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1
Kennett, Jeanette. "Agency and responsibility : a common-sense moral psychology /." Oxford [u.a.] : Clarendon Press, 2001. http://www.loc.gov/catdir/enhancements/fy0610/00060671-d.html.
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Edmonson, Kindra Lynn. "An evolutionary psychology perspective on responsibility attributions for infidelity and relationship dissolution." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3318.
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This study investigated responsibility attributions for a partner's emotional infidelity and for a partner's sexual infidelity, and the likelyhood that the victim or partner would end the relationship. This study found a significant relationship between responsibility attributions for a romantic partner's unfaithfulness and the likelihood the relationship would end: the stronger the attributions of personal responsibility the more likely the relationship would dissolve.
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Docking, James W. "The attribution of personal responsibility : a developmental study." Thesis, University of Surrey, 1986. http://epubs.surrey.ac.uk/843003/.
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This thesis addresses three questions concerned with children's attributions of responsibility to others for behavioural outcomes involving injury. The first question explored hypotheses concerned with developmental differences in relation to Heider's (1958) levels of responsibility. Subjects ranged from middle childhood to early adulthood. Although judgements became increasingly differentiated with age, even the youngest subjects could make significant discriminations, especially if given time to compare and revise evaluations. Other findings demonstrated that attributions of cause differed from those of blame and punishment; the latter were strongly interrelated. The second question concerned Individual differences in children's attributional style. No clear link was found with Intelligence; but significant effects were found for locus of control under conditions where an actor, whose guilt was ambiguous, was perceived as personally similar to the subject. For some results, however, the effects were more pronounced with girls. It was also demonstrated that locus of control in interpersonal situations is not a unidimensional construct. The third question concerned attributions to a victim. Support was found for the hypothesis that judgements would vary as a function of the victim's virtue and subjects' age. Results of this experimental investigation are interpreted in the context of attribution theory, social learning theory, cognitive developmental theory, and 'dust world' theory. It is concluded that the conditions in which judgements are made significantly affect the ability of young children to attribute responsibility in terms of Heider's model; that children's attributions to others are related to their locus of control orientations, but not straightforwardly; and that children's attributions to a victim are more easily Interpreted in terms of cognitive developmental theory than 'just world' concepts. The study also resulted in a methodological innovation for facilitating perceived similarity between subject and actor, and the application of this to attitudinal research Involving young children is discussed.
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Corlett, Jay Angelo. "Moral Compatibilism: Rights, responsibility, punishment and compensation." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185747.
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The moral status of collectives is an important problem for any plausible moral, social and political philosophy. Are collectives proper subjects of moral rights and moral responsibility (liability) ascriptions? Is it morally justified for the state to punish collectives for criminal offenses, or for the state to force collectives to pay compensation for tort offenses? Moral Individualism denies that collectives are properly ascribed properties such as moral rights, moral liability, and punishability, while Moral Collectivism affirms that some collectives may be legitimately ascribed all such moral properties. I argue for a compatibilist position: "Moral Compatibilism." Using a hybrid interest/choice model of collective moral rights, I argue that it is justified to attribute moral rights to some collectives (prototypically, numerically large nations and corporations). Furthermore, I argue that it is morally unjustified for the state to impose sanctions on collectives. For a necessary condition of the state's imposing sanctions on collectives (in a morally justified way) is that the object of the imposed sanction is a morally liable agent. But collectives, though they can (ideally) be morally liable for their doings, are typically not structured such that they are morally liable agents. Collectives--even highly organized ones--do not typically satisfy some of the conditions jointly necessary for moral liability. It is not clear that they are intentional, epistemic, and voluntary agents. This distinction between what a collective can become and what it typically is in regards to intentionality, voluntariness, etc., is crucial. Yet it is not made by others working in this area. The arguments of this dissertation have important theoretical and practical implications for action theory, moral, social, legal, political philosophy, and business ethics. It in no way follows from my arguments that collectives cannot be restructured so that they can satisfy the conditions of moral liability and become justified objects of state sanction when they act negligently or criminally. In fact, I argue that it is the moral obligation of persons in society to restructure their social institutions so that such collectives become morally liable agents (at least to some meaningful extent). This poses a challenge to moral, social and political philosophers to think of how such collectives might be restructured so that the state may legitimately impose sanctions on them to the extent that they are morally liable agents.
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Shahla, Ahmadi. "How are inflated responsibility, perfectionism and eating disordered patterns related?" Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251586.
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Van, Zyl Liam Tian. "Toward the development of a corporate social responsibility leadership questionnaire." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85829.
