No mundo atual, é crescente a convicção de que a educação precisa ser reformulada de forma a priorizar, não somente o aprendizado acadêmico, mas também o desenvolvimento das competências socioemocionais. Tais competências são tão necessárias quanto as cognitivas para a promoção do bem estar individual e o progresso social: podem ampliar a capacidade de relacionamento interpessoal, a inteligência emocional e promover o atingimento de objetivos, entre outros, constituindo uma ferramenta importante a ser considerada pelos governos com vistas à diminuição das lacunas entre resultados educacionais, econômicos e sociais. O presente trabalho busca contribuir para a evolução do conhecimento científico sobre as competências não cognitivas e das práticas educacionais que contribuem para sua formação por meio da análise do contexto escolar da religiosidade, cuja influência positiva sobre o desenvolvimento juvenil tem atraído a atenção crescente de pesquisadores (YONKER et al., 2012). O estudo é dividido em duas partes: a primeira investiga as associações entre a religiosidade na escola e o desenvolvimento socioemocional, sobretudo de acordo com a vulnerabilidade de alunos em termos socioeconômicos e familiares, e a segunda verifica se os atributos socioemocionais exercem papel de mediação nos efeitos deste contexto escolar sobre o desempenho acadêmico. Foram utilizados dados de uma pesquisa com 23.133 alunos da rede pública do Rio de Janeiro, da Prova Brasil, Censo Escolar e SAERJINHO. Mediante estimações de mínimos quadrados ordinários, foram encontrados efeitos positivos da religiosidade, sobretudo sobre o lócus de controle interno, abertura a experiências, autoconfiança e reflexão. Alunos com baixa escolaridade materna apresentam maiores benefícios: aumentos na conscienciosidade, extroversão e autoestima, além dos demais atributos citados. Por outro lado, análises realizadas por meio do Sobel Test e Bootstraping apontam para uma mediação exercida por parte de algumas habilidades sobre as notas de português e matemática, concretamente a abertura a experiências, lócus de controle, autoconfiança, autoestima e curiosidade. / There is a growing conviction today that education must be reformulated to prioritize not only academic learning but also the development of socioemotional skills. These competencies are as necessary as cognitive skills to promote individual well-being and social progress: they can intensify the ability to develop interpersonal relationships and emotional intelligence, and help people achieve their goals. These skills therefore represent a powerful tool to be considered by governments aiming to reduce the divide between educational, economic and social results. This study seeks to contribute to the advancement of scientific knowledge on non-cognitive skills and to educational practices that contribute to their development, based on an analysis of the school context of religiosity, whose positive influence on youth development has attracted increasing attention of researchers (YONKER et al., 2012). The study is divided into two parts: the first investigates the associations between religiosity in school and socioemotional development, above all from the standpoint of the vulnerability of students in socioeconomic and family terms, while the second part examines whether socioemotional attributes play a mediating role in the effects of this school context on academic performance. Data from a survey involving 23,133 students of the public school system in Rio de Janeiro were used, taken from the Prova Brasil, Censo Escolar and SAERJINHO. Based on ordinary least squares estimates, religiosity was found to have positive effects, particularly on the internal locus of control, openness to experience, selfconfidence and reflection. Students with low maternal education presented greater benefits: increases in conscientiousness, extroversion and self-esteem, in addition to the other cited attributes. On the other hand, Sobel Test and Bootstrapping analyses point to mediation exercised by some skills on academic grades in Portuguese and mathematics, namely openness to experience, locus of control, self-confidence, self-esteem and curiosity.

