Tesi: "Autonomy (psychology)"

1

Owens, David John. "The autonomy of psychology". Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670342.

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2

Moomaw, William Edward. "Teacher-perceived autonomy a construct validation of the teacher autonomy scale /". [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000027.

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3

Santoro, Emilio. "Autonomy, freedom and rights : a critique of liberal subjectivity /". Dordrecht [u.a.] : Kluwer Academic Publishers, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/367004119.pdf.

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4

Horan, Kristin A. Horan. "Participant preference in interventions in occupational health psychology: Potential implications for autonomy". Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1524949525954918.

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5

Salvatori, Paul. "Autonomy and the Future". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20274.

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Abstract (sommario):

This thesis introduces the idea of progressive autonomy, namely future-oriented self-governance, based on the pursuit of desired goals that one has established for oneself. As the thesis shows, focus on this sort of activity, as well as its value and importance, has been largely left out of the existing literature on autonomy. In contrast, this activity is central to progressive autonomy, which, as this thesis puts forth, enables the individual to actively determine the course of his life. Throughout the process, the individual is author of his own narrative, which, as the ongoing fulfillment of desired goals, he experiences as both meaningful and worthwhile. The thesis does not frame the narrative of the progressively autonomous individual as merely a story or an account of events. Rather, it does so as a sequence events the progressively autonomous individual is directly responsible for bringing about, as well as concretely situated in. He is, in other words, part and parcel of his narrative, as opposed to, say, a novelist who physically stands apart from the events he imagines and writes. Finally, the thesis demonstrates that, though the progressively autonomous individual is motivated by his own desires, he is more than just a pleasure seeker; he is strategically morally responsible. Such responsibility involves and is characterized by rejecting certain motives that undermine the actual achievement of desired goals, while affirming other motives that facilitate this achievement. This, as the thesis shows, renders the progressively autonomous individual more responsible than one who partakes in this rejection or affirmation, without regard to how either will impact one’s future.

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6

Fazey, Della M. A. "Autonomy-related psychological characteristics of students in higher education". Thesis, Bangor University, 1999. https://research.bangor.ac.uk/portal/en/theses/autonomyrelated-psychological-characteristics-of-students-in-higher-education(d82bca23-55f8-4355-a7b9-2e9c1fa6c36e).html.

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Autonomy in learning has long been recognised as an important outcome of higher education. However, not only is learner autonomy not directly measurable but there appears to be no consensus, within the psychological literature, about its definition. This study proposed that, from a number of theoretical perspectives, certain psychological characteristics underpin learner autonomy in students. Of interest were the nature of and changes in these characteristics during the first two years of study at university. Students from across the university were measured on self-perceptions, motivation, locus of control and approaches to study. Data was collected at first year registration and at six-monthly intervals across the next two years. Analysis of the data compared the autonomy-related vanables across time, age and sex From the results it appeared that most of the variables were relatively stable over time, that sex differences were not generally apparent and that age differences were less widespread than onginally hypothesised. Factor analysis of the locus of control data raised some interesting issues about students' definitions of ability which are discussed. Some of the findings within motivation suggest that external regulation may be an important feature of an autonomous learner's reasons for studying, contrary to theory. When divided by level of self worth high self worth students scored significantly higher on autonomy-related variables than did those with low self worth which, given the nature of the classification of the groups, was surprising. A similar division using deep approach scores was less convincing but nevertheless in line with the hypotheses. Correlational analyses revealed significant, moderate associations between autonomy-related variables as predicted and factor analysis confirmed relationships between variables as hypothesised. Regression and other analyses however, indicated that there was no strong link between 'high' autonomy characteristics and degree classification. The findings are discussed in relation to the proposals concerning autonomy and it is concluded that, whilst most undergraduates report encouraging patterns of autonomyrelated psychological characteristics, the complexity of the concept of autonomy in learning demands much more research. The positive implications of the findings in this study are discussed in relation to the current threats to autonomy within the higher education context.

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7

McDaniel, Bonnie Lyon. "Autonomy, gender and democratic education /". Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7728.

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8

Horner, Dylan Earlin. "Mortality Salience and the Effects of Autonomy on Death Anxiety". Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu155800247477214.

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9

Taradash, Ali R. "Sequential and longitudinal development of intimacy and autonomy in adolescents' friendships". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39238.pdf.

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10

Bradley, Frankie M. "Picking up rocks". Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008m/bradley.pdf.

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11

Carrigan, Amy Jo. "The Long-Term Impact of Divorce on College Student Autonomy". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/745.

