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Dissertations / Theses on the topic 'Social sciences – Psychology'

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Published: 4 June 2021
Last updated: 25 April 2022

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1

Davis, Melinda Fritchoff. "Method variance in the social sciences." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289721.

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A preliminary taxonomy has been developed that differentiates between trait characteristics, the situation, manifest and subtle methods and interaction effects. The proposed taxonomy divides method into manifest and subtle categories. The obvious, surface characteristics of method are considered manifest, while the deeper structures of method that are not usually seen are considered subtle. Seven manifest method categories are described: stimulus format, response format, response categories, raters, whether the measure is direct or summative, rating the stimulus or the response, and opaque or transparent measures. Numerous subtle method categories can also be seen within the method rather than on its surface. These include semantic or verbal characteristics, direction of wording, measures of amount, ability, latency of response, possessions, situational context, associations, and behavior. Other method categories include report of others reactions, body symptoms, and time frame. Seven item level methods were tested in this study in the context of measurement of Introversion-Extraversion (IE). They included direct questions, direction of wording, situational context, time frame, report of others reactions, preference (semantic or verbal structure), and behavior. Three of these methods (preference, behavior, and direction of wording) introduced substantial method variance in the measurement of IE, and there were also several sizable trait*method interactions: direction of wording, time frame, and preference. Generalizability theory analysis (GT) proved to be quite useful in estimating method effects and interactions. By comparing the findings from GT analysis to confirmatory factor analysis (CFA) results, it became clear that there were problems with the CFA results that could not be ignored. Although generalizability analysis is limited in its ability to provide estimates of the trait and method contributions for individual measures, unfortunately, it informs us that the estimates provided by CFA are probably erroneous.
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2

Driver, Charles C. "Hierarchical Continuous Time Dynamic Modelling for Psychology and the Social Sciences." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/18927.

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Im Rahmen dieser Dissertation bemühe ich mich, den statistischen Ansatz der zeitkontinuierlichen dynamischen Modellierung, der die Rolle der Zeit explizit berücksichtigt, zu erweitern und praktisch anwendbar zu machen. Diese Dissertation ist so strukturiert, dass ich in Kapitel 1 die Natur dynamischer Modelle bespreche, verschiedene Ansätze zum Umgang mit mehreren Personen betrachte und ein zeitkontinuierliches dynamisches Modell mit Input-Effekten (wie Interventionen) und einem Gaußschen Messmodell detailliert darstelle. In Kapitel 2 beschreibe ich die Verwendung der Software ctsem für R, die als Teil dieser Dissertation entwickelt wurde und die Modellierung von Strukturgleichungen und Mixed-Effects über einen frequentistischen Schätzansatz realisiert. In Kapitel 3 stelle ich einen hierarchischen, komplett Random-Effects beinhaltenden Bayesschen Schätzansatz vor, unter dem sich Personen nicht nur in Interceptparametern, sondern in allen Charakteristika von Mess - und Prozessmodell unterscheiden können, wobei die Schätzung individueller Parameter trotzdem von den Daten aller Personen profitiert. Kapitel 4 beschreibt die Verwendung der Bayesschen Erweiterung der Software ctsem. In Kapitel 5} betrachte ich die Natur experimenteller Interventionen vor dem Hintergrund zeitkontinuierlicher dynamischer Modellierung und zeige Ansätze, die die Art und Weise adressieren, mit der Interventionen auf psychologische Prozesse über die Zeit wirken. Das berührt Fragen, wie: 'Nach welcher Zeit zeigt eine Intervention ihre maximale Wirkung', 'Wie ändert sich die Form des Effektes im Laufe der Zeit' und 'Für wen ist die Wirkung am stärksten oder dauert am längsten an'. Viele Bei-spiele, die sowohl frequentistische als auch bayessche Formen der Software ctsem verwenden, sind enthalten. Im letzten Kapitel fasse ich die Dissertation zusammen, zeige Limitationen der angebotenen Ansätze auf und stelle meine Gedanken zu möglichen zukünftigen Entwicklungen dar.
With this dissertation I endeavor to extend, and make practically applicable for psychology, the statistical approach of continuous time dynamic modelling, in which the role of time is made explicit. The structure of this dissertation is such that in Chapter 1, I discuss the nature of dynamic models, consider various approaches to handling multiple subjects, and detail a continuous time dynamic model with input effects (such as interventions) and a Gaussian measurement model. In Chapter 2, I describe the usage of the ctsem software for R developed as part of this dissertation, which provides a frequentist, mixed effects, structural equation modelling approach to estimation. Chapter 3 details a hierarchical Bayesian, fully random effects approach to estimation, allowing for subjects to differ not only in intercept parameters but in all characteristics of the measurement and dynamic models -- while still benefiting from other subjects data for parameter estimation. Chapter 4 describes the usage of the Bayesian extension to the ctsem software. In Chapter 5 I consider the nature of experimental interventions in the continuous time dynamic modelling framework, and show approaches to address questions regarding the way interventions influence psychological processes over time, with questions such as 'how long does a treatment take to reach maximum effect', `how does the shape of the effect change over time', and 'for whom is the effect strongest, or longest lasting'. Many examples using both frequentist and Bayesian forms of the ctsem software are given. For the final chapter I summarise the dissertation, consider limitations of the approaches offered, and provide some thoughts on possible future developments.
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3

Wagner, Claire. "Placing psychology a critical exploration of research methodology curricula in the social sciences /." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-06292004-123737.