This study identifies developmental processes underlying the relationship between school bullying and physical aggression in emergent adulthood. The data are drawn from the �Life at School� project, a longitudinal study of schooling, socio-emotional functioning, and bullying in a sample of young people living in the Australian Capital Territory. This study consists of three waves of self-report data collected from 88 females and 63 males (N=151) during primary school (Time 1), high school (Time 2) and emerging adulthood (Time 3). The study extends earlier analyses to consider the relative significance of distal functioning and the proximal effects of heavy drinking and work/study roles during the transition to emerging adulthood in shaping pathways from school bullying to adult aggression. Results showed that bullying in either primary school or high school, and being male, increased the risk of adult aggression. Once bullying and sex were controlled, socio-emotional functioning (including emotion/behaviour regulation and school adjustment) did not make unique contributions to the prediction of adult aggression. To further investigate the effects of bullying, four bully trajectory groups were identified from children�s reports: a non-bully group, a child-limited group (bullying during primary school only), an adolescent-onset group (taking up bullying during high school), and a persistent group (bullying during both primary and high school). Moderated regression showed that a) frequent drinking at Time 3 significantly increased aggression only for the persistent bully group, and b) participation in university study, in comparison with being in the workforce, was significantly associated with lower levels of aggression only for persistent and adolescent-onset bullies. That is, both the past and present were important, but their effects only became apparent when considered in combination. Given the pivotal significance of drinking and university participation for continuity of aggression, the second analysis stage used path analyses were used to explore the chains of events leading to these adult variables, and subsequent aggression. First, adaptive emotion regulation during high school directly predicted less frequent adult drinking, while continuity in such adaptive regulation between primary and high school was mediated by continuity in positive school connectedness. Second, greater parental education increased the likelihood that young people would attend university, both directly, and indirectly by increasing academic functioning during high school. In contrast, childhood impulsivity was directly related to a decreased likelihood of university participation and, in turn, to more frequent adult aggression. The final issue examined was the extent to which these mediated pathways from childhood were the same or different across the four bully trajectory groups. Descriptive comparisons indicated that pathways to drinking and work/study role were consistent across the four groups, with the partial exception of the adolescent-onset bullies. The analyses show that the expression of bullying and adult physical aggression is flexible, open at each stage of development to influence from personal resources (e.g., capacity for adaptive shame management), social resources (e.g., parental education), and changing institutional settings, through for example the cultural and behavioural norms that characterise the university, workplace, and drinking environments and which constrain aggressive behaviour or promote a sense of future orientation. Patterns of adult aggressive behaviours are thus shaped not just by past bullying, but by the subtle interplay of emergent adult settings and experiences, socio-emotional functioning in school contexts, and family social capital.

Background: This paper focuses on nature and role of relationships in small hospitality firm in the Southern Italian context. Based on previous literature relationships in small firms are highly related to trust, common understanding and mutual benefits.     Purpose: Aim of the paper is to explore how the role and nature of external stakeholders’ relationships creates perceived value with small family business by the theoretical framework developed by the authors. Methodology: To answer the research question an empirical research was conducted and data was collected through semi-structured interviews using guidelines inspired by previous studiesThrough a content analysis of data collected and reports from the local government. Participants in the sample consisted of native Italians, living in the Metropolitan city of Naples. Participants were grouped in five categories along with the family firm itself, external stakeholder groups as business partners, competitors, residents and local government representative members. Total of 14 interviews were conducted. The Data was coded using the software Nvivo. Results: The study suggest that relationships in the specific context of Hospitality in Southern Italy is based on personal level and have trust, respect and understanding as the fundamentals. The result also revealed that small family run B&B prefers family over non-family members. Tension and conflicts are then solved through understanding and trust. Conclusion: In brief this research contributes to the family businesses and stakeholder literature in the specific context of Italian hospitality industry. The theoretical framework has been updated by the emerging findings from the qualitative analysis.