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This research study examined autonomy in young adult college students who grew up in intact households with 2 biological parents, compared to young adult college students who grew up in nonintact households without 2 biological parents due to divorce, separation, single parenthood, or death. The current literature lacks research regarding the impact of growing up in a nonintact household during childhood or adolescence for young adults. In recent years, there have been fewer young adults who lived in intact households during their childhood and adolescent years. Arnett's developmental theory is that the major task during young adulthood is developing decision-making skills and accepting oneself. Healthy relationships in early adult life emerge from emotional bonding with early caregivers. The 128 participants in this study were college-aged students, ages 18'24 years, who were enrolled in higher education in a midsize city in the Midwestern United States. In this between-group causal comparative analysis of survey data, the Worthington Autonomy Scale was used to determine whether there were any differences in subdivisions of autonomy in adult college students. College students who lived in intact households during childhood or adolescence had higher levels of autonomy and perceived higher household socioeconomic status when compared to students growing up in nonintact households, with no differences in autonomy based on living with a same-sex or opposite sex parent. This research will increase awareness of the potential for decreased autonomy in college students who lived in nonintact households prior to entering college and may prompt the development of programs and support groups to address autonomy for young adult college students.

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12

Bassett, Kelly M. Campione-Barr Nicole. "Autonomy development and the influence of temperament". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/5333.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on December 21, 2009). Thesis advisor: Dr. Nicole Campione-Barr. Includes bibliographical references.

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13

Houlfort, Nathalie. "The impact of performance-contingent rewards on perceived autonomy and intrinsic motivation /". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85168.

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The present program of research explored the impact of performance-contingent rewards on perceived autonomy and intrinsic motivation. Four studies sought to clarify the debate between behaviorist (Eisenberger and Cameron, 1996; Eisenberger, Pierce, and Cameron, 1999; Eisenberger, Rhoades, and Cameron, 1999) and the social cognitive researchers (Deci & Ryan, 1980, 1985; Deci, Koestner, & Ryan, 1999) regarding the impact of such incentives on perceived autonomy. Two experimental studies (Studies 1 and 2) examined this relationship among college students and elementary school children. Results revealed an undermining effect of performance-contingent rewards on participants' affective experience of autonomy (enhanced feelings of pressure and tension). No significant results were found on intrinsic motivation for college students, whereas for elementary school children, rewards increased enjoyment for the target activity.
Two field-based quasi-experimental studies (Studies 3 and 4) were designed to explore the impact of performance-contingent rewards in an organizational setting. Both studies differentiated between private sector workers, who received a merit-based salary (performance-reward expectancy) and workers from the public sector who received a salary based on seniority (no performance-reward expectancy). Study 3 replicated the previous findings by demonstrating that that performance-reward expectancy undermined workers perceived autonomy. Study 4 extended these results by revealing that the presence of performance contingent reward programs in organizations undermined employees' work satisfaction and relatedness. Such incentives also had a tendency to reduce workers' adjustment to retirement.

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14

Conti, Joseph P. "The effects of mortality salience and autonomy priming on worldview defensiveness". Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1558603015969159.

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15

Thompson, Ralph Richard. "Dependency, self-criticism, and maternal reactions to adolescent autonomy and competence". Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36721.

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Although previous research has examined how dependent and self-critical people recall their parents, there has been little investigation of the influence of Dependency and Self-Criticism on parental attitudes and behavior. The present research examined these relationships in mothers of adolescent children. In Studies 1, 2, and 3, mothers completed measures of Dependency and Self-Criticism and of baseline affect, then were given experimentally manipulated feedback about the child's competence and autonomy. Affect was assessed again, and mothers "coached" children on computer problem-solving puzzles. Studies 1 and 2 examined mothers of adolescent girls, and Study 3 examined mothers of adolescent boys. In mothers of adolescent girls, Dependency was associated with punitive and controlling reactions to daughter autonomy. This was also true of mothers of less competent adolescent sons. In mothers of highly competent sons, however, Dependency was associated with punitive and controlling reactions to low autonomy. Dependency was also associated with increases in depressed affect in response to daughter, but not son, autonomy. In mothers of adolescent girls, Self-Criticism was associated with punitive behavior, regardless of the manipulated characteristics of the daughters. This was true even when, in Study 2, the highly competent performance of daughters was made extremely salient. Self-Criticism had no discernible impact on the parental behavior of mothers of adolescent sons. These results were interpreted as indicating that, especially in mothers of adolescent daughters, parents high in Dependency and Self-Criticism interact with their children in ways that are likely to foster the development of Self-criticism and Dependency in their children. Study 4 examined the relationship between parent and child Dependency and Self-Criticism in the combined data collected from the first three studies. Contrary to expectations, there was no relationship between parent and child

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16

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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17

Gill, Frances E. "Self-determination as a goal of correctional counseling /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012970.

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18

Gruenewald, John M. "Self-determination theory and hedonic well-being in a cross-cultural perspective". Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/j_gruenewald_040109.pdf.

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19

Lee, Theresa. "THE EFFECT OF DEPRESSION ON ADOLESCENT DEVIANT BEHAVIOR AND THE MEDIATING EFFECT OF AUTONOMY". Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3759.

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The purpose of this study was to synthesize the relations among the adolescent need for autonomy in decision making process, depression, and tendencies for deviant or risk-taking behaviors as adolescents. Background variables such as socio-economic status, sex, race, previous academic achievement, parent warmth and support, resistance to peer pressure were controlled for. Using the NICHD database set, multiple regression analyses revealed that adolescent autonomy was not correlated with adolescent depression, and earlier depression at sixth grade was not a significant mediator of the effect of earlier deviant behaviors at sixth grade on later adolescent deviant behaviors. More importantly, however, the study did show that when SES, sex, race, previous achievement, parent warmth/support, and peer influences/relationships were controlled for, autonomy at sixth grade did indeed predict depression in later adolescence at age fifteen. Additionally, depression at age fifteen turned out to be a significant mediator of the effect of early autonomy on later deviant behaviors.

