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Coughlan, Richard Shannon 1967. "Predicting affective responses to unexpected outcomes". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288937.
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The three studies reported here examined the role of expectations in determining an individual's satisfaction with a real or hypothetical outcome. More specifically, this work looked at the accuracy of individuals in predicting their affective responses to expected and unexpected outcomes in various settings. Finally, three variables thought to have an effect on affective response were manipulated in order to examine their role in judgments of satisfaction with outcomes. In the first study, undergraduate subjects read scenarios containing the expectations of an individual about some event. Subjects made predictions about how these individuals might feel about outcomes better than, worse than or the same as what had been expected. The second study involved the expectations of bowlers about their scores in an upcoming game. Prior to beginning the game, bowlers predicted their scores and what their affective responses would be for outcomes better than, worse than, or equal to their expectations. After the game, their responses were recorded and compared to the predictions. The final study involved the expectations of hotel managers about important measures of business productivity. Some time before the relevant outcome would be learned, managers made predictions about the outcomes and their affective responses to other potential outcomes better than, worse than, or equal to their expectation. These studies show that bowlers and managers do very well at predicting affective responses to outcomes, both expected and unexpected. This is especially true for one subset of our subjects, whose predicted affect curve closely resembles the actual responses.
2
Ardington, Carolyn. "Parental death and schooling outcomes in South Africa". Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5761.
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The HIV/AIDS pandemic is leaving in its wake a generation of children who have lost parents, care-givers, and other loved ones to illness and death. One of the lasting effects of the HIV/AIDS crisis will be the impact it is having on the education of the generation of children now of school going age. This thesis examines the extent to which South African children who have experienced parental loss are vulnerable to poorer educational outcomes. It contributes to the literature on orphans and schooling in Africa in a number of ways. Firstly, I assess the extent to which the vulnerability of orphans to poorer educational outcomes has changed over time as the AIDS crisis deepens in South Africa. This provides an avenue to explore whether the fear that extended families are no longer effective safety nets may be overstated or whether traditional coping strategies are indeed breaking down. At every point in time cross-sectional evidence suggests that orphans are at risk of poorer educational outcomes with maternal deaths generally having stronger negative effects than paternal deaths. Despite a significant increase in the number of orphans over the last decade I find no evidence of a systematic deterioration in traditional coping strategies with respect to orphans' educational outcomes. Secondly, I analyse two geographically and socioeconomically distinct longitudinal datasets to investigate whether parental death effects are causal. My evidence is consistent with mother's deaths having a causal effect on children's schooling. Thirdly, I exploit the longitudinal data to investigate the extent to which orphan disadvantage precedes parental death and whether orphans begin to recover in the period following a parent's death or whether they continue to fall behind. Finally, I investigate the longer run impact of parental loss in childhood on human capital formation by focusing on the completion of secondary school by early adulthood. These results suggest that parental death will reduce the ultimate human capital attainment of the child.
3
Aftab, Zehra. "The effects of private schooling on adult economic outcomes". CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/3624.
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Lee, Chanyoung. "Three essays on child labor, schooling outcomes and health". [Ames, Iowa : Iowa State University], 2007.
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Allspaw, Kathleen M. "Secondary science classroom dissections forming policy by evaluating cognitive outcomes and exploring affective outcomes /". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344557.
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Thesis (Ph.D.)--Indiana University, School of Education, 2008.Title from home page (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0517. Adviser: Charles Barman.
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Hoekstra, Mark L. "Essays on the effects of family and schooling on student outcomes". [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015223.
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Prakash, Anila. "Three Essays on Labor Market Outcomes". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560807.
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The three chapters in this dissertation look at different aspects of the labor market and its players. The first chapter estimates the impact of using the internet for job search on job match quality. Using both the semi-parametric Meyer (1990) model and the non-parametric Hausman Woutersen (2014) hazard model, the paper finds that exit rate from employment is at least 28% lower when internet is used as a job search tool. The second chapter looks at the effect of past unemployment on future wages. It is believed that employers may use past unemployment as a signal of low productivity. In this situation workers with a history of unemployment may receive lower wages. The paper uses the Machado Mata (2005) quantile decomposition technique to decompose the wage difference into differences due to characteristics and differences due to rewards. Results indicate that workers with an unemployment spell of more than three months receive at least 12% lower wages and that more than 40% of this wage difference can be attributed to the lower rewards received by the previously unemployed.. The last chapter focuses on human capital formation and looks at some of the reasons behind the low levels of schooling India. Using the Indian Household Development Survey (2005), the paper finds that income continues to be an important factor behind the low level of primary school enrollment. On average, poor students have at least 3% lower enrollment rates, when compared to similar skilled non-poor students.
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Ksendzov, Elena. "Associative Relationship among Mindfulness, Academic Grades, and Affective Outcomes in Adolescence". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2842.
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Adolescents navigate through escalating academic and social pressures while undergoing major physical and psychological changes. Concerned with behavioral, mental, and emotional challenges of youth, educators seek to expand approaches to promote learning success. Research founded in mindfulness theories has suggested that mindfulness positively and significantly correlates with psychological and physical health, work performance, decision-making ability, and emotional regulation, and may be a factor in learning. Two theoretical viewpoints on mindfulness, Western- and Eastern-based, formed the conceptual framework for this study, which aimed to examine associative relationships between mindfulness and academic achievement, and between mindfulness and affective outcomes for the general population of 14 to 18 year old students. A set of secondary data was composed of 34,375 responses derived from a nationwide survey on attitudes and behaviors of school-age children collected by Search Institute between 2011 and 2013. The data analyses consisted of descriptive statistics, cross-tabulations, and binary logistic regression analyses. The results showed that adolescent students whose attitudes and behaviors indicated mindfulness had greater likelihood to report earning high grades (p<.001), effect size small-to-medium, and greater likelihood to convey positive affective outcomes (p<.001), effect size medium-to-large. These findings provide a social change benefit to the community of scholars, educators, and youth service professionals by establishing the suitability of a mindfulness construct as a predictor of cognitive and affective learning outcomes in adolescence.
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Heinberg, Aileen Joanna. "Temporal discounting of hedonic outcomes affective processing and the hot/cool model /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1779690641&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Martin-Moreno, Jose Felix. "Antecedents and outcomes of organisational virtues". Thesis, University of Manchester, 2010. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:93136.
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Recent years have seen an increasing interest in the application of virtue ethics in business as opposed to consequentialist or deontogical ethics. However the focus has often been on virtues at the individual as opposed to the organizational level of analysis.It is proposed that the organisational virtues intermediate individual (leadership) and group level constructs (organisational citizenship behaviours, corporate citizenship) to foster intrinsic motivation through a focus on eudemonia (measured as affective commitment). The overall aim of this study is to test this hypothesis using the Chun (2005) scale of organisational virtues ('Virtue Ethical Character Scale'). In the conceptualisation of the organisational virtues I draw from the Aristotelian virtue ethics tradition as reinterpreted by Alasdair MacIntyre.The study is in the main quantitative using SPSS and AMOS, vs. 16 and it is based on a sample of 643 questionnaires drawn from eight different organisations, including two law firms, the headquarters of an international timeshare company, four hotels and a dairy company. All the organisations are based in the UK, except the timeshare company which is based in Cork, Ireland.The survey questionnaire used for the collection of quantitative data is composed of measurement scales representing each construct which were available in the literature and whose validity and reliability were also tested.The outcome of the study is a structured equation model linking the various constructs in the hypothesised manner, which is then applied in a series of case studies involving the organisations surveyed. The model shows particularly strong path coefficients between transformational leadership behaviours and the organisational virtues, and the organisational virtues and affective commitment. Findings from semi-structured and informal qualitative interviews conducted at the organisations are used to help interpret the results.
