Theory and research have indicated that well-being can be enhanced via the fulfilment of three key well-being concerns or needs, namely efficacy, integrity, and belonging. This thesis used a positive youth development framework to explore well-being concern experiences within the context of a young person’s most salient activities and goals, referred to here as identity projects (Harré, 2007). Guided by an adaptation of the identity project model (Harré, 2007), using a longitudinal design, this thesis incorporated both quantitative and qualitative methods to explore how identity projects were negotiated during adolescence; what impact well-being concerns had on commitment to projects; and how this related to subjective well-being (SWB). In the quantitative study, 162 ethnically diverse Year 12 high school students participated at time one (T1); and one year later 87 students took part at time two (T2). Participants completed an adaptation of the Personal Project Analysis tool (Little, 1983), and two independent measures of SWB. The main foci of the quantitative study were to explore the predictive value of each well-being concern to project commitment and SWB; and to investigate if commitment mediated the link between well-being concerns and SWB. For the qualitative study, narrative interviews were conducted among 16 adolescents at three time points – Years 12 and 13, and after completing high school. The main foci of the interviews were to investigate how well-being concerns were voiced within the context of specific projects; and to gain insight into how projects were negotiated during life transitions. The quantitative results showed efficacy and integrity, but not belonging, were predictors of concurrent commitment at T1 and actual commitment to T1 projects at T2. The mediating role of commitment (between the well-being concerns and SWB) was, however, not supported. Instead, each well-being concern directly predicted different aspects of SWB, and these relationships changed over time. Overall, experiences of efficacy and belonging, within identity projects, enhanced SWB in the short term, while only experiences of integrity enhanced SWB, namely life satisfaction, in the long term. The qualitative results indicated experiences of efficacy and belonging were most prevalent within leisure pursuits, while integrity was most commonly discussed within education and career projects.

Theory and research have indicated that well-being can be enhanced via the fulfilment of three key well-being concerns or needs, namely efficacy, integrity, and belonging. This thesis used a positive youth development framework to explore well-being concern experiences within the context of a young person’s most salient activities and goals, referred to here as identity projects (Harré, 2007). Guided by an adaptation of the identity project model (Harré, 2007), using a longitudinal design, this thesis incorporated both quantitative and qualitative methods to explore how identity projects were negotiated during adolescence; what impact well-being concerns had on commitment to projects; and how this related to subjective well-being (SWB). In the quantitative study, 162 ethnically diverse Year 12 high school students participated at time one (T1); and one year later 87 students took part at time two (T2). Participants completed an adaptation of the Personal Project Analysis tool (Little, 1983), and two independent measures of SWB. The main foci of the quantitative study were to explore the predictive value of each well-being concern to project commitment and SWB; and to investigate if commitment mediated the link between well-being concerns and SWB. For the qualitative study, narrative interviews were conducted among 16 adolescents at three time points – Years 12 and 13, and after completing high school. The main foci of the interviews were to investigate how well-being concerns were voiced within the context of specific projects; and to gain insight into how projects were negotiated during life transitions. The quantitative results showed efficacy and integrity, but not belonging, were predictors of concurrent commitment at T1 and actual commitment to T1 projects at T2. The mediating role of commitment (between the well-being concerns and SWB) was, however, not supported. Instead, each well-being concern directly predicted different aspects of SWB, and these relationships changed over time. Overall, experiences of efficacy and belonging, within identity projects, enhanced SWB in the short term, while only experiences of integrity enhanced SWB, namely life satisfaction, in the long term. The qualitative results indicated experiences of efficacy and belonging were most prevalent within leisure pursuits, while integrity was most commonly discussed within education and career projects. / Whole document restricted until 04/2012, but available by request, use the feedback form to request access.

This diploma thesis is focused on psychosocial issues related to vulnerable and lonely children, especially with regard to the threat of emotional deprivation. Theoretical part provides definitions of key terms, such as child needs, upbringing, family and its background, psychological deprivation and its consequences; substitute family care, socialization, etc. The aim of theoretical part is to outline development and education of children in out-of-home care facilities in comparison with the care of child in its own family environment. These differences have been analyzed in the research part of the work. The main goal was to contact several involved experts and learn their approaches and opinions regarding the vulnerable children situation in the Czech Republic, which has been facing these issues. Semistructured interview conducted by me with the above experts was focused mostly on asking questions regarding existing {\clqq}imperfections`` in the Family Code and Act on social & legal protection of children, as amended, to highlight the indicators which have negative impacts on successful psychosocial development of children. To provide better picture of the researched issue, the work is complemented by the casuistics of a family with adopted child.

