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Dissertations / Theses on the topic 'Psychological Theory'
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1
Wei, Mengxing. "Essays on psychological game theory and ambiguity." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40696.
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This thesis mainly focuses on two themes, psychological game theory and quantum decision theory. Chapter 2 and Chapter 3 study how emotions and other-regarding preferences affect classical results in game theory. Chapter 4 tests the quantum decision theory model of the Ellsberg paradox that has been developed by al-Nowaihi and Dhami (2017). Chapter 2 models guilt-aversion/surprise-seeking, and the attribution of intentions behind these emotions in a one-shot public goods game. Using the induced beliefs method in both within-subjects design (strategy method) and between-subjects design, the experimental results show that guilt-aversion is predominant relative to surprise-seeking, and the attribution of intentions behind these emotions are important. Chapter 3 compares three main competing explanations for the choice of effort by workers in a gift exchange game - classical reciprocity (Akerlofs action-based formulation, Malmendier and Schmidt (2017) formulation) and belief-based reciprocity (psychological game theory). Experimental results show that all models explain well about the workers choices of efforts, and psychological game theory can predict their emotions of guilt. However, Akerlofs model is the best in terms of parsimony and fit. Chapter 4 experimentally tests the matching probabilities for the Ellsberg paradox, which is based on a parameter-free theoretical derivation using quantum probabilities rather than Kolmogorov probabilities (al-Nowaihi and Dhami, 2017). The experimental results are consistent with the quantum model, and subjects are ambiguity seeking for the low probabilities but ambiguity averse for the medium and high probabilities.
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Rylance, Richard William. "Psychological theory in cultural context, c.1850-1880." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/34889.
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This thesis examines work by a number of psychological theorists in the mid-to-late nineteenth century. It is organised in four chapters. The first gives an overview of the main issues and arguments in psychology in the mid-century and a detailed account of Henry Holland, a writer representative of the middle ground of opinion. Subsequent chapters detail the development of psychological theory by three writers - Alexander Bain, Herbert Spencer and G. H. Lewes - who were at the forefront of new work. However the broad context of argument is not lost. All three were polymaths who saw themselves not just as theoretical innovators, but as public spokesmen for a new and challenging attitude to the understanding of nature, society and human consciousness. Their commitment to the scientific analysis of human development questioned prevailing conceptions of the spiritual life, and the political and cultural implications of the new theory (as well as the personal commitments and backgrounds of the writers) brought them into conflict with intellectuals who possessed more orthodox outlooks. The detailed examination of psychological theory is therefore integrated with discussion of cultural context. Arguments and polemics are followed through the periodical press and other publications, including some literary material, especially by George Eliot. The intention is to produce an integrated account of the development of a body of theory in a specific cultural context and to demonstrate its growth through both the 'internal' dynamics of the search for answers to the problems set, and the 'external' cultural and social circumstances of the period in which those answers were sought.
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Vogel, Carl M. "Inheritance reasoning : psychological plausibility, proof theory and semantics." Thesis, University of Edinburgh, 1995. http://hdl.handle.net/1842/524.
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Default inheritance reasoning is a propositional approach to non monotonic reasoning designed to model reasoning with natural language generics. Inheritance reasoners model sets of natural language generics as directed acyclicgraphs,and inference corresponds to the specification of paths through those networks. A proliferation of inheritance proof theories exist in the literature along with extensive debate about the most reasonable way to construct inferences, based on intuitions about interpretations of particular inheritance networks. There has not been an accepted semantics for inheritance which unifies the set of possible proof theories, which would help identify truly ill motivated proof theories. This thesis attempts to clarify the inheritance literature in the three ways indicated in the title: psychological plausibility, proof theory and semantics.
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Malcolm-Smith, Susan. "Testing Revonsuo's Threat simulation theory of dreaming." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/12414.
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Includes bibliographical references (leaves 74-82).Revonsuo's Threat Simulation Theory of dreaming asserts that dreaming was selected during human evolution because it has the adaptive function of providing a threat-free context in which threat perception and avoidance can be rehearsed. This study aimed to test the prediction that the threat simulation mechanism will activate differently depending on waking exposure to ecologically valid threat cues. It also compared the impact of waking threat events on dream content with that of waking positive events, as TST asserts that only threat impacts on dream content. Data was collected from three contexts: a high threat context (the Western Cape in South Africa; n=208); a medium threat context (a black southern university in the US; n=34); and a low threat context (North Wales; n=116). Questionnaires included a Most Recent Dream report, details of exposure to walking threatening and positive events, and dreams of such events.
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Earl, Stephen R. "The role of young adolescents' psychological needs at secondary school : applying basic psychological needs theory." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/60986/.
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Drawing on basic psychological needs theory (BPNT; Deci & Ryan, 2000), the aim of this thesis was to investigate the influence that pupils' autonomy, competence and relatedness may have upon their personal and academic functioning at school. The purpose was to provide new conceptual insights into BPNT within young adolescents' schools and to identify practically viable interventions that could enhance educational practise. Specifically, this thesis addresses two methodological vacancies within BPNT research and two practically driven investigations. The first methodological consideration involved a person-centred examination that identified distinct pupil profiles based on differences in their psychological need satisfaction composition. Hierarchal cluster analysis revealed four distinct pupil groups. Pupils reporting the highest satisfaction across the three needs displayed the highest levels of well-being, autonomous motivation, teacher rated performance, and the least ill-being. These person-centred findings emphasise the necessity for the satisfaction of all three psychological needs, as well as highlighting specific need deficits that some pupils may experience in classrooms. The second methodological consideration explored how the satisfaction of each psychological need may predict changes in school attainment patterns. Hierarchal growth modelling revealed that higher pupil competence satisfaction was a driving stimulus for temporal attainment increases across the school year, whereas higher pupil relatedness satisfaction buffered against the summer decay of school grades following the summer vacation. These findings offer unique insights into the dynamic nature of school attainment. From a practical perspective, the thesis explored if the candid frustration of different psychological needs underpins active and passive types of classroom disengagement. Structural equation modelling demonstrated the frustration of pupil competence uniquely explained passive disengagement via reduced subjective vitality, whereas experiences of autonomy frustration underpinned both active and passive disengagement but not via subjective vitality. All three disengaging processes were found as a consequence of perceived psychologically controlling teaching. Finally, the thesis explored the feasibility of conducting a novel pupil-focused intervention to enhance pupils' perceptual awareness of their own psychological needs. Using a pupil completed diary-log as a methodology, a two week pilot and focus group discussion highlighted practical issues and recommendations for the potential implementation of a future intervention. These findings indicated that the diary-log may need to be in the form of an electronic application and would need to be combined with existing need supportive sessions. Overall, the thesis findings add to existing knowledge by indicating how pupils' psychological needs may enhance or diminish their academic and psychological development at school. The findings allude to the interplay between the three needs within school contexts and provide insights into the unique role the different psychological needs may have on school attainment and disengagement. The findings also suggest there may be scope to advance existing teacher-focused BPNT interventions by helping pupils become more active in their own experiences of psychological need satisfaction.
