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Geise, Aaron C. "Personal growth and personality development well-being and ego development /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5667.
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Thesis (M.A.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Includes bibliographical references.
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Phebus, John B. "Development of traits and motives across the lifespan." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1490083931&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Colborn, Robert Mark. "Adult Development of Positive Personality Traits Through Character Formation Mentoring." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2442.
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Positive psychologists have published hundreds of empirical studies correlating positive personality traits with improved outcomes in mental health, physical health, academic and career success, resilience, relationships, and personal happiness. But there remains a dearth of research on the emergence and development of positive personality traits. This grounded theory, qualitative research sought to discover whether positive personality traits can be developed in adult mentoring relationships. Sixteen participants responded in structured interviews about the benefits of their mentoring experiences, and in addition to performing coding analysis as described by Strauss and Corbin (1990), the researcher also compared the answers to Peterson and Seligman's taxonomy of positive traits (2004). Unprompted participant responses overwhelmingly asserted increase of positive traits, as well as five other benefit categories. Improved traits appeared across a wide range of mentee characteristics, and situations, including negative ones, as long as mentors communicated unconditional positive regard and possessed desirable competencies. Social considerations of this research include the possibility that, in combination with therapies to address negative aspects of a client situation, therapists using intentional positive trait development could support recovery, resilience, hope, wisdom, thriving, and all of the benefits positive psychology has correlated to the presence of positive personality traits. Future studies building on this research may include a longitudinal study to understand what situations and character types are most conducive for positive trait development, as well as questions regarding which traits appear in which mentoring situations.
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Watson, Jackie R. (Jackie Rieves). "An Investigation of the Relationship Between Personality and the Use of Learning During the Life Transitions of Adults." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331609/.
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In a three stage investigation the relationship between personality type and the use of learning as a coping device during the life transitions of adults was studied. Based on the assumption that a paper and pencil device could be constructed to achieve the same or nearly the same results that have been achieved through interviews with adult learners, the first two stages of this investigation involved the construction and validation of an instrument, the Adult Development Learning Inventory (ADLI), to measure the use of learning during life transitions of adults. The inventory has five subsections: a demographic profile, Life Events, Coping Strategies, Learning Activities, and Adulthood Tasks.
Content validity of the ADLI was established through both the theory based in adult learning and developmental psychology and the panel of experts. Construct validation tools included principal component factor analysis and the Kruskal-Wallis ANOVA with age as the variable of discrimination. The instrument was capable of differentiating among age groups' perception of the tasks in the adult life cycle. For internal consistency, reliability estimates ranged from .83 to .94 for the subsections of the ADLI.
Stage III of the investigation explored the relationship between the ADLI and personality as measured by the Myers-Briggs Type Indicator (MBTI) which was based on the typology suggested by Carl Jung. The findings suggested only limited relationships between personality and the extent of learning activities. Specifically adults with the dominant function of Intuition can be categorized as high activity learners. The results of limited relationships between learning and personality type can perhaps be attributed to the fact that overwhelmingly (98%) these adult samples were involved in some type of learning not in spite of their life circumstances but because of them.
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Flint-Taylor, Jill Verena. "Career development : personality, the organizational context and their interaction." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299291.
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Scotten, Sandey A. "A study of the impact and value of a personal development program on adolescents." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28279.
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Adolescence has been characterized as a formative time of stress, anxiety, and change. Any index of adolescent development confirms the fact that this is a difficult developmental period. Youths are dealing with demands from a myriad of directions and thus require guidance and skill to optimally grow through this stage. An affective, personal development program designed to address adolescent needs is investigated in this study. Although the literature supports the need for affective, developmental education, little empirical evidence exists to document the impact, value and validity of such educational programs. This study tested a hypothesis that an affective, personal development program would enhance the overall psychological well-being of adolescent participants. A secondary hypothesis was that this educational training would have a differential outcome for gender. Sixty nine subjects, aged fourteen to nineteen, completed the Personal Orientation Inventory: 37 females, 26 males, and 6 returnees. The POI is purported to measure positive mental health; the interviews and questionnaires were designed to reflect the participants' self-perceived gains. Statistical analyses indicated significant positive changes on all POI scales for the pooled male and female scores. Gender differences were found, favoring females, on the two POI major scales and six of the ten subscales. All findings, qualitative and quantitative, indicate that an affective personal development program does enhance personal and interpersonal growth, thus the overall psychological well-being of adolescents. This program, although beneficial to both males and females, appears to have a more favorable outcome for females.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Bullock, Robert. "The Development of Job-Based Psychological Ownership." Thesis, Seattle Pacific University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002516.
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<p> Psychological ownership has come to light as an important state with strong implications on employee attitudes and behaviors. However, relatively little attention has been paid towards the process by which employees come to develop feelings of psychological ownership towards their work, particularly regarding the role played by individual traits in this process. Ownership theorists claim that personality and disposition should matter (Mayhew, Ashkanasy, Bramble, & Gardner, 2007; Pierce & Jussila, 2011), yet these claims remain largely untested. The purpose of the current investigation is to address these gaps by exploring how employee disposition and job design contribute to the development of job-based psychological ownership. Employing a cross-sectional approach, data were collected using an online survey where participants were asked to complete measures of trait positive affectivity (PA), job characteristics, work experiences, and job-based psychological ownership. Because the study focused on job-related phenomenon, participants were required to work full-time in a location other than their home to be considered for this study. The final 426 participants (60.4% male, 39.6% female) had an average tenure of 5.04 years (SD = 5.03) and represented a wide range of industries and job levels (23.7% entry-level, 31.0% individual contributor, 17.8% supervisory, 10.8% mid-level manager, 2.8% senior manager, 13.8% technical or professional). Hypotheses were tested using bootstrapped regression analyses and structural equation modeling. Results indicated that job autonomy has a positive effect on job-based psychological ownership (B = 0.501, CI 0.415 to 0.594) through three mediated paths: investment of ideas, effort, and self into one’s work (B = 0.252, CI 0.178 to 0.349), experienced control and influence over one’s work (B = 0.214, CI 0.137 to 0.293), and intimate knowledge and understanding of one’s job (B = 0.036, CI 0.003 to 0.082). Employee PA significantly moderated the mediated path from autonomy to ownership through experienced control (Index of ModMed = 0.017, CI 0.000 to 0.045), such that control mattered more for high-PA employees. Exploratory analyses suggest that PA may play a dual role – as a moderator of autonomy’s effects on control (B = 0.052, CI 0.009 to 0.100), and as an indirect effect on ownership itself. For example, high-PA employees reported greater investment of self in their work, which in turn predicted job-based psychological ownership (B = 0.255, CI 0.177 to 0.361). Ultimately, job autonomy stood out as having a particularly strong and consistent positive effect on job-based psychological ownership. Results suggest that all employees, from the most enthusiastic to the most apathetic can experience this positive psychological state. That is, as long as they are afforded a high level of autonomy in deciding how to plan and carry out their work.</p>
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Pullmann, Helle. "The development of intelligence and personality traits among Estonian schoolchildren." Tartu : Tartu University Press, 2005. http://catalog.hathitrust.org/api/volumes/oclc/68813466.html.
