Research in retirement planning has found that people are delaying investing in a retirement plan and are missing out on thousands of potential savings from not investing since 401(k)’s are protected against income taxes. This delay of investment could be occurring as a result of choice overload. The current study examined choice overload in the financial context of 401(k) retirement plans in order to find an efficient solution. Social influences and peer effects have been shown to increase retirement plan participation rates. Participants (n=119) were randomly assigned to a control condition or one of two social preferences conditions, one of which had a heavily skewed social preference while the other had relatively equal preferences. Participants were instructed to build a 401(k) and then were asked questions regarding their financial literacy and overload and satisfaction with their decisions. There was no significant effect of social preferences on overload or satisfaction. However, financial literacy was found to be a negative predictor of satisfaction.

O objetivo deste trabalho é entender quais fatores influenciam indivíduos da geração Y na escolha pela carreira de Ciências Contábeis. O declínio significativo no número de candidatos que pretendem seguir a carreira em Ciências Contábeis têm sido obervado ao redor do mundo em diversos países como os Estados Unidos, Austrália e Japão, embora em alguns países como a China, Singapura, Brasil e Hong Kong tem-se observado o contrário. Além disso, outra preocupação é a queda na qualidade dos indivíduos que perseguem a carreira contábil, em que estudantes mais talentosos geralmente são levados a optarem por outras carreiras. Este fato ocorre devido a uma visão estereotipada da profissão como uma Ciência Exata, envolvendo muitos cálculos, maçante e sem criatividade, implicando em um descompasso entre as qualidades que o mercado procura no profissional e aquelas percebidas pela sociedade em geral. Para contribuir com a literatura no entendimento dos fatores que influenciam a geração Y a optarem por uma carreira, este tabalho realiza estudo exploratório onde foram elaboradas hipóteses que auxiliaram na discussão, tendo como referencial teórico a Teoria Geracional de Mannheim e a literatura de escolha de carreiras. O instrumento utilizado foi um questionário construído com base em dois outros questionários, a escala PVQ - Portrait Value Questionaire - de Schwartz e o SCTI - Student Choice Task Inventory - de Germeijs e Verschueren. A população escolhida para aeste trabalho foram indivíduos que visitaram a Feira de Profissões da USP em 2012. A coleta dos dados se deu de forma eletrônica por meio de questionário online. A amostra consistiu de 665 respondentes. Para as análises foram utilizados os testes paramétricos de ANOVA e t-Student e não paramétricos de Kruskal-Wallis e Mann-Whitney. Os resultados evidenciaram a influência dos fatores intrínsecos - criatividade, autonomia, desafiadora, ambiente dinâmico -, de prestígio, fatores extrínsecos - segurança no trabalho, ganhar dinheiro, disponibilidade de trabalho - e Outros significativos - amigos e professores - e a não influência dos fatores sociais - trabalhar com pessoas e realizar contribuições para a sociedade - e da família para a escolha pela carreira em Ciêncais Contábeis. / The aim of this research was to understand which factors influence generation Y people to choose Accountancy as their career. The significant decline in the number of candidates willing to follow a career as accountants has been observed abroad, in countries like the USA, Australia and Japan. However, in some other countries, like Brazil, Singapore and Hong Kong, the opposite has been observed. Moreover, another problem is the decline in people\'s education quality that pursue a career as an accountant, contributing for many talented students to change their choice of career. This can be explained because people generally tend to believe Accountancy is an exact science, full of calculations, boring numbers and not creative enough, bringing an unbalance between the qualities a person should have according to the job market and the ones perceived by the society as a whole. In order to give a contribution to literature concerning the factors that influence generation Y in their career choice, one of the aims of this research was to carry out an exploratory study, in which some hypothesis were formulated to help in the discussion. For this, we used Mannheim´s generational theory and the literature concerning career choice. It was used a questionnaire based on two other ones, the Portrait Value Questionaire - PVQ, by Schwartz, and the Student Choice Task Inventory - SCTI, by Germeijs and Verschueren. The population involved subjects who visited the USP Careers Fair on 2012. The data collection was completely online, through the application of the questionnaire mentioned before, and the sample involved 665 subjects. For the analysis, it was used parametric tests, the ANOVA and t-Student, and non parametric ones, Kruskall-Wallis and Mann-Whitney. The results showed the influence of intrinsic factors, like creativity, independence, challenging, dynamic environment; extrinsic factors, like job security, making money, job availability; other significant ones, like friends and professors; the non influence of social factors, like working with people and make contributions for society, and the family for people to choose Accountancy as their career.