Submitted by Cecilia Araujo (ceciloboaraujo@gmail.com) on 2018-03-17T15:44:31Z No. of bitstreams: 1 Dissertaçao CeciloboAraujo impressao1.pdf: 1023441 bytes, checksum: 5fb0b7e2cb22d6ebef19de9371c34730 (MD5) / Approved for entry into archive by Debora Nunes Ferreira (debora.nunes@fgv.br) on 2018-03-20T19:22:58Z (GMT) No. of bitstreams: 1 Dissertaçao CeciloboAraujo impressao1.pdf: 1023441 bytes, checksum: 5fb0b7e2cb22d6ebef19de9371c34730 (MD5) / Approved for entry into archive by Isabele Garcia (isabele.garcia@fgv.br) on 2018-03-20T20:52:04Z (GMT) No. of bitstreams: 1 Dissertaçao CeciloboAraujo impressao1.pdf: 1023441 bytes, checksum: 5fb0b7e2cb22d6ebef19de9371c34730 (MD5) / Made available in DSpace on 2018-03-20T20:52:04Z (GMT). No. of bitstreams: 1 Dissertaçao CeciloboAraujo impressao1.pdf: 1023441 bytes, checksum: 5fb0b7e2cb22d6ebef19de9371c34730 (MD5) Previous issue date: 2018-02-19 / Item withdrawn by Raphael Xavier (raphael.xavier@fgv.br) on 2018-03-21T21:45:59Z Item was in collections: FGV EAESP - CMAE: Dissertações, Mestrado em Administração de Empresas (ID: 29) No. of bitstreams: 2 Dissertaçao CeciloboAraujo impressao1.pdf.jpg: 794 bytes, checksum: c9536fbd10f4671c5d0f71d7a29ff223 (MD5) Dissertaçao CeciloboAraujo impressao1.pdf: 1023441 bytes, checksum: 5fb0b7e2cb22d6ebef19de9371c34730 (MD5) / Item reinstated by Raphael Xavier (raphael.xavier@fgv.br) on 2018-04-03T20:59:06Z Item was in collections: FGV EAESP - CMAE: Dissertações, Mestrado em Administração de Empresas (ID: 29) No. of bitstreams: 2 Dissertaçao CeciloboAraujo impressao1.pdf.jpg: 794 bytes, checksum: c9536fbd10f4671c5d0f71d7a29ff223 (MD5) Dissertaçao CeciloboAraujo impressao1.pdf: 1023441 bytes, checksum: 5fb0b7e2cb22d6ebef19de9371c34730 (MD5) / Quando uma pessoa se sente restringida financeiramente, quanto maior for o nível desta percepção, quanto mais elevado é o nível de felicidade associado à compra de um bem material comparado à compra de uma experiência ou produto experiencial; este é um dos achados deste estudo. O objetivo deste trabalho é ampliar o conhecimento sobre a felicidade resultante das compras. Através da análise da influência conjunta de antecedentes que afetam positivamente (necessidades psicológicas) e negativamente (restrição financeira e materialismo) a “recomendação por experiência” - maior nível de felicidade obtido como a compra de experiências ao invés da compra de bens materiais. Esses antecedentes são analisados simultaneamente através da modelagem de equações estruturais (SEM) e regressão linear com o objetivo de compreender o impacto absoluto, relativo, direto e indireto de cada antecedente sobre a felicidade resultante de cada um dos três tipos de compra (material, experiencial e experiencia). Na condução desta pesquisa, 654 participantes on-line foram recrutados através da plataforma VIDI e responderam formulário Google com 57 questões relacionadas a compras efetivadas anteriores. Os resultados mostram que a satisfação das necessidades psicológicas é o antecedente mais forte para todos os tipos de compra. Materialismo não apresenta forte relação direta com a felicidade; no entanto, tem uma influência indireta através via satisfação das necessidades psicológicas que é alcançada homogeneamente pelos três tipos de compra. O contexto de restrição financeira, não só altera a preferência por bens materiais (Zhang, Howell, Caprariello e Guevarra, 2014), mas as pessoas que se sentem restringidas financeiramente ficam significativamente mais felizes com compras materiais quando comparado à felicidade resultante da compra de bens experienciais e experiencias, compras que no limite podem até torná-las infelizes. Os resultados expandem o trabalho de Guevarra & Howell (2015) ao acrescentar à análise do impacto da satisfação das necessidades psicológicas na felicidade resultante das compras, o impacto simultâneo do materialismo, restrições financeiras e variáveis de controle satisfação com a vida e idade, i ainda considerando os três tipos de compra. Os resultados indicam que a reversão da "recomendação por experiência", quando na presença dos construtos citados, acontece quando há um baixo nível de satisfação de necessidades psicológicas que é influenciada pelos outros antecedentes, mas o impacto isolado de cada um deles não é suficiente para esta reversão. / When a person is feeling financially constrained, as higher is the perception level of the financial constraint, as high is the happiness level associate to the purchase of a material product instead of a life experience or experiential product; this is one of the findings of this study. The objective of this work is to extend knowledge regarding happiness derived from purchases through analysis of the jointly influence of antecedents that impact positively (psychological needs) and negatively (financial constraint and materialism) the “experience recommendation” (higher level of happiness derived from experiences rather than material purchases). Those antecedents are simultaneously analyzed through structural equation modeling (SEM) and linear regression in order to understand the absolute and