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Harvey, Sheila. "The relationship between outcomes and midwifery models". Thesis, University of West London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512009.
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Beveridge, Scott Francis. "Vocational rehabilitation outcomes a study on the relationship between rehabilitation goals and employment outcomes /". College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/134.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2003.Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Ki, Eyun-Jung. "Linkages among relationship maintenance strategies, relationship quality outcomes, attitude, and behavioral intentions". [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015649.
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Anawalt, Max A. "The Relationship of Leadership Styles, Context, and Outcomes". Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/215.
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New and experienced leaders sometimes underestimate the importance of the follower and context in their ability to be effective and successful in the long term. During an organization crisis or in a conflict situation, a leaders’ verbal and nonverbal communication behaviors and an awareness of the contextual factors and followers’ feelings involved may contribute more to long-term effectiveness and success more generally than certain characteristics or type of leadership, even if that style is the prevalent model of leadership within the organization. In theory, every leader should benefit from a greater understanding of the evolving study and theory of leadership psychology, but to put the knowledge into practice is a completely different story. This case study depicts some of the new and existing challenges facing leaders today, in hopes that the way in which the information is presented through a story will better help in illustrating the mistakes that all leaders can and do make, so the events and people in the story serve to prevent these mistakes from being made.
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Underhill, Marissa M. "Stepparent-Child Relationship Quality and Young Adult Outcomes". Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703397/.
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This study set out to test the effects of relationship quality with a stepfather on other familial relationships, romantic relationships, and usual outcome measures for products of parental divorce. OLS regression tests were conducted using responses from over a thousand participants from the New Family Structures Study (N=1,696). Respondents were organized by self-reported level of relationship quality with their stepfathers. Various qualities of stepfather families were then regressed against other family types—single parent, intact, and others. Results show that respondents with high-quality stepfather relationships were able to develop relationships with their biological mothers at stronger levels than people from intact families. This supports resilience theory, which posits that the exposure to risk coupled with positive, promotive factors allows a person to grow beyond his or her original trajectory. The findings of this study assert stepfamilies that encourage good stepfather-stepchild relationships can assuage some of the negative outcomes typical for children of divorce.
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Witschel, Natalie Katharina Marcella. "The relationship between mindfulness and specific workplace outcomes". Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30838.
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Over the past two decades, interest in the concept of mindfulness has exploded. Though many companies have started to implement mindfulness-based programmes, research on mindfulness in a workplace context is still in its infancy. This study therefore attempted to increase the evidence base for the utility of mindfulness in bringing about positive workplace outcomes. By empirically testing aspects of a mindfulness framework developed by Good et al. (2016), this study sought to determine the relationship between mindfulness and key workplace outcomes in the performance, relationship and wellbeing domain. White collar employees in South African organisations responded to a self-report survey (N = 211). Correlation analyses revealed that mindfulness was not statistically significantly correlated to either task performance or interpersonal organisational citizenship behaviours. In the relationship domain, preferred styles for handling conflict at the workplace were examined. As expected, mindfulness was significantly and positively related to only problem solving and negatively to most other conflict management styles. With regards to the wellbeing domain, work-life balance was examined as a mediator in the relationship between mindfulness and subjective wellbeing in the form of high positive affect, low negative affect, and high job satisfaction. Work-life balance was a partial mediator in the relationship between mindfulness and both negative affect and job satisfaction; yet it was not a significant mediator for positive affect. Lastly, theoretical and managerial implications as well as suggestions for future research and limitations associated with this study were discussed.
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Thornlow, Deirdre. "Relationship of patient safety practices to patient outcomes". Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/991198212/04.
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Brannon, Theresa Rebecca. "The relationship between caseworker education and client outcomes". CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3368.
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The purpose of this study was to measure whether or not a child welfare worker's education has an effect on their client's outcomes. It compares master's degree in social work caseworkers' rates of family reunification and the length of time children on their caseload spend in foster care to those of child welfare workers who do not have an MSW. This study sought to address this gap in the current literature by analyzing available case data from a public child welfare agency in a Southern California county.
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Phillips, Maddie Elizabeth, i n/a. "Prediction of Couple Outcomes in Stepfamilies". Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070713.140903.
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This thesis describes a program of research which aimed to identify the extent to which couple and stepfamily variables were associated with couple relationship adjustment and stability in stepfamily couples. Two studies were conducted. Study 1 consisted of 63 stepfamily couples who were in a committed relationship (married or cohabiting) and who had earlier taken part in an intervention program. It was hypothesised that positive couple relationship outcomes could be predicted by low couple aggression, high couple negativity, low couple withdrawal, high parenting disagreement, and high dysfunctional parenting over a 5-year period. The results did not support the hypotheses possibly due to low power in the design. In Study 2, 122 stepfamily couples who been living together (married or cohabiting) as a stepfamily were assessed on couple and stepfamily factors, and these were tested for their association with couple relationship adjustment and stability, using both self-report questionnaires and interview data. As predicted, stepfamily factors accounted for variance in couple stability above that accounted for by couple factors. Furthermore, stepfamily factors were associated with couple stability independent of couple adjustment. The influence of stepfamily couple relationship adjustment and stability seem distinctive from first-marriage couples. It was concluded that stepfamily relationship education programs for stepfamilies should address the unique needs of stepfamilies such as parenting education for inexperienced stepparents, the development of positive stepparent-stepchild relationships, and the building of stepfamily cohesion.
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Phillips, Maddie Elizabeth. "Prediction of Couple Outcomes in Stepfamilies". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/367189.
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This thesis describes a program of research which aimed to identify the extent to which couple and stepfamily variables were associated with couple relationship adjustment and stability in stepfamily couples. Two studies were conducted. Study 1 consisted of 63 stepfamily couples who were in a committed relationship (married or cohabiting) and who had earlier taken part in an intervention program. It was hypothesised that positive couple relationship outcomes could be predicted by low couple aggression, high couple negativity, low couple withdrawal, high parenting disagreement, and high dysfunctional parenting over a 5-year period. The results did not support the hypotheses possibly due to low power in the design. In Study 2, 122 stepfamily couples who been living together (married or cohabiting) as a stepfamily were assessed on couple and stepfamily factors, and these were tested for their association with couple relationship adjustment and stability, using both self-report questionnaires and interview data. As predicted, stepfamily factors accounted for variance in couple stability above that accounted for by couple factors. Furthermore, stepfamily factors were associated with couple stability independent of couple adjustment. The influence of stepfamily couple relationship adjustment and stability seem distinctive from first-marriage couples. It was concluded that stepfamily relationship education programs for stepfamilies should address the unique needs of stepfamilies such as parenting education for inexperienced stepparents, the development of positive stepparent-stepchild relationships, and the building of stepfamily cohesion.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Lee, Keun Woo. "Teachers' perception of conflict and its relationship to selected outcomes /". Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008377.
