suggested by the literature; however, the results do support a subset of the traits. Compared to other current generations and to other recent generations of youths, the results suggest that Millennials have a greater sense of entitlement, have more unrealistic expectations, and need a greater amount of management involvement, such as supervision, structure, and feedback. Some factors outside of the model were found during the course of conducting the study. These factors may have impacted the results and possibly resulted in a false rejection of the propositions of this study. This exploratory research takes a step towards getting a better understanding of Millennials by providing a comprehensive taxonomy of Millennials’ traits and some academic findings for future research to build upon. A more rigorous study with a strengthened field methodology may better explore the impact of various factors on the results of intergenerational and Millennial investigations.

A new generation of recent graduates and young workers, the Millennials, have started entering the workforce within the last ten years and work alongside older generations, such as Generation Xers and Baby Boomers. The limited research on Millennials suggests that Millennials are significantly different from their predecessors. The lack of robust or academic findings on the subject of Millennials and their impact in the workplace form the motivation for this research. To give clarity and cohesion on the topic of Millennials and to guide the analysis, it was necessary to develop a comprehensive taxonomy, or model, of Millennials’ traits. Two aspects of the model were investigated through the use of interviews. The results of the study do not support the existence of all of the numerous and distinct traits that Millennial have, as suggested by the literature; however, the results do support a subset of the traits. Compared to other current generations and to other recent generations of youths, the results suggest that Millennials have a greater sense of entitlement, have more unrealistic expectations, and need a greater amount of management involvement, such as supervision, structure, and feedback. Some factors outside of the model were found during the course of conducting the study. These factors may have impacted the results and possibly resulted in a false rejection of the propositions of this study. This exploratory research takes a step towards getting a better understanding of Millennials by providing a comprehensive taxonomy of Millennials’ traits and some academic findings for future research to build upon. A more rigorous study with a strengthened field methodology may better explore the impact of various factors on the results of intergenerational and Millennial investigations.