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Slugoski, B. R. "Grice's theory of conversation as a social psychological model." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355809.
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Henn, J. W. "Psychological care of the terminally ill : theory and application." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302199.
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KNAPP, JOSHUA R. "Developing a Multi-Foci Perspective of Psychological Contract Theory." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1213812609.
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Scallen, Stephen. "An empirical examination of the zone of optimal functioning theory." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834513.
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This study examined Hanin's (1980) zone of optimal functioning (ZOF) theory. The purpose of this investigation was to determine whether being in or out of a ZOF could be used to predict performance of 19 female and 16 male varsity college swimmers. Determining ZOFs required a two part strategy. In part one, subjects retrospectively revealed optimal anxiety using the SAI and CSAI-2 anxiety inventories. Standard deviations from this portion of the study were used to determine the size of individual ZOFs. Each swimmer was assigned SAI, cognitive, somatic, and selfconfidence ZOFs. In part two, swimmers rated level of anxiety prior to competition. Pre-competition anxiety scores were compared to individual ZOFs to determine if swimmers were within or outside their ZOFs prior to performance. A performance score of 1 was assigned to swimmers whose competition time was better than their mean time for previous competition, while a score of 0 was assigned to those swimmers whose performance time was worsethan their mean time for previous competition. Tetrachoric correlations were computed to determine the magnitude of relationship between location about ZOF and subsequent performance score. Results indicated that being within SAI and somatic ZOFs were related to above average performance for male swimmers. A somatic-cognitive interaction was also significant for male swimmers. No significant relationships were identified for female swimmers possibly due to questionable reliability and validity of anxiety responses for females. It was concluded that data for male swimmers supported ZOF theory.School of Physical Education
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Edwards, Lynn Barbara. "Developing teleonics as a process-based systems method for psychological practice." Doctoral thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/26739.
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This dissertation is a response to the call for theoretically coherent practical methods which encourage and facilitate systemic thinking in psychology (Boden, 1972; Jordaan & Jordaan, 1984; Lazarus, 1990; Norcross & Grencavage, 1990; Von Bertalanffy, 1968; Winburn, 1991). Teleonics is a developing ecology of process-based systems ideas, where process is foregrounded relative to structure. From a teleonics perspective, structure and process are viewed as inextricably linked, while the foregrounding of process is viewed as having significant implications for how meaning is constructed from observations. Given the dominance of the structure-based orientation to psychology during the modern period, a process-based systems approach is a contribution to the development of postmodern thinking in psychology. Through a process of reviewing the systems thinking literature, and illuminating those premises that point to a distinction between process- and structure-based thinking, the following process-based systems premises are punctuated: * life is essentially of a process nature, * nature is approximate rather than definite, * organization in nature is dynamic, * systems function according to principles of autonomy and integration, * creation is a process of emergence and * teleos is a character of living systems. By relating these premises to the field of psychology, further premises of governance and the union of opposites are punctuated. A review of selected psychological literature is provided to draw distinctions about how the abovementioned process-based systems premises relate to psychological theory and practice. In line with the postmodern trend to coherence between theory and practice, teleonics is proposed as a contribution not only to creative theory building but, also to application. In support of coherence between theory and practice in psychology, epistemological tools and tasks for systemic intervention are discussed. The methodological approach of this dissertation is consistent with the conceptual theorist style (Reason & Rowan, 1981 a). A systems methodology, namely that of double description (Bateson, 1979; Keeney, 1983) is used to connect the theoretical and the applied aspects of this study. The theoretical aspect of the double description was formulated by a review, synthesis and integration of the literature. The applied aspect was formulated by means of a report on fieldwork undertaken in the form of a series of case studies. A particular contribution of this dissertation is the specification and illustration of three teleonics maps namely, spiral mapping, teleos mapping and telentropy tracing. The application of these maps is presented via an elaborated format case study of an individual adult therapy case, and four further cases presented in a circumscribed format (Carlson-SabeIli & Sabelli, 1984). The circumscribed case studies include a single session intervention and a health enhancement workshop. The methodology of this dissertation can be located in new paradigm (postmodern) research. The soundness of endeavour (Reason, 1988c) of this dissertation can be appreciated in relation to validity in terms of the philosophical ideas supporting new paradigm research. Other contributions are that it promotes convergence and informed divergence in psychological theory, is an example of the development of systems theory at the level of micropractice, explores the concept of levels in psychology, and contributes to the further development of teleonics as a process-based systems ecology of ideas. The introduction of visual maps, as practical non-verbal tools for the communication of concepts and observations in psychological practice, is a particularly useful contribution. In this dissertation, teleonics is demonstrated as a process-based systems model which facilitates the practical operationalizing of process-based systems thinking.
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TAYLOR, JAMES EDWARD. "EPISTEMIC JUSTIFICATION AND PSYCHOLOGICAL REALISM." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184167.
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The central thesis of this dissertation is that it is not possible to determine the nature of epistemic justification apart from psychological investigation. Two sub-theses provide the primary support for this claim. The first sub-thesis is that no account of epistemic justification is correct which requires for the possession of justified beliefs a psychological capacity which humans do not have. A different way of stating this view is that the correct account of epistemic justification must be psychologically realistic. The second sub-thesis is that it is not possible to determine whether an account of epistemic justification is psychologically realistic apart from psychological investigation. In sum, there is a meta-theoretical constraint of psychological realism on accounts of epistemic justification which requires appeal to psychological investigation in its employment. After defending these proposals, I illustrate how the constraint of psychological realism has been and can be used both to test candidate accounts of epistemic justification and to guide the construction of such an account which is intuitive and psychologically realistic. These two kinds of applications of the constraint can involve either scientific or non-scientific psychological investigation. I give examples from current epistemological literature of critical employments of the constraint which appeal to both of these kinds of psychological investigation. Finally, in illustrating the role of the constraint of psychological realism in guiding the construction of an account of epistemic justification, I consider both reliabilist views and a variety of positions which feature the notion of cognitive design. I suggest that this latter approach holds out promise for yielding an account of epistemic justification which is both psychologically realistic and intuitive.
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Sykes, Britt-Mari. "Questioning psychological health: Contextualizing contemporary psychological theory through historical dialogue between theologians and psychologists, 1940--1960." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/29373.