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4

Loignon, Andrew Caleb. "Social class in the organizational sciences| A meta-analysis." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10240988.

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Social class has become increasingly popular in the organizational sciences. Recent studies have found that one’s social class influences phenomena ranging from decision-making, to pro-social behavior, and interpersonal interactions. Despite the burgeoning interest in this topic, there remains a great deal of ambiguity concerning the conceptualization and operationalization of social class. For instance, scholars have used income, education, as well as subjective ratings to measures one’s social class. In order to improve the conceptual clarity of social class, I develop and present a model that draws on the dominant theories of social class from both sociology and psychology, while organizing their key principles to explain how social class influences an individual’s thoughts, feelings, and behaviors. By using this model as a framework, this dissertation attempts to refine the conceptualization of social class by testing core research questions pertaining to the construct validity of this construct. Based on a comprehensive, interdisciplinary literature search, which yielded nearly 4,000 effect sizes, I used meta-analytical structural equation modeling to test the proposed research questions and hypotheses. The findings offer clear support for two distinct components of social class (i.e., objective and subjective) that are both highly related to one another and associated with other micro-level constructs (i.e., job attitudes). Given the timeliness and importance of social class, the findings of this conceptual review and empirical meta-analysis offer a means of summarizing this large, interdisciplinary literature while guiding future management research on this critical topic.

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5

Sammut, Gordon. "The point of view : towards a social psychology of relativity." Thesis, London School of Economics and Political Science (University of London), 2010. http://etheses.lse.ac.uk/96/.

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The explanation of social behaviour requires an understanding of individual orientations to social issues as these exist relative to others. This thesis argues that whilst the attitude concept and social representations have illuminated certain aspects of social behaviour, both are handicapped by a restricted focus. The former’s focus on the evaluation of attitude objects excludes a reference to wider societal processes. The latter provides an account of societal contingencies, but excludes an explanation of individual orientations towards objects and issues in the social environment. This thesis postulates the point of view concept to bridge this gap, that provides an explanation of social behaviour at the situational level. This complements attitude and social representations in a nested, multilevel explanation of social behaviour. The point of view is defined as an outlook towards a social event, expressed as a claim, which can be supported by an argument of opinion based on a system of knowledge from which it derives its logic. It reflects an individual’s orientation towards a social object, relative to others. This thesis has demonstrated, in a series of empirical studies, that the point of view can be typified in three categories. A monological point of view is closed to another’s perspective. A dialogical point of view acknowledges another’s perspective but dismisses it as wrong. A metalogical point of view acknowledges the relativity of its’ perspective, and concedes to an alternative the possibility of being right. These different types were demonstrated to be characterised by differences in positioning and in individuals’ capacity to fit a given social reality. Such relational outcomes accrue as a function of the socio-cognitive structure of points of view in relation with another perspective. This thesis demonstrates that points of view, alongside attitudes and social representations, provides a multilevel explanation of social behaviour
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6

Bartoszuk, Karin, Cecelia McIntosh, and Brian Maxson. "Integration and Synergy of Research and Graduate Education in Science, Humanities, and Social Science." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6174.

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7

Dixon, Wallace E. "Twenty Studies That Revolutionized Child Psychology." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/0205948030.

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Twenty Studies That Revolutionized Child Psychology gives students a systematic look at the process of child psychology research by examining the twenty most revolutionary scientific investigations in the field over the course of the last fifty years. For the second edition, author and child psychologist Wallace Dixon polled an expanded number of experts in the field to determine the most important studies to be included. The result is an updated collection of revolutionary studies that helps students to better understand the discipline of child psychology.
https://dc.etsu.edu/etsu_books/1024/thumbnail.jpg
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8

Cook, Jonathan E. "Social stigma and subjective power in naturalistic social interaction /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1400960581&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 100-107). Also available for download via the World Wide Web; free to University of Oregon users.
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9

Mischkowski, Dominik. "The Social Side Effects of Acetaminophen." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1438081282.

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Kalian, Sharae. "Enriching Cross-Cultural Health Care Curriculum with Elements of Social Psychology." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1573469.

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The need for equality has become one of the most deeply talked about subjects in the health care field. One challenge in this area is to reduce health care disparities and improve access to high-quality health care for diverse patients. There is a vast amount of literature on the implementation of cross-cultural competence in health care to reduce health care disparities. Cultural competence strategies include a racial and linguistic staff, culturally competent education and training, and integrated culturally translated signage. The cultural competence approach that is being investigated in this thesis considers the concepts of sociological factors that contribute to a complete understanding of one's culture. This thesis will examine two separate literatures: first, research on the historical culture context, sociocultural behavior and ethnic identity; and second, research on the cultural competence approach in the health care industry.