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Thesis (MComm)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: In recent years, organisations in South Africa and around the world have started to realise that they have responsibilities towards the environment and communities they operate in, and that their responsibilities stretch further than just making profits for their shareholders. This growing awareness amongst organisations resulted in the concept of corporate social responsibility (CSR) to escalate in importance and significance (Carroll & Shabana, 2010). The organisations‟ social responsibilities entail more than merely philanthropic activities in that the “social responsibility of business encompasses the economic, legal, ethical, and discretionary (voluntary) expectations that society has of organisations at a given point in time” (Carroll & Shabana, 2010, p. 89). Apart from being a powerful and positive force for social change, organisations can also reap multi-faceted business returns from their CSR endeavours. Large organisations that have specific positions or departments that coordinates the various components of their CSR initiatives needs competent CSR leaders who can act as champions and drive CSR initiatives in their respective organisations. The purpose of this study was to identify the behaviours/competencies necessary to be an effective CSR leader and to develop a CSR leadership measurement instrument that could be used to assess CSR leadership competencies amongst CSR leaders of South African organisations. An ex post facto research design that included both qualitative and quantitative phases was used. A three-phase scale development process based on the work of Netemeyer, Bearden and Sharma (2003) was followed to develop the CSR leadership measurement instrument. Phase 1 (construct definition and domain specification) entailed a literature review, expert judging, as well as the identification of CSR leadership behaviours/competencies. The Leadership Behaviour Inventory (LBI-2) (Spangenberg & Theron, 2010; 2011) was identified to form the basis of the CSR-LQ. In-depth interviews with five CSR leaders were held and they judged the applicability of the 20 dimensions of the LBI-2 for CSR leadership. Additional CSR leader behaviours and competencies were identified through the use of the Critical Incident Technique (CIT). Phase 2 (generation and judging of measurement items) included a process of item generation and expert judgement of measurement items. The revised LBI-2 items, together with new items were compiled in a questionnaire. A 5 point Likert-type scale (1=not at all important to 5=absolutely critical) was used to judge the importance of the CSR-LQ items. A further sample of CSR leaders (n=13) served as expert judges to indicate the applicability and relevancy of the CSR-LQ items. Purposive sampling together with snowball sampling was used to generate the sample. Phase 3 (finalisation of the measurement instrument) entailed finalising the CSR-LQ prior to empirical testing. The study resulted in the identification of CSR leadership competencies and the development of a CSR leadership measurement instrument. It is however too early to draw conclusions from this study, and it is hoped that future researchers will build on this study and develop a comprehensive CSR leadership competency model that could be used to identify and develop successful CSR leaders that will contribute to the CSR objectives of their respective organisations and add to the future development of the country.<br>AFRIKAANSE OPSOMMING: Organisasies regoor die wêreld, asook in Suid-Afrika, het in die afgelope jare begin besef dat hulle verantwoordelikhede het teenoor die omgewing en gemeenskappe waarin hulle werksaam is en dat hul verantwoordelikhede verder strek as om bloot wins vir hul belanghebbendes te maak. Hierdie toenemende bewustheid onder organisasies het tot gevolg gehad dat die konsep van korporatiewe sosiale verantwoordelikheid (KSV) in belangrikheid en betekenis toegeneem het (Carroll & Shabana, 2010). Organisasies se sosiale verantwoordelikheid behels meer as bloot filantropiese aktiwiteite deurdat dit ekonomiese, wetlike, etiese, en diskresionêre (willekeurige) verwagtinge wat die gemeenskap van organisasies het op 'n gegewe tydstip insluit (Carroll & Shabana, 2010). Buiten vir die feit dat KSV 'n kragtige en positiewe mag vir sosiale verandering is, kan organisasies ook veelvuldige besigheidsvoordele uit hul KSV-pogings trek. Groot organisasies, wat spesifieke posisies of departemente het om die verskeie komponente van hul KSV-inisiatiewe te koördineer, benodig bevoegde KSV-leiers wat as kampvegters kan optree en die KSV-inisiatiewe in hul onderskeie organisasies kan dryf. Die doel van hierdie studie was om die nodige gedrag/bevoegdhede van 'n effektiewe KSV-leier te identifiseer en om 'n KSV-leierskap-meetinstrument te ontwikkel wat gebruik kan word om KSV-leierskapbevoegdhede onder KSV-leiers van Suid-Afrikaanse organisasies te meet. 'n Ex post facto navorsingsontwerp wat beide kwalitatiewe en kwantitatiewe fases ingesluit het, is gebruik. 'n Skaalontwikkelingsproses, gebaseer op die werk van Netemeyer, Bearden and Sharma (2003) en bestaande uit drie fases, is gevolg om die KSV-leierskap-meetinstrument te ontwikkel. Fase 1 (konstrukomskrywing en domeinspesifikasie) het 'n literatuurstudie, kennersoordeel, asook die identifikasie van KSV-leierskapsgedrag/-bevoegdhede bevat. Die Leierskapsgedrag-inventaris (LBI-2) (Spangenberg & Theron, 2010; 2011) is geïdentifiseer om die basis te vorm van die korporatiewe sosiale verantwoordelikheidsleierskap-vraelys (CSR-LQ). In-diepte onderhoude is met vyf KSV-leiers gevoer en hulle het die toepaslikheid van die 20 dimensies van die LBI-2 ten opsigte van KSV-leierskap beoordeel. Bykomende KSV-leierskapsgedrag en -bevoegdhede is geïdentifiseer deur gebruik te maak van die Kritiese Insident-tegniek (KIT). Fase 2 (skep en oordeel van metingsitems) het 'n proses van itemskepping en kennersoordeel van metingsitems ingesluit. Die hersiene LBI-2-items, tesame met nuwe items, is in 'n vraelys saamgevat. 'n Vyf-punt Likert-tipe skaal (1=glad nie belangrik nie tot 5=absoluut noodsaaklik) is gebruik om die belangrikheid van die CSR-LQ-items te bepaal. 'n Verdere steekproef van KSV-leiers (n=13) het as kenners/beoordelaars gedien om die toepaslikheid en relevansie van die CSR-LQ-items aan te dui. Doelgerigte steekproefneming deur middel van sneeubal-steekproefneming is gedoen om die monster te genereer. Fase 3 (finalisering van die meetinstrument) het die finalisering van die CSR-LQ – voor empiriese toetsing – behels. Die studie het gelei tot die identifisering van KSV-leierskapbevoegdhede en die ontwikkeling van 'n KSV-leierskap-meetinstrument. Dit is egter te vroeg om gevolgtrekkings uit hierdie studie te maak, en daar word gehoop dat toekomstige navorsers op hierdie studie sal voortbou. Sodoende kan 'n omvattende KSV-leierskapbevoegdheidsmodel ontwikkel word wat gebruik kan word om suksesvolle KSV-leiers te identifiseer en te ontwikkel. Hierdie suksesvolle KSV-leiers sal tot die KSV-doelwitte van hul onderskeie organisasies kan bydra en waarde kan toevoeg tot die toekomstige ontwikkeling van die land.
