This study examined the differences in engagement among entering African American male students at two community colleges in the State of Texas. Three research questions provided the foundation for this study: (1) Is there a significant difference in the engagement levels among first-year male community college students by age group, (2) From the African American male students’ perspective, what are the specific educational programs and institutional practices that supported their retention and persistence during the first semester of enrollment in a two-year institution; and (3) In the case of the African American male students, what organizational and institutional factors influenced their decision to enroll for a second semester at a two-year institution? The series of research questions developed for this study were tested using survey research, casestudy analysis, and qualitative research. The descriptive analyses were conducted using a sample of the data collected from the 22 institutions selected to participate in the Survey of Entering Students Engagement (SENSE) pilot survey. The Statistical Package for Social Sciences (SPSS) was used to compile the frequency statistics and one-way Analysis of Variance (ANOVA) for the 781 African American male study respondents. The effect size (Eta-Squared) was also calculated to identify relative magnitude of the difference between means that were found in the ANOVA results. The researcher also conducted focus groups and in-depth interviews with first-year African American male students who enrolled in a community college. The results of this study indicated there were statistically significant differences among first-year African American male community college students by age group. The results also showed that African American male students who were involved in campus-based initiatives at their community college had higher levels of satisfaction during their first academic term. Finally, several of the focus group and individual interview participants indicated their participation in gender-specific programs influenced their decision to enroll for a second semester at a two-year institution. / text

For the last twenty years, there has been growing concern among educators, scholars, and parents about the underachievement and disengagement of boys in school. Self-Determination theory postulates that individuals will be more motivated when their needs for relatedness, competence, and autonomy are satisfied. Boys' relationships with teachers are sometimes conflictual, although relatedness to teachers has been shown to be a salient predictor for academic engagement. Teachers can also serve as a buffer for those students who are at risk of failure or dropping out. Other issues involve masculinity sitting uncomfortably with academic success, the need for self-discipline, and the nature of academic tasks being too sedentary and less hands-on. This study explores the academic engagement of at-risk boys with special attention to the role of teacher-student relationships using self-determination as a theoretical framework. A qualitative method was utilized to illuminate the complex interactions between antecedents and consequences for developing an explanatory scheme for why some boys do well academically and others do not. Ten third through fifth grade boys were interviewed, along with ten of their parents and six teachers. Topics ranged from their likes and dislikes, feelings about their teachers and school in general, and ways in which teachers and parents support and encourage them academically. The boys were observed in multiple settings throughout the school year. The goal was to shed light on the "boy crisis" and to take a nuanced approach when it comes to studying boys. The study was also designed to enhance our understanding of academic engagement as a multidimensional construct encompassing behavior, emotion, and cognition. Academic task characteristics and self-discipline, as well as relatedness to teachers, parents, and peers, emerged as important themes in engaging boys, while the construct of masculinity was not as salient. A proposed model was developed as a psychoeducational tool for providing information about the academic engagement of boys. This model could assist educators and parents in helping boys attain more joy and success in school. / text

This research study provides answers to questions pertaining to current practices in the art museum field regarding socially responsive programming and the motivations for developing and implementing such programs. Socially responsive programming is programming that encourages dialogue and debate about social, economic and political issues in order to promote honesty, fairness, concern for the rights and welfare of others, empathy, and compassion (Desai & Chalmers, 2007). The study engaged a mixed methods approach by utilizing a survey and three case studies. The purpose of the survey was to gauge the position of the field in relation to their values and support of socially responsive programs. Janes’ and Conaty’s (2005) four characteristics of socially responsive museums: seeing social issues and acting to create social change (idealism); building and sustaining strong relationships with the community (intimacy); investing time for reflection and resources to fully understand social issues (depth); and judging the museum’s worth, not based on building size, prestige of collections, or attendance numbers, but on the quality programs a museum provides to the community (interconnectedness) guided the construction of the survey and served as an analytical tool for the case studies. The survey sample resulted from distributing the survey through major museum-themed listservs. The survey also aided in identifying three exemplars of socially responsive museum. These institutions, Museo de Arte Contemporáneo de Monterrey, the Columbus Museum of Art, and the San Angelo Museum of Fine Arts, comprised a purposeful sample in order to further investigate museum staff members’ motivations for creating and instituting socially responsive art museum practices. / text

