Productivity loss occurs in organizations that experience high levels of personal Internet use by employees on company time, which includes employees using smartphones to surf without needing the firm's Internet connection. The purpose of this qualitative phenomenological study was to explore reliable ways for organizational leaders to monitor or limit their employees' use of smartphone technology for personal use (cyberloafing) while on the job to minimize wasted work time. Social cognitive theory, which includes an emphasis on human behavioral changes based upon the environment, people, and behavior, served as the conceptual framework. The general research question was as follows: How can managers minimize wasted work time by limiting the personal Internet activity of employees who use personal mobile devices while on the job. Data collection involved gathering information from interviews with 20 frontline supervisors, human resource managers, and information technology managers and specialists in 2 U.S. industries: education and telecommunications. Data analysis included examining word frequencies, keyword coding, and identifying themes. Four management themes emerged: create mobile device usage policy, enforce monitoring technology, create a deterrence strategy, and customize monitoring and tracking technology. This study may be important because the analysis revealed effective ways to prevent or minimize employees from Internet surfing and wasting time at work. The findings could lead to positive social change through increased employee productivity and responsibility by providing managers with information to control or limit cyberloafing activities and by fostering an increased commitment to comply with an organization's Internet use policy.

En utökad förståelse för vad brottsbenägenhet är och vilka faktorer som påverkar den är ett viktigt första steg för att kunna förebygga hög brottsbenägenhet i befolkningen samt för att hantera aktuell brottsproblematik. Inom Situationell handlingsteori (SAT) definieras individens brottsbenägenhet som hennes lagrelevanta moral och förmåga att utöva självkontroll. Brottsbenägenhet påverkas av en mängd olika faktorer och den moraliska kontext som individen befinner sig i förefaller vara en av de mest centrala. Familjen och kamratgruppen är båda inflytelserika moraliska kontexter som kan påverka individens handlande och forskning visar att de har olika mycket inflytande i olika skeden i livet. Utifrån MINDS materialet undersöks förhållandet mellan familjens och kamratgruppens samband med brottsbenägenheten i 14–15 års ålder. Därutöver testas huruvida föräldrarnas uppfostringsstil samt graden av socialt kapital spelar en viktig roll för respektive kontexts inflytande på brottsbenägenheten.För att besvara forskningsfrågorna formulerades fem hypoteser som testas med en multipel linjär regressionsanalys.Resultaten visar att både föräldrarnas utövande av kontroll och umgänge med kriminella kamrater har ett signifikant samband med brottsbenägenhet i 14–15 år ålder. Dock visar sig umgänge med kriminella kamrater ha ett betydligt starkare samband med brottsbenägenhet än föräldrakontroll. Därav framträder kamratgruppen som en mer inflytelserik moralisk kontext än föräldrarna beträffande brottsbenägenhet i 14–15 års ålder. Socialt kapital visar sig ha ett signifikant samband med brottsbenägenhet, även när modellerna kontrollerar för föräldrakontroll, umgänge med kriminella kamrater och uppfostringsstil. Detsamma gäller inte för föräldrarnas uppfostringsstil vars samband med brottsbenägenheten varken är signifikant enskilt eller när modellen kontrollerar för övriga variabler. Uppsatsens resultat tydliggör flera intressanta möjligheter till vidare forskning om brottsbenägenhet samt har en rad implikationer för långsiktigt brottsförebyggande arbete. / A more comprehensive understanding of what crime propensity is, and which factors influence it, is an important step towards improving prevention of high crime propensity in the population as well as dealing with contemporary crime problems. In Situational action theory (SAT) an individual’s crime propensity is defined as his or her law-relevant morality and ability to exercise self-control. Although many factors can influence crime propensity, the moral context of situations seem to be one of the most crucial. Both family and peers constitute influential moral contexts in adolescents lives and their respective influence may vary in different stages of development. Based on the MINDS material, this paper tests the relationship between family and peers in influencing adolescents’ crime propensity at 14-15 years of age. The influence of social capital and parenting style on crime propensity is also tested in relation to family and peers. In order to answer the research questions five hypothesis were tested with multiple OLS regressions. The results show that both parental control and deviant peers correlate significantly with crime propensity at age 14-15 although the relation between peers and crime propensity is significantly stronger. This leads us to the conclusion that the peer group constitutes a more influential moral context than the parents in influencing crime propensity at age 14-15. Social capital correlates significantly with crime propensity, even when models control for parental control, deviant peers, and parenting style. This is not the case with parenting style which show no significant association with crime propensity. The results highlight several interesting avenues for future research into crime propensity and have several implications for crime prevention in practice.