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Lawson, L. St L. "Social dimensions of the attribution of responsibility for accidents." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375273.
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Turner, Hannah Jo. "Late Adolescent Evaluating Responsibility Attributions and Social Distance Preferences Toward Peers with Mental Illnesses." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3126.
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Krahé, Barbara. "Victim and observer characteristics as determinants of responsibility attributions to victims of rape." Universität Potsdam, 1988. http://opus.kobv.de/ubp/volltexte/2009/3383/.
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Two field studies were conducted lo investigate the influence of observer and victim characteristics on attributions of victim and assailant responsibility in a rape case. In the first study, male and female subjects completed a measure of rape myth acceptance and were presented with a rape account after which they were asked to attribute responsibility to victim and assailant. In the second study, a new sample was asked to attribute responsibility to victim and assailant on the basis of one of two rape accounts in which victim's pre-rape behavior was manipulated. Results showed that both rape myth acceptance and victims' pre-rape behavior in influenced the degree of responsibility attributed to victims and assailants. No significant effects of subject gender were found. A more complex conceptualization is suggested of the link between observer and victim characteristics in social reactions to and evaluations of rape victims.
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Maddux, William W. "The "Ripple Effect" cultural differences in subjective perceptions of responsibility /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092223803.
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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains ix, 61 p.; also includes graphics. Includes bibliographical references (p. 59-61). Available online via OhioLINK's ETD Center.
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Damiani, Victoria Boccelli. "Responsibility as a factor in adjustment for siblings of children with retardation." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618691.
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Forty mothers of children with retardation and forty-one mothers of children without disabilities rated their nondisabled children on levels of in-home responsibility and psychological adjustment. Siblings of children with retardation were found to show significantly more difficulty in psychological adjustment but not more in-home responsibility. Mean scores on ratings of psychological adjustment were in the normal range for both groups. There was no relationship between the degree of responsibility the sibling had in the home and the degree of psychological difficulty. Girls in both groups had significantly more responsibility than boys. Mothers of children with disabilities did not report closer relationships with nondisabled siblings than mothers of nondisabled children did with their children. Siblings of children with disabilities also did not engage in more activities that could be considered altruistic. The possible positive impact of responsibility in childhood is discussed, with special attention to the potential negative implications as girls grow older. Implications for clinical practice are examined.
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Schiltz, Joel. "Sunk Cost at an Individual Level: The Role of Responsibility." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1103231637.
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Silverman, Sarah Kozel. "ON RESPONSIBILITY: TEACHERS’ CONCEPTIONS OF PROMOTING SOCIAL JUSTICE." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245300262.
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Miresco, Marc J. "Judgements of responsibility and mind brain dualism in clinical psychiatry." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97970.
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This thesis explores the phenomenon of mind-brain dualism in contemporary Western psychiatry from an anthropological and social psychological perspective. In a first chapter, it reports on an empirical study involving 127 staff psychiatrists and psychologists at McGill University who responded to a questionnaire based on clinical vignettes. Results revealed a latent process of judging patients' responsibility for illness, where the more a behavioural problem was seen as 'psychological,' the more the patients tended to be viewed as responsible and blameworthy for their symptoms, while behaviours with 'neurobiological' causes showed the opposite tendency. A second chapter reviews the history of psychosomatic medicine and argues that specific biomedical and psychological sick roles exist for patients that determine the ways in which their actions are judged, as well as how the functions of the rational mind are commonly understood. Insights from evolutionary psychology are used in a third chapter to speculate on new models of mental illness that may provide new contexts for negotiating mind-brain dualism and judgements of responsibility.
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Matthews, Michael Thomas. "Learner Agency and Responsibility in Educational Technology." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6532.
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Though the topic of learner agency has received relatively little discussion in the literature of educational technology, it is nevertheless a significant and actually omnipresent concern of both scholars and practitioners. Through the journal-ready articles contained herein, I show how theories of learning and certain practices of instructional designers reflect implicit positions on the agency of learners. I also discuss agency in more concrete terms as the responsibility for learning that is shared with learners in instructional design contexts. In addition, I provide practical suggestions to help designers keep the learner at the forefront of their design thinking. Through this research, I hope to make the broad philosophical concept of agency more accessible and practical, and to outline some initial directions for further inquiry and practical application in the field of educational technology.
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Walker, Kyle. "Moral Responsibility "Expressivism," Luck, and Revision." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/philosophy_theses/119.