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The thesis explores a dialogue between psychology and religion around the large question of what constitutes psychological health and well-being. It does so by examining three historical---but virtually unknown---illustrations of interdisciplinary dialogue between theologians and psychologists that took place in the United States from 1940--1960 and then by looking at two more contemporary theoretical voices within the discipline of psychology. The thesis contends that the questions and concerns raised by mid-twentieth century psychologists and theologians continue to resonate deeply within contemporary debate about care (both of ourselves and others), psychological health and fulfillment, and the well-being of society generally.
The three historical illustrations used in the thesis are the minutes of and paper presentations at the New York Psychology Group (1941-1945), the lecture series of existential psychoanalyst Viktor Frankl at Harvard Divinity School in 1957 and the Harvard Project on Religion and Mental Health directed by Hans Hofmann from 1957--1961. In all three cases, proponents challenged the social sciences, criticized what they saw as psychological scientism, and desired to enlarge psychology's view of human existence and make it one of relationality, social context and ethics. They saw the individual as both a receptive and responsive agent in particular cultural, economic, political and religious contexts, ethically drawn to contribute to, and shape, those contexts.
In light of these historical dialogues, the thesis then addresses similar issues in the post-modern reflections of critical psychology and introduces the contemporary theory and therapy of Existential Analysis and suggests its potential role in linking historical and contemporary dialogue between psychology and religion.
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Felton, Luke. "Investigating the psychological functioning of athletes : the integration of attachment theory and self-determination theory." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/11042.
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This thesis is presented as a collection of four studies in which the associations between athlete attachment styles, perceptions of basic psychological needs, and experiences of well/ill-being are examined. The first study of this thesis examined the mediating role of basic psychological need satisfaction, within the coach and parent relational contexts, in the associations between athletes (N = 430) global attachment styles and their experiences of well-being. Results demonstrated that satisfaction of the athletes basic psychological needs did mediate the associations between attachment styles and well-being. Study 2 examined whether mean differences and changes in athletes (N = 110) attachment style predicted psychological need satisfaction, within two relational contexts (coach and parent), and well-being, and whether mean differences and changes in need satisfaction within the relational contexts predicted well-being. Findings from the study provide further support for the role of attachment in need satisfaction and well-being within sport psychology, as well as highlighting important within- and between-person effects. Study 3 aimed to examine the possible social mechanisms that affect insecure athletes (N = 215) perceptions of basic need satisfaction. The social factors investigated as possible mediators were social support, interpersonal conflict, autonomy supportive behaviours, and controlling behaviours, each examined within both the coach and parent relational contexts. The findings of Study 3 highlighted that social factors have an important role in explaining the associations between athletes insecure attachment styles and their perceptions of basic psychological need satisfaction within two important relationships. The final study presented in this thesis aimed to focus on how thwarting of athletes basic psychological needs impacted upon athletes experiences of both well- and ill-being. Study 4 also measured athletes (N = 241) attachment styles to the coach specifically. Findings revealed that when athletes perceptions of their basic psychological needs were actively thwarted, within both aforementioned contexts, athletes insecure attachment to the coach impacted upon experiences of well- and ill-being. Overall, the findings of the current research have supplied new knowledge and understanding concerning athletes psychological functioning through the employment of established theoretical frameworks.
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Strang, Lynn Reglyn Marie. "Psychological impact on retirement : continuity theory vs. three competing theories /." Title page, contents and introduction only, 1999. http://web4.library.adelaide.edu.au/theses/09PM/09pms897.pdf.
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Bradshaw, Spencer D. "Antecedents of Parental Psychological Control: A Test of Bowen's Theory." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2631.
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Parental psychological control has been found to be associated with both internalized and externalized problems for youth and adolescents. Research contributing to an understanding of the possible antecedents of parental psychological control is both limited and of need; specifically regarding parents' psychological attributes. This study sample included 323 two-parent families and an identified target child from each family. Bowen's theory of family systems, [chronic] stress, and differentiation of self and its relation to parental psychological control was examined. Differentiation of self was hypothesized to mediate the relationship between chronic stress and parental psychological control. Differentiation was conceptualized and measured using two subscales assessing emotional reactivity and emotional cutoff. Fathers and mothers were included in the same model to assess for potential partner influences as well possible gender differences. Parental age, parental education, and family income were also included as control variables. Study analyses included bivariate correlations, independent T-tests, and structural path models; all based on study variables constructed in a structural equation measurement model. To test for mediation by differentiation of self, an initial structural model examining the relationship between levels of parental chronic stress and parental psychological control was utilized. Only paternal chronic stress and paternal education predicted child-reported levels of parental psychological control. Parent-reported levels of differentiation of self, when included in a structural path model, did not mediate the relationship between chronic stress and psychological control but did have a significant indirect effect on this relationship. Both maternal and paternal chronic stress significantly predicted individual parental levels of emotional reactivity and emotional cutoff. Systemically, maternal levels of emotional cutoff predicted paternal levels of parental psychological control and paternal levels of emotional reactivity predicted maternal levels of parental psychological control. No control variables other than paternal education had a salient, significant, or interpretable effect on endogenous study variables (differentiation of self and parental psychological control). Paternal and maternal levels of emotional reactivity appeared to partially mediate the relationship between paternal education and maternal psychological control. Interpretation for results, study limitations and future directions, and clinical implications are discussed.
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Hirsch, Jameson K., Edward C. Chang, and Jessica K. Rabon. "A Positive Psychological Approach to Suicide: Theory, Research, and Prevention." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5487.
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Book Summary: This inspiring resource presents theories, findings, and interventions from Positive Suicidology, an emerging strengths-based approach to suicide prevention. Its synthesis of positive psychology and suicidology theories offers a science-based framework for promoting wellbeing to complement or, if appropriate, replace traditional deficit-driven theories and therapies used in reducing suicidal thoughts and behaviors. Coverage reviews interpersonal, intrapersonal, and societal risk factors for suicide, and identifies protective factors, such as hope and resilience, that can be enhanced in therapy. From there, chapters detail a palette of approaches and applications of Positive Suicidology, from the powerful motivating forces described in Self-Determination Theory to meaning-building physical and social activities.
Among the topics covered:
Future-oriented constructs and their role in suicidal ideation and enactment. Gratitude as a protective factor for suicidal ideation and behavior: theory and evidence. Considering race and ethnicity in the use of positive psychological approaches to suicide. The Six R’s framework as mindfulness for suicide prevention. Community-based participatory research and empowerment for suicide prevention. Applied resiliency and suicide prevention: a strengths-based, risk-reduction framework.