The current education centered on knowledge and scientific knowledge cannot supply the training of individuals in all spheres, being necessary for a complete and effective formation, to take into account all the aspects that construct the subject, among them the social and emotional needs. This study consists of an analysis of the use of Socioemotional Skills (HSE) as a humanizing element in the evaluation of learning in science. The aim of the research was to understand the evaluation of learning and HSE from the perspective of some teachers in the field of natural sciences, and to reflect on the possibilities and difficulties of its use associated with the evaluation process. Thus, the work will answer the following question: What are the possibilities and difficulties of using an HSE approach in the evaluation process of learning? The research has a look at the qualitative approach, and as adopted instruments was based on the combination between different strategies: application of interviews and realization of workshop incorporating the HSE to the evaluation. Firstly, the work has two stages, the first one consisted of analyzing the conceptions of 11 teachers of the area of natural sciences on the evaluation of learning and HSE. Secondly, they propose to present the knowledge about HSE in education, encouraging the use of methods based on a more subjective look at the evaluation process, and finally to reflect together with the teachers about the possibilities, and difficulties of using the proposed methods. The work also shows in an initial way the importance of rethinking in the construction of a more reflective and subjective view before the student and the evaluation practice. Among the difficulties encountered by the teachers, we can mention: the positivism of Science, the technical rationality of training, the educational system that prevents the teacher from innovating, the saturation of content as an example, the reference matrix ENEM and the traditional approach built historically within education. Within this understanding, it is important to analyze what we have as positive points, and through them to gather forces for a more humanized evaluation. As points of possibility the teachers listed: the formative and continuous perspective of the evaluation, the awareness that the evaluation process is simplistic today, the reception of the difficulties of the students, the understanding of the heterogeneity of the students as complex subjects, and the possibility of allowing the student participates in pedagogical and evaluative planning to decentralize the teacher's speech and enable student protagonism. Thus, we can reflect in the recognition that the HSE must be an object of planning science classes, so that it can become part of the teaching profession. / A atual educação centrada no conhecimento e saberes científicos não consegue suprir a formação dos indivíduos em todos os âmbitos, sendo necessário para uma formação completa e eficaz, levar em consideração todos os aspectos que constroem o sujeito, dentre eles as necessidades sociais e emocionais. Esse estudo consiste em uma análise sobre a utilização das Habilidades Socioemocionais (HSE) como um elemento humanizador na avaliação da aprendizagem em Ciências. A pesquisa teve como objetivo compreender a avaliação da aprendizagem e as HSE na perspectiva de alguns docentes da área de ciências da natureza, e refletir sobre as possibilidades e dificuldades da sua utilização associada ao processo de avaliação. Assim o trabalho buscará responder a seguinte questão: Quais as possibilidades e dificuldades de utilizar no processo avaliativo da aprendizagem um olhar voltado as HSE? A pesquisa tem um olhar na abordagem qualitativa, e como instrumentos adotados se baseou na combinação entre diferentes estratégias: aplicação de entrevistas e realização de oficina incorporando as HSE à avaliação. Em suma o trabalho tem duas etapas, a primeira consistiu em analisar as concepções de 11 docentes da área de ciências da natureza acerca da avaliação da aprendizagem e as HSE. Já a segunda, propõem apresentar os conhecimentos sobre HSE na educação, incentivando a utilização de métodos baseado em um olhar mais subjetivo para o processo avaliativo, e por fim refletir junto com os docentes sobre as possibilidades e dificuldades da utilização dos métodos propostos. O trabalho mostra ainda de maneira inicial a importância de repensar na construção de um olhar mais reflexivo e subjetivo diante do aluno e da prática avaliativa. Dentre as dificuldades encontradas pelos professores, podemos citar: o positivismo da Ciência, a racionalidade técnica da formação, o sistema educativo que impede o professor de inovar, a saturação de conteúdos como exemplo a matriz de referencial ENEM e a abordagem tradicional construída historicamente dentro do âmbito educacional. Dentro desse entendimento, é importante uma análise no que temos como pontos