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1
Borgegård, Per, and Anders Bergh. "Outcome expectancy i arbetslivet : Predicerar work locus of control, work self efficacy och collective efficacy outcome expectancy?" Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-7342.
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<p>Bandura definierar (1997) outcome expectancy som individens skattning av sannolikheten att ett beteende ska leda till ett specifikt utfall. Utöver individens skattning av sitt eget beteendes följder (individual outcome expectancy), är hennes bedömning av sin grupps möjlighet att nå ett specifikt utfall (collective outcome expectancy) en del av begreppet (Riggs & Knight, 1994). Studien syftar till att undersöka huruvida arbetsrelaterad- self efficacy, locus of control och collective efficacy predicerar outcome expectancy. En enkätundersökning genomfördes med 102 deltagare från olika yrkesgrupper. Resultatet visade att arbetsrelaterad- self efficacy och locus of control samvarierade med individual outcome expectancy och att collective efficacy predicerade collective outcome expectancy. Dock var gruppstorleken av betydelse för prediktionen. Studiens hypoteser bekräftades av tidigare forskning.</p>
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Marinaro, Rebeckah. "The effect of group songwriting versus poetry writing on the self-efficacy of adults who are homeless." Thesis, The Florida State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1539252.
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<p> The purpose of this study was to investigate the effect of group songwriting versus poetry writing on the self-efficacy of adults who are homeless. The study was conducted in the day center of an emergency shelter where participants took part in one of two conditions. The treatment condition consisted of a single music therapy songwriting session during which participants (<i> n</i> = 19) collaboratively wrote lyrics and composed the music for an original song. After the group performed the song together, with the use of handheld percussion instruments, the researcher facilitated a closing discussion. The control condition consisted of a single poetry therapy session during which participants (<i>n</i> = 14) collaboratively wrote a free-verse poem, recited it together, and concluded with a facilitated discussion. Results showed increased mean self-efficacy scores for both conditions, though neither group's improvement was significant. While there was also no significant difference in the amount of change exhibited by one condition as compared to the other, the music group did evidence a stronger trend of movement toward higher self-efficacy. Music participants had higher mean change scores on 4 out of 5 pre/posttest questions, as well as a higher overall mean change score (6% change as compared to 2% in the poetry condition). The products created in each session were analyzed for observable differences. Overlapping themes included: love, peace, happiness, unity, goals, change, positive thinking, and overcoming adversity. The songs composed by the two music therapy groups were written in verse-chorus form and produced between 6 and 8 unique, unrepeated lines. The poem written by the poetry therapy group was through-composed and produced 26 unique lines. The poetry group product also contained more themes, more sub-thematic material and greater complexity, as evidenced by more detailed explication of each idea. The unique strengths of songwriting and poetry writing in this setting were illuminated by their use in this study; specific goal areas best suited to each modality are discussed. Literature reviewed strongly suggests the need for additional research regarding the use of music therapy with adults experiencing homelessness. The results of this study suggest that both music therapy and poetry therapy are effective therapeutic approaches for this population and that songwriting specifically, may have distinct advantages in addressing self-efficacy.</p>
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Alavi, Seyyed Babak Education Faculty of Arts & Social Sciences UNSW. "A multilevel study of collective efficacy, self-mental models, and collective cognition in university student group activities." Awarded by:University of New South Wales. Education, 2005. http://handle.unsw.edu.au/1959.4/33242.
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The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.
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Maldonado, Leslie. "The study of self-efficacy in Latin female immigrants attending a support group at a community based agency." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2313.
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The focus of this study is the effectiveness in increasing self-efficacy and self-esteem level, parenting skills, awareness about domestic violence issues, and the overall effects of these on the quality of life of at-risk Hispanic female immigrants attending a support group at a community agency.
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Wolf, Kay N. "The relationships among task expertise, general problem-solving confidence, and self-efficacy to solve work-related problems in group settings /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240663043.
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Wolf, Kay Newlon. "The relationships among task expertise, general problem-solving confidence, and self-efficacy to solve work-related problems in group settings." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240663043.
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Strauss, Michele. "Causes of dysfunctional behaviour within self-directed work teams : a case study / M. Strauss." Thesis, North-West University, 2005. http://hdl.handle.net/10394/1051.
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The key to production effectiveness lies in the optimal utilisation of the organisations own
employees. This has been accomplished by changing the power structure within organisations
with the introduction of self-directed work teams. In addition to carrying out the work,
SDWT members make decisions that are traditionally the jurisdiction of first line supervisors.
This method of management and work planning can lead to added stress and behaviour not
anticipated from employees. This behaviour, if not addressed, may have a debilitating effect
on the team's performance and therefore on the organisations' bottom line. To address this
behaviour, the specific causes must first be identified. The pressure within the teams of a gold
mine is increased due to the fact that one day's loss of production can cost hundreds of
thousands of rand.
The objective of the research was to determine what causes certain dysfunctional behaviours
in self-directed work teams, and the effect this has on the workplace and performance. A
qualitative study was done whereby a single group of subjects was obtained. This group
consisted of 40 subjects (N=40). Three different work groups were part of the case study.
These groups were observed in the workplace, the group's interactions with other members in
the group were observed, and the group's interactions with leadership figures were observed,
and finally individual members participated in unstructured interviews in order to identify the
experience of members in the work groups and also to discover what elements contributed to
the dysfunctional behaviour identified in the workplace.