A literature review expands this research by applying a theoretical framework based on Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, Institute of Medicine Principals of Quality, and Minority Populations and Health. A cross-cultural curriculum model through which to consider social psychology variables is presented.

Keywords: disparities, race, social psychology factors, cross-cultural curriculum, health care.

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11

Hall, David John. "Facets of judgment : towards a reflexive political psychology." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2257e7b2-eee0-493e-bd39-eeba4e2c60cd.

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The knowledge base of empirical psychology is more expansive than ever before. So too is the impulse to integrate this factual knowledge into political theory. But how should this psychological turn be undertaken? What would a political psychology for political theorists look like? How could psychology credibly tackle the questions that political theorists characteristically ask, especially regarding the nature and consequences of prescriptive political judgment? In this thesis, I explore this issue through the framework of recent debates between political moralists—specifically, John Rawls, G. A. Cohen, and Peter Singer—and political realists—largely Bernard Williams. Deploying the insights of political realists, I argue that moralists cannot quarantine the relevance of psychological facts through the ideal of a 'pure' normative judgment. To explore what this empirical engagement might look like, I contrast these moralist ideals of judgment with Jonathan Haidt’s social intuitionism, which proposes a more affectively laden and pluralistic model of judgment. I then redeploy the insights of political realism to critique social intuitionism, to uncover its weaknesses from the perspective of existing political theory. Finally, to stabilize this critique, I lay out the framework for a reflexive political psychology, which acknowledges the co-constitutive relationship between the discipline of psychology and its subject matter: human psychology. This reflexive political psychology offers an agenda by which we can investigate the political usefulness of psychological and political theories.
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Nelson, Brandy R. "Stressors and Time-to-Degree for Online Social Sciences Doctoral Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5758.

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U.S. doctoral program completion rates have remained persistently low in the humanities and biomedical sciences despite educators' efforts. A variety of factors, including stress and dissitation advisor-related issues, were associated with high attrition rates and extended time-to-degree for PhD candidates. The purpose of this correlational study was to examine relationships among life stressors, advisor-related factors, and time-to-degree for a convenience sample of 74 online social sciences doctoral degree holders. Holmes and Rahe's work on stress and Tinto's framework for education program attrition provided the framework for the study. Linear regression and Pearson's correlation statistics were used to examine the relationships between Social Readjustment Rating Scale (SRRS) scores, Advisor-Related Factor scores, and time-to-degree after controlling for covariates of age, ethnicity, and gender. Key findings included: a) SRRS significantly (p < .01) predicted time-to-degree after controlling for age, ethnicity, and gender; and b) no significant relationship was found between advisor-related factors. By identifying at-risk students, early intervention could reduce the time need to complete a PhD program and reduce financial and university resources required to finish. Doctoral program administrators could provide closer supervision with PhD candidates and make adjustments based on an accumulation of extraordinary stressors to help PhD candidiates adjust and finish their programs.
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Kutner, Robert Alan. "Teaching complex skills in a PSI psychology course." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/489.

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The Personalized System of Instruction (PSI) is designed to individualize instruction based on traditional learning theories. Students are required to demonstrate mastery before advancing to new material. A self-pacing feature allows students to dictate their rate of progress. Compared to lecture-discussion instruction, PSI courses have demonstrated superior examination performance as well as increased ratings of course quality. However, studies have been criticized for testing only basic skills while ignoring more complex processes. In this research project, the PSI study guides were designed to emphasize complex processes and mastery test and review examination questions reflected increased item-level complexity. Results showed that students were able to master these complex items at the required 90% criterion. Performance on the comprehensive review examinations was slightly lower for complex items. Expected differences relating to the three group sequence requirements were not obtained. Nevertheless, mastery performance on the complex items was achieved by all students regardless of experimental group.
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Byrne, Michael J. "An exploratory analysis of free will in the social sciences." Ashland University Ashbrook Undergraduate Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=auashbrook1304710552.

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15

Collins, Kirsty-Lee. "Social media use, social anxiety and the relationship with life satisfaction." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19586/.