relative, direct and the indirect impact of each antecedent on happiness derived from each one of the three-purchase type – material, experiential, and life. In conducting this research, 654 online participants recruited via the VIDI platform answered a Google form with 57 questions related to previous effective purchases. The results show that psychological needs fulfillment is the strongest antecedent of happiness for all types of purchase. Materialism did not present a strong direct relation with happiness; however, it did have an indirect influence through psychological needs satisfaction that is achieved homogeneously across the three types of purchase. As already mentioned, Financial constraints context not only change the preference for material goods (Zhang, Howell, Caprariello, & Guevarra, 2014), but financially constrained people become significantly happier with material purchases compared to experiential and life experiences that can even make them unhappy. The results expand the work by Guevarra & Howell (2015) In joint to the analysis of the impact of psychological need satisfaction on happiness derived from purchase; the simultaneous impact of materialism, financial constraint and control variables satisfaction with life and age considering the three types of purchase; the results indicate that the reversion of “experience recommendation“, when in the presence of the cited constructs, happens when there is a low level of psychological needs satisfaction and is influenced by the other antecedents, but not with just the single impact of one of them.

Made available in DSpace on 2014-06-11T19:31:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-10Bitstream added on 2014-06-13T20:42:32Z : No. of bitstreams: 1 ferreira_eeb_dr_mar.pdf: 1136699 bytes, checksum: 4f2266fa1570b75f5b3779e081fb0f1c (MD5) / Esta pesquisa teve como primeiro objetivo examinar em uma amostra de alunos do ensino fundamental as relações entre a percepção das necessidades psicológicas básicas de competência, autonomia e pertencimento com a qualidade motivacional avaliada pelo continuum da Autodeterminação, da teoria de Ryan e Deci. Português foi a disciplina selecionada. Além disso, buscou-se descobrir a relação entre a qualidade motivacional, as necessidades psicológicas básicas e a percepção de engajamento emocional pelo aluno, assim como os professores percebiam esse engajamento e como avaliaram o desempenho. Como instrumento, foram utilizados questionários em escala Likert, que focalizaram todas essas variáveis, adaptados de outros estudos e aplicados em 625 alunos de 5ª e 6ª série de uma cidade do interior do estado do Paraná. Foram atendidas todas as exigências legais de natureza ética. Os resultados indicaram que a satisfação das três necessidades psicológicas básicas favorece a presença da motivação intrínseca e as formas autorreguladas de motivação extrínseca. Todas essas formas de autorregulação são preditoras significativas de engajamento emocional. Assim, esses resultados confirmaram o postulado pela Teoria da Autodeterminação segundo a qual quanto maior a autopercepção de competência, de autonomia e de pertencimento, a qualidade motivacional aparece mais autorregulada. Da mesma forma, tanto a qualidade motivacional como a satisfação das três necessidades psicológicas foram preditores significativos de engajamento emocional do aluno. Em outras palavras, a satisfação das três necessidades psicológicas básicas previu uma motivação extrínseca mais autorregulada ou com regulação identificada e motivação intrínseca. Por último, verificou-se uma relação significativa entre... / The first aim of this study was to assess in an elementary school students’ sample the relationships between basic psychological needs of competence, autonomy, and relatedness with motivational quality, according to Ryan and Deci’s selfdetermination continuum. Another goal was to find out the relationships between motivational quality, basic psychological needs and engagement’s perception by students, and how teachers perceived their students’ engagement and achievement. Portuguese was the subject-matter elected in this research. As instruments, Likerttype questionnaires focusing all those variables were constructed and adapted from already existing scales and were applied to a 5th and 6th grades students sample in a Paraná inner city. All ethical requirements were fulfilled. Results showed that the fulfillment of the three basic psychological needs is linked to intrinsic motivation and to self-regulated types of extrinsic motivation. All self-regulated motivational types were significant predictors of emotional engagement. Therefore results corroborate self-determination theory regarding the outcomes of motivational quality and that fulfillment of basic psychological needs matters. Significant relationships were also found between basic psychological needs satisfaction and grades students gave to their achievement in Portuguese. Results were discussed according to selfdetermination theory, and a new light was shed on our students’ motivational processes specific components and dynamics. Limitations of the study were pointed out. Last, but not least, educational applications were drawn from the study, especially regarding teacher’s roles as to create a classroom environment that further the fulfillment of basic psychological needs, their development and integration