positivos, e através deles reunir forças em busca de uma avaliação mais humanizada. Como pontos de possibilidades os professores listaram: a perspectiva formativa e contínua da avaliação, a consciência que o processo avaliativo hoje é simplista, o acolhimento das dificuldades dos alunos, a compreensão da heterogeneidade dos alunos enquanto sujeitos complexos, e a possibilidade de permitir que o aluno participe do planejamento pedagógico e avaliativo para descentralizar a fala do professor e possibilitar o protagonismo discente. Assim, podemos refletir no reconhecimento que as HSE devem se constituir em objeto de planejamento das aulas de Ciências, para que de fato possa vir a se constituir como parte do fazer docente. / São Cristóvão, SE

No mundo atual, é crescente a convicção de que a educação precisa ser reformulada de forma a priorizar, não somente o aprendizado acadêmico, mas também o desenvolvimento das competências socioemocionais. Tais competências são tão necessárias quanto as cognitivas para a promoção do bem estar individual e o progresso social: podem ampliar a capacidade de relacionamento interpessoal, a inteligência emocional e promover o atingimento de objetivos, entre outros, constituindo uma ferramenta importante a ser considerada pelos governos com vistas à diminuição das lacunas entre resultados educacionais, econômicos e sociais. O presente trabalho busca contribuir para a evolução do conhecimento científico sobre as competências não cognitivas e das práticas educacionais que contribuem para sua formação por meio da análise do contexto escolar da religiosidade, cuja influência positiva sobre o desenvolvimento juvenil tem atraído a atenção crescente de pesquisadores (YONKER et al., 2012). O estudo é dividido em duas partes: a primeira investiga as associações entre a religiosidade na escola e o desenvolvimento socioemocional, sobretudo de acordo com a vulnerabilidade de alunos em termos socioeconômicos e familiares, e a segunda verifica se os atributos socioemocionais exercem papel de mediação nos efeitos deste contexto escolar sobre o desempenho acadêmico. Foram utilizados dados de uma pesquisa com 23.133 alunos da rede pública do Rio de Janeiro, da Prova Brasil, Censo Escolar e SAERJINHO. Mediante estimações de mínimos quadrados ordinários, foram encontrados efeitos positivos da religiosidade, sobretudo sobre o lócus de controle interno, abertura a experiências, autoconfiança e reflexão. Alunos com baixa escolaridade materna apresentam maiores benefícios: aumentos na conscienciosidade, extroversão e autoestima, além dos demais atributos citados. Por outro lado, análises realizadas por meio do Sobel Test e Bootstraping apontam para uma mediação exercida por parte de algumas habilidades sobre as notas de português e matemática, concretamente a abertura a experiências, lócus de controle, autoconfiança, autoestima e curiosidade. / There is a growing conviction today that education must be reformulated to prioritize not only academic learning but also the development of socioemotional skills. These competencies are as necessary as cognitive skills to promote individual well-being and social progress: they can intensify the ability to develop interpersonal relationships and emotional intelligence, and help people achieve their goals. These skills therefore represent a powerful tool to be considered by governments aiming to reduce the divide between educational, economic and social results. This study seeks to contribute to the advancement of scientific knowledge on non-cognitive skills and to educational practices that contribute to their development, based on an analysis of the school context of religiosity, whose positive influence on youth development has attracted increasing attention of researchers (YONKER et al., 2012). The study is divided into two parts: the first investigates the associations between religiosity in school and socioemotional development, above all from the standpoint of the vulnerability of students in socioeconomic and family terms, while the second part examines whether socioemotional attributes play a mediating role in the effects of this school context on academic performance. Data from a survey involving 23,133 students of the public school system in Rio de Janeiro were used, taken from the Prova Brasil, Censo Escolar and SAERJINHO. Based on ordinary least squares estimates, religiosity was found to have positive effects, particularly on the internal locus of control, openness to experience, selfconfidence and reflection. Students with low maternal education presented greater benefits: increases in conscientiousness, extroversion and self-esteem, in addition to the other cited attributes. On the other hand, Sobel Test and Bootstrapping analyses point to mediation exercised by some skills on academic grades in Portuguese and mathematics, namely openness to experience, locus of control, self-confidence, self-esteem and curiosity.