Psychotherapists, counselors, social workers, psychiatrists, and health psychologists, as well as educators, clergy and healthcare professionals, will find A Positive Psychological Approach to Suicide an invaluable source of contemporary evidence-based strategies for their prevention and intervention efforts with suicidal clients.
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Salzberger, Thomas. "Attempting measurement of psychological attributes." Frontiers Media S.A, 2013. http://dx.doi.org/10.3389/fpsyg.2013.00075.
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Measures of psychological attributes abound in the social sciences as much as measures of physical properties do in the physical sciences. However, there are crucial differences between the scientific underpinning of measurement. While measurement in the physical sciences is supported by empirical evidence that demonstrates the quantitative nature of the property assessed, measurement in the social sciences is, in large part, made possible only by a vague, discretionary definition of measurement that places hardly any restrictions on empirical data. Traditional psychometric analyses fail to address the requirements of measurement as defined more rigorously in the physical sciences. The construct definitions do not allow for testable predictions; and content validity becomes a matter of highly subjective judgment. In order to improve measurement of psychological attributes, it is suggested to, first, readopt the definition of measurement in the physical sciences; second, to devise an elaborate theory of the construct to be measured that includes the hypothesis of a quantitative attribute; and third, to test the data for the structure implied by the hypothesis of quantity as well as predictions derived from the theory of the construct. (author's abstract)
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Gelderblom, Christa. "A theory-based evaluation of the implementation of a purveyor type programme." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11903.
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Includes abstract.Includes bibliographical references (p. 141-149).
The study serves as an example of a theory-based evaluation of a "real life" programme, highlights the strengths and weakness of this evaluation approach, and provides direction for future research on programmes that employ the purvey or method to distribute evidence-based programmes.
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Angelo, Mary Louise. "Image intelligence : a psychological study of active imagination as education." Thesis, University of Sussex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385449.
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Smit, Carryn. "A formative evaluation of the theory, process, and outcomes of the Earthchild Project." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12010.
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Includes abstract.Includes bibliographical references.
The evaluation did not attempt to establish accountability for the programme but focused on revealing information that could assist in its development and improvement. The programme’s implicit theory was articulated using information gained through programme documentation and interviews and a focus group conducted with programme stakeholders. The logic and plausibility of the resulting theory was assessed and compared to social scientific literature to reveal programme weaknesses and areas of possible improvement.
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Rowe, P. K. "Attribution theory in relation to the lay explanation of psychological problems." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379960.
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Riem, R. G. A. "Children learning to count : A social psychological reappraisal of cognitive theory." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371143.
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Hope, Steven Charles. "Measuring subjective health perceptions : insights from psychological theory and social research." Thesis, City University London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441430.
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Lunt, Ingrid. "The role of psychological theory in the training of educational psychologists." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10018438/.
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This thesis looks at the place of psychological theory in the training of educational psychologists, and at the relationship between theory and practice during the training period. Training of educational psychologists in England and Wales consists of a first degree in psychology, followed by teacher qualification and experience, which is followed by a one year Master's degree. Professional psychologists are recognised in the UK through Chartered Psychologist Status of the British Psychological Society, which generally assumes a scientist practitioner model of training and practice. The literature review explores the nature of educational psychology and the question of how far educational psychologists are applied psychologists. It also explores the nature of professional training, including reference to other professions, and some aspects of the theory-practice relationship in professional training. Empirical work consisted of focus group interviews carried out at the end of their Master's year with trainee groups from a sample of the universities, and individual semi-structured interviews of tutors from the same courses. Documentation concerning the courses and training in educational psychology was reviewed and analysed to provide additional information. The data are presented thematically and used to illuminate issues which emerge from the literature. The literature analysis and the data suggest that there are difficulties over the role of psychological theory In the training of educational psychologists, and that there are aspects of their role which make It difficult for educational psychologists to function as applied psychologists. These difficulties may In part be due to the nature and length of the training, and in part due to factors within the profession itself including its position within the LEA.
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Oakley-McKeen, Kathryn J. (Kathryn Jill) Carleton University Dissertation Psychology. "Semantic congruity and age comparisons; towards a theory of psychological age." Ottawa, 1992.
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McKnight, Katherine May 1963. "Psychological responses to athletic injury: An inquiry into self-discrepancy theory." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278393.
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This study was designed to examine the relationships between exercising while injured, and variables found to be relevant in the exercise dependence literature. It was also designed to test the utility of the Self-discrepancy model (Higgins, 1989) of motivation, cognition and affect. Twenty-six (N = 26) injured athletes participated. The AIQ was designed for this study to measure involvement with exercise and the nature of the injury. Negative mood was measured by POMS, and self discrepancies were measured by the Selves Questionnaire. Therapists' ratings were included to measure injury rehabilitation behavior. Confirmatory factor analyses and hierarchical regression analyses were used to test hypotheses. The utility of the self-discrepancy model for this sample, was unsupported. Seriousness and persistence with exercise, the recurrence of the injury, and depression due to the injury, were significant predictors of exercising while injured. A power analysis was used to test the probability of significant findings.
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Harris, Kira Jade. "Leaving ideological social groups behind: A Grounded theory of psychological disengagement." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1587.
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Much of the current disengagement literature focuses on the causes of an individual leaving a radical social group with the intention of countering fundamentalism and violent extremism. However, the link between the cause and the decision to disengage is unclear as one cause may facilitate disengagement for one member and not another. Minimal empirical research exists on the individual’s psychological experience of disengagement and the studies that have been done tend to focus on sole ideologies or group types. What is lacking in the field of disengagement is a broader understanding of the core psychological experience across a broad range of ideological social group types. The current research addressed this gap by including participants from a diverse range of ideological social groups, where the criterion that defined these social groups was the member’s identification. The strength of identification to the group was to be sufficiently strong so that members were willing to jeopardise their wellbeing, or that of others, for the benefit of the group’s objectives.
The current research sought to further the understanding of psychological disengagement and to construct a theory drawn from the experiences of those who have left ideological social groups. In-depth interviews were conducted with 27 former members of social groups with high levels of entitativity, such as one percent motorcycle clubs, military special operations forces, cults, white supremacy, and fundamental religious or political groups. Utilising a grounded theory methodology and analysis, the discrepancy between group membership and the self-concept was identified as the core theme in the disengagement experience. The grounded theory of psychological disengagement details the process of experiencing a threat relating to the self, identifying a self-concept discrepancy and subsequent methods to reduce this discrepancy, achieving physical disengagement and developing a post-exit identity.
