Plusieurs études ont confirmé que certains traits de personnalité des enfants et certaines attitudes et pratiques éducatives de leurs parents constituaient des prédicteurs des comportements perturbateurs à l’adolescence. Toutefois, la majorité des recherches ont adopté un modèle postulant des relations directes et indépendantes entre ces facteurs de risque et des comportements perturbateurs. Le modèle transactionnel est plus réaliste parce qu’il postule des relations bidirectionnelles à travers le temps entre ces deux facteurs de risque. Cette étude visait à vérifier l’existence de relations bidirectionnelles entre les traits de personnalité des enfants et les attitudes parentales de leur mère mesurés à deux reprises durant l’enfance (à 6 et 7 ans), pour ensuite vérifier si les comportements perturbateurs des enfants mesurés à l’adolescence (15 ans) pouvaient être prédits par les traits de personnalité et les attitudes parentales. Les données utilisées proviennent d’une étude longitudinale prospective de 1000 garçons et 1000 filles évalués à plusieurs reprises de la maternelle à l’adolescence. Six traits de personnalité des enfants et deux attitudes parentales ont été évalués par les mères à 6 et 7 ans, alors que les diagnostics de troubles perturbateurs (trouble des conduites, trouble oppositionnel avec provocation, trouble de déficit de l’attention/hyperactivité) ont été évalués par les adolescents et les mères à 15 ans. Afin de tester les hypothèses de recherche, des analyses de cheminement (« path analysis ») multi-groupes basées sur la modélisation par équations structurales ont été utilisées. Les résultats ont confirmé la présence de relations bidirectionnelles entre les traits de personnalité de l’enfant et les attitudes parentales durant l’enfance. Toutefois, peu de relations étaient significatives et celles qui l’étaient étaient de faible magnitude. Les modèles multi-groupes ont par ailleurs confirmé la présence de relations bidirectionnelles différentes selon le sexe. En ce qui concerne la prédiction des comportements perturbateurs, de façon générale, surtout les traits de personnalité et les attitudes parentales à 6 ans (plutôt qu’à 7 ans) ont permis de les prédire. Néanmoins, peu de relations prédictives se sont avérées significatives. En somme, cette étude est une des rares à avoir démontré la présence de relations bidirectionnelles entre la personnalité de l’enfant et les attitudes parentales avec des données longitudinales. Ces résultats pourraient avoir des implications théoriques pour les modèles explicatifs des comportements perturbateurs, de même que des implications pratiques pour le dépistage des enfants à risque. / Several studies confirmed that some children’s personality traits and parental attitudes constitute risk factors of later disruptive behaviors during adolescence. However, most research has adopted a model postulating direct and independent relations between these risk factors and disruptive behaviors. The transactional model is more realistic because it postulates bidirectional relations over time between these two risk factors. Even though the transactional model is popular amongst researchers, there is in fact very little research formally demonstrating the existence of bidirectional relations with longitudinal data during childhood. This study aimed at verifying the existence of bidirectional relations between children’s personality traits and their mothers’ parental attitudes measured on two occasions during childhood (ages 6 and 7), and later verifying if individuals’ disruptive behaviors during adolescence (age 15) could be predicted by children’s personality traits and parental attitudes. The data came from a prospective longitudinal study of 1000 boys and 1000 girls assessed on various occasions from kindergarten through adolescence. Six children’s personality traits and two parental attitudes were assessed by mothers at ages 6 and 7, while the disruptive behavior diagnostics (conduct disorder, oppositional defiant disorder, attention deficit hyperactivity disorder) were assessed by adolescents ant their mothers at age 15. In order to test the research hypotheses, multiple-group path analyses based on structural equations modeling were used. The results confirmed the presence of bidirectional relations between children’s personality traits and parental attitudes during childhood. Nevertheless, there were few significant relations and most of them were of small size. Multiple-group models also confirmed the presence of gender-specific bidirectional relations. With regards to the prediction of disruptive behaviors, especially children’s personality traits and parental attitudes at age 6 (rather than age 7) were predictive. Nonetheless, few predictive relations turned out to be significant. Overall, this study is one of the rare to demonstrate the presence of bidirectional relations between children’s personality and parental attitudes with longitudinal data. These results could have theoretical implications for explanatory models of disruptive behaviors, as well as practical implications for early screening of children at risk.