Background/Problem: The financial crisis in 2008 affected the whole economy and the CEO's compensation was one of the factors causing this crisis. Although, it is now years after the onset of the financial crisis, the CEO’s compensation is still an ongoing topic of debate and, for this reason, vital to study. According to literature, non-family CEOs are more likely to emphasize financial performance rather than socioemotional objectives and returns. On the contrary, family CEOs are more motivated by socioemotional wealth and non-financial goals. Taking these viewpoints into consideration, this study examines how CEOs in family firms view and value compensation and rewards. Purpose: This study aims to explore how family CEOs view and value compensation and rewards, in comparison to non-family CEOs in family firms. Method: This study is conducted using a qualitative method and utilizing semi-structured interviews. Five family firms participate in this study and they comprise of 4 family CEOs and 1 non-family CEO. Conclusion: The findings of this study support the idea that family CEOs view and value compensation and rewards in other terms than just financial value. Moreover, the evidence points to that the non-family CEO is more connected to financial factors. Weighing together the evidence from this study there is a difference regarding how family CEOs and non-family CEOs view and value compensation and rewards. Additionally, based on this research, SEW exists within family firms. The findings in this study contribute to the current knowledge in designing compensation packages for CEOs in family firms. Moreover, this study is the first step towards enhancing our understanding of how CEOs view and value compensation and rewards.

Thesis advisor: Hans de Wit / The family ownership context has been investigated across many business settings, within the manufacturing, trade, and services industries. The consensus among scholars has been that families that own and operate firms act in self-serving ways and frame organizational problems and make decisions with the primary goal of satisfying the family’s affective needs, i.e., preserve or augment what is referred to as socioemotional wealth. However, the theoretical reasoning of socioemotional wealth theory may fall apart in traditional university settings, where self-serving behaviors may lead to (pronounced) agency conflict. Universities have been long understood for their politicized governance environs in which multiple stakeholder groups have representation in decision-making. Within this reality, families involved in higher education management may be challenged to act self-servingly and protect or enhance certain socioemotional wealth. They may need to act in altruistic ways to avoid agency conflict. I investigate whether this is the case through a single, critical case study approach conducted at one family-owned or -managed university in India. I rely on what Yin (2003) refers to as “rival explanation as patterns” to test socioemotional theory relative to a rival theoretical framework. I ask the important question of whether this rival theory can address the limitations of socioemotional wealth theory when applied to the higher education context. As expected, findings generally suggest that where socioemotional wealth theory fails to capture family decision-making behaviors, the rival theory is relevant. This finding is important to consider and has several implications to theory, practice, and future research. Importantly, the findings support that current family-owned business theorizing is not enough to capture family decision-making behaviors in the context of traditional university settings. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

By the year 2030, 20% of the U.S. population will be 65 years of age or older. An increase in the demand for supportive health and social services is expected with the aging of the population. Demand for senior housing is expected to grow, too. This study explores what the social environment offers to lesbian, gay, bisexual and transgender (LGBT) seniors who relocated to LGBT retirement communities. Previous research asked LGBT seniors who did not live in LGBT senior housing about their housing preferences. The present study, for the first time, asked residents of existing LGBT senior living communities to explain why they chose to live in an LGBT retirement community. Focus groups were conducted at three retirement communities. Thirty-eight residents at the three study sites participated. Seven focus groups were conducted; each was audio recorded and transcribed verbatim. The analysis found common categories across the focus group data that explain the phenomenon of LGBT senior housing. The average age of the participants was 71. Demographic differences were found between generations, with the older participants being more likely to have revealed their sexual orientation late in life, and more likely to have been married and have children. The findings showed that acceptance by other residents of one's sexual orientation and gender identity allows LGBT seniors to feel comfortable in what several residents called their "domestic environment." The questions asked about housing choice and were open ended; respondents chose to focus on the social aspect of their living environments. Acceptance, as opposed to tolerance, was a strong theme. Acceptance by others reduced stress and fostered a feeling of safety and a sense of community. Social networks were strong and expansive, contrary to the theory of socioemotional selectivity theory, which would argue that the total number social relationships diminishes with age. Participants emphasized the social context of their living environment as the reason they chose to live in LGBT senior housing. Participants noted past discrimination, but it was the positive aspects resulting from acceptance that were emphasized as the reason for their choice of LGBT specific retirement housing.