Data from interviews was used to develop major groupings, or general classifications of
broad categories of themes, where a theme is a recurrent topic of discussion or often mentioned
key factor with regards to behaviour. Information was also gathered by observing
individuals in their places of work.
The results showed that the factors, which were most frequently sited, were the issues of
contradictory demands and control (leadership). Another factor considered important by all
role players was relationships. Other influences identified, but of less importance, were
support, trust and communication, cultural diversity, role clarity and finally, individual needs.
By way of conclusion, recommendations for future research are made.<br>Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.
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Svensson, Nina. "Do you dare to think outside the box? : Impacts of alcohol, negative affect and evaluation apprehension on inhibition of creative performance." Doctoral thesis, Karlstads universitet, Institutionen för sociala och psykologiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41130.
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Conditions relating to evaluation apprehension, alcohol and affect were investigated in relation to creative performance. Study I compared group work with individual work, and control conditions were compared with de Bono creativity-enhancing techniques. Study II studied the effect of alcohol and emotional-enhancing film material on primary-secondary process relations and creative performance. Study III explored experiences of working on a creative task after receiving negative feedback. Study IV investigated the relationship between fear of evaluation and creative performance. Study I showed higher scores on different measures of creative performance for group work, while individual work showed higher total fluency scores. Further, de Bono technique conditions showed lower fluency and lower flexibility. Study II showed signs of decreased creative performance after the intake of alcohol, and signs of increased primary process thinking but no effect of on creative performance after emotional enhancement. Study III showed that stress, fear of producing ‘incorrect’ responses and low self-efficacy were inhibiting factors on creative performance. Study IV showed that fear of evaluation was related to a lower self-efficacy, higher degree of worry, and higher degree of self-censorship. Further, Study IV showed that fear of negative evaluation had a positive relation to number of ideas produced, but no relation to quality of ideas. Additionally, support for creativity showed positive relations to both number of ideas produced and quality of ideas.<br>Creativity is desired in many situations. Areas where creativity is needed include innovation, product development and artistic performance. Further, creative activities are connected with joy and pleasure for the individual. However, many of us are struggling when it comes to creative performance, and it is considered hard to be creative. The overall aim of this thesis was to investigate inhibition of creative performance. The results of the four papers comprised in the thesis suggest that group work have an effect on the creative process, explicit instructions may narrow down possible solutions for a problem, alcohol may inhibit creative performance and evaluation apprehension is related to self-censorship of ideas. Further, support for creativity showed positive relations with both quantity and quality of ideas. The main conclusion of the thesis is that individuals may withhold ideas in fear of others’ reactions. Therefore, creative performance is not only a question of ability, but also a question of willingness to communicate.
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Kiesel, Claire Marie. "Perceptions of Collective Efficacy as a Mediator: An Examination of the Perceptions of Group Cohesion, Social Loafing, and Collective Efficacy." Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1534937246305126.
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Andrews, Sharleen. "Women's Empowerment by Group Sewing Training: A Microfinance Study in El Salvador." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6509.
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This case study explored the lived experiences of 8 participants in a microfinance sewing program in El Salvador. Numerous studies focused on empowering women by employing microfinance projects or programs in many countries; however, a lack of empirical data exists regarding Salvadoran women's perceptions about how a sewing program with teamwork affects women's empowerment. The purpose of this case study was to understand the women's personal stories, their obstacles as well as any factors they saw as empowering them. Guided by a constructionist framework, a sample of 8 participants: 5 who were sewing students and 3 who were employees, who shared their administrative perspectives about participants' skills, data collection and data analysis methods gained. Five themes emerged from the women's interviews about their sewing program experience: (a) program effect on women's well-being; (b) gained a means of income; (c) increased self-efficacy, confidence, and security; (d) worked in groups or teams; and (e) the teacher's positive influence. The 5 sewing student participants reported they developed self-efficacy and self-fulfillment in the sewing program. The women attributed their success to the teacher, who taught them sewing skills and provided guidance and encouragement. This study contributes to social change by providing insight for additional women's studies on women's empowerment, social work with families and children, and for MSW social work students.
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Davis, Darren. "The correlation between group memebers' perception of effective leadership and their perception of treatment modality efficacy." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/53.
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This study presents a congruent approach to working individuals completing group therapy in a respective treatment modality. Common statistics explain that 30% of individuals do not return after the first session group therapy. A correlation study was used to link the group members’ perception of their leader and their perception of treatment modality efficacy. Results of the research indicate that men are twice as likely to perceive their treatment modality effective when they perceive their leader effective in group social work. There is a statistical significance of .039 between perception of leader and treatment modality. The implication of the correlation provides an understanding as to the therapeutic alliance of leader and client. This research would aid in increasing retention rates when working with clients receiving group services in mental health.
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Schrock, C. Randall. "Self-help groups and the church an instructive model regarding the power of cohesive groups to produce change in members /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Lail, J. "BUILDING TEACHER EFFICACY: CHALLENGES OF CREATING COMMUNITIES OF PRACTICE AMONG NEW TEACHERS AND VETERAN TEACHERS IN A TOXIC WORK ENVIRONMENT." UKnowledge, 2018. https://uknowledge.uky.edu/edl_etds/23.
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Recently, changes in graduation requirements in some states have made it more important than ever for students to be literate in all content areas. State assessments not only measure student academic ability, but they are a necessary component of graduation from high school. After completing required courses, students are expected to take assessments covering the content of those courses. In order to safely meet the graduation requirement, students must score at least 3 points per assessment on a 5-point scale. This has proven difficult for over 50% of students expecting to graduate.