Ten experimentally naive children between the ages of six and eight served in three generalized imitation experiments using symbolic models. Subjects were presented videotaped behaviors to imitate via closed circuit television, and their responses were mechanically defined, recorded, and reinforced in an effort to control social influences from the presence of the experimenter. In Experiment 1, imitation of three behaviors was reinforced and imitation of a fourth behavior was never reinforced for four subjects. Two other subjects received noncontingent reinforcement. The following independent variables were tested: (1) the presence and absence of an experimenter, (2) instructions to "Do that," and (3) contingent and noncontingent reinforcement. Results of Experiment 1 demonstrated the apparatus could be used to produce and maintain generalized imitation, even in the absence of the experimenter, so long as differential reinforcement was available. ''Do that'' instructions were not necessary, and the presence of the experimenter served to maintain imitation when contingent reinforcement was not available. In Experiment 2, four subjects produced generalized imitation in the absence of both a n experimenter and any instructions with two reinforced and two nonreinforced imitations. Using the same four subjects in Experiment 3, congruent, incongruent, and "Do what you want" instructions given before sessions demonstrated that instructions could override the effect of reinforcers or produce differential responding in most subjects. When given a choice to imitate or not imitate, subjects continued generalized imitation. The data tend to support the theory that imitation is itself a response class, and the effect of instructions is to divide that response class into a class of imitated responses and a class of instruction-following responses. The influence of instructions, even in the absence of an adult experimenter, was obvious.

By the year 2050 it is expected that the number of older adults living with dementia will triple. With 42% of persons with dementia living in residential care, it is vital that we better understand how to maintain high psychosocial well-being for this population, in this setting. The objective of this study was to better understand psychosocial well-being in persons with dementia. The research team observed affect in clients with dementia (n = 22), as well as staff interactions with clients in a residential memory care unit for a total of 6999 minutes. The first purpose was to examine overall proportions of client affect and staff interaction types, both for the whole sample, and in more detail (assessing inter/intraindividual differences) for the five most observed clients. The second purpose was to identify whether proportions of positive affect in clients differed based on staff interaction type. The third purpose was to examine themes emerging from a review of field notes when staff interactions and/or client affect were noted. Analyses identified that the most observed affect type was neutral affect (53.1% of all minutes observed). The most common interaction type was neutral or no interaction (81.1% of all minutes observed). Positive affect accounted for 44.5% of observations, and positive staff interactions for 18.1% of the observations. There was very little negative affect (2.4%) and negative interactions (.8%) observed. When staff had neutral/no/negative interactions, clients were positive 36% of the time, whereas when staff had positive interactions, clients were positive 81% of the time (z = 28.84, p < .001). The review of the field notes identified themes and subthemes related to behavioral problems and other client problems, and the staff either responding to or ignoring these problems. The review also identified occasions when staff engaged clients beyond what was required of them. While quantitative analyses suggested low rates of negative staff interaction, the field notes highlight that sometimes no interaction (ignoring a client) is also problematic. This study suggests that positive social interactions between staff and clients may be important in maintaining positive affect and overall wellbeing in persons with dementia.

