Dissertations / Theses on the topic 'Implicit theories of intellignece'
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Wellman, David Allen, and mikewood@deakin edu au. "Towards an integration of theories of achievement motivation." Deakin University. School of Psychology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.123821.
Full textReynolds, K. "Implicit theories of firesetters." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11076/.
Full textKreber, Carolin. "Faculty's implicit theories of academic work." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0014/NQ27982.pdf.
Full textManson, Therese. "Implicit theories of fear and anxiety /." Title page, table of contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsm288.pdf.
Full textGlassenberg, Aaron. "Exploring Implicit Voice Theories at Work." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10120.
Full textBashore, Daniel. "Assessing Implicit Leadership and Followership Theories." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1590156207610277.
Full textTang, Yuet-ho Maysie. "Implicit theories of intelligence among gifted children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789886.
Full textRamirez, Andrea R. "Acculturation, Cultural Intelligence, and Implicit Leadership Theories." Thesis, Regent University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583446.
Full textThe Global Leadership and Organizational Behavior Effectiveness (GLOBE) study contributed a wealth of knowledge regarding the differences across national/societal cultures. However, it did not attempt to measure the potential variations in implicit leadership theories (ILTs; leadership prototypes) that could occur due to individuals being influenced by more than one national culture within countries, such as bicultural individuals. Variations found within a country can be described by their extent of acculturation or adoption of one or more cultural influences. The extent of a person’s acculturation may predict individual ILTs, which are the patterns of attributes that bicultural persons associate with good leaders. In addition, the extent of a person’s cultural intelligence (CQ) may interact with acculturation in impacting ILTs because CQ influences a person’s ability to understand and adjust mental modes to cultural norm. This study explored the relationships among acculturation, CQ, and ILTs in a sample of respondents from Mexican descent living in the United States. The results of the study provide a better understanding of how variations in national culture impact ILTs. In addition, the findings suggest interpretation of cultural dimensions is complex. Significant findings include (a) differences across acculturation levels regarding expectation for a leader to be characterized by the ILT dimensions of sensitivity and tyranny; (b) very Mexican-oriented individuals (acculturation Level 1) showing more expectation for a leader to be characterized as well-dressed, well-groomed, compassionate, understanding, sympathetic, and sensitive and less expectation for a leader to be domineering and demanding than Anglo-oriented individuals (acculturation Level 3), acculturation serving as a predictor of metacognitive CQ; (c) acculturation and metacogntive CQ clearly interacting thus complicating the picture of cultural effects occurring during adjustments to a new cultural setting; and (d) metacognitive CQ serving as a partial mediator between acculturation level and the ILT dimension of sensitivity.
Nichols, Thomas W. Goodwin Vicki Lynne. "Authentic transformational leadership and implicit leadership theories." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9056.
Full textLopez, Brooks. "Effects of implicit theories on task decisions." Tallahassee, Fla. : Florida State University, 2009. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/244553.
Full textAdvisor: Dr. Joyce Ehrlinger, Florida State University, College of Arts and Sciences, Dept. of Psychology. Includes bibliographical references.
Nichols, Thomas W. "Authentic Transformational Leadership and Implicit Leadership Theories." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9056/.
Full textSnead, Kathleen Benton. "Contextual Constraints: An Examination of Implicit Followership Theories." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/41437.
Full textMaster of Science
Bashore, Daniel. "Implicit Leadership and Followership Theories: Does Congruency Matter?" Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1502270002361127.
Full textKoommoo-Welch, Penny. "Implicit Leadership Theories: Perceptions of Charisma, People, and Performance." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-04262008-200548/.
Full textMiller, Claude Harold. "Indignation, defensive attribution, and implicit theories of moral character." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284210.
Full textIp, Lai-ping Iris. "Teachers' implicit theories as predictors of their moral judgment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789746.
Full text湯旭瑜。 and Yuk-yue Tong. "Information organization and storage: the role of implicit theories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31221737.
Full textTong, Yuk-yue. "Information organization and storage : the role of implicit theories /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20715572.
Full textHabte-Tesfamariam, Milen. "Implicit theories and religious belief systems in college students." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1561.
Full textThompson, Charles N. "Implicit theories go applied: Conception of ability at work." Wright State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=wright1158673121.
Full textHerbert, Margaret E. "Implicit theories held by adults about everyday problem solving." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7583.
Full textPepper, Rebecca. "Using the Implicit Association Test to assess attachment, self-esteem, and implicit theories among sexual offenders." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/56824/.
Full textZurcher, Jeffrey R. "Examining implicit leadership theories among NCAA Division I baseball programs." Thesis, Indiana Wesleyan University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615589.
