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Earl, Stephen R. "The role of young adolescents' psychological needs at secondary school : applying basic psychological needs theory". Thesis, University of Kent, 2017. https://kar.kent.ac.uk/60986/.
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Drawing on basic psychological needs theory (BPNT; Deci & Ryan, 2000), the aim of this thesis was to investigate the influence that pupils' autonomy, competence and relatedness may have upon their personal and academic functioning at school. The purpose was to provide new conceptual insights into BPNT within young adolescents' schools and to identify practically viable interventions that could enhance educational practise. Specifically, this thesis addresses two methodological vacancies within BPNT research and two practically driven investigations. The first methodological consideration involved a person-centred examination that identified distinct pupil profiles based on differences in their psychological need satisfaction composition. Hierarchal cluster analysis revealed four distinct pupil groups. Pupils reporting the highest satisfaction across the three needs displayed the highest levels of well-being, autonomous motivation, teacher rated performance, and the least ill-being. These person-centred findings emphasise the necessity for the satisfaction of all three psychological needs, as well as highlighting specific need deficits that some pupils may experience in classrooms. The second methodological consideration explored how the satisfaction of each psychological need may predict changes in school attainment patterns. Hierarchal growth modelling revealed that higher pupil competence satisfaction was a driving stimulus for temporal attainment increases across the school year, whereas higher pupil relatedness satisfaction buffered against the summer decay of school grades following the summer vacation. These findings offer unique insights into the dynamic nature of school attainment. From a practical perspective, the thesis explored if the candid frustration of different psychological needs underpins active and passive types of classroom disengagement. Structural equation modelling demonstrated the frustration of pupil competence uniquely explained passive disengagement via reduced subjective vitality, whereas experiences of autonomy frustration underpinned both active and passive disengagement but not via subjective vitality. All three disengaging processes were found as a consequence of perceived psychologically controlling teaching. Finally, the thesis explored the feasibility of conducting a novel pupil-focused intervention to enhance pupils' perceptual awareness of their own psychological needs. Using a pupil completed diary-log as a methodology, a two week pilot and focus group discussion highlighted practical issues and recommendations for the potential implementation of a future intervention. These findings indicated that the diary-log may need to be in the form of an electronic application and would need to be combined with existing need supportive sessions. Overall, the thesis findings add to existing knowledge by indicating how pupils' psychological needs may enhance or diminish their academic and psychological development at school. The findings allude to the interplay between the three needs within school contexts and provide insights into the unique role the different psychological needs may have on school attainment and disengagement. The findings also suggest there may be scope to advance existing teacher-focused BPNT interventions by helping pupils become more active in their own experiences of psychological need satisfaction.
2
Kaiser, Alexander. "Towards a Knowledge-Based Theory of Developing Sustainable Visions: The Theory Wave". IEEE Computer Society Press, 2017. http://epub.wu.ac.at/5382/1/paper0558.pdf.
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Although research and practice agree that visions are essential for organizations, the process of vision development remains elusive in academic literature. Presenting the "theory wave", this paper proposes a knowledge-based theory for developing sustainable visions to guide the creation of measures and actions in the future. Central to the theory wave, we suggest three features that characterize the development of sustainable visions; (1) learning from an envisioned future, (2) need orientation and (3) a wavelike process combining top-down and bottom-up approaches. Furthermore, by enhancing the creation of different kinds of knowledge, the theory-wave entails aspects of research on knowledge creation and thereby, it provides a new perspective on the field of vision development.
3
Finne, Nea. "Needs, identity, and leadership : a theory of conflict and change". Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3592.
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This PhD dissertation aims to inform theories of conflict and International Relations (IR) by using modified social psychological models of identification and leadership in which needs fulfilment plays a central role. The main hypothesis is that identification with groups and leaders is flexible on the lower needs levels and more lasting on the higher needs levels, and that leadership, to be adaptive, must on the lower needs levels be action-oriented and on the higher levels be relations-oriented. This hypothesis is used to inform group and system level theories. On the group level, the hypothesis reads that due to this pattern of individual identification, cohesive collective action and violence in physiological deprivation requires coercive leadership to make up for the absence of unity, while on the higher needs levels collective violence necessitates manipulative leadership to make up for the absence of real deprivation. On the system level, the hypothesis reads that since the dynamics of collective action depend on the level of needs fulfilment and identification, change in the system can only be understood by examining all three levels of analysis. The first two hypotheses (on the individual and group level) are developed and demonstrated through qualitative case studies on the conflicts of the Sudan/South Sudan and between the former Yugoslav republics. These hypotheses are then used to reconcile the various conflicting theories on each level of analysis as well as to create a comprehensive framework through which the various theories and concepts of IR can be seen as connected to a certain level of needs security/development, and thus as historically and regionally specific.
4
Rundström, Isabelle. "Att få och slippa : Motiven bakom friluftsliv". Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25399.
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Tidigare undersökningar av motivationen att utöva friluftsliv har identifierat motiv som social samvaro, fysisk aktivitet, naturupplevelser och avkoppling, dock har området mest berörts i samband med planering och förvaltning av naturområden. Den här studien har undersökt motiv bakom människans friluftslivsutövande i syfte att förstå dessa drivkrafter i relation till mänskliga behov. Studien bestod av 31 deltagare från olika delar av Sverige, i åldrarna 22-75 med varierande sysselsättning, friluftslivs-utbildning, civilstatus och nationalitet, varav 16 kvinnor. Data samlades in genom att deltagarna fick skriva berättelser om sin motivation. Det insamlade materialet meningskoncentrerades och analysen resulterade i att tre abstrakta motiv kunde urskiljas: (1) att komma bort från något, samt (2) att få inre och (3) yttre stimulans. Utövandet har visat sig tillfredsställa flertalet behov och främjar på så vis välmående. Vidare bidrar studien till kunskap om vad den friluftsaktiva individen upplever att hon behöver. Resultaten stämmer väl överens med tidigare forskning.
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Koseoglu, Gamze. "Even Sherlock needs a Dr. Watson: A theory of creativity catalysts". Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53545.
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In this dissertation I seek to answer the research question of who are those people that have the ability and motivation to facilitate other people’s creative thinking. Actors who are in the creator’s social environment, such as her coworkers and family members, can potentially enhance the creator’s level of creativity. Although these contacts can be active collaborators of the creator’s thinking processes and can eventually have a significant impact on organizational creativity, so far their role in organizational life has been overlooked by researchers. Consequently, in my dissertation I develop a theory of “creativity catalysts”, and define a creativity catalyst as an employee who helps to improve the usefulness and novelty (i.e. creativity) of the ideas and products produced by another employee (i.e. the creator) through direct interpersonal interaction with the creator. I examine two aspects of serving as a catalyst to another’s creativity: the intensity of a creativity catalyst’s contribution and the span of a creativity catalyst’s contribution. Intensity of contribution is conceptualized as the extent to which the creativity catalyst can improve the output generated by the creators to be more novel and useful. Span on the other hand, is the number of people that perceive an individual as a catalyst for her own creative performance.
To answer the research question, I develop and empirically test a theory of creativity catalysts by integrating a social capital theory lens (i.e. structural social capital and relational social capital) with a stable motivational orientation (i.e., learning goal orientation). First, I argue that a catalyst’s relational social capital (i.e., quality of relationships with her coworkers) in the organizational communication network determines her motivation to take the role of a creativity catalyst. Second, I argue that the catalyst’s structural social capital (i.e., the extent to which she can connect with the disconnected others in her network structure) underlines her ability to contribute to others’ creativity. Integrating these two arguments, I hypothesize that the catalyst’s relational social capital (i.e., the motivation to become a creativity catalyst) interacts with her structural social capital (i.e., the ability of a creativity catalyst) in predicting both the intensity and span of the catalyst’s contribution to her coworkers’ creativity. Second, I hypothesized that learning goal orientation, a stable motivational orientation, interacts with the situational motivational characteristic of relational social capital in predicting both the span and intensity of a catalyst’s contribution to her coworkers’ creativity. To test my hypotheses, I first ran a pilot study on a sample of full-time MBA students in order to validate the creativity catalyst measure; and then tested my hypothesized model on employees from two companies, using multiple data sources over multiple phases of data collection. Consequently, I found support for both of these interaction hypotheses on the intensity and span of a creativity catalyst’s contribution to her coworkers’ creativity. Theoretical and practical implications of these findings, and future research directions are discussed.