<p>Savremene organizacije u svojoj svakodnevnoj brizi za isunjavanje postavljenih ciljeva sve češće očekuju od svojih zaposlenih, a naročito menadžera, da budu isključivo posvećeni organizaciji i njenom uspehu. Cilj ovog rada je prikaz konceptualnih i teorijskih pitanja koja se tiču povezanosti stilova upravljanja i stresa na radu kod menadžera, u koja spadaju definisanje navedenih pojmova i njihovo razgraničavanje od srodnih pojmova, pri čemu se stilovi upravljanja posmatraju sa stanovišta situacionog modela liderstva razvijenog od strane Hersija i Blanšarda, a stres sa stanovištva transakcionističke teorije stresa.</p> / <p>Modern organizations in their everyday care for the fulfillment of the goals<br />increasingly expect from their employees, especially managers, to be<br />exclusively committed to the organization and its success. The aim of this<br />paper is to present the conceptual and theoretical issues related to<br />connectivity management styles and stress at work with managers, a group<br />that includes the definition of these terms and their delimitation from related<br />concepts, with a management style viewed from the standpoint of situational<br />leadership model developed by Hersеy and Blanchard, and stress from the<br />viewpoint of transactional theory of stress.</p>

Syftet med detta examensarbete är att undersöka elevers upplevda stress och deras tillvägagångssätt för att hantera denna stress med hjälp av copingstrategier, vilket sedan sätts i relation till biologiskt kön. Arbetet utgår ifrån ett elektroniskt frågeformulär som inkluderar både kvantitativa och kvalitativa aspekter. Resultaten av denna studie visar sig i några fall avvika från den tidigare forskningen, vilket leder till intressanta analyser och diskussioner. Ett av dessa resultat är pojkarnas användande av emotionsfokuserade copingmetoder, som annars är färre än flickornas. Ett annat intressant och avvikande resultat är stressnivåerna inom gruppen flickor, då det visar sig att de som går ett yrkesförberedande program procentuellt är mer stressade än högskoleförberedande programmets flickor. / The purpose of this study is to examine students experienced stress and their ways of coping with that stress using coping strategies, which is later also put in relation to biological sex. The study is using a mixed method in the form of an electronic questionnaire. The results of this study turned out to deviate from previous research, which leads to interesting analyzes and discussions. One of these results is the boys’ usage of emotion-focused coping methods, which otherwise is fewer than the girls. Another interesting and deviating result is the stress levels within the girls’ group, since it turns out that girls who attend a profession-based program are more stressed, percentage wise, than the girls who attend a college-based program.