Full textThis purpose of this mixed model study was to ascertain the implicit leadership theory (ILT) content held by National Collegiate Athletic Association (NCAA) Division I baseball teams. Data were collected during the 2012 baseball season from 34 Division I programs, and 1032 coaches and players participated in the research.
As an information-processing approach to understanding leadership, ILT is concerned with the knowledge structures persons maintain and utilize when identifying and interacting with leaders. Ample ILT research has examined such structures within the business context. This study, however, is believed to be the first in-depth exploration of ILT content within the sports domain.
Leadership categorization and connectionist architecture served as the theoretical bases for the study's four research questions, which addressed: the effect that the target cues leader and coach had on ILT (RQ1); the impact that team context (RQ2) and player tenure (RQ3) had on ILT; and whether a sports ILT existed—and if so, how it differed from a business ILT (RQ4). Research was conducted in four sequential steps using qualitative and quantitative methods. Importantly, no external or explicit measures were used to collect data, as such instruments can bias implicit perceptions. The primary tools for processing quantitative data were principal components analysis and confirmatory factor analysis.
A 21-item, 5-factor ILT model for NCAA Division I baseball was derived from factor analysis processes and generalized across two separate data sets. This model demonstrated the existence of a sports ILT, as it differed noticeably from models that explain ILT content within the business domain. Data also indicated that team context had some correlation with ILT differences, whereas player tenure did not. Furthermore, results showed that players do delineate between the targets leader and coach; that is, being perceived as a leader within Division I baseball may not correspond with holding an official organizational/team position.
This study's findings strengthen the idea that leadership is social-cognitive phenomenon that differs according to context. Implications for applying these findings within Division I baseball are discussed. Additionally, this research might be cause for revisiting some of the previous models of leadership within sports studies.
聶可欣 and Ho-yan Nip. "Information-gathering strategies in trait diagnosis: the role of implicit theories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31225020.
Full textNip, Ho-yan. "Information-gathering strategies in trait diagnosis hthe role of implicit theories /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22826099.
Full textNorris, Dwayne G. "Incorporating implicit leadership theories into the transformational and transactional leadership framework." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-154851/.
Full textLaValley, Judith Babcock. "Leadership schemas: the influence of organizational context on implicit leadership theories." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16865.
Full textDepartment of Psychological Sciences
Clive J. A. Fullagar
This mixed-methods study consisted of two phases. First, interviews were conducted with ROTC instructors responsible for organizational socialization of newcomers to the U.S. Army and U.S. Air Force. This data shaped surveys given to organizational newcomers in phase II, which measured organizational culture and cognitive leadership schemas. It was hypothesized that implicit leadership theories (ILTs) would reflect respective organizational cultures. Although this was supported in the qualitative results from Phase I, it was not supported in the quantitative results from Phase II. However, analyses showed that leadership is still perceived as a masculine role in both the U.S. Army and U.S. Air Force, as was hypothesized. It was also hypothesized that leaders in line occupations would be seen as better leaders than leaders in staff occupations. This was supported for the Air Force sample, but not the Army sample. During the interviews, ROTC instructors asserted that male and female leaders were equally capable, and that line and staff leaders were equally capable. However, questioning revealed that organizational stereotypes still defined the quintessential leader as a male in a line occupation, although females had more opportunities to fill those key occupations in the Air Force than in the Army, at the time of this study. This discrepancy, along with the discrepancies in results between the qualitative and quantitative data, indicate that organizational culture has perhaps changed at the levels of visible artifacts and espoused values with respect to diversity, but has not yet changed at the fundamental level of basic assumptions.
Burnette, Jeni L. "Implicit Theories of Weight Management: A Social Cognitive Approach to Motivation." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1492.
Full textPruneddu, Alessio. "Implicit person theories and Q-sort : personality change in emerging adults." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/6503/.
Full textLiu, Ying. "The effects of implicit theories on motivation and performance in creative tasks." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091220.
Full textLiu, Ying, and 劉穎. "The effects of implicit theories on motivation and performance in creative tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37091220.
Full textMorris, Sarah H. Benson Jennifer Yasinski Carly. "Narratives of romantic rejection the effect of implicit theories and self-esteem /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1565.
Full textvon, Stietz Jason. "Implicit Theories of Ability, Achievement Goals, and Self-handicapping in Strength-Athletes." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826316.