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Kochendorfer, Logan B. "A meta-analysis of friendship qualities and romantic relationship outcomes in adolescence". Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent152424617280268.
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Vidal, Sarah. "Exploring the relationship between substance use and academic outcomes". Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646194677/viewonline.
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Schroeder, Klaus Gerhard. "Mentoring as work-related support : relationship with employee outcomes". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29386.
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This study investigated the relationship between supportive behaviours and employee outcomes. The supportive behaviours were identified in the mentoring literature as being associated with the roles and functions performed by mentors. The term 'supportive' was used in order to recognize that people other than mentors (e.g., co-workers) could provide these behaviours.
Questionnaires were used to assess employee outcomes and the level of supportive behaviours received by employees from different members in their organizations. The sample consisted of 624 managerial, technical, supervisory, and professional employees who worked for one of five organizations in British Columbia; 442 employees returned questionnaires. Respondents indicated the extent to which people with whom they had worked had provided them with behaviours associated with the eight supportive functions of Sponsoring, Exposure and Visibility, Teaching the Job, Teaching the Informal System, Protection, Role Modeling, Encouragement, and Personal Counselling. Principal component analysis indicated the presence of one general factor that accounted for over 50% of the variance; separate components for career and psychosocial functions (Kram, 1985) were not found. Principal component analysis indicated that all employee outcomes assessed in the study could be grouped into one of three types of outcomes: Job-Related (job satisfaction, role conflict, role ambiguity, organizational commitment, acceptance by co-workers), Skill Development (job, interpersonal, conceptual), and Promotional (rate of salary increase and promotions, satisfaction with progression).
It was hypothesized that the level of supportive behaviours received by employees from as many as three sources would be positively related to all three types of outcomes, but that the relationship would be higher for the Skill Development and Promotional Outcomes than for the Job-Related Outcomes. This hypothesis was only partially supported. Although supportive behaviours were positively and significantly related to all types of outcomes, the relationship between behaviours and the Skill Development Outcomes was significantly higher than the relationships between behaviours and the other two types of outcomes. Failure to find a higher relationship between supportive behaviours and the Promotional Outcomes is discussed in relation to organizational reward systems. The level of supportive behaviours received from sources other than the highest source of supportive behaviours did not explain additional variance in employee outcomes over that explained by the level associated with the highest source alone. Failure to find incremental effects due to additional sources was most likely due to the high correlations (.70 to .80 range) among the level of supportive behaviours received from the different sources. These correlations may have been artifactually inflated because of the instructions that were used concerning which sources of supportive functions respondents were to rate on the supportive behaviours (respondents only rated sources on the supportive behaviours if the sources provided three or more functions).
Because a number of hazards and disadvantages have been associated with intense mentor-protege relationships, it was hypothesized that the more evenly supportive behaviours are distributed across sources, the higher would be the employee outcomes. Although the way in which given levels of supportive behaviours were distributed across the sources was unrelated to employee outcomes, the hazards associated with given levels of supportive behaviours were negatively and significantly related to employee outcomes (the Job-Related ones, in particular). Methods for reducing the level of hazards are discussed.
The scale that was developed to assess supportive behaviours was found to be reliable, content valid, and construct valid. Possible uses of the scale are discussed.Business, Sauder School of
Graduate
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Kreider, Tyler. "Representation of built environment and relationship to travel outcomes". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104696.
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The built environment has been recognized as one of the major factors influencing travel behavior, but research into the specifics of how the built environment is represented is scant. This thesis investigates this relationship through different modes of representation. The first chapter offers an introduction to the topic, objectives, and research issues. In the second chapter, an original speed study is used to investigate the link between built environment and geometric design variables on vehicle operating speed along local roads. After controlling for traffic conditions, it was found that built form variables have a weak link with vehicle speed, geometric design being the main determinants. Chapter Three improves upon built form representation by using a neighborhood typology to simultaneously model household choice and GHG emissions. A lingering problem, however, is in the way in which land use mix is measured. Thus, the third chapter presents an entirely new method of measuring land use mix, which relies on interaction of complementary uses as opposed to proportion-based measurement. A preliminary evaluation of this method has proven that it is a great improvement on what is currently used to measure land use mix. The methodologies and case studies in this thesis demonstrate progress that has been made in how the built environment is represented in transportation studies, and it is hoped that they are a positive influence in the field.L'environnement bâti est reconnu d'avoir une influence majeure sur les habitudes de déplacements, mais la recherche sur la représentation de cet aspect n'est pas bien développée. Cette thèse est une collection de trois manuscrits qui enquêtent sur cette influence dans des modes de représentation différents. Le premier utilise les variables de l'utilisation du sol simple et de la population à fin de modéliser la vitesse des véhicules sur les rues locales. Il était trouvé que ces variables ne suffisent pas d'expliquer la vitesse des véhicules donc ils étaient éliminés de la modèle. La deuxième étude améliore la représentation de l'environnement bâti avec une typologie de quartier pour estimer une modèle simultanée du choix de location du ménage et les émissions des GES. Cependant, un problème qui reste est dans la mode de mesurer la mixité des utilisations du sol. Donc le troisième article présente une nouvelle méthode de mesurer la mixité qui est basée sur l'interaction des usages complémentaires par opposition à une mesure des proportions. Elle était évaluée d'être une amélioration sur la méthode utilisée actuellement. Ces trois articles montrent le progrès fait dans la représentation de l'environnement bâti pour les études en transport, et ils peuvent avoir une bonne influence dans la recherche future.
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Raznovich, Leonardo Javier. "The relationship between evidence, fact-finding methods and outcomes". Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408203.
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Kutash, Mary. "The Relationship Between Nurses' Emotional Intelligence and Patient Outcomes". Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718094.
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Heart Failure readmissions (HFR) significantly contribute to all cause hospital readmissions rates. Current evidence on the effectiveness of interventions for reduction of HFR is inconclusive. Recent research suggests that nurses’ emotional intelligence (EI) may be associated with better patient outcomes.
The purpose of this study was to examine if nurses’ EI is significantly related to HFR and if that relationship is mediated through patient satisfaction with care. One hundred and thirty six Registered Nurses were recruited from 11 in-patient units at a large teaching hospital in the south eastern United States. Two surveys were mailed to eligible participants; the Bar-On Emotional Quotient Inventory 2.0 and a demographic survey. Patient satisfaction was measured with the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey. The unit of observation for the analysis of the current study was the individual nursing unit with monthly measures for 14 months. Nurses EI was assessed at a single point in time and served as the basis for the data collected.