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Felton, Luke. "Investigating the psychological functioning of athletes : the integration of attachment theory and self-determination theory". Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/11042.
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This thesis is presented as a collection of four studies in which the associations between athlete attachment styles, perceptions of basic psychological needs, and experiences of well/ill-being are examined. The first study of this thesis examined the mediating role of basic psychological need satisfaction, within the coach and parent relational contexts, in the associations between athletes (N = 430) global attachment styles and their experiences of well-being. Results demonstrated that satisfaction of the athletes basic psychological needs did mediate the associations between attachment styles and well-being. Study 2 examined whether mean differences and changes in athletes (N = 110) attachment style predicted psychological need satisfaction, within two relational contexts (coach and parent), and well-being, and whether mean differences and changes in need satisfaction within the relational contexts predicted well-being. Findings from the study provide further support for the role of attachment in need satisfaction and well-being within sport psychology, as well as highlighting important within- and between-person effects. Study 3 aimed to examine the possible social mechanisms that affect insecure athletes (N = 215) perceptions of basic need satisfaction. The social factors investigated as possible mediators were social support, interpersonal conflict, autonomy supportive behaviours, and controlling behaviours, each examined within both the coach and parent relational contexts. The findings of Study 3 highlighted that social factors have an important role in explaining the associations between athletes insecure attachment styles and their perceptions of basic psychological need satisfaction within two important relationships. The final study presented in this thesis aimed to focus on how thwarting of athletes basic psychological needs impacted upon athletes experiences of both well- and ill-being. Study 4 also measured athletes (N = 241) attachment styles to the coach specifically. Findings revealed that when athletes perceptions of their basic psychological needs were actively thwarted, within both aforementioned contexts, athletes insecure attachment to the coach impacted upon experiences of well- and ill-being. Overall, the findings of the current research have supplied new knowledge and understanding concerning athletes psychological functioning through the employment of established theoretical frameworks.
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Muvingi, Onai. "Restructuring air transport to meet the needs of the Southern African development community". Thesis, Cranfield University, 2012. http://dspace.lib.cranfield.ac.uk/handle/1826/7915.
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An efficient air transport system is an important part of social and economic development of Southern African Development Community (SADC). Efficient intra-SADC air service connections enhance regional integration, access to the global economy, international tourism and contribute towards the vision to establish the African Economic Community by 2034.
SADC, in July 1998, embarked on liberalisation of the regional civil aviation sector in order to enhance the efficiency of air transport services. In the United States of America and European Union, the liberalisation of air transport has transformed civil aviation networks. The fragmentation of air service connections on the intra-SADC network in the midst of the liberalisation process is symptomatic of a poor implementation strategy coupled with air transport market imperfections. The purpose of this thesis is to examine, understand and explain the factors that influence the disintegration of the intra-SADC air transport network .The aim is to identify how regional air transport services can be transformed to meet the social and economic demands of the region.
This research adopts network theory, as the conceptual framework of the investigation. Assuming a graph approaching maximal connection as the sought after state of affairs for SADC; this study benchmarked the post liberalisation network structure to the regional economic communities of ASEAN and MERCOSUR. The aim of the benchmarking is to identify the extend of the differences in air transport network in those two regions, resulting from the policies adopted and to establish how the SADC policies may be improved and implemented more efficiently. The findings of the study are that, in comparison to the two developing regions, SADC’s liberalisation measures have failed. The study developed and evaluated an econometric model which analysed demand patterns on the intra-SADC passenger air transport network. Although low levels of passenger demand seem to characterise the majority of SADC city-pairs, the study identified nodes with sufficient demand to justify direct connections which would in turn reduce network fragmentation. This research also establishes that the absence of a realistic detailed roadmap, an ill-defined programme of action and inadequate resources contributed to the failure of SADC’s liberalisation strategy. In its final sections, this study proposes an ideal demand-driven network configuration and offers specific recommendations to SADC member states for that network to be functional. The proposed network improves network connectivity from the current poor levels, where a connectivity measure of 15% suggests underdevelopment, to levels over 40%. The study however, acknowledges that air transport liberalisation does not necessarily guarantee equitable distribution of network efficiency in developing regions. There are communities that cannot sustain commercially viable air service connections without economic subvention, probably in the form of the Public Service Obligation (PSO) programme adopted in the EU.
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Fox, Lynne O'Neil. "Equality in meeting basic needs : reasons for and challenges to a theory of distributive justice that focuses on basic needs /". For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.
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Joustra, Robert J. "The religious problem with religious freedom : why international theory needs political theology". Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600218.
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The 2011 assassination of Pakistani Minister Shahbaz Bhatti prompted the promise of, and strong disagreement over, the Canadian Office of Religious Freedom, presenting a puzzle for Canadian foreign policy: Is it possible to explain the variation in how religious freedom is understood and applied? This variation can be explained in part by the religious problem with religious freedom, which is that underlying rival versions of religious freedom are rival meanings of the religious and the secular. Demonstrated in the Canadian case, two rival versions of religious freedom can be seen: laïcité, an antagonistic, privatized religious/secular divide, and Judeo-Christian secularism, a mutually supportive religious/secular divide. These rival meanings are often undisclosed because they are derivative of a shift in what Charles Taylor calls the modern social imaginary, a whole new way human beings imagine themselves, and the practices that sustain and provide meaning to that imagination. This has shifted boundaries between the religious and the secular, as the inverse of one another, and sustained specific social forms, what Taylor calls the objectified economy, the pre-political public, and an increasingly radical self-government. Unfortunately, mainstream international theory is more problem than solution, sustaining undisclosed, specifically modern social forms and their religious/secular assumptions. An alternative definition of a much contested concept, political theology, advanced through critical readings of Carl Schmitt, Vendulka Kubálková, Daniel Philpott, Monica Toft, and Timothy Shah, holds better promise, defined as the understandings and practices that political actors have about the meaning of and relationship between the religious and the secular, and what constitutes legitimate political authority. Political theology finally suggests a principled secular approach to religious freedom in Canadian foreign policy, one which radically redefines the secular not as the inverse of the religious, but as the proper response of the state to diversity.
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Tabler, Robert E. Jr M. A. C. H. E. S. "The Social Construction of a Special Needs Program for Hurricanes". Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/524.
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The overall purpose of this exploratory study was to comprehend how in the event of a hurricane Hillsborough County, Florida protected its elderly and disabled residents with special medical needs. This study used Social Constructionist Theory as a framework and Grounded Theory methodology in the collection of qualitative data.
To understand stakeholder knowledge and how they constructed the SpNP, three focus groups were conducted, with representatives from agencies on the Planning Committee. Through 30 in-depth, semi-structured interviews, clients of the SpNP, provided insight into their knowledge of the program and how society influenced evacuation decisions. Finally, 10 in-depth, semi-structured interviews were conducted with elites or directors of agencies in the SpNP (bosses of stakeholders), who functioned as key informants to verify results.
Examination of how SpNP stakeholders, perceived the meaning of community responsibility for people with special medical needs identified three themes: disaster experience, coalition building, and collective moral responsibility. Examination of how SpNP clients, constructed their meaning of the SpNP, identified five themes: registration barriers, SpNP knowledge, support systems, cultural expectations, and the media. Examination of societies influence on the evacuation decision of SpNP clients identified three themes: risk perception, evacuations barriers and the media.
The study highlighted the importance of forming community coalitions to address the needs of vulnerable populations. It is also obvious that the state legislation needs to specifically define special needs and standards of care that must be provided at public and special needs shelters. Implications for public health practitioners, suggest the need to be more involvement with the media, in efforts to promote policies and the perception of risks due to hurricanes. Public health nurses need to receive training on caring for chronic illnesses. Mandatory training for social workers, nurses, and physicians who provide health care to the general population should be considered.
There is a need for all agencies that provide services and advocate for individuals with special needs to participate in the SpNP, by registering and educating their clients. Many SpNP clients were confused as to the services provided, which could be partially solved by separating the programs transportation and SpNS components.
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Miller, Benjamin. "Theorizing Legal Needs: Towards a Caring Legal System". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35204.