Students at Midwestern-American High School (MAHS) have been struggling to achieve the required minimum scores on the state achievement assessments, as have many others in the region. A review of the report card data for MAHS reveals the area of greatest need (i.e. category of lowest performance) is in science. Research suggests a leading cause for these struggles is waning teacher efficacy and lack of ability to build capacity in staff members due to high mobility in teacher populations, especially in urban communities serving high-poverty and minority populations. For these reasons, it is necessary for leaders to have the skill to quickly build effective instructional teams.
During the 2017-2018 schools year, I utilized the Community of Practice (CoP) framework to establish entities that align closely with the criteria of CoPs. I used mixed methods research throughout the bounded period (August 2017 – May 2018) to conduct the proposed study. Data sources included: meeting agendas and minutes, participant interviews, survey results and reflections on the action by researcher and participants. I used the information gathered from this study to continue or modify the action and/or propose new strategies for the capacity building of staff.
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Hardee, Alice Anne. "The effects of work group composition or minority self-categorization and performance." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/29514.
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Rosson, Richard D. (Richard Douglas). "Self-directed work teams at Texas Instruments Defense Systems & Electronics Group." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/82670.
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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1994.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Includes bibliographical references (leaf 83).<br>by Richard D. Rosson.<br>M.S.
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Calcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.
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Thesis (Ed.D.) -- Central Connecticut State University, 2009.<br>Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.
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Pangallo, Roxanne Garris. "The relationship between collective teacher efficacy and professional learning community /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.
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Thesis (Ed.D.) -- Central Connecticut State University, 2009.<br>Dissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.
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Summers, Drayton T. "The effects of group therapy on a substance abuser's depression and self-esteem." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/1864.
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This study examined the effectiveness of the use of group therapy as an intervention on the depression and self-esteem levels of a substance abuser. The study was based on the premise that participation in a group counseling setting would increase the clients self-esteem and decrease the client's depression. This study was conducted over a three-month period with instruments administered during each weekly session. The results indicated that the client experienced significant improvement in self-esteem as well as depression level.
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Bell, Brenda Jean, and University of Lethbridge Faculty of Arts and Science. "Lifelines : an ethnographic study of identification processes and discursive practices in mutual aid groups." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1999, 1999. http://hdl.handle.net/10133/105.
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This thesis research is an ethnographic account of how identity and a sense of community are discursively constructed and managed among participants in mutual aid groups. Research findings are based upon interview and observational data collected from two support groups located in a Canadian city. While members' accounts provide a basis for interpreting the meaning of support as experienced, researcher observations focus on discursive identification practices. My interpretation sheds light on the dynamic interplay between notions of community, symbolic boundary and identity. Participant stories grounded in experiential knowledge, serve as critical connecting nodes in the construction and reproduction of community and as legitimate leverage to resist denied agency. These case study findings suggest how support, community and identity are collectively accomplished, in part, by managing symbolic boundaries through positioning practices. An understanding of these micro-processes has practical implications for the development of mutual aid groups to meet health and social needs.<br>xiv, 310 leaves ; 29 cm.
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Hardin, Andrew Martin. "Testing the influence of collective efficacy beliefs on group level performance metrics an investigation of the virtual team efficacy : performance relationship in information systems project management teams /." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Summer2005/a%5Fhardin%5F070805.pdf.
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Briggs, Melissa Marie. "Picturing self empowerment: a phenomenological study of adolescent girls that self injure involved in phototherapy group work." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15553.
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Doctor of Philosophy<br>Department of Special Education, Counseling and Student Affairs<br>Judith Hughey<br>The purpose of this phenomenological research study was to describe and to understand the experience of being in a PhotoTherapy group for adolescent females in treatment for self-injurious behaviors. The research question was as follows: (1) What was the essence of the experience of a series of PhotoTherapy group sessions for female adolescents with a history of self-injurious behaviors?
After the completion of two semi-structured interviews with 5 participants, the researcher acknowledged the emergence of four themes that expressed the essence of the experience of being a part of a PhotoTherapy group process as an adolescent female in treatment for self-injurious behaviors. The themes were the following: Self, Connection with others, Emotions, Motivations in treatment. These themes developed a description of the interactions, emotions, behaviors and thoughts that occurred throughout the group work process.
Self-injury is a complex issue and the literature states a need for creative interventions. The study collaborated the needs in the field of self-injury treatment with the resources available from PhotoTherapy. The study gained perspective and understanding of how the experience of being in a PhotoTherapy group impacted the individual.
In mental health and education, counselors can use the data and conclusions from this research to understand the use of PhotoTherapy group work with adolescent girls that self injure. The researcher concludes that counseling professionals have an understanding of creative interventions and the personal experiences endure with the use of creative interventions such as, PhotoTherapy to have a holistic perspective on treatment practices.
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Scruggs, Gregory L. "A study of the effects of group therapy on a drug user's self-esteem." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1992. http://digitalcommons.auctr.edu/dissertations/2014.
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The purpose of this study was to examine the effects of group therapy on self-esteem on a substance abuse client. It was hypothesized that participation in group counseling would increase the client's self-esteem. This study was conducted over a four-week (4-week) period with instruments administered during individual sessions. The results showed a significant increase in self-esteem levels monitored by Index of Self-esteem and a decrease in depression monitored by Generalized Contentment Scale. Findings indicate that the client experienced improvement.
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Erickson, Jody Anne. "The Efficacy of Aggression Replacement Training with Female Juvenile Offenders in a Residential Commitment Program." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4479.