Results of one-way ANOVA showed a non-significant small trend of higher total EI being associated with lower rates of HFR. The generalized estimating equation model was used to account for correlated observations and revealed a greater non-significant likelihood for higher total EI to translate to no HFR. Results of Pearson’s correlations found non-significant positive correlations between nurses total EI and the patient satisfaction items of rate hospital, nurses’ courtesy and respect, nurse listening, nurse explaining, and nurse communication. The linear mixed model to account for correlated observations showed small non-significant trends for total nurse EI and all patient satisfaction items. Results of one-way ANOVA showed no association between patient satisfaction and HFR. When accounting for correlated observations, increases in total nurse EI were not significantly associated with the predicted odds of no HFR. In conclusion, the examination of the aims in this study demonstrated results that were in the expected direction but not at the level expected. The findings of this study indicate that there is a need to further examine how nurses’ EI may influence patient outcomes.
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Faas, Caitlin S. "Economic and Parent-Adolescent Relationship Capital Predicting Educational Outcomes". Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/32524.
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Using the perspectives of social capital theory (Coleman, 1988) and life course theory (Elder et al., 2003), this study examined how economic capital and particular dimensions of the parent-adolescent relationship predicted educational outcomes. The economic capital variables were family income, parent education, and parent occupational prestige. Relationship capital variables included: closeness to parents, expectations for schooling, parental values, and parent trust. The three economic capital variables, expectations for schooling, and parent trust all significantly predicted final GPA and educational attainment. However, parent-adolescent closeness and parental values did not predict educational outcomes in the overall model. This study extended research in the field by examining both final GPA and educational attainment as educational outcomes. By using a nationally representative sample and four time points of data collection, this research was able to explore how various forms of capital predict early adulthood educational outcomes.Master of Science
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Noland, Aaron K. "THE RELATIONSHIP BETWEEN TEACHER TRANSFORMATIONAL LEADERSHIP AND STUDENT OUTCOMES". Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123168677.
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Leverentz-Brady, Kristen M. "Relationship Between Service Intensity, Care Coordination, And Child Outcomes". ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/138.
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The current study examines the relationship between service utilization and child outcomes, and the role fidelity to the principles of the wraparound care coordination process plays in mediating that relationship. One hundred and twenty-one participants at three separate Children’s Mental Health Services (CMHS)-funded Systems of Care national evaluation sites in three states were administered the Wraparound Fidelity Index (WFI), designed to measure adherence to the principles of wraparound; child outcomes measures, including the Child Behavior Checklist (CBCL) and the Child and Adolescent Functional Assessment Scale (CAFAS); and the Multi-Sector Service Contact Questionnaire (MSSC), designed to assess services received. Data were analyzed using hierarchical multiple regression and linear mixed models in order to examine the mediational role fidelity plays at two levels, children and wraparound facilitators, and at three different time points, baseline, six-month follow-up, and twelve-month follow-up. No statistically significant relationships were found between wraparound fidelity and child outcomes at six-month follow-up. Also, at six-month follow-up, the level of services the child and family received significantly predicted child outcomes related to externalizing symptoms but not to internalizing symptoms or functional impairment; however, this relationship was not mediated by fidelity to the wraparound process. From baseline to six-month follow-up and twelve-month follow-up, no statistically significant relationships were found between wraparound fidelity and child outcomes across wraparound facilitators. Also, no statistically significant relationships were found between the level of services the child and family received and child outcomes. A mediation model from baseline to six-month follow-up and twelve-month follow-up was not viable due to the null findings. Exploratory analyses were conducted. Implications of these findings and directions for future studies are discussed.
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Newman, Ginger Leigh. "The relationship between provider-role consistency and marital outcomes". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1835.
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Thesis (M.S.) -- University of Maryland, College Park, 2004.Thesis research directed by: Dept. of Family Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Barnes, Karin J. "Relationship of occupational therapy services to special education outcomes /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Harlacher, Jason E. "Victimization During the Middle School Years: Exploring the Relationship Between Emotion Regulation and Emotional/Behavioral Outcomes". DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/6181.
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The present thesis examined emotion regulation differences among victims and non victims of bullying and its role as a mediator in the link between victimization and internalizing or externalizing outcomes. Participants from Grades 6 to 8 (n = 240) completed measures that assessed level of victimization, emotions felt relative to emotions expressed during bullying situations, and internalizing and externalizing symptoms. Weak victim-related differences revealed that boy victims reported feeling more shame and expressing more fear than nonvictims, whereas girl victims reported expressing more shame and feeling and expressing more anger and sadness. A new measure of emotional regulation did not reveal any victim -related differences , nor was emotional regulation found to play a mediating role. Discussion focuses on how antecedent- and response-focused regulation can account for victim-related differences found, and how victims' emotional regulation difficulties may be more attributable to antecedent-focused regulation and poor evaluation of consequences of expressing certain emotions than emotional inhibition during a bullying interaction.
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O'Brien, Elizabeth. "THE RELATIONSHIP BETWEEN MASTER'S LEVEL COUNSELING PRACTICUM STUDENTS' WELLNESS AND CLIENT OUTCOMES". Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3832.
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Client outcome research focuses primarily on three specific aspects of therapy: therapist technique, client behaviors and therapeutic interaction. The term "therapeutic interaction" focuses on the relationship between the counselor and the client, and is often ignored in client outcome research. Counselor specific contributions to the therapeutic process are called therapist characteristics may be an innovative way to assess how counselors' impact clients' outcomes in counseling. For the purposes of this study administering the Five Factor Wellness Evaluation of Lifestyle and the Outcome Questionnaire to master's level student counselors assessed therapist characteristics. The Outcome Questionnaire was administered to clients at a community-counseling clinic at two points and a delta score was calculated to create the variable "client outcome." In order to test the research hypotheses, 70 master's level counseling students completed both the Five Factor Wellness Evaluation of Lifestyle and the Outcome Questionnaire. These scores were then matched with master's level counseling students' client delta scores, which created the dependent variable. The results of the multiple regression analysis indicated no statistically significant relationship; therefore the null hypotheses were accepted as the constructs student counselor wellness and client outcomes were not related. Results of the study were summarized and discussed, limitations of the study were explored and recommendations for future research were proposed.Ph.D.
Department of Child, Family and Community Sciences
Education
Counselor Education
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Santic, Frane Francis. "Relationship-Contingent Self-Esteem and Inter- and Intrapersonal Outcomes: All in Moderation". University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1575927526581796.
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Coetzee, Elsie Margaretha. "Strategic communication in alliances : perceptions of alliances partners on relationship outcomes". Diss., Pretoria : [s.n.], 2008. http://hdl.handle.net/2263/29790.