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The relationship between specific aspects of the coach-athlete and athlete-athlete relationship on participation in competitive youth soccer was examined in the current study. The purpose of this study was to investigate the independent and combined effects from multiple social agents to examine whether age, gender, and competitive level moderate how status rank, achievement goal orientation, coaching behaviors, and friendship quality influence youth soccer participation. The design of the current study utilized quantitative and qualitative research methods. Four online questionnaires including: 1) an Individual Skills Rank Assessment, 2) Perceived Motivational Climate in Sport Questionnaire-2, 3) Leadership Scale for Sports, and 4) Sport Friendship Quality Scale, were completed by 172 youth participants. Sixteen youth soccer coaches completed the Status Rank Assessment online. Quantitative results revealed significant participation differences exist based upon the interaction among status rank, age, gender, competitive level, achievement goal orientation, coaching behavior and friendship quality, with gender and self-esteem enhancement representing the two strongest predictors in determining which athletes switched teams within the past 12 months. Interview data suggested youth soccer athletes' initial decision to play for specific teams is not based upon pre-existing friendships. They do, however, typically become friends with their teammates throughout the season, which makes individual experiences more enjoyable. Furthermore, the friendships formed with teammates are indirectly influenced by the motivational climate established by their coach through: 1) the achievement orientation emphasized, and 2) the coaching behaviors displayed. Additionally, participants discussed the following common themes: 1) Friendships Make Soccer More Fun but Are Not Necessary, 2) Girl Talk, 3) Just Want to Hang Out, 4) Confidence is Important, but Assumed, 5) Coach Knows Best, and 6) Play Your Best and Improve each Time.The relationship between specific aspects of the coach-athlete and athlete-athlete relationship on participation in competitive youth soccer was examined in the current study. The purpose of this study was to investigate the independent and combined effects from multiple social agents to examine whether age, gender, and competitive level moderate how status rank, achievement goal orientation, coaching behaviors, and friendship quality influence youth soccer participation. The design of the current study utilized quantitative and qualitative research methods. Four online questionnaires including: 1) an Individual Skills Rank Assessment, 2) Perceived Motivational Climate in Sport Questionnaire-2, 3) Leadership Scale for Sports, and 4) Sport Friendship Quality Scale, were completed by 172 youth participants. Sixteen youth soccer coaches completed the Status Rank Assessment online. Quantitative results revealed significant participation differences exist based upon the interaction among status rank, age, gender, competitive level, achievement goal orientation, coaching behavior and friendship quality, with gender and self-esteem enhancement representing the two strongest predictors in determining which athletes switched teams within the past 12 months. Interview data suggested youth soccer athletes' initial decision to play for specific teams is not based upon pre-existing friendships. They do, however, typically become friends with their teammates throughout the season, which makes individual experiences more enjoyable. Furthermore, the friendships formed with teammates are indirectly influenced by the motivational climate established by their coach through: 1) the achievement orientation emphasized, and 2) the coaching behaviors displayed. Additionally, participants discussed the following common themes: 1) Friendships Make Soccer More Fun but Are Not Necessary, 2) Girl Talk, 3) Just Want to Hang Out, 4) Confidence is Important, but Assumed, 5) Coach Knows Best, and 6) Play Your Best and Improve each Time. / Kinesiology

