Thematische Bibliographien / Personal construct psychology

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Personal construct psychology“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 19. Februar 2022

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Zeitschriftenartikel zum Thema "Personal construct psychology"

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Son, ChongNak. „Personal Construct Psychology, Coaching Psychology, and Personal Construct Coaching“. KOREAN JOURNAL OF COACHING PSYCHOLOGY 2, Nr. 2 (31.12.2018): 1–21. http://dx.doi.org/10.51457/kjcp.2018.12.2.2.1.

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Winter, David, und Ana Catina. „Forty years of personal construct psychology personal construct psychology in clinical practice“. Journal of Constructivist Psychology 9, Nr. 4 (Oktober 1996): 311–27. http://dx.doi.org/10.1080/10720539608404675.

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Warren, Bill. „Concepts, Constructs, Cognitive Psychology, and Personal Construct Theory“. Journal of Psychology 125, Nr. 5 (September 1991): 525–36. http://dx.doi.org/10.1080/00223980.1991.10543316.

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Plank, Richard E., und Joel N. Greene. „Personal construct psychology and personal selling performance“. European Journal of Marketing 30, Nr. 7 (Juli 1996): 25–48. http://dx.doi.org/10.1108/03090569610123807.

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Procter, Harry G. „PERSONAL CONSTRUCT PSYCHOLOGY AND AUTISM“. Journal of Constructivist Psychology 14, Nr. 2 (April 2001): 107–26. http://dx.doi.org/10.1080/10720530125885.

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Warren, W. G. „Is Personal Construct Psychology A Cognitive Psychology?“ International Journal of Personal Construct Psychology 3, Nr. 4 (Oktober 1990): 393–414. http://dx.doi.org/10.1080/10720539008412828.

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Mancuso, James C. „Constructionism, Personal Construct Psychology and Narrative Psychology“. Theory & Psychology 6, Nr. 1 (Februar 1996): 47–70. http://dx.doi.org/10.1177/0959354396061004.

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Walker, Beverly M., und David A. Winter. „The Elaboration of Personal Construct Psychology“. Annual Review of Psychology 58, Nr. 1 (Januar 2007): 453–77. http://dx.doi.org/10.1146/annurev.psych.58.110405.085535.

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Epting, Franz R., und Larry M. Leitner. „Humanistic psychology and personal construct theory.“ Humanistic Psychologist 20, Nr. 2-3 (1992): 243–59. http://dx.doi.org/10.1080/08873267.1992.9986793.

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Raju, B. Venkata, und S. P. Rajagopala. „Personal Construct Psychology (PCP) Expert Systems“. Information Technology Journal 6, Nr. 2 (01.02.2007): 232–36. http://dx.doi.org/10.3923/itj.2007.232.236.

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Dissertationen zum Thema "Personal construct psychology"

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Buckenham, M. A. „Reconstructing personal construct psychology : personal and social worlds“. Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264709.

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Schlutsmeyer, Mark W. „An Ecological Approach to Personal Construct Psychology“. Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1122491629.

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Domenici, Valerie A. „Experiential Personal Construct Psychology and Depression: A Qualitative Study“. Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1195061434.

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Gregory, William Scott. „Construct validity of personal motives /“. Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9222149.

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Hayes, Katherine Jeanne. „Exploring personal meaning making related to spiritual crisis within experiential personal construct psychology“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami160407650821256.

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Smith, Brendon M. „Experiential Personal Construct Psychology and Countertransference: An Empirical Qualitative Exploration“. Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1348777281.

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Williams, Lee. „An investigation of business mental toughness using personal construct psychology“. Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-of-business-mental-toughness-using-personal-construct-psychology(bd1d1de2-80f5-4677-bcdb-f3712e0bb759).html.