Titel: Att spara eller inte spara? - En studie om universitetsstudenters sparande och vad som påverkar sparbeteendet Författare: Edvin Pettersson och Sandra Trinh Handledare: Camilla Strömbäck Bakgrund: Enligt livscykelhypotesen är det irrationellt för studenter att spara pengar. Däremot utifrån ett riskhanteringsperspektiv finns det anledningar till att spara vilket inte överensstämmer med livscykelhypotesen. Utöver denna diskrepans har tidigare forskning visat att det finns flera faktorer som kan påverka en individs sparande. Dock har tidigare forskning ofta varit kvantitativ och enbart fokuserat på hur en faktor påverkar sparande men inte om faktorerna påverkar varandra eller givit en bred bild över området. Syfte: Syftet med studien är att undersöka svenska universitetsstudenters sparande och behovet av det utifrån ett riskhanteringsperspektiv, samt identifiera, analysera och systematisera vilka faktorer som påverkar sparandet. Genomförande: För att besvara studiens syfte har en kvalitativ metod använts där semistrukturerade intervjuer har genomförts med tio svenska universitetsstudenter. Utifrån tidigare forskning uppmärksammades fem faktorer som påverkar sparande. Dessa faktorer låg sedan till grund för intervjuguiden och analysmodellen som skapades. Slutsats: Utifrån ett riskhanteringsperspektiv är det rationellt för svenska universitetsstudenter att spara. Det har gjort att de kan hantera likviditetskriser samt bygga upp ett eget kapital för att kunna ta lån i framtiden. Mental bokföring och finansiell bildning har gjort det enklare för studenterna att hantera sina självkontrollsproblem vilket har möjliggjort att de kan spara. / Title: To save or not to save? - A study about university students’ saving and what affects the saving behavior Authors: Edvin Pettersson and Sandra Trinh Supervisor: Camilla Strömbäck Background: According to the life cycle hypothesis, it is irrational for university students to save money. However, it might be necessary for university students to have a savings buffer to be able to manage liquidity risks and to afford more expensive purchases. Previous research has shown that there are several factors that affect a person’s saving behavior, but it has yet to investigate how different factors work together to affect the saving behavior. Aim: The aim of this study is to examine Swedish university students’ savings and the need for from a risk management perspective, as well as identify, analyze, and systematize which factors affect the saving behavior. Completion: To answer the research questions we have completed semi-structural interviews with ten Swedish university students. This study has used a qualitative method to be able to examine how students reflect on the needs to have savings and to identify if different factors work together to affect the university students’ saving behavior. From previous research we have identified five factors that affect a person’s saving behavior and these factors have been the basis for the creation of the interview guide and the model of analysis. Conclusion: From a risk management perspective it is rational for Swedish university students to save money to be able to manage their liquidity risks and build up their equity to enable loans in the future. Both mental accounting and financial literacy have been helpful for the students to practice self-control, which has made it possible for the students to save money.