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Kail, Eric Guy. "Does Personality Predict Perceived Performance Change Following a Leader Development Intervention?" NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03142007-130439/.
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The purpose of the research has been to investigate personality as a predictor for perceived performance change following a leader training program. A sample of 363 leaders attended a five day leader development training program at a centralized location. Approximately 90-120 days after returning to work in their organizations, participating leader received a 360-degree assessment in order to determine that amount of perceived performance change. Personality was measured using the CPI260, and results were mapped onto the Five Factor model of personality. Personality was investigated both as dimensions of the Five Factor model and as types. Personality types were determined via cluster analysis. Personality was further investigated as a moderating the relationship between self-other rating discrepancy and perceived performance change. Results suggest that personality, either by dimension or type, can be used as a predictor in determining perceived performance change following a leader development intervention. Personality was not found to moderate the relationship between self-other rating discrepancy and perceived performance change. Implications for theory and practice as well as recommendations for further research are presented.
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Killingsworth, Scott Adamson. "Learning orientation : college climate antecedents, development-related outcomes, and malleability." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/28981.
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Carlson, Marianne. "Trait inferences from descriptions of behavior when some trait-specific information is withheld." Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/28872.
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Roberts, Dennis C. "Preliminary Development of a Q-Sort Measure of the Adlerian Concept of Personality Priorities: The Adlerian Personality Priorities Q-Sort (APPQs)." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1311882487.
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Kerr, Nathan A. "Are There Personality Factors That Can Undermine Moral Judgment Development?" TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/22.
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Research in moral psychology has focused on understanding what factors assist in the development of moral action and decision making. Examples of these research factors include educational experiences (Rest et al, 1986), intelligence (Rest, 1979), and social networking (Derryberry & Thoma, 2000). Personality factors facilitating moral judgment have also receive attention in recent years with Damon and Hart (1988) exploring self-understanding as a possible factor in moral judgment and Baumeister and Exline (1999) proposing that exercising self-control is often characteristic of those who often employ prosocial behavior. Pizarro (2000) suggested that those who fail to utilize empathy may think about moral issues just as those who do employ empathy but find them easier to ignore. This study attempted to explore this research from a different angle by examining the relationships between antisocial personality traits as opposed to prosocial personality traits. To measure these traits, data were collected from two samples comprised of 120 college students and 24 prisoners from a state-inmate facility. The Defining Issues Test (DIT) was used to measure moral judgment and the Personality Assessment Inventory (PAI) was used to measure the desired personality factors. The results indicated that antisocial personality characteristics do not inhibit moral judgment development. However, the results showed that individuals with antisocial personality characteristics were more likely to endorse self-serving decisions in situations that call for moral decision-making.
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Miller, Marian M. "Adult development : traits of instrumentality and expressiveness." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514538.
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The purpose of this research was to examine significant change, if any, in instrumental and expressive traits during adulthood. The research was designed to test the assumption that chronological age and psychosocial stage are related to instrumentality and expressiveness.The present study utilized the Personal Attributes Questionnaire (PAQ) and a personal information questionnaire. The research question was: Are there differences in traits of instrumentality and expressiveness at different stages of adult development?Three hundred sixty-three men and women between the ages of 20 and 70 participated in the study. The sample included 164 men and 197 warren. Participants were members of volunteer organizations. They were assigned to different groups based on age and psychosocial development.Four 3 x 3 Analyses of Variance procedures were performed. There were three levels of age: (1) 20-35, (2) 36-50, and (3) 51-70. Categorization of psychosocial stage included: (1) no children, (2) children from birth to graduation from high school, and (3) all children graduated from high school. Sex was not combined, rather separate analysis was performed on each sex. The dependent variables were expressiveness and instrumentality as defined by scores on the Personal Attributes Questionnaire. The following effects were studied:(1) Effects of age and psychosocial stage on traits of instrumentality in men.(2) Effects of age and psychosocial stage on traits of expressiveness in men.(3) Effects of age and psychosocial stage on traits of instrumentality in women.(4) Effect of age and psychosocial stage on traits of expressiveness in women.The results of the research indicated that traits of instrumentality and expressiveness in men and women do not change significantly during adulthood. No significant differences were found in men or women with regard to age and psychosocial development on traits of instrumentality and expressiveness.
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Brooks, Amy L. "A study of the relationship between the increased growth and development of elementary students participating in extracurricular activities and the adaptations that parents, schools, and communities make to meet these after school needs." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000brooksa.pdf.
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Coulacoglou, Carina. "The development of the fairy tale projective test (FTT) in the personality assessment of children." Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335356.
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Cairns, Mari. "Identity and its relationship with borderline symptoms : the development of an identity questionnaire." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:b9a4f78e-dbf1-4586-af90-4a5e57d82e55.
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Clinical and theoretical literature suggests that some people who present with psychological problems have a poorly developed sense of their own identity. It has also been suggested that cognitive theory and therapy does not always adequately identify, conceptualise, and address these identity problems. The current study aims to develop a self-report questionnaire measure to assess these identity problems. It also tests some specific hypotheses about the relationship between identity problems and other psychological constructs, including borderline personality disorder symptomatology. anxiety and depression.
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Orum, Margo. "Moments of insight sudden change in ego development /." Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/29015.
