Previous research on investor preferences focused mainly on the relationship between socio-demographic variables and risk tolerance. This study extends the research in this area by focusing on three aspects of investor preferences: risk tolerance, time horizon, and estate intentions. The objective is to provide a more comprehensive model of investor preferences, including both psychological and attitudinal variables. This study addresses the following: Are socio-demographic variables sufficient to predict investor preferences? Is there a difference between males and females? How much additional variance is explained by including political ideology, positive psychology attitudes, and pro-social attitudes? Are these attitudinal variables simply additive or are they interactive? Data were collected from MBA students and senior undergraduate students in a major research university in South Florida. A scale was developed to measure estate intentions, a construct that has never been examined in management studies. The findings supported the expectation that psychological variables would be positively correlated with the dependent variables. However, I expected that pro-social attitudes would be a moderator variable, and this expectation was not realized. This dissertation contributes to the investor preferences field in several ways. First, it demonstrates the importance of psychological and attitudinal variables in explaining investor preferences. I also found differences between males and females regarding risk tolerance. This study can provide financial advisers with a deeper understanding of the importance of psychological and attitudinal variables in determining investor behavior. Finally, the results of this study augment and expand stakeholder theory. This study brings the investor into the stakeholder model, enhancing the descriptive, explanatory, and predictive capabilities of stakeholder theory. Future research could replicate this study using real investors in different locations for cultural variation, or using a panel of respondents for a longitudinal study.

Several researchers have called for further research devoted to exploring positive psychology constructs among African Americans. In the present study, I addressed the aforementioned calls for African American positive psychology and existentialism research by utilizing the autoethnographic approach to explore the processes and resources that four African Americans accessed to critically think about and make sense of their lived experiences. Given the current sociopolitical climate, I wanted to intentionally use my academic and class privilege to amplify the voices and strivings of four African Americans for survival and meaning in life. I utilized the autoethnographic approach to share my personal narrative of developing critical consciousness to explain the contextual factors influencing my worldview. For this dissertation study, I also conducted in-depth interviews with three other African Americans over a series of interview sessions to explore what made their lives meaningful. A thematic analysis of the participant data was conducted to analyze and identify emergent themes. The thematic analysis produced six emergent themes and 18 subthemes to contextual powerful influences shaping their perceptions of meaning in life, existence and critical consciousness development. I am hopeful that readers will gain four different perspectives on how, as African Americans, the participants define and understand their existence, facets of life that make their lives meaningful, and how they have come to make sense of their worlds.

United Through Reading (UTR) is a non-profit organization that provides the tools for military service members to take videos of themselves reading books so that when they must leave their family for training, deployment, temporary duty (TDY), or other military induced separations, their family gets a copy of the video recording and a copy of the book. Although UTR developed their program supported by research about the academic benefits of being read aloud to as a child, the importance of developing a love of reading, the impacts of deployment on military youth, and the impacts of service on children's academics before this research began, they had not yet conducted an evaluation of their specific program. To this end, this research sought to understand how participation in UTR impacts 1) a child's love of reading, 2) child behavior, 3) morale and stress levels for service members and caregivers, and 4) service members' retention or re-enlistment in the military. To address these questions this study utilized a mixed methodological approach, combining participant observation at UTR recording events, interviews (n = 19), and surveys (n = 58). UTR was found to improve and reinforce children's love of reading, improve child behavior, increase morale and decrease stress for service members and caregivers, and indirectly impact retention and re-enlistment in the military. This research is positioned to help UTR advertise their program to more effectively reach service members and their families, frame their work when talking to beneficiaries and funders, and be more competitive when applying for grants to fund their continued operations.

Magister Commercii (Industrial Psychology) - MCom(IPS) / According to literature, Industrial-Organisational psychology is mainly concerned with investigating the behaviour of humans within the work environment. It is stated that Industrial-Organisational psychology deals with well-adjusted working adults to improve well-being and efficiency by applying psychology principles (Health Professions Act, 2011). One of the roles of the Industrial-Organisational psychologist is to provide counselling in the workplace.

Gratitude, or attention to and appreciation of the positive, is related to psychological well-being and less psychopathology, including suicidal thoughts and behaviors (STBs). However, to date, no published research has examined the gratitude-suicide relation among sexual minority (SM) adults (e.g., lesbian, gay, bisexual), a population at markedly greater risk for STBs. Further, the theoretical mechanisms underlying the impact of gratitude are understudied. The current study examined potential mechanisms that represent the four hypotheses (positive affect, schematic, coping, and broaden-and-build) that might explain the benefit of gratitude in relation to suicidal ideation (SI) among a sample of SM adults (N = 651). Less depressive symptoms (positive affect) and anticipated discrimination (schematic) and greater self-compassion (coping) and psychological flourishing (broaden-and-build) mediated the relation between gratitude and less SI. Therapeutic activities aimed at bolstering gratitude among SM individuals may have a beneficial effect on SI due to impact on psychopathology and psychological well-being.

This article reports on a study investigating the effectiveness of positive psychology interventions (PPIs) in an Intensive English Program (IEP) for non-matriculated university students. Interventions based on the PERMA model for wellbeing (positive emotion, engagement, relationships, meaning, and accomplishment) were implemented through weekly 65-minute lessons and short daily activities. Each lesson introduced an aspect of the PERMA model such as positive emotion or achievement. Along with this focused instruction, students concurrently engaged in language learning activities. Teachers also provided short daily activities for reinforcement throughout the week. Six classes received these interventions, while three classes served as a control group and did not receive any treatment. Students' wellbeing, anxiety, and depression were measured pre-, mid-, and post-semester. Language proficiency was also measured pre- and post-semester and compared with the control group. Qualitative data, which were collected through questionnaires and semi-structured interviews, were analyzed following an iterative (constant comparative) method where open coding occurred first, followed by axial coding and selective coding (Glaser and Strauss 2017). This facilitated an understanding of patterns indicative of how the PPIs might have affected student engagement and enjoyment. The quantitative analysis did not reveal any significant gains in well-being or any reductions in anxiety or depression. Despite spending 25% of instruction time on PPIs, there were no statistically significant differences in language proficiency gains compared to the control group meaning that the time taken from teaching language did not in any way reduce linguistic gains. However, the qualitative data do suggest a positive impact from the PPIs. Thus, the results of this study confirmed the findings of Seligman et al. (2009) and Gush and Greeff (2018) that PPIs can be implemented without detracting from language instruction and although gains were not statistically significant, qualitative data showed that the participants felt more positive as a result of the interventions.

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