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20

Albert, Melissa A. "Elucidating the Relation of Proactive Personality with Job Crafting: Does Autonomy Matter?" Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586901063613668.

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21

Goad, Alexis N. "The Effect of Autonomy on Prosocial Worldview Defense". Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1589640539951286.

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22

Chua, Sook Ning. "Developmental consequences of autonomy-relatedness need conflict on perception of the social environment". Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110357.

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Self-determination theory posits that people must satisfy their innate needs for relatedness, autonomy, and competence in order to function effectively in life. The needs for autonomy and relatedness have been identified to be particularly important for identity development. Autonomy is the need to feel authentic and self-determined, and relatedness is the need to be connected and related to others. Although people are naturally inclined towards autonomous functioning and self-actualization, it is the social environment that determines to a large extent whether they are actually able to realize that or not. The social environment can be autonomy supportive and facilitate the integration of values into the self, the expression of intrinsic interests, and the making of deep and meaningful connections with others; or the social environment can be controlling and hinder this natural tendency, leading to the person feeling like a pawn controlled by others, unable to express intrinsic interests and engaged only in superficial relationships with others.In this thesis, I examined a particular type of controlling socializing environment that pits the need for autonomy and the need for relatedness against each other. In other words, the person experiences the conflict between being authentic and yet being connected and related to one's family. Broadly, I was interested in how the tendency towards growth is affected by childhood autonomy-relatedness conflict. I reasoned that this distal variable will continue to influence present functioning by affecting the extent to which the present environment is perceived as supportive of one's needs.
Selon la théorie de l'autodétermination, les gens doivent satisfaire leurs besoins innés de relations, d'autonomie et de compétence pour fonctionner efficacement. Les besoins d'autonomie et de relations ont été identifiés comme étant particulièrement importants pour le développement de l'identité. L'autonomie est la nécessité de se sentir authentique et autodéterminé et le besoin d'affiliation est la nécessité d'être connecté et relié à d'autres. Bien que les gens soient naturellement portés vers un fonctionnement autonome et vers l'auto-actualisation, c'est l'environnement social qui détermine dans une large mesure s'ils pourront ou non les satisfaire. L'environnement social peut favoriser l'autonomie et faciliter l'intégration des valeurs, l'expression des intérêts intrinsèques et l'établissement de liens profonds et significatifs avec les autres; au contraire, l'environnement social peut être contrôlant et entraver cette tendance naturelle, menant la personne à se sentir comme un pion contrôlé par les autres, incapable d'exprimer des intérêts personnels ou de former des relations plus que superficielles avec les autres.Dans cette thèse, j'examine un type particulier d'environnement social contrôlant, qui oppose le besoin d'autonomie au besoin d'affiliation. En d'autres termes, la personne vit un conflit entre son désir d'être authentique et celui d'être connecté et lié à sa famille. Globalement, je me suis intéressée à façon dont la tendance à la croissance psychologique est affectée par les conflits entre l'autonomie et d'affiliation vécus pendant l'enfance. J'ai pensé que cette variable distale continuerait d'influer sur le fonctionnement actuel, en affectant la mesure dans laquelle l'environnement actuel est perçu comme répondant aux besoins.

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23

Witek, Erin L. "Teacher autonomy with reading interventions in an RTI model". Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6887.

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The purpose of this study was to investigate teachers’ level of autonomy in a Response-to-Intervention (RTI) model school system and with delivering a Tier 2 reading intervention, as well as, to understand teachers’ perception of student response to the adapted reading materials. Qualitative data collection involved individual teacher interview, observations, post-intervention survey, and a focus group. Teachers selected reading materials that focused on sight word learning to adapt to fit student need and then delivered the intervention for six weeks. Quantitative data were the students’ progress monitoring scores of sight words learned and overall oral reading fluency rate. Results showed that each teacher adapted the materials differently, and that intervention practicality and elements of the current educational structure affect teacher autonomy. While specific elements can play into intervention practicality, it is truly difficult to analyze an intervention separate from the system in which it is being delivered. Teachers defined intervention practicality as ease of delivery, while additionally defining elements of district operations and governing forces of the system, as broader themes that placed control over their instructional practice, thus restricting autonomy. Implications for practice and future research encompass ways to empower teachers to build autonomy and ways to create teacher involvement during system-level change.

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24

Bullard, González Alfredo, Domingo Rivarola, Crovetto Guillermo Cabieses e Rozas Freddy Escobar. "Discussion on the contribution of behavioral psychology and neuroscience in Law". IUS ET VERITAS, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/122648.