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Ahn, Soonja. "Cognitive-affective outcomes of classroom writing activities in Korean English as a foreign language". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2434.
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This project addresses writing instruction by teaching journal writing, interactive writing, and poetry instruction to Koreans in the English-as-a-foreign language situation. Writing and indentity construction and writing conferences are also addressed. The curriculum is designed for EFL teachers in Korea at the target-teaching level grades 3-6.
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Young, Peter. "Non-shelter outcomes of housing : a case study of the relationships between housing and children's schooling /". Connect to full text, 2002. http://setis.library.usyd.edu.au/adt/public_html/adt-NU/public/adt-NU20030206.225025.
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Young, P. "Non-shelter outcomes of housing a case study of the relationships between housing and children's schooling /". Connect to full text, 2002. http://hdl.handle.net/2123/479.
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Thesis (M. Phil.)--University of Sydney, 2003.Title from title screen (viewed Apr. 28, 2008). Submitted in fulfilment of the requirements for the degree of Master of Philosophy to the Dept. of Architecture, Design Science and Planning, Faculty of Architecture. Degree awarded 2003; thesis submitted 2002. Includes bibliography. Also available in print form.
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Martin, Marilyn M. "The cognitive and affective outcomes of a cultural diversity in business course in higher education". Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4414.
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Thesis (Ed. D.) University of Missouri-Columbia, 2006.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 August 3, 2007) Includes bibliographical references.
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Young, Peter George. "Non-Shelter Outcomes of Housing: A Case Study of the Relationships between Housing and Children�s Schooling". University of Sydney. Architecture, Design Science and Planning, 2002. http://hdl.handle.net/2123/479.
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The goal of this research is to provide a clearer understanding of the non-shelter impacts of housing, and in particular of the possible processes by which aspects of housing may impact on aspects of schooling. The intention is not to prove a causal relationship, rather to shed light on mechanisms. To that end the approach taken is qualitative, involving in-depth semi-structured interviews with a sample of public housing tenants and a smaller group of educators. This thesis begins with an examination of previous research around this topic. This review identifies past studies that highlight the possible negative effects of transience as a contributor to isolation; the role that neighbourhood may play in encouraging or discouraging the valuing of schooling; a possible link between crowding and punitive parenting practices; and the impact that high housing costs can have on stress levels and therefore health. This thesis details research that builds on this earlier body of work. Given findings from earlier studies (in particular the importance of neighbourhood effects identified in some United States� studies), a sampling framework was developed to ensure a reasonable number of households who had experienced a change in neighbourhood as well as housing conditions. As well, an interview schedule was developed to provide a framework to ensure that possible pathways between housing and schooling identified in earlier research would be explored in these interviews. Public tenants were chosen as the population group from which to draw the interview sample, as this group have undergone a significant housing change (when they moved into public housing), and their income levels increase the chances of them having lived in poor quality housing in the past. A small number of interviews with educators were also conducted. Schools were chosen randomly from outer suburbs where poor quality housing and transience were expected to impact on school populations. As well an inner-city school in a gentrifying suburb was also selected for interview. These interviews identified four main themes � transience, housing amenity, neighbourhood and cost. Transience may be a significant problem for children who are already struggling in the school system, especially those who are receiving school based remediation. For these children, moving house may interrupt important remediation work at school, and may result in children falling further and further behind their peers. Also, transience may contribute to family stress levels which may impact on health and happiness, thereby reducing motivation and levels of school attendance. Housing amenity can impact on health, as a result of injuries related to poorly maintained or designed housing, from stress associated with noise and broken sleep, and from insect born illnesses due to the absence of insect screens. Possibly the most significant housing amenity related health impact seems to be due to the link between asthma, and dust and mildew. Neighbourhood seems to have the potential to be a significant positive and negative force in people�s lives. Supportive neighbours can make single parenting much less stressful, for example by helping with child-care, increasing the sense of safety, and reducing isolation. Hostile neighbours, on the other hand, can create levels of stress that may force adults and children indoors to avoid conflict. High housing costs can cause significant stress for families. For those who are already suffering from stress this additional pressure may contribute to stress related ill-health. As well, these families may not be able to afford to eat properly, and may not be able to afford to pay for extra-curricula activities such as school outings, dance classes etc. Poor diet may contribute to increased incidents of illness, and extra days missed from school. These insights suggest some changed approaches to the design and delivery of housing assistance in Australia, so as to maximise the non-shelter benefits of such interventions.
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Le, Mau de Talancé Marine. "Educational Choices and Schooling Quality in Developing Countries". Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLED052/document.
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Cette thèse se propose d’étudier les choix d’éducation en adoptant une approche originale intégrant la notion de qualité de l’enseignement. Cette étude se concentre sur deux pays : l’Indonésie et le Pakistan. Dans un premier temps, nous montrons que la scolarisation obligatoire a eu des effets sur les taux de scolarisation qui se sont répercutés sur les comportements de fécondité. Ces effets ne sont cependant pas automatiques et peuvent cacher une grande hétérogénéité. Nous nous intéressons ensuite au concept de qualité de l’éducation, une notion qui a de multiples facettes. Si on l’appréhende par le prisme des résultats scolaires, les enseignants semblent jouer un rôle majeur. Cependant, cette définition n’est pas entièrement satisfaisante quand on s’intéresse aux choix de scolarisation. En effet, les performances académiques des écoles ne reflètent qu’une partie de l’opinion des parents. Les parents semblent également rationaliser leurs choix a posteriori et considèrent que les écoles privées sont meilleures. Une approche qui considère la qualité subjective de l’éducation (perçue par les parents) permet de mieux comprendre leurs choix en termes d’éducation. Les parents non satisfaits par l’enseignement public ont tendance à s’orienter vers le privé, ce qui peut expliquer l'expansion de ce secteur dans de nombreux pays en développement. Le développement des écoles privées pourrait néanmoins accroître les inégalités car certaines franges de la population n’y ont pas accèsThis thesis aims at better understanding the multiple aspects of education in developing countries with a focus on Indonesia and Pakistan. First, we show that compulsory education could positively impact educational attainment and change fertility behaviours, even though these effects can be heterogeneous. Then, we consider the multifaceted notion of quality of education. If we consider that the quality of education encompasses only learning outcomes, teachers play a central role in knowledge acquisition. However, this measure is unsatisfactory when trying to understand schooling behaviours. Indeed, student achievement only partly explains parents' opinions. Parents also tend to be subject to an ex-post rationalization bias and to value private schools more. The subjective dimension of the quality of education helps to understand school choice. Parents' dissatisfaction with public schools partly explains why they send their children to private establishments. Nevertheless, the expansion of the private education sector could increase gender and socio-economic inequalities
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Kroh, Julia. "Corporate social responsibility: how internal and external CSR perceptions influence employee outcomes". Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11902.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and EconomicsEmployees can be considered the inner workings of an organization. With CSR on the rise it is surprising to find comparatively little research exploring how CSR impacts such an existential stakeholder group. This study aims to theoretically explore and empirically test if internal and external CSR perceptions affect employees’ organizational citizenship behavior, affective commitment, and turnover intention. Additionally, possible interposed influences of perceived organizational support and person-organization fit on aforementioned CSR-employee outcome linkages are investigated. Results are based on surveys of 160 employees from three firms. Implications for literature and management as well as limitations and research suggestions are provided.
