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Moss, Carolyn Ann. "Sibling and self appraisals". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ53507.pdf.
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Milosevich, Jodi. "Investigating the relationship between personality dimensions, level of self-efficacy and perceived performance appraisal satisfaction: a case for individualised performance appraisals". Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30977.
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Orientation: For decades, organisations have implemented performance management systems in order to promote an environment focused on performance enhancement and employee development. Performance appraisals have consistently been at the centre of performance management systems. However, they are often perceived as being ineffective or unsatisfactory, resulting in dissatisfaction and contributing to financial and time losses. Performance Appraisal Satisfaction (PAS) amongst employees is, therefore, vital if organisations want to achieve desired outcomes. Limited research was found that explained or described methods which organisations can utilise to increase PAS amongst employees. Research rationale and objectives: As organisations become more global, innovative and employee-focused, the need to cater to individual needs and desires has significantly increased. This study aimed to investigate ways in which PAS can be increased through the individualisation of three performance appraisal aspects namely; number of raters; method of feedback and frequency of feedback. In terms of the individualisation factors, this study has focused on; level of perceived self-efficacy and the Big Five personality dimensions. Research approach: Given the limited pre-existing literature on this topic, the present study used an exploratory research approach to engage with the results in an in-depth manner. Qualitative and quantitative data was collected from employees and Human Resource practitioners in order to establish performance appraisal preferences and the viability of implementing individualised performance appraisals. Composite questionnaires consisting of Likert-type questions, choice-based conjoint tasks and open-ended questions, were distributed utilising a convenient and snowball methodology. Completed questionnaires were analysed by means of descriptive and inferential and statistics, conjoint analysis, as well as by means of a thematic analysis. Semi-structured interviews were conducted with Human Resource practitioners and analysed using a thematic analysis. Main findings: Results from the descriptive and inferential statistics indicate that the level of self-efficacy and personality-type are significant in predicting certain performance appraisal preferences. For example, respondents with increased levels of perceived self-efficacy significantly preferred face-to-face feedback from a manager (p < .05) while respondents with low levels of perceived self-efficacy significantly preferred impersonal feedback (p < .05). Results from the composite questionnaire’s open-ended items indicated that employees prefer performance appraisals which considered their personality type and level of self-efficacy. However, the thematic analysis conducted on the HR practitioner interviews revealed that HR practitioners are hesitant to implement a novel performance appraisal system for reasons including; gaining top-management support and the additional time and administrative burden it would likely impose on the HR practitioners themselves.
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Root, Carol Ann. "The relationship between parental appraisals, children's appraisals, and patterns of emotionality in children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0003/MQ33997.pdf.
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Taylor, Richard Lawrence. "Occupational Bias in Performance Appraisals". Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29454.
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This dissertation investigates the question: are mission critical occupations more favored than other occupations in performance appraisals in pay pools? While many types of bias in performance appraisals occur, such as gender or race, occupational bias--favoring or showing preference for one occupation over another in performance appraisals and subsequent ratings-- has not been fully examined. There is a lack of empirical evidence that addresses occupational bias in performance appraisal and ratings in the Federal civil service sector, and more specifically the Department of Defense. The importance of occupational bias in performance appraisals is seen in the cost to organization and taxpayer, the degradation to fairness and trust in the workplace, and the erosion of organizational values.
The methodology used to address this dissertationâ s hypothesis is a quantitative-qualitative inquiry that investigates performance ratings of the engineering occupational series within three Department of Defense (DOD) engineering agencies. The methodology is comprised of three parts: quantitative analysis of pay pool rating data and qualitative analysis of archived documents and expert interviews. Each part of the methodology is intended to be mutually supportive.
The quantitative analysis yields a null finding of the hypothesis based on two findings. First, indicators of occupational bias were not found using differences of average occupational performance ratings between engineers and other occupations in three DOD engineering organizations. Second, Fiscal Year 2008 engineer occupational series performance ratings in three Department of Defense engineering agencies did not show statistically significant differences when compared to occupations such as personnel management specialists and accountants. This may be due to privacy act limitations in the data set used. Anecdotal evidence of preferences for mission critical occupations in performance appraisals and ratings was found to support the hypothesis.Ph. D.
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Busch, Hillevi. "When pain remains : Appraisals and adaptation". Doctoral thesis, Stockholm : Dept. of Psychology, Stockholm University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6992.
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Rosen, Kate Victoria. "Outcome and illness appraisals in psychosis". Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416952.
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Brown, Lindsey. "Women's Intimate Partner Violence Experiences and Health and Vocational Outcomes: The Role of Trauma Appraisals". Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19655.