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The current round table gathers four renowned specialists infields such as Law and Economics, Civil Law, Litigation, and others, inorder to discuss the relevance and impact of the development of behavioral psychology and neuroscience in Law. thus, the guests addressthe criticism directed from the mentioned study fields to the modelof individual rationality that underlies traditional legal institutions.
La presente mesa redonda convoca a cuatro reconocidos especialistas en materias como el Análisis económico del Derecho, Derecho Civil, Derecho Procesal, entre otras, con la finalidad de discutir la relevancia e impacto que tienen los recientes descubrimientos realizados por el desarrollo de la psicología conductual y las neurociencias en el Derecho. De esta forma, los invitados abordan el cuestionamiento que se dirige desde las áreas de estudio referidas hacia el modelo de racionalidad individual que subyace a las instituciones jurídicas clásicas.

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25

Adams, Jonathan Neil. "Interference patterns : literary study, scientific knowledge, and disciplinary autonomy after the two cultures". Thesis, Durham University, 2003. http://etheses.dur.ac.uk/4005/.

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This project interrogates the claims made for the possibility of collapsing all the various disciplines into one discipline, probably physics, and surely a science, in the name of making clearer the relations between our various fields of knowledge. This is the aim of the radical reductionist, and I take E. O. Wilson's Consilience as exemplary of such attempts. Central to Wilson's method of achieving unity is the new science of evolutionary psychology - itself a re-working of the sociobiology with which Wilson first achieved notoriety. In the on-going project of explaining culture under a Darwinian description, the evolutionary psychologists have begun to suggest explanations for the popularity and content of narrative fiction. Because they are consonant with the rest of science, these biologistic accounts of fiction might be preferable to the accounts traditionally offered by Literary Studies. Consequently, there is a risk that the traditional practices of Literary Studies will be made redundant within the academy and gradually atrophy. The demand is that Literary Studies either makes itself rigorous like the sciences (as with such projects as Northrop Frye's Anatomy of Criticism), or else forfeit its claims to produce knowledge. Aware of this threat, some literary critics embrace forms of relativism in an attempt to deny the unity or effectiveness of scientific knowledge and so neuter the threatened takeover. Among these forms of relativism, Richard Rorty's account seeks to collapse the hierarchy of disciplines and seemingly offers Literary Studies a means of retaining its distinctive approach without denying the effectiveness of scientific knowledge. I aim to show that Literary Studies need not become a science, and that such sciences as evolutionary psychology are neither as threatening as some had feared, nor as useful to literary study as some have hoped.

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26

Hallett, Rachel Justine. "Music use and exercise : a mixed methods study of activity, autonomy and adherence". Thesis, Keele University, 2015. http://eprints.keele.ac.uk/1182/.

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Regular exercise improves both physical and mental health but many people struggle to adhere to exercise programmes. Music is widely used by exercisers, and may aid adherence, but no evidence has yet substantiated this. This thesis consists of four studies exploring exercise music’s potential to assist adherence. In Study 1 (N = 282), online survey responses indicated that women were more likely to use exercise music and to synchronise movement to the beat than men, that running performance was superior among non-music users, and that music preference and personality are related. In Study 2, ten of the participants from Study 1 were interviewed, and interpretative phenomenological analysis revealed four main themes: Taking control, relating to managing the environment and internal challenges; It’s all about me, concerning individualisation and sense of self; Exercise music literacy, involving the capacity to source and access desired exercise music; and Embodiment, connected with the interaction of body, music and hardware. Study 3 (N = 60) was a correlational study, exploring relationships between individual differences, gym media use and exercise frequency. Retrospective exercise data was collected from the gym’s Fitlinxx computerised workout system, with participants supplying additional data for unrecorded exercise. Results indicated that men regularly listening to their own music exercised more frequently than those using other media. Study 4 (N = 99) was a longitudinal intervention study, comparing music and nonmusic pre-exercise interventions condition; the results indicated that listening to music prior to exercising to ‘get in the mood’ was associated with greater exercise frequency. The thesis demonstrates a music-adherence relationship: use of music both during and before exercise was found to relate to frequency of exercise. This may relate to indications that certain kinds of music evoke an ‘exercise mood.’ Combined, these studies support the use of music to help facilitate exercise adherence, and extend knowledge of the who, why and how of music use in exercise.

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Bouzianis, Panagiotis. "Exploring the distress of striving for independence and autonomy : the 'lone wolf' experience". Thesis, City, University of London, 2014. http://openaccess.city.ac.uk/17606/.

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Scientific literature, across different disciplines, has indicated a significant impact of the concept of masculinity in the lives of men, including psychological well-being. Although many quantitative studies have constructed different perspectives around the subject matter, qualitative studies have only started to investigate the phenomenon. The present phenomenological research investigated the experience of masculinity by men from a contextualist epistemological viewpoint. The participants were 7 men of ages 29 to 59. Semi-structured interviews were conducted in order to produce analysable transcripts of the men’s experience. The transcript data were analysed using Interpretative Phenomenological Analysis (IPA). Six Master themes emerged that illustrated the contexts within which the experience of masculinity might have been experienced: Being Masculine, The Self Towards Superiority, What is Masculinity, The Emotional World, Other Men and The Other Gender. These themes represent interpretations of the men’s experience addressing structural, functional, developmental, personal and interpersonal aspects of experienced masculinity. Of particular interest was the pervasiveness of the concept of power throughout the Master themes and through many of their Constituent themes. Illustrative accounts are quoted in order to illuminate how the men experienced masculinity to be impacting their lives. It is also argued that the new and rich understandings gained from this study might help Counselling Psychologists to better help their clients address masculinity related issues and to accept and define their own way of being men.

