Teses / dissertações sobre o tema "Group-AS dynamics"

The view regarding social units as entities in their own right disappeared from scientific consideration in the mid-twentieth century as much for political and ideological reasons as scientific ones. Yet group psychotherapy rediscovered these ideas. The problem to re-establish them scientifically is lack of empirical methodology for investigating whole groups.
The study integrated theories of groups as psychic entities from sociology, social psychology and group psychotherapy to form hypotheses about therapeutic groups" functioning. Four dimensions of whole-group function were derived: Structure, Cognitive Organisation, Affect, and Action Coherence. An observational instrument, the "Group Function Record," was developed, categories defined for each dimension and a procedure established to rate minute-by-minute group function from videotaped psychotherapy groups. Therapists" Interventions were also recorded. The instrument treats the group as the object of study and quality of collective functioning is rated irrespective of members present or their roles. Reliability was established and ratings were made of one latency and four adolescent yearlong groups.
Results substantiated an eight-phase developmental sequence derived from the group development literature and outlined a theory of group formation. The most challenging, but creative state was found to be when the group is whole with all members in communication, though it is unstable and often managed by breaking into subgroups. A linear relation existed showing that the smaller the group, the better it functions. Groups also function best with one or two members missing, but more absentees threaten the group’s existence. More highly organized groups are more stable, but tend to destabilize when they become self-reflective. Homeostatic self-correcting tendencies and a close relationship between affective and action changes were evident. Change towards unpleasurable affect is associated with change from cooperation to conflict and vice versa. Crises tend to be precipitated by affective change, but correct themselves within the next minute or two. The effects of Therapists" Interventions towards members, the group or both were analyzed. Group interventions initially tend to reduce functionality, followed by improvement after several minutes; member interventions have inconsistent effects; interventions to group and members in the same minute tend to produce immediate improved function.
The findings and their implications for therapeutic goals and technique with adolescents are discussed in relation to the theoretical background. Considerable merit is found in the collective mentality theories, many of whose postulates are validated. Indications for therapeutic technique are outlined from the findings. The method provides a different view of group process posing new questions and suggesting simple techniques are therapeutically potent. Further avenues of research are suggested.

京都大学
新制・課程博士
博士(人間・環境学)
甲第23270号
人博第985号
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 内田 由紀子, 教授 齋木 潤, 教授 月浦 崇
学位規則第4条第1項該当
Doctor of Human and Environmental Studies
Kyoto University
DGAM

This dissertation examines decision making as discourse to capture subtle characteristics and processes within top management team discussions and examines their influence on decision outcomes. Additionally, this approach allows for exploration of decision making processes in real time by utilizing audio analysis techniques that can provide a more dynamic and integrative view of conversations and discussions as they relate to the dialogue and debate that goes on within top management teams, as well as providing an alternate pathway of study for top management team and group research, decision making studies, and the fields of communication and conversational analysis.

This thesis examines the impact of leaders’ personal performance and prototypicality on their ability to champion a social identity by advancing shared group interests. With this in mind, general theories of leadership and followership are reviewed as well as theories of leaders’ performance more specifically. As a framework for understanding leaders’ role in managing shared identity, we then discuss the social identity approach and its application to the field of leadership. In three studies (Chapter 3), we examine the interactive effect of leaders’ prototypicality and personal performance on followers’ evaluations of their leadership. Studies 1 and 2 show that the impact of leaders’ performance on followers’ favourable reactions to their leadership (in terms of group advancement, trust in the leader, and leader endorsement) is more pronounced when leaders are prototypical, rather than non-prototypical, of followers’ ingroup. Study 3 provides evidence from the field that this interaction between performance and prototypicality also impacts on followers’ perceptions of leader charisma. Moreover, there is evidence that this impact can be explained, in part, by the degree to which followers perceive leaders to advance shared group interests. Results suggest that highly prototypical leaders who display elevated, rather than average, performance are responded to more favourably because their performance is perceived to advance a shared social identity. Although our first three studies demonstrate that we can disentangle leaders’ performance and prototypicality in order to examine their interactive effects, this does not mean that these two things are independent. Studies 4-6 (Chapter 4) provide evidence from the field and the laboratory that followers associate the performance of leaders with their prototypicality. A field study indicates that followers’ perceptions of leader performance and prototypicality are indeed positively related (Study 4). Moreover, experiments suggest that while followers infer a leader’s prototypicality from his or her performance (Study 5), their evaluation of a leader’s performance is also influenced by his or her prototypicality (Study 6). Studies 5 and 6 also indicate that leaders’ performance and prototypicality determine their capacity to engage in identity entrepreneurship by changing ingroup norms and ideals. In this way, results suggest that leader performance and prototypicality are not only bidirectionally related but are also important factors that contribute to a leader’s capacity to craft present and future understandings of a social identity. In the third empirical chapter (Chapter 5), we examine the impact of evaluators’ status as either internal or external to a group on assessments of leader prototypicality and performance. Study 7 shows that compared to external evaluators, internal evaluators are more likely to perceive highly prototypical low-performing leaders to advance the group more than low-prototypical high-performing leaders. Study 8 also demonstrates that internal (but not external) evaluators perceive highly prototypical leaders as more likely to advance the group compared to their moderately prototypical counterparts. Results suggest that these differential evaluations are primarily attributable to internal evaluators’ increased responsiveness to prototypicality such that they are less willing than external evaluators to forgo leaders’ prototypicality in exchange for their outstanding performance. Taken together, the thesis supports a complex model in which leader effectiveness is determined by followers’ appreciation of leaders’ prototypicality and performance against the backdrop of their perceived capacity to realize shared goals and ambitions. The present thesis extends theories that emphasize the importance of leaders’ exceptional performance. It shows that leaders’ extraordinary capability is of limited value if they fail to demonstrate their alignment with followers. In successful leadership these two go together such that leaders must be seen to promote ‘our’ ambitions and to be able to realize them. Theoretical implications for leadership theories and practical implications for organizational practices are discussed.