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Organisations experience increased social, political and economic pressure that is evident in the increased pressure that stakeholders place on organisations. Organisations increasingly realise that stakeholders’ values and objectives need to be incorporated into organisational strategy as well as the day-to-day management of the organisation. Organisational success and survival consequently depends on the organisation’s network of relationships, which provide the organisation with otherwise inaccessible resources and a competitive advantage. Organisational relationships offer the best solution towards illustrating the value of public relations and communication in the organisation. These relationships enable the organisation to attain its long- and short-term goals. Communication is a key influencer of the success of these relationships and communication managers are consequently better adept to manage these relationships. The relationship perspective of communication posits that public relations and communication managers should act in a boundary spanning role by balancing the interests of companies and stakeholders through effective relationship management. A shift has consequently occurred from purely communication management towards building mutually beneficial relationships between an organisation and its key stakeholders. There has also been an increased recognition of the need for strategically managed communication programs that can effectively contribute to organisational success. Strategic communication assists an organisation to adapt to its stakeholder environment by feeding into the organisation’s strategy formulation process intelligence with regards to strategic stakeholders, which, in turn, assists in building mutually beneficial relationships with these stakeholders. Communication managers’ efforts towards the effective management of organisational relationships has been hampered by the lack of current literature on organisational relationships, a lack of knowledge regarding the factors that influence these relationships, as well as the lack of a reliable and quantifiable definition of organisational relationships. Knowledge on these key areas could enable communication managers to manage these relationships effectively through strategic communication that is characterised by open and two-way communication. This study aimed to determine the connection between organisational relationships and organisational success by investigating the relationship between organisational alliances (as a specific form of organisational relationship) and goal attainment. The three-stage model of organisational relationships proposed by Grunig and Huang (2000:34) was applied to organisational alliances in order to determine this relationship, as well as to determine the influence of key constructs like type of industry, type of alliance, duration of the alliance and the size of the organisation. The reliability of using this framework, specifically the relationship outcomes proposed by the three-stage model, was investigated. The relationship outcomes (trust, commitment, relational satisfaction and control mutuality) were positively related to perceptions of goal attainment. This implies that if trust, commitment, relational satisfaction and control mutuality increases in an organisational alliance, the perceptions of goal attainment also increase within that organisational relationship. These findings suggest that effective communication contributes to perceptions of goal attainment within organisational relationships. It offers public relations and communication practitioners a means to demonstrate the contribution of this function to organisational success. High correlations between the relationship outcomes reflected current findings on these outcomes and a factor analysis indicated that only one factor was being measured – the organisational relationship itself. The study proposed an improved measurement instrument for reliably measuring organisational relationships (Cronbach Alpha = 0.93). The type of industry, type of alliance, duration of the alliance as well as the size of the organisation did not have a significant influence on the relationship outcomes or the proposed measure of organisational relationships. This implies that the current proposed measurement instrument can be applied to numerous contexts. A general linear model was applied to goal attainment (as the dependent variable) and the relationship outcomes (as the independent variables) in order to determine the specific contribution of each relationship outcome on perceptions of goal attainment. The regression analysis indicated that control mutuality was the greatest influencer of perceptions of goal attainment within alliances. A noticeably low influence of trust was also measured. These findings were obtained through the use of an e-mail survey that obtained cross-sectional data, where 154 alliances were observed (n=154). The study contributed to present literature on organisational relationships by using Grunig and Huang’s (2000:43) three-stage model to explain the relationship between perceptions of goal attainment and the relationship outcomes in alliances within the South African context. Strategic communication management provides a solution to a key organisational issue – the organisation’s interdependence with the stakeholders in its environment and how these stakeholders can better be managed in order to more effectively contribute towards organisational success. Communication managers can demonstrate their value by effectively managing key organisational relationships like alliances by integrating these relationships into organisational strategy. These successful organisational relationships also contribute towards organisational sustainability by enabling the organisation to attain its long- and short-term goals.Dissertation (MCom)--University of Pretoria, 2008.
Communication Management
MCom
Unrestricted
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Jackson, Sharon M. "Exploration into the relationship between managers' sensemaking and CSR outcomes". Thesis, Cranfield University, 2009. http://dspace.lib.cranfield.ac.uk/handle/1826/6572.
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This study aims to understand the relationship between managers’ sensemaking of their
organisations’ espoused Corporate Social Responsibility (CSR) intentions and outcomes
through asking: 1. How do managers make sense of the CSR intentions espoused by
their organisations? 2. What are the outcomes of the sensemaking process? 3. To what
extent are these outcomes congruent with the organisations’ espoused CSR intentions?
The reason for this research is because organisations are struggling to integrate their
espoused CSR into daily business processes and are being criticised for a gap between
rhetoric and action by stakeholders. The sector chosen for this study is the electronic
consumer products industry because it has a potentially huge impact on the environment
and society and is starting to engage in CSR. There are few empirical studies on CSR
in this sector.
This exploratory, qualitative, empirical study uses a case study approach to collect data
through focus group dialogue which is analysed through Conversation Analysis.
Two main findings are 1. Managers’ sensemaking processes can lead to ‘no action’ in
terms of embedding espoused CSR intentions. 2. Organisational culture impacts on
CSR outcomes. Furthermore, managers do not read their organisations’ CSR
communications. A limitation of this research is that just two cases and fifteen
participants were studied. Future research is necessary to explore suggestions emerging
from the findings.
This study makes a contribution to theory, in that ‘no action’, status quo is a possible
outcome of sensemaking, and also contributes theoretical insight into the phenomenon
of the interrelationship between organisational sensemaking and individual
sensemaking.
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Toste, Jessica. "Classroom working alliance: teacher-student relationship and students' school outcomes". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18706.
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The articles presented in this thesis examined classroom working alliance and students' school-related outcomes. In Article 1, the association between student performance and perceptions of working alliance was explored among 53 elementary school children (28 male, 25 female). Evidence was found to support the predictive validity of the Classroom Working Alliance Inventory (CWAI) for student performance. Further, results revealed a complex interaction between the alliance components: task, bond, and goal. Article 2 investigated the relationship between school satisfaction and working alliance among 50 elementary-aged students (33 male, 17 female). While students' ratings of alliance were greatly predictive of their school satisfaction, teachers' ratings made less of a contribution. The final discussion centers on the contribution of this research program to our understanding of the classroom working alliance and the unique interactions that define the teacher-student relationships. Implications for alliance-building and fostering student success will be presented.Les articles présentés dans cette thèse ont examiné l'alliance de travail et les résultats scolaires des élèves. Dans l'article 1, l'association entre la performance des élèves et les perceptions de l'alliance de travail a été explorée dans un échantillon de 53 élèves de l'école primaire (28 garçons, 25 filles). Les résultats soutiennent la valeur de prédiction de l'Inventaire de l'alliance de travail en salle de classe (Classroom Working Alliance Inventory) pour la performance des élèves. De plus, les résultats ont révélé une interaction complexe entre les composantes de l'alliance: la tâche, le lien et le but. L'article 2 a investigué la relation entre la satisfaction scolaire et l'alliance de travail parmi 50 élèves d'école primaire (33 garçons, 17 filles). Tandis que les cotes d'alliance des élèves ont grandement prédit leur satisfaction scolaire, la contribution des cotes des professeurs a été moins importante. La discussion finale porte sur la contribution de ce programme de recherche à la compréhension de l'alliance de travail en salle de classe et les interactions uniques qui définissent les relations entre les professeurs et les élèves. Les implications pour la formation de l'alliance et la promotion du succès des élèves seront présentées.