Orientador: Raul Aragão Martins / Banca: Alessandra Shimizu / Banca: Aloyseo Bzuneck / Banca: Sueli Edi Rufini Guimarães / Banca: Sandra Regina Gimeniz Paschoal / Resumo: Esta pesquisa teve como primeiro objetivo examinar em uma amostra de alunos do ensino fundamental as relações entre a percepção das necessidades psicológicas básicas de competência, autonomia e pertencimento com a qualidade motivacional avaliada pelo continuum da Autodeterminação, da teoria de Ryan e Deci. Português foi a disciplina selecionada. Além disso, buscou-se descobrir a relação entre a qualidade motivacional, as necessidades psicológicas básicas e a percepção de engajamento emocional pelo aluno, assim como os professores percebiam esse engajamento e como avaliaram o desempenho. Como instrumento, foram utilizados questionários em escala Likert, que focalizaram todas essas variáveis, adaptados de outros estudos e aplicados em 625 alunos de 5ª e 6ª série de uma cidade do interior do estado do Paraná. Foram atendidas todas as exigências legais de natureza ética. Os resultados indicaram que a satisfação das três necessidades psicológicas básicas favorece a presença da motivação intrínseca e as formas autorreguladas de motivação extrínseca. Todas essas formas de autorregulação são preditoras significativas de engajamento emocional. Assim, esses resultados confirmaram o postulado pela Teoria da Autodeterminação segundo a qual quanto maior a autopercepção de competência, de autonomia e de pertencimento, a qualidade motivacional aparece mais autorregulada. Da mesma forma, tanto a qualidade motivacional como a satisfação das três necessidades psicológicas foram preditores significativos de engajamento emocional do aluno. Em outras palavras, a satisfação das três necessidades psicológicas básicas previu uma motivação extrínseca mais autorregulada ou com regulação identificada e motivação intrínseca. Por último, verificou-se uma relação significativa entre... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The first aim of this study was to assess in an elementary school students' sample the relationships between basic psychological needs of competence, autonomy, and relatedness with motivational quality, according to Ryan and Deci's selfdetermination continuum. Another goal was to find out the relationships between motivational quality, basic psychological needs and engagement's perception by students, and how teachers perceived their students' engagement and achievement. Portuguese was the subject-matter elected in this research. As instruments, Likerttype questionnaires focusing all those variables were constructed and adapted from already existing scales and were applied to a 5th and 6th grades students sample in a Paraná inner city. All ethical requirements were fulfilled. Results showed that the fulfillment of the three basic psychological needs is linked to intrinsic motivation and to self-regulated types of extrinsic motivation. All self-regulated motivational types were significant predictors of emotional engagement. Therefore results corroborate self-determination theory regarding the outcomes of motivational quality and that fulfillment of basic psychological needs matters. Significant relationships were also found between basic psychological needs satisfaction and grades students gave to their achievement in Portuguese. Results were discussed according to selfdetermination theory, and a new light was shed on our students' motivational processes specific components and dynamics. Limitations of the study were pointed out. Last, but not least, educational applications were drawn from the study, especially regarding teacher's roles as to create a classroom environment that further the fulfillment of basic psychological needs, their development and integration / Doutor

This thesis is focused on occurrence of specific learning disorders among primary education pupils in the selected basic schools and teachers'work with these pupils. The theoretical part of the thesis aims on delimitation of specific learning disorders; diagnostics; re-education; and potentional learning possibilities. Practical part analyses teachers' preparedness for specific learning disorders in the regions of Hradec Králové and Prague. Data were collected by means of questionnaire method. The thesis' objective is to discover a frequency and type of learning disorders occurring in the selected basic schools; how are teachers prepared for the issue of specific learning disorders among basic school pupils; and what methods are used in education of pupils with learning disorders. Secondary objective is to discover a share of pupils with learning disorders in inspected classrooms. Examined data showed that teachers have necessary professional qualities for education of pupils suffering from learning disabilities.