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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Psychology, 2004.<br>Bibliography: p. 478-485.<br>Overview of introductory chapters -- Loevinger's conception of ego development -- How might ego stage change happen? -- Theories of sudden change -- Summary of introductory theory -- Aims of the study -- Method -- Preliminary results -- Stages 1-2: analysis of themes in stories of moments of insight -- Stage 3: analysis of story themes by ego level -- Stage 4: examining stories for evidence of ego level change -- Looking for signs of ego level change in case studies -- Case study 1: Sarah -- Case study 2: Louise -- Case study 3: Kasandra -- Case study counter example: Philip -- Revisiting three theoretical tenets of ego development -- Discussion.<br>Moments of insight - dramatic shifts in perspective in how a person sees him or herself or the world - may provide us with glimpses of how accelerated change might happen in Loevinger's (1976) stages of ego development. Identifying moments of insight as potentially being structural phenomena, and the marrying of them into ego development theory is original to this thesis. -- Ego development proceeds in successive stages that Loevinger described as "self-paradigms", somewhat like Kuhn's (1962) view of paradigms. If this metaphor holds, then at least sometimes, people would be expected to experience sudden, revolutionary paradigm-style changes in their stage of ego development. However only one substantial theory exists as to how stage-changes happen, and that is a theory of gradual change (Kegan, 1979), which is likely the most common form of change. A theory of sudden, revolutionary, paradigm-style change, then, would seem to address a theoretical gap in the concept of how ego development proceeds. This thesis seeks to address that gap. -- A total of 80 participants were tested in regard to their ego development level and a range of secondary measures, and invited to tell stories of their moments of insight: 15 through the medium of interviews (3 of whom became "case studies" and a fourth, a "counter example"), while 65 wrote their stories in questionnaires. -- Analysis was conducted through theoretical argument, through qualitative analysis backed by evidence from story data, and by quantitative analysis of the common themes apparent in the moment of insight stories. Criteria were developed from the data for identifying prototypical examples of moment of insight stories, and criteria for judging ego level change in transcripts were Loevinger's (1976) empirically derived stage descriptions. -- It was shown that these prototypical experiences were those most readily linked with, and potentially indicative of the connection between moments of insight and ego level advancement. The counter example case study also powerfully revealed the conflict felt, even at a high ego level, when there is no "crystallisation of integration" afforded by a moment of insight experience. -- The evidence suggests that moments of insight may indeed be times of sudden ego development change.<br>Mode of access: World Wide Web.<br>xiii, 485 p
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Stevens, K. Todd Jr. "The Effects of Roles and Personality Characteristics on Software Development Team Effectiveness." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30389.
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The objective of this research is to show the utility of roles and personality characteristics to the evaluation and formation of software development teams. The goals of this research include demonstrating empirically that Belbin's team roles can be used to form and evaluate software teams, providing a partial validation of the analyses by using the Belbin roles to analyze teams from the software industry, and comparing the personality data collected for this research to data from two previous studies and to the general population.
In the highly competitive software industry, improving the software development process can be critical to a company's success. More specifically, improving a team's productivity can save employers significant time and money. This investigation addresses the productivity of software development teams in a series of studies. First, controlled studies empirically show that Belbin's roles can be used in team formation to improve team performance. Second, additional studies, both qualitative and quantitative, demonstrate that Belbin's roles can be used as criteria in team evaluation and formation. Finally, teams from the software development industry are evaluated, providing a partial validation of the usefulness of Belbin's roles to software teams.
The cumulative effect of the results of the studies in this investigation demonstrate that Belbin's roles can be used effectively in team formation and evaluation. Specifically, Belbin's roles for leadership and innovation are shown in empirical studies to be important in the formation of software teams, and all of the Belbin roles are used in the evaluation of teams in academia as well as in industry. The results of this investigation should be used in team formation and evaluation, in an academic setting as well as in the software development industry. For team evaluation, deficiencies uncovered in the Belbin roles should be remedied, and positive aspects should be encouraged. In team formation, teams should contain the complement of Belbin roles and should specifically contain the leadership and innovation roles focused on as part of this investigation. It is clear from this investigation that Belbin's roles can be used effectively to improve software development teams.<br>Ph. D.
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Ahlgren, Rebecca L. "An investigation of demographic, psychosocial and self-reported behavioral influences on career maturity levels of college student-athletes." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1969.
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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains v, 116 p. Includes abstract. Includes bibliographical references (p. 62-79).
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Davidsson, Julia. "The Role of Major Life Events and Brain Development on Personality Trait Change in Adulthood : Insights from Personality Neuroscience." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17324.
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The relationship between personality trait change and major life events is currently undergoing extensive investigations within the field of personality psychology. A debate has risen regarding whether or not major life events can bring about trait change, and how typical trait change patterns over the adult lifespan can be explained. It is valuable to understand how traits change because they predict important future outcomes. The Five-Factor Theory described by McCrae and Costa (2008a) states that traits are purely biological entities, and trait change is explained to result from processes of intrinsic biological maturation, unaffected by life events. This thesis reviewed the literature regarding the relationship of trait change and life events, and the research of potential biological bases of traits in the brain together with a brain developmental perspective of intrinsic maturation. Gaining an insight in the relationship between personality traits and the brain is a goal within a young field of research called personality neuroscience, and an agenda of the Five-Factor Theory. Major life events do cause trait change, but the relationship is complex. A brain developmental perspective of intrinsic maturation did not entirely correspond with patterns of typical trait change in young adulthood. The Five-Factor Theory is challenged and modifications are suggested. Neurobiological correlates of five-factor traits reveal issues and potentials for future research.
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Arthur, Andrew Richard. "Personality and practice : the development of professional identity among clinical psychologists; a portfolio of research, practice and study." Thesis, City University London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266291.
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Janse, van Rensburg Charnelle. "The development of an experimental conscientiousness measurement instrument within the SAPI project." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6897.
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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: In psychology literature Conscientiousness forms part of a model that describes personality. Conscientiousness is defined by characteristics such as hard-working, determined, dutiful and perseverance. Conscientiousness is also a strong indicator of work performance and is often used for psychometric assessments during selection. However, in South Africa psychometric assessment, and especially personality testing, has been scrutinized to ensure that it is fair and unbiased in a multicultural society.
This study focused on the development of a Conscientiousness questionnaire based on a South African model of conscientiousness, which forms one factor of the South African Personality Inventory (SAPI) nine cluster model. The study aimed to investigate whether this conscientiousness questionnaire measures conscientiousness in South Africa. The study formed part of the second phase of the SAPI project (quantitative phase). An experimental conscientiousness instrument consisting of 255 items was administered to a sample of South African Police Service (SAPS) police reservists (N = 1051).