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Care ethics is primarily about responding to needs. Yet, surprisingly, attempts to apply the ethics of care in the domain of law have paid almost no attention to the concept of legal needs. This study fills that gap by systematically defining legal needs. It does this by revising current understandings of legal need through a unified conceptual framework for the philosophy of needs and a comparative analysis of legal action, and its major alternatives in dispute resolution and prevention. The conception of legal need that results is both more sensitive to preventative functions of the law and opens the door to a much wider range of policy options beyond legal aid. Legal needs are found to be a special case of institutional needs, i.e. needs that cannot be satisfied without an institution. I argue that the existence of institutional needs means institutions, rather than any particular actor within them, can be caregivers, but not all conceptions of the ethics of care are compatible with this kind of need. Joan Tronto’s conception of care is found to be the most accommodating and is used as a framework for a series of policy recommendations to move us towards a caring legal system.
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Schischka, Janice. "Attachment theory and the adjustment to school for young children with special needs". Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/5884.
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There is increasing evidence that a positive start to school sets the child up for continued positive educational experiences and future life opportunities(Dockett & Perry, 2007). In an inclusive era, it is important to investigate the processes that promote the success of inclusion. This study set out, first, to explore the factors associated with the transition to school for a heterogeneous sample of young children with special needs. Second, it aimed to examine the association between children’s relationships with parents and their relationships at school as part of their longer term school adjustment. It also set out to explore the patterns of children’s interactions with their chief caregivers. A mixed method design was used, employing three survey-like measures and semi-structured interviews. Additionally, the case studies of seven of the children are described. The participants were 17 children with a variety of special needs, their parents, teachers, teacher aides, and peers. Several children were determined to be well adjusted on the basis of their relationships, while others were deemed to be less so. In the transition phase, factors that contributed to successful adjustment included high levels of communication and collaboration between families and schools before and after the child’s school entry. Teachers contributed to successful adjustment by using differentiation practices. Child characteristics played a role by influencing patterns of interactions and the nature of relationships between children and other participants. Further, the nature of relationships (whether they were positive or negative) between children and other participants influenced the nature of relationships between families and schools. Finally, the nature of interactions and relationships influenced both the transition and adjustment to school. No statistically significant associations were found between children’s relationships with parents and their relationships with teachers, teacher aides, or peers. It is likely that the lack of statistically significant associations between the three sets of relationships was due to the insufficient statistical power resulting from the small sample size, rather than to any lack of linkages between these relationships. These results are discussed in terms of implications for educational practice and for future research directions. Recommendations for practice include high levels of ongoing ii communication and collaboration between families, schools, and other professionals before and after school entry. Other suggestions include the drawing up of a national, mandatory policy for the school transition of young atypical children, incorporating the assembling of a collaborative team of personnel, holding transition meetings to which all the stakeholders in the child’s life are invited, and allowing multiple opportunities for the child and their family to visit their new school setting prior to starting. Recommendations for future research include interviewing the target children about their own transition, and making direct observations of the interactions of young children with special needs.
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Mujuru, Takunda Arthur. "Realising partnership needs : a grounded theory of mobile banking service providers in Zimbabwe". Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5667.
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Includes abstract.Includes bibliographical references.
Mobile banking in Zimbabwe as a new phenomenon has been generally unexploredacademically. The infant industry has seen various stakeholders step up to partake in thedevelopment of mobile banking services with various renditions of the phenomenonsurfacing. The coming together of the stakeholders from different backgrounds has not beenwithout complications. This study employs the Classic Grounded Theory methodology in aneffort to discover the main concerns of the stakeholders involved in the development ofmobile banking in Zimbabwe. The study finds that the main concern of these people ispartnering. A grounded theory on how the need for partnering is realised and pursued througha three stage process named the Realisations Process is developed. The Realisations Processis how the stakeholders involved resolve their main concern by initially realising their needfor partnering, reaching out to and engaging potential partners and eventually partnering withthem on the condition they similarly realise the need to partner.
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Pacey, Fiona Margaret. "Schema theory and the effect of variable practice in string teaching". Thesis, Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.301400.
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Fellner, Wolfgang, i Benedikt Goehmann. "Human Needs and the Measurement of Welfare". WU Vienna University of Economics and Business, 2017. http://epub.wu.ac.at/5671/1/sre%2Ddisc%2D2017_07.pdf.
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Adam Smith considered consumption the sole end and purpose of
all production. Concerning the measurement of welfare, this requires
a sound understanding of the connection between consumption
and welfare. The consumerist conceptualization of this connection
implies that the amount of consumption equals welfare and the level
of production can be an indicator for welfare. The limits and problems
of production measures are widely accepted. Yet, indicators
like GDP remain the focus of mainstream economic theory and policy.
We trace the origin of this lock-in back to the economic model
of behaviour and the concept of agency in mainstream economics.
The suggested alternative stems from literature about human needs
in heterodox economics and psychology. This literature incorporates
the relevance of social aspects and cultural change for welfare. It
turns out that consumerism can be a threat to well-being and welfare
rather than a requirement for it.Series: SRE - Discussion Papers
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Hillyer, Rachael. "The support needs of foster carers who look after young people with emotional and behavioural difficulties". Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/297633.
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The poor outcomes of young people leaving foster care are well documented and demand a focus on placement permanency and interventions that encourage stability (Rubin et al, 2007). The need for better support for foster carers is widely acknowledged (Warman, Pallet & Scott, 2006; Morgan & Baron, 2011). To provide effective support an understanding of foster carers support needs is required. A qualitative approach explored the support needs of foster carers who look after young people perceived to have emotional and behavioural difficulties. Semi- structured interviews were undertaken with 17 foster carers employed by a local authority or an Independent Fostering Agency. A grounded theory methodology within a social constructionist framework was used to develop a new theoretical understanding from the data. A central storyline of ‘keeping your head above water’ emerged and appeared to encapsulate daily struggles and ways of managing. Categories which contributed to this were ‘becoming isolated’ from other professionals, ‘role ambiguity’ regarding the multiple meanings attached to being a foster carer, ‘making sense of emotional and behavioural difficulties’ highlighting a need to understand the children cared for, ‘a focus on behaviours’ illuminating approaches to parenting and ‘unmet emotional needs’ which is a possible consequence of focussing on children’s behaviours. The emergent theory may hold potential for developing psychological formulations, interventions and training programmes for foster carers. Suggestions for future support are put forward based on the new theoretical framework. Applications of the findings to Counselling Psychology are discussed in detail.
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Pieschl, Jordan Marie. "Assessing supply, demand, and professional development needs of employees in water-related careers". Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35441.
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Master of ScienceDepartment of Communications and Agricultural Education
Shannon G. Washburn
STEM fields represent between 5% and 20% of all employed in the United States (United States Department of Labor – Bureau of Labor Statistics, 2015). Many employers of job positions in the STEM field have indicated an ongoing challenge of demand for such employees exceeding supply (Hira, 2010). Literature suggests a skills gap exists in some career fields and labor markets (Sentz, 2013). A topic that falls in many STEM fields in water resources. In Kansas, both supply and demand of water resources vary greatly across the state. A growing trend statewide, however, is a need to focus efforts on preserving the quality and quantity of Kansas’ water supply. Anecdotal evidence suggests the focus on water resources increases the demand for employees prepared for careers in related STEM fields (S. Metzger, personal communication, May 3, 2016). Drawing on both the Human Capital Theory and the Theory of Work Adjustment, descriptive survey research and qualitative interviews based in symbolic interactionism were used to gather data from employers of water-related job positions. The data indicated that a variety of employability and technical skills describe both employers’ ability requirements and employees’ ability sets. The results of the study suggest that, while employers have not recently experienced much challenge filling job vacancies, demand for employees could increase in the near future. Additionally, employers utilize a variety of professional development resources, and would utilize others if available. While levels of correspondence range among ability requirements and ability sets depending on the job position, efforts in education and recruitment could help address the supply of candidates for these positions.
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Durand, Marie-Anne. "Amniocentesis dilemma : needs assessment, development and field-testing of a theory-based decision support intervention". Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/55859/.