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Potdar, Neelam. "Maternal caffeine consumption and its relationship to adverse pregnancy outcomes". Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8325.
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There are conflicting reports about the association of maternal caffeine intake with adverse pregnancy outcomes, specifically fetal growth restriction (FGR). Differences in study design and exposure definition have been partly responsible. In order to study the association between maternal caffeine consumption and FGR, I prospectively quantified caffeine intake in pregnancy from all known sources, assessed caffeine metabolism in pregnancy and used serial ultrasound growth scans to identify FGR fetus. In a prospective study of 1340 pregnant women in Leicestershire, UK, I quantified total caffeine intake from 4-weeks prior and throughout pregnancy using a validated caffeine assessment tool. Caffeine half-life (used here as proxy for clearance) was determined by measuring caffeine in saliva after a caffeine challenge. The primary outcome measure was FGR, which was determined by customised birth weight centile calculator and in a subgroup by serial ultrasound growth scan. Mean caffeine consumption decreased in the 1st and then increased in the 3rd trimester. Caffeine consumption throughout pregnancy was associated with an increased risk of FGR: OR = 1.2 (95% CI, 0.9 to 1.6) for 100-199 mg/day, OR = 1.5 (1.1 to 2.1) for 200- 299 mg/day, and OR = 1.4 (1.0 to 2.0) for over 300 mg/day compared to < 100 mg/day (Ptrend< 0.001). There was some evidence that the effect of caffeine on FGR was strongest in women with faster caffeine clearance (P = 0.06). On comparing outcome measure of FGR as defined by serial ultrasound growth scans in pregnancy and customised centile calculator, there was a moderate degree of agreement between the two methods (κ = 0.38, CI 0.26, 0.49). Caffeine consumption during pregnancy is associated with an increased risk of FGR and this effect is continuous throughout pregnancy. This effect was observed from four weeks before pregnancy and was statistically significant in the first trimester. A public health recommendation for pregnant women would be to reduce or limit the caffeine intake to a maximum of 2 cups of tea/coffee per day. Future research is required to study the mechanistic effect of caffeine on trophoblastic tissue.
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Howe, Marianne. "An Investigation into Emotional Intelligence, Relationship Quality, and Organizational Outcomes". Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/763.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Business Administration
Management
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Owen, Katherine. "The relationship between physical activity and educational outcomes in adolescents". Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/4eafc8f5a49f00c3c26bd19ef6a28d7ff5e57b8a9b2ff49ec6ef68a903af8bf2/16717980/Owen_2016_The_relationship_between_physical_activity_and_educational.pdf.
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Introduction: Physical activity could promote students’ school engagement (i.e., level of active participation in school activities, positive reactions to school, and investment in school) and academic performance. Studies have found that single bouts of physical activity and regular physical activity promote educational outcomes, including school engagement and academic performance. However, as these studies have not objectively measured single bouts of physical activity or regular physical activity across multiple time points, there is uncertainty as to whether physical activity is beneficial. Therefore, the primary objective of this thesis was to examine the relationship between objectively measured physical activity and school engagement. The secondary objective was to examine the relationship between objectively measured physical activity and academic performance. Methods: The study designs utilised included a systematic review and meta-analysis (Study 1), a cross-sectional study (Study 2), and a longitudinal study (Study 3). The meta-analysis combined the results from 38 studies using a structural equation modelling approach to meta-analysis. The cross-sectional and longitudinal studies recruited a cohort of 2,194 Australian adolescents (M.=.13.40 years, SD.=..73). In the cross-sectional study, adolescents wore an accelerometer during the hour before a mathatmatics lesson to measure physical activity, and completed a questionnaire after the mathematics lesson to assess mathematics engagement. In the longitudinal study, adolescents wore an accelerometer for seven consecutive days to measure regular physical activity, completed a questionnaire to assess usual mathematics engagement, and participated in a standardised mathematics test to measure academic performance. Results: The systematic review and meta-analysis combined evidence from 38 studies addressing the relationship between physical activity and school engagement and concluded that promoting physical activity could benefit school engagement. This study also uncovered two major limitations in the existing literature that would direct subsequent studies. The cross-sectional study found that a single bout of moderate-intensity activity could yield benefits for cognitive mathematics engagement. In contrast, the longitudinal study found that regular total physical activity did not improve mathematics engagement, but was nevertheless beneficial for academic performance. Conclusion: Overall, physical activity could improve school engagement and academic performance. Specifically, single bouts of physical activity could enhance school engagement, while regular total physical activity could improve academic performance.
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Ramstad, Marsha. "The Relationship between Epidural Analgesia during Childbirth and Childbirth Outcomes". Thesis, North Dakota State University, 2004. https://hdl.handle.net/10365/28727.
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Epidural analgesia has increased in usage dramatically in the United States as a means
of comfort for labor pain. Prior studies have connected epidural analgesia to an increase in
cesarean birth rate, an increase in use of instrumentation, an increase in length of labor,
episiotomy rate, and maternal fever. Epidural analgesia has produced additional costs to
the patient and society. The purpose of this study is to examine the relationship between
epidural analgesia during childbirth and childbirth outcomes. The data for this study were obtained from a retrospective patient record review of 200
systematically selected labor patients who delivered in 2002 at a midwestern hospital. The
epidural analgesia rate was 72% at this facility in 2002, a signi?cant increase from the
previous 5 years. Using the Chi-square test of independence, 3 relationship was established
between epidural analgesia and four of the variables examined. A statistically signi?cant
relationship was found to exist between epidural analgesia and cesarean birth rate, pitocin
augmentation, and the ?rst and second stages of labor with the total sample. The results of
the study are important for healthcare providers who are relaying in?uential wellness
information to childbearing women and their partners. The results indicate a need for further education for healthcare providers on alternative methods of pain relief for their patients during childbirth.
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Williams, Zahira. "The relationship between work-family enrichment and individual health outcomes". Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5820.
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Includes abstract.Includes bibliographical references.