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Moss-Morris, Beverley. "An exploratory study of the relations between aspects of autonomy and concrete operational abilities". Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/16365.

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Bibliography : pages 48-50.
The study attempted an exploration of the relation between aspects of autonomy and cognitive development, at the concrete operational stage. This was intended as a contribution to extending Piagetian theory in order to encompass an understanding of variations in cognitive development. Thirty Sub A boys and girls were individually tested on a modified Piagetian Inventory, and a modified sentence completion test of autonomy. The Vineland Scale was administered to their parents, and teachers completed a teacher rating scale of autonomy, developed for this study. Through regression analyses, it was found, in line with previous research, that autonomy was situationally specific. Linkages between some aspects of autonomy and specific areas of concrete operational thinking were also evident. A number of preliminary interpretations were offered for the findings. It was concluded that the linkage between aspects of autonomy and areas of concrete operational thinking could be understood within a Piagetian framework, with implications for a revision of Piagetian theory.

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29

Dasch, Kimberly B. "Daily stress and coping correlates of sociotropy and autonomy evaluation of the construct validity of the Personal Style Inventory /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.17 Mb., p, 2006. http://proquest.umi.com/pqdlink?did=1163266781&Fmt=7&clientId=8331&RQT=309&VName=PQD.

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30

Brooks, Jeffrey S. "Teachers, freedom, and alienation : a year at Wintervalley school /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091903.

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31

Buote, Carol Anne. "Relations of autonomy and relatedness to school functioning and psychological adjustment during adolescence". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ56515.pdf.

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32

Preczewski, Stanley C. "Measuring self-directedness for continuing learning : a cross-sectional survey approach using the ODDI continuing learning inventory (OCLI) /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840027.

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33

Kilpatrick, Marcus Wayne. "Exercise motivation and self-determination : scale development /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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34

Mack, Kyle Garret. "Conscientiousness as a Moderator of the Relationship Between Work Autonomy and Job Satisfaction". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/238.

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Autonomy is one of the most commonly studied job characteristics in the work design literature and is commonly associated with large and positive effects on job satisfaction. There is reason to believe that autonomy may interact with personality characteristics to affect attitudinal outcomes, but prior research has tended to focus on the original growth-need-strength construct as a potential moderator with mixed results. One glaring gap in the literature is the lack of research that examines the Big Five constructs of personality as a potential class of moderators. Grant, Fried, and Juillerat (2010) have suggested additional research into the Big Five as moderators of individuals' attitudinal reactions to job characteristics. Moreover, several researchers (e.g., Dudley, Orvis, Lebiecki, & Cortina, 2006; Judge, Heller, & Mount, 2002; Major, Turner, & Fletcher, 2006) have called for increased attention to the facets of the Big Five in conducting such research. This dissertation addressed these two gaps in the research literature. First, the study examined conscientiousness as a potential moderator of the relationship between the job design characteristic of autonomy and the outcomes of job satisfaction and person-job fit. Second, the study tested specific hypotheses regarding these interactions using both the global construct of conscientiousness and the narrower sub-traits--or facets--that exist underneath the broader trait. This dissertation also contributes to the research literature by creating a new measure of person autonomy fit adapted from an existing person job fit measure (Cable & DeRue, 2002) and by showing that person autonomy fit mediates the effect of autonomy and job satisfaction and person job fit. Data were collected at two time points from 181 employees at a national wholesale distribution cooperative. Participants came from the corporate office and 10 independently owned locations across the United States, and held a wide variety of jobs. The results indicated strong main effects for autonomy and conscientiousness and its facets on job satisfaction, and a strong effect of autonomy on person-job fit, but did not find evidence of interactions between autonomy and conscientiousness or any of its facets. Moreover, the results indicate that person autonomy fit mediates the effect of autonomy on these two attitudinal outcomes. Based on these results, I suggest that organizations interested in creating work environments that foster high levels of job satisfaction can do so using at least two mechanisms: 1) by selecting individuals with higher levels of conscientiousness and 2) by providing high levels of autonomy in the workplace. I also argue that the potential payoff of providing autonomous work environments is far higher than for selecting workers predisposed to be more satisfied with their jobs. Finally, I suggest that more research is needed to understand the complex interaction between individual differences and workplace environments.

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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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Holt, Melissa. "Examining the Mindfulness – Stress Resistance Relation: The Mediational Role of Autonomy". VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1968.