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Female adolescents are increasingly being charged with crimes of violence, and the literature is lacking as to how best to reduce their aggressive tendencies. In the past, girls represented a small portion of all youths involved in criminal justice systems, and studies involving effective treatment options for them were rarely conducted.
Aggression Replacement Training® is a 10-week, evidence-based, group treatment intervention designed to advance moral reasoning, improve social skills, and manage angry feelings. Numerous outcome studies of Aggression Replacement Training® with both offending and non-offending male adolescents and with male and female adolescents together have yielded mixed results. The question remains whether or not positive results can be obtained when Aggression Replacement Training® is provided to only female adolescents in a group setting.
This quasi-experimental study examined if there were significant decreases in aggressive tendencies and increases in pro-social behaviors among female juvenile offenders in a residential commitment program in the state of Florida who participated in an Aggression Replacement Training® group intervention versus those who did not participate. Due to the exceptionally high degree of exposure to traumatic life events commonly reported by this population, this study also hoped to ascertain whether or not the level of traumatic distress mattered as to the efficacy of the intervention for the girls who participated.
The results of repeated measures 2 X 2 (time X group) ANOVA tests indicated no significant mean differences in rule-breaking or aggressive behaviors pre- to posttest between the 30 experimental and 30 comparison group members in this quasi-experimental study, although only a large anticipated effect could have been observed with a sample this size. The degree of trauma (covariate), also, had no significant impact on intervention efficacy for those girls who participated in the Aggression Replacement Training® group treatment. Mean negative behaviors were reduced for all study participants during the 12-week study time frame while in the commitment program, however, and both groups exhibited a mean increase in positive behaviors. Additional studies with larger samples may reveal a clearer picture of the benefits this intervention may provide to girls in juvenile justice commitment settings.
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Brav, Agneta. "Industrial work groups : the impact of job design, leader support and group processes on initiative and self-organization /." Örebro : Örebro University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2453.
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Gonzales, Alecia M. "A prevention group to impact self-esteem among adolescent girls| A grant proposal." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099857.
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<p> Low levels of self-esteem have been supported by research as a predisposing factor to a number of negative outcomes. Female youth approaching adolescence have been supported as demonstrating the greatest risk for low levels of self-esteem. Low levels of self-esteem in adolescent females as indicated by previous research often manifests itself in devastating physical, mental, and social health issues such as depression, dating violence, substance use, as well as others. The purpose of this project was to write a grant proposal to potentially seek funds for a psychoeducation group focusing on the prevention of low levels of self-esteem. The groups are focused on identifying risk factors and engaging protective ones. The grant writer selected The Ueberroth Family Foundation as a potential funding source for the proposed project. The actual submission and/or funding of this grant were not a requirement for the successful completion of this project.</p>
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Tse, Wan-wai Eliza, and 謝韻慧. "A study of using task-centered group work to help low self-esteem students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31248482.
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Sneed, Sebrenia Y. "The effects of individual and group counseling on a substance abusing client's self esteem and depression." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1992. http://digitalcommons.auctr.edu/dissertations/1947.
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The purpose of this study was to examine the effects of individual and group counseling on self-esteem and depression on a substance abuse client. There were two hypotheses, the first one hypothesized that participation in individual and group counseling would increase the client's self-esteem. The second hypothesized that as the client continued to participate in individual and group counseling depression would decrease. This study was conducted over a nine (9) week period with instruments administered during individual sessions. The design of the study was a single A-B case study. The results showed a significant increase in self-esteem levels monitored by Index of Self Esteem and a decrease in depression monitored by Generalized Contentment Scale. Random urine screenings were collected to monitor clients drug usage. Findings indicated that the client experienced improvement from the interventions.
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Riley, Larry Donnell. "A study of the effect of self monitoring in a social skills group of behavioral disordered adolescents." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/2246.
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The purpose of this study was to stress the importance of teaching social skills to behaviorally disordered youth. Although it has been demonstrated that social skills can be taught to this population, generalization remained problematic. Self-monitoring was used as a technique to promote generalization. This study postulated that social skills training and self-monitoring would increase the amount of positive statements the subjects made to their peers. The single system research design was used to examine the effectiveness of social skills training and self-monitoring as a treatment intervention. The results indicated an increase in the number of positive statements made by the subjects. The results are promising evidence on the impact of social skills training programs and promotes the use of self-monitoring as an intervention method with behaviorally disordered adolescents.
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Hui, Sim-kiu Heidi. "The use of cognitive behavioral group programme in enhancing the self-esteem of adolescents." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115443.
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Ragusa, Sarah R. "Examining the relationship between group work and students' willingness to participate." Thesis, Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4104.
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Lee, Chi-chuen Antonio, and 利志全. ""Let's do it ourselves!": a self-help group of stoma patients." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31248172.
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Hui, Sim-kiu Heidi, and 許嬋嬌. "The use of cognitive behavioral group programme in enhancing the self-esteem of adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976554.
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Sime, Jennifer. "Child sexual abuse, trauma and the sense of self, exploration of the impact, and healing through group work." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57580.pdf.
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Dong, Suhua. "The impact of residential learning communities at four-year, public, Midwest universities on students' self-report levels of civic engagement." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1113227130.
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Flick, David L. "A personal-issue support group ministry for persons experiencing forced termination from employment in Dewey and Bartlesville, Oklahoma." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Musset, M. J. "The impact of video interaction guidance on primary school pupils' self esteem, attitudes, behaviours and skills in collaborative group work." Thesis, University of Dundee, 2014. http://hdl.handle.net/10588/c5e8c032-8933-450a-9d91-5451e77ed1b9.
