Thèses : « Supporto autonomia »

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NICOLOTTI, MATILDE. « ON BECOMING ONESELF - Autenticità nell’adultità emergente ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/325879.

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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.
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.

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Van, Waardhuizen Sarah Nicole. « Perceptions of administrative autonomy-support and teacher autonomy-support in music education ». Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6319.

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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.

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Broto, Laurent. « Support langage et système pour l'administration autonome ». Phd thesis, Université Paul Sabatier - Toulouse III, 2008. http://tel.archives-ouvertes.fr/tel-00524704.

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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.

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Iachini, Aidyn Lorraine. « Factors Influencing the Provision of Autonomy-Support ». The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218218875.

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Miseldine, Philip L. « Language support for process-oriented programming of autonomic software systems ». Thesis, Liverpool John Moores University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439065.

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Vasisht, Vikas R. « Architectural support for autonomic protection against stealth by rootkit exploits ». Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/26618.

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

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Almeida, Thomas Augusto Ferreira de. « Fundações de apoio - regime jurídico - autonomia universitária ». Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/6183.

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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
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

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Ludwig, Natália Costa. « Reconhecimento e percepção de suporte organizacional : um estudo entre trabalhadores dos serviços compartilhados regional Norte e Nordeste da Petrobras ». Escola de Administração da Universidade Federal da Bahia, 2013. http://repositorio.ufba.br/ri/handle/ri/17339.

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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.

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Wisniewski, Tierney. « Role redefinition as autonomy support : a narrative inquiry ». Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63387.

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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.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Nadler, Dustin Ryan. « AUTONOMY SUPPORT : MODERATING STEREOTYPE THREAT IN AFRICAN AMERICAN STUDENTS ». OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/757.

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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.

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Jacquemod, Cyril. « Micro-capteurs de courant non-intrusifs autonomes sur support souple ». Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM4380.

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Ce travail de thèse porte sur la conception et le développement de capteurs de courant adaptés aux gammes de tensions et de courants d’une installation électrique tertiaire ou industrielle. Ces nouveaux capteurs permettent d’obtenir un contrôle sur la gestion de la consommation électrique, en caractérisant un réseau grâce à la mesure de courant. Ces données transmises devront restituer les variations sur la courbe de charge de façon suffisamment détaillée pour permettre de reconnaître les équipements en fonctionnement.La première partie de ce mémoire présente les études réalisées afin de concevoir les capteurs innovants; afin de répondre aux problématiques liées aux régimes continus et transitoires. Les solutions retenues sont basées sur la technologie Rogowski qui présente notamment l’avantage d’une excellente linéarité ainsi que la mesure d’une large dynamique avec un seul dispositif. Les caractérisations de ces capteurs ont permis de valider ces modèles. La sensibilité, la linéarité et la mesure de la FFT sont certains des paramètres qu’il faut évaluer afin de caractériser les boucles de Rogowski.Les mesures effectuées sur des bancs de mesure au laboratoire et au sein de la société, avec des essais sur le terrain ont permis de spécifier et de concevoir une électronique de mise en forme, en vue d’une réalisation d’un circuit dédié. La seconde partie de ce travail concerne le conditionnement du signal. L’objectif est de rendre un capteur sans fil à l’aide de la technologie Bluetooth Low Energy et l’utilisation d’un système électronique RF utilisant un transmetteur
Part of the CIFRE contract in collaboration with Qualisteo company, this thesis focuses on the design and development of current sensors suitable for large voltage and current ranges for a tertiary or industrial or electrical installation. These new sensors allows to obtain control over the management of power consumption, featuring a network through the current measurement. These transmitted data will return the variations of the charging curve with sufficient detail to allow to recognize the equipment in operation, limiting at the same time the size of the information provided by several orders of magnitude compared to the original signal.The first part of this thesis presents the work done in order to develop innovative sensors. The developed sensors will proposed an answer to respond to the problems related to continuous and transient states. The solutions are based on the Rogowski technology which has the advantage of excellent linearity and measuring a wide dynamic with only one device. Coil sensitivity, linearity, time domain and FFT measurements are some of the mains parameters to judge the static characteristics of the Rogowski coil.The response of this new sensors have been increased as the design and technologies have been tested. Measurements on measuring benches made by the laboratory and field trials enabled to specify and design an electronic treatment, for the specific purpose of achieving a dedicated circuit.The second part of this work concerns the signal conditioning. The aim is to make the wireless sensor using Bluetooth Low Energy technology and use of an electronic system including RF transmitter implemented

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Benedetti, Alison A. « Whatever happens, I'll support you : The effects of autonomy support during aggressive customer service interactions ». University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1445334732.

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Badr, Nagwa Lotfy. « An investigation into autonomic middleware control services to support distributed self-adaptive software ». Thesis, Liverpool John Moores University, 2003. http://researchonline.ljmu.ac.uk/5603/.

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(UPC), Universidad Peruana de Ciencias Aplicadas, Jolene van der Kaap-Deeder, Maarten Vansteenkiste, Bart Soenens, Tom Loeys, Elien Mabbe et Rafael Gargurevich. « Autonomy-Supportive Parenting and Autonomy-Supportive Sibling Interactions : The Role of Mothers’ and Siblings’ Psychological Need Satisfaction ». SAGE Publications, 2015. http://hdl.handle.net/10757/578660.

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Autonomy-supportive parenting yields manifold benefits. To gain more insight into the family-level dynamics involved in autonomy-supportive parenting, the present study addressed three issues. First, on the basis of self-determination theory, we examined whether mothers’ satisfaction of the psychological needs for autonomy, competence, and relatedness related to autonomy-supportive parenting. Second, we investigated maternal autonomy support as an intervening variable in the mother–child similarity in psychological need satisfaction. Third, we examined associations between autonomy-supportive parenting and autonomy-supportive sibling interactions. Participants were 154 mothers (M age = 39.45, SD = 3.96) and their two elementary school-age children (M age = 8.54, SD = 0.89 and M age = 10.38, SD = 0.87). Although mothers’ psychological need satisfaction related only to maternal autonomy support in the younger siblings, autonomy-supportive parenting related to psychological need satisfaction in both siblings and to an autonomy-supportive interaction style between siblings. We discuss the importance of maternal autonomy support for family-level dynamics.
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Sousa, José Carlos Matias de. « Políticas de descentralização e desconcentração : o papel das equipas de apoio às escolas no contexto da implementação das medidas de política educativa entre 2005 e 2011 ». Doctoral thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/18222.

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Este trabalho tem como objeto de estudo as Equipas de Apoio às Escolas (EAE) enquanto medida de política educativa de desconcentração dos serviços das Direções Regionais de Educação. Enquadrando a análise das políticas públicas de desconcentração e descentralização de serviços, desenvolvemos um exercício a partir de um conjunto de pressupostos sobre a forma como a ação das EAE foi desenvolvida, a sua regulação foi feita e o conhecimento foi mobilizado. Foi nosso intuito fazer a história da existência das Equipas de Apoio às Escolas com base na experiência da EAE da Península de Setúbal Sul, que compreendia os concelhos de Setúbal, Sesimbra, Palmela, Montijo e Alcochete, recuando ainda aos seus antecessores: os Centros da Área Educativa e as Coordenações Educativas. Situámo-nos no período entre 2005 e 2011. Utilizámos uma metodologia qualitativa e quantitativa, tendo como sujeitos da investigação os diretores das escolas e os antigos Coordenadores das Equipas de Apoio às Escolas que desempenharam essa função entre 2005 (ainda com a designação de Coordenadores Educativos) e 2011, adstritos à Direção Regional de Educação de Lisboa e Vale do Tejo. Realizámos um inquérito por questionário durante o ano de 2012 a todos os presidentes dos Conselhos Executivos, presidentes das Comissões Administrativas Provisórias, diretores dos Agrupamentos de Escolas e diretores das Escolas Não Agrupadas que se situavam nos cinco concelhos mencionados. Foi ainda realizada uma entrevista a todos os antigos coordenadores das Equipas de Apoio às Escolas pertencentes à Direção Regional de Educação de Lisboa e Vale do Tejo. A tese confirma que a criação das EAE é o resultado de uma medida de política educativa posta em prática com o objetivo de aproximar a administração educativa das unidades orgânicas que são as escolas. Evidencia, também, que esta medida, que poderia ter sido de grande relevo do ponto de vista da descentralização e desconcentração, se tornou mais um exemplo das dificuldades e obstáculos do que das potencialidades desse processo em Portugal. Palavras-chave: Políticas educativas; Autonomia; Descentralização; Desconcentração, Equipas de Apoio às Escolas; Abstract: The purpose of this work is to analyze the Schools’ Support Teams (SST) as an educational political measure to deconcentration the services of the Regional Directorates of Education (RDE). By contextualizing the analysis of the public decentralization and deconcentration of services, we developed an exercise from a series of assumptions about the way the action of the RDE was developed, the way its regulation was achieved and the way its knowledge was used. Our intentions were to write about the SST history based on the South Setubal Peninsula one. This SST included the counties of Setubal, Sesimbra, Palmela, Montijo e Alcochete, going back to its former educational structures: the Educational Regional Centers (ERC) and the Educational Coordination Centers (ECC). We focused on the period between 2005 and 2011. We used a quantitative and qualitative methodology, having as subject to this investigation the schools’ principals and the former Schools’ Support Team Coordinators, who played that role between 2005 (then called Education Coordinators) and 2011, attached to the Tagus Valley and Lisbon Regional Directorate. We made a poll, during the year 2012, to all the School Principals: the temporary administration ones, the School Grouping ones (from kindergarten to upper secondary school) and the Schools not belonging to a School Grouping ones, all situated in the five mentioned counties. We also interviewed the former Schools’ Support Team Coordinators. The thesis confirms that the creation of the RDE is the result of an educational political measure, whose purpose was to create a close relationship between the Educational Administration and the schools. It shows that this measure, which could have been of great relevance from the decentralization point of view, became, as most of the measures taken in the last decades, an example of the difficulties and obstacles rather than of the potential features of the decentralization of educational process in Portugal. Key words: Educational policies; autonomy; decentralization; deconcentration; Schools Support Teams.