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Background: Amniocentesis is the most common prenatal diagnostic procedure undertaken in the United Kingdom, usually performed after 15 completed weeks of pregnancy. The procedure is reported to have a 1 % risk of miscarriage and the results of the chromosome tests may require further decision making about whether to continue with the pregnancy. Deciding about amniocentesis is a complex and emotionally charged decision, often undertaken in a short period of time and, under current practice, with little systematic decision support. Decision Support Interventions, also known as Patient Decision Aids, have been developed to help individuals leam about the features and implications of their treatment or screening options while improving communication with their health professionals. Those interventions are specifically targeted at preference-sensitive decisions with significant harms, benefits and uncertainty, where no screening or treatment option is objectively better than the other. This thesis proposed to assess information and decision support needs of pregnant women undertaking amniocentesis testing and to design and field-test, in collaboration with pregnant women and health professionals, a theory-based Decision Support Intervention for amniocentesis testing (amnioDex). Methods: A multi-method approach was adopted that included a systematic review, theoretical review, and qualitative analysis to develop and pilot a theory-based intervention intended for pregnant women facing a decision to undertake amniocentesis testing. The content areas and themes to be covered in the intervention were determined by a literature review and needs assessment conducted with pregnant women and health professionals. The prototype development of amnioDex (amniocentesis decision explorer) was guided by theory and included heuristic-based deliberation tools. Incremental prototypes of amnioDex and embedded deliberation tools were field-tested with lay users, health professionals and pregnant women facing a decision to undertake amniocentesis, using the "think-aloud" technique. Results: The amnioDex intervention was developed over a period of two years and field-tested for eight months. Conclusion: Findings from this thesis showed that it was feasible to use theory to generate a Decision Support Intervention acceptable to women facing amniocentesis testing and to health professionals counselling them. Future research needs to evaluate the effectiveness of amnioDex in a randomised controlled trial and to examine methods for effectively transferring theory into practice.
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Rodriguez, Victor M. "Bowen's family systems theory applied to intimacy needs in a marriage enrichment program for clergy". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Edwards, Lynn. "Needs, problems and stress of rural cancer patients : an interpretation according to the biomatrix theory". Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17073.
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Bibliography: pages 119-139.The purpose of this study was to identify the needs and problems that were experienced by rural cancer patients and to investigate the level of emotional stress that they reported. A further purpose was to interpret the main findings of the study according to the Biomatrix Theory. 496 Cancer patients who lived in rural areas of the Western Cape and 140 urban cancer patients were interviewed. The urban cancer patients formed a control group for comparison of the stress data. In order to consider the needs and problems of rural cancer patients from a widespread area, stratified random sampling of magisterial districts was applied and an attempt was made to interview all cancer patients who were living in each of the 21 magisterial districts sampled. Data on needs and problems were collected by use of a questionnaire, and the stress data was collected by administering a modified format of the Stress Evaluation Inventory (SEI). The findings of this study revealed that financial difficulties were the most frequently reported problem while transport difficulties and frustration of emotional support needs were also frequently reported. Patients who reported experiencing these problems also reported statistically significantly higher stress according to the SEI than those who did not.
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Sterling, Rene. "Influence of Psychological Needs and Gaming Motivation on Well-Being of Adult Gamers". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3726.
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Adult online gaming is a fast-growing global entertainment industry, and many gamers spend more time playing games and less time engaging in work or other activities, which negatively affects their lives and relationships. This quantitative study addressed how psychological needs and gaming motivation predicted gaming behavior, life satisfaction, and relationship satisfaction using a mediational model. The theoretical foundation was self-determination theory, which addresses how personal choices are influenced by internal factors, especially psychological needs and motivation. An online survey was used to collect self-reported data from a convenience sample of 935 adult gaming participants using the Basic Needs Satisfaction in General Scale, the Gaming Motivation Scale, the Satisfaction with Life Scale, the Relationship Assessment Scale, and a short demographic questionnaire. Results of multiple regression analyses indicated gaming motivation was a significant mediator of life satisfaction and relationship satisfaction. However, gaming motivation was not a significant mediator of gaming behavior. Findings of this study indicate that for online gamers, quality of life (life satisfaction and relationship satisfaction) is enhanced when gaming motivation is high, suggesting that joy of gaming can positively influence other aspects of life, when psychological needs (autonomy, competence, and relatedness) are positive as well.
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Partlow, Madeline Rachel. "Teachers' perceived needs within a responsive induction program structured as a learning community". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154972019.
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O'Sullivan, Julie Kirstine. "The impact of classroom practice on secondary school children with statements of special educational needs". Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/457/.
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The intention of this case study is to evaluate the impact of classroom practice on the learning of pupils with statements of special educational needs in a mainstream secondary school and to consider the degree to which specialised teaching is required to enable such pupils to learn. A discussion of educational developments over the past thirty years, particularly with regard to provision for pupils with special educational needs, sets the context and explores the relevance of an increasing emphasis on teaching approaches and strategies as a means of meeting the needs of all pupils, including those with the most complex needs. The developing role of the teaching assistant particularly as it relates to the research is also discussed and evaluated. The study gathers qualitative data from classroom observations, interviews and questionnaires and reviews documentary evidence to examine classroom practice (particularly focusing on the work of teaching assistants) as it affects a cohort of pupils with special educational needs. This evidence is used to examine the extent to which pupils with learning difficulties need distinct educational provision – including distinctive teaching strategies – and whether the use of teaching assistants is an effective means of supporting these pupils’ learning.
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Rossin, David Alan Peter. "The development of a process trace methodology that effectively identifies the information needs of a management group". Thesis, University of Salford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245034.
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Rollo, James Michael. "Kolb's theory of experiential learning compared with the perceived needs of reentry students at large public universities". Gainesville, FL, 1986. http://www.archive.org/details/kolbstheoryofexp00roll.
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Lindinger-Sternart, Sylvia. "A Career-Counseling Needs Assessment of Mothers in the Criminal Justice System: A Test of Levinson's Theory". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1398693815.
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Liu, Yujuan. "Investigating Students’ Basic Needs and Motivation in College Chemistry Courses with the Lens of Self-Determination Theory". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6887.
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More graduates in science, technology, engineering, and mathmetics (STEM) fields are needed to keep our nation’s preeminance in the global fields of technology and science. However, fewer than 40% of students who intend to major in STEM fields when entering college complete a STEM degree. Therefore, it is important to explore factors to improve student persistence in STEM fields at the college level as well as to understand the interrelationship between student motivation, academic achievement, and persistence. Motivation is strongly associated with student achievement and persistence; meanwhile, academic achievement can also affect persistence. Self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people’s motivation. The three studies in this dissertation aim to investigate student motivation using instruments based on SDT and to explore the viability of the theory in a reform environment.
In Study 1, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed as an instrument based on the self-determination continuum to measure seven types of student motivation toward specific chemistry courses. Data gathered with AMS in college chemistry courses showed that AMS was a suitable candidate for modification. Based on expert panel discussions and cognitive interviews, AMS-Chemistry was developed. AMS-Chemistry was administered to university students in a general chemistry course as pre/post-test. Internal structure validity evidence was also collected. Results showed that students were more extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies revealed that intrinsic motivation subscales were positively associated with student academic achievement at the end of the semester. Results also showed that students who persisted in class attendance scored significant differently on the set of motivation subscales. This study suggests that AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use AMS-Chemistry to evaluate the impact of their efforts.
In Study 2, AMS-Chemistry was used to examine student motivation and determine how motivation is related to academic achievement at different points in time in organic chemistry courses. This study was conducted in two organic chemistry courses where one course was primarily lecture-based and the other implemented flipped classroom and peer-lead team learning (Flip-PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip-PLTL environment were significantly less lack of motivation toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for sex main effect and interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement; Amotivation was negatively correlated with academic achievement. The findings in this study showed the importance of Flip-PLTL pedagogies in improving student motivation toward chemistry.
In Study 3, students’ perceptions of basic psychological needs and intrinsic motivation were studied using instruments in accordance with SDT in first-year college chemistry courses. The interrelationships among the variables were also investigated. Students’ self-reported scores showed that they had positive perceptions with respect to the motivational variables where Process Oriented Guided Inquiry Learning (POGIL) was being implemented. Students’ written comments also provided evidence for their positive perceptions. Structural equation modeling results showed that it was viable to use SDT in the POGIL context, since the three basic needs explained a significant amount of variance in intrinsic motivation. The findings could help instructors become more aware of students’ perceptions of the learning environments in active learning settings, and therefore, instructors wishing to target student engagement are encouraged to implement active learning pedagogies, such as POGIL.
