Academic literature on the topic 'Supporto autonomia'

Il presente lavoro di tesi affronta il tema dell’autenticità tra gli adulti emergenti, soffermandosi in particolare sui legami dell’autenticità con lo sviluppo identitario e sul ruolo del contesto familiare di riferimento nel supportare un funzionamento autentico e il benessere dell’individuo. Definire la propria identità è un compito complesso per l’adulto emergente che si trova ad affrontarlo, in particolare nel contesto sociale odierno, caratterizzato da una moltitudine di possibilità identitarie da selezionare e integrare. L’adulto emergente è chiamato a compiere delle scelte e in questo contesto si tratta da un lato di una sfida ricca di stimoli, dall’altro di una fonte di distress non indifferente. La qualità delle domande che guidano l’esplorazione in questa fase, inoltre, porta l’adulto emergente a confrontarsi con la propria conoscenza e consapevolezza di Sé, mettendo in luce il tema dell’autenticità dell’individuo e dell’identità che va costruendosi. Sebbene vi sia un’ampia letteratura teorica e una crescente letteratura empirica relativa al costrutto di autenticità, alla sua definizione e alle sue implicazioni per il benessere della persona, scarsa attenzione è stata dedicata alla relazione tra autenticità e identità, nonostante il forte nesso teorico riscontrabile tra i due costrutti. Muovendo da queste considerazioni, la prima parte del presente elaborato è dedicata al rapporto tra autenticità e identità nell’adulto emergente. Viene dato spazio alla definizione dell’adultità emergente, dei processi di formazione dell’identità e del costrutto di autenticità, a partire dalla sua storia nel pensiero filosofico e psicologico. A seguire, un primo contributo empirico presenta un’analisi dei rapporti tra autenticità e formazione dell’identità nell’adulto emergente e pone a confronto due modalità di analisi degli stessi, evidenziando i potenziali vantaggi di un approccio analitico centrato sulla persona. La seconda parte dell’elaborato volge invece l’attenzione agli elementi del contesto sociale, in particolare del contesto familiare, in grado di supportare uno sviluppo e un funzionamento autentico. La letteratura teorica ed empirica converge infatti nel suggerire che elementi di accettazione incondizionata, supporto all’autonomia e calore nella relazione con i genitori siano fondamentali per lo sviluppo di consapevolezza e autonomia, elementi centrali nella definizione di autenticità, nonché per sostenere il benessere dell’individuo anche nella fase dell’adultità emergente. A seguito dell’esposizione delle principali formulazioni teoriche sull’argomento e dei principali contributi della ricerca in merito, vengono presentati i risultati di due studi empirici. Il primo studio sottopone a verifica empirica il modello che vede l’autenticità come mediatore nella relazione tra dette caratteristiche della relazione con i genitori e il buon adattamento psicologico dell’adulto emergente. Il secondo prende in considerazione diadi di genitori e figli in questa fase dello sviluppo approfondendo i legami tra caratteristiche della relazione, autenticità di genitori e autenticità dei figli e tenendo in considerazione possibili differenze nelle diadi materne e paterne. I risultati degli studi presentati sostengono l’importanza di promuovere un funzionamento autentico, in particolare nella componente relativa alla consapevolezza di Sé, in relazione alla formazione dell’identità degli adulti emergenti. Mettono inoltre in luce la rilevanza di relazioni significative caratterizzate da calore, vicinanza e accettazione a sostegno dell’autenticità dei giovani in questa fase evolutiva e del loro benessere.<br>The present work takes on the topic of authenticity among emerging adults, reflecting in particular on the ties between authenticity and identity development and on the role of the family context in supporting authentic functioning and individual well-being. Defining one’s identity is a complex task for the emerging adult who faces it, in particular in the modern social context, which is characterized by a multitude of identity possibilities to be selected and integrated. Emerging adults are called to make choices and in this context this is on one hand a stimulating challenge, on the other a source of considerable distress. Moreover, the quality of questions which guide exploration in this phase brings about confrontation with one’s knowledge and awareness of one’s own Self, highlighting matters of authenticity of the individual and of the identity that is being built. Although there is broad theoretical literature and growing empirical studies on the concept of authenticity, its definition and its implications for personal well-being, scarce attention has been dedicated to the relationship between authenticity and identity, despite the strong theoretical link between the two constructs. Moving from these considerations, the first part of the present work is dedicated to the relationship between authenticity and identity in emerging adults. The concepts of emerging adulthood, identity