This research examined the relationship between work-family enrichment and individual health outcomes amongst South African employees (N=160). Individual health encompassed personal well-being, depression and burnout within employees. Factor analysis confirmed that work family enrichment is bi-directional.
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Fraga, Alexandria Paige. "Pretty Probationers: The Relationship Between Physical Attractiveness and Sentencing Outcomes". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428519530.
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Al-Tokhais, Abdulelah. "The relationship between communication effectiveness and multicultural employees’ job outcomes". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1479431745750957.
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Bosco, Carol. "The Relationship Between Environmental Turbulence, Workforce Agility and Patient Outcomes". Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195013.
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For years heath care workers have been dealing with environmental changes which have created turbulent, complex work environments. Turbulence has been considered a negative phenomenon. However Workforce Agility may be a positive response to Environmental Turbulence. Other disciplines are familiar with the term Turbulence and Workforce Agility but there is little research available on this concept despite the impact that they may have on patient outcomes.The purpose of this research was to identify the relationship between Environmental Turbulence, Workforce Agility and Patient Outcomes through the examination of four alternative theoretical models.This research was conducted using secondary analysis of the IMPACT data set (Verran, Effken & Lamb, 2001-2004). The data were reanalyzed in order to answer different questions than the primary study. Causal modeling with path analysis and regression analysis was conducted to answer the research questions. Three questions included the use of either a moderator variable or mediator variable.The setting for the IMPACT Study was acute care hospitals in the Southwestern region of the United States. For the IMPACT study, the sample consisted of patient care units from teaching and non-teaching hospitals. Subjects consisted of staff members who were employed on the patient care units.Data collected from the Registered Nurses were used for the secondary analysis because this research was interested in looking primarily at the nursing unit. The total RN staff assigned to patient care units who responded to the questionnaires was N=454. The total number of patients who responded to the survey was N=1179.In summary, the unit characteristics that were found to be Antecedents to ET were the sub-composites of Team and Complexity. Proxy variables, Collaborative Culture Agility and Experiential Agility, were successfully formed as a composite for WFA and were tested with the primary data. No mediators or moderators were shown; however, main effects of WFA and ET did have an impact on patient outcomes.
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Thompson, Andrew K. "Interactions Between Race, Gender, and Income in Relationship Education Outcomes". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4429.
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Researchers and policymakers have become interested in the use of relationship education programs as a means to remedy the effects of family instability. Research suggests that relationship education produces positive outcomes with some groups. However, whether populations who are socially and economically more at-risk of relationship problems and relationship dissolution are gaining from relationship education remains an open question. Ecocultural Theory is used to conceptualize the research question and to illustrate the importance of studying diverse populations. The purpose of this study is to assess relationship education outcomes for select at-risk groups. The sample for this study (n=1,907) comes from participants of a relationship education program in a Southern state in the United States. Ordinary Least Squares regression was used to analyze interactions between race, gender, and income in predicting change in individual empowerment, relationship quality, and relationship commitment following participation in a relationship education program. Results did not indicate any significant difference between subgroups of race, gender, and income. Clinical implications for relationship educators working with diverse and at-risk populations and future directions for research are discussed.
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Malachowski, Colleen C. "Stay or leave? the effects of communicative infidelity on relationship outcomes /". Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10377.
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Thesis (M.A.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains v, 72 p. Vita. Includes abstract. Includes bibliographical references (p. 49-55).
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Pearce, Zoe J., i n/a. "Attributions as a Mediator Between Attachment Style and Couple Relationship Outcomes". Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060301.154359.
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In this thesis I argue that negative attributions mediate between attachment insecurity and relationship outcomes. Using a sample of 59 couples the well-documented association between attachment insecurity and relationship satisfaction was replicated. I then tested whether this association was mediated by attributions for hypothetical behaviour for a real partner and a hypothetical potential partner. Attributions for real partner behaviour did mediate between insecure attachment and relationship satisfaction, but not attributions for a potential partner. It was further hypothesised that an association would exist between couple communication and attachment insecurity, which would be mediated by negative attributions. Couples completed two ten-minute problem-solving discussions and participated in a video-mediated recall process, providing a measure of attributions for real events with their current partner. Results supported the hypotheses for self-reported, but not observed, communication. It was concluded that the association between attachment and attributions does not represent a consistent cognitive processing bias, but rather a relationship-specific phenomena. Future research directions were proposed to investigate mediation from a long-term perspective and the therapeutic implications of these findings were discussed.
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Pearce, Zoe J. "Attributions as a Mediator Between Attachment Style and Couple Relationship Outcomes". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366540.
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In this thesis I argue that negative attributions mediate between attachment insecurity and relationship outcomes. Using a sample of 59 couples the well-documented association between attachment insecurity and relationship satisfaction was replicated. I then tested whether this association was mediated by attributions for hypothetical behaviour for a real partner and a hypothetical potential partner. Attributions for real partner behaviour did mediate between insecure attachment and relationship satisfaction, but not attributions for a potential partner. It was further hypothesised that an association would exist between couple communication and attachment insecurity, which would be mediated by negative attributions. Couples completed two ten-minute problem-solving discussions and participated in a video-mediated recall process, providing a measure of attributions for real events with their current partner. Results supported the hypotheses for self-reported, but not observed, communication. It was concluded that the association between attachment and attributions does not represent a consistent cognitive processing bias, but rather a relationship-specific phenomena. Future research directions were proposed to investigate mediation from a long-term perspective and the therapeutic implications of these findings were discussed.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text
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Aldridge, William Allen Baucom Donald H. "Influences of committed intimate relationships on work outcomes examining the role of relationship-to-work permeability /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1916.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology Clinical." Discipline: Psychology; Department/School: Psychology.
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Carlson, Ryan G. "Examining Relationships Among Income, Individual and Relationship Distress, and Outcomes in Marriage and Relationship Education for Low-to-Moderate Income Married Couples". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5151.
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The current study utilized data from a federally-funded healthy marriage grant to examine pre, post, and three-to-six month follow-up changes in relationship satisfaction (as measured by the Dyadic Adjustment Scale total scores) and individual distress (as measured by the Outcomes Questionnaire 45.2). Additionally, the study evaluated income and dosage as predictors of relationship satisfaction and individual distress change at post-assessment and three-to-six month follow-up. Participants included 220 married individuals with children who completed PREP 7.0 (Prevention Relationship Enhancement Program). A repeated measures, split plot, MANOVA indicated statistically significant improvements in relationship satisfaction and individual distress for participants at post-assessment and three-to-six month follow-up. No significant differences existed in relationship satisfaction and individual distress changes between men and women. Hierarchical multiple regression indicated combined monthly income and dosage (as measured by number of lessons attended) did not predict changes in relationship satisfaction and individual distress at post-assessment and three-to-six month follow-up. However, partner scores accounted for the largest percent of variance in relationship satisfaction change. Discussion of results, implications for research and practice, and study limitations are provided.ID: 031001385; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed May 22, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 146-159).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education
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Browning, Belinda R. "Say you love me : does feedback moderate the relationship between self-esteem and romantic relationship outcomes? /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19757.pdf.