Background: Family firms represent the majority of firms worldwide, and are regarded as a crucial part of the global economy. Despite that, there is little known about their objectives of financial reporting i.e how they use, produce and value their financial reports. In accounting literature two objectives of financial reporting are presented, a stewardship objective and a decision usefulness objective. Previous research within family business have found that family firms differ from non-family firms and that family firms utilize socioemotional wealth protection as a main reference point when making decisions.  Purpose: This study aims to provide an understanding of how family firms perceive the objective of their financial reporting and how this is shaped by SEW. Method: The study was conducted using a qualitative method and implemented through semi-structured interviews. Nine family firms participated in the study, where eight family members were interviewed and two non-family members.  Conclusion: The result suggest that four out of the five FIBER dimensions (of SEW), family influence and control, identification of family members with the firm, binding social ties and emotional attachment influence the family firm's objective of their financial reports. Meanwhile, for the fifth dimension, renewal of family bonds to the firm through dynastic succession, our study suggests that future successions do not have an influence on the family firm's perceived objective of financial reporting.

O objetivo deste estudo foi analisar os condicionantes das decisões de investimento das empresas familiares. Para tanto, utilizou-se de um referencial teórico baseado em conceitos como estrutura de propriedade e controle familiar, heterogeneidade das empresas familiares, choques exógenos causados por crises econômicas e situação de restrição financeira. Esses conceitos foram empregues com o propósito de dimensionar seus impactos nas decisões de investimento das empresas familiares listadas em bolsa nos períodos entre 2006-2016. Em termos teóricos, os investimentos foram separados em dois tipos: investimentos em CAPEX e capital circulante líquido. Embora nem todos tenham sido utilizados em todas as fases da pesquisa, esses dois tipos de investimento foram o cerne e a variável dependente da pesquisa. Outras variáveis importantes foram Empresa Familiar, bem como suas outras sete configurações, e as variáveis de interação como idade, grau de maturidade, tamanho, tangibilidade e situação financeira. Outro ponto considerado pela pesquisa foi o impacto do cenário macroeconômico sobre as decisões de investimento. Os resultados encontrados mostraram que as empresas familiares investem menos do que as empresas não familiares em CAPEX, ocorrendo o inverso para o capital circulante líquido. Isso corrobora com as análises teóricas promovidas por Anderson, Duru e Reeb (2012) e Chrisman e Patel (2012) sobre os ideais de autopreservação e aversão ao risco aos quais as empresas familiares estão sujeitas. Quanto aos períodos de choques de liquidez, as empresas familiares apresentaram quedas severas para investimentos em CAPEX e quedas menos acentuadas para o capital circulante líquido. Por fim, em relação à situação de restrição financeira e os resultados financeiros passados evidenciou-se que empresas familiares com maior tangibilidade e com resultados passados positivos investem mais do que as empresas não familiares, o que também está de acordo com a teoria sobre autoconfiança e busca pela perenidade em empresas de controle familiar. / The objective of this study was to answer the following research problem: what are the determinants of the investment decisions of family companies? To do so, the research used a theoretical framework based on concepts such as family ownership and control, the heterogeneity found in the various types of family businesses, exogenous shocks caused by economic crises and the situation of financial constraint of the companies. These concepts were used to understand how each of them impacted the investment decisions of listed companies in the period between 2006-2016. In conceptual terms, the investments were divided into two types: investments in CAPEX and working capital ratios. Although not all were used at all stages of the research, these three types of investment were at the heart and the research-dependent variable. In addition to this variable, other important variables were both the Family Enterprise variable (as well as its other seven configurations) and the variables of interaction with age, maturity level, size, tangibility and financial situation. Another point considered by the research consisted in analyzing how the macroeconomic scenario impacted investment decisions. The results found that family firms invest less than non-family firms (in all configurations) in CAPEX. However, the opposite occurs for the working capital ratios. This corroborates theoretical analyzes promoted by Anderson, Duru and Reeb (2012) and Chrisman and Patel (2012) on the ideals of self-preservation and risk aversion to which family firms are subject to making decisions involving risks and uncertainties. Comparing the results in periods of liquidity shocks, the results of the family companies showed severe declines for investments in CAPEX and less declines in working capital index. Finally, the results found when considering the situation of financial constraint and the past results provided that family companies with greater tangibility and with positive past results invest more than non-family companies, which is also in accordance with the theory on self-preservation and search for perpetuity in family businesses.