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Ramesar, Shashika. « Does social support moderate between job autonomy and job satisfaction ? / Shashika Ramesar ». Thesis, North-West University, 2006. http://hdl.handle.net/10394/1370.

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Joussemet, Mireille. « Facilitating children's integrated internalization : the differential effects of rewards and autonomy-support ». Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84266.

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The purpose of this program of research was to study how socialization agents can facilitate children's internalization of important but uninteresting activities. Self-determination theory (SDT; Deci & Ryan, 1980, 1985b, 1991, 2000) posits that autonomy is essential in fostering optimal (i.e. integrated) internalization. It was thus hypothesized that autonomy-support would facilitate internalization while offering rewards for compliance would thwart it. In the present thesis, two experimental studies and one longitudinal study compared the effects of autonomy-support and rewards on children's internalization and general functioning. In Study 1 and 2, we asked children to perform a tedious task in an autonomy-supportive manner or under a reward contingency. Children's affect, perception of the task's value, and free-choice engagement served as dependent measures. ANOVA results revealed positive effects associated with autonomy-support whereas no effect for rewards was found. Moreover, split-group correlational analyses showed that autonomy-support led to integrated self-regulation, whereas rewards were associated with behaviors incongruent from affect and value.
Study 3 examined the over-time impact of maternal autonomy-support on children's adjustment in school. Autonomy-support, rewards, and other parenting dimensions were measured when children were 5 years old. Regression analyses revealed that autonomy-support was positively related to teacher-rated adjustment and reading achievement when children were 8 years old whereas the use of rewards was unrelated to these outcomes. Supplemental analyses also revealed that autonomy-support was associated with children's greater integration across social and academic domains. Together, these results highlight the significance of autonomy-support in early childhood.

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Dudley, Marilyn. « Perceptions and experiences of adolescents living with a substance-abusing sibling regarding parental autonomy support ». University of Western Cape, 2020. http://hdl.handle.net/11394/7664.

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Magister Artium (Social Work) - MA(SW)
Substance abuse has become a major concern in the Western Cape Province of South Africa as it devastates many lives and negatively influences families and communities. When there is a substance-abusing sibling in the family, the wellbeing of other family members and non-substance abusing siblings tends to be neglected. This may mean that families could grapple with parental autonomy support to meet the psychological needs of autonomy, competence and relatedness of the non-substance abusing siblings within the family. However, prior to this study, there was scant insight into the perceptions and experiences of adolescents living with a substance-using sibling regarding parental autonomy support.

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Alvarado, Paula Andrea Rodriguez. « Mulheres negras na economia solidária : autonomia, identidade e resistência. Um estudo comparativo entre Brasil e Colômbia ». Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/84/84131/tde-10122018-133500/.

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A presente dissertação examina as condições de vida de dois grupos de mulheres negras, um na cidade de Quibdó na Colômbia e outro em São Paulo Brasil, que se atuam no âmbito da economia solidária como artesãs e no ramo de design e confecção de roupas afro. Especificamente este estudo buscou identificar as transformações que surgiram na vida das mulheres a partir da sua atuação nesse espaço. Esta pesquisa é de caráter exploratório, descritivo e qualitativo, desenvolvida principalmente a partir das definições elaboradas pelas participantes. Daí que para a obtenção da informação o insumo principal foram entrevistas etnográficas. Além desse método, foram feitos: observação participante e diários de campo. Os resultados da pesquisa estiveram analisados à luz dos postulados da Colonialidade do Poder proposta por Aníbal Quijano e da análise interseccional de Kimberly Crenshaw concretamente entre as categorias de classe, raça e gênero. Os resultados foram contrastados a partir de analises categorial, levando em conta os contextos particulares de cada grupo. Esta dissertação contribui para evidenciar que se bem as estratégias de economia solidaria constituem projetos a pequena escala, podem tornar-se transformadores para grupos específicos de população e ter um alcance maior ao ser transgressores de uma ordem estabelecida que se esforça por mantêlas em subordinação. Nesse sentido, conclui-se que constituem propostas decoloniais de resistência e transformação.
The following project analyses life conditions from two black women groups. One of them is from at Quibdo City in Colombia and the other comes from São Paulo - Brazil. Both work with support economy as artisans on the field of afro clothes designing and manufacturing. This research specifically tried to figure out the life changes these women have experienced since the beginning of their participation on it. This investigation has been exploratory, descriptive and qualitative. It was mainly developed through the participant experiences and definitions. To get information the most important evidences were ethnographic interviews. Plus analysis and journals. The research results were based on Anibal Quijanos postulates of Power of Coloniality and intersectional analysis from Kimberly Crenshaw. In particular, class, race and genre items. The results were based on thematic analysis, taking into account specific situations for each group. This research helps to highlight that strategies of Support Economy are projects in development, and they could reach specific groups to get better conditions different from the establishment, which tries to subordinate these kinds of populations. As a conclusion, these strategies constitute descolonial projects of resistance and transformation.

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Marbell, Kristine N. « Encouraging autonomy in a collectivist culture| Examining parental autonomy support in Ghana and the moderating effect of children's self-construal ». Thesis, Clark University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642806.

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It is unclear whether parental autonomy support is related to positive outcomes for adolescents in collectivist and hierarchical societies, where values of deference to authority and putting the community's needs above oneself are encouraged. The current study examined the relations of specific autonomy supportive behaviors to adolescent outcomes in Ghana, a country described as collectivist and hierarchical, and compared findings to the US which has been described as individualist and egalitarian. In addition, it examined whether adolescents' self-construals influenced the relation of specific types of autonomy support with outcomes. A mixed-methods design was used. Participants in the quantitative portion of the study were 401 seventh and eighth graders from Ghana (N = 156) and the US (N = 245). Participants in the qualitative portion were 8 Ghanaian parents. Factor analyses indicated two distinct types of autonomy support: perspective-taking and allowance of decision-making. Perspective-taking was found to be a valid measure of parents' autonomy support in both countries, however allowance of decision-making was valid only in the US and not in Ghana. Additionally, in the US, perspective-taking was a unique predictor (over allowance of decision-making) of positive outcomes. Results also suggested that adolescents' self-construal significantly moderated the relationship between autonomy support and outcomes such that the more independent adolescents' self-construal, the stronger the relation of decision-making to autonomous motivation and other measures of well-being. Results are discussed in terms of how parents can provide autonomy support in ways congruent with the cultural context in which they live.

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Lorensini, Sandra. « Traumatic stress disorders sociotropy, autonomy and social support as contributing variables / Sandra Lorensini ». Gold Coast, QLD : Bond University, 2005. http://epublications.bond.edu.au/theses/lorensini.

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Thesis (DPsych) -- Bond University, 2005.
"A thesis submitted to Bond University in partial fulfillment of the requirements for the Degree of Doctor of Psychology"-- t.p. Bibliography: leaves 81-103. Also available via the World Wide Web.

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Wang, Jenny. « Parental Autonomy Support and Emerging Adult Anxiety and Depression : Determining Direction of Effects ». Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18502.

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Current research suggests a correlation between parental autonomy support and positive child mental health, but few empirical studies have examined the causal relationship between these constructs over time and, specifically, with emerging adult children. The purpose of this study was to use an existing longitudinal data set to explore the direction of effects between parental autonomy support and emerging adult depression and anxiety over time. The sample included emerging adults (N = 999) who were part of a randomized, multiwave, longitudinal intervention study, Project Alliance I data (Project Alliance 1 [PAL1]; DA07031). A cross-lagged model was used to examine the relationship between parental autonomy support and emerging adult depression and anxiety symptoms across two waves. Multiple group analyses were conducted to examine if different models provided a better fit for different groups: 1) ethnicity, 2) gender, 3) living situation, and 4) family financial support status. Study results showed that parental autonomy support and emerging adult depression and anxiety symptoms were not significantly related over time for the full sample. The moderating effect of family financial support status was partially supported, with emerging adults who received family financial support exhibiting more stable depression and father autonomy support over time. Implications for future research are discussed.

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Costa, Simone do Nascimento da. « EAD : O POLO DE APOIO PRESENCIAL COMO ESPAÇO ORGANIZADOR DA AÇÃO EDUCATIVO-CULTURAL ». Universidade Metodista de São Paulo, 2012. http://tede.metodista.br/jspui/handle/tede/27.

