Relevant bibliographies by topics / Retention-related dispositions

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Academic literature on the topic 'Retention-related dispositions'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Retention-related dispositions"

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Tladinyane, Rebecca. "Exploring the socio-demographic differences on psychological career meta-capacities and retention-related dispositions." Journal of Governance and Regulation 4, no. 3 (2015): 222–30. http://dx.doi.org/10.22495/jgr_v4_i3_c2_p4.

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The aim of this study was to better understand socio-demographic differences of individuals in terms of their psychological career meta-capacities (measured by the Psychological Career Resources Inventory) and their retention related dispositions construct variables ((measured by the Utrecht Work Engagement Scale and Organisation-Related Commitment Scale). A quantitative survey was conducted involving a non-probability purposive sample of predominantly black females employed at managerial and staff levels (N = 318) in the field of industrial and organisational psychology. An independent-samples t-test indicated significant differences between the various socio-demographic groups in regard to the measured variables. The findings contribute new knowledge that may be used to inform human resource career development practices concerned with the retention of particularly female employees in South African service industry.
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Zeki, S., O. R. Goodenough, and Jeffrey Evans Stake. "The property ‘instinct’." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 359, no. 1451 (November 29, 2004): 1763–74. http://dx.doi.org/10.1098/rstb.2004.1551.

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Evolutionary theory and empirical studies suggest that many animals, including humans, have a genetic predisposition to acquire and retain property. This is hardly surprising because survival is closely bound up with the acquisition of things: food, shelter, tools and territory. But the root of these general urges may also run to quite specific and detailed rules about property acquisition, retention and disposition. The great variation in property-related behaviours across species may mask some important commonalities grounded in adaptive utility. Experiments and observations in the field and laboratory suggest that the legal rules of temporal priority and possession are grounded in what were evolutionarily stable strategies in the ancestral environment. Moreover, the preferences that humans exhibit in disposing of their property on their deaths, both by dispositions made in wills and by the laws of intestacy, tend to advance reproductive success as a result of inclusive fitness pay-offs.
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Barnes, M. Elizabeth, Jasmine M. Truong, and Sara E. Brownell. "Experiences of Judeo-Christian Students in Undergraduate Biology." CBE—Life Sciences Education 16, no. 1 (March 2017): ar15. http://dx.doi.org/10.1187/cbe.16-04-0153.

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A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower retention. In this paper, we explore how Judeo-Christian students in biology have experiences related to their religious identities that could impact their retention in biology. In 28 interviews with Judeo-Christian students taking undergraduate biology classes, students reported a religious identity that can conflict with the secular culture and content of biology. Some students felt that, because they are religious, they fall within a minority in their classes and would not be seen as credible within the biology community. Students reported adverse experiences when instructors had negative dispositions toward religion and when instructors were rigid in their instructional practices when teaching evolution. These data suggest that this may be a population susceptible to experiences of cultural conflict between their religious identities and their STEM identities, which could have implications for retention. We argue that more research should explore how Judeo-Christian students’ experiences in biology classes influence their sense of belonging and retention.
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Day, Eric Anthony, Charlene Stokes, and Erich C. Fein. "Relating Goal Orientation to the Acquisition of a Complex Skill: Does the Context Matter?" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 12 (September 2002): 988–92. http://dx.doi.org/10.1177/154193120204601211.

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The extant literature on goal orientation is primarily focused on scholastic and athletic achievement. This study extends the literature by examining the viability of three goal orientation dimensions (learning, performance-approach, and performance-avoid) as predictors of complex skill acquisition. Ninety-eight males participated in 7 hours of training in order to learn a computer-based task that simulated the demands of a dynamic aviation environment. Participants completed paper-and-pencil measures of global and task-specific goal orientation as well as a test of general cognitive ability ( g). Training outcomes included declarative knowledge, knowledge structure accuracy, skill acquisition, skill retention, and skill transfer. The results indicated that both performance-approach and performance-avoid orientations explained unique variance in training outcomes beyond that explained by g. However, both performance orientations were related to the training outcomes only when operationalized as task-specific orientations, not when operationalized as global dispositions. Learning orientation was not significantly related to the training outcomes.
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Frantz, Kyle J., Melissa K. Demetrikopoulos, Shari L. Britner, Laura L. Carruth, Brian A. Williams, John L. Pecore, Robert L. DeHaan, and Christopher T. Goode. "A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates." CBE—Life Sciences Education 16, no. 1 (March 2017): ar1. http://dx.doi.org/10.1187/cbe.16-06-0206.

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Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We are also tracking long-term retention in science-related career paths. For both short- and longer-term outcomes, the two program formats produced similar benefits, supporting our hypothesis that the CLM provides positive outcomes while conserving resources, such as faculty mentors. We discuss this method in comparison with course-based undergraduate research and recommend its expansion to institutional settings in which mentor resources are scarce.
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Dao, Chinh T. "An Alternative Approach to Teaching Microbial Diversity." American Biology Teacher 73, no. 9 (November 1, 2011): 528–36. http://dx.doi.org/10.1525/abt.2011.73.9.5.

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An alternative approach to teaching microbial diversity was designed to enhance learning of important concepts in microbiology, increase retention of content, improve microbiology-related skill sets, and positively influence student interest in and disposition toward the natural sciences.
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Ferreira, Nadia, and Ingrid L. Potgieter. "Career-related dispositional factors in relation to retention within the retail sector: An exploratory study." Journal of Psychology in Africa 28, no. 5 (September 3, 2018): 400–406. http://dx.doi.org/10.1080/14330237.2018.1527545.

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Serna, Cristina, and Isabel Martínez. "Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students." Sustainability 11, no. 24 (December 11, 2019): 7080. http://dx.doi.org/10.3390/su11247080.