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Intimate partner violence (IPV) is a public health concern in the United States that puts women at increased risk for negative health and vocational outcomes. Severity and duration of negative outcomes, however, vary widely among trauma survivors, with some women developing more severe, negative outcomes and others developing less severe or fewer negative outcomes, or none at all. The study of cognitive appraisals for trauma, or an individual's assessment of her/his beliefs, feelings, and behaviors after a traumatic event, shows promise for illuminating what, and how, post-trauma outcomes develop for trauma survivors. Few studies have examined cognitive appraisals of trauma in relation to IPV, and none to date have examined them in relation to physical health and vocational outcomes. The purpose of this dissertation study was to use a correlational, descriptive, non-experimental, survey research design to examine whether trauma appraisals mediate the relationships among a broad range of IPV experiences and mental health, physical health, and vocational outcomes for adult women IPV survivors. Participants were a community sample of 158 women who had experienced IPV in adulthood. Participants were recruited from multiple community organizations and completed surveys online or in-person or over-the-phone with the principal investigator. Stepwise linear regressions were used to analyze the mediation models, and linear regressions were performed to examine how specific trauma appraisals predicted physical health and vocational outcomes. Dissertation study findings showed that trauma appraisals significantly and fully mediated the relationship between IPV experiences and mental health outcomes for women, with appraisals of fear, alienation, and anger significantly predicting mental health outcomes. When childhood betrayal trauma was controlled for within this model, however, trauma appraisals only partially mediated the relationship between IPV and trauma-related mental health. A mediation model was not used for physical health and vocational outcomes, but findings revealed that appraisals of self-blame and anger significantly predicted physical health outcomes, and appraisals of anger and shame significantly predicted vocational self-efficacy outcomes. These findings highlight the importance that trauma appraisals play in the development of a broad range of outcomes for IPV survivors. Implications for future research and practice are discussed.
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Prather, Tracy. "The Perception of Fairness of Performance Appraisals". Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1273175369.
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Murmann, Anja Carina [Verfasser]. "An Appraisal Model of Criminal Decision Making : How Person Factors Affect Decisions through Cognitive Appraisals / Anja Carina Murmann". Bonn : Universitäts- und Landesbibliothek Bonn, 2021. http://d-nb.info/1229989072/34.
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Marshall, Rachel Elizabeth. "Measuring appraisals following acquired spinal cord injury: A psychometric analysis of the primary and secondary appraisals of disability scale (PSADS)". Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490733.
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Described as one of the most challenging events an individual can face (Evans et al., in press), the legacy of impairment following Spinal Cord Injury (SCI) often has lifelong consequences. Appraisals have been highlighted as a potentially important, but under researched construct, with regard to adjustment to SCI (Pollard & Kennedy, 2007). Furthermore, it has been argued that self-report measures specifically designed for SCI should be developed (Elfstrom et al, 2002). The current study aimed to develop a -reliable and valid appraisal scale (The Primary and Secondary Appraisals of Disability Scale; PSADS) for adult SCI populations.
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Rigby, Sally. "An exploration of appraisals following spinal cord injury". Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437394.
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Jen, Mary. "Using training to increase accuracy of performance appraisals". Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/29569.
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Libby, Sarah Joy. "Cognitive appraisals in children with obsessive compulsive disorder". Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368348.
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Dagonneau, J. "Validating the strategic risk appraisals of policy experts". Thesis, Cranfield University, 2013. http://dspace.lib.cranfield.ac.uk/handle/1826/8400.
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The emergence and evolution of environmental risks increases the need of government organisations to prioritise their resources for efficient risk management in a manner that is transparent and auditable. Many different data sources (including expert opinion and published data) can be used to inform assessments. This work evaluates and compares the use of two different data sources for environmental strategic risk assessment (SRA). Here, a developed SRA framework (Prpich et al., 2012) was applied to 12 environmental risks within the UK to characterise the environmental, economic and social impacts of a risk on semi-qualitative scales and provide a descriptive narrative. A structured literature search of peer-reviewed and grey literature was assessed for relevance and quality and impact values were determined giving equal weighting to evidence. It was not possible to identify likelihood data from the literature evidence, therefore the expert assessment was used for all risks. Individual assessments for the different risks were compared to expert elicitation data (n ≥ 3) where it was found that they provided similar risk assessments and referred to similar evidence. Where the assessments differed, differences in evidence were noted possibly due to publication delays or method rigidity. Knowledge gaps were noted in the assessment of ‘economic services’ and ‘social cohesion’ sub-attributes for both data sources. These results suggest that the expert elicitation validated the use of literature evidence for SRAs impact assessment, but in order to provide a robust SRA, future assessments could combine both evidence sources.
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Hanyu, Kazunori. "Visual Properties and Affective Appraisals in Residential Areas". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391686285.
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Canter, David Edward. "Self-Appraisals, Perfectionism, and Academics in College Undergraduates". VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1375.