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Made available in DSpace on 2016-08-02T21:42:25Z (GMT). No. of bitstreams: 1 Simone Costa .pdf: 1155252 bytes, checksum: 16c5a111e65a37625357bf6e59a9c8f9 (MD5) Previous issue date: 2012-12-14
This research studies the organization and the structure of three support centers in distance education modality, including their management process and autonomy in the context they operate. Therefore, it has two analysis moments, whereas the first one is a descriptive exploratory study about the support centers organization and structure from a pre-established guidelines and the discussion about the cultural and contingency reality at the same time in this area; the second one uses the interview technique to analyze the autonomy and management process in the support centers surveyed. For the research application the support centers were visited (two of them in São Paulo State and one in Parana State) and the coordinators were interviewed, and it is important to emphasize that two of these support centers are private and the third one is from the public reality. Although the pre-established guidelines, these analyses indicated respectively that the support centers surveyed have a contingent model, thus a cultural adaptation to their reality, and the semi-structured interviews about the management process showed a clear proposal by the coordinators in working the distance education, resulting in a management focused on adjustments and readjustments in face of a constantly development context. In the autonomy process the factors that deserve attention are directly connected with the comprehension of the non-negotiable procedures existence, respectively related to the legal basis that regulate the support centers, therefore, set these parameters, the autonomy is determined by the management decision-making in face up to the current reality.
Esta pesquisa estuda a organização e estruturação de três polos de apoio presencial ligados a modalidade a distância, bem como os processos de gestão e autonomia no contexto em que atuam. Trata-se, portanto, de dois momentos de análise, considerando que o primeiro se relaciona a um estudo descritivo-exploratório no que se refere a organização e estruturação dos polos, a partir de diretrizes preestabelecidas e da discussão sobre a realidade cultural e, ao mesmo tempo contingencial existente neste espaço; o segundo, relacionado à utilização da técnica da entrevista para a análise do processo de gestão e autonomia existente nos polos pesquisados. Para a aplicação da pesquisa, foram realizadas visitas aos polos de apoio presencial (dois localizados no Estado de São Paulo e um no Estado do Paraná) e entrevistas com seus coordenadores, sendo importante destacar que dois destes polos estão ligados à realidade privada e um deles à realidade pública. Respectivamente, tais análises e entrevistas indicaram que apesar das diretrizes preestabelecidas, os polos pesquisados possuem um modelo contingencial e, portanto, cultural de adaptação à realidade em que se instalam; sendo que no caso das entrevistas semiestruturadas e, respectivamente do processo de gestão, existe uma proposta clara por parte dos coordenadores no exercício em se fazer EAD, compreendendo assim, uma gestão voltada a adequações e readequações diante de um contexto em constante desenvolvimento. No que se refere ao processo de autonomia, os fatores que merecem atenção estão diretamente relacionados à compreensão dos sujeitos sobre a existência de trâmites não negociáveis, respectivamente relacionados às bases legais que regulamentam a existência dos polos de apoio presencial, contudo, estabelecidos estes parâmetros, a autonomia se determina pela tomada de decisão deste gestor diante da realidade em que se instala.

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Abad, Neetu Suresh. « The influence of paternal autonomy-support upon ethnic culture identification among second-generation immigrants ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4949.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 22, 2007) Includes bibliographical references.

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Gastelle, Marissa. « Distinguishing the Roles of Parental Autonomy Support and Sensitivity in Predicting Dimensions of Attachment ». Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524135169707352.

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Bell, Jennifer. « Psychosocial care and patient autonomy : a feminist argument in support of a "meaning-making" intervention ». Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18302.

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Recent studies in psychosocial oncology that seek to address the social, psychological, emotional, spiritual, quality of life, and functional impacts of cancer, report positive findings for meaning-making interventions designed to help cancer patients cope with their illness experience. These interventions are successful in decreasing depression among cancer patients and increasing life satisfaction, self-esteem, coping, physical functioning, and optimism. Yet, despite these positive findings meaning-making interventions and, more generally psychosocial care, are not well integrated into hospital or healthcare organization routine cancer patient care.This thesis explores practical, theoretical, and bioethical barriers to integrating psychosocial care, focusing primarily on the latter considerations. I will argue that meaning-making interventions fall within the bounds of healthcare professionals’ capacities and duty to care, more to the point, as necessary for quality cancer patient care. The bioethical principle of respect for autonomy, when reconsidered from a feminist standpoint, morally requires the intervention’s inclusion in routine care.
Les études récentes dans l'oncologie psychosocial qui cherche à adresser les effets sociaux, psychologiques, émotives, spirituelles, qualité de vie, et sur les impacts fonctionnels du cancer ont demontré des résultats positifs pour les interventions créant une signication conçu pour aider ceux qui ont le cancer à faire face à leur maladie. Parmi les malades, ces interventions réussissent à reduire la dépression, et à augmenter la satisfaction de vie, l'amour-propre, l’abilité de se débrouiller avec la maladie, le fonctionment physique, et l'optimisme. Pourtant, malgré ces conclusions positives, les interventions faisant la signification et, plus généralement, le soin psychosocial, n'est pas intégré dans l'hôpital ni dans la politique d'organisation des services médicaux pour le soin standard des patients souffrant du cancer.Cette thèse explore les obstacles pratiques, théoriques, et bioéthiques à l’intégration des soins psychosociaux dans la politique, concentrant principalement sur les considérations dernières. Je disputerai que l’intervention se trouve parmi les capacitées et les obligations à soigner des professionaux de services médicaux et, de plus important, sont nécéssaires au soin de bonne qualité des patients de cancer. Le principe bioéthique de respect pour l'autonomie, lorsque reconsidéré d'un point de vue de féminisme, exige moralement l'inclusion de l'intervention dans la politique des professionaux de services médicaux.

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Ndlovu, Ana Admiração. « Understanding development aid and state autonomy : the case of European Union budget support to Mozambique ». Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013218.

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Post-colonial states in Africa continue to pursue nation-building and socio-economic development. This process is taking place with the sustained support of global agencies in terms of development cooperation, assistance and aid. Insofar as an endogenous development path which speaks to national priorities can be formulated and implemented by post-colonial states, their relationship with these agencies raises serious questions about such a path if the relationship entails dependence and indeed subordination of post-colonial states. This raises important questions about state autonomy under post-colonial conditions and the possibility of autonomy being compromised. In this light, the thesis examines European Union budget support to Mozambique and, in particular, the relationship between EU budget support and Mozambique state autonomy in pursuing national development. This is particularly pertinent given the massive dependence of the Mozambican state on foreign funding (notably EU funding) with specific regard to the national budget. Despite the broad claims existing in the prevailing literature that nation-state autonomy is seriously undermined in and through the international development system, the thesis argues against reductionist arguments that simply posit post-colonial states as mere instruments of global forces. This system, including European Union budget support, does indeed set the conditions of existence for post-colonial states such as Mozambique. But autonomy is necessarily relative and is subject to different forms and degrees. Ultimately, it is through empirical investigation that the specific form and degree of autonomy can be pinpointed and understood. The thesis contributes to this endeavour and suggests that the relationship between European budget support and Mozambican state autonomy is more complex and tension-riddled than the prevailing literature would seem to suggest.

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Sylla, Adja Ndeye. « Support intergiciel pour la conception et le déploiement adaptatifs fiables, application aux bâtiments intelligents ». Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAM095/document.

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Dans le contexte de l’informatique pervasive et de l’internet des objets, les systèmes sonthétérogènes, distribués et adaptatifs (p. ex., systèmes de gestion des transports, bâtimentsintelligents). La conception et le déploiement de ces systèmes sont rendus difficiles par leurnature hétérogène et distribuée mais aussi le risque de décisions d’adaptation conflictuelleset d’inconsistances à l’exécution. Les inconsistances sont causées par des pannes matériellesou des erreurs de communication. Elles surviennent lorsque des actions correspondant auxdécisions d’adaptation sont supposées être effectuées alors qu’elles ne le sont pas.Cette thèse propose un support intergiciel, appelé SICODAF, pour la conception et ledéploiement de systèmes adaptatifs fiables. SICODAF combine une fiabilité comportementale(absence de décisions conflictuelles) au moyen de systèmes de transitions et une fiabilitéd’exécution (absence d’inconsistances) à l’aide d’un intergiciel transactionnel. SICODAF estbasé sur le calcul autonomique. Il permet de concevoir et de déployer un système adaptatifsous la forme d’une boucle autonomique qui est constituée d’une couche d’abstraction, d’unmécanisme d’exécution transactionnelle et d’un contrôleur. SICODAF supporte trois typesde contrôleurs (basés sur des règles, sur la théorie du contrôle continu ou discret). Il permetégalement la reconfiguration d’une boucle, afin de gérer les changements d’objectifs quisurviennent dans le système considéré, et l’intégration d’un système de détection de pannesmatérielles. Enfin, SICODAF permet la conception de boucles multiples pour des systèmesqui sont constitués de nombreuses entités ou qui requièrent des contrôleurs de types différents.Ces boucles peuvent être combinées en parallèle, coordonnées ou hiérarchiques.SICODAF a été mis en oeuvre à l’aide de l’intergiciel transactionnel LINC, de l’environnementd’abstraction PUTUTU et du langage Heptagon/BZR qui est basé sur des systèmesde transitions. SICODAF a été également évalué à l’aide de trois études de cas
In the context of pervasive computing and internet of things, systems are heterogeneous,distributed and adaptive (e.g., transport management systems, building automation). Thedesign and the deployment of these systems are made difficult by their heterogeneous anddistributed nature but also by the risk of conflicting adaptation decisions and inconsistenciesat runtime. Inconsistencies are caused by hardware failures or communication errors. Theyoccur when actions corresponding to the adaptation decisions are assumed to be performedbut are not done.This thesis proposes a middleware support, called SICODAF, for the design and thedeployment of reliable adaptive systems. SICODAF combines a behavioral reliability (absenceof conflicting decisions) by means of transitions systems and an execution reliability(absence of inconsistencies) through a transactional middleware. SICODAF is based on autonomiccomputing. It allows to design and deploy an adaptive system in the form of anautonomic loop which consists of an abstraction layer, a transactional execution mechanismand a controller. SICODAF supports three types of controllers (based on rules, on continuousor discrete control theory). SICODAF also allows for loop reconfiguration, to dealwith changing objectives in the considered system, and the integration of a hardware failuredetection system. Finally, SICODAF allows for the design of multiple loops for systems thatconsist of a high number of entities or that require controllers of different types. These loopscan be combined in parallel, coordinated or hierarchical.SICODAF was implemented using the transactional middleware LINC, the abstractionenvironment PUTUTU and the language Heptagon/BZR that is based on transitionssystems. SICODAF was also evaluated using three case studies

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Soyer, Roussillon Claude. « Rémunération fixe et rémunération variable, une approche différenciée et contextualisée de la motivation autonome par la théorie de l'autodétermination ». Thesis, Toulouse 1, 2017. http://www.theses.fr/2017TOU10067.