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This study analyzes the relationship of parental involvement and school adjustment among secondary students considering their school integration, school satisfaction, and prosocial disposition. The analysis also considers academic performance through the grade retention. Study sample was 1043 Spanish adolescents aged between 12 and 17 years (51.5% girls, M = 14.21, SD = 1.38). A factorial (3x2x2x2) multivariate analysis of variance (MANOVA) was applied for the outcome variables of school integration, school satisfaction, and prosocial behavior, with parental educational involvement, grade retention, sex, and age as independent variables. The results show that both parental involvement and academic performance are positively related to school adjustment. In addition, parental involvement influences adolescents’ school adjustment, regardless of academic performance, being a protective factor in that adjustment.
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Hung, Daniel Y., Frank J. Burczynski, Ping Chang, Andrew Lewis, Paul P. Masci, Gerhard A. Siebert, Yuri G. Anissimov, and Michael S. Roberts. "Fatty acid binding protein is a major determinant of hepatic pharmacokinetics of palmitate and its metabolites." American Journal of Physiology-Gastrointestinal and Liver Physiology 284, no. 3 (March 1, 2003): G423—G433. http://dx.doi.org/10.1152/ajpgi.00328.2002.

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Disposition kinetics of [3H]palmitate and its low-molecular-weight metabolites in perfused rat livers were studied using the multiple-indicator dilution technique, a selective assay for [3H]palmitate and its low-molecular-weight metabolites, and several physiologically based pharmacokinetic models. The level of liver fatty acid binding protein (L-FABP), other intrahepatic binding proteins (microsomal protein, albumin, and glutathione S-transferase) and the outflow profiles of [3H]palmitate and metabolites were measured in four experimental groups of rats: 1) males; 2) clofibrate-treated males; 3) females; and 4) pregnant females. A slow-diffusion/bound model was found to better describe the hepatic disposition of unchanged [3H]palmitate than other pharmacokinetic models. The L-FABP levels followed the order: pregnant female > clofibrate-treated male > female > male. Levels of other intrahepatic proteins did not differ significantly. The hepatic extraction ratio and mean transit time for unchanged palmitate, as well as the production of low-molecular-weight metabolites of palmitate and their retention in the liver, increased with increasing L-FABP levels. Palmitate metabolic clearance, permeability-surface area product, retention of palmitate by the liver, and cytoplasmic diffusion constant for unchanged [3H]palmitate also increased with increasing L-FABP levels. It is concluded that the variability in hepatic pharmacokinetics of unchanged [3H]palmitate and its low-molecular-weight metabolites in perfused rat livers is related to levels of L-FABP and not those of other intrahepatic proteins.
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Seago, Jean Ann, Sabrina T. Wong, Dennis Keane, and Kevin N. Grumbach. "Measuring Attributes of Success of College Students in Nursing Programs: A Psychometric Analysis." Journal of Nursing Measurement 16, no. 3 (December 2008): 184–200. http://dx.doi.org/10.1891/1061-3749.16.3.184.

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Because of the most recent nurse shortage it has become important to determine retention factors of nursing students in the context of various aspects of college nursing programs and institutional systems. The purpose of this article is to describe the psychometric properties of a new measure that could be useful in examining nursing student retention related to the educational institution characteristics, educational processes, and individual student characteristics. The measurement instrument was conceptually designed around 4 constructs and was administered to a test group and a validation group. The dispositional construct loaded differently for each group (test group: math and science ability, confidence in the future, and confidence in ability; validation group: math and science ability, confidence in the future, self-expectation, and confidence in ability). The situational construct factored on 4 subscales (financial issues, social support, missed classes, and work issues); the institutional construct on 4 factors (peer, overall experience, diversity, and faculty); the career values construct on 5 factors (job characteristics, autonomy, caring, flexibility, and work style). Based on the results of the factor analyses and alpha reliability, evidence supported using the dispositional subscales of math and science ability, the career values subscales of job characteristics and work style, the situational subscales of work issues and financial issues, and the institutional subscales of diversity and faculty. The other potential subscales need further refinement and testing.
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Dissertations / Theses on the topic "Retention-related dispositions"

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Ferreira, Nadia. "Constructing a psychological career profile for staff retention." Thesis, 2012. http://hdl.handle.net/10500/6722.

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The research focused on constructing a psychological career profile for staff retention practices by investigating the relationship between employees’ psychological career meta-competencies (psychological career resources, career adaptability and hardiness) and their retention-related dispositions (job embeddedness and organisational commitment). A quantitative survey was conducted on a convenience sample of employed adults (N = 355) at managerial and staff levels in the human resource management field. A canonical correlation analysis indicated a significant overall relationship between the psychological career meta-competencies and the retention-related dispositions. Multiple regression analyses indicated the psychological career meta-competencies as significant predictors of the retention-related dispositions variables. Structural equation modelling indicated a good fit of the data with the canonical correlation-derived measurement model. Moderated hierarchical regression analyses showed that gender and marital status significantly moderated the relationship between the participants’ psychological career meta-competencies and the retention-related disposition job-embedded fit. Tests for mean differences revealed that males and females differed significantly regarding their self/other skills and hardy-commitment while the marital status groups differed signifcantly regarding their behavioural adaptability and hardiness. On a theoretical level, the study deepened understanding of the cognitive, affective, conative and interpersonal behavioural dimensions of the hypothesized psychological career profile. On an empirical level, the study produced an empirically tested psychological career profile in terms of the various behavioural dimensions. On a practical level, organisational staff retention practices in terms of the behavioural dimensions of the psychological career profile were recommended.
Industrial & Organisational Psychology
D.Com.(Industrial and Organisational Psychology)
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