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In his 1962 paper “Freedom and Resentment," Peter Strawson attempts to reconcile incompatibilism and compatibilism about moral responsibility and determinism. First, I present the error committed by the proponents of both these traditional views, which Strawson diagnoses as the source of their standoff, and the remedy Strawson offers to avoid the conflict. Second, I reconstruct the two arguments Strawson offers for a theory of moral responsibility that is based on his proposed remedy. Third, I present and respond to two proposed problems for the Strawsonian theory: moral luck and revisionism. I conclude with a summary of my defense of Strawsonian “expressivism” about moral responsibility, and offer suggestions for further research.
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Stewart, Hope. "Social Responsibility in Entrepreneurial Economies| A Cross-cultural Analysis of Stakeholder Management." Thesis, The American University of Paris (France), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13871665.
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<p> As global frontiers of innovation, countries leading the way in entrepreneurship are responsible for forging a new understanding of the role of business in society, one that considers the impact of cultural values on driving and maintaining dynamic forms of economic growth. This thesis will examine the role cultural factors play in creating a flourishing entrepreneurial environment and how they define the relationship between business and society while influencing expectations of social responsibility. It also explores whether certain social environments are more conducive to entrepreneurship, and as such what role entrepreneurs play in those societies to encourage economic development and innovation. Utilizing data obtained from the Global Entrepreneurship Monitor and the research of Geert Hofstede, traits associated with traditional entrepreneurship theory will be aligned with corresponding cultural dimensions. Traits associated with social responsibility will then be connected to their corresponding dimensions to determine their impact on new business activity, and to demonstrate that these countries may be more predisposed to practice stakeholder management. The case study will also include an examination of Hungary and what the research findings mean for countries with cultural dimensions reflecting traditional entrepreneurship theory rather than stakeholder theory, and provide recommendations as to how each cultural dimension can be adapted to improve stakeholder engagement with actors in both government and society. The thesis will demonstrate that today’s entrepreneurs are driven as much by the desire for affiliation as they are by the need for achievement, and undertaking an effective stakeholder strategy is the best way to fulfill that affiliation, thereby improving the entrepreneurial environment, encouraging innovation, and creating a strategy for entrepreneurs to be socially responsible. </p><p>
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DePasquale, Jason P. "Exploring Personal Responsibility for Participation in Organizational Processes: Antecedents and Consequences." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26528.
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Structural equation modeling procedures were used to further the current understanding of the construct “personal responsibility.” Broadly defined, personal responsibility is a state in which an individual feels a sense of obligation to a situation or event (Cummings & Anton, 1990; Dose & Klimoski, 1995). Behaviors performed due to personal responsibility are performed for internal as opposed to external reasons. It was hypothesized that feelings of personal responsibility could be influenced by both individual (interdependent self-construal, group cohesion, and trust) and organizational (personal control) variables. More so, it was proposed that employees’ feelings of personal responsibility would be significantly associated with participation in an organization's safety process.
Participants were 219 employees of a bearings plant located in southwest Virginia. Only one variable, trust in management, predicted employee feelings of personal responsibility to participate in a behavior-based safety (BBS) process. Contrary to expectations, in the structural model there was no significant relationship between feelings of personal responsibility to be involved in the process and levels of involvement (b = .24). Involvement in the current investigation was assessed with two self-report survey items and by tracking employee observations performed with a critical behavior checklist (CBC).
Interestingly, feelings of personal responsibility was predictive of safety observations performed, as well as self reported involvement in the process, when these two involvement variables were looked at in separate regression equations. Furthermore, personal responsibility was predictive of these variables over and above the similar variable conscientiousness.
The current study also investigated the impact of voluntary participation in a behavior-based safety process on frequency of safe behavior performance, both on the job and while driving. Unfortunately, the number of employees participating in the process was minimal (n = 7). A visual inspection of the data did not indicate any apparent changes in self-reports of safe behavior for either work-related or driving behaviors as a function of participation in the safety process.
In conclusion, the current investigation can be considered an initial step in the empirical study of the personal responsibility construct. It is suggested that a number of relationships may not have been found because of the short-term nature of the current project. Future research is needed that is more longitudinal in nature.<br>Ph. D.
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Holroyd, Sarah. "Perfectionism, guilt and responsibility in obsessive-compulsive disorder : an investigation of cognitive and emotional styles." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298053.
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Feder, Caryn Ann. "Impact of perceived responsibility for problems and their solutions on perceptions of clients." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185912.
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This study investigated the effects of being perceived as responsible or not for a psychological problem, being responsible or not for solving that problem, as well as type of disorder (substance abuse or depression), on perceptions of clients. It was predicted that clients perceived as more responsible for causing their problem and/or solving it would elicit greater negative reactions than clients perceived as not responsible for their problem and/or its solution. It was also predicted that substance abusers would be derogated more than depressed clients. These hypotheses were tested by having college students (N = 336) read therapists' case descriptions in which the key independent variables were manipulated and then subjects responded to questions measuring perceived client responsibility for the problem and its solution, treatment effectiveness, client competency, feelings toward the client, and social acceptance of the client. A series of hierarchial regressions was performed to create a path analysis. Clients presented as responsible for their problem were perceived to be more responsible and were viewed as less competent, elicited more negative feelings, and were less socially accepted than clients perceived as not responsible for their problems. Although clients presented as responsible or not responsible for the solution to their problems were perceived as such, those perceptions had no impact on other perceptions of clients. Instead, clients presented as responsible for their own treatment were perceived as receiving a less effective treatment than those presented as not responsible for the solution. Perceptions of low treatment effectiveness, in turn, lead to lower ratings of client competency, more negative feelings, and less social acceptance of the client. In addition, substance abusing clients were seen as more responsible for their problem and its solution, were viewed as less competent, elicited more negative feelings, and were less socially accepted than depressed clients. This research has many clinical implications and may help alleviate the discomfort caused when certain attributions are made in regard to clients in treatment for psychological problems.