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The influences on perfectionism and procrastination of race, gender, cognitive-affective and academic self-appraisals, and academic performance expectations were studied. The sample consisted of 155 Introductory Psychology students (57 African Americans, 41 Asian Americans, and 57 European Americans; 51.6% women) with a mean age of 19.4 years (SD = 3.6). Data were collected during the final week of the Fall 2007 semester. Consistent with previous research indicating that men are more likely to procrastinate than women, men were over-represented in this sample. Self-esteem, measured with the Rosenberg (1965) Self-Esteem Scale, was conceptualized as having two components: self-liking and self-competence (Tafarodi & Milne, 2002). Guilt- and shame-proneness were measured with the Test of Self-Conscious Affect, Version 3, Short-form (TOSCA-3S; Tangney & Dearing, 2002). Academic self-confidence was measured with the Personal Evaluation Inventory (Shrauger & Schohn, 1995). A number of single-item questions concerning aspects related to students' Grade Point Average (GPA) were included. The High Standards and Discrepancy scales of the Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001) represented the criterions of adaptive (AP) and maladaptive perfectionism (MP), respectively. The Aitken (1982) Procrastination Inventory was used as the criterion for procrastination. Components of self-esteem differentially predicted perfectionism. African Americans were significantly lower in shame-proneness. While there were non-perfectionists and AP's/MP's in each race and gender, African Americans were significantly higher in AP and Asian Americans were significantly higher in MP. Additionally, Asian American men were more likely to procrastinate. These results counter the "model minority" stereotype of Asian Americans, showing that they are at higher risk for personal and academic distress than their Black and White classmates. While women had higher GPA's and were more likely to be AP's, men had higher levels of academic self-confidence and expected to achieve higher GPA's. Regardless of race or gender, students with GPA's of 3.5 or higher (on a 4.0 scale) were more likely to be both types of perfectionists. Academic self-confidence was a significant positive predictor of AP and a negative predictor for MP and procrastination. This suggests that helping students improve their academic self-confidence could have many benefits.
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Jericho, Adrienne John, i n/a. "Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040919.113840.
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This study was an investigation into participant perceptions of principal appraisal in Australian Lutheran schools where a national, systematic appraisal process for principals, entitled Principal Appraisal for Development (PAD), has been in place since 2000. The study group for the investigation consisted of fifteen principals, ten chairpersons of school councils and two district directors, all of whom had been involved in the process. The literature review indicated that whilst there was substantive scholarly writing on the purpose and methods of principal appraisal, there was a lack of recorded research on the experience and longer term outcomes of appraisal. Accordingly, the focus of the study was an examination of participant perceptions of the experience and impact of appraisal. The study's theoretical underpinning was symbolic interactionism and it adopted a qualitative approach to answer the central research question: What are principal and governing council chairperson perceptions of the efficacy of principal appraisal processes in Australian Lutheran schools? Data for the study were gathered through focus group and individual qualitative interviews. In addition, documents associated with the appraisal process were obtained for analysis. The data were then analysed using grounded theory methods, leading to the generation of three theoretical propositions. The first proposition was that the efficacy of principal appraisal depended on the completion of an explicit process that followed six clearly defined and understood steps; the second: that five perceptions of the efficacy of the appraisal process could be identified amongst participants; and the third: that the role played by key players in a spirit of trust in the process and in one another facilitated perceptions of efficacy in the appraisal process. Furthermore, the context in which the process took place, the actual purpose of the process and the nature of responses by participants emerged as key factors in each proposition. In particular, these factors determined whether the appraisal process advanced through the six defined stages required to ensure meaningful, long-term development for the principal, which of the perceptions of efficacy of the process for development was held by participants, and the extent to which trust in one another and in the process was evident. From these propositions eight statements that describe the experience of study participants were identified. These comprised: their belief that a development purpose must have priority in appraisal for perceptions of efficacy of the process; credible messages needed to emerge from the appraisal process for perceptions of its efficacy; appraisal needed to be perceived as a complex process of change involving meaning-making; principal as agent and initiator in the appraisal process facilitated perceptions of efficacy; a supportive and improvement-oriented environment for professional development was associated with perceptions of efficacy of the process; professional development of the principal needed to be perceived as a complex process; trust in the process and in one another was necessary for perceptions of appraisal's efficacy; and appraisal was recognised as having outcomes that may distract from development. These findings have specific implications for the policy and practice of principal appraisal in Lutheran schools, especially as PAD is reviewed. The findings also have application to other appraisal settings and generated key questions to assist in developing, implementing and evaluating principal appraisal systems. The study also indicated that those involved in the appraisal process need to think through how appraisal, development and accountability are related. These concepts are important and legitimate, and are to be both separated and recognised in any employment context. The study found that appraisal that resulted in development was a complex process of change involving shifts to meaning and behaviour. Such a process needed to be supported through an environment of trust with an improvement focus. The study has indicated that appraisal for development needs to be informed more fully by an understanding of the professional development literature. In summary, the study has contributed to an understanding of the place of appraisal in the learning and development of school principals.
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Jericho, Adrienne John. "Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365186.
