In what circumstances do individuals sacrifice direct self-interest for the good of their partner or their relationship? The research presented in this thesis used interdependence theory (Kelley & Thibaut, 1978; Thibaut & Kelley, 1959) as a theoretical framework for examining willingness to sacrifice in intimate relationship dilemmas. Two person specific variables, commitment and personal relationship needs, were examined alongside three situation specific variables, the cost of sacrificing, partners' relationship needs, and partners' strategy. The research had a varied methodological base consisting of two laboratory-based studies (outcome matrices represented relationship dilemmas), a scenario based paradigm, and a recall paradigm. The situation specific variables revealed tendencies for individuals to strive to maximise personal outcomes rather than joint outcomes. Individuals were consistently found to sacrifice less in dilemmas involving a high level costs and rewards, exhibited less sacrifice with a selfish partner as opposed to a sacrificial partner, and less sacrifice when paired with a partner who was described as being high in relationship needs. However, the person specific variables demonstrated factors within intimate relationships that may restrict this pursuit of self-interest. In line with previous research (e. g. Van Lange, Agnew, Harinck, & Steemers, 1997) a positive relationship was found between commitment and willingness to sacrifice. However the current research demonstrated that this relationship is only found in dilemmas that involve a high level of costs and rewards (e. g. moving home). When the costs and rewards involved are low (e. g. washing up), individuals classified as low in commitment exhibit similar levels, or sometimes even greater sacrifice, than individuals classified as high in commitment. It was demonstrated that individuals who are highly committed to their relationship hold more dyad-focused motives (e. g. concern for partner's well-being and needs) than less committed individuals. It is proposed that this increased focus on the dyad promotes a greater desire to maximise joint outcomes, resulting in the greater sacrificial behaviour exhibited in the high cost dilemmas. It was demonstrated that less committed individuals are more influenced by self-focused motivations for sacrificial behaviour, such as short-term exchange (i. e. getting something in return for their sacrifice) than high committed individuals. It is argued that these self-focused motives generally only justify sacrifice in dilemmas involving a low level of cost. The main conclusion drawn from this research is that both self-focused and dyad-focused motives underlie sacrifice. However, low committed individuals are more influenced by self-focused motives than high committed individuals, and high committed individuals are more influenced by dyad-focused motives than low committed individuals. This discrepancy results in situational differences (in terms of cost) in which low and high committed individuals are willing to sacrifice.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 288-301). Available also in a digital version from Dissertation Abstracts.

The present research program was designed as an empirical investigation ofRelational Discrepancy Theory (RDT; Robins & Boldero, 2003). RDT proposes thatperceptions of discrepancies between relationship partners with respect to sharedaspirations and obligations (i.e., ideal and ought relational guides) have negativeemotional and relationship functioning consequences. Two kinds of relationaldiscrepancy are described: relational-guide discrepancies, which arise from theperception that one partner has more ambitious or demanding relational guides thanthe other; and relational-actual discrepancies, which arise from the perception that onepartner is actually better at meeting relational guides than the other. The fourempirical studies presented in this dissertation investigate the previously untestedpredictions of RDT regarding the impact of both kinds of discrepancies on closeness,conflict, disapproval of partners, and admiration of partners.

The results of three studies are discussed in this thesis. In the first study, possible relationships between jealousy, aggression, sexual desire and post-conflict sex were investigated in a sample of 128 students and professionals from the East Midlands area. A model was proposed which predicted that jealousy will affect aggression; aggression will affect sexual desire and sexual desire will affect the possibility of post-conflict sex. Correlational analysis revealed that jealousy was significantly correlated to aggression and sexual desire; also, a strong significant relationship was found between aggression and post-conflict sex. Correlations were also discovered between aggression and sexual desire and between sexual desire and post-conflict sex. Further analysis using Structural Equation Modelling tested and supported a model which showed that jealousy influenced aggression and sexual desire, which in turn may influence post-conflict sex. The second study explored partners' possible conciliatory acts in post-conflict situations. The aim was to gain insight in the peace-making process and identify the ways in which . partners attempt to reach closure over an argument and return to how they were before the argument occurred. Interviews with 13 males and females were conducted. The interviews were transcribed and analysed using Thematic Networks Analysis. The results revealed that participants reached 'Perceived Closure' through four possible pathways a) Avoiding further conflict, b) Gaining control of the situation, c) Providing/receiving assurances, and d) Achieving normality. The exact processes involved in these pathways were found to be defined by clusters of basic themes. The themes that emerged showed that participants used affection, sex, distancing, apology and humour in order to return to normality and reach closure. This process was shown to be gradual as participants reported adopting a step-by-step approach that involves trying to gain control of their feelings and the situation, avoiding further arguments, reinstating feelings of security and safety and attempting to reinstate a sense of normality. The third study was designed to explore post-conflict conciliatory acts and investigate possible correlations with relationship satisfaction and positive and negative conflict outcomes patterns. The sample consisted of 139 partiCipants from the East Midlands area. The main findings were that participants who adopt constructive conflict styles (as shown from positive conflict outcomes) tend experience higher relationship satisfaction. Use of post-conflict conciliatory strategies was also predictive of higher relationship satisfaction.