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Delialioglu, Omer. "Effectiveness Of Hybrid Instruction On Certain Cognitive And Affective Learning Outcomes In A Computer Networks Course". Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605239/index.pdf.
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This study examined the effectiveness of a hybrid instruction in terms of students&rsquoachievement, knowledge retention, and attitudes towards course content and course satisfaction. An in-depth analysis was done to understand students&rsquo
perceptions about the effective domains of interactive learning, which included pedagogical philosophy, learning theory, goal orientation, task orientation, source of motivation, teacher role, metacognitive support, collaborative learning, and structural flexibility of a hybrid course. In this study quantitative and qualitative research methodologies were used in conjunction. Experimental study was carried out to understand if there is a significant difference between the hybrid course and the traditional course in terms of students&rsquo
achievement, retention, satisfaction, and attitude. Qualitative analysis was done to understand students&rsquo
perceptions about the effective dimensions of interactive learning. The subjects of this study were 50 students in a &ldquo
Computer Networks and Communication&rdquo
course, offered by the Computer Education and Instructional Technologies Department of METU. The control and experimental groups consisted of 24 and 26 students respectively. The students in the experimental group were interviewed one on one at the end of the treatment. The quantitative findings of the study indicated no significant difference between the hybrid course and the traditional course in terms of students&rsquo
achievement, retention, satisfaction, and attitude. The qualitative findings of this study showed that the amount of information supplied in the course web-site, need for metacognitive support, authentic learning activities and collaboration, type and source of motivation, individualized learning and access to internet played important roles in students&rsquo
learning in the hybrid course.
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Malekzadeh, Shervin. "Schooled to obey, learning to protest: The ambiguous outcomes of postrevolutionary schooling in the Islamic Republic of Iran". GEORGETOWN UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3450846.
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Beattie, Irenee. "Tracking women's transition to adulthood: High school experiences, race/ethnicity, and the early life course outcomes of schooling". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280344.
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High schools are key settings for adolescent development, yet life course scholars have not fully examined how schools shape transitions to adulthood. Schools are important for socializing youth, but most education research examines cognitive outcomes, like test scores, rather than behavioral outcomes, like welfare receipt. Theories about transitions to adulthood and the role of curricular tracking each focus on racial/ethnic differences, but there is little connection between the two areas of inquiry. This study explores racial/ethnic variation in the effect of curricular tracking on women's risk of young welfare receipt, and on behavioral outcomes I term the proximate causes of welfare --dropping out of high school, teenage motherhood, limited work experience, poverty, and single motherhood. In three distinct but theoretically connected essays, I study these relationships using a sample of black, Latina, and white women from the National Longitudinal Survey of Youth. Chapter 2 examines racial/ethnic differences in the effect of college and vocational tracks on behavioral outcomes of schooling. College tracks reduce women's risk of experiencing the proximate causes of receipt, but these effects are much stronger for white women than for black and Latina women. Women of color have lower risks of each of the proximate causes in vocational tracks and racial/ethnic inequality is greatest in college tracks. Chapter 3 considers whether racial variation in the effects of tracking influences pathways to welfare receipt. Tracking shapes welfare dynamics, and racial inequality in these effects is greatest in the college track. Whites benefit more from college track placement while women of color benefit more from vocational track coursework. Tracking influences welfare risks primarily through effects on teen motherhood and dropping out of school. Chapter 4 explores a mechanism through which racial/ethnic differences in the effect of tracking might operate: an "attitude-achievement paradox." Women with high educational expectations and limited preparation for college (as indicated by test scores) are extremely likely to become teen mothers. African American women are most buffered from teen motherhood risks in the vocational rather than the general or college tracks. In each section, I discuss the important theoretical and policy implications derived from these results.
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Pierce, Benjamin. "The Intersection of School Ethnic Composition and Structure: Predicting Social and Academic Outcomes Among Latino Students". DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4964.
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Latino students are at risk for poor social and academic outcomes in American schools, yet contextual models for understanding this risk have been elusive. Considerable research has attempted to understand the relation between the ethnic composition of schools and outcomes for Latino students, with inconsistent findings. It was hypothesized that school ethnic composition would be differentially related to outcomes in this population of students, depending on other school contextual factors. Using secondary data from the National Longitudinal Study of Adolescent Health (Add Health), the present study examined individual and school-level moderators of the slopes of same-ethnicity representation (i.e., the percentage of same-ethnicity peers) and ethnic diversity predicting feelings of school belonging and the odds of high school completion among Latino youths. The results illustrate moderation of the slopes of ethnic composition variable depending on the socioeconomic status (SES) of schools as well as the extent of academic tracking. In low SES schools, same-ethnicity representation was positively related to both outcomes (belonging and completion) when academic tracking was low. In high SES schools, the slope of same-ethnicity representation predicting the odds of high school completion was negative under conditions of low ethnic diversity. Diversity was itself positively associated with high school completion across contexts, yet this relation was moderated by SES at the student level. Specifically, the association between diversity and completion diminished as student SES decreased, relative to the mean SES of students in a school. Altogether, the results suggest that conditions associated with reduced inequality among students, namely low systemic strain (higher SES) and low academic tracking, are related to more positive associations between both same-ethnicity representation and diversity, and social and academic outcomes for Latino students. Future research is advised to consider the intersection of school ethnic composition with other aspects of the school context as well as with characteristics of individual students.
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Myburgh, Wim. "Managerial decision making processes and affective outcomes as a function of individual factors and self-efficacy beliefs". Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1141.