Bakgrund: De yngre generationerna, individer födda efter år 1990, står inför stora utmaningar och riskerar att erhålla sämre pensioner än dagens pensionärer, vilket ställer höga krav på att inkludera ett privat pensionssparande. Trots att det privata pensionssparandet i dagsläget är mer aktuellt än någonsin är det fortfarande ovanligt förekommande bland de yngre generationerna. Att individen kringgår ett aktivt beslutsfattande gällande sin pensionssituation innebär att agerandet avviker från den rationella teorin och livscykelhypotesen. För att komma närmare verkligheten och göra de underliggande resonemangen mer beteendemässigt realistiska bör teorin anpassas efter praktiken och större hänsyn tas till beteendepsykologiska bias.  Syfte: Studiens syfte är att skapa en ökad förståelse för de yngre generationernas inställning till och agerande för deras privata pensionssparande med utgångspunkt i en analys av de beteendepsykologiska biasen kort- och långsiktigt fokus, självdisciplin, övermod och social interaktion.  Metod: För att säkerställa att studiens insamlade empiri kunde uppfylla studiens syfte med stöd av den teoretiska referensramen genomfördes åtta kvalitativa, semistrukturerade intervjuer med individer från de yngre generationerna. Under djupintervjuerna med respondenterna uppmanades de att reflektera över sin upplevda verklighet för att på så sätt möjliggöra ett sammanförande av teori och praktik och därmed göra förståelsen för pensionssparbeslut mer verklighetsförankrad.  Slutsats: Den goda inställningen och den därmed uppkomna sparviljan bland respondenterna återspeglas inte i ett gynnsamt agerande då ingen av de tillfrågade i denna studie ännu har inkluderat ett sparande specifikt till den privata pensionen. Det kan konstateras att de faller offer för beteendepsykologiska fallgropar. Studien påvisar att lusten av att leva här och nu i kombination med att det kortsiktiga tänket är mycket starkare än det långsiktiga, motarbetar ett pensionssparande. För vissa är detta en konsekvens av deras självupplevda bristande självdisciplin och för andra är det en influens av övermod som motarbetar. Vad gäller social interaktion ger respondenterna tecken på att den både kan anses vara främjande eller motarbetande beroende på förmedlarens framställning och egna agerande. / Background: The younger generations, individuals born after 1990, face major challenges and risk receiving worse pensions than today's pensioners, which places high demands on including private pension savings. Even though private pension savings are currently more relevant than ever, it is still uncommon among the younger generations. The fact that the individual circumvents active decision- making regarding their pension situation means that the action deviates from the rational theory and life cycle hypothesis. In order to get closer to reality and make the underlying reasoning more behaviorally realistic, the theory should be adapted to practice, and greater consideration must be given to behavioral psychological bias.  Purpose: The purpose of the study is to create an increased understanding of the younger generations' attitudes and actions regarding their private pension savings based on an analysis of the behavioral psychological bias of short- and long-term focus, self-control, overconfidence, and social interaction.  Method: To ensure that the empirical data collected by the study could fulfill the purpose of the study with the support of the theoretical frame of reference, eight qualitative, semi-structured interviews were conducted with individuals from the younger generations. During the in-depth interviews with the respondents, they were asked to reflect on their perceived reality in order to enable a merge of theory and practice and thus make the understanding of pension savings decisions more reality based.  Conclusion: The good attitudes and the willingness to save among the respondents is not reflected in a favorable action as none of the respondents in this study have yet included any savings specific for the private pension. It can be stated that they fall in these behavioral psychological pitfalls. The study shows that the desire to live here and now in combination with the fact that short-term thinking is much stronger than long-term thinking counteracts pension savings. For some it is a consequence of their self-perceived lack of self-control and for others it is an influence of overconfidence that counteracts. Regarding social interaction, the respondents give signs that it can be considered both promoting or counteracting depending on the mediator's framing and own actions.

This study examined the effects of delay of gratification on academic success, substance abuse, and violent behavior. The participants in this study were chosen from an alternative learning school comprised of middle school students in Florida. The hypothesis for this study is as follows: Delay of gratification is negatively related to substance abuse and violent behavior, and positively related to academic achievement. The analysis of the data was conducted on the primary predictor variable (delay of gratification), alternate predictor variables (substance abuse & violent behavior) and the ultimate outcome variable (academic achievement) of this study. Initial statistical inquiry involved descriptive statistics (mean, standard deviation, kurtosis and skew) of the aforementioned variables, partial correlations (variable interrelationships), and the formulation of a multiple regression path analysis to investigate the particular paths individually within the proposed theoretical model (Wagner, 1993).

Self-control denotes the ability to override current desires to render behavior consistent with long-term goals. A key assumption is that self-control is required when short-term desires are transiently stronger (more preferred) than long-term goals and people would yield to temptation without exerting self-control. We argue that this widely shared conception of self-control raises a fundamental yet rarely discussed conceptual paradox: How is it possible that a person most strongly desires to perform a behavior (e.g., eat chocolate) and at the same time desires to recruit self-control to prevent themselves from doing it? A detailed analysis reveals that three common assumptions about self-control cannot be true simultaneously. To avoid the paradox, any coherent theory of self-control must abandon either the assumption (a) that recruitment of self-control is an intentional process, or (b) that humans are unitary agents, or (c) that self-control consists in overriding the currently strongest desire. We propose a taxonomy of different kinds of self-control processes that helps organize current theories according to which of these assumptions they abandon. We conclude by outlining unresolved questions and future research perspectives raised by different conceptions of self-control and discuss implications for the question of whether self-control can be considered rational.