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Cette recherche vise à évaluer l’influence de la rémunération fixe et de la rémunération variable sur la motivation autonome au travail. La recherche mobilise la théorie de l’autodétermination. Elle se compose de deux études distinctes basées sur deux échantillons de 147 puis de 137 salariés de la même coopérative viti-vinicole. La première étude a pour objectif de tester un modèle de recherche qui tente d’expliquer les effets du niveau de rémunération fixe sur la motivation autonome et la satisfaction au travail ainsi que sur un ensemble de comportements reliés. Les résultats supportent l’hypothèse que le support organisationnel perçu médiatise totalement la relation entre la rémunération fixe et la motivation autonome. Cette étude supporte également les hypothèses que la motivation autonome médiatise totalement la relation entre le soutien organisationnel perçu et l’engagement, puis que l’engagement médiatise totalement la relation entre la motivation autonome et la satisfaction au travail.La deuxième étude a pour objectif de tester un modèle de recherche qui tente d’expliquer les effets modérateurs des rémunérations variables sur la relation entre la motivation autonome et la performance au travail. Les effets modérateurs des rémunérations variables individuelles et collectives sont étudiés de façon différenciée sur différentes facettes de la performance : dans la tâche, contextuelle et adaptative. Les résultats de l’étude supportent l’hypothèse que la motivation autonome est positivement reliée à la performance dans la tâche, contextuelle et adaptative. Cette étude supporte également l’hypothèse que les primes individuelles modèrent positivement la relation entre la motivation autonome et les différentes facettes de la performance
This research aims to evaluate the influence of fixed and variable compensation on autonomous motivation at work. The research mobilizes the self-determination theory. It consists of two separate studies based on two samples of 147 and 137 employees of the same wine cooperative. The aim of the first study is to test a research model that attempts to explain the effects of the fixed compensation level on autonomous motivation and job satisfaction, as well as on a set of related behaviors. The results support the hypothesis that perceived organizational support fully mediates the relationship between fixed compensation and autonomous motivation. This study also supports the hypothesis that autonomous motivation fully mediates the relationship between perceived organizational support and engagement, and that engagement fully mediates the relationship between autonomous motivation and job satisfaction. The aim of the second study is to test a research model that attempts to explain the moderating effects of variable compensation on the relationship between autonomous motivation and performance at work. The moderating effects of individual and collective compensation are studied in a differentiated way. Similarly, task, contextual and adaptive performance is examined in a differentiated way. The results of the study support the hypothesis that autonomous motivation is positively related to, task, contextual and adaptive performance. This study also supports the hypothesis that individual compensation positively moderates the relationship between autonomous motivation and the different facets of performance

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Schineanu, Andrea Beatrice. « Intimate partner violence and common mental disorders in Indianwomen – effects of autonomy, social support and spirituality ». Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/96.

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This study investigated the relationship between intimate partner violence (IPV) and common mental disorders (CMD) and the effects of autonomy, experience of social support and spirituality on CMD outcomes in women from a low socio-economic area of Mumbai, India. Twenty eight percent of women reported IPV and had a CMD. Rates of CMD increased with co-prevalence of emotional IPV, physical IPV and sexual IPV in that particular order. The study proposes the use of a community framework that engages the men and family in interventions.

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Paganini, Maria Cristina. « As situações de final de vida na unidade de terapia intensiva : o enfermeiro no processo de exercer a sua autonomia ». Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/83/83131/tde-19102011-125834/.

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Este estudo teve como objetivos: compreender como se dá o processo de o enfermeiro exercer sua autonomia nas decisões de final de vida vivenciadas em UTI adulto; identificar os significados que ele atribui à experiência de tomar decisões e de exercer sua autonomia nas situações de final de vida dos pacientes internados na UTI adulto; construir uma teoria substantiva sobre a compreensão de exercer a sua autonomia nas tomadas de decisão em situações de final de vida dos pacientes na UTI adulto. Utilizou-se como referencial teórico o Interacionismo Simbólico e como referencial metodológico a Teoria Fundamentada em Dados. A análise comparativa dos dados possibilitou desvendar o significado de exercer autonomia do enfermeiro com pacientes em final de vida internados na UTI adulto. Foi possível serem identificados três fenômenos que compõem esta experiência. O primeiro,Trabalhando num ambiente de pressão, representa a etapa inicial da experiência do enfermeiro, agrega não somente o contexto que permeia o seu trabalho na UTI, mas também os aspectos clínicos do paciente, as interações com os outros profissionais e com a família nas tomadas de decisão de final de vida. O segundo,Buscando empoderar-se para poder decidir, mostra o movimento, no qual o enfermeiro cria estratégias para ampliar as oportunidades a fim de poder exercer autonomia. O terceiro,Revendo os espaços para exercer autonomia, reconsidera outros espaços onde possa atuar no processo de final de vida, em relação ao planejamento do cuidado ao paciente, no acolhimento das famílias nas tomadas de decisão ou, ainda, na interface com os membros da equipe e a instituição. A articulação destes fenômenos permitiu identificar a categoria central AMPLIANDO AS OPORTUNIDADES PARA EXERCER A AUTONOMIA, que representa o processo vivido pelo enfermeiro na busca de espaços de poder de decisão e de ação ao assumir seu papel nos cuidados no processo de final de vida.
The purpose of this study is to: understand the process of autonomy exercised by nurses when making decisions related to end-of-life situations they in the adult ICU; to identify the meanings that nurses attribute to the experience of making decisions and of exercising their autonomy in end-of-life situations of adult patients in ICU; to construct a theoretical model about the process of understanding the exercise of their autonomy in decision-making relating to end-of-life situations of adult patients in the ICU. The study used as a theoretical reference the Symbolic Interactionism, and as methodological reference, the Grounded theory. The comparative analysis of the data has permitted the understanding of the meaning of nurses experience in exercising autonomy relating to life-ending adult patients in the ICU. Three phenomena that compose this experience have been identified: The first, \"Working in an environment of pressure,\" represents the initial phase of nurses experience, adding not only the features that exist within the ICU where the work is done, but also the clinical aspects of patients interaction with other professionals and family in end of life decision-making. The second, \"Seeking to gain power in order to be allowed to make decisions,\" shows the movement in which nurses create strategies for expanding opportunities in order to exercise autonomy. The third phenomena, \"Reviewing the spaces to exercise autonomy,\" reconsiders other spaces where nurses can act in end-of-life situations regarding planning of patient care, supporting families on their decision making and interface with health team members and the institution. The articulation of these phenomena has permitted the identification of the central category EXPANDING-THE-OPPORTUNITIES-FOR-EXERCISE AUTONOMY, based on which it has been possible to propose a theoretical model that explains the experience. It represents the process experienced by nurses in seeking spaces of power regarding decision making and action to assume the care role in end-of-life process.

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Bell, Debra Anne. « Types of Home Schools and Need-Support for Achievement Motivation ». Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214758.

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Educational Psychology
Ph.D.
Along many dimensions, homeschooling is increasing, diversifying, and spreading globally. Yet little is known about the motivational climates and teaching strategies parents have adopted to promote academic achievement and motivation within their homes. Working within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally-occurring types of learning environments created by 457 homeschool parents. Measures of support for autonomy, mastery goal orientation, and conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of need satisfaction, efficacy, student academic engagement, teaching practices and demographics were used to identify significant differences among groups. A five cluster solution best fit the data: a high need support group, low need support group and three groups of mixed need support. In general, the high need and mixed need support groups were associated with higher student engagement, need satisfaction, efficacy for homeschooling and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support group was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (n = 29) reported significantly less need satisfaction and were significantly associated with the low need support group. Taken together, the findings extend self-determination theory to an important, emerging learning context. Results were consistent with findings in SDT research across other domains; thus, lending support to the universality of SDT's main tenets.
Temple University--Theses

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Levaltier, Béatrice. « Les enjeux éthiques de « l’éducation » thérapeutique du patient : l’exemple de la personne en dialyse ». Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLS173/document.