Every year, 16 million women aged 15 to 19 years give birth globally. Adolescent births account for 11% of all births globally and 23% of the overall burden of disability and diseases due to pregnancy and childbirth. In the United States, 750,000 adolescents (15-19 years) become pregnant each year, making the United States the developed country with the highest rates of adolescent pregnancy. The economic burden of adolescent pregnancy in the U. S. is $7-15 billion per year. Adolescent pregnancy brings risks associated with pregnancy induced hypertension, preterm infants, maternal and neonatal mortality. Social factors include poverty, low educational levels, alcohol, and drug use. Between 30-50% of adolescent mothers who have a first birth before age 18 years will have a second child within 12 to 24 months. Subsequent adolescent pregnancies compound fetal and maternal risks. Many vulnerable adolescent mothers succumb to external pressures and have a repeat adolescent pregnancy while others are able to overcome the challenges of an adolescent pregnancy and prevent a repeat adolescent pregnancy. This cross sectional survey designed study investigated the effects of resilience and social influences on contraceptive use or abstinence by Black and Hispanic adolescent parenting mothers to prevent a repeat adolescent pregnancy. 140 adolescent mothers were recruited from three postpartum units of a tertiary hospital system in Miami, Florida. The Wagnild and Young Resilience Scale and the Adolescent Social Influence Scale were used to measure resilience and social influences, respectively. Demographic data, length of labor, plan for contraceptive use or abstinence were measured by an investigator developed instrument. Point biserial correlation showed a significant positive correlation between Black adolescent mothers’ resilience and contraceptive use (r =.366, p2(11, N=133) = 27.08, p =.004. (OR = .28). These results indicate a need for interventional strategies to maximize resilience in parenting adolescents to prevent a repeat adolescent pregnancy.

Le projet d’école est issu des textes officiels et constitue le projet institué qui doit animer les équipes pédagogiques. Des travaux (Dubet, 1992 ; Rich, 1998, 2010 ; Gather Thurler, 2000) montrent que les projets d’écoles, même s’ils sont écrits, ne prennent pas toujours vie dans la réalité des écoles. Cette thèse propose de se placer du côté des pratiques de classe et non du point de vue des textes. Des processus moteurs pour l’école ne pourraient-ils pas se trouver dans la propagation de projets de classe à d’autres classes, voire à l’école toute entière ? Les phénomènes de propagation, s’il y en a, sont étudiés à l’appui des théories de l’influence sociale (Moscovici, 1979, 1984 ; Perez et Mugny, 1993). Les projets de classe peuvent-ils influencer d’autres classes jusqu’à l’école ? Telle est la principale question posée. La méthodologie de l’étude comporte une enquête préalable à partir de huit entretiens exploratoires, puis une phase approfondie de type quantitatif avec 166 questionnaires suivie d’une autre phase approfondie de type qualitatif comportant 20 entretiens. Par croisement des données, les résultats mettent à jour des phénomènes d’influence. Des types de comportement d’enseignants émergent à l’occasion de ces mécanismes. Ce travail conduit à analyser ces types de comportements ainsi que des fonctionnements particuliers dans certaines écoles. / The school project is based on official documents as is officially considered the guideline that should motivate the teaching staff. Research (Dubet, 1992; Rich, 1998, 2010; Gather Thurler, 2000) has shown that school projects, even if they are official, do not always become reality. This thesis proposes to take the perspective of classroom practice and not to begin with what the official texts require. Might not the process of dynamism within schools take its roots in the dissemination of class projects toward other classes or even the entire school? The phenomena of dissemination, if they indeed exist, are studied through the theories of social influence (Moscovici, 1979, 1984, and Mugny Perez, 1993). Can class projects influence other classes and even the entire school? This is the main question addressed in this work. The methodology of the study includes a preliminary investigation from eight exploratoryinterviews and a thorough quantitative phase with 166 questionnaires followed by another qualitative phase composed of 20 interviews. By crossing the data, the results point to a phenomenon of influence. Types of teacher behavior are also revealed through these mechanisms. This work analyzes these types of behaviors and the functioning of specialgroups in some schools.

This Master's thesis analyzes the subject of moral distress of Czech primary school teachers. It is divided into two parts. The first theoretical part clarifies key concepts and terms of ethics in education. Aside from more general terms like ethics, morals, and stress, it also covers crucial terms like moral distress and critical events. The second, practical part analyzes a qualitative dataset to describe and categorize different forms of moral distress. It records a variety of ways of solving critical situations and their potential influence on the psyche and professional development of educators. The aim of this work is to serve as a base for additional research or as a material for creating strategies to overcome similar situations. KEYWORDS Moral values, ethics, social influences, critical situations, dilemmas, moral distress, stress

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