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This study was an investigation into participant perceptions of principal appraisal in Australian Lutheran schools where a national, systematic appraisal process for principals, entitled Principal Appraisal for Development (PAD), has been in place since 2000. The study group for the investigation consisted of fifteen principals, ten chairpersons of school councils and two district directors, all of whom had been involved in the process. The literature review indicated that whilst there was substantive scholarly writing on the purpose and methods of principal appraisal, there was a lack of recorded research on the experience and longer term outcomes of appraisal. Accordingly, the focus of the study was an examination of participant perceptions of the experience and impact of appraisal. The study's theoretical underpinning was symbolic interactionism and it adopted a qualitative approach to answer the central research question: What are principal and governing council chairperson perceptions of the efficacy of principal appraisal processes in Australian Lutheran schools? Data for the study were gathered through focus group and individual qualitative interviews. In addition, documents associated with the appraisal process were obtained for analysis. The data were then analysed using grounded theory methods, leading to the generation of three theoretical propositions. The first proposition was that the efficacy of principal appraisal depended on the completion of an explicit process that followed six clearly defined and understood steps; the second: that five perceptions of the efficacy of the appraisal process could be identified amongst participants; and the third: that the role played by key players in a spirit of trust in the process and in one another facilitated perceptions of efficacy in the appraisal process. Furthermore, the context in which the process took place, the actual purpose of the process and the nature of responses by participants emerged as key factors in each proposition. In particular, these factors determined whether the appraisal process advanced through the six defined stages required to ensure meaningful, long-term development for the principal, which of the perceptions of efficacy of the process for development was held by participants, and the extent to which trust in one another and in the process was evident. From these propositions eight statements that describe the experience of study participants were identified. These comprised: their belief that a development purpose must have priority in appraisal for perceptions of efficacy of the process; credible messages needed to emerge from the appraisal process for perceptions of its efficacy; appraisal needed to be perceived as a complex process of change involving meaning-making; principal as agent and initiator in the appraisal process facilitated perceptions of efficacy; a supportive and improvement-oriented environment for professional development was associated with perceptions of efficacy of the process; professional development of the principal needed to be perceived as a complex process; trust in the process and in one another was necessary for perceptions of appraisal's efficacy; and appraisal was recognised as having outcomes that may distract from development. These findings have specific implications for the policy and practice of principal appraisal in Lutheran schools, especially as PAD is reviewed. The findings also have application to other appraisal settings and generated key questions to assist in developing, implementing and evaluating principal appraisal systems. The study also indicated that those involved in the appraisal process need to think through how appraisal, development and accountability are related. These concepts are important and legitimate, and are to be both separated and recognised in any employment context. The study found that appraisal that resulted in development was a complex process of change involving shifts to meaning and behaviour. Such a process needed to be supported through an environment of trust with an improvement focus. The study has indicated that appraisal for development needs to be informed more fully by an understanding of the professional development literature. In summary, the study has contributed to an understanding of the place of appraisal in the learning and development of school principals.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Lösch, Thomas [Verfasser], i Augustin [Akademischer Betreuer] Kelava. "Perceiving Achievement in Schools : How do Self-appraisals, Peer Appraisals and Achievement Relate to Each Other? / Thomas Lösch ; Betreuer: Augustin Kelava". Tübingen : Universitätsbibliothek Tübingen, 2017. http://d-nb.info/1199616184/34.
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Gu, Fan. "A comparative study of rerformance appraisal system in three banks in contemporary China : the role of guanxi in appraisals". Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/768/.
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Performance appraisal is one of the most popular and widely studied areas in human resource management, industrial relations and organizational psychology. However, most research in this area has been conducted in the USA or UK and reflects a Western context. Some studies on performance appraisal in Chinese organizations have been carried out, but, in the main, these concentrated on the periods of command economy (1949-1984) and transitional economy (1985-1997). In recent years, more and more Chinese state-owned companies and private companies have started to reform their performance appraisal system, by adopting Western style performance appraisal systems. However, there has to date been no academic research on performance appraisal system in Chinese companies with different types of ownership in a market context. The Chinese cultural factor “guanxi” has been found to be one of the most important cultural factors which influences performance appraisal in Chinese organizations. Nonetheless, no study has clearly analysed how guanxi influences performance appraisal in Chinese companies, leaving a significant research gap in our understanding of the impact of guanxi on appraisal and its outcomes. Therefore, this thesis conducted in-depth case studies, consisting of both quantitative (employee survey) and qualitative research (interviews) methodology, on the performance appraisal system in three banks with different ownerships in China, exploring a range of research objectives drawing on performance appraisal theories, justice theories, and guanxi and guanxi practices theories. Based on the results of the pilot study, a scale, which includes two factors “guanxi’s impact on outcome” and “guanxi’s impact on communication”, was developed to measure the impact of guanxi on performance appraisal in Chinese organizations. The statistical analysis of the employee survey indicated that guanxi’s impact on appraisal outcome was negatively related to employees’ perceptions of distributive justice, procedural justice, satisfaction with performance ratings and trust in supervisors; while no significant relationship has been found in this study between guanxi’s impact on communication and employees’ attitudes and behaviour. According to the comparative study of the appraisal system in the state-owned bank, foreign bank and city bank, significant differences of employees’ reactions to guanxi in appraisal, appraisal fairness and appraisal itself were found among these three banks. The employees in state-owned banks perceive less fairness and satisfaction with appraisal, but greater and stronger guanxi impact on appraisal, compared to employees in the foreign and city banks.
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Chan, Yuk-ying Gloria, i 陳玉英. "A study on appraisers' and appraisees' perception to performance appraisal system". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31268614.