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The current economic climate has placed a tremendous amount of pressure on businesses and their staff to perform and as a consequence the number of lost workdays associated with work place stress is becoming a significant burden upon the UK economy. In order to improve and reduce the cost burden of lost workdays many businesses, and more specifically their leadership teams, have now started to look at non-business related environments in their search for success and ways in which to combat workplace stress. On such environment that business leaders have shown a growing interest in is that of sport and in particular the development and utilisation of mental toughness in order to achieve and sustain high performance. As a result there is a growing, if not an insatiable, desire to create mentally tough business professionals. However even though there are numerous books describing mental toughness to date no one has determine whether its ‘stress coping’ capability will actually benefit business professionals and whether the [sporting] definitions and frameworks are really appropriate for use in a business context. Existing examinations of sporting mental toughness have successfully adopted a qualitative approach in order to examine mental toughness. Similarly this research thesis adopted a qualitative approach using both Personal Construct Psychology and Appreciative Inquiry in order to capture business professional’s individual views, experiences, meanings, and perceptions of theirs or other people’s responses to events and situations in order to describe and characterise business mental toughness. Twelve business professionals participated in the study from which a definition of business mental toughness was developed and the attributes of the ideal mentally tough business person documented. The findings suggest that business mental toughness does exist but is different to that observed in sport and draws on our own values, beliefs, motivations and emotional intelligence and a set of coping mechanisms that enable business professional to cope with the stress and pressure of the work environment whilst maintaining emotional control and delivering on their objectives. This thesis provides the basis for further empirical research into business mental toughness, as well as providing guidance as to some of the conceptual and practical implications for the use of mental toughness techniques within a business environment. Given that £25.9 billion is lost due to work place stress in the UK alone, there is sufficient demand and reason to further the research into the stress coping capabilities of mental toughness and ensure that the correct type of mental toughness is developed within business.
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Conaway, Kathryn Aileen. „Creative Explorations in Experiential Personal Construct Psychology: Accessing Nonverbal Meanings in Dreams“. Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1362784482.

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Zarroug, Amani. „The construal of romantic relationships in transgendered people : a personal construct approach“. Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/7737.

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National Health Service (NHS) statistics show that 4000 people in the United Kingdom are receiving help for gender concerns (DH, 2008). Research has highlighted the importance of romantic relationships during early adulthood and an association with mental health (Fincham and Cui, 2011). The experience of romantic relationships among transgender people in ‘emerging adulthood’ (Arnett, 2000, 2006) is an under-researched area. The decision making process concerning, and construal of, romantic relationships among this group have yet to be investigated using Personal Construct Theory (PCT). This study uses qualitative and quantitative methods of inquiry from PCT to investigate the experiences of transgender people encountering romantic relationships. Overarching themes emerging from the participants in this study were of identity validation through romantic relationships, having a bi-gendered lens of the world, facilitating greater understanding in society, and learning from past relationships. Participants’ experiences are analysed individually, as well as as a group. Clinical significance of this, limitations and future research are also discussed.
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Pirotta, Keith Ian. „My ideal school : a personal construct psychology approach to understanding the school constructs of children described as anxious“. Thesis, University of East London, 2016. http://roar.uel.ac.uk/5219/.

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This research explores the school constructs of children described as anxious. Little research exists that looks at understanding children’s school-related anxiety through the lens of Personal Construct Psychology (PCP). This qualitative research design includes semi-structured interviews that followed a PCP theoretical framework. The interviews were carried out with five children aged between 7 and 11, who attended state schools in Malta, and who were experiencing school-related anxiety. Participants were asked to comment and produce drawings about the kind of school they would like to attend (their ideal school), and the kind of school they would not like to attend. The children’s constructs were organised according to whether they related to adults in school, their peers, the school and classroom environment, and the participants themselves in each of these two imaginary schools. Participants were also asked to think of how the school they currently attend can become more like their ideal school. Findings indicate the importance of relationships between teachers and pupils, relationships amongst pupils themselves, a positive learning environment within the classroom and the belongingness to a common value system and school ethos to which anxious children can relate. This research aims to shed light on the responsibility of professionals working with children with school-related anxiety to look beyond within-child factors and understand possible stressors in the child’s environment as potentially contributing to heightening their anxiety.
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Bücher zum Thema "Personal construct psychology"

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Caputi, Peter, Heather Foster und Linda L. Viney, Hrsg. Personal Construct Psychology. West Sussex, England: John Wiley & Sons Ltd, 2006. http://dx.doi.org/10.1002/9780470713044.

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Vivien, Burr, und Dryden Wendy, Hrsg. Invitation to personal construct psychology. 2. Aufl. London: Whurr, 2004.

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Personal construct methodology. Malden, MA: Wiley, 2011.

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Blowers, G. H. Personal construct psychology in the clinical context. [Ottawa]: University of Ottawa Press, 1996.

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missing], [name. International handbook of personal construct psychology. Chichester, UK: J. Wiley & Sons, 2002.

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The development of personal construct psychology. Lincoln: University of Nebraska Press, 1985.

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Philosophical dimensions of personal construct psychology. London: Routledge, 1998.

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Fransella, Fay, Hrsg. International Handbook of Personal Construct Psychology. Chichester, UK: John Wiley & Sons, Ltd, 2003. http://dx.doi.org/10.1002/0470013370.