This thesis presents a reflection on directing There’s a Boy in the Girls’ Bathroom by examining the relationship between the production and community engagement developed for it. It details the process of connecting theatre for young audiences (TYA) and community engagement and discusses how the project that resulted inspired a dialogue concerning bullying. This document addresses these questions: What is the relationship between TYA and community engagement and how can they be closely connected? How can community engagement inform the production of a play for young audiences? This document explores how collaborative partnerships with student audiences and teachers inspired dialogue and influenced production choices. It discusses how participation in multiple community engagement activities resulted in a rich experience for both actors and audience. It includes a discussion about how the work might be translated outside of the university and concludes with reflective practices for connecting TYA and community engagement. / text

Nurses of today have many more responsibilities and duties they must cope with. With the HIV and AIDS numbers rising in South Africa it is important that the morale of nurses be kept healthy. The strain of their work environment can be hard to cope with, so it is necessary that nurses learn how to manage their emotions when working in order to avoid burnout and disengagement from happening. and to make better use of job resources. The objective of this research is to determine the relationship between emotional intelligence, job characteristics. burnout and engagement within the nursing environment in South Africa. A cross-sectional survey design was used. A non-probability convenience sample was taken from 511 nurses in hospitals and clinics in the Gauteng- and North-West Provinces. The Emotional Intelligence Scale, Maslach Burnout Inventory) - Human Services Survey, Utrecht Work Engagement Scale and Work Evaluation Scale were used as measuring instruments. Cronbach alpha coefficients. Pearson-product correlation coefficients and Spearman-product correlation coefficients were used to analyse the data. The results showed that positive state is positively related to vigour/dedication, professional efficacy. own emotions: emotions: other and emotional management. Own emotions and emotional management also correlated positively with professional efficacy and emotions: other. Workload and communication demands are positively related to payment, emotional labour, work environment and emotional exhaustion. The results also identified emotional exhaustion and mental exhaustion to be negatively related to vigour/dedication. while emotional exhaustion is positively related to mental exhaustion, job security, and staff support. Payment correlates positively with staff support, while emotional labour and overtime are positively related to work environment. The proposed structural model show that there are clear paths between job demands and job resources; job demands. emotional intelligence and work wellness; job resources, emotional intelligence and work wellness: job demands and burnout; and job resources and work wellness. Recommendations were made for the nursing profession and for future research purposes. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

Over the last decade, numerous changes have occurred in the insurance industry due to international expansions and stiff competitiveness. As a result of these changes, employees are suffering from stressful work conditions such as pressure to perform and work-life conflict, which lead to feelings of distrust, tension, strain in interpersonal relations, interpersonal conflict and difficulty in coping with pressure to perform. Tracking and addressing the work wellness of these employees are important to improve their work-related performance, as well as the quality of their service. Burnout, work engagement and workaholism are focal points in this regard. In order to measure these constructs it is important to have valid and reliable instruments. However, there is a lack of research which measures burnout, engagement and workaholism in the South African context. The objective of this study was to determine the relationship between burnout, work engagement and workaholism amongst employees in the insurance industry. The research method consisted of a brief literature review and an empirical study. A cross-sectional design was used. An availability sample (N = 153) from employees in the insurance industry was taken. The Oldenburg Burnout Inventory (OLBI), Utrecht Work Engagement Scale (UWES), an adapted version of the Work Addiction Risk Test (AWART), and a biographical questionnaire were administered. The statistical analysis was conducted with the aid of the SPSS program and AMOS program. The statistical method employed in the study consisted of descriptive statistics, Cronbach alpha coefficients, Pearson product-moment correlation coefficients and a structural equation modelling method. Multivariate analysis of variance (MANOVA) was used to determine the significance of differences of workaholism between demographic groups. It was evident in this study that employees in the insurance industry experience workaholism due to their tendency to work long hours overtime, to work weekends and to take work home. Results indicated that work wellness of employees in the insurance industry does comprise well-being (Burnout and Work Engagement) and Workaholism. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