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Chan, Yuk-ying Gloria. "A study on appraisers' and appraisees' perception to performance appraisal system /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872422.
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Korhonen, Mark. "Modeling Continuous Emotional Appraisals of Music Using System Identification". Thesis, University of Waterloo, 2004. http://hdl.handle.net/10012/879.
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The goal of this project is to apply system identification techniques to model people's perception of emotion in music as a function of time. Emotional appraisals of six selections of classical music are measured from volunteers who continuously quantify emotion using the dimensions valence and arousal. Also, features that communicate emotion are extracted from the music as a function of time. By treating the features as inputs to a system and the emotional appraisals as outputs of that system, linear models of the emotional appraisals are created. The models are validated by predicting a listener's emotional appraisals of a musical selection (song) unfamiliar to the system. The results of this project show that system identification provides a means to improve previous models for individual songs by allowing them to generalize emotional appraisals for a genre of music. The average R² statistic of the best model structure in this project is 7. 7% for valence and 75. 1% for arousal, which is comparable to the R² statistics for models of individual songs.
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Neill, Caroline Carragher. "Adolescent appraisals and coping strategies during a stressful exam". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0032/MQ62487.pdf.
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Coke, Sallie P. "Factors Influencing Female Caregivers' Appraisals of their Preschoolers' Behaviors". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/nursing_diss/23.
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Children with psychologically vulnerable caregivers may be at risk for being labeled as having behavior problems when typical behaviors are viewed by their caregivers as problematic. Research examining the accuracy of the caregivers’ perceptions of children’s behaviors is limited. The purpose of this study was to use the Resiliency Model of Family Stress, Adjustment, and Adaptation to explore family and female caregiver factors associated with appraisals of children’s behaviors, the extent to which these appraisals may be distorted and children’s level of risk of having behavioral problems.
A cross-sectional, correlational design was used. Data were collected from female caregivers of preschoolers. Reliable and valid instruments measured family factors, demographic characteristics, comfort in parenting, appraisal of behaviors, daily stress, parenting stress, depressive symptoms, social support, ratings of children’s behaviors, and distortion in the ratings. Analyses included ANOVA, ANCOVA, Chi-square, simultaneous and hierarchical linear regressions.
Results indicated that family typology was not associated with the female caregivers’ appraisals of children’s behaviors or distortion of caregivers’ ratings of behaviors; however, it was associated with risk of having children with behavioral problems. In the simultaneous regressions models, greater discomfort with parenting and greater perceived daily stress were associated with more negative appraisals of children’s behaviors by the female caregivers and Caucasian race and higher distortion in behavioral ratings were associated with higher risk of behavioral problems in children. Social support did not buffer the effects of caregiver depression on appraisals of children’s behaviors or level of risk of children having behavioral problems.
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Dorfan, Nicole Michelle. "Danger appraisals as prospective predictors of disgust and avoidance". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/935.
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Recent theories posit that cognitive factors explain the development and maintenance of contamination fears associated with obsessive compulsive disorder (OCD). Few studies to date have aimed to establish causality or temporal precedence for cognitions predicting OCD-relevant distress and avoidance. The current study used a prospective design to assess threat appraisals, personality traits, and obsessive compulsive symptoms in an unselected sample of university students and community members (N = 105) several days prior to a contamination behavioural approach task (BAT) in a public washroom. Results of the hierarchical regressions demonstrated that prospective danger appraisals significantly predicted both disgust and avoidance on the BAT, even when controlling for neuroticism, disgust sensitivity, and OCD symptoms. In contrast, looming germ spread appraisals and responsibility appraisals were not significant predictors of the BAT. Results from in vivo distress ratings and implicit reaction time data indicated that disgust is more strongly associated with contaminants compared with anxiety. The findings of this research suggest that psychological treatment for contamination concerns should include monitoring of disgust as a process and outcome variable in exposure paradigms, and focus on reappraisal of danger estimates related to disease in cognitive paradigms.
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Watkins, Chandra Daneete. "An exploratory analysis of psychometric errors in performance appraisals". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/992.
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Blais, Ann-Renee. "Coping with stressful decisions : individual differences, appraisals, and choice /". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486394475980599.
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Hicks, Joshua A. King Laura A. "The effects of approach-avoidance behaviors on goal appraisals". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6138.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010) 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. Dissertation advisor: Dr. Laura King Vita. Includes bibliographical references.
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Bohnstengel, Carol. "An Investigation of the Influence of Evaluator Background on Appraisals of a Music Lesson Using the Texas Teacher Appraisal System". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277901/.
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This study's purpose was to investigate the differences in scores and written comments given by two appraisal groups in their evaluation of a music teacher using the Texas Teacher Appraisal System (TTAS). One appraiser group had musical training while the other group specialized in other subjects. Analyses of both group's appraisal scores showed no significant differences. An examination of the written comments revealed that both appraisal groups focused on the same aspects of the lesson and used similar vocabulary. The TTAS instrument was a consistent measure of generic teacher behaviors in the music lesson, but it did not measure specific music teaching behaviors or encourage suggestions for improving musical instruction.