The research studies presented in this work contribute to our understanding of motivation as an important factor influencing student persistence in STEM fields in both traditional classroom and different active learning environments at the college level. Each study provided psychometric evidence for the use of instruments based on SDT in college chemistry courses. Chemistry educators can use these assessments to understand the nuances of student motivation. Findings from these assessments can then be used to design strategies to help students learn and/or to be more motivated toward chemistry. Also, this work highlights the importance of looking at the motivation of different groups of students, such as the underrepresented students, because their response trends may be different. Being aware of students’ different needs will help chemistry educators to understand how we can better increase students’ intrinsic motivation in our chemistry courses.
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Crumpton, Gerald W. (Gerald Wayne). "An Examination of the Relationship Between Holland's Vocational Scales and a Measure of Interpersonal Needs". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500712/.
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Previous research has provided evidence of relationships between vocational interests and other psychological variables. Test scores from the VPI and FIRO-B for 699 white male job applicants were subjected to multiple regression analyses to determine if individual interest scales could be predicted by particular configurations of interpersonal need scales. It was hypothesized that Enterprising, Realistic, and Investigative interests would be predicted by Inclusion and Control needs and Social interests by Inclusion, Control, and Affection needs. To control for effects of sample size, a smaller sample (n = 125) was randomly drawn from the original data and subjected to identical analyses. Results indicated only partial support for some hypotheses and revealed little common variance between the two domains.
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Saboe, Kristin N. "Prioritizing Those Who Follow: Servant Leadership, Needs Satisfaction, and Positive Employee Outcomes". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1758.
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Servant leaders seek to fulfill the needs of followers and promote their success and well-being through a follower-centric, generative approach to leadership. This study proposes a model to describe the mediating mechanism of follower needs satisfaction, as proposed by Self-Determination Theory (SDT), for the relationship between servant leadership (SL) behaviors and employee outcomes (e.g., job performance, job attitudes, well-being, community prosocial behavior). Supervisor-subordinate dyads (N = 147 pairs) from four diverse organizations completed surveys about the supervisors' leadership behaviors and the subordinates' job experiences. Structural equation modeling and regression analyses were conducted to determine the nature of relationships between SL, SDT needs, and the organizational outcomes. Direct and indirect effects were observed among these variables, suggesting SDT primarily mediates the relationship between supervisors' SL behaviors and subordinates' job attitudes.
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Bugeja, Roderick. "Assessing young people's learning needs related to sexuality and relationships on the Maltese Islands". Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/73625/.
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This research explored young people’s learning needs related to sexuality and relationships within the current rapidly changing social, cultural and religious context of the Maltese Islands. It also explored the challenges, opportunities and alternative means by which these needs can be met. A definitional matrix for needs assessment that adopts a sociological perspective to people’s needs, which is widely used in health promotion, was employed. This thesis was framed around the underlying principles of youth involvement, participation and empowerment, and thus emphasised young people’s own perspective of their learning needs. The mixed-methodology approach was adopted in this research. The first stage of investigation sought to achieve an overview of sexual behaviour and knowledge among young Maltese people aged 14 - 16 attending secondary schools. A stratified random sample of 1310 pupils (68% response rate) provided a first-ever snapshot of young people’s sexual behaviour in Malta. The second stage sought to explore young people’s felt and expressed learning needs within and outside the school setting by way of sixteen focus groups involving another 166 pupils. Findings suggest a relatively low rate of pupils who would have practiced sexual intercourse by school-leaving age in Malta (12.3%). Mean age at first intercourse seems similar to that of other European countries (14 years) for both genders. Only a fifth used condoms every time they had sex. Knowledge of STIs was scant. The pupils were more informed about HIV. Girls were more knowledgeable. Boys had sex with more sexual partners. No gender differences were noted in substance abuse with sex. Discussions among pupils revealed a high degree of perceived unmet learning need. Participants valued highly learning about sexuality but thought it received much less attention than their other academic learning needs. Disparities between schools were evidenced. Learning was sporadic and uncoordinated with conflicting messages from different teachers. Often sessions started timely to pupils’ needs, but ended prematurely. Learning from parents was scanty and associated with the overall relationship and bonding between parents and the child. Gaps were noted between perceived ideal sources (teachers, parents and visiting speakers) and actual / preferred sources (friends and the media). Needs were perceived in relation to the content and timing of learning, sources of knowledge, learning styles and resources. Maltese pupils had diverse values and called for a variety of approaches. Recommendations were made for a national sexuality education policy to standardize the framework of sexuality education among Maltese schools; more initial teacher training and inservice training in sexuality education to meet the needs of a diverse group of adolescents through various approaches; more collaboration among teachers within schools; parenting skills and lifelong learning opportunities for parents; more active involvement of adolescents and a wider consultation with schools and families in the evaluation of sexuality education.
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Leas, Loranie, i mikewood@deakin edu au. "Cardiovascular health behaviours and health needs among people with psychiatric disabilities". Deakin University. School of Psychology, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.095530.
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Recent research in Australia has found that people with a mental illness experience higher mortality rates from preventable illnesses, such as cardiovascular disease, respiratory disease and diabetes compared to the general population. Lifestyle and other behavioural factors contribute significantly to these illnesses. Lifestyle behaviours that affect these illnesses include lack of physical activity, consumption of a poor diet and cigarette smoking. Research on the influence of these factors has been mainly directed towards the mainstream population in Australia. Consequently, there remains limited understanding of health behaviours among individuals with psychiatric disabilities, their health needs, or factors influencing their participation in protective health behaviours. This thesis presents findings from two studies. Study 1 evaluated the utility of the main components of Rogers (1983) Protection Motivation Theory (PMT) to explain health behaviours among people with a mental illness. A clinical population of individuals with schizophrenia (N=83), Major Depressive Disorder (MDD) (N=70) and individuals without a mental illness (N=147) participated in the study. Respondents provided information on intentions and self-reported behaviour of engaging in physical activity, following a low-fat diet, and stopping smoking. Study 2 investigated the health care service needs of people with psychiatric disabilities (N=20). Results indicated that the prevalence of overweight, cigarette smoking and a sedentary lifestyle were significantly greater among people with a mental illness compared to that reported for individuals without a mental illness. Major predictors of the lack of intentions to adopt health behaviours among individuals with schizophrenia and MDD were high levels of fear of cardiovascular disease, lack of knowledge of correct dietary principles, lower self-efficacy, a limited social support network and a high level of psychiatric symptoms. In addition, findings demonstrated that psychiatric patients are disproportionately higher users of medical services, but they are under-users of preventive medical care services. These differences are primarily due to a lack of focus on preventive health, feelings of disempowerment and lower satisfaction of patient-doctor relationships. Implications of these results are discussed in terms of designing education and preventive programs for individuals with schizophrenia and MDD.
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Chuang, Fei-Yu. "Addressing the grammar needs of Chinese EAP students : an account of a CALL materials development project". Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2845/.
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This study investigated the grammar needs of Chinese EAP Foundation students and developed electronic self-access grammar materials for them. The research process consisted of three phases. In the first phase, a corpus linguistics based error analysis was conducted, in which 50 student essays were compiled and scrutinized for formal errors. A tagging system was specially devised and employed in the analysis. The EA results, together with an examination of Foundation tutors’ perceptions of error frequency and gravity led me to prioritise article errors for treatment; in the second phase, remedial materials were drafted based on the EA results and insights drawn from my investigations into four research areas (article pedagogy, SLA theory, grammar teaching approaches and CALL methodologies) and existing grammar materials; in the third phase, the materials were refined and evaluated for their effectiveness as a means of improving the Chinese Foundation students’ use of the article. Findings confirm the claim that L2 learner errors are systematic in nature and lend support to the value of Error Analysis. L1 transfer appears to be one of the main contributing factors in L2 errors. The salient errors identified in the Chinese Foundation corpus show that mismanagement of the article system is the most frequent cause of grammatical errors; Foundation tutors, however, perceive article errors to be neither frequent nor serious. An examination of existing materials reveals that the article is given low priority in ELT textbooks and treatments provided in pedagogical grammar books are inappropriate in terms of presentation, language and exercise types. The devised remedial materials employ both consciousness-raising activities and production exercises, using EAP language and authentic learner errors. Preliminary evaluation results suggest that the EA-informed customised materials have the potential to help learners to perform better in proofreading article errors in academic texts.