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Wormald, Charlotte L. "Inflated responsibility and perfectionism in child and adolescent anorexia nervosa." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12339/.
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Theory suggests that cognitive biases in obsessive compulsive disorder (OCD) may occur in individuals with anorexia nervosa (AN) and anorexia nervosa /eating disorder not otherwise specified (AN/EDNOS), which may partly explain the large co-morbidity between the two disorders. The aim of the current study was to investigate the cognitive biases of inflated responsibility (IR) and perfectionism in children and adolescents who had been diagnosed with AN and AN/EDNOS. An additional aim was to investigate the relationship between IR and perfectionism and to test an interaction effect on AN severity. The relationship between young people and their parents’ levels of inflated responsibility was also investigated. A cross-sectional multi-site pilot study using standardised questionnaires was conducted. Full ethical approval was gained and 30 young people diagnosed with AN and AN/EDNOS and 32 of their parents participated. This included 22 matched pairs of children and parents. Children and adolescents with AN and AN/EDNOS reported significantly higher levels of IR and perfectionism, compared to the published data for non-clinical norms. Self-orientated perfectionism was associated with frequency of IR thoughts. There was also a significant interaction effect: young people who had a higher frequency of IR thoughts and self-orientated perfectionism had lower BMIs. Parents reported higher levels of IR compared to the published non-clinical norms, but there was no relationship between child and parent IR. Further independent replication of these results is needed. IR and perfectionism should be considered in the assessment and treatment of child and adolescent AN and AN/EDNOS, both in individual and systemic interventions. This research also adds to the growing body of literature examining cognitive biases of OCD in an AN population, which may offer some insight into the overlap between the two disorders.
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Dexter, Hedy Red. "Motivated Distortion: Effects of Situational and Personal Relevance on Attributions of Responsibility to Victims and Perpetrators." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539625370.
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Troyer, Richard. "Attributions of Responsibility Among Caregivers of the Frail Elderly: Predicting Formal Service Use." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2920.
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A review of the research on family caregivers of the frail elderly indicates that although caregivers often experience high levels of burden, they make only minimal use of available professional, or formal, services. A theoretical model of helping and coping proposed by Brickman, Rabinowitz, Karuza, Coates, Cohn, and Kidder (1982) suggests that attributions of responsibility for causing and for solving problems define four distinct attributional styles, each determining how people will respond to outside help. The current study of 40 family caregivers attempted to validate an attribution instrument based on the Brickman et al. (1982) model, and to determine whether scores from the instrument were predictive of formal service use. Four models were hypothesized to be identified through factor analysis, each coinciding with one of Brickman's attributional styles. It was also hypothesized that score totals for each of the attributional style models would be predictive of formal service use. Neither hypothesis was supported. However, evidence which did not reach statistical significance suggests the existence of the models in this group. Also, regression analysis found several demographic variables to be predictive of formal service use. These include; care receiver age, caregiver education level, and whether or not the caregiver lives with the care-receiver. Caution must be taken in generalizing the findings from this study due to the questionable validity of the measurement instruments and to the small sample size. Suggested future research includes further validation work on the assessment instruments, and the recruitment of a larger sample group.
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Hayes, Ryan L. "A qualitative examination of persuasive messages and ethical responsibility in the public relations industry." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3245.
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Goldfarb, Micah Bryan. "“Did I Do That?” The Influence of Perceived Motion on Responsibility and Regret." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1370015937.
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Morrison, Margaret Norma. "A study of responsibility measures in obsessive-compulsive disorder : a portfolio of study, practice and research." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362314.
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Ehrich, Angela. "Effects of Stress on Adherence and Responsibility to Routine Daily Activities and Treatment in Adolescents with Sickle Cell Disease." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors148129940559327.
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Bell, Aaron M. "Reclaiming ethical responsibility : an urgent case for authentic, psychological work /." Connect to online version of this title in UO's Scholars' Bank, 2007. http://proquest.umi.com/pqdweb?did=1456288511&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Rikner, Amanda. "Waldorf Teachers and Environmental Issues : - Behavior, Values, Attitudes and Feelings of Responsibility." Thesis, Linnaeus University, School of Education, Psychology and Sport Science, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-5784.
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<p>Today it has become critical that people adapt their behavior and lifestyles to environmental constraints. Teachers are supposed to teach pupils to accept personal responsibility in regard to these problems. The pedagogies of Waldorf and public schools have different outlooks on nature, hence it was hypothesized that Waldorf and public teachers would differ in regard to pro-environmental behavior and factors explaining such actions. An e-questionnaire measuring pro-environmental behavior, biospheric and altruistic values, feelings of personal responsibility, and pro-environmental attitudes was filled out by 68 Waldorf teachers and 73 public teachers from different municipalities in Sweden. The results suggest that Waldorf teachers report higher biospheric values (partial <em>eta<sup>2</sup></em><sup> </sup>= .46, <em>p</em> < .001), more pro-environmental behavior (partial <em>eta<sup>2</sup></em><sup> </sup>= .39, <em>p</em> < .001), more feelings of personal responsibility, (partial <em>eta<sup>2</sup></em><sup> </sup>= .32, <em>p</em> < .001), and higher altruistic values (partial <em>eta<sup>2</sup></em><sup> </sup>= .12, <em>p</em> < .001), than public school teachers do. There were a few limitations in reliability and possibly with social desirability. However, the present study paves the way for an understanding of how pedagogy can be of help in preventing further environmental problems.</p>
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Brown, Ashley L. "The Effects of Firm Size and Corporate Social Responsibility on Organizational Attraction." Xavier University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1410450556.