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Depuis les débuts de la dialyse chronique, de multiples innovations ont permis d’améliorer le cure (la thérapeutique) chez les personnes dialysées en augmentant leur espérance de vie et leur qualité de vie (QV), sans que l’on sache trop si parallèlement, cela a entraîné une amélioration du care (la prise en soin). Aujourd’hui, en France, des disparités importantes sont observées dans la prise en charge de l’insuffisance rénale chronique terminale (IRCT). La transplantation rénale et les méthodes de dialyse « autonome » sont insuffisamment développées alors qu’elles sont reconnues pour donner les meilleurs résultats en termes de QV et de coût. Ces inégalités de prises en charge viennent interroger les valeurs de justice et d’équité des soins. D’autre part, deux enquêtes nationales de QV menées chez des patients en IRCT ont montré des indicateurs sensiblement en baisse en 2011 par rapport à 2005. Là encore, ces résultats questionnent l’éthique du soin. Ils incitent à mieux comprendre les déterminants de la QV de ces personnes, et notamment de celles qui sont dialysées. Lors de l’enquête récente des Etats Généraux du Rein, les patients ont exprimé leurs insatisfactions par rapport aux évolutions actuelles du traitement par dialyse qui vont dans le sens d’une déshumanisation du soin et d’un désintérêt pour le bien-être de la personne soignée, alors que la dialyse chronique est une lourde contrainte qui a de multiples répercussions dans la vie au quotidien chez les personnes dialysées et leurs proches. Elle peut aussi affecter leur réseau social. Les patients qui s’adaptent le mieux à leur nouvelle vie sont ceux qui sont les mieux soutenus par leur entourage et par les équipes soignantes.Jusqu’à présent, peu de travaux se sont intéressés au réseau de soutien de ces personnes dialysées. C’est pourquoi cette thèse propose une recherche sur leur QV et leur soutien relationnel. Elle s’appuie sur une étude prospective observationnelle (RS-QUADDIAL) réalisée chez 36 patients dialysés pendant leur première année de traitement. Ce travail comporte l’analyse de leur QV par les questionnaires SF-36 et KDQoL, l’observation de leur vécu au quotidien par des entretiens qualitatifs semi-directifs et l'identification de leur réseau social personnel. Le traitement des entretiens a été effectué par une analyse de contenu thématique classique, celui des questionnaires QV et des réseaux sociaux d’ego a été effectué avec SAS ou R en fonction des besoins. Une Classification Ascendante Hiérarchique des réseaux d’ego élaborée sur la densité des relations a permis de dégager 7 types de réseaux qui ont été croisés avec des descripteurs sociodémographiques, les résultats des questionnaires QV et ceux de l’analyse thématique. Cette thèse permet de mettre en évidence l’importance et la force du réseau de soutien de ces 36 patients sur la période observée. Elle permet aussi de conclure que les personnes dont la QV est la moins altérée par le fardeau de la maladie rénale sont celles qui ont un réseau de soutien de petite taille, dense, où tout le monde se parle, et dans lesquels les liens forts prédominent. L’Education Thérapeutique du Patient (ETP), par le développement des compétences psycho-sociales, devrait permettre aux personnes dialysées non seulement de maintenir ou de renforcer leur réseau de soutien si précieux au quotidien, mais aussi d’accroître leur potentiel d’autonomie dans ce contexte d’interdépendance. De nombreuses études ont montré que le développement de l’ETP en néphrologie incitait les patients à choisir les méthodes de dialyse les plus « autonomes » mais l’intégration aux soins de ce nouveau modèle de relation soignants-soignés n’est pas encore une pratique courante. Dans les années à venir, il appartiendra aux pouvoirs publics de permettre ce développement de l’ETP dans le but de réduire les coûts de traitement tout en ayant le care comme exigence politique pour offrir aux patients une vie aussi bonne que possible
Since the beginning of chronic dialysis, many innovations have allowed to make progress in cure for persons on dialysis, increasing their life expectancy and improving their quality of life, without really knowing whether, in parallel, this resulted in improving care. Significant disparities can be observed today in France, concerning the management of end-stage chronic kidney disease. Kidney transplantation and self-care dialysis are not developed enough even if it is acknowledged that they give the best results in terms of quality of life and cost. These inequalities in disease management question the values of justice and equity in care. Besides, two national quality of life surveys conducted with patients suffering end-stage chronic kidney disease showed a substantial decrease of indicators between 2005 and 2011. Once again, these findings raise questions about care ethics.They encourage to better understand the determinants of the quality of life of these persons, in particular those who are on dialysis. During the recent survey of “Les États Généraux du Rein”, patients expressed their dissatisfaction concerning the current developments of dialysis treatment that tend towards the dehumanisation of care and disinterest in the well-being of the person receiving care, whereas chronic dialysis is a heavy constraint with multiple repercussions in the daily lives of the persons on dialysis and their loved ones. Chronic dialysis may also affect their social network. The patients who best adapt themselves to their new life are those who are best supported by their relatives and care teams.Until now, very few studies have been carried out on the support network for these persons on dialysis. This is why this thesis focuses on investigations on their quality of life and relational support.It is based on a prospective observational study (RS-QUADDIAL) performed with 36 patients on dialysis during the first year of their treatment. This work includes the analysis of their quality of life using Questionnaires SF-36 and KDQoL, the observation of their daily lives through semi-structured qualitative interviews, and the identification of their personal social network. The interviews were the subject of a classic thematic content analysis; the quality of life and ego social networks’ questionnaires were processed with SAS or R, depending on the needs. An Ascending Hierarchical Classification of the ego networks developed on the intensity of relations made it possible to identify 7 types of networks which were cross-checked with sociodemographic descriptors, the results of the quality of life questionnaires and those of the thematic analysis. This thesis highlights the importance and strength of the support network of these 36 patients over the observation period. It also allows to conclude that the persons whose quality of life is least altered by the burden of the kidney disease are those with a limited and dense support network in which everyone talks with one another, and in which strong links prevail.Through the development of psychosocial skills, Therapeutic Patient Education (TPE) should enable the persons on dialysis not only to maintain or strengthen their support network which is so valuable every day, but also to increase their potential autonomy in this context of interdependence. A lot of studies showed that the development of TPE in nephrology encourages the patients to choose the most “autonomous” dialysis methods but the integration of this new care provider-patient relationship model within care is not yet common practice. In the coming years, it will be up to the public authorities to allow for the development of TPE in order to reduce treatment costs and at the same time consider care as a political requirement to provide patients with the best living conditions

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Giullari, Susanna. « Comparing kin support for lone mothers in Italy and England : moral autonomies, kin relations and social rights ». Thesis, University of Warwick, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269233.

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Allen, Andrew A. « Abstractions to Support Dynamic Adaptation of Communication Frameworks for User-Centric Communication ». FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/409.

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The convergence of data, audio and video on IP networks is changing the way individuals, groups and organizations communicate. This diversity of communication media presents opportunities for creating synergistic collaborative communications. This form of collaborative communication is however not without its challenges. The increasing number of communication service providers coupled with a combinatorial mix of offered services, varying Quality-of-Service and oscillating pricing of services increases the complexity for the user to manage and maintain `always best' priced or performance services. Consumers have to manually manage and adapt their communication in line with differences in services across devices, networks and media while ensuring that the usage remain consistent with their intended goals. This dissertation proposes a novel user-centric approach to address this problem. The proposed approach aims to reduce the aforementioned complexity to the user by (1) providing high-level abstractions and a policy based methodology for automated selection of the communication services guided by high-level user policies and (2) providing services through the seamless integration of multiple communication service providers and providing an extensible framework to support the integration of multiple communication service providers. The approach was implemented in the Communication Virtual Machine (CVM), a model-driven technology for realizing communication applications. The CVM includes the Network Communication Broker, the layer responsible for providing a network-independent API to the upper layers of CVM. The initial prototype for the NCB supported only a single communication framework which limited the number, quality and types of services available. Experimental evaluation of the approach show the additional overhead of the approach is minimal compared to the individual communication services frameworks. Additionally the automated approach proposed out performed the individual communication services frameworks for cross framework switching.

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Hoss, Geni Maria. « Aconselhamento pastoral : a práxis numa instituição de saúde mental ». Faculdades EST, 2010. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=191.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
As correntes humanísticas e as recentes pesquisas na área da Saúde Mental contribuíram de forma significativa para a reforma psiquiátrica no Brasil. Esta vinha sendo preparada desde os anos 90 e está sendo implantada desde o ano 2001. Esta reforma propõe um modelo que confere maior autonomia ao portador de transtornos mentais e insere a família e a sociedade nos cuidados. Este novo modelo prevê a desospitalização dos pacientes, criando cuidados em espaços alternativos como: hospitais dia, casas terapêuticas, centros de atenção psicossocial. Esta nova realidade da Psiquiatria é um desafio para a Evangelização, pois requer um novo paradigma dos cristãos que, muitas vezes, integram os preconceitos na própria mensagem do Evangelho. Em muitos âmbitos ainda hoje se trata a patologia mental como possessão demoníaca ou castigo divino, em detrimento do anúncio de um Deus de misericórdia, amor e ternura. O aconselhamento pastoral em Saúde Mental deve ter suas raízes bem arraigadas no Evangelho e ao mesmo tempo abrir-se mais e mais para um diálogo amplo com as Ciências Humanas e a sociedade a fim de proporcionar uma ação evangelizadora adequada para um público alvo em situaçãolimite. É neste contexto que o aconselhamento pastoral deve ajudar a viver um sentido de vida pleno, contrapondo-se a muitas experiências na sociedade para a qual muitas vezes só há sentido onde há produtividade e resultados significativos para alimentar a busca desenfreada de bens de consumo, garantindo uma falsa auto-realização construída com base no ter e poder. Evangelizar sempre deve ser uma ação diferenciada para os portadores de transtornos mentais. Embora a Pastoral dialogue com as Ciências e busque nelas orientação para uma ação adequada, ela não pode desviar-se do seu conteúdo principal: a mensagem encarnada do Evangelho. Mensagem esta que em muitos casos pode ser transmitida apenas e, sobretudo, pela presença solidária junto ao paciente. Mais importante que as teorias, que as exposições é a presença amiga capaz de garantir ao paciente uma experiência profunda de um Deus de amor, ternura e misericórdia.
The humanist chains and the updated searching in Mental Health area did contribute in a relevant basis to the psychiatry review happened in Brazil, recently. This one was been prepared since the start of 90 years and had been implemented since the start of 21stcentury, 2001 sharply. Its proposal is a new model which gives a higher autonomy to the person who presents mind disorders/diseases and acclaim family and society, together to be part of the patient care. This new pattern foresees the out of hospital process of patients through new and alternatives spaces forming, for instance: day hospitals, therapeutics homes, psychosocial care centers and so on. This new scenery of Psychiatry is a great challenge for evangelization so it requires a new paradigm by Christian that for many times integrates the preconception inside the evangelical message. In many aspects, still today, the mental pathology is considered as an evil possession or divine punishment in damage Lord announce of mercy, love and tender. The pastoral counseling in mental health ought to have its roots well founded in the Holy Bible and at the same time be inclined each more to a open minded dialogue among Human Sciences and society in order to offer an appropriate evangelical action to those are living on the edge (out of limit). Is on this context that pastoral counseling has an important role helping to live life in a wide sense opposing several experiences on the society in which many times there is sense only where exists productivity and significant results to feed the disordered search for consumism to assure the fake self achievement built on HAVE and POWER basis. Evangelize always must be a different action to those group of people/patients. Despite of Pastoral makes contact to Sciences and search on them guidelines to adapt actions it can not deviate itself away from the main content, does mean the incarnated Holy Bible message. This one can be released and communicated for many times only and above all by the solidary presence closed to the patient. More important than theories and explanations the friendship attitude / behavior is the way to offer the warranty to this patient a chance of a deep experience of a God full of love, tender and mercy

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Kinoshita, Keita. « Underlying Mechanisms of Thriving in Youth Sport ». Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41095.