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Mindfulness – a receptive attentiveness to present experience – has been shown to promote more adaptive emotion regulation (Brown, et al. 2007) and predict autonomy - motivation to behave in a self-directed manner. In turn, autonomy has been shown to predict self-regulation (Ryan & Deci, 2000). This suggests a psychological pathway from mindfulness to autonomy to emotion regulation. To better understand the regulatory potential of a mindful disposition and the possible mediating role of autonomy in healthy adult participants (N = 69), a laboratory social evaluative threat was used called the Trier Social Stress Task (Kirschbaum, et al., 1993). Results showed that mindfulness predicted lower self-reported anxiety but not lower negative affect or endocrine levels. State autonomy during the stressor fully mediated the inverse relation between mindfulness and anxiety. These results support the theory of the emotion regulatory potential of mindfulness, and suggest one means by which this quality may improve well-being.

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Swindell, Jennifer Sproul. "Respecting autonomy in cases of ambivalence regarding end of life decisions". Diss., Connect to online resource - MSU authorized users, 2008.

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38

Karlström, Ulrica, e Anna Sohlberg. "Har positiv feedback och autonomi betydelse för arbetstillfredsställelsen?" Thesis, Högskolan i Gävle, Psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27966.

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Forskning visar på att arbetstillfredsställelse leder till ökad arbetsprestation och flera studier har visat att feedback samt autonomi predicerar arbetstillfredsställelse. Syftet med denna kvantitativa studie är därför att undersöka samvariationen mellan arbetstillfredsställelse, positiv feedback och autonomi. Studien genomfördes genom att distribuera en enkätundersökning via sociala medier. Enkäten innehöll totalt 36 items och var uppdelad i tre delar, arbetstillfredsställelse, feedback samt autonomi. Några demografiska frågor inledde enkäten. Totalt deltog 123 personer i studien. Mätinstrumenten som användes var Minnesota Satisfaction Questionnaire för att mäta arbetstillfredsställelse, för att mäta autonomi användes en dimension, bestående av sex items, från Barrick och Mount (1993) och slutligen användes Feedback Environment Scale (FES) för att mäta feedback. Resultatet visar på positiva samband mellan variablerna arbetstillfredsställelse, positiv feedback och autonomi, samt att feedback predicerar arbetstillfredsställelse bättre än autonomi.
Studies have shown that feedback as well as autonomy predicts job satisfaction. The purpose of this quantitative study is therefore to investigate the correlation between job satisfaction, positive feedback and autonomy. The study was conducted by distributing a survey through social media. The survey contained a total of 36 items and was divided into three parts, job satisfaction, feedback and autonomy. Some demographic questions began the survey. A total of 123 people participated in the study. The measuring instruments used were the Minnesota Satisfaction Questionnaire for measuring job satisfaction, for measuring autonomy, a dimension consisting of six items, from Barrick and Mount (1993), was used, and the Feedback Environment Scale (FES) was used to measure feedback. The result shows positive relationships between the job satisfaction, positive feedback and autonomy variables, and feedback predicts job satisfaction better than autonomy.

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Paudel, Deepak Raj Orapin Pitakmahaket. "Women's autonomy and utilization of maternal health services in Nepal /". Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd392/4838764.pdf.

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Yu, Alexander Brian. "The Role of Cultural Self-Construal and Autonomy on Athlete Preference for Intervention". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011792/.

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Self-construal (SC) refers to the way people perceive their identities in relation to self and others (Markus & Kitayama, 1991b). It has been found in the literature to influence thinking, decision-making, and preferences (e.g., Sung, Choi, & Tinkham, 2012) which suggests that a person's SC may affect her/his preference on psychological interventions. However, no empirical studies can be located that examined this relationship. The study examined the effects of independent SC, interdependent SC, general autonomy (GA), and sport autonomy (SA) on athletes' preferences and desire to use the interventions in the future, especially how these relations might vary as a function of the type of intervention. It was hypothesized that the relationship between each of the predictors and preference for and desire to use intervention would be moderated by the type of intervention received. Four hundred and thirty-one current and former athletes were recruited to participate in this study. Participants completed a questionnaire that measured SC, GA, and SA and were then randomly assigned to receive one of two self-talk interventions, representing either a self- or other-focused intervention. Participants were asked to rate their preference for and desire to use the given intervention in the future. Results found positive significant relationships with all predictors and intervention preference, in both self- and other-focused groups. Initial hierarchical multiple and logistic regression analyses did not support a significant moderation effect of intervention type on the relationships between the independent and dependent variables. However, a post-hoc analysis that conducted a hierarchical multiple regression with participants separated by gender found a significant moderation effect of intervention type on the relationship between independent SC and preference for intervention for females only. Additional post-hoc analyses were conducted to replicate Sung et al.'s (2012) analysis procedures in which the SC continuous variables were transformed into categorical ones, and a 2x2 ANOVA and Pearson chi-square analyses were conducted. Post-hoc analyses revealed significant interaction effects of intervention type and participants' dominant self-construal type on their desire to use intervention. Limitations, implications for counseling/consulting, and future research directions are discussed.

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Milyavskaya, Marina. "The role of personality in the priming of autonomy- supportive and controlling others: effects on intrinsic motivation". Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66670.