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Parrill, Scott. "Revisiting Rating Format Research: Computer-Based Rating Formats and Components of Accuracy". Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33502.
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Prior to 1980, most research on performance appraisal focused on rating formats. Since then, most performance appraisal research has focused on the internal processes of raters. This study redirects the focus back onto rating format with a critical eye towards rating accuracy. Ninety subjects read several hypothetical descriptions of teacher behavior and then rated the teachers on different dimensions of teaching performance using computer-based rating formats. It was found that rating format does affect some measures of rating accuracy. In addition, support was found for the viability of a new rating format. Graphic rating scales with no anchors received higher accuracy scores on certain measures of accuracy, higher ratings for liking of the rating format, higher levels of comfort with the rating format, and higher levels of interrater reliability than either BARS or graphic rating scales with numerical anchors. This study supports the ideas that rating format research should be reexamined with a focus on rating accuracy and that computer-based graphic scales with no anchors should be considered as an alternative to more traditional rating methods.Master of Science
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Morgan, Steven Craig. "Effects of context on the leniency, accuracy, and utility of self-appraisals of performance : social comparison information and purpose of appraisal /". Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06102009-063250/.
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Winter, Kathy A. "Cognitive emotion theory, cognitive appraisals, core themes, and individual differences". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ58166.pdf.
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Hrazdil, Jennifer. "Writing between the lines : managing impressions in written self-appraisals". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33906.
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Knowing how to promote oneself in written self-promotional genres is a vital, yet neglected, component of non-native speaker (NNS) communicative competence.Focusing on the self-appraisal, I explore some of the impression management (IM) tactics and interpersonal metadiscourse (MD) markers used by writers to manage the impressions they give off. Of particular interest is the extent to which (a) patterns of self-presentation, and (b) language background (NS/NNS) contribute to the affective response of the reader.
The self-appraisals, collected from 41 students taking a required undergraduate writing course, were grouped according to the affective response of independent readers. Patterns of IM and MD use were compared across positive- and negative-affect groups, and across NSs and NNSs.
The findings reveal distinct differences between affect groups in patterns of IM and MD use. Interestingly, NS/NNS differences did not contribute to the affective response of the reader, thus challenging the assumption that NS linguistic form is requisite to pragmatic competence.
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MacCallam, Jackie. "Cognitive appraisals in obsessive-compulsive disorder & other anxiety disorders". Thesis, University of Plymouth, 1997. http://hdl.handle.net/10026.1/1138.
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This research applied ideas from the cognition-emotion literature to some of the theories in the OCD literature, and in so doing took'Va multi-dimensional approach to the understanding of OCD. The aim of the study was to explore the nature of 'emotionalcognitive profiles'^ of people with OCD,. and to compare these 'profiles' with those of people with other anxiety disorders and people from a non-clinical population. Participants from the three groups i.e. an OCD group, an anxiety group and a non-clinical group were asked to rate a number of appraisal dimensions, in response to four vignettes. There were 10 participants in each group (N=30). The vignettes were constructed to evoke feelings of anxiety, guilt, anger and pride. The responses of each group were then compared. The results showed that when anxiety is evoked, both people suffering with OCD and people suffering with other anxiety disorders, perceived more personal responsibility and more harm to self than the non-clinical group. The OCD group also seemed to perceive more personal responsiblity in the situation of guilt, which provoked discussion about the nature and role of guilt and responsibility in the aetiology and maintenance of this disorder. The results also led to some debate about the relationship between anxiety, depression and OCD and finally, a formulation of OCD was proposed. The formulation was an attempt to incorporate thinking from both cognitive and psychodynamic perspectives and to draw together some of the theories and models of OCD, which had been discussed in the study.
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Eames, Brittany A. "Uncommon historical object appraisals| appraising the south street museum collection". Thesis, Sotheby's Institute of Art - New York, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554301.
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As the global pattern of severe weather intensifies, complex disaster-related appraisals are becoming increasingly more common. Post-disaster appraisals are particularly challenging due to several key factors: (1) the large number of objects in each appraisal, (2) the diversity of the objects and (3) the limited time frame for completion. Due to these complicating factors the methodologies that were once central to the structure of valuation are crumbling and new metrics are being formed to accommodate these labyrinthine post-disaster jobs. By way of a single case study undertaken post-Hurricane Sandy, this document explores the process of redesigning appraisal methodologies, of approaching uncommon historical objects found often in these now less exceptional cases, of identifying "value signifiers" for those objects and ultimately of reimagining the very core of what it means to appraise fine art.
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Moore, Donald E. "The relationship among selected appraisals in predicting effective beginning teaching". Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774741.