Full textStrength-sports are both physically and psychologically strenuous. The influence of psychological factors on athletic performance is widely accepted, which has led to the recent interest in mental toughness. Common themes throughout the metal toughness literature pertain to an athlete’s beliefs about the nature of athletic ability, athletic goals, and responses to adversity. The purpose of the present study is to examine the relationships between implicit theory of ability, achievement goals, and claimed self-handicapping among strength-sport athletes. Data from 130 strength-sport athletes (Female= 38, Male= 92) were analyzed. All participants completed an online survey consisting of the Conceptions of the Nature of Athletic Ability Questionnaire-2, the Achievement Goals Questionnaire for Sport, the Kuckza-Vierling Situational Self-Handicapping Scale, and a brief demographic questionnaire. Findings indicated that entity beliefs significantly related to claimed self-handicapping. This suggested that participants who believed that ability in strength-sports is a fixed entity may have claimed more barriers to their success in order to appear as if their performance successes were due to their natural athletic ability and their performance shortcomings were due to external factors. However, other predicted relationships among research variables failed to find significance. It is possible that the remaining relationships are only significant among strength-sport athletes when failure is present or highly probable. Future studies should include a study procedure to either elicit memories of failure or include a task with a high probability of failure.
Nader, Martín. "Leadership implicit theories, LMX and employment wellbeing: Generalization of a theoretical model." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99767.
Full textEl estudio tuvo como objetivo determinar la generalizabilidad de un modelo teórico en diversas regiones culturales de la República Argentina. Participaron 1009 personas (440hombres y 569 mujeres) residentes en cuatro regiones. Se analizó si existían diferencias en la variable valores en el trabajo para confirmar si las regiones eran culturalmente diferentes entre sí. Luego se diseñó un modelo teórico donde se contemplaron como variables la discrepancia entre teorías implícitas, calidad de la relación con el superior y bienestar en la organización. Los resultados muestran que las cuatro regiones presentan diferencias entre sí en cuanto a orientaciones respecto de los valores en el trabajo. Las regiones Noroeste y Patagonia muestran grandes diferencias entre sí y en referencia a las dos regiones restantes(Pampeana y Noreste). El modelo es parcialmente generalizable dado que se han encontradodiferencias en las regiones en algunas de las relaciones teóricas propuestas. -- The generalizability of a theoretical model is studied in several regions of Argentina. Participantswere 1009 people (440 men and 569 women) from four regions. We analyzed the differences in the variable values at work to confirm if the regions were culturally differentfrom each other. Next we designed a theoretical model where the variables were: discrepancy between implicit theories, quality of relationship with the superior and well-being in theorganization. Results showed that the four regions displayed differences on values orientations. The Northwest and Patagonia regions showed the greatest differences in comparison with the two remaining regions. The model is partially generalizable since there are differencesbetween regions in some of the proposed theoretical relations.
Livingstone, Kimberly, and Kimberly Livingstone. "The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12512.
Full textEvans, Clifford Daniel. "The Effect of Implicit Theories of Judgment on Attitudes and Evaluative Outcomes." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1214597292.
Full textDyczewski, Elizabeth A. "Motivation and Counterfactual Thinking: The Moderating Role of Implicit Theories of Intelligence." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305329867.
Full textFiresheets, Elizabeth Kelly. "Public elementary school teachers' implicit theories of intelligence and perceptions of giftedness." Xavier University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1386596449.
Full textCottrell, Jane E. "The development of theories of visual perception : implicit and explicit extramission beliefs /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034179102.
Full textVernon, Anne Elizabeth. "Implicit theories of aging, predictions of developmental change in parents versus generalized adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ32772.pdf.
Full textKarzon, Lindsay S. "Effects of implicit theories of intelligence and gender on self-defining academic memories." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1001.
Full textStorey, Kayleigh. "Children's attitudes towards their peers with disabilities : the role of implicit person theories." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/51474/.
Full textCadwallader, Stuart Martin. "The implicit theories of intelligence of English adolescents identified as gifted and talented." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2745/.
Full textWard, E. V. "Effects of age on implicit memory : implications for single and multiple-systems theories." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1384784/.
Full textChan, Wan-man Edna, and 陳韻掞. "The influence of accountability on stereotypic perception as a function of implicit theories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31227193.
Full textBenson, Jennifer Morris Sarah H. Yasinski Carly. "Growth in narratives of romantic rejection differences in self-esteem and implicit theories /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1565.
Full textDohn, Matthew Charles. "Implicit Theories of Personality and Cognitive, Affective, and Behavioral Responses to Interpersonal Transgressions." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539626380.
Full textFeldstein, Linda E. "Teacher Self-Efficacy and Implicit Theories of Intelligence: Implications for Novice Teacher Retention." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499449971.
Full textRingle, Sydnie W. "Relations among Teachers' Implicit Theories of Intelligence, Standardized Achievement Testing, and Classroom Goals." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4500.
Full textKim, Seung-Hee. "The exploratory study of teachers' implicit theories/beliefs in schema-based reading instruction /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487853913099786.
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