In the new world economy the hey differentiator of competitive advantage is an organisation's human resources. Increasingly, employees have to cope with multiple demands arising from various roles. often with limited resources and no guarantee of job security. In monitoring and improving employee effectiveness in coping with multiple new demands. stimulating their growth and enhancing their well-being as well as organisational performance, burnout and engagement are specific research areas. 'The objectives of this study were to investigate the relationships between burnout, engagement, job demands. job resources and organisational commitment of management staff at a platinum mine in the North-West Province, and to determine which variables best predict burnout, engagement and organisational commitment. A cross-sectional survey design was used. The study population consisted of management staff at a platinum mine in the North West Province (N = 202). The Job Demands-Resources Scale, Utrecht Work Engagement Scale: Maslach Burnout Inventory - General Survey. a Health Questionnaire, and an Organisational Commitment scale were administered. Descriptive statistics, product-moment correlation coefficients and multiple regression analyses were used to analyse the data. The results indicated that burnout correlated significantly with job demands, job resources. engagement, health and organisational commitment. Engagement. correlated significantly with job resources. health, and organisational commitment. Exhaustion was best predicted by workload. job insecurity and lack of resources whilst cynicism was predicted by poor organisational support and advancement opportunities. Engagement was best predicted by organisational support. and organisational commitment was predicted by both burnout and engagement. Ill health was predicted by exhaustion. Recommendations were made for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

The only constant thing in today's world is change. Change is everywhere, even in the education sector. The education system has undergone tremendous changes in the past 10 years. This includes several curriculum changes. Change always contributes to stress, which individuals in the education department are experiencing quite intensively, judging by the popular media. Stressful events may lead to ill-health and might negatively impact the workforce and the overall well-being of these educators. The emergence of positive psychology has contributed to the increased research of well-being, rather than the negative antipode of illness, in relation to occupational stress. One of these positive aspects of wellbeing is work engagement, which is considered to be the opposite of burnout. Thus, describing burnout, engagement and stress is a first step in facilitating the work-related wellness of educators. Furthermore, individual dispositions that may act as resources or buffers in the handling of stress and burnout, facilitate engagement and protect educators7 health are also of interest. To measure burnout, engagement, stress and health, it is important to use reliable and valid instruments. Various studies are available on the reliability and validity of the burnout and engagement scales, but it is rather limited for educators in the South African environment. Furthermore, little information exists regarding the causes and effects of work stress, health, burnout and engagement of educators in South Africa. The first objective of this research was to standardise the Maslach Burnout Inventory-General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES) for educators in the Goldfield region of the Northern Free State province. The second objective was to determine if biographical variables can be used to describe educators' burnout and engagement. The third objective of this research was to determine causes of stress among educators, and again to investigate the role of biographical differences. Lastly, the focus in this research fell on the determination of the role of optimism in predicting the health of educators in the Goldfield region of the Northern Free State province. A cross-sectional survey design, in which a sample is drawn from a population at one point in time, was used to attain the research objectives. Participants were randomly selected from the total population of educators in the Goldfield region of the Northern Free State province. A sample of 469 educators was used from the total population of 1014 (i.e. 46,25% of the total population). Schools in the Goldfields region of the Northern Free State province were randomly selected to participate in this research. The MBI-GS, the UWES, the Educator Stress Questionnaire (which was developed by the author for the purpose of this research), the Health Subscales of the Asset, the LOT-R and a biographical questionnaire was administered. Descriptive statistics, Cronbach alpha coefficients, inter-item correlations, exploratory and confirmatory factor analyses, Pearson correlations, multivariate analysis of variance, one-way analysis of variance, t-tests, dummy coding and multiple-regression analyses with interaction terms were used to analyse the data. Structural-equation modelling confirmed a three-factor model of burnout consisting of Exhaustion, Depersonalization and Professional Efficacy. All three factors showed acceptable internal consistencies for three main language groups. A three-factor model of engagement was also confirmed, consisting of Vigour, Dedication and Absorption. These scales also indicated acceptable reliability. Results of a second order factor analysis indicated that the work wellness of educators can be described as consisting of two dimensions. The Burnout dimensions of Exhaustion and Depersonalisation can be grouped together on one factor, while the Burnout dimension of Professional Efficacy can be grouped with the Engagement variables of Vigour, Dedication and Absorption. Results showed that biographical variables that consist of the gender, marital status, home language, age and years work experience of educators could be used to describe educator burnout and engagement. It was found that Exhaustion could be predicted by gender. Educators who speak an African language scored lower than Afrikaans-speaking educators in terms of Exhaustion. Marital status could also be used to predict exhaustion. Educators between the ages of 37 and 46 measure lower on depersonalisation than educators between the ages of 22 and 30 years. Educators who have between 13 and 20 years of experience, have higher levels of depersonalisation than participants with 6 or less years of experience. Both English and African-language-speaking educators measure lower on Professional Efficacy than the Afrikaans language group. Language remains a significant predictor of Professional Efficacy. Educators who are older than 31 years of age measure higher on Professional Efficacy than those younger than 31 years of age. Professional Efficacy could be predicted among educators who are English speaking and/ or older than 31 years of age. Additionally, being married or divorced measure lower on Professional Efficacy when compared to their single counterparts. The eldest educators measure higher on Professional Efficacy. Female educators measure lower on Vigour than their male counterparts. Educators between the ages of 47 and 64 measure higher on dedication than educators between the age of 22 and 30 years. Married educators measured lower on dedication, when compared to single educators. The ESQ, a measure of educators' occupational stress that consists of 48 items, was developed and administered. During analysis, 4 items were discarded due to non-loading, and a further 8 items were discarded due to significant secondary loadings. Five factors were extracted and were labelled Rewards and Participation, Support and Communication, Job Insecurity, Role Overload and Task Characteristics. Furthermore, the biographical variables that were used to describe burnout and engagement among educators (language, age, gender, work experience and marital status), could also be used to describe educator stress. The various stress factors that were identified through the ESQ, could also be used to determine well-being among educators. This includes Support and Communication, Rewards and Participation, Role Overload, Job Insecurity and Task Characteristics. In terms of predicting the physical and psychological health of educators, separate analyses were carried out for the burnout and engagement components. It was shown that that educators' home language, their experience of optimism, role overload and task characteristics predicts physical health, and home language, participants' levels of optimism, experiences of rewards and participation, support and communication, job insecurity, role overload and task characteristics predicts psychological health. Additionally, the interaction terms Professional Efficacy and Optimism, as well as the interaction between Vigour and Optimism, proved to be significant predictors of physical health. The interaction term of Depersonalisation and Optimism, as well as the interaction term of Support and Communication and Optimism, proved to be significant predictors of psychological health. Language was also shown to be a constant predictor of physical and psychological health, where educators speaking an African language experienced significantly better overall well-being than Afrikaans and English-speaking educators. By way of conclusion, recommendations for future research and the education department are made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