Plusieurs études ont confirmé que certains traits de personnalité des enfants et certaines attitudes et pratiques éducatives de leurs parents constituaient des prédicteurs des comportements perturbateurs à l’adolescence. Toutefois, la majorité des recherches ont adopté un modèle postulant des relations directes et indépendantes entre ces facteurs de risque et des comportements perturbateurs. Le modèle transactionnel est plus réaliste parce qu’il postule des relations bidirectionnelles à travers le temps entre ces deux facteurs de risque. Cette étude visait à vérifier l’existence de relations bidirectionnelles entre les traits de personnalité des enfants et les attitudes parentales de leur mère mesurés à deux reprises durant l’enfance (à 6 et 7 ans), pour ensuite vérifier si les comportements perturbateurs des enfants mesurés à l’adolescence (15 ans) pouvaient être prédits par les traits de personnalité et les attitudes parentales. Les données utilisées proviennent d’une étude longitudinale prospective de 1000 garçons et 1000 filles évalués à plusieurs reprises de la maternelle à l’adolescence. Six traits de personnalité des enfants et deux attitudes parentales ont été évalués par les mères à 6 et 7 ans, alors que les diagnostics de troubles perturbateurs (trouble des conduites, trouble oppositionnel avec provocation, trouble de déficit de l’attention/hyperactivité) ont été évalués par les adolescents et les mères à 15 ans. Afin de tester les hypothèses de recherche, des analyses de cheminement (« path analysis ») multi-groupes basées sur la modélisation par équations structurales ont été utilisées. Les résultats ont confirmé la présence de relations bidirectionnelles entre les traits de personnalité de l’enfant et les attitudes parentales durant l’enfance. Toutefois, peu de relations étaient significatives et celles qui l’étaient étaient de faible magnitude. Les modèles multi-groupes ont par ailleurs confirmé la présence de relations bidirectionnelles différentes selon le sexe. En ce qui concerne la prédiction des comportements perturbateurs, de façon générale, surtout les traits de personnalité et les attitudes parentales à 6 ans (plutôt qu’à 7 ans) ont permis de les prédire. Néanmoins, peu de relations prédictives se sont avérées significatives. En somme, cette étude est une des rares à avoir démontré la présence de relations bidirectionnelles entre la personnalité de l’enfant et les attitudes parentales avec des données longitudinales. Ces résultats pourraient avoir des implications théoriques pour les modèles explicatifs des comportements perturbateurs, de même que des implications pratiques pour le dépistage des enfants à risque. / Several studies confirmed that some children’s personality traits and parental attitudes constitute risk factors of later disruptive behaviors during adolescence. However, most research has adopted a model postulating direct and independent relations between these risk factors and disruptive behaviors. The transactional model is more realistic because it postulates bidirectional relations over time between these two risk factors. Even though the transactional model is popular amongst researchers, there is in fact very little research formally demonstrating the existence of bidirectional relations with longitudinal data during childhood. This study aimed at verifying the existence of bidirectional relations between children’s personality traits and their mothers’ parental attitudes measured on two occasions during childhood (ages 6 and 7), and later verifying if individuals’ disruptive behaviors during adolescence (age 15) could be predicted by children’s personality traits and parental attitudes. The data came from a prospective longitudinal study of 1000 boys and 1000 girls assessed on various occasions from kindergarten through adolescence. Six children’s personality traits and two parental attitudes were assessed by mothers at ages 6 and 7, while the disruptive behavior diagnostics (conduct disorder, oppositional defiant disorder, attention deficit hyperactivity disorder) were assessed by adolescents ant their mothers at age 15. In order to test the research hypotheses, multiple-group path analyses based on structural equations modeling were used. The results confirmed the presence of bidirectional relations between children’s personality traits and parental attitudes during childhood. Nevertheless, there were few significant relations and most of them were of small size. Multiple-group models also confirmed the presence of gender-specific bidirectional relations. With regards to the prediction of disruptive behaviors, especially children’s personality traits and parental attitudes at age 6 (rather than age 7) were predictive. Nonetheless, few predictive relations turned out to be significant. Overall, this study is one of the rare to demonstrate the presence of bidirectional relations between children’s personality and parental attitudes with longitudinal data. These results could have theoretical implications for explanatory models of disruptive behaviors, as well as practical implications for early screening of children at risk.

<p>Instructional theories often view the work of instructors from a psychological perspective while playing little emphasis on the communicative aspects. However, there are vital communicational influences on and implications for instructional practice and the instructional process as a whole. As such, this work begins with the position that instruction is, in its entirety, a communicative process. A comparison is made between the three basic models of communication (transmission, interaction and transaction) and three main educational theories (behaviorism, cognitivism and constructivism). This comparison shows that there are alignments between the transmission model of communication and behaviorism, the interactive model of communication and cognitivism, and the transactional model of communication and constructivism. These similarities are explored over three major instructional activities – lesson planning, lesson delivery and assessment. Subsequently, three real-life scenarios were presented to illustrate how the three basic models of communication are manifested in the classroom. Given the applicability of the models of communication to the instructional process, the practical utility of approaching instruction from a communicative perspective is discussed. Potential implications for educational practitioners and scholars are discussed afterwards.</p>

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)