Following various analysis 88 of the 255 items were removed. The facets also increased to 26. Cronbach alpha coefficient scores showed acceptable levels of reliability for 21 of the 26 facets. Factor analysis indicated that one factor should be retained. 19 facets loaded on this factor. The findings thus confirm the underlying dimensionality of the conscientiousness cluster. However, the findings also indicate that some facets may have to be re-defined.<br>AFRIKAANSE OPSOMMING: In die sielkunde literatuur is konsensieusheid deel van 'n model wat persoonlikheid beskryf. Dit word gedefinieer deur eienskappe soos hardwerkendheid, determinasie, pligsgetrouheid en uithouvermoë. Konsensieusheid is ook 'n sterk aanwyser van werkprestasie en word dikwels gebruik vir psigometriese assessering gedurende seleksie. Maar die gebruik van psigometriesetoetse en veral die gebruik van persoonlikheids toetse in Suid Afrika is egter onder die vergrootglas geplaas om te verseker dat hierdie toetse billik en onsydig toegepas kan word in Suid Afrika.
Hierdie studie fokus op die ontwikkeling van 'n konsensieheusheids-persoonlikheidsvraelys wat gebaseer is op die Suid Afrikaanse model van konsensieusheid en wat deel uitmaak van die Suid Afrikaanse Persoonlikheids-Inventaris (SAPI) se nege faktor model. Hierdie studie is deel van die tweede fase van die SAPI projek (kwantitatiewe fase) en stel ondersoek in of hierdie persoonlikheidsvraelys wel die konstruk van konsensieusheid meet in Suid Afrika. Die eksperimentele konsensieusheidsinstrument, wat bestaan uit 255 items, was aan 'n steekproef van intreevlak polisieaansoekers van die Suid Afrikaanse Polisie Dienste (N=1051) toegedien.
Na verskeie analises, is 88 van die 255 items verwyder. Die fasette het ook vermeerder na 26. Verder het die Cronbach Alpha koëffissiënttellings gunstige vlakke van betroubaarheid aangedui vir 21 van die 26 fasette. Faktoranalise het aangedui dat een faktor onttrek moet word en 19 fasette het hierop gelaai. Dus is die onderliggende dimensie van die konsensieusheid faktor bevestig. Daar sal egter van die fasette herdefineer moet word.<br>jfl2011
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Tatum, Bart A. "The impact of intercollegiate football participation on personal and social development of college upperclassmen /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074446.
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McKechnie, Allan. "The use of developmental stages as a model for addressing and assessing spiritual formation and maturity." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p046-0069.
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McKechnie, Allan D. "The use of developmental stages as a model for addressing and assessing spiritual formation and maturity." St. Paul, MN : Bethel Seminary, 2008. http://dx.doi.org/10.2986/tren.046-0069.
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Lockett, Tiffany Nicole. "Effects of Racism and Discrimination on Personality Development among African American Male Repeat Offenders." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1098.
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ABSTRACT
Effects of Racism and Discrimination on Personality Development among
African American Male Repeat Offenders
Tiffany Nicole Lockett
Throughout history in the United States, the African American community has consistently been the victim of social policies put in place to disenfranchise this population (Mauer & Chesney-Lind, 2002; Painter, 2007; Parham, White & Ajamu, 1999). With a longstanding presence of systemic racism and discrimination, the criminal justice system and the dominant culture continues to pathologize this minority group and advocate for increased penalties which further stigmatize African Americans, particularly males in this group (Reiman, 1996; Russell, 1998). Though most criminology research focuses on higher rates of criminal offending within the African American population as the result of the intersection of race, poverty, education, and employment (Russell, 1996), few studies take into account the potential effects that regular exposure to racial discrimination may have on this population. Even fewer take into account how one's experience with racism and discrimination may impact personality development.
The purpose of the study is to investigate a proposed causal link between racism and discrimination on criminal recidivism, using personality as an indirect variable to support this potential relationship. To do so, the study focuses on the criminal offending of an African American male population within a county probation system to explore how one's experience with racism and discrimination leads to the development of certain personality traits which then impact their criminal recidivism. As there is a significant dearth in the literature about the effects of racism and discrimination on this population, this study will provide a unique area of research on a population that has often fallen victim to deficit models in the field.
After exploring the traditional research about the unique experiences of the African American community as a whole , this study aims to provide another perspective as to why this population is disproportionately represented in the criminal justice system by accounting for the potential impact of individual experiences of racism and discrimination of African American males. A number of hypotheses have been generated to account for the interaction between racism, personality, and recidivism within the African American male offending population. It was hypothesized that self-reported experiences with racism and discrimination would lead to lower scored traits of warmth, self-control, and rule-consciousness and subsequently lead to higher rates of repeat offending; conversely, experiences with racism and discrimination would also lead to higher scored traits of dominance and vigilance which then would lead to higher rates of repeat offending. A path analysis will be conducted to elucidate potential links between these variables. Structural equation models found partial support for the hypotheses. Implications and future directions in this study are discussed.
Keywords: African American, racism, discrimination, microaggressions, recidivism, personality
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Brown, Derek Z. "The Effects of Personal Characteristics and Religious Orientations on Identification with All of Humanity and Humanitarian Behaviors." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/11/.
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Capellan, Frank. "A correlational study| Personality types and foreign language acquisition in undergraduate students." Thesis, Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10640559.
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<p> The purpose of this study was to investigate the relationship between personality types and second language acquisition. The study addressed a problem that is inadequately investigated in foreign language acquisition research; specifically, personality traits as predictors of language learning in college students studying Spanish as a foreign language. The researcher conducted one sample t-tests to assess statistically significant differences between mean personality type score and the test value, as well as, a multiple linear regression analysis. A convenient sample of college students (n=52) completed the Neris Personality Type Indicator at the beginning of the course, and took several examinations throughout the semester. Personality traits were correlated with examination grades. The results of the analysis indicated that personality types were not related to second language acquisition. The results of the multiple linear regression analysis were not significant, F (5,46) = 0.39, p = .85, R2 = .04, indicating that the model consisting of the personality types contributed to 4% of the variance in test grade. Because the model was not statistically significant, the researcher did not evaluate the individual predictors.</p><p>
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Harrison, James Ray. "Structural Aspects of Loevinger's Model of Ego Development." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc504211/.