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Marsden, D. M. Product construct systems: A personal construct psychology of consumer behaviour. Manchester: UMIST, 1997.

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Stojnov, Dušan. Personal construct psychology in an accelerating world. Belgrade: Serbian Constructivist Association, 2011.

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Buchteile zum Thema "Personal construct psychology"

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Butt, Trevor. „Personal Construct Psychology“. In Encyclopedia of Critical Psychology, 1359–64. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_663.

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Winter, David A. „Personal Construct Psychology“. In Encyclopedia of Personality and Individual Differences, 3502–7. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1147.

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Winter, David A. „Personal Construct Psychology“. In Encyclopedia of Personality and Individual Differences, 1–6. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1147-1.

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Procter, Harry. „Relational Construct Psychology“. In The Wiley Handbook of Personal Construct Psychology, 167–77. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118508275.ch14.

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Pavlović, Jelena, und Dušan Stojnov. „Personal Construct Coaching“. In The Wiley Handbook of Personal Construct Psychology, 320–30. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118508275.ch26.

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Pavlović, Jelena. „Personal and relational construct coaching“. In Coaching Psychology, 23–40. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878-5.

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Duignan, Kieran. „Coaching with personal construct psychology“. In Handbook of Coaching Psychology, 243–55. 2nd Edition. | New York : Routledge, 2018. | Revised edition of Handbook of coaching psychology, 2007.: Routledge, 2018. http://dx.doi.org/10.4324/9781315758510-21.

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Rowe, Dorothy. „Personal Construct Psychology and Me“. In International Handbook of Personal Construct Psychology, 397–404. Chichester, UK: John Wiley & Sons, Ltd, 2005. http://dx.doi.org/10.1002/0470013370.ch40.

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Adams-Webber, Jack. „Research in Personal Construct Psychology“. In International Handbook of Personal Construct Psychology, 51–58. Chichester, UK: John Wiley & Sons, Ltd, 2005. http://dx.doi.org/10.1002/0470013370.ch5.

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McWilliams, Spencer A. „Personal Construct Psychology and Buddhism“. In The Wiley Handbook of Personal Construct Psychology, 439–51. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118508275.ch35.

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Konferenzberichte zum Thema "Personal construct psychology"

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Cunningham, Stuart. „Applying personal construct psychology in sound design using a repertory grid“. In the 5th Audio Mostly Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1859799.1859807.

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Boyazitova, I. V. „The development of subjectivity as a basic construct of personal identity formation at student age“. In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.405.418.

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The article presents the results of the study of factors, patterns and conditions for the formation of personal identity in student age. The conceptual provisions of the theory of integral individuality of V. S. Merlin, the integrative psychology of development of V. V. Belous and I. V. Boyazitova, the conceptual model of the personal potential of D. A. Leontiev served as the methodological basis for the study of subjectivity as the basic construct of the formation of personal identity among students. The article reveals the features of the development of subjectivity with different status of personal identity, the specifics of the relationship of personal identity with the properties of personal and socio-psychological levels of subjectivity at the student age. It is experimentally proved that the status of personal identity at the student age is determined by the development of multi-level properties of subjectivity, but to a greater extent is due to the development of properties that characterize psychological stability and self-regulation of a person. For the first time, the results are presented that reveal the patterns of achieving personal identity. The article describes the technology of implementing psychological support for the development of subjectivity as a basic condition for achieving a stable personal identity, aimed at forming the ability to understand and build a life perspective, to make independent conscious choices, developing moral stability and moral and ethical responsibility, teaching skills of confident behavior and active response to social changes in the student age. The results of the research can be used in the practice of psychological services of the University in the development of programs for the formation of a stable personal identity, the development of subjective activity, in the process of providing individual and group counseling during the period of adaptation to training and professional training crises.
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Guseynov, Aleksandr, und Viktoriya Shipovskaya. „Development of scientific images about radicalization of protest activity of personality“. In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-02.