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Participation in sport has well-documented physical, psychological and social benefits that can lead to positive youth development (c.f., Eime, Young, Harvey, Charity, & Payne, 2013; Hebert, Møller, Andersen, & Wedderkopp, 2015; Vandell, Larson, Mahoney, & Watts, 2015) as well as youths’ thriving (Zarrett & Lerner, 2008). However, evidence continues to demonstrate that the number of sport participants in Canada and Japan continues to decline (Canadian Heritage, 2013, Statistics Canada, 2019; Nippon Junior High School Physical Culture Association, 2017). Such trends indicate the importance of understanding the psychological factors and the mechanisms of the relationships which may be important in determining how to keep young people in sport and optimally functioning. As thriving has been a popular topic in psychology research for two decades (Seligman & Csikszentmihalyi, 2000), recent evidence suggests that the concept of thriving is a positive predictor of desired outcomes such as retention, well-being, and performance (e.g., Porath, Spreitzer, Gibson, & Garnett, 2012; Ren, Yunlu, Shaffer, & Fodchuk, 2015). Self-Determination Theory (Ryan & Deci, 2000, 2017), a well-cited tenet explaining human motivation and function, has concomitantly been utilized to explain the relationship between motivational factors and thriving (Ryan & Deci, 2017; Spreitzer & Porath, 2014). Since motivation is a key element for sport continuation and positive functioning (Roberts, 2012), the current dissertation focused on the investigation of the psychological mechanism underlying youth athletes’ thriving by examining self-determination theory. The overall purpose of this dissertation was to examine the psychological mechanism underlying thriving within a youth sport context. To do so, the current dissertation involved three different studies. Study 1 investigated the mechanism underlying youth athletes’ thriving with specific consideration regarding personal predictable factors and the consequences. Study 2 tested the buffering effect of mental toughness on the negative indirect relationships between basic psychological need thwarting and important outcomes for youth athletes’ positive functioning (intention to continue, subjective well-being in sport, and goal progress) through thriving. Study 3 examined how personal and social factors are related to thriving, in turn associating with important outcome variables of interest. In Study 1, the results revealed that basic psychological need satisfaction are positively associated with intention to continue in sport, subjective well-being in sport, and goal progress through thriving. Furthermore, both hedonic and eudaimonic motives were indirectly related to thriving through basic psychological need satisfaction. Lastly, hedonic and eudaimonic motives were positively related to intention to continue in sport, subjective well-being in sport, and goal progress through basic psychological need satisfaction and thriving. The findings from study 1 contribute to nurturing the body of literature in the self-determination theory by presenting a comprehensive model to enhance the understanding of the underlying mechanisms of thriving within the youth sport context. In addition, hedonic and eudaimonic motives have been rarely applied to the sport context and the youth participants in particular. As motives are more broadly defined than the reasons for behaviors (Cambridge University, 2001), the present study indicated that youth athletes’ motivational orientations (e.g., hedonic seeking or eudaimonic seeking for their sport participation) would have important meanings in their sport participation to increase the experience and thriving and positive functioning. In Study 2, the results demonstrated significant moderating effects of mental toughness on the indirect associations between basic psychological need thwarting and the outcomes through thriving. In other words, the negative impacts of basic psychological need thwarting on important outcomes were weakest for those participants who showed high mental toughness and strongest for the individuals with low mental toughness. The results demonstrated novel findings in that the mediating role of thriving between a motivational factor and outcome variables were moderated by the degree of mental toughness. Lastly, in Study 3, the results demonstrated that the social factors (i.e., autonomy supportiveness of both coaches and parents) were positively related to thriving and intrinsic regulation three months later through increased basic psychological need satisfaction. Additionally, hedonic motives did not predict thriving while eudaimonic motives indirectly predicted thriving and intrinsic regulation through basic psychological need satisfaction. Eudaimonic motives, but not hedonic motives, positively predicted intrinsic motivation three months later through basic psychological need satisfaction. Although previous research demonstrated significant relationships with high degrees of self-determined motivation regulation (e.g., intrinsic regulation) and both hedonic and eudaimonic experience (i.e., Waterman et al., 2008), our research demonstrated only eudaimonic motives were positively related to intrinsic regulation. Furthermore, the study found that hedonic motives did not indirectly predict thriving through basic psychological need satisfaction while eudaimonic motives predicted thriving through basic psychological need satisfaction. Since both social factors were significantly associated with intrinsic regulation and thriving through basic psychological need satisfaction, hedonic motives were not an important predictor of the enhancement in youth athletes’ intrinsic regulation and thriving when comparing with another personal factor (eudaimonic motives) and the social factors (i.e., autonomy supportiveness of coaches and parents). Overall, this thesis provides a greater theoretical understanding of the comprehensive mechanism underlying thriving within a youth sport context by using a theory of motivation. As the dissertation examined both personal and social factors affecting youth thriving, the results provide insight into the ways in which youth can thrive and thus, implications are also drawn for important stakeholders in sport.

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Okazaki, Makiko. « An investigation into the relationship between learner autonomy support and student motivation in the Japanese university setting ». Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3261/.

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This thesis explores how students can be helped by learner autonomy-focused instruction to develop motivation in learning English in a Japanese university EFL setting. It also aims to ascertain the factors in learner autonomy support that account for its relationship with a higher degree of students’ motivation. Both quantitative and qualitative data from 21 students in the group with learner autonomy support (including metacognitive awareness-raising, instruction of learning strategies, and the use of extrinsic rewards) and 19 students who received the conventional instruction without learner autonomy support were analyzed. The focus of the analysis is to determine the trajectory of motivational development in terms of type and the students’ perception of their level of motivation using the self-determination theory (SDT) framework over 13 weeks of instruction in a university English course. Results suggest that students receiving learner autonomy support performed better and were more motivated than students who did not receive the support. They also indicate that increased and more self-determined motivational development occurred only in the students who received autonomy support.

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Henderson, Ellen. « Information and support seeking for teenagers in pain : the role of the Internet ». Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600213.

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Health care providers see patient information provision as one objective they must meet in an endeavour to provide good patient care. Received wisdom suggests that the more information a patient has available to them about their illness, its progression and treatment, the better their healthcare will be (Suzuki & Calzo, 2004; Information Strategy Team & Department for Health, 2010). However, this may not be the case. Some studies have shown that certain patients may not want information on their disease and patients may differ in the types of information they find most helpful depending in their information processing style (Miller, Fang, Diefenbach, & Bales, 2001; Suzuki & Calzo, 2004). In contrast, others may prefer certain types of information depending on the ways in which they cope with illness (Seale, Ziebland, & Charteris-Black, 2006) and the ways in which they process information once they have access to it (Caes, Vervoort, Eccleston, & Goubert, 2012; Eysenbach, Powell, Englesakis, Rizo, & Stern, 2004). One common source of information is through peer-to-peer interactions especially in hospital waiting rooms and ward areas, as these provide patients with the means to access others suffering from similar problems and ask to about their lives (Miller et al., 2001). However, in the digital age the internet is now emerging as the primary medium for both information gathering and peer-to-peer interactions of patient groups (Eysenbach et al., 2004). At present we know very little about how children use this mode of information gathering and support seeking in order to cope with illness, and more specifically with pain. At the very least the change of what we mean by space and place online alters the ways in which children may communicate with each other (Fox, Morris, & Rumsey, 2007). In this PhD thesis I begin, in chapter one by reviewing what limited research has been carried out on child pain information seeking. In chapter two, the first empirical study assesses what children who seek information and support online find when they search. This study is a content analysis of pain websites found by using search terms generated by teenagers. The second empirical study, in chapter three, assesses how adolescents access and use this information in the context of their wider pain coping. A questionnaire is utilised to assess these coping mechanisms. The third empirical study assesses what frequent users of the internet think of online health information. I accessed frequent users of the internet through an online message board Let’s Chat Pain. In the development of this message board a number of key ethical and methodological issues were brought to light and this study presented a solution to many of these issues. A paper describing some of the solutions presented by this case is presented in chapter four followed by the results of the study itself in chapter five. The final study assesses what impedes non-users of online health information and support in a focus group of non-users of online information and support in chapter six. The final chapter, chapter seven will draw some conclusions of the thesis.

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Baskerville, Jane Jiggetts. « What is the Relationship Between Teacher Practices Centering on the Provision of Involvement, Structure, and Autonomy Support and Student Engagement ? » Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28056.

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This study investigated the hypothesis that there is a relationship between teacher practices that focus on the provision of involvement, structure, and autonomy support and student engagement (Connell & Wellborn, 1991). The Classroom Assessment Scoring System (CLASS) (Pianta, R., Hamre, B., Haynes, N., Mintz, S., & La Paro, K., 2006) was used to assess practices of sixth, seventh, and eighth grade core teachers (N =17) in mathematics, English, science, and social studies in an economically-depressed, rural middle school setting. Student perceptions (N = 299) of relatedness, competence, and autonomy, and mathematics teachersâ (N = 5) perceptions of student engagement were assessed using the Research Assessment Package for Schools (RAPS) (IRRE, 1998). While the findings revealed that there were significant relationships between teacher practices that center on involvement, structure, and autonomy support and student engagement, the effect sizes were found to be low.
Ph. D.

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Pittet, Christophe. « Les pratiques artistiques dans le champ de l'insertion professionnelle comme support de construction identitaire dans le passage à la vie adulte ». Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG020/document.