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McKinney, Cliff. "A Multivariate Model of Parent-Adolescent Relationship Variables in Early Adolescence". Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2377.
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The purpose of this study is to examine a multivariate model of parent-adolescent relationship variables, including parenting, family environment, expectations and conflict. These variables are examined simultaneously to investigate their relationships with adolescent adjustment in early adolescence. The sample for the current study consists of 710 culturally diverse participants who range in age from 11- to 14-years and who attend a middle school in a Southeastern state. Of these participants, 487 have a mother and father who participated in this study as well. Correlation analyses indicate that parental warmth and overprotection, family cohesion and adaptability, developmental expectations, and conflict are significant predictors of internalizing and externalizing behavior problems in early adolescents. Structural equation modeling analyses indicate that fathers' parenting behaviors may not predict directly externalizing behavior problems in males and females but instead may act through conflict; more direct relationships exist when examining mothers' parenting behaviors. The impact of parenting, family environment, conflict, and sex on early adolescents' internalizing and externalizing behavior problems are emphasized.Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Whelan, Anthony, i res cand@acu edu au. "A study of Catholic School Consultants in New South Wales: Their leadership, relationship with principals and influence on schools". Australian Catholic University. School of Education, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp2.14072005.
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How do the Catholic Schools Consultants through their leadership and relationship with Principals influence the outcomes of Catholic systemic schools in New South Wales (NSW)? This research question has been of considerable interest to the professional communities of Catholic educators. Throughout NSW there are eleven diocesan Catholic school systems, each led by a Director assisted by senior field officers called Consultants, the equivalent position of Area superintendents or inspectors in other school systems. The leadership of these Consultants is considered critical for the effectiveness of the school systems especially through their influence on and with Principals. Within this survey research study, the total population of Consultants and Principals was invited to participate, and 45 Consultants (90%) and 365 Principals (76%) responded. The research study was based on the assumption that a classical view of leadership should be augmented by a more complex, interactive view of leadership as relationship that influenced outcomes in school systems. The study was operationalized in three dimensions. Leadership was described by ten variables, derived from Sashkins (1998) Visionary Leadership Theory. The relationship between Consultant and Principals was posited as a composite of two variables, Interpersonal Relation and Shared Catholic Leadership Mindset, that are viewed as explanatory, mediating variables. Three selected outcome variables are posited Educational Outcomes, School Outcomes and Spiritual Outcomes. The fifteen variables so described were developed and/or validated for this study using confirmatory factor analysis. Additionally, the impact of three demographic background factors of gender, school type, and years of networking association between Consultant and Principals on the main variables in the study was examined. A mediated effects survey research design was used. Survey questionnaires were sent from the local Catholic Education Office to each volunteer Consultant and to her/his associated network of Principals on a confidential basis and returned directly to the researcher. At no stage did the researcher know the identity of the respondents. Data analysis methods included comparative means analysis of Consultants and Principals perceptions of the variables; multiple regression analysis and structural equation modelling to examine the associations between variables; MANOVA analysis to examine demographic background factors; and finally some descriptive analysis of survey data to provide validation or further insights. The study results showed that both Consultants and Principals agreed that the Consultants demonstrated visionary leadership as defined by Sashkin (1998) although there were significant differences on seven leadership factors. There was high level agreement that Consultants and Principals exhibited a shared mindset, described as Shared Catholic Leadership Mindset, and outstanding interpersonal relationships. Findings about the associations between variables showed different results for Principals and Consultants. The Principals model suggested that the two relationship variables acted as mediators between some of the ten leadership variables and the three outcome variables. On the other hand, the Consultants model suggested that neither of the two relationship variables acted as mediators, but that only two leadership variables, Capable Management and Creative Leadership, had any influence on Outcomes. There were no significant differences on results due to gender, school type or years of networking association for either Principals or Consultants. These results, supplemented by qualitative findings, led to the conclusion that there was a need for system policy makers to reconceptualise the leadership of such Consultants to emphasise the importance of the shared mindset, and the synergistic element in the relationship between Consultant and Principals. There was a recommendation that further research replicate this study with other Catholic, Government and independent education systems. The use of structural equation modelling analysis in similar future research was also recommended.
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Dominguez, Escalon Ximena. "Learning Behaviors Mediating the Relationship between Behavior Problems and Educational Outcomes". Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/117.
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This study examined the relationship between behavior problems, learning behaviors and educational outcomes for at-risk preschool children. A sample of Head Start children (N = 196) were selected in the Southeast. Behavior problems were assessed using The Devereux Early Childhood Assessment (DECA; Le Buffe & Naglieri, 1999) and learning behaviors were assessed using the Preschool Learning Behavior Scale (PLBS, McDermott, Green, Francis & Stott, 1996). Educational outcomes included measures of literacy and math, collected using subscales from the Galileo System for the Electronic Management of Learning (Galileo; Bergan et al., 2003). Behavior problems were found to predict learning behaviors, math and literacy. Furthermore, learning behaviors were found to mediate the effect of behavior problems on literacy and math, and such mediation effects were not found to be moderated by gender nor age. The findings of the study provide a preliminary explanation regarding the mechanism through which behavior problems relate to educational outcomes for preschool children.
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Nobbs, Cameron John Stuart, i n/a. "The Relationship Between School-Based Management, Student Outcomes and School Performance". Griffith University. School of Curriculum, Teaching and Learning, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060914.145845.