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Making decisions in the business environment is arguably the most challenging aspect of managers' yet also the easiest to fail in. Unlike individual decisions managers as agents for their organizations make decisions amidst high levels of ambiguity, incomplete information and mostly under time pressure. These are the very conditions that make managers vulnerable to the volition-undermining potential of decision-generated affect precisely when they are feeling over-extended to deal with such demands. Effective managerial decision making (MDM) involves more than applying a set of individual abilities. Managers face numerous obstacles, failures, and setbacks that often carry perturbing self-evaluative implications as well as social consequences that undermine their self-evaluations in ways that impair good use of their decision making skills (Bandura, 1997). Given the absence of a coherent theoretical framework in the literature the conceptual model of relations put forward attempts to organize and simplify how managers make decisions as agents of their organizations. Most conceptualizations apply oversimplified models that focus attention on one or a few variables, neglect the joint constellations of individual variable factors and the influence of individual self-generated influences as a contributing factor in MDM. As an ex post facto explanatory-predictive study the present research offers evidence of these links among the theoretically relevant constructs in order to formulate an account of their relations in a parsimonious framework that could guide future insights to explain and predict the intentions and direction of managerial decision behaviour. Conceptual research has outpaced empirical research in decision making of managers in organizations. A number of mini-theories exists that focus on a few variables using linear, antecedent-consequence relations with manipulations in laboratory environments that deal with decisions in contexts that are very different to those faced by managers. There is limited research on managers as research participants and empirical findings based on non-managerial samples and students may not generalize to managers in real life decision making. The present research used a non-probability, purposive sample (N = 196) of experienced managers in the Western Cape region of South Africa, all employed in private and public organizations (mean age 38.9 years, SD of 7.49, ethnic black managers constituted 15.8 percent of the sample). As part of the study it was necessary to construct and validate custom indicator measures in an independent pilot study from the same population. The pilot study determined the factor structures of the dimensionality and internal consistency of the custom-designed measures by way of both convergent, as well as, discriminative validity. The exploratory factor (EFA) and internal reliability analyses succeeded to provide both a comprehensive and empirical grasp on the constructs as was defined. Further, analyses of both standardized and custom-designed also revealed no significant difference between black and other managers across the pilot samples which provided confidence of the substantive relations of interest (i.e., the associations among the variables). Structural equation modeling (SEM) was chosen as the data analysis strategy of choice and a confirmatory factor analysis (CFA) demonstrated that the operational measures by and large succeeded in providing both a comprehensive and empirical grasp on the constructs as defined. The inter-construct relations were also consistent with expectations. Evidence for convergent validity however proved that the indicator measures for the allocation of attentional resources were less than adequate in order to provide an uncontaminated measure as a latent variable. The structural model was subjected to further scrutiny by way of a spectrum of goodness-of-fit statistics. The analyses revealed that the model was not adequate and the null hypothesis that the model fitted the population data was subsequently, rejected. It was also sensible to assess the degree of lack of fit of the model with reference to RMSEA which revealed a value of .08, that suggested a reasonable model fit. The poor structural model fit could however be attributed to the failure of the measured indicators used to provide an acceptable grasp of the allocation of attentional resources as a latent variable. The inherent structural flaws in the model could however not be unequivocally be ruled out as an additional possibility of poor fit. One conclusion is the possibility of an expanded model that requires additional indicator measures and additional paths. Notwithstanding these limitations, the present research provided support for social cognitive theory that underlies the model. In accordance with the literature and empirical findings the present research demonstrated mangers' decision making is much more than reason-based behaviour. The present research demonstrates the interdependencies and cumulative effects among individual factors, self-efficacy beliefs and temporal volitional processes, as psychological iv mechanisms through which social-structural factors are linked to the quality of MDM processes. The present research also presents an argument for the independent contributions of self-efficacy beliefs as causal influences on "hot temporal processes" that promote accuracy in decision making. Although present research demonstrates that the estimates were greater for cognitive ability than for both self-efficacy beliefs and social self-confidence it does not suggest that personality traits and self-efficacy beliefs have no utility. The present research demonstrates that cognitive ability combines with personality traits, self-efficacy beliefs and temporal processes (decision-generated affect and the allocation of attentional resources) in a complex manner through multiple pathways.
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Picucci, R. "Are breastfeeding outcomes predicted by prenatal mental health, maternal orientation and postnatal affective attitude toward the infant?" Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3001293/.
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Quinton, Mary Louise. "Investigating the effects of positive and negative imagery content and ability on cognitive, affective, and behavioural outcomes". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7957/.
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The aim of this thesis was to investigate the effects of positive and negative imagery content and ability on cognitive, affective, and behavioral outcomes. After reviewing the literature in Chapter 1, Chapter 2 examined whether negative image interpretation was influenced by imagery content and skill level. This chapter also investigated the effect of imagery content and skill level on performance, anxiety, and confidence in a golf putting task. Following a similar study design to Chapter 2, Chapter 3 investigated imagery’s effectiveness for regulating psychological and cardiovascular responses to competition stress. This chapter also examined whether mastery imagery ability was associated with psychological and cardiovascular outcomes. Following an experimental investigation of mastery and affect imagery ability, Chapter 4 explored these types of imagery ability as mediators between confidence and appraisals and responses to stress. This chapter also explored negative imagery ability’s role in these models through a negatively worded version of the Sport Imagery Ability Questionnaire. Overall, this thesis makes novel contributions to imagery literature by adding new relationships to the revised applied model of deliberate imagery use, testing a new measure of negative imagery ability, and highlighting mastery imagery ability’s role for protecting against debilitative imagery and regulating stress outcomes.
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Tomsen, Jennifer L. "Persistence of affective, cognitive, and behavioral outcomes of their undergraduate programs among School of Natural Resources alumni /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501135993.
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Perot, Josette Anne-Marie. "Teachers' beliefs and behaviour, and their relationship to the affective and social outcomes of students in integrated classrooms". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0006/NQ27712.pdf.
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Groff, Kyle. "Examining the Moderating Role of Organizational Commitment in the Relationship between Shocks and Workplace Outcomes". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4058.
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Little attention has been given to the role organizational commitment plays within broader models of turnover and withdrawal behavior. Understanding and integrating organizational commitment into such models is an important step to fully appreciating the role that commitment plays in the workplace. The purpose of the current study was twofold. First, this study aimed to examine the moderating role that organizational commitment plays in the unfolding model of voluntary turnover. Second, this study set out to examine the role that the various forms of commitment play in the relationship between shocks and withdrawal-related variables. By utilizing a multidimensional model of commitment, a longitudinal design, and an industry sample, the current study is able to offer empirical evidence to support the role of commitment as a moderator in the relationship between shocks and workplace outcomes. Unique effects that the various forms of commitment have on specific shock-outcome relationships were uncovered, providing at least partial support for the majority of hypotheses offered in the current study. Combined with a unique approach for documenting and measuring the various types of shocks, researchers and practitioners should find numerous applications of the current study. Overall, the results of this study are promising both for what they say about the importance of organizational commitment, as well as for their application in future studies.
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Al-Abdi, Yaser. "A three-dimensional customer commitment model : its impact on relational outcomes". Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/a-threedimensional-customer-commitment-model-its-impact-on-relational-outcomes(229fec62-bf7b-4f47-a8c0-480f45be8879).html.
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Customer's ever increasing bargaining power makes it particularly important that practitioners and researchers more thoroughly understand the complex nature of customer commitment. Not surprisingly, however, although the construct of commitment has emerged as one of the key constructs in relationship marketing and has been widely studied in literature, there has been very little agreement on the conceptualisation of the construct. Building upon relationship marketing and organisational behaviour literature, the aim of this research is to extend our understanding of the nature of customer commitment by developing a three-dimensional customer commitment model relaying on commitment theory from the organisational behaviour literature; affective desire-based (AC), calculative cost-based (CC), and normative obligation-based (NC). Relationships among the commitment dimensions and relationships with a number of loyalty relational outcomes, namely, intention to stay (ITS), word of mouth (WOM), and willingness to pay (WTP) were investigated in this study. Using survey questionnaire distributed among customers of cell phone services (N=525), the data was analysed by structural equation modeling (SEM) and then additional analysis was employed to further demystify the complexity of the commitment concept. The results suggest that AC is the dominant source that generates customer loyalty, in line with the state of literature. Both cost-based and surprisingly obligation-based have shown detrimental effects on maintaining and developing the customer-service provider relationship. Additional analysis with various scenarios was implemented using mean split as cut score for high/low commitment dimensions. The findings suggest NC turns to have important positive role on relational outcomes when both AC and CC are below the mean split. When both AC and CC are high NC negatively affect at least ITS but at the same time make a clear positive effect on WTP. The findings can be instructional for identifying how firms can bend various marketing sources to secure more loyal customers to the service provider.
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Gilson, Lucy L. "The role of procedural justice in the relationship between demographic diversity, dissimilarity, work-related affective outcomes, and creative performance". Diss., Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/29451.
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Kilbey, Kenneth. "A prediction of outcomes: a psychological investigation into cognitive and affective development within the framework of adult literacy provision". Thesis, Aston University, 1985. http://publications.aston.ac.uk/12312/.