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The promotion of thinking skills and collaborative learning fits well with the Curriculum for Excellence in Scotland. Thinking skills has a growing research base with positive outcomes predominating. Research shows strong relationships between assessment and learning, and between thinking and dialogue. This thesis aimed to uncover some of the “hidden harmony” in primary school children’s complex integration of thinking and communication. As a first step, a questionnaire survey sought teachers’ views regarding formative assessment and the teaching of thinking skills, within one Scottish education authority. About half of all authority schools responded. A very high proportion of respondents had received training in assessment for learning practices, and requested training in teaching thinking skills. The majority view was that thinking skills should be infused across the curriculum rather than taught separately. The importance of group work for delivery of thinking skills programmes was highlighted. A second study gathered empirical evidence over time of changes in pupil attitudes, peer interaction, thinking skills and problem solving behaviours in four primary classrooms where thinking skills and group activities were being delivered. Cognitive gains in verbal reasoning skills were sought as well as positive shifts in pupils’ perceptions of themselves as learners and problem solvers. Whilst girls showed some gains in verbal reasoning skills, there was no significant change for the overall sample. There was, on the other hand, a consistently and significant positive shift in pupils’ views of themselves as learners, irrespective of gender, age, school and class. The next project aimed to show how Video Interaction Guidance (VIG) could contribute to pupil peer assessment processes, as well as impact on pupils’ self-esteem and skills as problem solving learners. Fifteen whole classes in four primary schools across an education authority were involved, with experimental and control groups. All classes committed to regular collaborative group work activities over a school year. Nine experimental classes received three cycles of video of activities with edited positive feedback. Pre-test and post-test measures were taken of pupils’ self-esteem in relation to learning and problem solving. Measures were also taken of peer assessment of group working behaviours and through gathering experimental pupils’ and teachers’ views of the process. Analysis of a random sample of video clips was also carried out. The general level of self-esteem in relation to learning, of pupils across experimental and control classes remained high from start to finish. The self-esteem results decreased a little for both the experimental and control groups, however the control group scores decreased by statistically significantly more – so the video intervention was shown to favour the experimental group. Whilst there was no difference in self-esteem by gender, there was a significant difference by age. The intervention had more impact on increasing the self-esteem of younger children. Videoed pupils’ retrospective ratings of their group work showed a significant increase over the year. The majority pupil perception was that their group work had greatly improved over the year. Again, the youngest pupils showed the biggest increase. Group work and communication skills were well established and maintained in all classes. Pupil-pupil talk showed a range of talking techniques which reflected pupils’ thinking skills: asking questions; making comments; making suggestions; giving opinions; exchanging, exploring and building upon ideas; acknowledging and reaching agreement. With its emphasis on positive reinforcement, teacher training in the use of video in class can contribute to developing practice in promoting good group work and thinking skills. Further implications for practice and future research are discussed.
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Lillie, Terrie. "Some key determinants of effectiveness for teams in organizations." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Blok, Sherry. "Read-aloud editing : how talking about writing pushes second language learners to self-and peer-repair." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98911.
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Read-aloud editing aims to engage both the reader and the writer to negotiate meaning and negotiate form with the aim to self- and peer-repair. This study was divided into a three-fold focus: (1) examining feedback types, (2) examining categories of repair and (3) examining patterns of dyadic interaction (Storch, 2002). Two read-aloud editing sessions of 15 intermediate-level adult English as a second language learners (ESL) were audio-recorded and transcribed for quantitative and qualitative analysis. The results reveal that reformulations as a feedback type led to more learner repairs, whereas prompts led to more "metatalk" (Swain, 1998). Peer readers initiated and repaired more than writers and errors pertaining to incorrect grammar form tended to be repaired over other types of errors. Social relationships between the peers changed depending on how learners assumed their roles in the pairs. The findings suggest that read-aloud editing helps learners notice incongruities in their writing and find solutions by talking about writing (Nystrand, 1986).
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Agostino, Joseph, and jag@fmrecycling com au. "Workplace identity." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2004. http://adt.lib.swin.edu.au./public/adt-VSWT20050805.134042.
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There have been a limited number of studies carried out on employee workplace identity. There have been many studies carried out on organizational change; however, they have been carried out mostly from an instrumentalist perspective where the topic of organizational change has been treated in isolation from other aspects of organization. The question of how a relationship exists between employee workplace identity and organizational change has been left unanswered. This thesis applies narrative theory as a conceptual bridge across identity and change. By considering how employees derive a sense of workplace identity from the workplace narratives, and organizational change as the destruction of existing workplace narratives and adoption of new workplace narratives, it is possible to gain new understandings of these concepts. A theory is developed which explains how narrative theory creates a relationship between identity and change. This new theory is further developed to explain how narrative theory creates a relationship between organizational identity, culture, leadership, conflict, and change. The new extended theory is applied to a narrative presentation of empirical data, which offers a powerful explanatory lens for understanding the relationship between these chosen aspects of organization.
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Weinhold, Kellie Rose. "Efficacy of a Worksite Trial of the Diabetes Prevention Program among Employees with Prediabetes." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397656305.
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Miller, Theresa Carol Goetz. "The effects of cooperative learning incorporated with challenge education on social skill development and self-concept." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862277.