The findings demonstrate that participants followed a consistent pattern of moving towards membership reappraisal and disengagement. This process began with a personal threat that was related to, or derived from, the social group, and ended with the reformation of the self as a former member. The group was perceived as inconsistent with the self-concept held by the participant in four domains; (1) competence, (2) virtue, (3) power and (4) significance. The inconsistency and the psychological identification with such a group conflicted with personally held goals and values, and threatened the participants’ psychological integrity. For the participants in the current study, this self-discrepancy was resolved by employing four self-concept management strategies to restore psychological integrity; (1) the forming of an atypical identity, (2) utilising adaptive preferences (3) using justifications and rationalisations, and (4) the making of amends. These self-concept strategies, applied in isolation or in combination, contributed to participants psychologically, as well as physically, disengaging from the group as a means of restoring consistency between their self-concept and social identity. The physical disengagement led to initial feelings of relief over the decision-making process and freedom over the removal of lifestyle restrictions. These positive emotions gave way to feelings of grief over the loss of positive in-group aspects and concerns for the future. A post exit identity was adopted when the group experience was embraced and personal reflections followed a more positive approach.
Implications for policy and specific areas where members may benefit from additional support are identified. This research contributes to the current understanding of disengagement, as well as group dependency and ideological attachment from a unique perspective. Directions for future research and implementations of the findings of the current research are discussed.
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Marcus, Mindy Beth. "Explaining adult crime : the role of Adlerian theory and the generalizability of social control theory /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Darwent, Katherine M. "Individual Differences in Travel Across Psychological Distances." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343680514.
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Duffett, Lynda. "Evaluation of the Cape Town Drug Counselling Centre: a theory and outcomes-based approach." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/10405.
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Includes bibliographical references.This study examined treatment response and participant characteristics amongst substance misusing clients of a Cape Town low-cost out-patient treatment programme.A theory-based approach to the evaluation was used and substance use outcomes of participants were measured over the three time periods of admission, 6- weeks postadmission (immediately after the intervention) and 10-weeks post-admission as were elements of the Centre's causal chain mechanism: Relationships between the domains of motivation (comprising the three sub-scales of Recognition, Taking Steps and Ambivalence), drug-taking confidence (self-efficacy), Alcoholics/Narcotics Anonymous affiliation and previous clean time against levels of substance use and severity of dependence at each time point were measured. Substance use and levels of severity of dependence should decline over time. As Self-Efficacy, Taking Steps and NA/AA Affiliation scores increase, so substance use levels and levels of severity of dependence should decrease. Higher scores of Recognition and Ambivalence should be associated with higher levels of substance use and severity of dependence. Forty seven percent of participants reported abstinence of all substances at 10-week follow-up and a further 13% abstained from all substances with the exception of alcohol which they had used only once or twice. Reductions in use of individual substances were high: 95% of participants who, on admission, reported use of methaquolone (mandrax), 89% of heroin users, 84% of cocaine users and 73% of methamphetamine users reported abstinence of those drugs at 10-week follow-up. Self-Efficacy and Taking Steps scores significantly increased over time and were also significantly associated with reduction in substance use and severity of dependence. Higher Recognition scores were significantly associated with higher levels of substance use at admission and 10-week follow-up. There was an inverse association between amount of exposure to the treatment programme and levels of substance abuse and severity of dependence. NA/AA affiliation was low at all time points and did not appear to be associated with reductions in substance use. As substance use and substance dependence significantly decreased and as measurable elements in the chain of causal mechanisms changed over time consistent with programme causal theory, and as the change in those elements impacted on levels of substance use in a significant way, it can be tentatively suggested that there was a treatment programme effect.
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Humphreys, Philippa Jane. "What do clinical psychologists mean by 'formulation'?" Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246962.
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Lane, Liezel. "Generating a theory from predicting the success level of assurance representatives." Diss., Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-10132005-140310/.
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Shillito, James. "A psychological exploration of Night Eating Syndrome." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/a-psychological-exploration-of-night-eating-syndrome(d4c47f2f-1dd2-4b5d-84c0-7459b9308481).html.
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This thesis has been prepared in a paper based format and comprises of three stand-alone papers. Paper 1, a systematic review; Paper 2, an empirical study; and Paper 3, a critical appraisal and reflection of the work. Paper 1 has been prepared for submission to Appetite. The paper presents a systematic literature review of studies measuring or reporting potential psychological mechanisms within Night Eating Syndrome (NES). Databases were systematically searched and 20 studies were included in the review. The quality of evidence was mixed and NES was identified and diagnosed in a variety of ways. Studies utilised a variety of different instruments to identify thirteen psychological mechanisms. Syntheses of the studies suggest that there are distinct overlapping features within these mechanisms and five overarching themes were identified to accommodate these overlapping features. Suggestions are made relating to the potential function of the identified psychological mechanisms within NES.Paper 2 has been prepared for submission to Appetite. The paper is a qualitative study exploring the relationship between NES and the experience of emotion specifically from the perspective of patients identified as obese. Ten participants were interviewed and a constructivist grounded theory approach was used to analyse transcripts. A key category to emerge from the analysis was termed 'Emotional Hunger'; reflecting an urge or need to satiate a set of underlying unmet emotional needs. 'Emotional hunger' was underpinned by the following six interrelated themes: (1) The development of a relationship with food; (2) Loss; (3) The significance of night time; (4) A separation of the body and mind; (5) Why I eat, not what I eat; and (6) Consequences of night eating. The clinical implications of the findings are discussed with reference to existing literature. Paper 3 is not intended for publication. The paper provides a critical review of the research process, in which the strengths and weaknesses of the systematic review and empirical study are discussed. Personal and professional reflections on the experience of conducting a systematic review and an empirical study are explored. The clinical implications of the research are also discussed.
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Kilchenmann, Nadine M. "Theory of mind following paediatric traumatic brain injury : a comparative study of South African children." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12656.
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Includes bibliographical references (leaves 78-92).“Theory of mind” (ToM) refers to the ability to understand and make inferences about other people’s intentions, feelings and beliefs. The fact that previous research shows an impairment in social competence following traumatic brain injury (TBI) alludes to a potential relationship between TBI and ToM. Although the relationship between paediatric TBI (pTBI) and ToM ability is relatively unexplored, especially within a South African context, previous research on TBI and ToM suggests social impairment following TBI. The current research project was aimed to investigate exactly that. The study reported here investigated this relationship, and specifically focused on the effects of pTBI on ToM ability in 9-15 year old children.
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Saari, Pauli. "Intrinsic Motivation : Psychological and Neuroscientific Perspectives." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6862.