Объектом исследования является удовлетворенность учебной деятельностью. Предметом исследования стала связь удовлетворенности учебной деятельностью с чертами личности. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (70 источников) и приложений, включающих в себя методики, применявшиеся в ходе исследования. Объем магистерской диссертации 125 страниц, на которых размещены 10 рисунков и 6 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методы обработки данных. Первая глава включает в себя обзор иностранной и отечественной литературы по теме удовлетворенности учебной деятельностью, чертам личности и их влиянии на успешность деятельности психолога. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования, а также результатов, полученных по всем использованным методикам: пятифакторный личностный опросник «Большая пятерка», тест-опросник удовлетворенности учебной деятельностью, анкета «Мотивы получения психологического образования». Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования. / The object of the study was satisfaction with learning activities. Communication of learning satisfaction and personality traits. The master thesis consists of an introduction, two chapters, conclusion, list of references (70 sources) and applications, including the techniques used in the course of the study. The volume of the master's thesis is 125 pages, on which are placed 10 figures and 6 tables. The introduction reveals the relevance of the research problem, the development of the problem, sets the goal and objectives of the research, identifies the object and subject of the research, formulates hypotheses, specifies the methods of data processing. The first chapter includes a review of foreign and domestic literature on the topic of satisfaction with learning activities, personality traits and their impact on the success of a psychologist. The conclusions of the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It presents a description of the organization and methods of the study, as well as the results obtained using all the methods used: the Big Five five-factor personality questionnaire, a test questionnaire of educational satisfaction, a questionnaire on the “Motives for obtaining psychological education”. The conclusions of chapter 2 include the main results of an empirical study. The conclusion summarizes the results of the theoretical and empirical parts of the work, as well as the conclusions of the hypotheses put forward, the practical significance of the study is substantiated.

The results of this study showed a reliable relationship between several psychological predictors and the success of online learning. Successful students of full-time education remain successful in online learning, as evidenced by the reliable positive relationship between the indicators of “Сonscientiousness” and “Self-control” with the effectiveness of online learning. The study also showed a negative connection between the visual perceptual modality and the success of online learning. A positive correlation between the “Amotivation” and the results of online learning indicates that this factor is a distinctive predictor of the online learning form from full-time. / Результаты настоящего исследования показали наличие достоверных связей нескольких психологических предикторов с успешностью онлайн-обучения. Успешные в традиционной учебе студенты остаются успешными и при онлайн-обучении, на что указывают достоверные положительные связи показателей «Добросовестность» и «Самоконтроль» с эффективностью онлайн-образования. Исследование также показало отрицательную связь перцептивной модальности «Визуал» с успешностью онлайн-обучения. Положительная корреляция показателя «Амотивация» с результатами онлайн-обучения указывает на то, что данный показатель является отличительным предиктором онлайн-формы обучения от традиционной.

Rationale Although there is evidence that impaired executive functioning plays a role in addictive behavior, the longitudinal relationship between the two remains relatively unknown. Objectives In a prospective-longitudinal community study, we tested the hypothesis that lower executive functioning is associated with more addictive behavior at one point in time and over time. Methods Three hundred and thirty-eight individuals (19–27 years, 59% female) from a random community sample were recruited into three groups: addictive disorders related to substances (n = 100) or to behaviors (n = 118), or healthy controls (n = 120). At baseline, participants completed nine executive function tasks from which a latent variable of general executive functioning (GEF) was derived. Addictive behavior (i.e., quantity and frequency of use, and number of DSM-5 criteria met) were assessed using standardized clinical interviews at baseline and three annual follow-ups. The trajectories of addictive behaviors were examined using latent growth curve modeling. Results At baseline, we found weak to no evidence of an associations between GEF and addictive behavior. We found evidence for an association between a lower GEF at baseline and a higher increase in the quantity of use and a smaller decrease in frequency of use over time, but no evidence for an association with an increase in the number of DSM-5 criteria met. Conclusions Lower EFs appear to lead to a continuing loss of control over use, whereas addictive disorders may develop secondarily after a long period of risky use. Previous etiological models assuming lower EF as a direct vulnerability factor for addictive disorders need to be refined.

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