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This study examined the effects of cooperative learning combined with the philosophy of Challenged education on social skill and self concept development. The participants were sixth grade students from two different classrooms in a rural midwestern school district. One class was the control and the other the experimental group.During a nine week intervention the experimental group was involved with cooperative learning/Challenge Education while the control group maintained their usual schedule that did not include cooperative learning/Challenge Education. Previous to and following the intervention, the students' social skills were rated by themselves, their teachers, and their parents. In addition, the students rated their own academic and nonacademic self concepts. Measurement tools used were standardized assessment instruments.Two separate multivariate analysis of variance were computed: one for social skills and one for self concept. Following the social skills MANOVA simple interaction effects analyses were calculated followed by simple effects analysis. The results of the MANOVA revealed a significant interaction between time of testing and treatment when examining social skills. Significant interactions were found for parent ratings and teacher ratings. The students' ratings did not reveal a significant interaction. The simple effects analyses for teacher reports revealed the teachers' ratings of students' social skills differed on the pretest; however, the posttest did not reveal a significant difference between group's social skills. No effect were found on the self-concept scale. It was concluded that the intervention may not have produced the desired effects because students had attained only the awareness level of development according to the challenge education model. Therefore, further research using awareness as the outcome seems warranted.<br>Department of Educational Psychology
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Nijazova, Dilara, and Eva Thomasson. "”På andra sidan planket” : en kvalitativ studie om hur det sociala stödet från nätverken påverkar återhämtningsprocessen från ett drogmissbruk." Thesis, Stockholm University, Department of Social Work, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7469.
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<p>Research about social support and social networks has mostly concerned the impact on a person’s wellbeing and health. However an aspect largely neglected is how social support within the social networks can affect the process of giving up a drug abuse. The purpose of this paper is to contribute to a better understanding of what role the social support within different relationships can have on the process of giving up drug abuse. Furthermore the aim is to examine how a self-help group can provide social support in the transitional period after leaving a drug abuse. The study is based on qualitative interviews with staff and participant from a self-help group. System theory and social network theory has been used to interpret the empirical results. The main result shows that the social support from the social networks are viewed as important by all women. However the social support given to the women from close relationships is not necessarily constructive in the process of rehabilitating from a drug abuse. In addition the result has shown that distrust and inequality in power relationships can lead to lack of support within the professional network. In accordance to earlier tudies, a self-help group can be seen as complementary in the rehabilitation of a drug abuse.</p>
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Armstrong, Nancy A. "The effects of cooperative learning on gifted students in heterogeneous and homogeneous groups." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861387.
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The purpose of this study was to investigate whether gifted students scored higher on reading achievement and self-esteem ratings when they worked in mixed ability (heterogeneous) groups or similar ability (homogeneous) groups while participating in cooperative learning activities. The participants were 47 fourth grade students from six intact classrooms in four elementary schools in small midwestern school districts.The Gates-MacGinitie Reading Tests were used to obtain pre- and posttest scores in the area of reading ability. The test consisted of 93 items, including 45 vocabulary and 48 comprehension questions. The Coopersmith Self-Esteem Inventory was also given to the students as a pre- and posttest measure of self-esteem. A treatment of cooperative learning activities was then completed with each class by the researcher to determine if there was a difference between the two groups.The following hypotheses were tested at the.05 level of significance:Hypothesis 1: There is no significant difference between the reading achievement of gifted students who participate in cooperative learning with heterogeneous groups of students and gifted students who participate in cooperative learning with homogeneous groups of students.Hypothesis ll: There is no significant difference in the self-esteem ratings of gifted students who participate in cooperative learning with heterogeneous groups of students and gifted students who participate in cooperative learning with homogeneous groups of students.To test the hypotheses an analysis of variance (ANOVA) was used. For each hypothesis, the obtained F-ratio exceeded the F-value for significance at the .05 level. Therefore, the tests failed to reject the null hypotheses. The findings of this study indicate that students achieve equally well in reading achievement and self-esteem regardless of the grouping strategy used.<br>Department of Elementary Education
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Lussari, Wilson Roberto [UNESP]. "Grupo de apoiadores e cooperlix em Presidente Prudente-SP, Brasil: modelo e evolução de suas relações durante quinze anos." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/138116.