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Kader, Zainab. "An intervention to reduce adolescent Hookah pipe use and satisfy their basic psychological needs". University of Western Cape, 2020. http://hdl.handle.net/11394/7608.
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Philosophiae Doctor - PhDAdolescent hookah pipe use is a public health concern because it poses several health, environmental, and economic risks. Self-determination theory (SDT) posits that people are motivated to engage in certain behaviours in an attempt to satisfy their basic psychological
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Berto, Kelley C. "Interpersonal Needs and Suicide Risk: Examining Indirect Effects of Internal Hostility and Feeling Forgiven". Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3920.
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Suicide is a national public health concern, and unmet interpersonal needs (i.e., perceived burdensomeness, thwarted belongingness) may contribute to enhanced risk. However, mechanisms of action and certain protective variables are not well understood. The present study examined simple mediation models, with internal hostility as a mechanism of action between interpersonal needs and suicide risk. Additionally, our study examined the moderating role of various aspects of receiving forgiveness on the association between interpersonal needs and internal hostility in these simple mediation models. A community-based convenience sample was surveyed (N=712). Our findings indicated that internal hostility partially mediated the association between perceived burdensomeness/thwarted belongingness and suicide risk, such that higher levels of interpersonal needs variables were associated with higher levels of internal hostility, and in turn, higher levels of suicide risk. No evidence was found for a buffering effect of feeling forgiven on these statistical models. Our findings suggest that negative, internalized self-perception contributes to suicide risk above and beyond that of interpersonal needs alone. Implications are discussed for both theory and practice.
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Barber, Jeanette Danielle. "Perceived Inclusion of MANRRS Alumni in Agricultural Organizations: The Relationship Between Inclusion, Psychological Needs, and Intrinsic Motivation". Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97830.
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The goal of this sequential explanatory mixed methods research study was to advance the literature on organizational inclusivity for underrepresented minority groups working in professional agricultural careers. This study sought to understand the relationship between basic psychological needs (autonomy, competence and relatedness) and motivation amongst minorities that both did and did not participate in the co-educational national society MANRRS (Minorities in Agriculture, Natural Resources and Related Sciences). Understanding this relationship, in turn, hoped to reveal what motivating factors work best to improve feelings of inclusivity within an organization. Deci and Ryan's Self-Determination theory was utilized to guide the development and organization of the research objectives for this study. The objectives of this study were to: 1) identify selected demographic characteristics based on MANRRS member and non-member status (e.g. gender, race/ethnicity, age, highest degree earned, current position in career, state of residence, years of involvement in MANRRS as an undergraduate student, frequency of interaction with other members of underrepresented minority groups within their current position, etc.); 2) determine levels of organizational inclusion based on MANRRS member and non-member status; 3) determine levels of intrinsic work motivation based on MANRRS member and non-member status; 4) determine levels of satisfaction in the areas of autonomy, relatedness, and competence based on MANRRS member and non-member status; 5) determine levels of self-efficacy based on MANRRS member and non-member status; and, 6) explain variance in levels of perceived inclusion by selected variables (e.g. age, highest degree earned, and frequency of interaction with other members of underrepresented minority groups within their current position). Additionally, key findings indicated that MANRRS participants were lower in their satisfaction of the need for competence in the workplace when compared against non-MANRRS participants.Doctor of Philosophy
Professional agricultural organizations are focused on creating a more diverse and inclusive workforce due to changing demographics within the United States. MANRRS (Minorities in Agriculture, Natural Resources and Related Sciences) is a co-educational national society that aims to introduce underrepresented minority students to the educational and professional opportunities available in agriculture, and to connect employers in the agricultural sector with highly qualified prospects for employment. With MANRRS being a source for recruitment of minority students into agricultural professions, this sequential explanatory mixed methods study will explore the relationship between basic psychological needs satisfaction (autonomy, competence, psychological relatedness) and motivation as they specifically relate to former MANRRS participants' (from 2013 to 2018) perceived feelings of inclusion in professional agricultural organizations. Deci and Ryan's Self-Determination theory was utilized to guide the development and organization of the research objectives for this study. The objectives of this study were to: 1) identify selected demographic characteristics based on MANRRS member and non-member status (e.g. gender, race/ethnicity, age, highest degree earned, current position in career, state of residence, years of involvement in MANRRS as an undergraduate student, frequency of interaction with other members of underrepresented minority groups within their current position, etc.); 2) determine levels of organizational inclusion based on MANRRS member and non-member status; 3) determine levels of intrinsic work motivation based on MANRRS member and non-member status; 4) determine levels of satisfaction in the areas of autonomy, relatedness, and competence based on MANRRS member and non-member status; 5) determine levels of self-efficacy based on MANRRS member and non-member status; and, 6) explain variance in levels of perceived inclusion by selected variables (e.g. age, highest degree earned, and frequency of interaction with other members of underrepresented minority groups within their current position). Additionally, key findings indicated that MANRRS participants were lower in their satisfaction of the need for competence in the workplace when compared against non-MANRRS participants. This study is intended to help identify characteristics or factors that may contribute to improving feelings of inclusion when entering agricultural careers.
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Medina, Yvania. ""Fittja är vår" : En studie om identitetsskapande faktorer bland nyanlända invandrarelever i en mångkulturell högstadieskola". Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1576.
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Knights, Nicky Holly. "Evaluating an intensive recovery programme for adolescents who have been bullied : a mixed methods study". Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8116.
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Bullying is a serious problem for many adolescents, and one that can have detrimental effects on normal developmental processes, as chronic and severe bullying can obstruct the fulfilment of essential psychological needs. However, there are currently few targeted interventions available for chronic and severe bullying cases. The purpose of this study was to evaluate the effectiveness of the Red Balloon Learner Centres (RBLC) which are a full time personal and academic recovery programme for bullied adolescents. A mixed-methodology was utilised, and quantitative outcome measures included: depression, anxiety and trauma symptoms, self-esteem and academic engagement and self-concept. The study was non equivalent groups design (NEGD) and incorporated a comparison group of bullied adolescents from Hertfordshire local authority (LA). The aim was to compare the recovery process between groups over time by taking an initial baseline measure, and conducting follow-up assessments every three months. Both groups demonstrated significant improvements in outcome variables over time, but there were no significant differences between groups at six month follow-up on any outcome variable. Both groups reported similar recovery themes that related to need fulfilment in the areas of safety and security, control, belonging and self-esteem. Recovery is not just the absence of internalising symptomology, but constructive fulfilment of needs. Social needs were felt to be most affected by chronic and severe bullying and most difficult to fulfil constructively. It is recommended that interventions for chronically and severely bullied adolescents should enable constructive need fulfilment, which may involve changes to the ethos and culture of schools, collaborative therapeutic intervention and targeted skill building.
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Dominick, Ruth. "Comparing the motivational needs of 2nd and 3rd year learner nurses on working day and night shifts in academic hospital settings in the Western Cape". University of the Western Cape, 2015. http://hdl.handle.net/11394/5199.