formation and authenticity are defined thoroughly, the latter starting from its history in philosophical and psychological thinking. Following, a first empirical study presents an analysis of the connections between authenticity and identity formation in emerging adulthood and confronts two different analytical approaches, underlining potential advantages of a person centered statistical approach. The second part of the essay turns its attention towards the elements of the social context, particularly the family context, able to support an authentic development and functioning. Indeed, theoretical and empirical literature converge in suggesting that elements of unconditional acceptance, autonomy support and warmth in the relationships with one’s parents are fundamental for the development of awareness and autonomy, central elements in the definition of authenticity, as well as for sustaining individual well-being also in emerging adulthood. Following an exposition of the main theoretical formulations and empirical contributes on the subject, the results of two empirical studies are presented. The first study verifies the goodness of a model which sees authenticity as a mediator in the relationship between the aforesaid characteristics of the relationship with parents and god psychological adjustment in emerging adult children. The second study considers dyads formed by parents and emerging adult children and it focuses on the links between characteristics of the relationship, parents’ authenticity and children’s authenticity, taking into account possible differences in maternal and paternal dyads. Results of presented works highlight importance of promoting an authentic functioning, especially in the component relative to one’s Self awareness, relative to identity formation in emerging adults. They also underline the relevance of significative relationships characterized by warmth, closeness and acceptance to sustain authenticity and well-being of youth in this developmental phase.

Autonomous learning is defined as an individual being actively engaged in the learning process to further his or her own interests and pleasure (Evans, 2016). This study measured music educators’ self-reported perceptions of autonomy-support provided by their principal and music educators’ self-reported perceptions of the autonomy-support they offered to their students. Bonneville-Roussy, Lavigne, and Vallerand (2011), Bonneville-Roussy, Vallerand, and Bouffard (2013), and Evans (2015) researched autonomous learning in music teaching and learning. They suggested music educators need to create a learning environment where students are motivated to learn for their own interests, pleasure, and passion for music. Autonomous learning research has focused not only on the autonomous learning of the students, but on the support offered by the teacher to motivate the autonomous learning (Reeve, 1998). Reeve (2009) defined autonomy-supportive teaching as “the interpersonal sentiment and behavior teachers provide to identify, nurture, and develop students’ inner motivational resources” (p. 159). Building from that definition, Deci and Ryan (2016) asserted through autonomy-supportive efforts in the classroom, a student will be “moved to act” in the motivational process (Ryan, 2016; Ryan & Deci, 2016). Autonomy-supportive teaching centers on the careful alignment of the teacher’s motivating action with student needs. For this study, current music educator participants (N = 295) took an online survey that included demographic information, the Work Climate Questionnaire-Schools (Baard, Deci, & Ryan, 2004; adapted for schools with permission), and the Situations in Schools Questionnaire (Aelterman et al., 2017; used with permission from J. Reeve, 2016). Descriptive statistical analysis, correlation analysis, MANOVA, and ANOVA resulted in no significant differences in the correlation analysis between Work Climate Questionnaire – School and Situations in Schools – Controlling-Teaching or Work Climate Questionnaire – School and Situations in Schools – Autonomy-Support. There was significant negative correlation between Situations in Schools – Controlling-Teaching and Situations in Schools – Autonomy-Support, r (293) = -.160, p < .01, one-tailed. The MANOVA design indicated a main effect for area taught by level taught by highest education attained, Өᵢ = 0.031, F (2, 276) = 4.26, p = .015. There was a statistically significant difference between highest education level attained and the Situations in Schools – Controlling-Teaching Scale, F (1, 290) = 4.923, p < .05. The negative relationship between controlling-teaching and autonomy-supportive teaching promotes the relevance for the newly established Situations in Schools (Aelterman et al., 2017) measurement tool. The data suggest music educators who possess graduate degrees tend to utilize less controlling-teaching practices. Future research in undergraduate teacher training and professional development in autonomy-supportive teaching could enhance the development of teachers-in-training and current music educators.