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The study reviews the structural and psychometric underpinnings of Loevinger's theory of ego development. It is noted that the current literature investigating the validity of Loevinger's model has not adequately addressed the structural assumptions of the theory. "Process" variables are hypothesized to vary depending on the process of structural change. Two such variables, cognitive complexity and the organization of cognitive constructs, were measured in 73 college students, staff, and faculty members in three North Texas institutions. Level of ego development, measured by the Washington University Sentence Completion Test, was assessed in each subject and the pattern of cognitive complexity and construct organization was evaluated across ego levels. Results offer only limited support for the stage model's structural assumptions. Discussion highlights several inadequacies in Loevinger's instrument and offers a direction for possible revision. Implications of the results are examined in terms of current theoretical issues.
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Lancaster, Dennis Lark. "Using Psychosocial Development Theory and Personality Typology in Identifying At-Risk Characteristics of College Honors Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682287.
Full textAbstract:
<p> While substantiating the effectiveness of honors programs to increase learning among the academically gifted, assessment and any associated outcomes should also be effectively used to understand the psychosocial development challenges of these students and, at the same time, increase their learning in and out of the honors environment. Robinson's (1997) research showed that, saddled with the typical college student's at-risk characteristics, e.g., first-generation status, low-income, financial limitations, etc., gifted students also face unique adjustment challenges in terms of their social development. These challenges include habits and attitudes associated with and/or resulting from not having to work at their studies in high school, such as `grade shock,' mediocrity, and an expectation of naturally being at the top of their class; not knowing their strengths and weaknesses due to a lack of academic challenge; not experiencing having to ask for help; and having multiples gifts and talents that are or can be channeled in multiple directions. This mixed methods study examined how educators may be able to use psychosocial student development theory and research in the use of personality type assessment instruments, such as the Myers-Briggs Type Indicator to support these students whose unique attitudes and behaviors put them at risk of losing their educational and career opportunities.</p>
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Kumar, Riya. "The Use of Personality Testing in Personnel Selection." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2038.
Full textAbstract:
Research has shown that more than 45% of American companies are opting to integrate personality tests in their recruitment processes. Given this surge in personality testing, this thesis examines whether personality testing is a valid predictor of job-fit and performance in the context of personnel selection. A large proportion of this paper is focused upon the Big-Five factor model, its limitations, and derivative tests of the model. The impact of technology upon personality testing is also discussed as an emerging field. By tracing and examining the history of personality testing to current day, I have found that personality tests are best administered when they provide incremental validity over other tools and are matched to specific job-criteria.
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Howard, David J. "Development of the Cybersecurity Attitudes Scale and Modeling Cybersecurity Behavior and its Antecedents." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7306.
Full textAbstract:
As organizations have become more reliant on computers and technology to operate in a globalized world, they have also become more vulnerable to cyberattacks on their networks. The expense to organizations from cyberattacks now exceeds $400 billion USD annually. These costs highlight the need for behavioral research in the cyber domain. The first phase of this research developed an instrument to measure workers’ cybersecurity attitudes. An iterative process resulted in a scale with good psychometric properties - The Cybersecurity Attitudes Scale. The scale measures two factors: cyber policy adherence attitudes and perceived vulnerability to a cyberattack. The second phase of this research used the theory of planned behavior as a theoretical framework to model the relationship between personality facets, policy adherence attitudes, perceived vulnerability, locus of control, cybersecurity climate, and cybersecurity behaviors. While the hypothesized model had poor fit for the data, there was a strong relationship between cybersecurity attitudes (i.e. policy adherence attitudes and perceived vulnerability) and dutifulness, altruism, compliance, cybersecurity climate, and cybersecurity behavior. This research provides practical value to academic researchers and organizations by providing a scale to measure cybersecurity attitudes and to help organizations better understand the nature of the antecedents that lead to cybersecurity attitudes and behavior.
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Waiyavutti, Chakadee. "Development and validation of Thai versions of Big Five measures from the international personality item pool." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/7040.
Full textAbstract:
The Big-Five is the most popular personality taxonomy used to characterize fundamental personality traits and their individual differences. This model has been well replicated across English speaking samples, several other languages, and different item formats, thereby begging the question of its universality. However, two key issues have challenged the validity of the cultural group comparisons using Big Five measures of personality. The first is methodology for translation and adaptation, and the second is construct equivalence across cultures. The International Personality Item Pool (IPIP; Goldberg, 1992) has been used to create several non-commercial versions of Big Five measures (IPIP-BFMs), with a common set of 50 items typically translated into other languages and used for cross-cultural comparisons. Although this 50-item version is available in more than 25 languages, little is known about how translation and adaptation was executed, and only a few researchers have reported psychometric characteristics of scores from the translated measures. The consistent lack of such evidence to support the use of the standard American set of the 50-items in other languages gave rise to the idea of developing a customized 50-item IPIP that would better fit the Thai culture.
The goal of this study was to develop and thoroughly validate scores from a Thai version of the 50-item IPIP Big Five measure of personality using a sample of 1,878 students from high schools in Thailand. One hundred items from the IPIP website were translated into the Thai language following guidelines developed by the International Test Commission (ITC, 2017). When psychometric properties for the original 50-item IPIP-BFM were investigated in Thai and American samples, weaknesses in model fit were detected. Using the more complete set of 100 items from the IPIP website, 50 items more suitable to the Thai culture were then selected to create a customized Thai 50-item IPIP. Scores from the customized 50-item IPIP-BFM were further examined for psychometric properties across Thai and American samples. The customized Thai 50-item IPIP-BFM produced good internal subscale reliability coefficients (> 0.80), a clear five-factor structure across Thai and American samples, measurement invariance across subgroups within the overall Thai sample, similar patterns of convergent and discriminant validity with another Big Five measure, and statistically significant incremental validity over standardized achievement and aptitude test scores in predicting end of high school grade-point average. Collectively, these results demonstrate that the customized 50-item IPIP-BFM produces psychometrically sound scores for measuring the Big Five with Thai adolescents. Procedures used in the study also provide a template for developing and validating new personality instruments for use with native speakers of other languages.
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Esparza, Jana Scoville. "Personality Characteristics Associated with Pet Ownership: Validating the Theoretical Propositions of Boris Levinson." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331430/.