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Osbaldiston, Richard. "Meta-analysis of the responsible environmental behavior literature /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144447.
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Weaver, Amber E. "The Relationship Between Students' Financial Responsibility for College and Levels of Academic Motivation and Success." Ashland University Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1367979495.
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Kaimowitz, Caryn. "The relationship between study habits, study attitudes and intellectual achievement responsibility in a group of learning disabled adolescents." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/7690.
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Bibliography: leaves 118-124.<br>The objectives of this study were to explore whether a significant relationship exists between study habits, study attitudes, academic locus of control and academic results in a group of learning disabled adolescents. In order to investigate this relationship, all of the grade 8 students at a remedial high school were required to complete the Survey of Study Habits and Attitudes, as well as the Intellectual Achievement Responsibility Scale. Rank order correlations on the above variables yielded significant relationships between study habits and study attitudes, study habits and locus of control, study attitudes and locus of control, study attitudes and academic results and locus of control and academic results. Implications of these findings are discussed, as well as their significance in designing intervention programmes for learning disabled adolescents.
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Morgan, Tami M. "Do You See What I See? How Symbol Integration Facilitates Responsibility to Self and Culture." Thesis, Pacifica Graduate Institute, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255367.
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<p> The human psyche is continuously producing symbols. These representations are stilled, emotively energized moments of the external world. The proposition of this thesis is that when symbols are projected onto objects, they lose capacity to elicit subjective motivation for personal responsibility to Self and culture. This research examines the questions: Do you see what I see? How does symbol integration facilitate responsibility to Self and culture? Using hermeneutic methodology, this thesis explores the meaning-making function of symbol formation, demonstrating how, through the integration of once-projected symbols, the individual can experience individuation; the becoming of true Self. Other areas of examination include symbol in relation to sign and symbol: myth and metaphor; the Self; meaning making; sameness and otherness in the function of rituals; and impact of religion on culture. This investigation also focuses on psyche’s creation of symbol and explores how an individual’s ability to integrate archetypal energy facilitates integration and individuation. </p>
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Jackson-Poole, Rene. "The effects of career-enhancing stratergies, social identitiy, personal responsibility and subjective vitality on subjective and objective career success." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/5868.
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尹咏雅 and Wing-Nga Wendy Wan. "Judging the wrongdoing: blame assignment and responsibility attribution from a cross-cultural perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243691.
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Wan, Wing-Nga Wendy. "Judging the wrongdoing : blame assignment and responsibility attribution from a cross-cultural perspective /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25205833.
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Myburgh, Naomi. "Violence in nursing : competing discourses of power, care and responsibility." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/349.
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Schopp, Robert Francis. "Actions, reasoning, and criminal liability: Philosophical and psychological foundations of criminal responsibility." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184787.
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Contemporary American Criminal Law, as represented by the American Law Institute's Model Penal Code, defines the structure of criminal offenses in a manner that establishes certain psychological processes of the defendant as necessary conditions for criminal liability. In order to convict a defendant, the state must prove all offense elements including the voluntary act and culpability requirements. These provisions involve the actor's psychological processes, but neither the exact nature of these requirements nor the relationship between them is clearly understood. Certain general defenses, such as automatism and insanity, also address the defendant's psychological processes. It has been notoriously difficult, however, to develop a satisfactory formulation of either of these defenses or of the relationship between them and the system of offense elements. This dissertation presents a conceptual framework that grounds the Model Penal Code's structure of offense elements in philosophical action theory. On this interpretation, the offense requirements that involve the defendant's psychological processes can be understood as part of an integrated attempt to establish the criminal law as a behavior guiding institution that is uniquely appropriate to those who have the capacity to direct their conduct through a process of practical reasoning. The key offense requirements are designed to limit criminal liability to those behaviors that are appropriately attributed to the offender as a practical reasoner. Certain general defenses, including insanity, exculpate defendants when their behavior is not attributable to them as practical reasoners as a result of certain types of impairment that are not addressed by the offense elements. This conceptual framework provides a consistent interpretation of the relevant offense elements and defenses as part of an integrated system that limits criminal liability to those acts that are appropriately attributable to the defendant in his capacity as a practical reasoner. In addition, this dissertation contends that this system reflects a defensible conception of personal responsibility.
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Brand, Dominique. "With great power comes great responsibility : exploring identified factors that influence non-compliance behaviour in the South African liver transplant population." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11902.
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Includes abstract.<br>Incudes bibliographical references (leaves 104-114).<br>The non-compliance to a strict medicine regimen is a significant problem in transplant patients across the world, and we suspect also in South Africa. Despite the magnitude of the problem and the potentially life-threatening consequences of non-compliance, no research has focused on the South African liver transplant population. The following influencing factors on non-compliance were selected to be explored further in the South African context: beliefs about medicine; perceptions about one's condition; the effect of transplantation; and family dynamics and finances. The aims of the present study are to explore the possible relationships between patients' beliefs about their illness; beliefs about their medicine; feelings of guilt regarding the donor; feelings of responsibility to the transplant team and donor's family; low attendance records for clinics; family functioning and compliance.
