Thesis (doctoral)--Université d'Aix-Marseille III, 1999. / Includes bibliographical references (p. [623]-650.

Thesis--Heidelberg. / Includes bibliographical references (p. 512-520).

Thesis (S.T.L.)--Catholic University of America, 2000. / Includes bibliographical references (leaves 95-98).

Thesis (S.T.L.)--Catholic University of America, 2000. / Includes bibliographical references (leaves 95-98).

No description available.

Autonomy-supportive parenting yields manifold benefits. To gain more insight into the family-level dynamics involved in autonomy-supportive parenting, the present study addressed three issues. First, on the basis of self-determination theory, we examined whether mothers’ satisfaction of the psychological needs for autonomy, competence, and relatedness related to autonomy-supportive parenting. Second, we investigated maternal autonomy support as an intervening variable in the mother–child similarity in psychological need satisfaction. Third, we examined associations between autonomy-supportive parenting and autonomy-supportive sibling interactions. Participants were 154 mothers (M age = 39.45, SD = 3.96) and their two elementary school-age children (M age = 8.54, SD = 0.89 and M age = 10.38, SD = 0.87). Although mothers’ psychological need satisfaction related only to maternal autonomy support in the younger siblings, autonomy-supportive parenting related to psychological need satisfaction in both siblings and to an autonomy-supportive interaction style between siblings. We discuss the importance of maternal autonomy support for family-level dynamics. / Peer review

Using self-determination theory (SDT; Deci & Ryan, 1985b) as the theoretical framework, this study examined the following three hypotheses: 1) there is a positive relationship between the level of perceived parental need support and the level of major satisfaction; 2) there is a positive relationship between the level of perceived parental need support and the level of autonomous self-regulation in their agricultural major; and 3) the level of autonomous self-regulation partially mediates the relationship between the levels of perceived parental need support and major satisfaction. Participants included 536 college students with declared agricultural majors in a college of agriculture at a large Midwestern university. Measures included the Perceptions of Parents Scale (POPS; Robbins, 1994), the Self-regulation Questionnaire (SRQ; Ryan & Connell, 1989) and the Academic Major Satisfaction Survey (AMSS; Nauta, 2007). As hypothesized, autonomous self-regulation mediated the relationship between perceived parental need support and major satisfaction. Specifically, autonomous self regulation fully mediated the relationship between perceived mother need support and major satisfaction and only partially mediated the relationship between father need support and major satisfaction. Implications of this study include the potential relevance of self-determination theory to the career development literature and major satisfaction generally.

This study examined the role of autonomy support (AS) in the relationship between stereotype threat (ST) and performance on a subset of the Raven's Standard Progressive Matrices (RSPM) using a 2 x 2 factorial design. It was hypothesized that: 1. There would be significantly fewer correct answers in ST conditions compared to non-ST conditions, 2. There would be a significantly higher number of correct answers in AS conditions compared to non-AS conditions, 3.The relationship between ST conditions and performance would be moderated by AS conditions 206 African American college students from a mid-sized Midwestern university participated in the study. Performance, measured by the overall number of correct items answered from a set of 14 problems from the RSPM and also difficult and easy subsets of these problems, was the dependent variable and participants also completed a survey. Participants in ST conditions performed better than those in non-ST conditions. There was no difference in performance for participants in AS and non-AS conditions. High academic identified participants in AS conditions performed significantly better than similar participants in non-AS conditions on all items. Low academic identified participants in ST conditions performed better than those in non-ST conditions, only on easy items. These results provide information on the role of AS and item difficulty in stereotype threat situations.

The performance evaluation process is both an important tool for accounting firms to assess the performance of employees and provides supervisors an opportunity to provide feedback to their subordinates. Supervisions, such as managers, will provide feedback to subordinates (senior auditors) numerous times throughout a fiscal year. Prior research has shown that performance evaluations are largely based on results of the subordinate based on task completion and budgeted hours. These types of performance evaluations have been linked to employee dissatisfaction and a decrease in overall job performance. Utilizing psychology based theories, an experimental task was conducted to investigate whether the manager’s feedback orientation (positive/negative and tasks/goals) within a senior auditor’s performance evaluation will increase an auditor’s self-esteem and professional skepticism. Results show that positive and goal-oriented performance evaluations do increase an auditor’s self-esteem and supportive performance evaluations increase an auditor’s professional skepticism. These results provide valuable information to accounting firms to assist with their current restructuring of the performance evaluation process.

The inspiration for this essay started with my own experience of an issue within personal assistance. I witnessed a situation where a user expressed a reluctance to receive support from personal assistants with another ethnicity. There is something called “self-determination” which is a statutory right who follows from the legal act named Lagen om stöd och service till vissa funktionshindrade (LSS). Personal assistance is one of many supports people with disabilities can be entitled to within the rights of LSS and when it comes to personal assistance especially, the user’s right to self-determination is significant. According to the right of self-determination the user should be given considerable influence when the employer hires the personal assistant. The problematic aspects of this is when the user require someone, or express an aversion of someone, with a certain ethnicity. The self-determination can therefore collide with another strong law which is the discrimination act (Diskrimineringslagen, DL). Since special treatment because of ethnicity is forbidden according to DL, the main question this essay aims to investigate is how to interpret these two legislations when they collide in this type of situation. Different interpretations cause employers to act differently which leads to different opportunities for assistants and users depending on the municipality they live in, therefore it is an important question which needs to be investigated.