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The analysis of theories and models of radicalization existing in psychology and sociology is given. The complexity and transitivity of the world, the emerging methodological trends in psychology, the change of postmodern discourse to metamodernism require new psychological approaches to a research of this phenomenon, which can take into account the role of cultural factors and anthropological turn, as well as space and time as ontological constants of reality. Theoretical: theoretical and methodological analysis of scientific literature, comparison, generalization, interpretation. The paper summarizes a number of empirical studies of the authors related to the problems of extremism. The goal is to consider the evolution of ideas about the radicalization of protest activity and substantiate the high relevance of the subject-being approach to explain the problem of extremism. The authors distinguish six main theories and models that reveal the nature of radicalization: the theory of anomy (R. Merton), the theory of "relative deprivation" (T. Garr), the concept of an authoritarian personality (A. Adorno), a model of social identity in collective activity (M. Van Zomeren ), the model of radicalization (R. Borum), the model of radicalization (F. Mohaddam). The authors note the demand for a metamodern methodological strategy, which makes it possible to record personal transformations and construct new images of a person. The authors come to the conclusion that the substantive differences in approaches lie in the influence quantity of external determinants causing the emergence of radical attitudes. In the development of the theme of extremism, the main ones are the principle of the unity of the personality and its being, the methodological principle of subjectivity and the principle of uncertainty, which reveal additional nuances of the phenomenon that increases cognitive capabilities. The conditions of the subject-being approach are considered and the concept of protest activity is presented, based on the notions of "existential personal identity", "subjective activity", "subjectivity", revealing the reasons for negative transformation of personality, considering extremism as a violation of the developing configuration of identity. The subject-being approach to the personality is recognized as the most efficient theoretical and methodological basis for researching this problem, since it allows us to overcome the deficiency of the content given by the deterministic interpretation of radicalization.
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Mavrodiev, Stoil, und Teodor Gergov. „Self-esteem and motivation for affiliations with students from the humanities“. In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.13137m.

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The paper interprets and explores two main constructs: “self-esteem” and “motivation for affiliation”. They are placed in the field of psychology of youth, the subjects are students of humanities. The study was conducted at Southwestern University “Neofit Rilski”, Blagoevgrad, Bulgaria. The aim of the study is to reveal the relationship between self-esteem and motivation for affiliation, as they are compared in students majoring in psychology with students majoring in pedagogy and speech therapy. Self-esteem is the core of personality, experiences and behavior. It is important for interactions in young people. The need to belong to the group (affiliation) is a prerequisite for self-knowledge and satisfies a number of basic needs. Using a standardized self-assessment test and Albert Mehrabian’s affiliation test, we track how the level of self-assessment determines affiliation needs. These: 1. Students with average and above average level of self-esteem have a higher motivation for affiliation, compared to students with low and very high level of self-esteem. 2. We assume that there will be statistically significant differences in the manifestations of the two constructs in students from the specialty of Psychology and other students from the humanities. We expect that psychology students will have average and above average levels of self-esteem, which will affect their motivation for affiliation, compared to students from the other group. The results of the research provide information about the personal development of students in the humanities, which could be used by university professors in order to optimize the learning process and create conditions for full inclusion of students in university life.
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Tommasi, Francesco, Andrea Ceschi und Riccardo Sartori. „PERSON-ENVIRONMENT MISFIT AND MENTAL DISORDER AMONG PHD STUDENTS: THE MEDIATING ROLE OF MEANINGFUL WORK“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact045.

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"In organizational psychology, the authors’ awareness of the concerns about the current academic working conditions and their potential impacts on PhD students’ mental health is increasing. Accordingly, authors have witnessed increased the attention to PhD students’ perception of their fit with the environmental conditions, i.e., organizational policies, co-workers’ and supervisors’ relations and supports, as an antecedent of their PhD experience. In particular, such environmental conditions seem to be related to the high diffusion of state anxiety and depression among PhD students that perceive a certain level of misfit between them and the environment. However, studies suggested that, despite the working conditions, in the presence of positive experience at work, such as meaningful work, individuals are less at risk of developing mental disorders as well as of quitting their job. Indeed, meaningful work construct regards a positive individual phenomenon of experience and perception of meaningfulness at work. Then, it might be a potential experience that might mitigate the experience of negative states at work. The present paper aims to address the current need for knowledge by involving a literature review of the role played by meaningful work in the PhD experience. Then, the paper explores the potential mediational role of meaningful work between the path from P-E misfit and mental disorders’ symptoms and students’ intention to quit. A cross-sectional study has been devised via the use of an online questionnaire with self-report measures on P-E misfit, meaningful work, mental health disorders symptoms, and intention to quit. In a sample of N = 251 Italian PhD students, the results showed a prevalence of three mental health disorders symptoms, i.e., depression, anxiety and hostility, among doctorate students, which resulted to be positively related to the levels of P-E misfit. Then, the results showed a negative mediating role of meaningful work on the paths from P-E misfit to (a) mental disorders and (b) intention to quit. Finally, the paper advances further steps for research as well as for practical implications for supporting PhD students."
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Berichte der Organisationen zum Thema "Personal construct psychology"

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, Februar 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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