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This investigation seeks to explore the hypothesis, derived from observation and practice, that there is a strong relationship between the development of literacy skills and the growth of confidence in adult literacy students. Implicit in the developmental approach is the notion of progression towards some cognitive goal. Such a goal necessitates the establishment of a base line of existing attainment, together with subsequent assessment so that progress and development can be measured. The study includes an evaluation of existing formal and informal methods of initial and subsequent assessment and diagnosis available at the time for Adult Literacy Scheme Co-ordinators. Underlying the funding by Cheshire County Council for the project is the assumption that the results will be available for all practitioners and that the tools of measurement may be used by other Adult Literacy Co-ordinators in the County. It is intended, therefore, that this research should result in practical outcomes in which methods of assessment will involve active participation by students as well as by tutors, becoming part of the learning process. It is hypothesised that this kind of co-operation could lead ultimately to self-directed learning and student-independence. For the purposes of this research, a balance is attempted in the use of assessment tools, between standardised tests and informal methods. The study provides facts about students! reading habits; as well as their reading levels, their spelling levels, their handwriting, their writing skills and their writing habits. The study seeks to show the students' feelings towards education, their educational attainments and the type of school which they attended. The study also attempts to come to some measurement of those aspects of student personality which relate to confidence, by means of tests and questionnaires. The study concludes with an examination of the link between cognitive and affective progress.
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Asokan, Ajitha Aswathy. "Mediating role of task-related affective well-being in the influence of customer participation via self-service technologies on service outcomes". Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/81006.
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The study focuses on the role of task-related affective well-being in the influence of customer participation on service outcomes and the differential impact of customer participation types. Also, the study considers the critical intervention of customer knowledge and task complexity. A scenario-based experimental design was conducted in Indian domestic airlines check-in service encounter and Australian supermarket checkout service encounter. The study advances the extant literature and provides several managerial implications.
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Côté-Lussier, Carolyn. "The evil, poor, disliked and punished : criminal stereotypes and the effects of their cognitive, affective and behavioural outcomes on punitiveness toward crime". Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/475/.
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Why does the public so staunchly support harsh criminal justice policies when the social, fiscal and political costs are so great? Individuals in countries such as Canada, the UK and USA continue to want criminal offenders to receive stiffer sentences despite growing prison populations and some indication of lower crime rates (Cullen, Fisher & Applegate, 2000; Donohue, 2007; King, 2008; Raphael, 2009; Tseloni et al., 2010; Useem et al., 2003; Walmsley, 2009). Criminological research has identified cognitive and affective pathways that predict punitiveness toward crime, such as the judged wrongfulness and harmfulness of crime, and moral outrage (Carlsmith & Darley, 2008). The overall contribution of the five papers presented in this thesis is to identify the cognitive, affective and behavioural pathways that link social perception of criminals to punitiveness toward crime. Working at the intersection of social psychology and criminology, the thesis applies theoretical frameworks such as the Stereotype Content Model (Fiske, Cuddy, Glick & Xu, 2002) and Behaviour from Intergroup Affect and Stereotypes map (Cuddy, Fiske & Glick, 2007) to identify the functional relation between social perception and punitiveness. Using different methodologies and at different levels of analysis, this thesis provides strong evidence that the content of criminal stereotypes is associated with specific cognitive (e.g., perceiving crime as being more serious), affective (e.g., feeling anger and a lack of compassion) and behavioural (e.g., wanting to exclude and attack) responses. In turn, criminal stereotypes and their outcomes engender punitive intuitions, decisions and attitudes. These findings reconcile extant criminological research on punitiveness with social psychological research on the function of social stereotypes. This thesis also speaks more broadly to the association between punitiveness toward crime and basic social psychological processes related to interpersonal perception and relations. In this respect, this thesis makes a significant contribution to the study of punitiveness toward crime and has important social policy implications.
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Johnson, Hazel-Anne M. "The Story Behind Service With A Smile: The Effects of Emotional Labor on Job Satisfaction, Emotional Exhaustion, and Affective Well-Being". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000287.
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Zhou, Wenyan [Verfasser], Oliver [Akademischer Betreuer] Hinz i Alexander [Akademischer Betreuer] Benlian. "The Two-Stage Decision Process During Online Purchasing -Empirical and Observation Field Studies on Cognitive, Affective and Behavior Outcomes / Wenyan Zhou ; Oliver Hinz, Alexander Benlian". Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2018. http://d-nb.info/116301348X/34.
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Harlacher, Jason E. "Social and emotional learning as a universal level of support : evaluating the follow-up effect of Strong Kids on social and emotional outcomes /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10225.
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Castro, Olivo Sara Maria. "The effects of a culturally-adapted social-emotional learning curriculum on social-emotional and academic outcomes of Latino immigrant high school students /". view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404349111&sid=4&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-122). Also available for download via the World Wide Web; free to University of Oregon users.
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Masters, Grace A. "Bipolar Disorder in the Perinatal Period: Understanding Gaps in Care to Improve Access and Patient Outcomes". eScholarship@UMMS, 2021. https://escholarship.umassmed.edu/gsbs_diss/1127.
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Background:
Bipolar disorder (BD) is a significant cause of perinatal morbidity and mortality. Because BD is hard to detect and treat, these individuals often go without care. This dissertation was designed to: (1) identify the prevalence rates of BD and bipolar-spectrum mood episodes in perinatal individuals, (2) understand pertinent barriers to mental healthcare, and (3) elucidate how to bridge healthcare gaps.
Methods:
Data sources included: primary qualitative and quantitative data from obstetric clinicians, encounter data from Massachusetts Child Psychiatry Access Program (MCPAP) for Moms, a program aimed at helping clinicians to provide mental healthcare to perinatal patients. Analyses included: descriptive statistics, systematic review and meta-analysis, qualitative data analyses, longitudinal regression analyses, and group-based trajectory modeling.
Results:
The prevalence of BD in perinatal individuals was 2.6% (95% CI: 1.2 to 4.5%). Twenty to 54.9% were found to have a bipolar-spectrum mood episode. Barriers to mental healthcare for perinatal patients with BD included the paucity of psychiatric resources, difficulties in assessing BD, and stigma towards pharmacotherapy. Obstetric clinicians reported that MCPAP for Moms has helped them feel more comfortable in treating patients with BD. Longitudinal analyses of encounter data corroborated these findings - utilization of the program predicted increased clinician capacity to treat BD.
Conclusion:
Clinicians for perinatal individuals are being called upon and stepping up to care for complex illnesses like BD. Programs like MCPAP for Moms can help them feel more confident in this role, helping to bridge gaps in perinatal mental healthcare and ensuring that individuals with BD are able to receive appropriate care.
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Prinsloo, Mariechen. "Job insecurity in a retail bank in South–Africa : scale validation and an exploration of negative attitudinal outcomes / Prinsloo M". Thesis, North-West University, 2011. http://hdl.handle.net/10394/7294.
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The objective of this study was, firstly, to investigate the reliability of a measure of qualitative and
quantitative job insecurity and, secondly, to determine the relationship between qualitative and
quantitative job insecurity, job satisfaction, affective organisational commitment, turnover intention and
locus of control. A cross–sectional survey design was used which included participants randomly selected
from a retail banking group across junior, supervisory and middle management levels (n=178). The job
insecurity scales of Hellgren, Sverke and Isaksson (1999); job satisfaction scale of Hellgren, Sjöberg and
Sverke (1997); affective organisational commitment scale of Allen and Meyer (1990); turnover intention
scale of Sjöberg and Sverke (2001) and the locus of control scale of Levenson (1981) were administered.