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The aim of this essay is to give an overview of the topic of intrinsic motivation based on psychological an neuroimaging research. More specifically, the objective is to give an overview of the various benefits of intrinsic motivation, discuss its relationship to extrinsic rewards, and review the existing neuroimaging research that has explicitly explored intrinsic motivatoin. A positive relationship betweeen intrinsic motivation and persistence, conceptual learning, creativity, and both hedonic and eudaimonic well-being has been demonstrated. A wealth of studies has shown that extrinsic rewards undermine intrinsic motivation, while the validity of these findings has been debated. Initial neuroimaging studies concerning the neural basis of intrinsic motivation have been conducted, showing unique activations in the intrinsic motivation conditions in e.g. the anterior precuneus and the right insular cortex. Conceptual and methodological problems have been discussed, and it is suggested that the neuroscientific findings mentioned above can be interpreted in terms of the neural distinction between wanting and liking, rather than in terms of intrinsic and extrinsic motivation, and that psychological research can draw on neuroscientific findings in order to make its research more precise.
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Hoffman, Kristi L. "Physical violence and psychological abuse among siblings: a theoretical and empirical analysis." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39104.
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This study develops and evaluates a theoretical model based on social learning, conflict, and feminist perspectives to explain teenage sibling physical violence and psychological abuse. Using regression analysis and data from 796 young adults, considerable support is found for all three theoretical approaches and suggests an integrated model best predicts acts of violence and abuse among siblings. For physical violence, males and brothers had significantly higher rates. Spousal verbal conflict, patriarchal attitudes towards the distribution of chores among siblings, attitudes approving of the use of physical force during an argument, and sibling verbal conflict were strongly related to sibling violence. For psychological abuse, neither gender nor sibling pair was significant. The most important predictors for abuse were a close maternal relationship, favoritism, parents yelling, sharing property I psychological stress, patriarchal attitudes towards chores, approval of violence, and sibling verbal conflict. The model explains considerably more of the variance in teenage sibling psychological abuse than physical violence, 42 percent and 32 percent respectively. Finally, the study provides directions for future research on sibling violence and abuse.Ph. D.
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Holt, Kate Eloise, and mikewood@deakin edu au. "A clinical investigation of attachment theory and the manifestation of psychological disturbance." Deakin University. School of Psychology, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.093259.
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The affectional bond that develops between caregiver and child during infancy can lead to the development of emotional distress and the manifestation of psychological disturbance if the relationship is severed and a sense of loss is experienced. Furthermore, the caregiver-child relationship formed during infancy can have implications for the development of interpersonal relationships in later life. The secure or insecure attachment relationships developed influence the capacity to form affectional bonds in later life and may lead to the manifestation of psychological disturbance, such as depression.
The focus of this thesis is on four case studies of three children and one adolescent who have suffered negative early life experiences. Harrison is an 8 year old Koori boy who has suffered from maternal deprivation. Diana is a 10 year old girl who has a Mild Intellectual Disability and Epilepsy. The influence of second generational trauma on the caregiver-infant attachment relationship will also be explored in the case study of Diana. The third case study focuses on Melanie who is a 9 year old girl who has suffered from paternal sexual abuse and exhibits indiscriminate attachment relationships. Finally, the fourth case study focuses on Tammie who is a 16 year girl who exhibits depressive symptomatology which may have developed as a result of early insecure attachment relationships. The case studies are described with reference to attachment theory, the language and social deficits associated with negative early life experiences, and implications for therapeutic interventions.
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Fahy, Nicholas. "Incorporating psychological theory into the model of diffusion of innovations in healthcare." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:ef195cf3-24a0-4ad7-83ca-8d4c5fbf6145.
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Evidence-based medicine calls for the use of current best evidence (together with individual clinical expertise). Guidelines aim to distil such evidence, yet clinical practice often fails to follow guidelines, for multiple reasons that are still not well understood. One under-researched aspect of the gap between guidelines and practice is psychology. My literature review found that the application of psychology to implementation research has been limited, and such research is not well integrated into wider implementation research. In this study, I sought to a) systematically apply psychological theory to understand the different psychological processes in the stages of adoption described in the diffusion of innovations model; b) collect and analyse data to explore and test this new, psychologically-enhanced model of guideline adoption; and c) improve and extend my model in the light of my empirical data. Having populated my proposed framework with potentially relevant psychological theories based on my literature review, I undertook a first assessment of the validity and added value of this proposed theoretical framework through a case study of the implementation of guidance on universal offering of HIV testing in hospitals serving populations meeting the criteria for high HIV prevalence in the catchment population, interviewing 20 healthcare professionals across two sites. My findings broadly supported my proposed theoretical approach, and illustrated relevant psychological theories for different stages of adoption. My findings support two provisional conclusions. First, that there is potential to improve the effectiveness of efforts to implement guidelines by augmenting the widely-used innovation adoption model with specific psychological theories. Second, that policymakers would do well to shift from viewing the health system as a complicated entity that policy can control and direct is misconceived; I recommend shifting to a perspective of the health system as a complex system, and rethinking the role of policy from that perspective.
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Chell, Benjamin James. "Psychological mechanisms underpinning severe performance loss in sport : applying theory to practice." Thesis, Sheffield Hallam University, 2005. http://shura.shu.ac.uk/20641/.