Magister Public Health - MPH / The Zambia Demographic Health Survey reports that 81% of the population of Mansa District, Zambia lives in extreme poverty. Eleven percent (11%) of this population is estimated to be HIV positive. Many of this HIV positive population were the primary breadwinners in their households prior to the onset of AIDS. The majority of them are cared for by family members (PCGs) with limited training. Home Based Care programmes provide care and support to patients at their homes. However, this support does not extend to the caregivers. This explorative study investigated the psychological, social and informational needs of primary caregivers of AIDS patients in Mansa District, Zambia. It was envisaged that the findings of the study would assist home-based care organizations to provide comprehensive support and care to the primary caregivers, in addition to patients. Methods A qualitative research approach was chosen to gain an in-depth understanding of healthrelated experiences of caregivers while taking into consideration the context within which this phenomenon takes place. Twenty-six caregivers who provide basic care and support to family members who had advanced HIV-disease were recruited into the study. All AIDS patients in the study were former breadwinners of their households. Purposive, maximum variation sampling was used to select non-homogeneous cases of family caregivers, who provided services to AIDS patients within their homes. It was envisaged that such a heterogeneous sample would provide wide variations in experiences, and this would contribute to the range of issues pertaining to caregiver needs being covered. Three Focus group discussions were conducted, audio-tape recorded and transcribed. Findings The findings of the study highlight that caregivers have the following psychological needs: reciprocated sympathy and appreciation from society and their patients, stress coping mechanisms, and the capacity to display patience despite unreasonable demands made by the patients for whom they are caring. The study highlights that caregivers face numerous challenges in dealing with conflicting relationships and in handling stigma and discrimination, and that they are in need of a strong social support network. It also emphasizes that many of the primary caregivers lack adequate information about social services organizations that can assist them with training. The training will enable those (PCGs) to provide care in a manner that does not compromise the safety of the patients or themselves, as well as give them opportunities for education and skills development for income generation that will make it possible for them to provide for the upkeep of the family. Conclusions Home-based care workers are best placed to support PCGs at home. The training of such home-based workers should be extended to take in consideration the specific needs of these caregivers. In addition, the role of primary caregivers should be acknowledged in national HIV/AIDS strategies.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

Medarbetare är organisationers viktigaste resurs. För att medarbetare ska bli motiverade, prestera och må bra är det nödvändigt att skapa en arbetsmiljö där det finns förutsättningar för tillfredsställelse av psykologiska behov. Tre typer av psykologiska behov har definierats av självbestämmandeteorin (SDT) nämligen kompetens, autonomi och relaterbarhet. Denna studie antar en kvalitativ ansats och övergripande syftet med den varit att få en djupare förståelse om psykologiska behov på jobbet och mer specifikt att undersöka på vilka sätt psykologiska behov kan understödjas på en arbetsplats, representerad av förskola. Totalt sju medarbetare, varav alla var kvinnor på en förskola, deltog i intervjuer. Intervjuerna analyserades tematiskt och tre huvudteman samt sex underteman framträdde. Enligt studiens resultat sker inte behovstillfredsställelse automatiskt utan det krävs att organisationen skapar förutsättningar för att främja tillfredsställelse av psykologiska behov på arbetsplatsen. Tillfredställelse av kompetensbehovet sker genom att få möjlighet till kompetensutveckling och att få konstruktiv feedback. För att understödja autonomibehovet behövs det att medarbetare får möjlighet att påverka den egna arbetssituationen och att ha en god kommunikation mellan ledare och medarbetare. För att tillfredsställa relaterbarhetbehovet behöver medarbetare att ha goda relationer med andra och att de bryr sig om varandra på arbetsplatsen.