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Previous issue date: 2016-02-23<br>O desafio em dar-se um adequado destino aos resíduos sólidos urbanos (RSU) impõe a mobilização de toda a sociedade, visto o ser humano gerar um crescente volume de resíduos. Com o aumento do consumo e a limitação de recursos da Natureza, a reciclagem tem-se tornado uma necessidade, que é melhor viabilizada pela implantação da coleta seletiva. Para implantar a coleta seletiva é preciso que se desenvolva na sociedade uma cultura de reciclagem, para gerar resíduos sólidos recicláveis que permitam sua reinserção no ciclo produtivo, como matéria-prima. Na cidade de Presidente Prudente, Estado de São Paulo, Brasil, foi adotada uma estratégia de articulação social, que mobilizou diferentes instituições, a fim de construir a sustentabilidade ambiental no município, por meio da educação ambiental, junto à população, e implantação da coleta seletiva, a partir da inserção de catadores de resíduos do lixão em uma cooperativa de trabalhadores de produtos recicláveis. A pesquisa teve como objetivos: identificar o modelo de relação que foi estabelecido entre o grupo surgido da sociedade e a cooperativa, de forma a contemplar as diferentes necessidades sociais e que, ao mesmo tempo, legitimasse a implantação da coleta seletiva e da educação ambiental da população; discussão das dimensões sociais do trabalho nas cidades e dos desafios da sua precarização; discussão da dimensão entre trabalho e meio ambiente e da evolução social dos resíduos na demanda para a construção da sustentabilidade ambiental em Presidente Prudente; apresentação da institucionalização do Grupo de Apoiadores e dos desafios para a autogestão na Cooperlix; o processo de formação e a consolidação do Grupo de Apoiadores; e registro das trajetórias do Grupo de Apoiadores e da Cooperlix, ao longo de 15 anos, da criação de ambos, até a celebração do contrato entre a cooperativa e o poder público municipal. A hipótese adotada é que foi preciso engendrar-se um modelo de relacionamento que possibilitasse ao Grupo de Apoiadores dar suporte ao dia a dia da Cooperlix, a fim de evitar a sua paralisia ou o seu colapso, enquanto ela não conseguisse sustentar-se. Quanto aos resultados, foi identificado que o modelo de relação desenvolvido, a partir do modelo de gestão do Grupo de Apoiadores e da cooperativa, foi inclusivo e democrático junto às diferentes instituições existentes na sociedade, fundamentado no Cooperativismo, na Autogestão e na Economia Solidária, além de engendrar uma organização do trabalho que acolhia toda e qualquer instituição pública ou privada que desejasse participar, bem como contribuir para que a cooperativa oferecesse um território que abrigasse os catadores do lixão, o descarte seletivo de resíduos sólidos e a prática de educação ambiental pela reciclagem. O modelo identificado deriva da relação recíproca de interdependência entre Grupo de Apoiadores e Cooperlix. A representação é inovadora, porque mostra como pessoas comuns podem, coletivamente, tornar-se protagonistas de transformações sociais em larga escala.<br>The challenge to give a suitable destination to municipal solid waste (MSW) requires the mobilization of the whole society, as humans generate an increasing amount of waste. With the increase in consumption and the limited nature of resources, recycling has become a necessity, which is possible making the implementation of selective collection. To deploy the selective collection it is necessary to develop in society a culture of recycling to generate recyclable solid waste to enable their reintegration into the production cycle as raw material. In the city of Presidente Prudente, State of Sao Paulo, Brazil, a social joint strategy was adopted, which mobilized different institutions in order to build environmental sustainability in the city, through environmental education among the population, and implementation of selective collection, from entering landfill waste pickers in a recyclables workers cooperative. The research aimed to: identify the relationship model that has been established between the emerged group of society and the cooperative in order to contemplate the different social needs and at the same time, legitimated the implementation of selective collection and population environmental education; discussion of the social dimensions of work in the cities and the challenges of its precariousness; discussion of the dimension between labor and the environment and social development of waste in demand for the construction of environmental sustainability in Presidente Prudente; presentation of the institutionalization of the supporters group and the challenges to ownership in Cooperlix; the process of formation and consolidation of the supporters group; and record of the supporters group and Cooperlix trajectories over 15 years of the both creation, until of the contract conclusion between the cooperative and the municipal government. The adopted hypothesis is that was necessary to engender a relationship model that would allow the supporters group to support the Cooperlix day-to-day in order to avoid its paralysis or collapse, as it could not sustain itself. For the results, it was identified that the developed relationship model, of the supporters group and the cooperative management model, was inclusive and democratic along the different society institutions, based on Cooperative Model, Self-Management, and Solidarity Economy, besides engendering an organization of work that welcomed any public or private institution who wished to participate and contribute to the cooperative should offer a territory that housed the landfill scavengers, solid waste selective disposal, and the environmental education by recycling practice. The model identified derives from the mutual interdependence between group of supporters and Cooperlix. Representation is innovative because it shows how ordinary people can collectively become protagonists of social change on a large scale.
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Lee, Kooi Cheng. "An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2322.
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The thesis is a study of the early stages of the writing cycle in an English for Academic Purposes (EAP) class at the University of Singapore. The study focuses on a group brainstorming activity prior to the stage of writing the first draft and on the impact of this activity on the students’ first individual drafts. In addition, the study compares two different modes of discussion: face-to-face and online synchronous chat. The comparison is concerned with the interactional patterns of the discussion in the two modes, and with the transfer of content from the discussion to the first written drafts. The use of group brainstorming at the pre-writing stage is a familiar activity in the writing class but researchers have not yet paid much attention to the way in which the ideas generated in the brainstorming activity are transferred to individual written drafts. It is this gap that this dissertation seeks to fill. A question of particular interest is the extent to which knowledge construction in the composition class is accomplished by the individual or by the group. Data were collected from four classes of first-year undergraduate students of Science taught by the researcher. The control group, with 31 members, carried out their brainstorming activity in face-to-face mode, while the experimental group, with 27 members, carried out their brainstorming using a synchronous chat facility. The primary data were the chat scripts, face-to-face transcripts and first writing drafts. Analysis of the discussion data was carried out using a genre-based content analysis model deriving from speech act theory (Sinclair and Coulthard, 1975), rhetorical structure theory (Mann & Thompson 1986, 1988), and more recent work on collaborative writing by Plowman (1993), think-aloud protocols (Smagorinsky, 1991) and collaborative computer-based communication by Garrison and Anderson (2003), among others. The model is used to count the frequency of different ideas according to their rhetorical characteristics in the two conditions (face-to-face and synchronous chat), and to determine whether the ideas were generated by individuals or through group discussion. The analysis then looks at the extent to which the ideas were subsequently reproduced in individual drafts. The frequency analyses are complemented by detailed qualitative analysis of the discussion transcripts and the essays of four students, two from each discussion mode. The results of the analysis suggest that collaborative brainstorming is productive in helping students with the generation and development of ideas for their writing. The findings also suggest that there is a strong link between ownership and use of ideas initiated in the discussion. This tendency is stronger in the chat group than in the face-to-face group. Analysis of the discussion transcripts suggests that this difference is a result of more ideas being initiated in the chat group. In addition to these group differences, the analysis shows that discussion in both modes is characterised by a tendency to seek consensus, with very little argument and negotiation of content. The implications of these findings for the use of group discussion in the writing class are discussed.