Full textAbstract:
The purpose of the present study was to provide validation for Levinson's theory about pets and human personality development. Levinson (1978) proposed that the personality development of individuals who have pets to which they are attached differs from that of those who do not have pets and that pets play an important role in facilitating the development of certain adaptive personality traits. In the present study, specific areas that were addressed included differences in certain personality characteristics between life-long pet owners who were strongly attached to their pets, life-long pet owners who were less strongly attached to their pets, and people who had owned pets for only a limited period of time in their lives. One hundred undergraduates completed the Pet Attitude Scale, the Tennessee Self Concept Scale, the Personality Research Form - Form E, the Hogan Empathy Scale, the Fundamental Interpersonal Relations Orientation - Behavior (FIRO-B), and the IPAT Anxiety Scale Questionnaire. No significant differences were found between the three pet owner groups in levels of affiliation with other people, impulse control, nurturance, succorance, capacity for empathy, and anxiety levels. In addition, no significant differences were found between the three pet owner groups in interpersonal behavior characteristics or self-esteem. Concurrent validity was shown between membership in the different pet owner groups and positive attitudes toward pets as measured by the Pet Attitude Scale. As predicted, the most attached life-long pet owners reported more positive attitudes toward pets than the least attached life-long pet owners or the limited-time pet owners.
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Casper, Lori Jean. "Development and validation of three alternative forms of a published general mental ability test." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1295.
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Wilsman, Kristi. "Development of the Posttraumatic Stress Symptoms -- Childhood Obesity Model." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1185.
Full textAbstract:
This project developed a model to account for an obesity outcome in children who have posttraumatic stress disorder (PTSD) and whose parents have posttraumatic stress symptoms (PTSS) or PTSD. A literature review provided the basis for the model and covered the areas of childhood obesity, parental PTSS, childhood PTSD, adverse childhood experiences, relational PTSD, ineffective parent support, and the stress response. A model to explain the outcome of obesity in children with PTSD as mediated by parental support provided after a traumatic event was developed: The Parental PTSSChildhood Obesity Model. The literature review supports a relational perspective for viewing child outcomes from trauma. When the relational perspective is applied to parents who themselves are experiencing PTSS, several parent response patterns were supported. These response patterns are considered to detrimentally impact the parent’s ability to provide an environment that is safe, predictable and responsive. Therefore the parent experiencing PTSS will evidence less effective parenting. Thus the child’s environment will be more stressful, increase the child’s symptomology and promote ineffective coping skills resulting in obesity. The strengths, limitations, and contributions of the model are discussed, as well as recommendations made for further research.
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Chamberlain, Jude M. "Development of an MMPI-2 Scale to Aid in Assessing Opioid Use Disorder." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398255420.
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Lotter, Megon. "The development of an experimental integrity instrument for various cultural groups as conceptualised form the South African personality inventory (SAPI) project." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6889.
Full textAbstract:
Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: An urgent need exists for the development of a locally, multicultural personality instrument
for South Africa. The South African Personality Inventory (SAPI) project was launched with
the specific aim of developing a comprehensive personality questionnaire for all eleven South
African language groups that covers all major aspects of personality deemed relevant in the
South African context.
The current study focused on developing an experimental instrument for the integrity cluster,
one of the 9 SAPI clusters. This study forms part of the second phase of the SAPI project
(quantitative phase). In this phase the experimental integrity instrument was administered to a
sample of police reservists of the South African Police Service (SAPS; N = 1023).
Findings revealed that certain items should be removed (30 of 132 items were removed). The
first-order factor analysis confirmed one factor per facet that should be retained (specifically:
Honest, Loyal, Pretending, Responsible, Trustworthy, Truthful, and Fair) for most of the
facets. The exceptions were the Morally Conscious facet where two factors emerged and the
Discriminative facet where no significant factor emerged. With the exception of the
Discriminative facet (low reliability coefficient) and the Fair facet (average reliability
coefficient) all the facets demonstrated acceptable levels of reliability.
The study concluded that the underlying dimensionality of the data confirmed the structure of
the integrity cluster and the experimental integrity instrument. This first draft instrument can
thus be applied to multi-cultural groups.<br>AFRIKAANSE OPSOMMING: Suid-Afrika het ʼn dringende behoefte aan die ontwikkeling van plaaslike, multikulturele
persoonlikheidstoetse. Die Suid-Afrikaanse Persoonlikheidsinstrument projek is geloods met
die spesifieke doel om ʼn volledige persoonlikheidsvraelys vir al elf Suid-Afrikaanse
taalgroepe te ontwikkel, wat betrekking het op alle belangrike aspekte van persoonlikheid wat
relevant is tot die Suid-Afrikaanse konteks.
Die fokus van die huidige studie was om ʼn eksperimentele instrument op een van die SAPI se
9-kluster modelle te ontwikkel, naamlik die integriteitskluster. Dit vorm deel van die tweede
fase van die SAPI projek (kwantitatiewe fase) waar die eksperimentele integriteitsinstrument
op ʼn steekproef van intreevlak polisie-kandidate van die Suid-Afrikaanse Polisiediens
(SAPD), afgelê is (N = 1023).
Die bevindinge het getoon dat sekere items verwyder moes word (30 van 132 items is
verwyder). Die eerste-orde faktor analise het bevestig dat een faktor per faset behou moet
word (meer spesifiek, Eerlik, Lojaal, Skynheilig, Verantwoordelik, Betroubaar, Waarheid, en
Regverdig). Twee faktore het na vore gekom in die Moreel Bewuste faset en geen
betekenisvolle faktor was verkry vir die Diskriminerende faset nie. Alle fasette het
aanvaarbare vlakke van betroubaarheid geopenbaar, behalwe vir ʼn lae
betroubaarheidskoëffisiënt vir die Diskriminerende faset, en ʼn gemiddelde
betroubaarheidskoëffisiënt vir die Regverdigheidsfaset. Die gevolgtrekking was dat die onderliggende dimensionaliteit van die data die struktuur van
die integriteitskluster en die eksperimentele integriteitsinstrument, bevestig het, asook dat die
eerste proef-instrument toegepas kan word op multikulturele groepe.
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Guajardo, Daniel. "A quantitative analysis of the student involvement and social development between first-year college students with and without a learning disability /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1184167451&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Holtzkamp, Joanita. "The development and assessment of a family resilience-enhancement programme." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5272.