Les environnements logiciels distribués sont de plus en plus complexes et difficiles à administrer car ils sont composés d'applications patrimoniales avec des interfaces d'administration spécifiques. De plus, les tâches d'administration menées par un humain sont sujettes à erreur et à un manque de réactivité. Ceci est particulièrement visible sur les architectures moyennement ou grandement distribuées. Pour résoudre ce problème, nous étudions la conception et l'implantation d'un système d'administration autonome. Le principe est d'encapsuler un morceau de logiciel patrimonial dans un composant puis d'administrer l'architecture patrimoniale comme une architecture à composant. Cependant, nous avons observé que les interfaces d'un modèle à composant sont de trop bas niveau et difficiles à utiliser. Nous introduisons donc des formalismes de haut niveau pour spécifier le déploiement et les politiques de reconfiguration. Cette thèse décrit ces contributions qui sont intégrées dans un prototype de système autonome baptisé TUNe.

Thesis (M. S.)--Electrical and Computer Engineering, Georgia Institute of Technology, 2009.<br>Committee Chair: Lee, Hsien-Hsin; Committee Member: Blough, Douglas; Committee Member: Copeland, John. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Made available in DSpace on 2016-04-26T20:21:51Z (GMT). No. of bitstreams: 1 Thomas Augusto Ferreira de Almeida.pdf: 1454813 bytes, checksum: 9d42c5c3da9440e94e8a06fecd828696 (MD5) Previous issue date: 2013-05-22<br>This work intends to elaborate an analysis of the legal treatment about the support foundations of the Federal Institutions of Higher Education (IFES), highlighting its unique conformation among the entities of the Third Sector. It will be demonstrated his special approach to the legal public regime resulted from recent legislative changes introduced by Law No. 12,349, of 15/12/2010, which significantly changed the law of the support foundations, Law No. 8958 of 20/12/1994. The origin of the support foundations will be contextualized within the constant design of the government seeking in private entities the flexibility of administrative management for implementation of the tasks assigned to it. This runway to the private legal regime, sharply occurred after the 1990s by the introduction of management administration as government policy, will be addressed from the perspective of the federal public universities and university autonomy in administrative, financial and patrimonial aspects. The dependence between the support foundations and IFES supported and the usefulness of its partnerships especially in university extension activities will also be the subject of reflection in this work. We will develop our study from the history of public universities and the growth of the Third Sector after the 1990s, going to the evolution of the legislative associated with the precedents of the Court of Audit in Brazil (Tribunal de Contas da União). At the end, will be examined the vulnerabilities and strengths of the current legal arrangement provided by law for the relationship between support foundations and IFES supported<br>Pretendemos, com este trabalho, elaborar uma análise do regime jurídico das fundações de apoio às Instituições Federais de Ensino Superior (IFES), com destaque para sua singular conformação dentre os entes do Terceiro Setor. Será evidenciada sua especial aproximação ao regime jurídico público decorrente das recentes alterações legislativas promovidas pela Lei nº 12.349, de 15/12/2010, que modificaram significativamente o marco legal das fundações de apoio, a Lei nº 8.958, de 20/12/1994. A origem das fundações de apoio será contextualizada dentro do constante desígnio da Administração Pública em buscar nas entidades de direito privado a flexibilidade de gestão administrativa para execução das tarefas a que está incumbida. Esta fuga para o direito privado, acentuada após os anos 1990 pela introdução da administração gerencial como política de governo, será abordada sob a perspectiva das universidades públicas federais e a autonomia universitária de gestão administrativa, financeira e patrimonial. A dependência entre as fundações de apoio e as IFES apoiadas e a utilidade de suas parcerias especialmente nas atividades de extensão universitária também serão objeto de reflexão deste trabalho. Desenvolveremos nosso estudo a partir da história das universidades públicas e do crescimento do Terceiro Setor após os anos 1990, passando ao regime jurídico das fundações associado à evolução legislativa do tema e sua relação com a jurisprudência do Tribunal de Contas da União. Ao final, serão examinadas as vulnerabilidades e potencialidades do atual arranjo jurídico previsto em lei para o relacionamento entre fundações de apoio e IFES apoiadas