Role theory is generally presented as a way of describing human interactions. Role dynamics describes the psychosocial phenomenon in terms of the various roles and role components being played and actively manipulated as a part of interpersonal interactions. The concept of role offers a general unit of interaction involving a complex of behaviour, expectation, and overt or covert consensual agreement. Therefore, roles can be thought of as expectations one has about social behaviour and as functions or positions. Groups are fundamental to human behaviour - without them individuals would have great difficulty surviving. People thrive on the interdependent relationships they find in groups. In some groups you participate as a leader, while in others you assume the role of follower. In many ways, the groups you have chosen to join reflect your interests and what motivates you. Group dynamics refers to the interactions within a group that characterize the group. The dynamics of the group can be fostered through good leadership as well, and the processes involved are most effective when they facilitate the group toward meeting its goal. The concept of leadership is a central building block of the conventional wisdom of organization and management. The definition of leadership leads to a variety of possibilities, which leads to the conclusion that the definition of leadership should depend on the purposes to be Served by the definition. One complex definition that has evolved, delineates effective leadership as the interaction among members of a group that initiates and maintains improved expectations and the competence of the group to solve problems or to attain goals. A general weakness of higher education has been its inability or unwillingness to make constructive and consistent use of student leadership as an advocate for the institution. From the perspective of student leadership, the fact that student advocacy is rarely utilized to its full potential represents a significant missed opportunity among our nation's universities. If the potential for leadership among these students were systematically cultivated, a new and powerful voice could be created that would go far in helping universities explain their missions and needs to lawmakers, the media and the voting public. Little research has been reported on student organizations. Literature involving student organizations dealt with the role organizations play in student involvement and student development. Reported research on the use of organization development in university student organizations described new practices, programmes and techniques for working with student organizations but did not reflect attempts to measure the effectiveness of interventions. This research provides readers with additional opportunities to explore the characteristics of effective groups and leaders and the leadership process. It is intended to move student leaders beyond the theory of leadership and closer to the world of practice and application. The major objectives of the study are: 0 How effectively and autonomously do student councils function as groups at tertiary institutions and how prepared are the members of the student councils to assume the leadership role? Are there statistical significant differences between biographical variables and the variables of group effectiveness, autonomy and leadership? Is there a relationship between group effectiveness, autonomy and leadership? The research study is divided into a theoretical and empirical framework. Various aspects of role theory, groups and leadership outline the theoretical basis. The empirical study is carried out by way of a questionnaire and the data is analysed according to specific statistical methods. The empirical study was conducted amongst members of student councils at different tertiary institutions in South Africa. The major findings of the study supported the set of research objectives and were the following: Group effectiveness It has been determined that most student councils at tertiary institutions in the study population are aware of their mission, are satisfied with achieving their goals, take possession, communicate openly and honest with members and have clear roles and norms. Autonomy Most of the student councils at tertiary institutions in the study population have satisfactory autonomy regarding work methods, work scheduling and work criteria. Leadership Student councils at tertiary institutions in the study population are prepared to assume their leadership roles. Differences between biographical variables and group effectiveness, autonomy and leadership Perceivable differences between gender and leadership in the student councils at tertiary institutions in the study population exist but are of no statistical significance. The relationship between the subvariables of group effectiveness, autonomy and leadership It has been determined that there is a relationship between the subvariables of group effectiveness and autonomy. No practical statistic significance relationships have been determined between leadership and autonomy for the study population. Further research on leadership as a process of group dynamics is recommended.
Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

