No description available.

The general purpose of this research was to investigate physical activity levels as a correlate of selected aspects of psychological health among pregnant women. Specifically, the aims of the study were (1) to provide a cross-sectional description of changes in physical self-concept, mood, and perceived stress during pregnancy; (2) to evaluate physical activity patterns of pregnant women over time during pregnancy; and (3) to determine if there is a difference between physical activity and physical self-concept, mood, perceived stress and/or burnout symptoms during pregnancy. Participants were pregnant women from various antenatal clinics at King Edward Memorial Hospital. The women completed a questionnaire package containing questions on physical activity levels and measures of physical self-concept, social physique anxiety, perceived stress, mood and burnout symptoms. A series of ANOVAs was used to provide a descriptive profile of how these psychological variables change during the course of pregnancy. Significant time-related differences were found for the perceived health subscale of the PSDQ and the tension subscale for the BRUMS. Findings also suggested a significant association between physical activity, and physical self-perceptions, most importantly self-esteem. Higher levels of physical activity were also found to be closely related to positive mood states, lower levels of perceived stress and fewer burnout symptoms. No significant association was found between physical activity and social physique anxiety.

Hispanics will become the majority ethnic group in the U.S. by 2060. The social and business cultural changes affected by these demographics are inevitable and will require leadership from academic and business communities in order to ensure clear direction for the future. Gender research in managerial and professional positions mostly includes White women and typically excludes those of other racial, ethnic, and cultural backgrounds. The research problem was that there is little known about the lived experiences of Hispanic women business executives. The purpose of this phenomenological study was to explore the self-perceptions of leadership effectiveness of Hispanic women business executives. A conceptual lens informed by the concepts of intersectionality, bicultural competence, and emotional intelligence guided this study. Purposive sampling was used to obtain 12 participants for face-to-face interviews. Research questions focused on self-perceptions of leadership style, the ways they enact leadership, and their contributions to organizational effectiveness. Interpretative phenomenological analysis was used to analyze the data and member checking helped assure trustworthiness of interpretations. The findings revealed that the participants acquired effective leadership skills through their diverse contact with other people and cultures. The potential positive social change impact includes a contribution to existing literature by increasing scholars' and business-peoples' understanding of this group's lived experiences; creating more leadership opportunities for Hispanic women; identifying areas for self-development, thereby improving leadership and decision making; and clarifying expectations for young Hispanic women considering executive leadership as a career path.

在高工時的社會下，工作對於生活的比重愈來愈高，工作意義感對個人的重要性也與日俱增，因此，如何提升員工的工作意義感便成為了企業組織需面對的課題。過往探討工作意義感的研究顯示，除了工作特徵外，人際互動亦會對工作意義感有所影響，其中又以領導行為對於部屬工作意義感的型塑具有關鍵的重要地位。然而，對於領導行為的影響歷程，目前卻較少有量化的實徵研究出現，尤其是作為普遍於華人文化中的領導風格，家長式領導如何影響部屬的工作意義感，對華人企業主管在管理上更是格外重要。有鑑於此，本研究立基於社會訊息處理理論，探究家長式領導對於部屬工作意義感的影響，並探討工作目的與正向自我的中介效果。透過兩階段問卷施測，共收集190份有效問卷。研究結果發現仁慈領導能顯著預測工作意義感，而正向自我與工作目的在其中的中介作用則獲得部分支持。最後針對研究結果進行討論，說明理論貢獻、管理意涵、研究限制及未來研究方向。 / In modern society, employees are working longer hours than ever before. Therefore, finding meaning of work is important to employee today, and how to contribute to the perceived meaningfulness of work become a critical issue for every enterprise to face. This research model based on social information processing theory offers a theoretical approach for examining the causal effects of paternalistic leadership, a prevalent leadership style in Chinese business organizations, and the mediating role of work purpose and positive self-perceptions on subordinate meaningfulness of work. Using data form Taiwanese firms including 190 employees, results from structured equation modeling techniques supported partly our hypothesized model. Overall, this study supports and adds to the range of positive self-perceptions effects associated with paternalistic leadership and are suggestive of interventions that organizations can make to improve work meaningfulness of workers. Implications for the theory and practice of leadership are discussed.

The main aims of this broad exploratory study were (a) to gain insights as to the possible interrelations between Unisa students' expectations for success and a variety of significant variables (such as their academic performance, self-perceptions, confidence, motivation, self-determination, others' expectancies, locus of control and attributions relating to previous performance), and (b) to discover possible differences relating to various groups (i.e. racial and gender groups; 'pass' and 'fail' groups; and 'realistic' and 'unrealistic' groups). The results of 61 hypotheses are compared with a variety of theoretical suggestions and past findings. It was found that, on the whole, the various groups, inter alia, expected to succeed, were confident about the accuracy of their expectations, perceived themselves to work hard, considered themselves to have considerable ability and to be above class average. Despite this rosy outlook many students failed the examinations. Two of the most striking findings of this study were that (a) those who failed overestimated their future performance to a significantly greater extent than those who passed, and (b) overestimations were negatively correlated with achievement. In contrast to theory and numerous research findings, the psychological profiles of 'overoptimists', 'realists', and 'underestimators' revealed that overoptimistic expectancies and self-perceptions appear to be maladaptive in an academic context. Indeed, the findings suggest that accurate or even underoptimistic self-assessments may be more conducive to academic success. It is proposed that overoptimism may reflect ignorance of standards required, of adequate study methods, or may result in inappropriate preparation. In light of the findings, the implications and possible benefits and dangers of overoptimistic expectations and self-perceptions are discussed. The subjects are 715 third year Unisa psychology students, who are more heterogeneous than most other university students as they not only vary considerably in age but also come from a variety of cultures and backgrounds. / Psychology / D. Litt. et Phil. (Psychology)

No description available.

The main aims of this broad exploratory study were (a) to gain insights as to the possible interrelations between Unisa students' expectations for success and a variety of significant variables (such as their academic performance, self-perceptions, confidence, motivation, self-determination, others' expectancies, locus of control and attributions relating to previous performance), and (b) to discover possible differences relating to various groups (i.e. racial and gender groups; 'pass' and 'fail' groups; and 'realistic' and 'unrealistic' groups). The results of 61 hypotheses are compared with a variety of theoretical suggestions and past findings. It was found that, on the whole, the various groups, inter alia, expected to succeed, were confident about the accuracy of their expectations, perceived themselves to work hard, considered themselves to have considerable ability and to be above class average. Despite this rosy outlook many students failed the examinations. Two of the most striking findings of this study were that (a) those who failed overestimated their future performance to a significantly greater extent than those who passed, and (b) overestimations were negatively correlated with achievement. In contrast to theory and numerous research findings, the psychological profiles of 'overoptimists', 'realists', and 'underestimators' revealed that overoptimistic expectancies and self-perceptions appear to be maladaptive in an academic context. Indeed, the findings suggest that accurate or even underoptimistic self-assessments may be more conducive to academic success. It is proposed that overoptimism may reflect ignorance of standards required, of adequate study methods, or may result in inappropriate preparation. In light of the findings, the implications and possible benefits and dangers of overoptimistic expectations and self-perceptions are discussed. The subjects are 715 third year Unisa psychology students, who are more heterogeneous than most other university students as they not only vary considerably in age but also come from a variety of cultures and backgrounds. / Psychology / D. Litt. et Phil. (Psychology)