Descriptive statistics were used in order to analyse the data. Structural equivalence was used for the
comparison of the factor structures of the job insecurity scale for the three language groups. Furthermore,
in order to determine the relationships between the variables, the Pearson product–moment correlation
coefficients were used, while the dependent variable turnover intention was predicted by means of a
regression analysis.
As indicated at the outset, two research articles form the basis of this mini–dissertation:
Based on the first article, results indicate that both the qualitative and quantitative scale presented
satisfactory levels of reliability across different language groups, and a relationship between these
dimensions (quantitative and qualitative) was noticeable. However, the item “I think my future prospects
and opportunities within the organisation are good” included in the qualitative job insecurity scale could
well be problematic, the deduction being that language barriers probably played a role in participants’
interpretation of the question.
According to the second article, both qualitative and quantitative job insecurity positively related to
turnover intentions. Furthermore, job satisfaction reported a negative relationship with turnover intention,
and a negative relationship between qualitative job insecurity and job satisfaction came to the fore. Locus
of control, on the other hand, had a direct bearing on qualitative job insecurity, while only job satisfaction and quantitative job insecurity directly predicted employees’ turnover intention in the banking sector.
Finally, locus of control seemingly had no mediating effect when predicting turnover intention.
Based on the afore–going, this mini–dissertation will conclude by offering deductions and making
recommendations for further research as well as offering possible solutions to the commercial banking
sector as far as the retention of staff is concerned.Thesis (M.Com. (Human Resource Management))--North-West University, Potchefstroom Campus, 2012.
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Griffiths, Joanne. "Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western Australia". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0178.
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[Truncated abstract] The aim of this study was to analyse the changing dynamics within and between government and non-government education sectors in relation to the Curriculum Framework (CF) policy in Western Australia (WA) from 1995 to 2004. The Curriculum Council was established by an act of State Parliament in 1997 to oversee the development and enactment of the CF, which was released in 1998. A stated aim of the CF policy was to unify the education sectors through a shared curriculum. The WA State government mandated that all schools, both government and non-government, demonstrate compliance by 2004. This was the first time that curriculum was mandated for non-government schools, therefore the dynamics within and between the education sectors were in an accelerated state of transformation in the period of study. The timeframe for the research represented the period from policy inception (1995) to the deadline for policy enactment for Kindergarten to Year 10 (2004). However, given the continually evolving and increasingly politicised nature of curriculum policy processes in WA, this thesis also provides an extended analysis of policy changes to the time of thesis submission in 2007 when the abolition of the Curriculum Council was formally announced - a decade after it was established. ... The research reported in this thesis draws on both critical theory and post-structuralist approaches to policy analysis within a broader framework of policy network theory. Policy network theory is used to bring the macro focus of critical theory and the micro focus of post-structuralism together in order to highlight power issues at all levels of the policy trajectory. Power dynamics within a policy network are fluid and multidimensional, and power struggles are characteristic at all levels. This study revealed significant power differentials between government and non-government education sectors caused by structural and cultural differences. Differences in autonomy between the education sectors meant that those policy actors within the non-government sector were more empowered to navigate the competing and conflicting forms of accountabilities that emerged from the changes to WA curriculum policy. Despite both generalised discourses of blurring public/private boundaries within the context of neoliberal globalisation and specific CF goals of bringing the sectors together, the boundaries continue to exist. Further, there is much strategising about how to remain distinct within the context of increased market choice. This study makes a unique and significant contribution to the understanding of policy processes surrounding the development and enactment of the CF in WA and the implications for the changing dynamics within and between the education sectors. Emergent themes and findings may potentially be used as a basis for contrast and comparison in other contexts. The research contributes to policy theory by arguing for closer attention to be paid to power dynamics between localised agency in particular policy spaces and the state-imposed constraints.
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Leonard, Carl Anthony Robert. "Quality of Life and Attendance in Primary Schools". Thesis, 2002. http://hdl.handle.net/1959.13/24955.
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This dissertation presents the results of a study to assess the impact of a stress management, a self-development, and a relaxation technique on the quality of school life and attendance of 448 Year 5 and 6 students in 16 classes at 4 Lower Hunter Valley primary schools in New South Wales, Australia, in 2000. The importance of contextualising student quality of school life as a key indicator of school effectiveness and measure of school improvement is also argued. The Quality of School Life questionnaire (Ainley & Bourke, 1992) scales were used pre- and post- intervention as indicators of student perception of aspects of their school life including stressful and satisfying elements. Various student, teacher, and class contextual variables were also investigated. Overall, the interventions implemented in this study appeared to have had some small impact on student quality of school life, student absence, teacher stress, teacher satisfaction, and teacher absence. Of particular interest are the apparent differential effects of some of the interventions for: teachers and students, classes, schools, and, at least in part, the effectiveness of the implementation of the interventions. Possible explanations of these differences are discussed while implications including the apparent importance of positive peer relationships and an exciting and enjoyable curriculum in ensuring students have a high quality of school life are described. In the broader context of school effectiveness and school improvement, it is hoped that further investigation will be undertaken of the intervention strategies explored and refined in this study, and perhaps other strategies intended to enhance student quality of school life. In particular, interventions are needed that facilitate the establishment of classroom environments where students and teachers want to be, where educational outcomes are enhanced, and students are led to a broader life experience.PhD Doctorate
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Leonard, Carl Anthony Robert. "Quality of Life and Attendance in Primary Schools". 2002. http://hdl.handle.net/1959.13/24955.
Pełny tekst źródłaStreszczenie:
This dissertation presents the results of a study to assess the impact of a stress management, a self-development, and a relaxation technique on the quality of school life and attendance of 448 Year 5 and 6 students in 16 classes at 4 Lower Hunter Valley primary schools in New South Wales, Australia, in 2000. The importance of contextualising student quality of school life as a key indicator of school effectiveness and measure of school improvement is also argued. The Quality of School Life questionnaire (Ainley & Bourke, 1992) scales were used pre- and post- intervention as indicators of student perception of aspects of their school life including stressful and satisfying elements. Various student, teacher, and class contextual variables were also investigated. Overall, the interventions implemented in this study appeared to have had some small impact on student quality of school life, student absence, teacher stress, teacher satisfaction, and teacher absence. Of particular interest are the apparent differential effects of some of the interventions for: teachers and students, classes, schools, and, at least in part, the effectiveness of the implementation of the interventions. Possible explanations of these differences are discussed while implications including the apparent importance of positive peer relationships and an exciting and enjoyable curriculum in ensuring students have a high quality of school life are described. In the broader context of school effectiveness and school improvement, it is hoped that further investigation will be undertaken of the intervention strategies explored and refined in this study, and perhaps other strategies intended to enhance student quality of school life. In particular, interventions are needed that facilitate the establishment of classroom environments where students and teachers want to be, where educational outcomes are enhanced, and students are led to a broader life experience.PhD Doctorate
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Walstab, Anne. "The VET sector and schooling: interactions and outcomes". Thesis, 2018. https://vuir.vu.edu.au/42120/.
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Lin, Sheng-Chuan. "Effects of individualized instruction on affective outcomes". 1986. http://catalog.hathitrust.org/api/volumes/oclc/14522591.html.
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Thesis (Ph. D.)--University of Wisconsin--Madison, 1986.Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 123-131).