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Beginning school teachers in Indiana in school years 1986-87 and 1987-88 who graduated from Ball State University, Indiana State University, Indiana University, and Purdue University (D=1,607) were studied to determine the relationship of NTE Core Battery subtest scores, Scholastic Aptitude Test (SAT) scores, and undergraduate grade point average (GPA) to beginning teaching effectiveness as measured by the Beginning Teacher Assessment Inventory (BTAI). The BTAI is an inventory listing eight criteria for which a beginning teacher must demonstrate minimal competence in order to complete the Indiana internship requirement. Findings were based on an analysis of data obtained from 663 beginning teachers in 163 Indiana school corporations. No empirical evidence indicated that NTE Core Battery subtest scores provide useful information for predicting beginning teaching effectiveness. Undergraduate grade point average (GPA) provided more accurate predictions of beginning teaching effectiveness than did the NTE Core Batter subtests. The ability of Scholastic Aptitude Test (SAT) scores to possess a statistically significant relationship with values on the Beginning TeacherAssessment Inventory (BTAI) was not substantiated. Females systematically scored higher than males on the BTAI assessment areas. Results were consistent for graduates from all four major state universities in the study.Department of Educational Leadership
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Barns, Rebecca Frances. "Children and domestic violence : appraisals, attachment relationships and coping strategies". Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742978.
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Dodd, Alyson Lamont. "Extreme appraisals of internal states and vulnerability to bipolar disorder". Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707606.
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Herreid, Cheryl. "Longitudinal Study of the Impact of Performance Appraisals in Organizations". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5222/.
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The purpose of this study was to determine the effectiveness of and the subjects' overall satisfaction with the implementation of an internally created performance appraisal system. The system was implemented at a major technology consulting firm in the US. The subjects of this study were manager level employees of the firm. An employee survey conducted annually at the firm included questions relating to the implementation of the performance appraisal system. Eight years of managers' responses to six key questions in the Career Development category were analyzed. Managers' perceptions of their contribution to the firm, their understanding of what career paths are available to them, their understanding of the requirements for promotion, as well as their overall satisfaction with the implementation of the performance appraisal system were captured by this survey. Trend analysis indicates that managers at the firm perceived their career path knowledge improved and their understanding of promotion criteria improved as a result of the implementation. Overall satisfaction with the implementation did not improve enough to site confidence in managers' perceptions for the period immediately after the implementation; managers' responses to the actual implementation were disagreeable to neutral. Managers did not feel their impact on the organization improved as a result of the implementation.
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Nesdoly, Nina. "The Impact of Transformational Leadership on Employees’ Appraisals of Stressors". Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42348.
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I develop and test a theoretical model to examine how and why transformational leadership affects employees’ appraisals of challenge and hindrance stressors. I draw on the transactional theory of stress to argue that transformational leaders motivate their employees to believe that they can successfully cope with workplace stressors, which in turn encourages them to appraise challenge stressors more positively and hindrance stressors as less threatening. Presenting a parallel mediation model, I test three mediators that operationalize my underlying theory: psychological empowerment; psychological safety; and stress mindsets. I conduct a time-separated online survey study of 255 employed adults. I test my theory through two sets of analyses, considering two sets of dependent variables: (1) appraisals of stressors in general and (2) appraisals of stressors in the context of hypothetical workplace vignettes. My results suggest that (1) transformational leadership was positively associated with challenge appraisals in the context of challenge and hindrance stressors, and negatively associated with hindrance appraisals in the context of challenge and hindrance stressors. Psychological empowerment, but not psychological safety nor stress mindset, was a significant mediator in all cases. (2) Results of the vignette analysis found that transformational leadership was positively associated with challenge appraisals and negatively associated with hindrance appraisals of both challenge and stressor vignettes. However, none of the mediators were significant. I conclude that transformational leaders can help employees appraise stressors more optimistically by empowering them to view themselves as competent and in control in relation to their work. The applications of my research to theory and practice are discussed.
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Bilderbeck, Amy. "The role of serotonin in resource management and relationship appraisals". Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558970.
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Background. Experiments in both humans and animals indicate a prominent role for serotonin in social behaviour. However, little is known about its role in human group interactions, or cognitions about important social relationships including those with close intimate partners. Methods. I developed resource dilemma games in which participants harvested valuable but depletable resources, independently and as part of a social group. I used these games to explore the neural correlates of group resource management in healthy adults; I also investigated the role of serotonin in resource management using Acute Tryptophan Depletion (A TD) and sub-chronic (8 day) treatment with citalopram. Finally, my experiments investigated how serotonin activity influenced cognitive judgments about other peoples' close intimate relationships and their own relationships. Results. The value of a shared resource was represented in distinct neural structures depending upon the use to which this information was put: within reinforcement-related regions including the ventral striatum while harvesting, but within medial prefrontal regions while considering the harvesting behaviour of social partners. Tryptophan depletion was associated with increased frequency of exhausting a shared resource, lower personal gains, and increased sensitivity to others' past harvesting behaviour relative to personal, past harvesting choice. A TD and citalopram had opposite effects on independent resource management in females, enhancing and diminishing, respectively, sensitivity to recent changes in the resource size when selecting harvests. A TD decreased ratings of intimacy and romance in others' relationships, whilst treatment with citalopram reduced perceptions of others' physical relationship quality, the importance of a good physical relationship, and the importance of intimacy with current partners. Both A TD and citalopram treatment modulated ratings of partners' relative dominance, but differently for men and women. In men, citalopram was also associated with reduced perceived discord in others' relationships. Conclusions. Serotonin plays a significant role in the representation and management of valued resources both individual and group settings. Serotonin activity also supports appraisals of the quality of, and power within, close relationships, and modulates the perceived importance of trusting and intimate aspects of interaction between sexual partners. These findings may be relevant to the pathophysiological bases and pharmacological treatment of depression.