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This thesis provided a detailed examination of severe performance loss in competitive sport. Baumeister's (1984) model of choking under pressure and Masters, Polman and Hammond's (1993) model of skill failure under pressure have largely predicted the direction of the current research associated with this phenomenon. Both models control for dispositional and situational factors. The research underpinning these theories has produced equivocal findings. Furthermore, mechanisms associated with these models have been derived from limited research, lacking empirical or qualitative grounding in sport. The primary aims of this thesis were to identify psychological mechanisms that underpin severe performance loss, examine how the dominant mechanisms within the problem interact and establish coping strategies to counteract this phenomenon. Three research designs were used across this thesis. The first study adopted an inductive qualitative design. Studies two, three and four adopted a group-based design. The final study adopted a single-subject reversal design. The final two studies also used qualitative interview techniques. Study one investigated from the athlete's perspective, psychological mechanisms that underpin severe performance loss in sport. Inductive techniques produced five main themes that described athletes' experiences: stress, anxiety, self-consciousness, conscious processing and automaticity disruption. Athletes followed a similar sequence of events outlined by Masters' (1992) conscious processing hypothesis and reported dispositional characteristics consistent with Masters et al.'s (1993) model of skill failure under pressure. The contentions of Baumeister (1984) were not supported. Masters et al. (1993) constructed the Reinvestment Scale which they claimed to be a predictor of performance loss under stress. Study two investigated the predictive power of the Reinvestment Scale in skilled soccer players executing a gross dynamic motor task under stress. Results indicated that high reinvesters were more susceptible to performance loss under stress than low reinvesters, which provided support for the predictive power of the Reinvestment Scale. Study three investigated the effect of holistic and process learning methods and reinvestment on the performance of an adapted basketball free-throw task under stress. Results indicated that minimising the acquisition of explicit task knowledge in high reinvesters using holistic style learning performance loss, precipitated by conscious processing could be prevented when under stress. These findings have practical implications for rule-based orthodox coaching strategies used in sport. Study four investigated whether or not the use of different attentional foci could prevent performance loss in skilled golfers, high in reinvestment when they performed a putting task under stress. Results indicated that loading heavily on working memory (e.g. random letter generation focus) desensitised high reinvesters to stress. Thus, conscious processing of explicit task knowledge was prevented and automaticity promoted, which enabled consistent performance under stress. The final study investigated the influence of a two-phase putting intervention strategy on skilled golfers high in reinvestment. The intervention strategy successfully counteracted conscious processing by loading on working memory to prevent access to explicit knowledge during putting execution, whilst still enabling critical environmental information to be processed prior to putting execution via the use of external imagery. Interview data indicated that all participants would feel confident in using the putting intervention during competition. It is the author's belief that, although unanswered questions remain, this research programme has enriched the conceptual and practical understanding of severe performance loss in competitive sport for researchers, practitioners and coaches. Future research should investigate the relationship between personality and environmental factors on learning styles and skilled performance to establish a richer understanding of this phenomenon. Research also needs to examine the efficacy of psychological intervention strategies used to counteract severe performance loss in a variety of sports and ecologically valid competitive environments.
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Haigh, Elizabeth Teresa. "Test of Social Norms Theory on Psychological Help-Seeking Attitudes and Behavior." Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1465053237.
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Barimany, Mina Elena. "The Hierarchy of Preferences in Jungian Psychological Type| Comparing Theory to Evidence." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264427.
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Jungian Psychological Type is the foundation of many modern theories of personality. Many aspects of the theory have yet to be explored with empirical research, one area in particular being the theory behind the hierarchy of preferences, which is important because the Types are classified by the order of their preferred functions. A latent class analysis technique was applied to the eight ranked function-attitude scores of 5,247 participants who took the Majors Personality Type IndicatorTM (PTI) and Majors Personality Type Elements™ (PTE) assessments. The superior, auxiliary, and tertiary preferences of the latent classes were examined so that the nature of the relationships amongst the three preferences could be observed. Results show that the superior/auxiliary preferences were consistently opposite in process (one rational and one irrational)—but not consistently in attitude. Not only did the superior/auxiliary/tertiary preferences exhibit complementary relationships to one another, the tertiary function was never antagonistic to the auxiliary or superior preference. Remarkably, the superior and inferior functions were antagonistic to one another in 46 out of the 47 classes that resulted from the analysis. Thus, the outcomes support Jung’s theory but also present evidence against other popular Type theories. The resulting profiles support the hypothesis that there may be more than 8 or 16 Types, which holds implications for the practical application of the Type theory as well as the classification and assessment of Psychological Type. A model for a systemic conceptualization of the hierarchy is presented and suggestions for future research are proposed.
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Johncock, Suzanne. "Older people's psychological change processes : a research portfolio." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/23425.
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Objectives. The empirical qualitative study explored Older People’s (over 65 years of age) perceptions of psychological change and the processes by which these occurred. It also aimed to add to understanding of the barriers to therapeutic change. Subsequently, a systematic review of the current literature pertaining to older people’s attachment styles, and how attachment is measured within this population, was conducted. This scrutinised the literature regarding role of attachment (as a trans-diagnostic construct) in old age, as this may influence their change processes. Design. As the empirical study was exploratory, it adopted a Grounded Theory methodology, influenced by the constructivist perspective as described in Charmaz (2014). Data was obtained via semi-structured interviews, with the later interview schedule grounded in emergent codes and memos of earlier interviews. Literature pertaining to older people, attachment, and how attachment is measured, was obtained from a systematic review. Method. Twelve participants were interviewed using a semi-structured interview, following discharge from an Older Peoples Psychological Therapy Service, for the empirical project. Participants were aged 65 years or over and had received varying models of therapy over varying durations. Those reporting improvement, or no change, as a result of receiving psychological therapy, were approached to participate. Through detailed analysis, a tentative model of older people’s psychological change processes was constructed. This model was further checked by some participants for quality control. Subsequently the systematic review explored a key theme of attachment (as suggested by the categories highlighted in the empirical project). Literature regarding attachment, older people and how attachment is measured within this population, was obtained through a systematic search through major databases, compared against a checklist, constructed for this review, with all analysis prorated by qualified clinical psychologists supervising this study. Results. Interview transcriptions were analysed in line with a constructivist perspective of grounded theory. A non-linear model of psychological change, grounded in the data, was constructed. The main concepts of the model were Age as Context, Seeking Help and Entering the Therapeutic Environment, Building a Therapeutic Relationship, Developing a New Understanding, Therapeutic Changes and Post Therapy Reflections and Commitments of Continuation. In addition, some similar processes were highlighted across different therapeutic modalities, thus supporting trans-theoretical models of psychological change. In addition, the model highlighted a theme of models of relationships having continuity through the lifespan (as evidenced in the concepts of Seeking Help and Building a Therapeutic Relationship). This echoed the trans-therapeutic concept of attachment. Therefore, a systematic review of attachment in older people was conducted. Overall the quality of the literature pertaining to attachment, older people and how attachment is measured within this population was poor. There was a paucity of evidence of minimisation of bias reported in either design or analysis. Conclusions. The empirical project demonstrated the process of psychological change in older people is non-linear in nature. Some constructs of change were similar to those found in the adult literature, but there were also some constructs relating specifically to ageing, and the theoretical developmental stage of old age. This supports suggestions that age specific constructs should be held in mind when working therapeutically with older people. The systematic review found research exploring attachment in older people is a growing field of research, but one which is still in its infancy compared to other clinical populations. In addition, several studies had serious methodological issues and therefore readers are encouraged to interpret their results with caution.
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DUFFY, PAM REID. "SURVIVING SURVIVAL: A THEORY OF LIVING WITH THE THREAT OF AIDS (IMMUNE DEFICIENCY)." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184231.