The face of the workplace has changed dramatically over the past decade and most organisations have to survive in a fiercely competitive global economy. The impact of the changing world of work is most evident in changes in the psychological contract (agreement) between employees and organisations. Employees are expected to give more in terms of time, effort, skills and flexibility, whereas they receive less in terms of career opportunities, lifetime employment and job security. It is in view of the above work complexities that employee engagement has become a focus area. in particular, to understand the mediating effects of certain psychological conditions in relation to work engagement. "Why do some employees stay engaged at work, even whilst being challenged with consistent change and greater job insecurity and why do others' disengage at work?" The objective of this study was to investigate the mediating effects of three psychological conditions, namely psychological meaningfulness, psychological safety, and psychological availability on employees' work engagement. A survey research design was used with a questionnaire as data-gathering instrument. Stratified random samples (N=171) were taken from employees of a multinational oil company. The Work Engagement Scale and the Work Experiences Scale were administered. Descriptive statistics (e.g. means and standard deviations) were used to analyse the data. Pearson product-moment correlation coefficients were used to assess the relationships between the variables. Multiple regression analyses were used to investigate the effects of the variables in this study. The results confirmed that psychological meaningfulness and psychological availability were significant predictors of work engagement. Meaningfulness displayed the strongest positive relation with engagement. The relation of work role fit with engagement was fully mediated by the psychological condition of meaningfulness. Cognitive, emotional and physical resources had the strongest effect on psychological availability. Feelings of self- consciousness impacted on psychological availability, implying that someone who is less self-conscious is psychologically more available to engage at work. It was therefore confirmed that psychological meaningfulness fully mediated the effects of work role fit on engagement and psychological availability fully mediated the effects of resources and self-consciousness on engagement. Limitations in the research are identified and recommendations for future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007

In this thesis I combine the social network analysis approach with the traditional experimental approach to study the phenomena of jury decision-making. I examine whether with each trial a social network is formed. The jurors, the two teams of lawyers, as well as the accused and the judge, all form a social network with cliques and leaders. This division of individuals into specific cliques, along with the lawyers' performance in court, is hypothesized to have a significant impact on the jury's verdict. <br /><br /> Thus, by specifically studying the lawyers' engagement and disengagement on the jurors during a trial and the impact this has on the verdict, as well as understanding the structure of the social network that the individual jurors create, I hope to shed light on some of the influences that are key in delivering the verdict. In addition, this pioneering study may lead to significant policy changes in the future.