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Ambady, Nalini. "Intention, Subject Gender, Victim and Perpetrator Gender, and the Attribution of Responsibility and Blame." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539625323.
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Sabbagh, Muna. "A lack of parental responsibility for young offenders? : a developmental approach to the adolescent risk-taking stage." Thesis, Kingston University, 2016. http://eprints.kingston.ac.uk/35811/.
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Parental responsibility for young offenders is a social construct which is ambiguous and taken for granted. The responsibilisation of parents and carers not only makes them culpable for their child's criminal conduct but generalises the parenting role, giving insufficient attention to differentiating factors; for example, generalisations in relation to ethnic minority groups and gender-specific issues. Therefore, the concept needs further examination than is provided by the current literature in order to clarify its inferences aimed at parents, whose personal circumstances differ. The current literature in this area focuses on the concept of parental responsibility, either being a cause of youth offending or as a rationale for unnecessary state intervention into family lives. However, based on the rights of the child as an offender, this thesis argues for a clearer understanding of the phrase 'a lack of parental responsibility' when attributed to parents of young offenders. This thesis gives greater clarity to the social construct of parental responsibility for young offenders by drawing on the disciplines of law, criminology, psychology and economics. The developmental approach proposed by Professor Rutherford is highlighted as an alternative form of intervention aimed at young offenders in contrast to formal state intervention. The approach proposes use of the family, school and community as means of diverting young offenders away from reoffending. This thesis expands on the approach by identifying specific methods of implementation into these institutions in order to ensure the child's rights are met. Therefore, this thesis brings to the fore the recognition of parental autonomy in relation to young offenders rather than the traditional view of parental accountability for their child's conduct. It analyses the elements that make up a lack of parental responsibility, which contributes to the existing literature in this area, and the implications the phrase has for legal and social policy.
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Armstrong, Michael N. PhD. "Modeling the Relationship between a Social Responsibility Attitude and Youth Activism." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_diss/85.
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Despite existing literature that demonstrates the relation between an attitude of social responsibility and activism; few studies have examined the underlying factor structure of social responsibility. The current study had two goals. The first goal was to examine the structure of a measure of social responsibility attitude for urban adolescents. The second goal was to examine the associations of social responsibility with civic and political activism. The participants were 221 adolescents from schools and youth serving organizations in metropolitan Atlanta, GA. Confirmatory factor analysis of social responsibility items revealed that a model with a single latent factor explained the data better than a two-factor model with one latent factor representing neighborhood social responsibility and the other representing global social responsibility. There were significant positive relations between social responsibility and civic activism and political activism when controlling for parental activism and peer activism. This study suggests that a social responsibility attitude may exist as a single factor amongst urban adolescents and it has added empirical support to show that higher levels of social responsibility are associated with greater depth of involvement in civic and political activism. Implications for both theory and practice are discussed.
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Treadwell, Chris Lee. "Changing the Role of Appraisal and Interpersonal Factors in Guilt Induction: Time, Perspective, and Responsibility." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/6174.
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Appraisal theories of emotion assert that guilt arises from the evaluations one ill makes about one's behavior. Perpetrators experience guilt when they view themselves as responsible for harm caused to their victims. Interpersonal theories of emotion hold that guilt is a function of relational factors, including the need to repair relationships. Theorists argue that guilty feelings often arise in spite of appraisals, and that perpetrators feel guilty because of a need to communicate reconciliatory messages to their victims. These two views of guilt are generally seen as mutually exclusive. This study proposed integrating both views of guilt into a single, interactive theory of guilt that includes both appraisals and interpersonal concerns and that asserts that guilt varies as a function of the appraisals one makes about one's own and others' behavior, the nature of the relationship between perpetrators and victims, the perspective from which one views events, and the passage of time. The main question asked was: when taking into account these factors, is guilt better accounted for by an appraisal, interpersonal , or the newly proposed integrative view of guilt?
One-hundred forty-seven male and 168 female university students were presented with scenarios depicting the interaction of two people who were friends or enemies and were directed to adopt the perspective of perpetrators, victims, or were not given instructions to adopt a perspective. In each scenario, a perpetrator acted to inflict harm that was either unintentional or angrily intended. Participants then rated perpetrators' responsibility appraisals, emotional responses, and forgiveness needs. Additionally, participants were asked to rate how responsible perpetrators believed their victims believed them to be.
Correlational analyses and AN OVA were used to test the effects of the factors in the proposed model on ratings of guilt. Although partial support was found for both the appraisal view and the interpersonal view of guilt, results provided the strongest support for the interactive view of guilt. Discussion focused on the role of appraisals, relational factors, perspective, and time in guilty feelings and the implications of these findings for further research.
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Schillinger, Thomas. "Bystander Effect and Religious Group Affiliation: Terrorism and the Diffusion of Responsibility." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/126.