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Introduction: There has been a growing interest around the use of the Internet, and more recently the role of social media use, within all aspects of day-to-day living. Previous research has found contrasting relationship s between social media use and meaningful social connectivity. Some suggesting Facebook can provide a 'social compensation'; offering an opportunity of developing positive social relationships and self-exploration (Indian & Grieves, 2014; Selfout et al., 2009; Ellison, Steinfield & Lampe, 2008). Other research argued that those who most benefitted from social media already have good social links, thus a 'rich get richer' effect (Kraut et al., 2002). Aim: This study aimed to investigate the relationship between social anxiety symptoms, passive and active Facebook use and online and offline relationships (bridging and bonding) to life satisfaction. Method: A total of 124 completed online questionnaires were collected. The participants completed five quantitative measures. The link to the study was posted on related Facebook pages and online social anxiety forums. Results: The results demonstrated a positive correlation between social anxiety and passive and active Facebook use, but only a significant negative correlation between active Facebook use and life satisfaction. There was also a negative correlation between social anxiety and life satisfaction. A mediation analysis suggested that social anxiety acted as a significant mediating variable between active Facebook use and life satisfaction. Furthermore, a hierarchical regression suggested that it was, when controlling for social anxiety, face-to-face bonding relationship that was the most significant predictor variable for life satisfaction. Clinical implications: The study does not argue a causal relationship between Facebook use, social anxiety, relationship types and a negative impact on life satisfaction. However it does highlighted interesting significant correlation between Facebook use, social anxiety and life satisfaction. This would suggest that within clinical practice an individual’s digital life should be thought about, alongside the more traditional ideas of social networks. Furthermore, the clinical focus of developing of an individual’s face-to-face relationships remains an important factor associated with life satisfaction.
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Formati, Mary Jean. "Grief resolution in the elderly." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2775.

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Efforts to predict successful grief resolution in adults have suggested that older adults may experience grief differently than younger adults. In addition, age, coping style, perceived control, and a social support system have also been identified as possible mediating factors in grief resolution. This study explored the effect of age, coping style, and perceived control on grief resolution in 48 independent living residents (aged 65-86) of a Northern California community who had experienced the loss of a spouse. All were members of a widowed person's support organization. It was hypothesized that successful grief resolution would be positively related to perceived external control and to an avoidance coping style. Grief resolution was measured by the Grief Resolution Index (Remondet & Hansson, 1987) and the Beck Depression Inventory (Beck, 1978). Coping style was measured by the Coping Responses Inventory (Moos, 1993). Perceived control was measured by Rotter Locus of Control Scale (Rotter, 1966). The degree of grief resolution was analyzed using 2 x 2 x 2 (Age x Locus of Control x Coping Style) ANOVA on each measure of grief resolution. The hypotheses were not supported.
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Mortweet, Susan Lynn. "Measurement of perceived social support in the chronic mentally ill." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2953.

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The perception of available social support in the chronic mentally ill may have implications for the maintenance of their social functioning and independence. Perceived social support has been a major focus in the development of theories and measures of social support, and a close relationship has been found between perceived social support and health outcomes in general (Sarason, Sarason, & Pierce, 1990). More specifically, effective social support systems within the chronic mentally ill have been associated with decreased number of hospitalizations (Cutler, Tatum, & Shore, 1987). However, no psychometrically sound measure of perceived social support exists appropriate to the circumstances of the chronic mentally ill. The purpose of this study was to develop such a measure and validate it with chronic mentally ill individuals. A 15-item questionnaire was developed through three iterations with 350 chronic mentally ill individuals, yielding a scale with a final coefficient alpha of.92. These and all other participants were outpatient clients of county mental health systems in California. The final questionnaire's relationship to other measures related to social support was then explored.
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O'Carroll, Valerie Jane. "The provision of social support to injured high school football players: The role of the head coach." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2954.

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Coaches of high school athletes are one potentially important source of athletes' social support. This leads to the possibility that at least some coaches provide little social support to their players and thus could contribute to players' injury rates. I examined the social support high school football coaches provide their players in a specific circumstance where coach social support might be considered forthcoming, the circumstance of injured players. I sent a 21-item, 9-point Likert scale questionnaire to 2,000 California, Texas, Ohio, and Florida high school football coaches, asking about the amount of social support they provided to their injured players. A total of 668 questionnaires were returned. The social support items were reasonably homogeneous (coefficient alpha .84). Mean levels of self-reported coach social support ranged from 3.1 (almost no social support provided) to 9.0 (strong social support, provided consistently), with a mean of 6.9 (median=7.0) and a S.D. of 1.0. I then examined the relationship between the social support reported to be provided and coach-reported numbers of minor and major player injuries in a typical season. Both relationships were low and negative, but significant (r = -.14 in both cases,p is less than .0005), indicating a weak tendency for the players of low social support coaches to experience more injuries than those of high social support coaches. The results overall suggest that (a) coach social support of athletes is indeed quite low in some cases, and (b) coach social support may be an important element in determining the injury rates of high school athletes.
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Van, Dyke Benjamin Prime. "Longitudinal Social Support and Quality of Life among Participants of Psychosocial Chronic Pain Management Groups." Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640995.

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Objective: The primary goal of the current study was to characterize perceived social support (PSS) and isolation longitudinally among people with chronic pain (CP) who were and were not receiving group psychosocial interventions for CP. The second goal of the study was to describe how PSS and isolation variables are associated with quality-of-life (QOL) variables over time for those same participants.

Background: Previous research has demonstrated that positive social support can predict better outcomes for people with CP and negative social support can predict poorer outcomes. Furthermore, CP is associated with decreased social support and greater isolation. Despite the knowledge that PSS can be an important coping resource for people with CP, research on the longitudinal patterns of PSS and isolation and their relationships to QOL variables over time is lacking, especially among people with CP.