Full textAbstract:
Thesis (DPhil (Psychology))--University of Stelenbosch, 2010.<br>ENGLISH ABSTRACT: A probe into resilience research has revealed that psychologists have taken on the
role of “keepers of the crypt”, where our attained knowledge has been “entombed” by
virtue of our reluctance to allow it to bear practical fruition. Consequently, the impetus
of the research is a response to the aforementioned gap and is explicated in four
phases: Phase 1: A detailed literature review consisting of the review and integration
of appropriate preceding resilience research, thereby serving as a possible reference
guide for future studies; Phase 2: Provision of a succinct, comprehensive framework
for programme development within the field of psychology; Phase 3: Family
hardiness was selected as the resilience quality to be attended to via the
development of a universal, multidimensional resilience-enhancement programme;
Phase 4: An assessment of whether the resilience-enhancement programme is
successful in developing the selected resilience quality in families. Following the
salutogenic approach, the main theoretical foundation of the investigation resides in
the Resiliency Model of Stress, Adjustment and Adaptation (McCubbin & Thompson,
1991). The significant contribution of the research is its provision of a framework for
programme development within the field of psychology. Self-report questionnaires
and open-ended questions were completed by mothers as representatives of their
families. Therefore, the research amalgamated both qualitative and quantitative
measures in its quasi-experimental, pretest-posttest natural control-group research
design. A total of fifty families living in the Western Cape, South Africa participated in
the research. The statistical trends observed in the study hinted at the enhancement
potential of family hardiness. It became evident that gender, level of education,
income and occupation, emotional intelligence and the time frame of interventions
affected the enhancement potential of family hardiness. Age may also play a role, but
the conflicting research results render conclusions about the correlation between age
and hardiness questionable. Comparative studies would clarify this aspect. Future
studies attempting to develop these findings further, need to consider the influence of
factors such as gender, level of education, income and occupation, emotional
intelligence and the time frame of interventions. Family hardiness is but one of the
identified resilience qualities. An exploration of the enhancement potential of other
identified resilience qualities will provide a plethora of interventions for service
providers to choose from, enabling them to meet families and communities at their
point of need.<br>AFRIKAANSE OPSOMMING: Nadere ondersoek van veerkragtigheidsnavorsing het aangedui dat sielkundiges die
rol van “bewaarders” aangeneem het, waar ons versamelde kennis verberg word as
gevolg van ons onwilligheid om dit prakties toe te pas. Gevolglik is hierdie navorsing
gedoen in respons op bogenoemde gaping in die navorsing, en word dit in vier fases
gelewer: Fase 1: ’n literatuuroorsig wat die voorafgaande veerkragtigheidsnavorsing
integreer en hersien ten einde as verwysingsgids te dien vir toekomstige studies;
Fase 2: Die voorsiening van ‘n omvattende raamwerk vir programontwikkeling binne
die veld van die sielkunde; Fase 3: Gesinsgehardheid is gekies as die
veerkragtigheidsfaktor om deur middel van ’n universele, multidimensionele program
verryk te word; Fase 4: ‘n Bepaling om te ontdek of die
veerkragtigheidsverrykingsprogram suksesvol is om die geselekteerde
veerkragtigheidsfaktor in families te verryk. Die studie is gedoen vanuit die
salutogeniese benadering. McCubbin en Thompson (1991) se “Resiliency Model of
Family Stress, Adjustment and Adaptation” is as teoretiese basis benut. Die
navorsing se betekenisvolle bydrae lê in die voorsiening van ‘n raamwerk vir
programontwikkeling binne die veld van sielkunde. Selfbeskrywingsvraelyste en oop
vrae is deur moeders as verteenwoordigers van hulle gesinne voltooi. Die navorsing
het dus van beide kwalitatiewe en kwantitatiewe metings gebruik gemaak in die
kwasi-eksperimentele voortoets-natoets, natuurlike kontrolegroep
navorsingsontwerp. ’n Totaal van vyftig families wat in die Wes-Kaap van Suid Afrika
woonagtig is, het aan die navorsing deelgeneem. Die statistiese neigings wat in die
navorsing waargeneem is, sinspeel op die verrykingspotensiaal van
gesinsgehardheid. Dit het aan die lig gekom dat geslag, opvoedkundige vlak,
inkomste en beroep, emosionele intelligensie en die tydsduur van intervensies die
verrykingspotensiaal van gesinsgehardheid beïnvloed. Ouderdom kan ook ‘n invloed
hê, maar die teenstrydige navorsingsresultate in dié verband maak gevolgtrekkings
oor die korrelasie tussen ouderdom en gesinsgehardheid twyfelagtig. Vergelykende
studies sal die bogenoemde kan uitklaar. Toekomstige studies wat poog om die
bevindinge van hierdie navorsing verder te ontwikkel, moet die invloed van faktore
soos geslag, opvoedkundige vlak, inkomste en beroep, emosionele intelligensie en
die tydsduur van intervensies in ag neem. Gesinsgehardheid is maar een
geïdentifiseerde veerkragtigheidsfaktor. Verdere ondersoeke na die
verrykingspotensiaal van ander veerkragtigheidsfaktore sal ‘n oorvloed van
intervensies aan diensleweraars beskikbaar stel, ten einde in die behoeftes van
families en gemeenskappe te voorsien.
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Barkhuizen, Jaco. "An exploration of the intrapsychic development and personality structure of serial killers through the use of psychometric testing." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-140352.
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Woehler, Lori L. "Internet Addiction and the Relationship to Self and Interpersonal Functioning Within the Alternative Model for Personality Disorders (AMPD): Implications for Psychosocial Development." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1608992854079547.
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Clark, Lauren I. "Exploration of the Relationship between Moral Judgment Development and Attention." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/210.
Full textAbstract:
Research in moral psychology has focused on understanding what factors assist in the development of moral action and decision making. The purpose of this study was to address whether variability in attention relates to moral judgment development. The reason for exploring moral judgment development was to further explore the research of Thoma and Bebeau (2008) who documented that the moral development scores of college and graduate students has been declining over time, with more college-aged students scoring in the lower levels of moral reasoning. Attention was chosen as a viable topic of research, based on the writings of Carr (2008a) who suggests that technology has had an impact on the way that individuals read and process information.