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Magister Curationis - MCurClinical learning experiences form an integral part of the 2nd and 3rd year learner nurses' training, because it is in the clinical placement that nurses should acquire the knowledge, skills and values that are necessary for professional practice competency. Nurses who are working night shift routinely feel deserted and left out of the information sphere. In most cases, these nurses find themselves in situations of staff shortages, diminished resources and reduced managerial direction. This situation is leading to demotivation. Maslow’s theory in relation to the hierarchy of human needs is regarded as the basic motivators of human activity. Maslow’s theoretical framework of the hierarchy of basic human needs was employed to compare the motivational needs of 2nd and 3rd year learner nurses who were working either night or day shift at the time of data collection. The purpose of the study was to compare the motivational needs of 2nd and 3rd year learner nurses who were working day and / or night shift. The researcher followed a quantitative, descriptive and comparative survey design with a sample of the population. A sample of 2nd year (n = 103) and 3rd year learner nurses (n = 103) was drawn from each group and a 100 fully completed questionnaires were submitted by each group. The researcher gathered the data with the assistance of a self-administered questionnaire that comprised primarily of closed-ended questions and a 5-point Likert scale was employed to capture their responses. The researcher used a structured questionnaire to explore the perceptions of the 2nd and 3rd year learner nurses about their needs to acquire motivation in the workplace in the context of Maslow’s hierarchy of needs. The researcher used descriptive and inferential statistics to analyse the data. Data was plotted and expressed by means of frequency tables. Descriptive statistical analysis and associations between various variables were completed by using parametric tests. The findings of the study were related to Maslow’s hierarchy of needs; i.e. the physiological, safety, social, self-esteem and self-actualisation needs to motivate the 2nd and 3rd year learner nurses during day and night shift. The findings include significant differences between the needs of 2nd and 3rd year respondents in relation to working day and night shift at the health service institutions in the Western Cape Province. In Item 27, the perceived needs of the 2nd and 3rd year respondents to be placed in their units of preference during night shift varied between never to sometimes. The 2nd year respondents (n = 74, 74.0%) and (n = 74, 76.8%) of 3rd year respondents on night shift experienced their need to be placed in a unit of preference to be considered. From the descriptive statistics (Tables 4.15 – 4.220), it was evident that the 2nd year respondents did neither have the highest nor lowest mean values across the study; the observation for the 3rd year respondents was similar. The mean values of night shift respondents mostly scored lower than the day shift mean values. The inferential statistics indicated significant differences between 2nd and 3rd year day shift respondents and between 2nd and 3rd year night shift respondents with night shift depicting more significant differences than day shift. That confirmed that both 2nd and 3rd year learner nurses’ motivational needs of night shift respondents were more pronounced than the needs of day shift respondents. Emerging from this research, recommendations were formulated for clinical educators, nurse educators, unit managers and professional nurses in accordance with Maslow's hierarchy of needs with the purpose of meeting the motivational needs of the 2nd and 3rd year learner nurses at the health service institutions in the Western Cape Province. Validity and reliability principles were applied during the entire research process. The reliability and validity of the research instrument was determined by applying Cronbach's alpha test. The Cronbach alpha coefficients were 0.93 and 0.93 for the day and night shift respondents respectively. Those values were above 70% and close to 100%, which indicated that the questionnaire had been a reliable research instrument. All coefficients of the pilot study were above 70% which indicated that the instrument was consistent and reliable. The reliability of the questions were tested for content and face validity. The researcher observed ethical considerations during the entire research process. Ethical considerations of beneficence, avoiding undue intrusion, the right to privacy, confidentiality, fair treatment, respect for the respondents, the right to freedom and the right to withdraw from the study at any stage, informed consent and protecting respondents from any harm were adhered to. The respondents provided written consent that acknowledged those ethical principles.
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Cockram, Nicola. "An exploration of the application of a theory of basic psychological needs in developing practice in a secondary school". Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3924.
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The fulfilment of Basic Psychological Needs, from a Self Determination Theory perspective, is a growing area of research within psychology. This theory’s emphasis on the environmental conditions which support positive human functioning has led to an ongoing interest in what this might mean for children and young people in our schools. The first chapter of this thesis critically reviews existing research, considering the relationship between the fulfilment of Basic Psychological Needs and school engagement from a Self Determination Theory perspective. The conclusions of my systemic review suggested that there are inconsistencies in the relationships found within the literature, however all studies suggested a relationship between the fulfilment of at least one need and one element of school engagement. This led to the tentative suggestion that this may be helpful framework for guiding practice. Following on from this, in chapter 3 an empirical paper explores the factors that influence teachers’ application of a theory of Basic Psychological Needs in their practice. Using a collaborative action research approach, teachers were supported to apply a theory of Basic Psychological needs in their practice to make changes to promote positive outcomes for pupils. Within my analysis, several themes were constructed from the data which identified possible factors that may have impacted upon teachers in the changes that they made within this context. This led to a discussion of the possible influence of challenge, dialogue, ecological factors and Basic Psychological Need fulfilment on the changes that were made. Implications for Educational Psychologists and wider systems are identified.
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Wu, Wan Xin. "A study of the Danmuka attraction factors :based on theory of the Weighted and Calculated Needs for New Media". Thesis, University of Macau, 2017. http://umaclib3.umac.mo/record=b3690760.
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Tee, Abigail. "Acknowledging individual strengths, interests and needs of pupils with Autistic Spectrum Conditions : questioning 'Theory of Mind' (a pilot study)". Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/95513/.
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Research investigating children and young people’s (CYP’s) performance in standard False Belief (FB) tasks, such as ‘The Sally Anne Task’ has highlighted that CYP with autistic spectrum condition (ASC) have difficulties in passing the task and demonstrating Theory of Mind (ToM), in comparison to CYP with ‘neurotypical’ development. This finding has led to the suggestion that individuals with ASC may have deficits in their ToM (Baron-Cohen, Leslie & Frith, 1985). The present research aimed to explore whether there were differences in the performance of pupils with ASC on ‘The Sally-Anne Task’ compared to an adapted task, which was tailored to the individual’s strengths, interests and areas of need (via information from a template about the pupil supplied by helpers). Nineteen pupils with a diagnosis of ‘autistic spectrum disorder’ between the ages of 6 and 10 years (mean = 8.47 years, standard deviation = 1.12 years) were recruited from mainstream classrooms or specialist resource bases attached to mainstream classrooms in three Welsh and five English primary schools. A pragmatic research framework employed a within subjects design; each pupil took part in the two (counterbalanced) tasks. A McNemar’s Exact test revealed a significant difference between the pass rates of pupils in the standard and adapted tasks (p = .008). Pupils in the adapted tasks were almost twice as likely to pass the tasks (M = .89, SD = .31) as those in the standard tasks (M = .47, SD = .51). Implications for understanding ToM in pupils with ASC are discussed and suggestions for developing support, which focuses on the individual’s strengths and interests, are proposed.
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Ryan, Fiona. "The part-time employment relationship : an investigation of its capabilities to meet the needs, wants and expectations of employees and employers". Thesis, University of Huddersfield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285612.
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Barnard, Benjamin. "Do rights-based moralities cause climate change? : balancing the rights of current persons and the needs of future generations". Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21286/.
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This thesis explores the relationship between rights-based moral systems and climate change. It argues that supporters of rights-based moralities must give the realisation of rights priority over non-rights-based moral concerns. It further contends that future persons cannot possess rights that would place current persons under correlative duties towards them before their conception. The thesis then highlights that climate change will need to be combatted through programmes of adaptation and mitigation. Unfortunately, the majority of those protected by such programmes will be future persons. It is therefore argued that rights-based moralities struggle to endorse – and might even actively oppose – the imposition by states of extensive programmes of adaptation and mitigation. Such programmes actively and directly restrict the realisation of the rights of many current persons. Even if this were not the case, supporters of rights are unable to justify the kind of spending that would be needed to finance those aspects of adaptation and mitigation which aim to benefit future persons while the fundamental rights of a great many current persons go unmet due to a lack of funds. As a result, rights-based moralities must justify climate burdens solely through reference to current persons. It is argued that, in the case of Interest- and Choice-based theories of rights, this would encourage an increase in emissions through the implication that pollution was permissible provided adaptation burdens were met. Alternatively, support for a rights-based morality akin to that put forward by Robert Nozick would enable us to implement mitigation, but the system’s disavowal of positive rights would simultaneously cause excessive harm to the wellbeing of many. The inability of rights-based moralities to deal with climate change in an effective and ethical manner leads us to question their legitimacy more generally.
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Holfve, Malin, i Maria Pekár. "Knowledge Development : A dual perspective on Small Firms' development needs". Thesis, Jönköping University, Jönköping University, Jönköping University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-12628.
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Background: Due to the increasing global competition managers must realize the importance of competitive advantage. This can be done by reconsider how new knowledge should be acquired into the organization. The importance of new competence creation is well known as a factor for longitudinal success for companies. There is a growing trend in outsourcing human resources activities that used to be in-house. There are numerous training vendors active on the market offering training and development opportunities to small firms. It can therefore be questioned how well the programs offered by the training vendors suites the needs of small firms.
Purpose: The purpose of this study is to investigating the perceived training and development needs for small firms. This to understand and overcome the differences in the perception of small firms’ needs, between training vendors and small firms.