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Chan, Yuet-ming Kate, and 陳玥明. "How does cooperative learning enhance self-motivation and metacognition of senior form students in learning NSS liberal studiesin a local band 2 secondary school?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50177679.
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Liberal Studies has become a core subject of senior form students in the new education system in Hong Kong since 2009. One purpose of the subject is to develop students as life-long learners. To enhance teaching effectiveness and achieve this goal, learning environment is an important element. This study investigated the effects of co-operative learning on Form Four (Grade 10) and Form Five (Grade 11) students’ metacognition and self-motivation towards Liberal Studies. Participants were 245 students from Form Four and Form Five in a local band two secondary school located in Tin Shui Wai. 68 of them were taught by the author with co-operative learning and 177 of them were taught by other teachers with other teaching methods. Data collection was conducted using questionnaires and group interviews to assess students’ motivation and abilities of self-directed learning in Liberal Studies among different teaching groups. Results of the study showed that co-operative learning is more likely to enhance students’ motivation and self-regulatory skills in their learning than other teaching methods. However, with limitations, results of this study were not precise enough. It is suggested that further research should be conducted to find a more concrete effects of co-operative learning on students’ metacognition and self-motivation towards Liberal Studies.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Andersén, Åsa. "Self-efficacy, Vocational Rehabilitation and Transition to Work." Doctoral thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-328796.
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The overall aim of this thesis was to examine the relationship between self-efficacy, individually tailored vocational rehabilitation and transition to work or studies. Study I was a cross-sectional study based on questionnaire- and registry data, investigating whether factors related to sick leave predict self-efficacy in women on long-term sick leave (n= 337) due to pain and/or mental illness. General self-efficacy was low. Anxiety and depression were the strongest predictors for low self-efficacy. Study II used longitudinal data from a randomised controlled trial, comprising partly the same women (n=401) as in Study I. Participants were allocated to either 1) assessment of multidisciplinary team and multimodal intervention (TEAM), 2) acceptance and commitment therapy (ACT), or 3) control group. Self-efficacy increased in the TEAM group in comparison with the control group. Study III had a descriptive qualitative design with individual interviews, studying participants’ (n=14) experiences with an individually tailored vocational rehabilitation project, and encounters with professionals working in it. The participants, who were on long-term sick leave due to mental illness or pain reported overall positive experiences with the project. The project was based on collaboration between authorities and motivational interviewing. The positive experiences were based on four categories: Opportunities for receiving various dimensions of support, Good overall treatment by the professionals, Satisfaction with the working methods of the project, and Opportunities for personal development. Study IV was a prospective cohort study investigating perceived self-efficacy in unemployed young adults (n= 249) aged 19-29 year with disabilities, and the association between self-efficacy and transition to work or studies. The study used questionnaire- and registry data from a vocational rehabilitation project. Higher levels of self-efficacy were associated with increased odds for ‘transition to work’. General self-efficacy was low, and young adults with lower self-efficacy reported worse self-rated health compared with those with higher self-efficacy. This thesis showed that multidisciplinary assessment with a multimodal intervention had positive effects on self-efficacy. Individually tailored vocational rehabilitation, based on cooperation and motivational interviewing, may be beneficial for individuals on long-term sick leave and the interactions between participants and the professionals may affect participants’ self-efficacy positively. Mental health needs to be considered when targeting self-efficacy in vocational rehabilitation. Furthermore, research is needed to a) clarify which components in the multidisciplinary team intervention can increase self-efficacy, b) study the effects of vocational rehabilitation based on an individual design, cooperation and motivational interviewing on self-efficacy, health and transition to work, and c) develop interventions that can increase self-efficacy and support transition to work/ studies in young adults with disabilities.
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Jansson, Simon, and Ludvig Kallin. "Self-efficacy och arbete under studietiden." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25544.
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Tidigare forskning visar att personer som genomgår träning för att öka sin self-efficacy har mycket större chans att finna jobb (Caplan, Vinokur, Price & van Ryn, 1989; Eden &Aviram, 1993). Denna studie baseras på en enkätundersökning gjord på 99 studenter och har som syfte att undersöka samband mellan studenters arbete under studietiden och deras nivå av generell self-efficacy (GSE). Korrelationsanalysfann inga samband för att stödja studiens hypotesom att studenter som arbetar och studerar parallellt skulle redovisa högre värden av GSE. Ett positivt samband påträffades mellan vilja att arbeta och förmåga att klara av tentamina. Resultatet påvisar även en tro hos studenter att få arbeten som passar deras högskoleutbildning, denna tro kan förutspås till sju procent av GSE och antal terminer studerade.
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Milward, Andrew. "Group Efficacy, Self Identity & Workplace Behaviour : A Critical Analysis." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518328.
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Hennessy, Kelly D. "Work-family conflict self-efficacy a scale validation study /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2526.
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Thesis (M.A.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.