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Research on self-determination theory has established that the amount of autonomy support and control in a given situation can enhance or thwart intrinsic motivation. Meanwhile, research in social cognition has shown that people form schemas of significant others which can generalize to new situations. This thesis examines how external cues which activate nonconscious representations of autonomy-supportive and controlling significant others interact with individuals' personality to influence intrinsic motivation on a novel task. Two studies with approximately two hundred participants were conducted to address this question. Participants were primed with either an autonomy-supportive or controlling significant other who they previously nominated as such on an online questionnaire, and engaged in a novel picture-search task. Self-report and behavioural measures of intrinsic motivation for the task were obtained. Participants' causality orientations and attachment anxiety and avoidance were also assessed earlier in the semester. We found that in some instances causality orientations moderated the effect of the primes, as did anxious attachment.
La théorie de l'autodétermination a révélé que le support de l'autonomie ainsi quele contrôle éprouvés dans une situation peuvent augmenter ou diminuer la motivationintrinsèque. La recherche en cognition sociale a démontré que les personnes forment desreprésentations mentales (schémas) d'autres qui peuvent généraliser à des nouvellessituations. Cette thèse examine la manière dont l'activation des représentations despersonnes qui supportent ou contrecarrent l'autonomie interagit avec la personnalité pourinfluencer la motivation intrinsèque dans une nouvelle tache. Les participants ont fournides noms de personnes qui supportent et contrecarrent leur autonomie, puis quelquessemaines après ont été amorcés avec une représentation d'une de ces personnes. Lesparticipants étaient ensuite engagés dans un casse-tête d'objets caches, où leurmotivation intrinsèque pour la tache était mesurée. Les orientations générales à lacausalité et les niveaux d'attachement anxieux et évitant ont également été évalués plustôt dans le semestre. Nous avons trouvé que dans certain cas, les orientations à lacausalité et l'attachement anxieux ont modéré l'effet de l'amorçage sur la motivation.

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Christian, Rucksana. "An investigation of domestic workers' perceptions into the effects of employer involvement on parenting and parental autonomy". Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9062.

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Bibliography: leaves 77-81.
Domestic workers (DWs) have been described in sociological literature as "trapped" workers. They have been portrayed as workers coerced into powerlessness and unassertiveness by virtue of their economic dependence on employers. Observations of DWs in clinical settings have conﬁrmed these assertions. This study examines how eight DWs negotiate their parental authority f autonomy while having their own children living with them on their employers' premises and also having employers involved in parenting DWs' children. The results are based on semi-structured interviews with DWs. Interviews were taped, transcribed and the data analysed qualitatively. Results were discussed according to the following themes: 1. the nature of employer involvement 2. areas of employer involvement 3. areas of employer non-involvement in parenting and its relationship to the issues of power, culture and difference. Emergent themes were identiﬁed and discussed. Overall the expected ﬁnding that DWs would experience difficulties with parental autonomy was not supported. Recommendations regarding implications for treatment and research are made.

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Aiken, Emma. "Interpersonal needs and values authenticity, belonging, independence and narcissism /". Australasian Digital Thesis Program, 2006. http://adt.lib.swin.edu.au/public/adt-VSWT20070730.134810/index.html.

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Thesis (DPsych) -- School of Life and Social Sciences, Swinburne University of Technology, 2006.
Submitted in fulfilment of requirements for the degree of the Doctorate in Counselling Psychology, School of Life and Social Sciences, Swinburne University of Technology, 2006. Includes bibliographical references (p. 233-244).

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Tam, Win-gee, e 譚穎知. "The moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196511.

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This experiment investigated the motivational effect of task instrumentality in a group of 8th grade students (N = 92). It investigated whether telling students that memory skills were instrumental could produce motivational effect. With reference to the self-determination theory, it was hypothesized that the original level of motivation would serve as the moderator of the effect of instrumentality on the change in motivation. It was believed that instrumentality would have more impact on students with low level of motivation at the first place; while the impact of instrumentality would be less on students with high level of motivation at the first place. The experiment was successful in the manipulation of instrumentality of memory skill. There was an increase in students’ introjection after the intervention. The main effects showed that the teaching session was effective in reducing students’ external regulation. Marginal significant main effect was found in the experimental group, where they had higher identification to the mnemonic session compared to the control group. Regarding the moderation effect, there was no significant moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. Implications of these findings on education were discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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Boyd, Tamar Mary. "Autonomy, Competence, Relatedness, and Personal Growth Initiative Among Postpartum Women". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2792.

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Prior research on maternal postpartum care, the transition to motherhood, pelvic floor dysfunction, and pelvic floor muscle training (PFMT) has revealed that postpartum women are often denied the basic information, instruction, and preventive strategies necessary for optimal postbirth rehabilitation and psychological well-being. Employing a dual framework of self-determination theory and personal growth initiative (PGI) theory, this quantitative study utilized a cross-sectional design to investigate if autonomy, competence, and relatedness satisfaction predicted PGI in postpartum women. Differences in autonomy, competence, relatedness, and PGI between PFMT practicing and nonpracticing postpartum women were also examined. A web-based survey method was employed to collect data from 229 postpartum women, which consisted of 121 women not practicing PFMT and 108 women practicing PFMT. The Basic Psychological Need Satisfaction and Frustration Scale measured autonomy, competence, and relatedness. The PGI Scale-II measured PGI. Standard multiple regression and 4 independent-samples t tests were used to analyze the data. Results indicated that autonomy, competence, and relatedness predicted PGI. There were no significant mean differences between PFMT practicing and nonpracticing women. These findings have implications for positive social change such that the medical community and policy makers can utilize the fulfillment of postpartum women's needs for autonomy, competence, and relatedness to improve women's odds for optimal adjustment and adaptation to life after childbirth.