碩士
國立台北師範學院
數理教育研究所
90
The study intended to understand the mechanism of group dynamics and leadership from a group of teachers designed their own eco-garden teaching materials. There were fifteen teachers participated in this professional development team. Researcher applied qualitative methods such as participant observation, interview, and documents to note down the process of group interactions and exploited the similarities and differences from group members’ responses to a series of related topics were able to depict superior leadership styles and course construction techniques. Eight cultural characteristics and three styles of constructive leadership were induced from this study. They were, on the one hand, well-interacted relationship, detailed and well-organized schedule, multi-layered scenarios, hetero-organization versus homogeneous commitment, meaning making dialogue, well-behaved leader, passionate intra-subjectivity, and challengeable status hierarchy, mainly composed of eight cultural characteristics. On the other hand, equal rights for everybody, perpetually autonomous development of teaching ideas and humane leadership were three styles of constructive leadership. According to the process of developing an eco-curriculum, researcher revealed that the effective learning environment for teachers’ professional development based on the model of” Grounded-Developing-Feedbacking“(GD F). According to the findings above, two conclusions were made: (1) based on the rationale of constructive leadership, teacher professional development could developed autonomously in the school. (2) it is imperative to encourage the whole school stimulating the professional growth climate. This study also provided teachers and educators a reference of the design of the eco-curriculum for elementary schools.

碩士
台北巿立體育學院
舞蹈碩士班
98
The goal of this research is to discover whether Performing Art Classes in junior high schools which were applied to the teaching skills of Creative Dance can improve Group Dynamics. The research object is 36 eighth-grade students in San-Min Junior High School in Hsin Chu who were recommended by the teacher were engaged through the action research method to proceed a 45-minute, a week-once, and eight-week teaching period. The researcher arranged the courses by responding appropriately to learning status of the students and the dancing relations and elements of Laban Movement Analysis . Furthermore, in terms of the teaching journals , notes, student’s interview manuscript, worksheets, observation draft and video records, the researcher reflectively generalized from the three aspects: arrangements of courses, teaching methods, and learning capacities of the students ,to bring up research findings. The researcher makes suggestions on future applying activities of creative dance to improve the group dynamics . The research findings are as follows: 1. Applying activities of creative dance in performing arts curriculum is effective for the group dynamics in junior high school classrooms. 2. Implementing the teaching program of creative dance can enhance self potential energy and the interaction of group dynamics in classrooms. 3. The teaching strategies of creative dance are conducivte to the group dynamics in classrooms. 4. Using action research contributes to survey curriculum goals which are planned by the teachers and develop their professional competence.

This classroom-based study provides insights into the nature of collaborative writing in a Malaysian tertiary ESL setting. It tracked the collaborative writing processes of three case study groups over one semester and elicited students' reflections on their collaborative experience. The study focussed on three case study groups formed by nine undergraduates who were enrolled in an academic writing course in a large public university in Malaysia. The individuals volunteered to be involved in the study and they self-selected their group members. Multiple research instruments were used for data collection. The primary data was comprised of audio and video-recordings of the case studies' collaborative writing sessions over three writing tasks. Interviews, journal entries, and a questionnaire supplemented the primary data. The use of various techniques ensured that data collection was sufficiently covered in breadth and in depth. Results showed that the collaborative writing process was a complex phenomenon. The nature of collaboration is influenced by group composition, role flexibility, and task complexity. The findings reveal that familiarity with group members is crucial for group cohesion; it provided a safe and comfortable working environment. Flexibility in role-taking also helped the groups to carry out their collaboration effectively. Leader, contributor, and gate-keeper roles were interchangeable across groups and across tasks except for the scribe role. It was found that as tasks increased in complexity, conflict also intensified. During negotiations and resolutions of conflicts, the students had considered cultural issues, such as sensitivity to face and group harmony. Other affective factors such as cooperation, willingness to share, team spirit, and tolerance aided the collaboration while apathy and domineering behaviour were detrimental. These multiple factors, which differed from one case study to another, shaped the distinctiveness of each group. Nonetheless, findings from the students' transcripts and personal reflections revealed that group collaboration changed and became more positive over time. This study provides a revised definition of collaborative writing. The three case study groups shared some common features, such as mutual interactions, sharing of expertise, conflict, and use of colloquial sentence particles. However, there were other features which were peculiar to each group, namely, self-questioning talk, use of local language, creative use of language, and humour. These features not only mediated the writing processes, but also expanded the students' knowledge construction and language acquisition. Based on the analyses, a number of implications have been drawn regarding the use of collaborative writing in the classroom. The study culminates with several recommendations for future research.