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Cette recherche a pour objectif de comprendre la place et la fonction des pratiques artistiques chez les jeunes adultes à l’aide sociale inscrits dans un processus d’insertion professionnelle. En partant des conditions de la construction de l’identité dans le passage à la vie adulte et des transformations de l’Etat social, nous nous sommes intéressé à saisir les contours des pratiques artistiques et culturelles dans le champ du travail social comme une alternative au soutien à l’accès à la formation professionnelle des jeunes adultes. A partir d’une mesure d’insertion basée à Lausanne (Suisse) qui utilise les arts de la scène comme socle central de son accompagnement psychosocial, nous avons pu observer que les pratiques artistiques favorisent le développement de l’estime personnelle, le renforcement de la confiance et l’élargissement du réseau relationnel. Les supports artistiques sont également des vecteurs de socialisation professionnelle car ils contribuent à réinscrire les jeunes adultes dans un rythme, exigent des capacités d’adaptabilité et de flexibilité, ainsi que d’amélioration de leur savoir-être. Cette dimension utilitariste réinterroge les usages de l’art à des fins de normalisation des comportements de manière à répondre aux exigences professionnelles telles que l’esprit d’initiative et le sens des responsabilités
This research aims to understand the place and function of artistic practices among young adults receiving social assistance who are part of a work integration process. Starting from conditions linked to development of identity in the transition to adulthood and the changes of the Social State, we were interested to understand how artistic and cultural practices in the field of social work may act as an alternative to support the access to vocational training in young adults. From an integration program developed in Lausanne (Switzerland), which uses the arts as the focal point for psychosocial support, we observed that artistic practices foster the development of self-esteem, strengthening confidence and extending the interpersonal network. Artistic media are also vectors of professional socialization because they may help young adults to be re-registered in a rhythm; they require adaptability and flexibility abilities and they tend to improve self-management skills. This utilitarian dimension reexamines the uses of art for the purpose of behavior standardization to meet professional requirements such as leadership and sense of responsibility

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Blaxland, Megan. « Everyday negotiations for care and autonomy in the world of welfare-to-work : The policy experience of Australian mothers, 2003-2006 ». Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/4134.

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A significant new direction in Australian income support policy was introduced in 2002. Known as Australians Working Together, this development changed the basis of social security entitlement for parents. Throughout most of the twentieth century, low-income sole mothers, and later sole fathers and parents in couple families, could claim income support throughout most of their children’s school years. The primary grounds for their entitlement were low income and parenting responsibilities. Australians Working Together introduced compulsory employment-oriented activities to Parenting Payment entitlement for parents whose youngest child had turned 13. This thesis investigates mothers’ experience of this new welfare system. Using Dorothy Smith’s ‘everyday life’ approach to research, it draws upon qualitative and quantitative methods to analyse Australians Working Together. The research is grounded in a longitudinal interview survey of Australian mothers of teenage children who were subject to these changes. The analysis moves from their experience outwards through the four levels of analysis in Williams and Popay’s welfare research framework. The thesis examines mothers’ day-to-day worlds, the opportunities and constraints they navigate, the policies and institutions which shape their opportunities, the political framing of those policies, and wider social and economic transformations. In their negotiation of the social security system, mothers are striving for recognition of autonomy and care. They want their capacity to determine for themselves how to live their lives to be acknowledged. They would like the social contributions they make through employment, education and voluntary work to be recognised. They struggle for their unpaid work caring for their families to be valued. They wish that they had sufficient material resources to care well for their families. The thesis develops a theoretical framework to examine these struggles drawing on the work of Honneth, Fraser, Lister, Sennett, Fisher and Tronto, Daly and Lewis. This multi-level, everyday life analysis reveals the possibility of reframing the social security system around mutual respect.

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Blaxland, Megan. « Everyday negotiations for care and autonomy in the world of welfare-to-work : The policy experience of Australian mothers, 2003-2006 ». University of Sydney, 2009. http://hdl.handle.net/2123/4134.

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Doctor of Philosophy (PhD)
A significant new direction in Australian income support policy was introduced in 2002. Known as Australians Working Together, this development changed the basis of social security entitlement for parents. Throughout most of the twentieth century, low-income sole mothers, and later sole fathers and parents in couple families, could claim income support throughout most of their children’s school years. The primary grounds for their entitlement were low income and parenting responsibilities. Australians Working Together introduced compulsory employment-oriented activities to Parenting Payment entitlement for parents whose youngest child had turned 13. This thesis investigates mothers’ experience of this new welfare system. Using Dorothy Smith’s ‘everyday life’ approach to research, it draws upon qualitative and quantitative methods to analyse Australians Working Together. The research is grounded in a longitudinal interview survey of Australian mothers of teenage children who were subject to these changes. The analysis moves from their experience outwards through the four levels of analysis in Williams and Popay’s welfare research framework. The thesis examines mothers’ day-to-day worlds, the opportunities and constraints they navigate, the policies and institutions which shape their opportunities, the political framing of those policies, and wider social and economic transformations. In their negotiation of the social security system, mothers are striving for recognition of autonomy and care. They want their capacity to determine for themselves how to live their lives to be acknowledged. They would like the social contributions they make through employment, education and voluntary work to be recognised. They struggle for their unpaid work caring for their families to be valued. They wish that they had sufficient material resources to care well for their families. The thesis develops a theoretical framework to examine these struggles drawing on the work of Honneth, Fraser, Lister, Sennett, Fisher and Tronto, Daly and Lewis. This multi-level, everyday life analysis reveals the possibility of reframing the social security system around mutual respect.

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Mak, Suk-har, et 麥淑霞. « Enhancing the effectiveness of counting blessings on subjective well-being : the effects of autonomy support and implementation intention ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196518.

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The study investigated whether providing autonomy support and implementation intention would enhance participants’ subjective well-being in a counting blessings intervention. One hundred and one senior secondary school students were randomly assigned into four conditions: (1) with both autonomy support and implementation intention; (2) with autonomy support only; (3) with implementation intention only; and (4) without autonomy support and implementation intention (control). They were then instructed to count three blessings daily for two weeks. The results indicated that participants’ positive affect was significantly enhanced by counting blessings intervention with autonomy support; while their life satisfaction and positive affect were significantly promoted by the intervention supplemented with implementation intentions. Implications of the findings were discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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Graça, João Daniel de Sousa. « Autonomia e autoridade em contexto escolar ». Master's thesis, 2009. http://hdl.handle.net/10071/5512.

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3020, 3560
A acção educativa, enquanto processo de transmissão de conhecimento, baseia-se fundamentalmente em mecanismos de influência social. Neste contexto, o presente trabalho pretende contribuir para uma melhor compreensão dos factores que influenciam estes mecanismos, mais concretamente ao nível da legitimação dos professores enquanto figuras investidas de autoridade. Para cumprir este propósito, procedeu-se à operacionalização das variáveis Autonomia, Suporte da autonomia e Legitimidade percebida através do recurso a três questionários, aplicados a uma amostra de estudantes do ensino secundário (N=171). Os resultados obtidos indicam, em primeiro lugar, que a legitimidade que os adolescentes reconhecem aos seus professores varia em função da sua percepção de suporte da autonomia (i.e., do nível em que estes consideram os seus interesses, fornecem opções e minimizam o recurso a estratégias de coerção). Além disso, sugerem ainda que indivíduos com elevados níveis de autonomia, quando inseridos em contextos que entendem como controladores, reconhecem menor legitimidade às figuras de autoridade responsáveis por esse mesmo controlo, em comparação com indivíduos com baixos níveis de autonomia. Por outro lado, um elevado nível de percepção de suporte da autonomia anula a diferença verificada entre os dois grupos. As evidências encontradas acentuam, assim, a importância das componentes relacionais para a legitimação das figuras de autoridade, e sugerem ainda que os jovens mais autónomos vêem os contextos controladores como uma ameaça à sua autonomia, regulando esta ameaça através da rejeição da legitimidade da autoridade responsável por esse controlo.
The educational activity, as a knowledge transmission process, is essentially based on mechanisms of social influence. In this context, the present work is set to contribute for the attainment of a better understanding of the factors that influence these mechanisms, specifically regarding to the legitimacy of teachers as entities vested by authority. To accomplish this goal, a sample of adolescent students attending a public school (N=171) completed three questionnaires that intended to measure the variables Autonomy, Autonomy support, and Perceived legitimacy. The first finding was that the legitimacy that students’ acknowledge to their teachers is influenced by the degree in which they perceive their teachers’ conduct in terms of autonomy support (that is, the extent in which they consider their needs, provide options and minimize the use of coercion strategies). In addition, results also suggested that individuals with high levels of autonomy, when in contexts that they perceive as highly coercive, perceive the authority entities has being less legitimate, when compared to individuals with low levels of autonomy. On the other hand, high levels of autonomy support neutralize the difference observed within the two groups. These findings emphasize the importance of relational elements to the legitimacy of individuals in positions of authority, and suggest that highly autonomous adolescents perceive coercive environments as a threat to their autonomy, reacting to this threat by denying the legitimacy of the authority responsible by that control.

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Pestana, Fátima Celeste dos Ramos. « Nem sempre o tempo que se perde é tempo perdido : variáveis contextuais na experiência de timelessness ». Master's thesis, 2014. http://hdl.handle.net/10071/9124.