Method: Social health and QOL data from 290 participants from the Learning About My Pain study (Eyer & Thorn, 2015) were used to examine longitudinal PSS and isolation with piecewise linear growth models using multilevel modeling. Participants were randomly assigned to participate in group cognitive-behavioral therapy (CBT), group pain psychoeducation (EDU), or medical treatment-as-usual (TAU) for 10 weeks followed by a 6-month post-treatment follow-up period. Participants were assessed pre-, mid-, and post-treatment, as well as at follow-up.

Results: PSS was relatively stable over the treatment and follow-up periods except for small decreases in emotional and informational support among TAU and social isolation among EDU during the follow-up period. Companionship was associated with decreasing pain interference, disability, and depression, and emotional support was associated with decreasing pain interference and depression, whereas instrumental support and isolation were associated with worsening QOL. The Buffering Hypothesis of PSS was not supported in the current sample.

Conclusions: A potential benefit of participating in psychosocial group treatments for CP appears to be the lack of deterioration of emotional and informational support for CBT and EDU and decreasing isolation for EDU participants. Social health was predictive of QOL. Future research and treatment of CP should account for PSS and isolation and the ways in which they interact with pain and QOL.

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Fishfader, Vicki Lynn. "Evidential and extralegal factors in jury verdicts: Presentation mode, retention, and level of emotionality." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2774.

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It is becoming commonplace for video technology of various forms to be utilized in modern courtrooms. However, little research exists on how the use of videos in the courtroom influences jury decision making. Studies on this topic could lead to greater understanding of the mechanisms by which jurors arrive at their decisions. For example, jurors are instructed not to let emotional factors impact their decisions, yet attorneys often appeal to a juror's conscience rather than his or her intellect in trying to win a case. In order to examine these issues, the present study attempted to answer two main questions. First, does video footage influence jurors more than traditional oral testimony? Second, if video evidence does have a strong impact on juror decisions, what are the mechanisms by which this occurs? Participants examined actual materials from a civil case presented in one of three formats: print (transcripts), traditional oral testimony, or traditional testimony plus audiovisual recreation. They were given the Profile of Mood States (POMS) as a pre-and post-test measure of emotional state. Furthermore, they were tested on retention of factual material and asked to designate damage awards as well as responsibility levels of both the plaintiff and defendant in the case. Results indicated that a number of changes in mood state occurred following stimulus presentation, regardless of the stimulus presentation mode or gender of the subject. The five POMS scales on which this pattern appeared were the Depression-Dejection scale, the Fatigue-Inertia scale, the Anger-Hostility scale, the Vigor-Activity scale, and the Total Mood Disturbance scale.
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Meyers, Kelly Stephen. "Video games, aggression, and the new ESRB ratings system." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2631.

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The current study sought to accomplish three goals: (a) examine the short term effects of the current hi-tech aggressive video games on children who play them; (b) improve upon the methodology of previous studies by using a combination of self-report, physiological (heart rate), and behavioral observations (Bobo doll aggression) together in one study; and (c) examine how the new Entertainment Software Rating Board's (ESRB) ratings system relates to aggression in children who have played aggressive and non-aggressive video games. It was hypothesized that (a) playing video games which depict interpersonal aggression would lead to increased aggression in children, and that (b) the ESRB rating system is useful but incomplete as it relates to post-video game aggression differences. Specifically, games which involve very high levels of interpersonal aggression as their main theme are sometimes given the same classification (rating) as a game containing no or very little aggression. The current study expected to find that the game content rather than game classification predicts post-game aggression on the part of the player. (Abstract shortened by UMI.)
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Haxell, Mark Robert. "Social psychology and mental retardation: towards an applied social psychology of mental retardation." 1991. http://hdl.handle.net/2292/2079.