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The collective nature of group affiliation may inhibit an individual from exhibiting prosocial behavior regarding acts of religiously-motivated terror. This study's purpose was to investigate the nature of bystander intervention as it relates to religious group affiliation. Darley and Latane's bystander effect theory provided the theoretical framework for this study. The research questions examined the impact of religious group affiliation and group size on the dependent variables of civic moral disengagement (CMD) and commitment to the war on terror (CWT). Three validated survey instruments were administered to a random participant pool of 206 respondents. An ANCOVA and Spearman's rho correlation were employed to address the research questions. Findings revealed that neither religious group affiliation nor group size significantly predicts either CWT or CMD after controlling for the degree of religious commitment. Further research should test alternative theories associated with leadership and group dynamics. Positive social change is advanced by acknowledging that bystanders to acts of terrorism may not be influenced by factors such as group affiliation or size of religious group affiliations. These findings underscore the complexity of the relationship between behavior and religious affiliation. Policy makers and future researchers may benefit by redirecting their focus for prevention and intervention toward influences such as the motivational dynamic between religious leaders and their followers.
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Morell, Jonathan D. "Men of Faith, Responsibility, and Stress| A Phenomenological Study of White Evangelical College Men and Masculinity." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557887.
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<p> An essential aspect of discerning how men can become effective partners in reaching gender equity in the U.S., is to understand how men perceive their own masculinity. In consensus with Wanger (2011), I believe that promoting men's' healthy masculinity development is a feminist act and an act of social justice. Within the scope of social science research it is of extreme significance to study men as men as they were often "everybody" and effectually "nobody" (Kimmel & Davis, 2011). This study adds to and highlights importance of research on men and masculinities. Selecting an often privileged and significant subculture of men, this case study surveyed 27 White evangelical college-aged men (WECM) of whom five participated in an in-depth semi-structure phenomenological-based interview at a single faith-based university. Based on the Subjective Masculine Experiences model (Wong et al., 2011) the researcher focused on how these men made "sense of their masculinity by connecting their life experiences [to dimensions] of masculine norms and ideology" (Wong et al., 2011, p. 238). The participants were asked to attribute levels of psychological stress to each dimension. Data gathered clustered into seven salient dimensions for this population: Responsibility, Family, Family- Provider, Faith and Religion, Emotional Toughness, Physical Body and Resistance. Analysis revealed that stress was associated with all of the dimensions, especially with Family-Provider. This paper provides the context for this study, its philosophical framework, and discussions on its limitations and implications for practice and future action.</p><p> <i>Keywords:</i> masculinity; White evangelical, college-aged, men (WECM); phenomenology; critical social constructivism; mindful inquiry </p>
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Alvarez-Jimenez, Anabel. "Implications of Filial Responsibility for Latino Adolescents' Psychological and Social Adjustment: A Resilience Perspective." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/psych_diss/51/.
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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from title page (Digital Archive@GSU, viewed June 16, 2010) Gabriel P. Kuperminc, committee chair; Frank J. Floyd, Christopher C. Henrich, Leslie C. Jackson, Gregory J. Jurkovic, committee members. Includes bibliographical references (p. 63-72).
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Björkskog, Christofer, and Rami Oinas. "Kan graden av empatisk förmåga predicera utbrändhet hos lärare?" Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-679.
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<p>Tidigare forskning har påvisat en signifikant positiv korrelation mellan empati och utbrändhet bland personal inom omvårdnadsrelaterade yrken. Utbrändhet anses överlag vara ett problem inom alla yrken. Läraryrket kan medföra omtanke om elever samt ansvarstagande och ses ibland som ett mycket stressfyllt arbete. Syftet med denna studie var att undersöka om lärares empatiska förmågor går att utpeka som relevanta faktorer vid predicering av utbrändhet. Studien uppmätte empatisk förmåga med enkätfrågor ur Pers Q och nyttjade det validerade instrumentet MBI-GS för att mäta den självupplevda graden av utbrändhet. I motsats till tidigare forskning visade denna studie på signifikanta, negativa samband mellan empatifaktorerna och graden av upplevd utbrändhet. Studien hade en kvantitativ ansats och omfattade 137 respondenter med ett lågt internt bortfall.</p>
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Lauritzen, Michael Kenneth. "The Development and Validation of the ARES: A Measure of a Person's Proclivity to Attribute Responsibility to Others for Their Emotions." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2344.pdf.
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Salvatori, Paul. "Autonomy and the Future." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20274.
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This thesis introduces the idea of progressive autonomy, namely future-oriented self-governance, based on the pursuit of desired goals that one has established for oneself. As the thesis shows, focus on this sort of activity, as well as its value and importance, has been largely left out of the existing literature on autonomy. In contrast, this activity is central to progressive autonomy, which, as this thesis puts forth, enables the individual to actively determine the course of his life. Throughout the process, the individual is author of his own narrative, which, as the ongoing fulfillment of desired goals, he experiences as both meaningful and worthwhile.
The thesis does not frame the narrative of the progressively autonomous individual as merely a story or an account of events. Rather, it does so as a sequence events the progressively autonomous individual is directly responsible for bringing about, as well as concretely situated in. He is, in other words, part and parcel of his narrative, as opposed to, say, a novelist who physically stands apart from the events he imagines and writes.
Finally, the thesis demonstrates that, though the progressively autonomous individual is motivated by his own desires, he is more than just a pleasure seeker; he is strategically morally responsible. Such responsibility involves and is characterized by rejecting certain motives that undermine the actual achievement of desired goals, while affirming other motives that facilitate this achievement. This, as the thesis shows, renders the progressively autonomous individual more responsible than one who partakes in this rejection or affirmation, without regard to how either will impact one’s future.