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O presente estudo pretende dar um contributo à literatura do Timelessnes, que se refere a uma experiência em que um indivíduo se envolve intensamente numa atividade/tarefa atrativa. Com base nos pressupostos teóricos de Mainemelis (2001), este estudo teve como objetivos testar empiricamente as variáveis a autonomia e o suporte do supervisor enquanto potenciadoras de uma experiência de Timelessness, assim como testar os efeitos desta experiência na criatividade. Para tal, foram distribuídos questionários a colaboradores de 35 empresas sediadas em Portugal, pertencentes a 40 funções diferentes (n=200). Consistente com as nossas hipóteses, este estudo comprovou empiricamente o esperado: a autonomia e o suporte do supervisor estão positivamente relacionadas com o aumento das experiências de Timelessness no trabalho, e quanto maiores forem as experiências do Timelessness, maior é a criatividade dos colaboradores.
This study aims to contribute for the literature about Timelessness, which refers to the experience of intense engrossment in attractive work activities. Based on the theoretical assumptions of the study of Mainemelis (2001), this study intends to give an empirical evidence about the effects of contextual conditions, autonomy and support supervision in Timelessness experience, as well as the effects of Timelessness in organizational creativity. We measure this hypothesis through a questionnaire applied to workers with several tasks, from 35 different companies in Portugal (n=200). Consistent with our hypothesis, this study reveals that autonomy and support supervision enhance the Timelessness experience and also that this experience has a big effect in the workers creativity.

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Domingues, Mariana Sofia Santos. « Construção e validação da escala de suporte informal para a autonomia e dependência na dor ». Master's thesis, 2012. http://hdl.handle.net/10071/6332.

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Embora o facto de um indivíduo com dor crónica perceber o envolvimento familiar como promotor da sua autonomia seja referido na literatura como benéfico para a funcionalidade física do mesmo, não existem instrumentos que avaliem a promoção de autonomia/dependência enquanto funções do suporte social informal percebido, em contexto de dor. O objetivo deste trabalho é a construção e validação da Escala de Suporte Informal para a Autonomia e Dependência na Dor (ESIAD_DOR), que visa a avaliação das perceções de suporte familiar com vista à promoção de autonomia e dependência na dor. Neste estudo participaram 275 adultos (64,7% mulheres), com idades entre 18 e 89 anos (M = 39,49; DP = 16,169). Para além da ESIAD_DOR, foram aplicados outros instrumentos (Inventário Resumido da Dor (Azevedo et al., 2007), The Vanderbilt Pain Management Inventory (Brown & Nicassio, 1987), Escala de Suporte Social da Medical Outcomes Study (Fachado et al., 2007)) e algumas questões sobre a experiência de dor dos participantes. Constituída por duas subescalas, a) perceções de frequência de suporte social recebido e b) perceções de frequência ideal de suporte social, a ESIAD_DOR revelou, para cada uma, uma estrutura fatorial de quatro dimensões teóricas (perceções de suporte instrumental promotor de autonomia; perceções de suporte instrumental promotor de dependência; perceções suporte emocional/estima promotor de autonomia; perceções suporte emocional/estima promotor de dependência), com valores de fidelidade interna e sensibilidade adequados, evidenciando também qualidade nas suas validades de conteúdo, critério e de construto convergente/divergente. A ESIAD_DOR pode ser considerada um instrumento com boas propriedades psicométricas, que permite a avaliação das perceções de suporte familiar e satisfação com o mesmo, assumindo a promoção de autonomia/dependência como funções fundamentais na convivência com a dor.
In the literature, is established that when an individual with chronic pain perceives family involvement as autonomy promoter, it is beneficial to his/her physical functionality. However, there is no available instruments that identify the autonomy/dependence promotion as a function of perceived informal social support, in a pain context. The main goal of this work is the construction and validation of a measure of perceived Informal Social Support for Autonomy and Dependence in Pain (ISSADI_PAIN), which aims at assessing perceptions of family support for the promotion of autonomy and dependence in pain. This study involved 275 adults (64.7% women), aged between 18 and 89 years (M = 39.49, SD = 16.169). Apart from ISSADI_PAIN, other instruments were applied as the Inventário Resumido da Dor (Azevedo et al., 2007), The Vanderbilt Pain Management Inventory (Brown & Nicassio, 1987), the Escala de Suporte Social of Medical Outcomes Study(Fachado et al ., 2007), and still some questions about the participants' experience of pain. Consisting of two subscales, a) frequency perceptions of social support received and b) ideal frequency perceptions of social support, the ISSADI_PAIN revealed, for each, a factorial structure characterized by four theoretical dimensions (perceptions of instrumental support autonomy promoter; perceptions of instrumental support dependency promoter; perceptions of emotional/esteem support autonomy promoter; perceptions of emotional/esteem support dependency promoter) with suitable values of confidence and reliability, and showed quality in its content, criterion and convergent/divergent construct validities. The ISSADI_PAIN can be considered an instrument with good psychometric properties, which allows the assessment of family support perceptions and satisfaction with it, assuming autonomy and dependency promotion as perceptions' fundamental functions in living with pain.

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Lin, Chi-Yen, et 林季燕. « Contextual Effects of Perceived Teacher Autonomy Support and Autonomy Support Learning Climate on University Students' Learning Motivation in Physical Education ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/50304237161533544666.

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博士
國立體育大學
教練研究所
98
This study, based on Self-determination Theory, was designed to investigate university students’ perceived teacher autonomy support through examining the influence of psychological variables on motivation and behaviors. By using multilevel analysis, the impact of contextual effects of environmental factor in Self-determination Theory on motivation in physical education classes was also examined. Sample were 1544 university students (male 660, Female 884) with an average age of 20.3 years (SD= 2.0 years). Perceived autonomy support, perceived autonomy, competence, relatedness, and learning motivation for physical education classes were used for time one (mid-term). Satisfaction and Intention for future course selection was used for time 2 (end of semester). The findings were: (1) Self-determination Theory suggesting the causal model motivation had good fit index for Taiwanese university students’ physical education class. (2) In physical education context, autonomy support learning iii climate is formed when students in each class perceive similar level of autonomy from their teachers. (3) Autonomy support learning climate has contextual effects on autonomy, competence, motivation for physical education class, satisfaction, and future intention for course selection, but not on relatedness. (4) Autonomy support learning climate strengthens students’ perception toward teacher’ autonomy in the individual level and the relationship between autonomy and competence, but not the students’ perception toward teachers’ autonomy and relatedness in the individual level.

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Lee, Ji-Eun active 2013. « A study of the relationship between different types of autonomy support and student interest ». Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-12-4718.

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Representing one of the influential motivational variables on learning, interest includes both cognitive and affective components, arising from the interplay between an individual and a particular content and environment (Dewey, 1913; Hidi, Renninger, and Krapp, 2004). According to Hidi & Renninger (2004), interest can develop from situational to individual interest and be strengthened along with external support. On the basis of their propositions, this report explores how student interest may be intensified by enhancing cognitive facets of interest through the teacher’s instructional support. From the perspective of self-determination theory (SDT), support for autonomy as a contextual factor has been reported as a catalyst for student interest and engagement. In particular, Stefanou, Perencevich, DiCintio, and Turner (2004) stressed the importance of cognitive autonomy support as an instructional support in terms of deep-level thinking and cognitive engagement in comparison to other types of autonomy support such as by providing students choice in class. This report explores how different levels and types of student interest are associated with different types of autonomy support in an educational setting, focusing on cognitive aspects. Using a path analysis, this paper presents a full model to undergird a study of the direct and indirect relationships between student interest, different types of autonomy support, and cognitive engagement.
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Gonçalves, Élia Marina Ribeiro. « Serviço de apoio domiciliário a idosos : autonomia ou dependência ». Master's thesis, 2013. http://hdl.handle.net/1822/29300.

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Dissertação de mestrado em Sociologia (área de especialização em Desenvolvimento e Políticas Sociais)
A presente proposta enquadra-se no âmbito do Mestrado em Sociologia, na área de Desenvolvimento e Politicas Sociais e destina-se à realização da respetiva dissertação tendo em vista a sua conclusão. No sentido de perceber a dinâmica do serviço de apoio domiciliário a idosos surge esta investigação com o objetivo de compreender e explicar se e como o Serviço de Apoio domiciliário a idosos promove a autonomia de vida dos idosos, ou pelo contrário se os transforma em pessoas dependentes desses serviços, cuidados e cuidadores. A razão que nos levou a escolher este tema prende-se com o facto de em Portugal a taxa de envelhecimento estar aumentar e com isto surgirem algumas preocupações no que se refere aos apoios formais de que o idoso carece. Muitas vezes este apoio formal centra-se na linha dos serviços de apoio domiciliário e importa perceber as suas funções. Assim, nesta perspetiva parece-nos também importante, verificar se o serviço de apoio domiciliário a idosos vai de encontro às reais necessidades dos utentes. Esta investigação tem como ponto de átrio a Cruz Vermelha Portuguesa situada em Cabeceiras de Basto. Para a realização desta investigação usaremos a metodologia de cariz qualitativa: a recolha e análise documental e entrevistas semi-diretivas aplicadas aos utentes e cuidadoras do Serviço de Apoio Domiciliário (SAD), da Cruz Vermelha Portuguesa-Delegação de Cabeceiras de Basto.
The present proposal falls within the scope of the Master degree in sociology, development and social politics area, and its destined to achieve the perspective of dissertation in view of its realization. In order to realize the elderly home support service dynamics arises this investigation with a final goal to understand if and how the elderly home support service promotes a independent living for the elderly or by the other hand makes them more dependent of this services, care and caregivers. The main reason that made us to choose this theme is held with the fact that in Portugal the aging rate is rising and some concerns are arising referring to the formal support that the elderly needed. So, in this perspective it seems important to verify if the elderly home support service meets the real users needs. This investigation has as its lobby the Portuguese red cross located in Cabeceiras de Basto. To achieve this investigation we will use the methodology of oriented qualitative: the collection and analysis of documents and semi directive interviews applied to the users and caregivers from the Portuguese Red Cross home support service, delegation of Cabeceiras de Basto.

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Thèses sur le sujet « Supporto autonomia »

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