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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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Vannatter, Beverly J. "Perceptions of staff nurse autonomy and management characteristics in shared governance systems and traditional organizational systems". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036192.

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The purpose of this study was to determine if shared governance systems result in an increased perception of autonomy for staff nurses. The population for this study included all registered nurses providing inpatient care at two mid-sized community hospitals in the Midwest, who were not identified as supervisors, managers or executives. The convenience sample was obtained from those completing and returning a distributed survey. The sample was 146 staff nurses from each organization. Only responses from nurses with more than one year experience at the current facility were included in the study. , One hospital had a shared governance system in place. The other hospital had a traditional organizational system.The theoretical framework for the study was the Neuman Systems Model (1989). Staff nurse autonomy was measured by the Nursing Activity Scale (Schutzenhofer, 1987). Management characteristics were measured by the Profile of Organizational Characteristics (Liken, 1978). Also administered was a brief demographic data questionnaire (Schutzenhofer & Musser, 1994).Each hospital provided the researcher with access to participant mailboxes of those registered nurses providing inpatient care and not in management or executive roles Surveys were placed in each mailbox, and drop boxes were made available in unit classrooms in one hospital, and in nursing administration in the other hospital. A reminder notice was placed in each participant mailbox one week after initial survey distribution. Drop boxes were retrieved by the researcher one week following the reminder notice distribution. Study participants were informed about the study by cover letter and invited to participate. Participation was strictly voluntary. Data was available only to the investigator and only group data were reported without reference to individual participants. Participant responses were completely anonymous. Questionnaires were printed on two different colors of paper in order to distinguish between hospitals. No code numbers or other identifying marks were placed on any of the questionnaires. The study provided information on which to base management decisions regarding nursing governance arrangements.
School of Nursing

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Minnaar, Heinrich Adrean. "Transformational leadership, job autonomy and role-breadth self-efficacy : their influence on proactive behaviour in entry-level graduate roles". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20087.

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This study investigated the model on the antecedents of proactive behaviour as identified by Den Hartog and Belschak (2012) within the context of entry-level graduate roles (n = 76). A survey was devised which included the use of a five-point Likert-type scale. It was then administered to graduates in entry-level roles in various industries in South Africa to measure the different variables stipulated by the model. When data was analysed, the results revealed that transformational leadership (inspirational), task-related role-breadth self-efficacy (RBSE), and people-related RBSE correlated significantly and positively with proactive behaviour. Transformational leadership (performance) and job autonomy obtained non-significant correlations with proactive behaviour. The results also revealed that job autonomy, task-related RBSE and people-related RBSE did not moderate the relationship between transformational leadership (inspirational or performance) and proactive behaviour. This meant that the display of transformational leadership did not lead to a significant increase in proactive behaviour in low autonomy, low RBSE situations or in high autonomy, high RBSE situations as hypothesised. The unique characteristics of entry-level graduate roles are highlighted by the study - the significance of this model on proactive behaviour in a general employee context potentially may not be relevant to a graduate context. The findings contribute towards research evidence on the development of proactive behaviour in entry-level graduate roles.

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Mullins, Eddie. "The process of the law of attraction and the 3rd law, law of allowing". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mullinse.pdf.

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Larson, Chandra S. "Perceptions of nicotine dependence and loss of autonomy among college student smokers". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1286764.

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The purpose of the study was to determine the association of college student smokers' perceptions of nicotine dependence and measurements of loss of autonomy. The participants of the study were students enrolled in 7 randomly selected large (N > 170) core curriculum classes at Ball State University, during spring semester 2003. Using a cross-sectional data collection process, participants completed a 33 item survey consisting of questions from the Hooked on Nicotine Checklist and National College Health Risk Behavior Survey. The design of this study was to determine whether student smokers' perceive themselves as dependent on nicotine and how this was associated with a measurement on a loss of autonomy scale. Descriptive statistics, chi square, and univariate analyses were used to analyze the data. The majority, 64%, of participants had smoked sometime in their life, with 30% being classified as current smokers. Significant associations were found between the following variables: loss of autonomy and participants' perceptions of nicotine dependence, loss of autonomy and amount of cigarettes smoked, loss of autonomy and the number of years smoked, and perceptions of addiction and the number of years smoked. Gender and race were not found to be significantly associated with loss of autonomy or perception of nicotine dependence. Further analysis showed that as the consumption of cigarettes increases to an average of 2-5 cigarettes a day, chance of losing of autonomy also increases.
Department of Physiology and Health Science

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Tesi sul tema "Autonomy (psychology)"

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