College students from Western Kentucky University were recruited via the Psychology Department Study Board. Participants first took the Defining Issues Test-2 (DIT2) online and then scheduled a subsequent session in the laboratory to take the Test of Everyday Attention (TEA). The DIT2 assesses three levels of moral reasoning advancing by level: Personal Interests, Maintaining Norms, and Postconventional schemas. The TEA assesses four different types of attention: divided attention, attentional switching, selective attention, and sustained attention. In a sample of 79 college students, results revealed that stronger attention abilities were related to higher postconventional reasoning. However, decreases in attention were not related to lower personal interests reasoning. Attentional switching, selective attention, and sustained attention were particularly influential where postconventional reasoning was concerned. The trends observed in this study were somewhat expected as moral judgment development is regarded and verified as a cognitive intellectual process.
In light of the information provided by the results of this study, future studies are recommended to determine how efforts to facilitate improved attention might ultimately translate to improved moral judgment development. Research has shown that interventions aimed at improving attention are successful (Kerns, Eso, & Thomson, 1999). In conclusion, this study supports the notion that attention does pertain to moral judgment scores as inferred by the DIT2. The effect of the TEA scores on the DIT2 postconventional scores was strong (R2 = .237).
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Boer, Patricia Mulcahy. "The development of resilience : reported by survivors of breast cancer." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955853.
Full textAbstract:
This study offers a brief review of the literature on resilience. The review served as a basis for designing a qualitative study to observe how resilience develops in survivors of breast cancer. Survivors are those who lead productive, satisfying and/or inspirational lives, after their treatment has ended. By using qualitative data collection methods and post hoc data analysis, a purposive sampling of 11 women, in the Midwest, resilient survivors of breast cancer were studied. These women were asked to write brief autobiographies, detailing the important factors and contexts that were evidence of the development of resilience in themselves. Tape recorded interviews allowed participants to add to or delete from their autobiographies.The findings showed the eleven participants shared six common characteristics: (1) making a spiritual connection; (2) having meaningful work; (3) engaging in social activism; (4) being a self-directed learner; (5) living a healthy lifestyle; and (6) expressing a wide range of feelings. In addition, the taped interviews revealed the importance of creativity and authentic relationships. A resilience wheel illustrates the definition of resilience, i.e., as a positive attitude about one's body, mind, spirit and emotions, manifested by living a healthy lifestyle; engaging in meaningful work; forming and maintaining authentic relationships; and-expressing a wide range of feelings appropriately. The study demonstrated resilience is more than effective coping. It is observed and characterized by others as a zest for life.Among these participants, resilience/zest for life was found to have developed in their youth, when they identified with a positive role model/s, who modeled resilient attitudes/values. As children they internalized these values, acting on them in small ways, until adulthood when a life event triggered a shift. As adults they, then, claimed these internalized values as "my own philosophy."Although there was not sufficient evidence to discuss resilience as a developmental process in adulthood, the ages of the participants (40-77) imply the process of learning and growing continues throughout the life span.Suggestions for teaching resilience are offered along with recommendations for future research.<br>Department of Educational Leadership
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Forneris, Tanya Elizabeth. "Social Emotional Development in School: The Anatomy of One School's Role in Adolescent Female Development." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1322.
Full textAbstract:
Social and emotional learning enables individuals to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish and maintain positive relationships, handle challenging situations effectively, achieve academically, and lead a healthy lifestyle. Research has shown that competent young people who are socially and emotionally competent are more likely to succeed both academically and personally and have strong personal and interpersonal skills. The purpose of this study was to examine one school's process in helping its students develop both socially and emotionally. For this study social-emotional learning was examined using the individual competencies and guidelines for schools outlined by the Collaborative for Academic, Social and Emotional Learning (CASEL). Individual interviews were conducted with four teachers, seven school personnel, nine alumnae, four students, and four parents. Focus groups were also conducted with students from each of the four grade levels and students completed personal reflections. In addition, the researcher observed many events throughout the school year. A number of themes emerged from the interviews, personal reflections and observations that overlapped among the different groups of participants. These themes included: the care and support provided by the teachers to the students, the opportunities for the students to be involved and become contributing members in their school and communities; the availability of structured activities to enhance relationships among peers; incorporation of values in the curriculum; having a strong and caring leader; and the structure of the school being small and all female. These results support previous research related to the enhancement of social-emotional development and parallel thefive recommendations outlined by CASEL related to how schools as institutions can promote social-emotional development.
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Zhang, Jianping. "Development of an anger magnitude and duration measure, and its relationships with cardiovascular reactivity and recovery /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/9102.
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Toepfer, Elizabeth Anne. "The career satisfaction and success of corporate executives : the relationship among attachment style, sex-type, and gender /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11902589.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Debra A. Noumair. Dissertation Committee: Patricia M. Raskin. Includes bibliographical references (leaves 130-143).
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Salsman, John M. "THE RELATIONSHIP BETWEEN RELIGIOSITY AND PSYCHOLOGICAL DISTRESS: A SCALE DEVELOPMENT STRATEGY WITH THE SCL-90-R." Lexington, Ky. : [University of Kentucky Libraries], 2002. http://lib.uky.edu/ETD/ukypcps2002t00044/JMS-Thes.pdf.
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Conway, Jeffrey S. "The Invention of Lying (at Work): The Development and Validation of a Situational Judgment." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5204.
Full textAbstract:
The focus of the current dissertation was on the construction and validation of a situational judgment test (SJT) assessing lying/dishonesty in the workplace. The scale was designed to have two dimensions corresponding to two needs based on Socioanalytic Theory: (1) the need to get along and (2) the need to get ahead. Three studies were undertaken in order to create items, pilot test items, and assess both the construct and criterion-related validity of the scale. The result of Study 1 was a pilot-tested scale with six SJT items corresponding to each of the two SJT dimension (12 items total). The dimensions of the new SJT are referred to in the paper as LAl (lying to get along) and LAh (lying to get ahead). Study 2 examined convergent and discriminant validity as well as the nomological network of other individual difference variables expected to be related to LAl and/or LAh. The results of Study 2 largely supported the construct validity of the overall scale but many of the personality constructs based on the Five Factor Model (FFM) were not related to LAl or LAh. In Study 3, LAl and LAh were unrelated to several aspects of supervisor rated performance as well turnover intentions and objective career outcomes (e.g., promotions). The primary contribution of the dissertation was the creation of a construct valid SJT measuring lying in organizations whose dimensions could be assessed reliably using coefficient alpha as opposed to test-retest reliability. Future research directions and limitations of the study are discussed in the final section of the dissertation.