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Whole document restricted, see Access Instructions file below for details of how to access the print copy.
This thesis seeks to integrate the diverse fields of the social psychology of intergroup relations and mental retardation. In order to do this a a new cross-disciplinary field described as "The Social Psychology of Mental Retardation" (abbreviated to SPMR) is defined and explored theoretically and empirically. This involved a literature review of the current status of the social psychology of intergroup relations, especially as the field of social psychology emerges from the 'crisis of confidence' period, and incorporating the insights and changes that have occurred as a result of this. The history of the development of social psychology generally and applied social psychology were both considered as part of this. A review of current literature in mental retardation was carried out along with an attempt to explore the contemporary social context or social ecology of mental retardation in New Zealand, as well as the media (and other representations) of mentally retarded people. Themes were present throughout this thesis included: an explicit value orientation; a rejection of a positivistic-empiricist approach to scientific research; considering mental retardation as a social construct, and an emphasis on the social context or social ecology of mental retardation Two main pieces of empirical research were carried out. All the results were analysed using appropriate SAS statistical procedures. Study 1 involved a coin allocation task for 33 mentally retarded subjects using the matrix procedure originally developed by Henri Tajfel of Bristol University. The results here provided information about social categorization processes based on intellectual handicap as a social identity. These mentally retarded subjects were also given a 106 item adjective checklist, also used later on, and the results from this considered as part of the second part of Study 2. The second study consisted of two parts, both using undergraduate social science students as participants. The first involved the administration of a 24 item questionnaire in two forms to investigate a series of common myths and misconceptions about mental retardation and intellectual handicap. There was approximately 300 responses to each questionnaire. The results were analyzed to give information on the knowledge of both intellectual handicap and mental retardation of these participants, as well as for differences between these two group/labels. The second part of Study 2 involved the 106 item adjective checklist to investigate social stereotypes of various disabled or handicapped groups/group labels. Participants here were firstly asked to rate the adjectives on a 5 point favourability scale, and then to indicate which adjectives they considered applied to one of nine different groups/labels. This procedure constituted a New Zealand standardization of the adjective checklist. Multiple comparisons within this sample were made to clearly establish the contents of current stereotypes of the rated group/labels by this subject population. An index of the relative favourability of mental retardation and intellectual handicap was generated from these results. An indication of the relative complexity of the same stereotypes was also generated. It was concluded that mentally retarded adults do show the same ingroup preferences shown by nonhandicapped people in Tajfellian intergroup relations experiments, and that this indicated that intellectual handicap was a meaningful social category for mentally retarded adults. It was further concluded that there was generally a low prevalence of common myths and misconceptions about mental retardation and intellectual handicap from the first part of Study 2. There were several important exceptions to this finding. For the second part of Study 2, mentally retarded people, who identified themselves as intellectually handicapped, showed a strong preference to evaluate their own group highly, and ascribed more favourable adjectives than the students did to the intellectually handicapped or towards university students as a group. Study 2 showed that there was little difference made by the students between the terms intellectual handicap and mental retardation. Of the nine groups/labels rated by the students, intellectual handicap was ranked 6th and mental retardation 7th. The complexity analysis indicated quite similar rankings of mental retardation and intellectual handicap when compared to the favourability analysis. Overall it was concluded that the Tajfellian social identity theory derived from the European influenced social psychology of intergroup relations could form a useful basis for the development of an applied SPMR. The social acceptance and social integration of the mentally retarded in the classroom and in wider society was identified as a major area of current concern, where the proposed SPMR could be of value.
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Muga, Henrique António. "Representações sociais da mudança social." Dissertação, 1998. https://repositorio-aberto.up.pt/handle/10216/50330.

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Muga, Henrique António. "Representações sociais da mudança social." Master's thesis, 1998. https://repositorio-aberto.up.pt/handle/10216/50330.

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Queirós, Daniela Sofia Monteiro. "Cognição social e funcionamento social na esquizofrenia: validação da escala de funcionamento social (FAST)." Dissertação, 2011. https://repositorio-aberto.up.pt/handle/10216/114546.

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Queirós, Daniela Sofia Monteiro. "Cognição social e funcionamento social na esquizofrenia: validação da escala de funcionamento social (FAST)." Master's thesis, 2011. https://repositorio-aberto.up.pt/handle/10216/114546.

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27

Castro, Anabela Nogueira. "Competência social da criança adotada: comportamento individual e validação social." Dissertação, 2016. https://repositorio-aberto.up.pt/handle/10216/86384.

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Castro, Anabela Nogueira. "Competência social da criança adotada: comportamento individual e validação social." Master's thesis, 2016. https://repositorio-aberto.up.pt/handle/10216/86384.

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Bettencourt, Nísia de Fátima da Silva. "Adopção e estigma social." Dissertação, 2011. https://repositorio-aberto.up.pt/handle/10216/60833.

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Bettencourt, Nísia de Fátima da Silva. "Adopção e estigma social." Master's thesis, 2011. https://repositorio-aberto.up.pt/handle/10216/60833.

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Bettencourt, Nísia de Fátima da Silva. "Adoção e estigma social." Dissertação, 2011. https://repositorio-aberto.up.pt/handle/10216/114417.

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Bettencourt, Nísia de Fátima da Silva. "Adoção e estigma social." Master's thesis, 2011. https://repositorio-aberto.up.pt/handle/10216/114417.

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Caldeira, Carla Isabel da Mota Pinto. "Dimensões educativas parentais e competência social na adolescência." Dissertação, 2013. https://repositorio-aberto.up.pt/handle/10216/91403.

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O presente estudo tem como objetivo principal analisar o impacto das dimensõeseducativas parentais na competência social e rendimento escolar nos adolescentes. Oestudo foi desenvolvido numa amostra de 73 adolescentes do sexo masculino e 102adolescentes do sexo feminino, com idades compreendidas entre os 16 e os 19 anos, deduas escolas secundárias de ensino público de uma cidade do Norte de Portugal. Asdimensões educativas parentais monitorização, promoção da autonomia e afeto parentalforam avaliadas através do Questionário de Estilos Educativos Parentais - Revisto(QEEP-R) e as competências sociais através do Social Skills Questionnaire (SSQ). Osresultados demonstraram associações positivas e estatisticamente significativas de valorbaixo a moderado entre as dimensões educativas parentais e as dimensões dacompetência social dos adolescentes. Relativamente ao rendimento escolar, existe umaassociação positiva e estatisticamente significativa, com a monitorização paterna e umaassociação negativa e estatisticamente significativa, com o afeto materno.
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Nogueira, Conceição. "Um novo olhar sobre as relações sociais de género: perspectiva crítica na psicologia social." Tese, 1996. https://repositorio-aberto.up.pt/handle/10216/65145.