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The purpose of this study was to generate a grounded theory explaining the social and psychological processes employed by gay men in living with the threat of Acquired Immunodeficiency Syndrome (AIDS). As members of the high risk group for AIDS, gay men are living with a prolonged threat of unprecedented complexity which has unknown demands on health. An exhaustive preliminary literature review revealed a dearth of theoretical or empirical data addressing this problem. Theory discovery was accomplished using the grounded theory methodology. Two major data collection procedures were utilized: The conduct of increasingly structured interviews of healthy gay men, and an ongoing, progressive literature and media search. Data were sampled theoretically, as guided by the emergent theory. The constant comparative method of analytic induction was used for the analysis of data, in order to identify the elements and structure of the theory. Multiple procedures were incorporated into the analysis to ensure its trackability and credibility. A basic social process, Surviving Survival, was identified as the core category of the theory. Surviving Survival is the continuous process used by gay men to ensure mortal survival as well as outlive the extremity of the AIDS threat. The process is comprised of three subcategories: Vigilance, Safeguarding, and Balancing. The subcategory of Vigilance explains the work of monitoring the threat of AIDS and has both personal and social components. Safeguarding explains the behavior of protecting self and others from the AIDS threat, including AIDS' eventuality. The subcategory of Safeguarding contains Safer Sex, Reassuring Others, and Forecasting. The subcategory of Balancing explains efforts to conserve energy required to sustain affirmation of life and living in spite of the AIDS threat. In continuous interaction, the subcategories of Surviving Survival are interwoven into multiple aspects of gay living. This theory explains the profound impact AIDS has on the mental health of gay men, who both survive and perceive the extremity of the AIDS threat on a daily basis. These findings provide a knowledge base for the nursing discipline in becoming an informed and informing resource for the men who are outliving the threat of AIDS.
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Le, Thi Bao Quynh, and Taha Javaid. "Leader Member Exchange Theory and Psychological Contract Fulfillment: An Empirical Study in a Vietnamese Organization." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42722.
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Background: Leader member exchange (LMX) theory focuses on the different associations established by the leaders with their followers through a system of exchanges (high quality and low exchanges), whereas a psychological contract is a tacit agreement between the employer and employee and comprises of employee's beliefs regarding the mutual obligations between the employee and an employer. Since an organization communicates and negotiates through its representatives which indicates people in managerial positions, it is meaningful to draw that the relationship quality between employee and their supervisors may affect the tacit agreement between the employee and organization. Though prior integration of Leader Member Exchange theory and Psychological contract has established the link between these two area of literature, as well as LMX dimensions to Psychological contract fulfilment, there is no empirical study taken place in Asia where Anand, Hu, Liden and Vidyarthi (2011) once observed that LMX and its dimensions may operate differently in more collectivistic and higher power distance cultures. Therefore, this research aims to examine the two main aspects of literature in one of the leading construction management of Asia located in Vietnam. Research questions: Does LMX improve psychological contracts between the organization and the employees? Sub-research question: What is the effect of LMX dimensions on psychological contract fulfilment? Is there any right mix of LMX dimensions in the organization that positively affects the psychological contract? Purpose: The purpose of this study is to examine the interaction effects of leader-member exchange (LMX) and its dimensions on psychological contracts in one specific organization, in other words, it investigates to answer if the different quality exchanges between the leaders/managers with employees support to enhance better mutual obligations between them and give negative or positive effects to the psychological contracts. Secondly, it figures out what exactly is the effect of LMX dimensions on psychological contract fulfilment. Practically, it is to help the researchers and practitioners recognize the increasingly important role of psychological contract which is normally unwritten in formal contract but otherwise gives huge negative influence which results in losing employee’s retention and loyalty. Accordingly, by generating “leader-member exchange” more effectively, the leaders will distribute and/or exchange resources toward the employees better which results in better employee retention and talent management strategies, directly contributing to the organization’s long term sustainable development. Theoretical framework: Articles were used for this thesis were meticulously chosen, focusing on reliable sources and quality content that cover the theoretical background of both main research area of Psychological contracts and Leader-Member Exchange during their historical research until recent. Particular information of the empirical organization and the related industry were brought from the organization and related reports and professional analysis from industry experts. Method: This is a cross-sectional study whose methodology choice is a Mixed methods research which inquires the involvement of both quantitative and qualitative data, integrating these two forms of data with narrative analysis. The data was collected from a construction management organization consists of 385 employees. It adopted interpretivism philosophy in order to create new, richer understandings and interpretations of issues related to social worlds and context, in particular exploring the issue of whether LMX theory have an influence on psychological contracts fulfilment. It follows a deductive reasoning as its main approach. Discussion and Conclusion: Based on the results of respondents’ surveys and the interpretation of the attendants from Focus Group, the discussion was structured and analyzed in line with the structure of the theoretical framework. The study reveals that the psychological contract fulfillment depends not only on the right combination of LMX dimensions and the concern of those most important dimensions but also the distinct characteristics of the organization which concern about their organization behavior and industry features. The study also provides solutions to leaders in order to overcome the problems associated with LMX that can lead to psychological contract breach. Originality/Value – This is the first study that focuses on examining the effect of LMX and its dimensions on psychological contract fulfilment in an Asian country.
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Benedetto, Elizabeth-Anne. "Theory of mind and deliberate rule use in individuals with Down syndrome." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69609.
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The goal of this study was to examine theory of mind and deliberate rule use in children with Down syndrome as compared to children of normal intelligence. Theory of mind was defined as the ability to understand that other people have thoughts, beliefs and desires. Deliberate rule use was considered to be the extent to which children were able to learn and subsequently switch between a set of ad hoc rules unrelated to mental states. Participants included 10 individuals with Down syndrome and 10 individuals of normal intelligence matched for mental age. The primary finding of this study was that individuals with Down syndrome do not possess a theory of mind at a mental age of 5 years. Furthermore, individuals with Down syndrome possess domain specific knowledge of embedded rules, whereas, individuals with normal intelligence apply an embedded rule structure that effects mental and non-mental state tasks equally. The embedded rule use of individuals with Down syndrome was characterized by: (a) an inability to effectively use embedded rules in theory of mind and deductive card sort tasks; and, (b) the ability to use embedded rules in a task assessing physical causality.
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葉以霆 and Yee-ting Ip. "The role of positive emotions in hope theory: an experimental study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41714799.
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Solomon, Y. J. "A critique of psychological theories of number development and a reorientation of the field." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374154.
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Kaye, Heidi Alyssa. "The split female self and social change as represented in some novels of Catherine Gore, Geraldine Jewsbury and Mary Braddon." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317755.
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Boost, Jörn Max Friedrich. "An examination of the role of wordplay in Freud's theory of humour." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31948741.
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Anable, Jillian Leigh. "Mobility management in the leisure sector : the application, psychological theory and behavioural segmentation." Thesis, Imperial College London, 2002. http://hdl.handle.net/10044/1/7811.
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