The last three decades has seen a significant shift in the discipline of New Testament studies. In particular we have observed the rise of the social sciences and with them, new methodologies which have eclipsed the more traditional "criticisms" such as form criticism and source criticism. New Testament scholars have realised that we can no longer afford to ignore these advances, and have produced a prolific amount of work which draws upon sociology in particular, and also social anthropology and psychology. Despite the consensus that the social sciences are able to provide invaluable tools for the study of the New Testament, the research that has drawn on these tools has not been without critique. A common thread to these evaluations is that the focus is so exclusively social scientific that the text often becomes lost in the endeavour. When the text is referred to, it is used not unlike a proof text - to prove the suspicions one has already formed. Similarly, we have noticed that those literary studies which relate more to the structure, plot and themes of a text may become so focused on specific words, tenses and so on, that the actual people and context of the text become lost in the exercise. Therefore our challenge is to develop an approach that takes both the social sciences and the text into equal account. This thesis is then an experiment in method. In the quest for an inclusive and holistic approach to the New Testament, we propose to combine Mary Douglas's anthropological "grid/group" model with a series of questions developed by Howard Kee which are aimed at "Interrogating the text". Having discussed a number of methodological considerations we suggest a four step approach which we believe will enable us to analyze the New Testament from a comprehensively anthropological perspective, while at the same time considering the text responsibly and fully. As a test of our methodology we first analyze the complete text of Paul's first letter to the Corinthians, and then compare our approach with a similarly anthropological method adopted by Stephen Barton in his 1986 article entitled, Paul's sense of place: an anthropological approach to community formation in Corinth (1) which discusses the specific texts of 1 Cor. 1:17-34 and 14:33b-36. The results of this test were mixed. On the one hand our methodology provided a detailed examination of the views held by both the Corinthians and Paul which we were able to contrast. Our use of Douglas's "grid/group" "model also allowed a certain amount of prediction as to how these players would likely have responded to events. However, we discovered that the questions used to "Interrogate the text" are somewhat tedious and repetitive. Therefore, some modification and refinement of these questions would be advocated. (1.) New Testament Studies, vol. 32, pp. 225-246.
Thesis (M.Th.)-University of Natal, Pietermaritzburg, 1996.

In the face of identity threat, how do people who belong to devalued groups protect themselves from negative outcomes, like poor health and performance? This research focuses on how devalued identities can be harnessed and used to combat vulnerability to poor outcomes. Social identities are central to psychological functioning, but, due in part to a focus on identity's stable, trait-like features, past research on how devalued identities affect outcomes has produced mixed results. Conceptualizing identity as a dynamic, situation-responsive system, three studies test whether activating positive aspects of a threatened group protects against negative outcomes specifically in threatening situations. Study 1 establishes that affirming groups effectively buffers against underperformance resulting from stereotype threat and that some people choose to affirm the very group that is threatened. Study 2 tests whether affirming aspects of the threatened identity also allows one to maintain personal and collective self-esteem and whether effects depend on how one construes belonging to the group (i.e., unique group member, typical group member, unique individual). Whereas performance and personal self-esteem were equal across conditions, collective self-esteem was boosted after affirming oneself as a unique group member, suggesting that identity as defined and optimized by the individual confers benefits. Study 3 tests the situational-specificity of these protective effects and shows that highly-valued identity knowledge predicted lower levels of distress and higher performance only when activated in response to discrimination and not to other situations. Across all three studies, measures of stable identification did not consistently predict outcomes in threatening or non-threatening situations. At the core of the approach adopted in these three studies is an interplay between person and situation in defining identity. This approach presents a fuller picture of the multi-faceted functional role of identity and demonstrates the utility of studying identity in context.