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Liu, Shen-Yin, i 劉慎崟. "The Influence of Tour Leader's Affective Traits on Work Outcomes". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/09993089491823525428.
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碩士世新大學
觀光學研究所(含碩專班)
95
Travelers increase in an enormous speed due to the prosperous airline development. According to my daily observation, passengers go abroad with purposes like business or visiting their relatives, while the majority of them, for pleasure. Even so, their moods have been affected before they board. On the other hand, tour leaders’ moods could be affected relatively by elements like traffic, checking-in, or simply anything before boarding while, surprisingly, no matter they get on board with good or bad moods, little energy would possibly be worn-out whether the airline meets their anticipation or not. Tour leaders dominate tourists’ moods during the journey, don’t they? Or may we bravely come to the conclusion that they interact with each other? I would like to discuss in the following research whether tour leader’s positive and negative personal traits would be exhausted as to deteriorate tourists’ satisfaction, and discuss the positive and negative moods adjusted by exhaustion would affect customers satisfaction. According to the subject mentioned above, I submit hypothesis and analysis to prove their relation so as to provide travel agencies references in choosing tour guides in the future. The research use Cronbach’s α to measure their reliability, and use Pearson Correlation Analysis regarding a leader’s positive or negative emotions and exhaustion, and whether there is an obvious relationship between a tour guide’s positive moods or negative moods and travelers’ satisfaction. Besides, Regression analysis is used to verify whether the variables above reach a level of significance and whether exhaustion is an intermediate variable between the tour leader’s positive or negative moods and traveler’s satisfaction. The result revealed apparent relationship between leader’s negative moods and exhaustion, and tremendous effect between leader’s negative moods and customer’s satisfaction. When exhaustion is considered intermediate, leader’s exhaustion has adverse influence on customer’s satisfaction The research, practically, could be used by travel agency a) in recruitment, probation, and direction, b) in providing a complete emotional management training and c) in evaluation and diminish exhaustion so as to enhance tour leaders performances.
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Watson, Louis E. "Intentions, opportunities and outcomes : the impact of Commonwealth involvement in Australian schooling". Phd thesis, 1998. http://hdl.handle.net/1885/144753.
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Chu, Hsian-Ping, i 朱嫺玢. "Meditation, Mindfulness to Influence Decision Making Quality and Affective Organizational Outcomes". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/h43adx.
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碩士國立雲林科技大學
企業管理系碩士班
96
By implementing a true experiment design, the study recruited samples to form an experiment group and a control group. Each group consisted of 20 employees from both public and private enterprises. They were asked to take the pre-test and post-test. The experiment group undertook a meditation course for approximately two months (eight weeks) while the control group completed questionnaires regarding meditation/mindfulness and decision-making quality as well as affective organizational outcomes without being given any training. Meditation practice was treated as the independent variable and MAAS, decision-making quality, job burnout, the feeling of happiness, contextual performance and spiritual leadership as the dependent variables. By statistic analyses on questionnaire data and the two decision-making games that were related to the assessment of decision-making quality, the study tested to validate if the meditation practice before and after the experiment affected the variables in the experiment group, and compared the differences between the experiment and control groups. By both quantitative and qualitative data analyses, the study drew some important conclusions: (1) an obviously positive correlation existed between meditation and mindfulness; (2) a positive correlation existed between meditation and decision-making quality; (3) a negative correlation occurred between meditation and job burnout as well as contextual performance; (4) a positive correlation was found between meditation and the feeling of happiness as well as spiritual leadership; (5) a positive correlation between mindfulness and job burnout was verified, but no correlation was found between mindfulness and decision-making quality, the feeling of happiness, contextual performance and spiritual leadership; (6) in general, mindfulness, decision-making quality and affective organizational outcomes of the experiment group were better than those of the control group. The study has made salient contributions to the domain knowledge in terms of both the academic theory and management practices. It is suggested that leaders in pubic or private enterprises can apply meditation as a technique of human resources management in developing/enhancing employee potential, and as a result, efficiently promoting productivity and creativity.
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Ndagurwa, Pedzisai. "The impact of family structure on schooling outcomes for children in South Africa". Thesis, 2013. http://hdl.handle.net/10413/11325.
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This study investigates the impact of family structure on schooling outcomes for children aged 7 to 17 years in South Africa. There is limited recent national research focusing on examining factors affecting schooling outcomes for children beyond economic factors in South Africa. Most literature available is either based on selected provinces, communities and Demographic Surveillance Areas or studied schooling outcomes without delineating the effect of the family structures children live in. This study uses data on a sample of 225 538 children obtained from the Community Survey of 2007 (CS2007) which was conducted by Statistics South Africa. It identifies a taxonomy of family structures unique to South Africa in comparison to other parts of the world especially the developed world given the effects of long term migration and macro-social transformations such as HIV/AIDS, increase in urbanisation, decreasing marriage rates and increasing out-of-wedlock births all of which lead to more complex family structures being observed. The study uses quantitative techniques employing logistic and ordinary least squares regression models to analyse the odds of school enrolment for children and average highest grade completed for age. The results of the study show that family structure impacts on schooling outcomes for children significantly. The study thus arrives at the conclusion that, controlling for all other variables like age, sex, population group, province of residence, socioeconomic status and type of school, family structure has a significant impact on the schooling outcomes of children in South Africa.M.A. University of KwaZulu-Natal, Durban 2013.
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"A study of the processes and outcomes of women's schooling in Guangzhou, 1931-1937". 1999. http://library.cuhk.edu.hk/record=b5895778.
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by Tom Wood Kon.Thesis (M.Phil.)--Chinese University of Hong Kong, 1999.
Includes bibliographical references (leaves 217-232).
Abstracts in English and Chinese.