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This study focused on the relationship between school-based management, student outcomes and school performance. Its purpose was to identify the conditions that exist in self-managed schools which facilitate improved student outcomes and school performance. In particular, the study investigated three questions: 1. what are the enabling conditions in schools employing school-based management which school staff and parents consider influential in the achievement of improved student outcomes? 2. what explanations do these people give for how these conditions are applied within their schools to achieve success? 3. what judgents do school staff and parents make about the relationship between school-based management, student outcomes and overall school performance? The dissertation commences by describing major challenges and issues facing education over the next decade and by discussing how international and Australian systems of education are responding to these challenges through the implementation of various models of school-based management A review of international literature covering the last fifteen years is then presented to show that the promises and potentials of school-based management espoused by educational authorities have not necessarily led to an automatic improvement in student outcomes and school performance. Various conditions that may enable a school to implement school-based management effectively are suggested.. These conditions, derived from the literature review, are used as the initial prompts to undertake research in fOur Queensland primary schools Qualitative methodologies are used to gather data related to the three questions of the study in these four schools. The data obtained from the fouw case studies are then presented and discussed. The research findings suggest that the relationship between school-based management, student outcomes and school performance are dependent on the existence of severa1 conditions within school-based managed schools. These involve: 1. a comprehensive understanding of the powers available within a school-based management regime; 2. a school's organisational readiness to take on school-based management responsibilities and authonties; 3. the existence of six bases and their enabling conditions: i. an Ideology Base; ii a Relationship Base; iii. a Performance Base; iv. a Pedagogy Base; v. a Management Base; vi. a Governance Base. 4. the capacity of the school to implement school-based management in terms of contextual issues such as the size of the school, workfbrce experience and competency, geographical location and complexity of the campus; 5. the requirement of the controlling authority to delegate key powers and resources such as staffing, facilities management and total school budgeting; 6. a school-based process to manage change and school improvement. It is argued that these conditions maximise the ability of those involved in school-based management to influence improvements in student outcomes and school performance. The dissertation concludes by suggesting five major implications of the study and at least three areas of possible filture research The five major implications are: 1. the development of clear understandings of the scope of the authorities and responsibilities available to school-based managed schools in Queensland; 2. the need to develop methodology to evaluate and identify school organisational readiness to take on school-based management; 3. the development and implementation of a process that will enhance school effectiveness; 4. the development and implementation of a process that can enhance the quality of governance within Education Queensland schools; 5. the development of differentiated school-based management options that broaden the decentralised authorities to schools in consideration of their organisational readiness and capacity to implement school-based management. There are at least three areas of possible future research. The first of these areas involves research to investigate the conditions that exist within schools (to which Education Queensland has assigned the most advanced devolution of authority) that are not successful in improving student outcomes and school performance.. The second area of further research involves an evaluation of the effect that the current school council governance model has on the improvement of student outcomes and school performance.. The third area of future research involves the investigation of the possibilities of enhancing existing school-based management responsibilities and authorities in Education Queensland schools. In summary, this study suggests that school-based management has been used by educational authorities in Australia and overseas as a possible means to improve student outcomes and school performance. The fmdings suggest that for school-based management to achieve what it was set out to achieve, schools need to work an a number of enabling conditions. The most important of these include: an understanding of the school's core purpos~, a school-wide commitment to high teaching expectations, an understanding of the roles and responsibilities of staff, a principal who has a strong commitment to students, a principal who has high hopes, aspirations and expectations for the school, a strong fOcus on literacy, especially reading, effective behaviour management programmes, systems that identify and target student's needs, highly professional staff and school staffing that responds to the complexity of the school. These fmdings are consistent with the argument that there is no automatic causal link between the implementation of school-based management and improved student outcomes and school performance.. It is only when particular enabling conditions exist or are developing within a school, that effective school-based management can take root and support a range of school-based initiatives focused on the improvement of student and school performance When this is the case, school-based management may influence a school's ability to improve student outcomes and school performance.
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Bladen, Laurie. "Relationship of Embodied Nursing Knowledge and Client Outcomes in Home Health". Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691406.
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The purpose of this descriptive correlational research was to identify the relationship between nursing expertise, defined as embodied nursing knowledge, nurse’s educational background and experience, and client outcomes. Hierarchical multiple regression and Pearson product moment correlation were used to determine the strength of the relationships between embodied nursing knowledge and home health outcome improvement measures in a convenience sample of 107 home health registered nurses. Embodied nursing knowledge was measured by Minick’s Manifestations of Early Recognition instrument. Scores on the Outcome and Assessment Information Set, version C (OASIS-C), measured client outcome improvement. There were no significant differences between participants’ knowledge of their clients, knowledge of the system and institution, knowledge of their own and colleagues’ skills, level of nursing education and experience, or total years of home health nursing experience and mean total clientcentered improvement. Age had a significant, negative relationship to the mean percent score on the OASIS for improved client-centered outcomes. The outcome improvement measures from the nine home health agencies were at or above the state and national averages, which created a restricted data range for the findings. The restricted data range of the outcome improvement measures may have lessened the validity of the findings in this study and advocates that future studies may need to employ the use of purposeful selection of the sample population in home health. The concepts of knowledge of clients and their families, knowledge of the home health system, and knowledge of registered nurses own skills may not be the same construct in home health as in acute care nursing practice. Further research should explore those concepts that may be used specifically in home health. Understanding the characteristics of home health has the potential to assist home health agencies understand how to support their registered nurses to provide quality care thereby achieving improved clinical outcomes by developing rich structured information base practice.
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Vasconcellos, Diego Itibere Cunha. "Relationship between teachers’ interpersonal style and student outcomes in physical education". Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/9bb0bf45c66550a35113932196e065f3ee41cafd06d8fe7c8ce129ed51dc8ca3/3542372/Vasconcellos_2018_Relationship_between_teachers__interpersonal_style_and.pdf.
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The overarching aim of this thesis was to investigate the effect of need support from the teacher on primary school students’ enjoyment, effort, and cognitive outcomes in physical education. Study 1 was a systematic review and meta-analysis of 265 studies that investigated the evidence regarding the tenets of Self-determination theory (SDT) in the physical education context. With few exceptions, path analysis supported the relationships proposed by SDT. Teacher need support was a stronger predictor of student autonomy (ß = .54, 95% CI [.53, .55]) and competence (ß = .31, 95% CI [.29-.33]), compared with peer support (ß = .17, 95% CI [.16, .18] and ß = .15, 95% CI [.13, .16], respectively). Peer support (ß = .59, 95% CI [.58, .60]) was a stronger predictor of relatedness than teacher support (ß = .25, 95% CI [.24, .26]). Indirect effects of teacher support on adaptive (ß = .19) and maladaptive outcomes (ß = -.15) suggested needs satisfaction and motivation played mediating roles in these relationships. Study 2 investigated selected psychometric properties of the questionnaires used in the thesis, in which I measured students’ perceptions of their teacher beahviour and students’ perceptions of their in-class affective, behavioural, and cognitive experiences, using data from a sample of Year 3 and 4 students from Australian governament-funded primary schools. The fit indices, item loadings, and internal consistency estimates of scores derived from the measures supported the hypothesized factor structure of the questionnaires employed in this thesis. Study 3 investigated the effects of a teacher training intervention on students’ experiences in physical education and school sport lessons. It also examined whether changes in teachers’ interpersonal style were mediators of these relationships. Although no total effects of the intervention on student outcomes or teacher behaviour were found, students’ perception of the teacher behaviour was found to be a predictor of students’ enjoyment, effort, concentration, and use of learning strategies in physical education and school sport lessons.
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Oney, Melissa M. "An Analysis of the Relationship between Health Expenditure and Health Outcomes". Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1348849251.
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