The thesis presents a study of young adults' ideas about romantic relationships and marriage. The theoretical part defines the issues of the young adulthood period of development, the romantic relationships and marriage. The empirical part of the thesis consists of the description of the research methodological design and its presentation together with the results interpretation, which are discussed in the context of the theoretical concepts presented in the theoretical part. The aim of the thesis is the analysis of the ideas of young adult individuals about romantic relationships and marriage. The study offers the analysis of the partners' choice criteria, the characteristics of a steady romantic relationship and of the preconditions of good and long-term romantic relationships. It was found out that young adults have an ambivalent attitude to the marriage and to the cohabitation, they realise advantages and disadvantages of both. In case of starting a family most of the young adults prefer marriage. KEY WORDS: Young Adulthood, Romantic Relationships, Marriage, Conflict Solving Strategies

Made available in DSpace on 2016-08-03T16:15:31Z (GMT). No. of bitstreams: 1 CLAUDIA ALENCAR LOPES CRUZ.pdf: 999060 bytes, checksum: 69d10487f53e314510d50c360f65d53b (MD5) Previous issue date: 2011-11-24 / The research presents an analysis of power relations within the Early Childhood Education of Ribeirão Pires, focused on the work of teachers and non-Educators Teaching Child Development from two schools located in two distinct regions: one in the central region and the other in a village away from the center. The main focus is the conflict between these two groups of professionals, a secondary and complementary are the malfunctions that contribute to the existence of conflict between groups. The hypothesis that guides the research is that, not educators-teachers, while veteran group, relies on the old, asserting itself through its tacit and empirical knowledge, and PDI, in turn, rely on titration/diploma. The survey was conducted through interviews and observation at schools, aimed to understand the differences between the established groups of educators and teachers, but above all, understand the way that both express the power relations in space and time in school.The research required as a base, three analytical frameworks: Norbert Elias (2000), which deals with power relations; the Study of the Sociology of Deviance Becker (2008) and Erving Goffman's Stigma (1891). From the three authors of the study was observed within the power relations between groups of educators and teachers, some trends and collective provisions, such as assertion of superiority by tradition, affirmation of superiority of securities, inclinations stigmatization, feelings of victimization and low institutional bureaucracy, we can see properly, with respect to the secondary focus of the research, studied in schools The presence of a low level of institutional bureaucracy, which helps to stimulate faculty conflicts between groups analyzed. The research could contribute to the debate around issues related to the mode Childhood Education and their agents, such as it takes shape in Brazil. / A pesquisa apresenta uma análise das relações de poder, no espaço da Educação Infantil do Município de Ribeirão Pires, focada no trabalho das Educadoras não-docentes e das Professoras de Desenvolvimento Infantil de duas escolas, localizadas em duas regiões distintas: uma na região central, e a outra em um vilarejo afastado do centro. O foco principal é o conflito entre esses dois grupos de profissionais, um foco secundário e complementar são as deficiências de funcionamento, que contribuem para a existência de conflito entre os grupos. A hipótese que norteia a pesquisa é a de que, as educadoras não-docentes, enquanto grupo veterano, valem-se da antiguidade, afirmando-se por meio de seus saberes tácitos ou empíricos, e as PDI, por sua vez, valem-se da titulação/diploma. A pesquisa foi realizada por meio de entrevistas e da observação na unidade escolar, visou apreender as diferenças estabelecidas entre os grupos de educadoras e professoras, mas, sobretudo, entender a forma com que ambas expressam as relações de poder no espaço e no tempo escolar. A pesquisa requereu como base, três referenciais analíticos: Norbert Elias (2000), que aborda as relações de poder; o Estudo de Sociologia do Desvio de Becker (2008) e o Estigma de Erving Goffman (1891). Partindo do estudo dos três autores foi possível observar, dentro das relações de poder entre os grupos de educadoras e professoras, algumas tendências e disposições coletivas, como: afirmação de superioridade pela tradição, afirmação de superioridade por títulos, inclinações a estigmatização, sentimentos de vitimização e a baixa burocratização institucional, corretamente podemos constatar, no que diz respeito ao foco secundário da pesquisa, a apresença nas escolas estudadas, de um baixo nível de burocratização institucional, o que contribui para estimular conflitos entre grupos docentes analisados. A pesquisa poderá contribuir para o debate em torno de assuntos relacionados com a modalidade Educação Infantil e seus agentes, tal qual ela se configura no Brasil.