碩士
國立臺灣科技大學
資訊管理系
90
Acceptance of virtual community (VC) becomes an important topic in Internet research. While many studies had been done in prediction of information technology acceptance , little is known about the predictors of VC acceptance. VC is different from general IT application , because it involves highly human-interaction. In addition to TAM and ETAM (which proposed ”Perceived Ease of Use” ,”Perceived Usefulness”,”Attitude” and “Intention” as 4 predictors of IT acceptance ) , this study applies as the Theoretical basis to propose another 3 important predictors (“Perceived Critical Mass”、”Sense of Community” and ”Perceived Cohesiveness”) to build VCAM (Virtual Community Acceptance Model) . Suverying 670 members of the biggest virtual community web site ─ “cityfamily” , the findings are： (1)”Perceived Cohesiveness” is an very important factor of VCAM . In “Step wise analysis” on attitude and intention , ”Perceived Cohesiveness” is belong to prior variable , and R2 respectively improving 11.8%、1.9%。 Therefore , ”Perceived Cohesiveness” is contributed to VCAM. (2)”Sense of Community” is significantly explained ” Perceived Cohesiveness” (R2=49.7%；p<0.001) , therefore , as improving ”Sense of Community” , the ”Perceived Cohesiveness” increasing. (3)VCAM is stronger than TAM . In VCAM , R2 of attitude and intention are 69%、71%；In TAM , R2 of attitude and intention are 60%、69%. (4)The predictors of VCAM is different by community types . In relationship and transaction community , ”Perceived Cohesiveness” is more important than other predictors bothh on “attitude” and “intention”. This study emphasis the importance of ”Perceived Cohesiveness” on academic research and business application , and provides appropriate management strategies for virtual community managers.

Vygotsky (1978, as cited in Day, Engelhardt, Maxwell and Bolig, 1997) argued that a complete profile of intellectual competence must include both static measures of what the child already knows and dynamic measures of the child's ability to benefit from instruction. This study involves an analysis of this contention and has two specific aims: Firstly, to determine whether modified cognition would result from mediation, using three instruments of Feuerstein's Learning Potential Assessment Device in a group administration format, as demonstrated by improved performance in post-mediation testing; and secondly , to determine whether the group administration of the three instruments from the Feuerstein's Learning Potential Assessment Device will be able to detect differences in the degree of coqnltive modifiability of individuals. The statio assessment paradigm is predominant within the South African education system and is used to categorise and place learners in "appropriate" learning contexts ego special schools, special classes within mainstream and mixed ability groupings. The growing discontent with standardised tests rests mainly with the fact that they only access the manifest level of performance of learners. As such,it is contended that they do a gross injustice to those learners that are educationally-disadvantaged, marginalised and culturally different to the norm groups of the standardised assessments. The dynamic assessment paradigm is presented as an alternative to static assessment because it focuses on learning potential. It regards a learner's manifest level of performance as -a baseline and emphasises the need to mediate within what Vygotsky (1978) calls the learner's zone of proximal development to access his/her potential. The Learning Potential Assessment Device, consisting of a battery of dynamic assessment instruments, was used in the study to ascertain the effects of mediation on performance and to detect differences in the degree of coqnitive modifiability of individuals. This was done using a pretest - mediation - post-test procedure with a comparison of pretest and post-test performances. Through the process of random assignment, the population sample of thirty one grade eight subjects was divided into a control group and an experimental group. The pretest phase of three selected instruments (Numerical Progressions, the Organizer and the Organization of Dots) was administered to the group as a whole. The mediation phase was administered to the experimental group only and thereafter both the control group and the experimental group completed the post-test phase. An analysis of the results revealed that the difference in pretest and post-test mean scores for Numerical Progressions was statistically not significant. An analysis of the mean scotes of the experimental group for the Organizer revealed that the educationally-disadvantaged group benefitted from mediation to a larger extent than the educationally-advantaged group. The pretest and post-test difference in mean scores for the Organization of Dots was statistically significant. An analysis of the post-test scores of individual subjects within the experimental group revealed a significant improvement for some learners, a marginal improvement for others and reduced scores for some in comparison to their pretest scores. A number of postulations are given for the varied effectiveness of the mediation that was provided.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2000.

碩士
正修科技大學
機電工程研究所
102
Abstract After the implementation of the 12-year Basic Education program, "Individualized" one of the five core philosophy goal of the project, will be expected to produce interlocking effects on the course structure, new types of teaching models, and the textbook writing way. In this study, teachers and students as objects, through questionnaires, for the survey of Book size, Cover composition, Cover color, Cover font, Cover printing Etc. as the textbook compilation factors to analyze the relevance and diversity of the external factors on the satisfaction of textbook compilation factors. According to the comparative analysis based on the content of the questionnaire replies, most textbook compilation factors has more than 75% of satisfaction. Although the satisfaction of Cover printing factor on the Master-degree (71.43%), No-repair experience (66.67%) and No- class B automotive technician license (66.67%) three factors were relatively low, but they still have more than 66% of satisfaction. Furthermore the satisfaction of Book price on each external factor is between 58.33 to 70.83%, the variation is significantly larger and shows that this factor is still room for improvement. Through the analysis results of this study, the user’s preferences can be mastered more about and also the focus of the textbook compiled. The data variance analysis will be used as the future efforts of the second edition of the textbook.