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Nogueira, Conceição. "Um novo olhar sobre as relações sociais de género: perspectiva crítica na psicologia social." Doctoral thesis, 1996. https://repositorio-aberto.up.pt/handle/10216/65145.

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36

Ferreira, Maria Francisca Simões Bismarck. "Evolutionary psychology and sexual dimorphism: the role of emotional expressions in male attractiveness." Dissertação, 2020. https://hdl.handle.net/10216/130901.

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Há muito que a Psicologia Evolutiva tem estudado a atratividade em humanos. As três características mais estudadas pela sua desejabilidade na atratividade facial são: a simetria, a normalidade dos traços faciais e o dimorfismo sexual (ou marcadores hormonais). Sendo que as duas primeiras parecem ser suportadas pela literatura, o dimorfismo sexual tem-se mostrado alvo de dúvidas pelos resultados díspares entre os sexos. Dado que os traços faciais de dimorfismo sexual, em especial os mais masculinos, têm sido relacionados em estudos anteriores com a perceção de raiva, propomo-nos a estudar a influência das expressões emocionais nas preferências de masculinização/feminização de faces masculinas. Para isto, desenvolvemos uma tarefa interativa, em que mulheres heterossexuais puderam alterar os níveis de masculinização consoante as suas preferências de atratividade, sendo apresentadas faces masculinas que expressavam: raiva, felicidade e neutro. A nossa hipótese era que as participantes escolhessem masculinizar mais as faces com expressão de felicidade, já que isto iria contrariar a possível perceção de raiva em cara mais masculinas, em comparação com as faces neutras e com as faces com a expressão de raiva, respetivamente. No entanto, as participantes escolheram feminizar as faces independentemente da expressão emocional apresentada. Não foram encontradas diferenças significativas entre as condições, no entanto as participantes escolheram feminizar menos as caras com expressão de felicidade, indo um pouco ao encontro da nossa hipótese. Estes resultados sugerem que a relação entre a perceção de expressões emocionais e as preferências por características de dimorfismo sexual em faces masculinas é fraca ou nula.
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Ferreira, Maria Francisca Simões Bismarck. "Evolutionary psychology and sexual dimorphism: the role of emotional expressions in male attractiveness." Master's thesis, 2020. https://hdl.handle.net/10216/130901.

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Há muito que a Psicologia Evolutiva tem estudado a atratividade em humanos. As três características mais estudadas pela sua desejabilidade na atratividade facial são: a simetria, a normalidade dos traços faciais e o dimorfismo sexual (ou marcadores hormonais). Sendo que as duas primeiras parecem ser suportadas pela literatura, o dimorfismo sexual tem-se mostrado alvo de dúvidas pelos resultados díspares entre os sexos. Dado que os traços faciais de dimorfismo sexual, em especial os mais masculinos, têm sido relacionados em estudos anteriores com a perceção de raiva, propomo-nos a estudar a influência das expressões emocionais nas preferências de masculinização/feminização de faces masculinas. Para isto, desenvolvemos uma tarefa interativa, em que mulheres heterossexuais puderam alterar os níveis de masculinização consoante as suas preferências de atratividade, sendo apresentadas faces masculinas que expressavam: raiva, felicidade e neutro. A nossa hipótese era que as participantes escolhessem masculinizar mais as faces com expressão de felicidade, já que isto iria contrariar a possível perceção de raiva em cara mais masculinas, em comparação com as faces neutras e com as faces com a expressão de raiva, respetivamente. No entanto, as participantes escolheram feminizar as faces independentemente da expressão emocional apresentada. Não foram encontradas diferenças significativas entre as condições, no entanto as participantes escolheram feminizar menos as caras com expressão de felicidade, indo um pouco ao encontro da nossa hipótese. Estes resultados sugerem que a relação entre a perceção de expressões emocionais e as preferências por características de dimorfismo sexual em faces masculinas é fraca ou nula.
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38

Martins, Carina Guedes. "Os empreendedores sociais não querem só mudar o mundo, também querem ser distintos: comparação social e distintividade endogrupal na definição do valor de uma identidade social." Dissertação, 2014. https://repositorio-aberto.up.pt/handle/10216/78797.

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Martins, Carina Guedes. "Os empreendedores sociais não querem só mudar o mundo, também querem ser distintos: comparação social e distintividade endogrupal na definição do valor de uma identidade social." Master's thesis, 2014. https://repositorio-aberto.up.pt/handle/10216/78797.

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Caldeira, Carla Isabel da Mota Pinto. "Dimensões educativas parentais e competência social na adolescência." Master's thesis, 2013. https://hdl.handle.net/10216/118064.