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-03-25T18:57:43Z No. of bitstreams: 1 Ludwig, Natália Costa.pdf: 1859874 bytes, checksum: 633893816ab77bc8d7a51f566dcd5aef (MD5)<br>Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-04-06T18:17:37Z (GMT) No. of bitstreams: 1 Ludwig, Natália Costa.pdf: 1859874 bytes, checksum: 633893816ab77bc8d7a51f566dcd5aef (MD5)<br>Made available in DSpace on 2015-04-06T18:17:37Z (GMT). No. of bitstreams: 1 Ludwig, Natália Costa.pdf: 1859874 bytes, checksum: 633893816ab77bc8d7a51f566dcd5aef (MD5)<br>Este trabalho foi desenvolvido com o propósito de investigar as práticas de Reconhecimento e o nível de Reconhecimento e de Percepção de Suporte Organizacional dos empregados da unidade Serviços Compartilhados Regional Norte e Nordeste da Petrobras. Para tanto, realizou-se uma pesquisa descritiva e aplicada, valendo-se de metodologias quantitativas. A amostra da pesquisa foi composta por 342 empregados, aos quais foi aplicado um questionário elaborado a partir de práticas de Reconhecimento identificadas através de Mendonça, 2002; Nelson, 2007; Almeida, 2008 e Ventrice, 2009, da escala de Prazer-Sofrimento no Trabalho - Fator Reconhecimento (Mendes, 1999) e da escala Percepção de Suporte Organizacional (Brandão, 2009). Os dados obtidos foram analisados por meio dos softwares Excel e SPSS versão 20. Foi realizada análise fatorial e verificada consistência interna através do indicador de Alpha de Cronbach. Também foi realizado cálculo de estatística dos dados como média, desvio-padrão, favorabilidade e correlação (coeficiente de correlação de Pearson) entre o constructo fator Reconhecimento e as dimensões do constructo Percepção de Suporte Organizacional. Identificou-se como práticas de reconhecimento mais valorizadas pelos trabalhadores que responderam a pesquisa: respeito do superior imediato, elogio escrito e divulgado na gerência, autonomia para tomada de decisão, aprovação, apoio e feedback de superiores. O nível de Reconhecimento foi alto e a percepção de suporte organizacional moderada. Em relação às correlações, identificaram-se correlações positivas entre a variável reconhecimento e os fatores Gestão de Desempenho e prática de Promoção, Suporte Material ao Desempenho e Remuneração. Para o fator carga de trabalho a correlação não se apresentou significativa. Diante dos resultados obtidos, foi possível elaborar algumas sugestões para fortalecer a cultura de Reconhecimento na unidade e desta forma, alavancar o nível de percepção de suporte organizacional. This work was developed with the aim to investigate Recognition practices and the level of workers at the unity Serviços Compartilhados Regional RNNE about Recognition and Perceived Organization Support. To this end, we carried out a descriptive and applied study, drawing on quantitative methodologies. The search sample consisted of 342 workers, for which a questionnaire was developed from a model of recognition practices identified by Mendonça, 2008; Nelson, 2007; Almeida, 2008 and Ventrice, 2009, from Pleasure-Suffering scale (Mendes, 1999) and from Perceived Organization Support scale (Brandão, 2009). The data were analyzed using Excel software and SPSS version 20. Did factorial analysis and verified the internal consistence by Alpha of Cronbach indicator. The statistical calculation data was done as an average, standard deviation, favorability and correlation (Pearson´s correlation coefficient) between the Recognition factor construct and the Perceived Organization Support dimensions construct. We have identified like as recognition practices most valued by workers who responded to the survey: respect of the immediate superior, praise written and published in management, autonomy for decision making, approval, support and feedback from superiors. The level of recognition was high and perceived organizational support moderate. Regarding positive correlations were identified between recognition variable and Performance Management and Practice of Promotion, Material Support to Performance and Payment factors. The factor Workload correlation did not prove to be significant. Based on these results, we can make some suggestions to strengthen the culture of recognition in the unit and thus enhance the level of perceived organizational support.