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Stuart, Jennifer L. "Family justice appraisals and involvement with deviant peers among adolescents". [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015783.
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Nutakor, Simon-Davies Amenyenu. "Employee Perceptions of Fairness in Performance Appraisals and Job Satisfaction". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6636.
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Business and management researchers have shown that performance appraisals have continued to remain a standard component of the human resource management (HRM) function and play an integral role in contributing to employee performance and job satisfaction levels. Recent researchers indicated that employees have continued to hold negative views about the degree of fairness and accuracy of appraisals, thus rendering the process a mere routine and periodic ritual detrimental to organizational efficiency and growth. The purpose of this study was to add to what is a paucity of data on perceptions of fairness of employees and examine the employee perceptions of fairness in performance appraisals related to job satisfaction. The conceptual framework for this study was rooted in organizational justice and motivational theory. Research questions examined the perceptions of employees of performance appraisals on job satisfaction. Qualitative data were collected in this multiple case study using face-to-face interviews of 20 participants. Data were organized, coded, and analyzed for emergent themes and patterns that aligned with the research questions. Research findings showed that employee perceptions of performance appraisals are critical and remain an invaluable component of the human resource function to benefit management executives and should include basic knowledge and employee input in the appraisal design and process. Implications for possible positive social change may include enhanced insights, knowledge, and understanding of the perceptions of performance appraisals that may enhance management decisions through fair, just, and accurate employee appraisals that will positively translate to job satisfaction.
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Conlin, Brad. "INGO Performance Management Practices and the Need for Accountability". Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32143.
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This study provides a comprehensive look at the current state of best practices in performance appraisal systems in the public and private sector. From this, the main objective for this research paper is to investigate the reasons why INGOs are not currently able to properly implement a ‘best practices’ based performance appraisal system. Furthermore, this paper will provide both future research questions, as well as practitioner based recommendations. In addition, it will examine the need for higher levels of accountability in INGOs through appropriate performance appraisal systems.
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Hanson, Christine Dawn. "Memory appraisals by older people : associated factors and spousal relationship quality". Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:3476.
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Bravo, Irene Maria. "Rater's personality as a moderator of context effects in performance appraisals". FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1803.
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Undergraduates rated scripts describing the performance of different instructors in the following order: two positive or negative scripts followed by an average script; or two average scripts followed by a positive or a negative script. Context effects were assessed by comparing ratings of the target stimulus in the context and in the context-free control conditions. Several individual difference variables were measured as possible moderators of this phenomenon. Results indicated robust contrast effects mediated by beliefs in the variability of human nature in the extreme context conditions. In the positive context condition, high scorers in Variability were not affected by context, whereas medium or low scorers in Variability exhibited contrast effects. In the negative context condition, high scorers in Variability exhibited a more extreme contrast effect than medium or low scorers in Variability. In the average context conditions, contrast was observed only when the target was positive.
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Bull, Jeoffrey Steven. "Trying nothing, appraisals on nihilism in American fiction of the 1970s". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27883.pdf.
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Evers, Catharine Allegonda Josephina Maria. "Sex differences in anger expressions the shaping role of social appraisals /". [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2005. http://dare.uva.nl/document/79452.
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Little, Derek. "The strategy deployment paradox : linking strategy, performance measurement systems to appraisals". Thesis, University of Strathclyde, 2003. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21246.
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The thesis starts by examining how organisations deploy strategy and performance measurement systems and reviews how well they fink to the employee appraisal process. Many organisations are still failing to provide the linkage that employees require to fully exploit their potential. Whilst companies have processes for strategy and appraisal construction, objective setting and support structures, including communications the research found that these lacked the effectiveness necessary to motivate employees. For strategy to become truly meaningful to employees' personal goals and objectives must be aligned with the organisational objectives. The methodology design detailed in this thesis assisted the research in determining that none of the current strategy and performance measurement models or frameworks was able to combine strategy and appraisal processes in to an integrated system that was effective. A strategy deployment process was developed which creates this link to the employe e's appraisal system, ensuring that the actions of the individual are inline with the company goals. Four process requirements were identified in the model construction. The strategy deployment process is a new business model to integrate strategy and performance measurement systems to the appraisal process. This provides a greater understanding of the competencies required by management and the employees of the organisation. All businesses need to align their strategies, operations, competencies and resources in order to achieve the organisational objectives but to gain the maximum from these the culture of the company has to be flexible and encouraging to achieve this. To ensure that cultural flexibility is sustained the research found that organisations should have: strategy aligned communication links, effective leadership and a coaching environment. From the beginning of the research, criteria for the evaluation of the quality of the research were developed. The thesis concludes with the evaluation of the research against these criteria. The results obtained demonstrate that the research has satisfactorily fulfilled academic requirements and has reached the standards outlined in the methodology.