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O presente estudo tem como objetivo principal analisar o impacto das dimensõeseducativas parentais na competência social e rendimento escolar nos adolescentes. Oestudo foi desenvolvido numa amostra de 73 adolescentes do sexo masculino e 102adolescentes do sexo feminino, com idades compreendidas entre os 16 e os 19 anos, deduas escolas secundárias de ensino público de uma cidade do Norte de Portugal. Asdimensões educativas parentais monitorização, promoção da autonomia e afeto parentalforam avaliadas através do Questionário de Estilos Educativos Parentais - Revisto(QEEP-R) e as competências sociais através do Social Skills Questionnaire (SSQ). Osresultados demonstraram associações positivas e estatisticamente significativas de valorbaixo a moderado entre as dimensões educativas parentais e as dimensões dacompetência social dos adolescentes. Relativamente ao rendimento escolar, existe umaassociação positiva e estatisticamente significativa, com a monitorização paterna e umaassociação negativa e estatisticamente significativa, com o afeto materno.
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Kalash, Abeer. "Trust modelling through social sciences." Thesis, 2014. http://hdl.handle.net/1805/6454.

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Indiana University-Purdue University Indianapolis (IUPUI)
In today's fast paced world, people have become increasingly interested in online communication to facilitate their lives and make it faster. This goes on from simple social interactions to more advanced actions like shopping on the internet. The presence of such activities makes it crucial for people to use their common sense and judgment to process all this information and evaluate what/who they trust and what/whom they do not. This process would have been much easier if the number of people in such networks is really small and manageable. However, there are millions of users who are hooked online every day. This makes the person very overwhelmed with his trusting decision, especially when it comes to interacting with strangers over the internet, and/or buying personal items, especially expensive ones. Therefore, many trust models have been proposed by computer scientists trying to evaluate and manage the trust between users using different techniques and combining many factors. What these computer scientists basically do is coming up with mathematical formulas and models to express trust in online networks and capture its parameters. However, social scientists are the people better trained to deal with concepts related to human behaviors and their cognitive thinking such as trust. Thus, in order for computer scientists to support their ideas and get a better insight about how to direct their research, people like social scientists should contribute. With this in mind, we realized in our group work the importance of such contribution, so we came up with the idea of my research work. In my search, I tried to find how these social scientists think and tackle a dynamic notion like trust, so we can use their findings in order to enhance our work and trust model. Through the chapters, I will discuss an already developed trust model that uses measurement theory in modeling trust. I will refer back to this model and see how other social scientists dealt with some of the issues encountered by the model and its functionality. Some small experiments have been done to show and compare our results with social scientists results for the same matter. One of the most important and controversial points to be discussed from social scientists' point of view is whether trust is transitive or not. Other points to be discussed and supported by social scientists' research include aggregation, reputation, timing effects on trust, reciprocity, and experience effects on trust. Some of these points are classified into trust mapping categories and others are related to trust management or decision making stages. In sum, this work is a multidisciplinary study of trust whose overall goal is to enhance our work and results, as computer scientists.
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Pereira, Sylvie. "A fraude fiscal como representação social." Dissertação, 2014. https://repositorio-aberto.up.pt/handle/10216/95100.

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Pereira, Sylvie. "A fraude fiscal como representação social." Master's thesis, 2014. https://repositorio-aberto.up.pt/handle/10216/95100.

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44

Menezes, Isabel. "Desenvolvimento psicológico na formação pessoal e social." Tese, 1998. https://repositorio-aberto.up.pt/handle/10216/53015.

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Menezes, Isabel. "Desenvolvimento psicológico na formação pessoal e social." Doctoral thesis, 1998. https://repositorio-aberto.up.pt/handle/10216/53015.

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46

Cabral, Maria de Noronha Pacheco de Novaes. "Na encruzilhada entre a psicologia social e o marketing: o impacto do ColorADD enquanto ferramenta de marketing social para a promoção de atitudes de inclusão social em crianças." Dissertação, 2015. https://hdl.handle.net/10216/83228.

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Cabral, Maria de Noronha Pacheco de Novaes. "Na encruzilhada entre a psicologia social e o marketing: o impacto do ColorADD enquanto ferramenta de marketing social para a promoção de atitudes de inclusão social em crianças." Master's thesis, 2015. https://hdl.handle.net/10216/83228.

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Pereira, Andreia Elisabeth Ferreira. "Depressão e apoio social percebido em homens e mulheres com diagnóstico de infertilidade." Dissertação, 2011. https://repositorio-aberto.up.pt/handle/10216/114589.

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Oliveira, Patrícia Andreia da Silva. "Atitudes e crenças antissociais na delinquência juvenil: diferenças em função da idade, do género e do padrão antissocial." Dissertação, 2011. https://repositorio-aberto.up.pt/handle/10216/114598.

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Coelho, Maria Guiomar Vieira Mendes Alves. "Contributos para a promoção da qualidade de contextos pré-escolares inclusivos." Dissertação, 2011. https://repositorio-aberto.up.pt/handle/10216/118567.

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