Self-determination theory (SDT) is a well-established theory of motivation that posits that we grow optimally to the degree to which our contexts afford us autonomy support, the collective term for the ways in which others afford us opportunities to satisfy our basic psychological needs for autonomy, relatedness, and competence. Although Ryan and Niemiec (2009) suggest that self-determination theory can be “critical and liberating,” I trouble their assertion, making use of literature on student voice, student-faculty learning partnerships, and radical collegiality, and propose that redefining the student role is an essential form of autonomy support if we wish to follow through on SDT’s liberating possibilities. To that end, I undertook a narrative inquiry into five students’ experiences of transformation through role redefinition in a set of non-traditional university courses. Participants described their experiences and relationships with peers and instructors before, during, and after this set of courses. A thematic analysis revealed that students experienced their post-secondary courses as largely controlling, with concomitant negative effects on their engagement and well-being, while they experienced these non-traditional courses as highly autonomy-supportive, with concomitant positive effects. Analysis also revealed that students underwent two transformative processes: an incremental process of integration and a more epochal process of role redefinition. This latter process in particular was fostered through persistent messages that students’ educations belonged to them, through de-emphasis on the instructor-student hierarchy, and through being supported through their struggles with transformation. Once students redefined their roles, they took more responsibility for their peers’ well-being, offered them autonomy support, and engaged more agentically in other courses by expressing themselves more, taking more risks, and even standing up to and defying miseducative instructors on their own and their peers’ behalves. They came to perceive themselves as agents of change not only in their institutions, but also in other arenas, following through on the critical and liberating potential of SDT that Ryan and Niemiec had envisioned. This study has broad implications for how educators engage with students and how our institutions are structured, as well as how SDT research is conducted, if we wish to capitalize on this potential.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

This study examined the role of autonomy support (AS) in the relationship between stereotype threat (ST) and performance on a subset of the Raven's Standard Progressive Matrices (RSPM) using a 2 x 2 factorial design. It was hypothesized that: 1. There would be significantly fewer correct answers in ST conditions compared to non-ST conditions, 2. There would be a significantly higher number of correct answers in AS conditions compared to non-AS conditions, 3.The relationship between ST conditions and performance would be moderated by AS conditions 206 African American college students from a mid-sized Midwestern university participated in the study. Performance, measured by the overall number of correct items answered from a set of 14 problems from the RSPM and also difficult and easy subsets of these problems, was the dependent variable and participants also completed a survey. Participants in ST conditions performed better than those in non-ST conditions. There was no difference in performance for participants in AS and non-AS conditions. High academic identified participants in AS conditions performed significantly better than similar participants in non-AS conditions on all items. Low academic identified participants in ST conditions performed better than those in non-ST conditions, only on easy items. These results provide information on the role of AS and item difficulty in stereotype threat situations.