Chapter Chapter One: --- Introduction --- p.1
Chapter 1.1 --- The Substantive Problem: Women's Disadvantageous Position in Educationin China before 1842 --- p.2
Chapter 1.2 --- Context of the Study: Education for Girls in Guangdong in 1930s --- p.4
Chapter 1.2.1 --- Political Environment in 1930 China --- p.6
Chapter 1.2.2 --- Economic Conditions --- p.8
Chapter 1.2.3 --- Education in Rural Areas --- p.10
Chapter 1.2.4 --- Guangdong in the 1930s --- p.11
Chapter 1.3 --- Perspectives of the Study: Symbolic Interactionism --- p.14
Chapter 1.4 --- Significance of the Study --- p.15
Chapter 1.5 --- Research Questions --- p.15
Chapter Chapter Two: --- Theoretical Context of the Study: --- p.18
Chapter 2.1 --- Symbolic Interactionism --- p.18
Chapter 2.2 --- Sociology of Education: The Processes of Schooling --- p.20
Chapter 2.2.1 --- The Deweyan Perspective --- p.20
Chapter 2.2.2 --- The Structural-Functionalist Perspective --- p.21
Chapter 2.2.3 --- Structural-Functionalist View of Knowledge --- p.22
Chapter 2.2.4 --- Schooling and Theories of Reproduction --- p.23
Chapter (1) --- Economic-Reproductive Model --- p.23
Chapter (2) --- Cultural-Reproductive Model --- p.23
Chapter (3) --- Hegemonic-State Reproductive Model --- p.24
Chapter 2.2.5 --- Schooling and the Theories of Resistance --- p.26
Chapter 2.2.6 --- The New Sociology of Education --- p.27
Chapter 2.2.7 --- Paulo Freire's View on Schooling Process --- p.32
Chapter 2.3 --- Benefits of Schooling --- p.33
Chapter 2.3.1 --- Structural-Functionalist Theory --- p.34
Chapter 2.3.2 --- Human Capital Theory --- p.36
Chapter 2.3.3 --- Education and State Formation --- p.38
Chapter 2.3.4 --- Benefits from Individual Points of View --- p.40
Chapter 2.4 --- The Question of Applicability --- p.42
Chapter Chapter Three: --- Historical Context of the Study --- p.45
Chapter 3.1 --- Women's Education in China before 1942 --- p.45
Chapter 3.2 --- "Development of Women Education in China, 1842-1930s" --- p.49
Chapter 3.2.1 --- The Contribution of Mission Schools --- p.50
Chapter 3.2.2 --- The Private Schools for Girls --- p.55
Chapter 3.2.3 --- The Government Efforts in Girls' Education --- p.57
Chapter 3.2.4 --- Educational conditions in Guangdong --- p.61
Chapter 3.2.5 --- Portrait of the First Girl School --- p.63
Chapter Chapter Four: --- Research Design --- p.66
Chapter 4.1 --- Definition of Key Concepts --- p.66
Chapter 4.1.1 --- Benefits of Schooling --- p.66
Chapter 4.1.2 --- Schooling Process --- p.67
Chapter 4.1.3 --- Curriculum and Hidden Curriculum --- p.67
Chapter 4.2 --- The Scope of Study --- p.68
Chapter 4.3 --- Research Methods --- p.70
Chapter 4.3.1 --- Qualitative Studies --- p.70
Chapter 4.3.2 --- In-depth Interview --- p.72
Chapter 4.3.3 --- Documentary and Textual Analysis --- p.73
Chapter 4.4 --- Sample Selection --- p.76
Chapter 4.5 --- Data Collection and Organization --- p.77
Chapter 4.6 --- Limitations of the Study --- p.78
Chapter Chapter Five: --- The Profiles of the Respondents --- p.80
Chapter 5.1 --- Ru - Daughter of a Doctor of Chinese Medicine --- p.80
Chapter 5.2 --- Fang 226}0ؤ Daughter of a Postman --- p.83
Chapter 5.3 --- Rong 226}0ؤDaughter of a Restaurant Owner --- p.87
Chapter 5.4 --- Qing 226}0ؤ Daughter of a Judge --- p.90
Chapter 5.5 --- Summary --- p.93
Chapter Chapter Six: --- Acquisition of the Educational Opportunity --- p.97
Chapter Chapter Seven: --- The Origins and Development of the Girls' School --- p.106
Chapter 7.1 --- The Origins --- p.106
Chapter 7.2 --- Development of the School --- p.107
Chapter 7.2.1 --- The Tianma Lane Period (1928-33) --- p.107
Chapter 7.2.2 --- The Tengfeng Road Period (1934-37) --- p.109
Chapter 7.2.3 --- The Liangjiao Period (1937-38) --- p.111
Chapter 7.3 --- Sources of Students --- p.114
Chapter Chapter Eight : --- Reconstruction of the Schooling Processes --- p.116
Chapter 8.1 --- The Physical Environment --- p.116
Chapter 8.2 --- Assembly --- p.119
Chapter 8.3 --- Curriculum --- p.125
Chapter 8.4 --- Extra-curricular Activities --- p.135
Chapter 8.5 --- Anti-Japanese Activities --- p.137
Chapter 8.6 --- Communist Activities --- p.142
Chapter 8.7 --- Social Environment --- p.144
Chapter 8.7.1 --- The Principals --- p.145
Chapter 8.7.2 --- The Teachers --- p.149
Chapter 8.7.3 --- The Classmates --- p.157
Chapter Chapter Nine: --- The Outcomes of Schooling --- p.163
Chapter 9.1 --- Life as a Teacher During Social and Political Upheavals --- p.163
Chapter 9.1 --- The Impact of War --- p.163
Chapter 9.1.3 --- The Meaning of Education --- p.167
Chapter 9.1.3 --- Application of Knowledge --- p.171
Chapter 9.2 --- Teaching Life in the 'New China' --- p.178
Chapter 9.2.1 --- Attitudes towards the New State --- p.179
Chapter 9.2.2 --- The Orientation of Values --- p.181
Chapter 9.2.3 --- Life as Teacher --- p.184
Chapter 9.3 --- Benefits of Schooling --- p.193
Chapter 9.3.1 --- The Elitist Education --- p.193
Chapter 9.3.2 --- Independence of Educated Women --- p.194
Chapter 9.3.3 --- Being Competent and Active Participation --- p.196
Chapter 9.3.4 --- The Impact of Knowledge --- p.198
Chapter 9.3.5 --- Cultivation of Critical and Rational Mind --- p.200
Chapter 9.3.6 --- The Search for Freedom of Love and Marriage --- p.202
Chapter 9.3.7 --- We are Graduates of 1937 --- p.205
Chapter 9.3.8 --- The Bond of Sisterhood --- p.208
Chapter 9.4 --- Conclusion --- p.210
Interview Guide --- p.213
Glossary --- p.214
Reference in English --- p.217
Reference in Chinese --- p.227
49
Watanabe, Yuko. "Collaborative dialogue between ESL learners of different proficiency levels : linguistic and affective outcomes". 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94985&T=F.
Pełny tekst źródła
50
Mazzotta, Mizuki. "The Impact of Dialogic CF on L2 Japanese Writers' Linguistic and Affective Outcomes". 2017. http://scholarworks.gsu.edu/alesl_diss/43.
Pełny tekst źródłaStreszczenie:
The efficacy of corrective feedback (CF) on writing for second language (L2) development has been much studied in applied linguistics since Truscott’s (1996) polemic against written CF. However, no clear picture of its effectiveness has emerged yet as empirical studies have reported conflicting findings. The majority of these studies are short-term studies focusing on the role of teacher-centered written CF from the cognitive perspective, and therefore the long-term developmental process, oral CF, and the role of the learner and learner affect in the feedback process have been under-explored. In addition, previous research has focused on English learners, and little is known about the impact of CF in writing on learners of non-European languages. In an attempt to address these research gaps, the present study, using sociocultural theory as its theoretical framework, investigated the long-term impact of Vygotskyan dialogic CF, an operationalization of CF as mediation in the learner’s zone of proximal development (Aljaafreh & Lantolf, 1994), on L2 Japanese writers’ linguistic and affective outcomes.
To carry out this investigation, a year-long mixed-methods case study was conducted. Participants were two American undergraduate Japanese as a foreign language learners who were asked to produce personal writing and then participate in a face-to-face writing conference to receive dialogic CF from the researcher. Data included the two learners’ writing samples, interviews, audio-recordings of the writing conferences, and researcher field notes. Learners’ linguistic outcome was analyzed quantitatively using accuracy rates in writing and also qualitatively using genetic method (Vygotsky, 1978) to trace changes in the learner’s responsiveness to dialogic CF. Learners’ affective outcome was qualitatively analyzed using the interview data.
The findings with respect to linguistic outcomes obtained from longitudinal data revealed the ‘wave-like’ characteristic of the nature of the L2 developmental process, which questions the common data interpretation equating the lack of short-term accuracy improvement with inefficacy of CF. The findings from the interview analysis showed that positive emotions were frequently engendered and the two learners frequently exercised their agency during dialogic CF writing conferences, which suggests that feedback process in L2 writing is not only a cognitive process but also an affective process.