Method: The research approach of this study is inspired by Grounded theory. Ten in-depth interviews have been performed, four with training vendors and six with small firms. The findings where then coded and categorized to answer the research questions and purpose of the research.
Conclusion: From this research it can be seen that both small firms and training vendors do understand the need for training and development of small firms. The areas where training and development is needed for small firms can be summarised to fields of general business management and business specific knowledge. However, this research also identifies barriers that prevent small firms from attending external training. These barriers are cost, time, relevance, pride, flexibility and suitability. Time and cost are the most commonly mentioned barriers, but not the primary barriers that training vendors and small firms should focus on overcoming. Instead we argue that, the efforts should be on the attitude driven barriers: relevance, suitability, flexibility and pride. If you change the attitude among small firms towards training, the perceived benefits will become larger and therefore cost and price will become less important. If the small firms and the training vendors co-operate these barriers could easier be decreased. This could be done by ensuring that the training results in practical tools that the firms use and that they work on building a trustworthy relationship. This will help the small firms to see the relevance and the suitability of the courses offered and the training vendors to understand how to make the courses appear more relevant and suitable to the small firms.
Bakgrund: I och med den ökade globala konkurrensen, måste företagsledare förstå vikten av att inneha och bevara en konkurrens fördel. Detta kan göras genom att fokusera på hur kunskap kan tas in i organisationen. Vikten av kompetens utveckling är en välkänd faktor för långsiktig framgång för företag. Det finns en ökad trend att lägga ut ansvaret för human resources på externa företag, vilket tidigare sköttes inom företaget. Det finns ett stort antal externa utvecklingsleverantörer på marknaden. Det kan därför ifrågasättas hur väl programmen, som de externa träningsleverantörerna erbjuder, passar med behoven hos småföretagarna.
Syfte: Syftet med studien är att undersöka uppfattningen om tränings- och utvecklingsbehov hos småföretagare. Detta för att få en förståelse av småföretagarnas behov och komma över skillnaderna i uppfattningarna mellan externa utvecklingsleverantörer och småföretagare.
Metod: Forskningsansatsen till den här studien är inspirerad av Grundad teori. Tio djupintervjuer har genomförts, fyra stycken med externa utvecklingsleverantörer och sex stycken med småföretagare. Det empiriska materialet har organiserats genom kodning och kategorisering enligt Grundad teori.
Slutsats: Från den här studien kan det ses att både småföretagare och externa utvecklingsleverantörer ser behovet av träning och utveckling i småföretag. De områden där träningsbehov är identifierade kan summers till generell företagsekonomi och specifik kunskap inom företagets bransch. Genom denna studie har dock barriärer som motverkar träning och utveckling i småföretag identifierats. Barriärerna är: kostnad, tid, relevans, stolthet, flexibilitet och lämplighet. Tid och kostnad är de mest nämnda barriärerna, men dock inte de barriärer som primärts bör fokuseras på. Istället anser vi att kraften skall fokuseras på att minska de attityd drivna barriärerna: relevans, lämplighet, flexibilitet och stolthet hos företagarna. Om attityden hos småföretagarna ändras vad gäller träning så kommer den uppfattade fördelen av träning att öka, därmed minskar vikten av barriärerna kostnad och pris. Dessa barriärer kan lättare överbyggas om småföretagarna och de externa utvecklingsleverantörerna samarbetar. Samarbetet kan ske genom att fastställa att det praktiska verktygen, utvecklade av de externa utvecklingsleverantörerna, används av småföretagarna och att en tillförlitlig relation byggs. Detta skulle hjälpa småföretagarna att se relevansen och lämpligheten i de erbjudna kurserna och de externa utvecklingsleverantörerna skulle få en förståelse i hur man kan få kurserna att framstå som relevanta och lämpliga för småföretag.
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Filip, Maurine. "MOTIVATION IN HIGH-LEVEL ROLLER DERBY : ATHLETES’ EXPERIENCED PEER MOTIVATIONAL CLIMATE AND BASIC PSYCHOLOGICAL NEEDS". Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136877.
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The motivation behind the revival and development of roller derby may provide valuable insight to the structure of established sports regarding athlete engagement, drop-out, and well-being. To investigate the relationship of the cross-theoretical concepts, self-reported satisfaction and thwarting of basic psychological needs, and peer motivational climate of 255 high-level flat track roller derby athletes was examined in a cross-sectional design. Hierarchal regression analysis showed low effects of basic needs satisfaction on performance. Basic psychological need satisfaction and thwarting predicted 63% of the experienced task-involved motivational climate variance and 25% of ego-involved motivational climate. Relatedness proved strongest in predicting both types of peer motivational climates. In conclusion, the employed study method, limitations of the study, and recommendations for future research are discussed.Motivationen bakom återuppväckandet och utvecklingen av roller derby kan bidra med värdefull insikt i etablerade idrotters struktur gällande idrottares engagemang, avhopp, och välmående. Studiens syfte var att undersöka relationen mellan tvär-teoretiska koncept. Med en tvärsnittsdesign undersöks självrapporterad upplevelse av tillfredsställda och nedtryckta psykologiska behov, samt motivationsklimat hos 255 högpresterande flat track roller derby idrottare. Hierarkisk regressionsanalys påvisade svag effekt av behovstillfredsställelse på prestation. Grundläggande psykologisk behovstillfredsställelse och nedtryck förklarade 63% av variansen i det uppgiftsorienterade motivationsklimatet, och 25% av det ego-orienterade motivationsklimatet. Samhörighet visade på störst förutsägbarhet på båda typerna av motivationsklimat. Avslutningsvis diskuteras studiens metod och begränsningar, samt förslag på framtida studier.
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Coates, Janine Kim. "Let the children have their say : experiences of children with special educational needs in physical education". Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/5972/.
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Brauer, Dot. "Hiding In Plain Sight: How Binary Gender Assumptions Complicate Efforts To Meet Transgender Students' Name And Pronoun Needs". ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/716.
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Existing literature about transgender college students calls upon higher education organizations to support trans students' use of self-identified first names (in place of legal names, given at birth) and self-identified pronouns (in place of assumed pronouns based on sex assigned at birth, or other's perceptions of physical appearance), but that literature lacks guidance on how to achieve this work, which is deceptively complex. This study addressed this gap in the literature in two ways. First by using critical theory to show how hegemonic, binary notions of gender shape intellectual, social, and regulatory dimensions of higher education in ways that complicate practitioners' efforts to provide trans students with support. Second, by using institutional ethnography (IE) as a critical framework and methodology to uncover what IE refers to as texts and relations that operate in unintended ways to undo practitioners' efforts to provide desired supports. I use examples from my experience as a higher education LGBTQ resource professional at the University of Vermont (UVM) to add depth to my analysis and present the results in two articles.
The first article presents the rationale for changing campus information systems to enable transgender students to use self-identified names and pronouns on campus, and presents examples of the work accomplished at the University of Vermont and the University of Michigan. The second article extends beyond logistics to explore the complex questions that are the focus of this dissertation.
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Natale, Susan. "The Role of Primary Care Nurses in Addressing Unmet Social Needs". eScholarship@UMMS, 2018. https://escholarship.umassmed.edu/gsn_diss/55.
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PURPOSE
The purpose of this study was to explore how primary care registered nurses address unmet social needs in patients.
SPECIFIC AIMS Explore how RNs in a safety-net, primary care setting develop an awareness of and address patient's unmet social needs. Describe how information about unmet social needs are integrated into nursing assessment and intervention activities, and are shared with other members of the health care team. Describe the challenges primary care RNs face when addressing unmet social needs.
FRAMEWORK
Critical caring theory provided the framework for this study.
DESIGN
This study used a descriptive, qualitative design. Semi-structured interviews were conducted with seventeen nurses working in 11 different safety-net primary care clinics within a hospital-based system.
RESULTS
Three major themes emerged. Key findings included the importance of the nurse-patient relationship, the establishment of trust, and a caring, nonjudgmental approach to patients with unmet social needs. Nurses used knowledge of unmet needs to coordinate patient care, provide social support, and work collaboratively with care team members to refer patients to resources within the health care system and in the community.
CONCLUSION
Unmet social needs contribute to adverse health outcomes, and addressing social and medical needs is critical to eliminating health inequities and reducing health care costs. In this study, primary care nurses described relationships with patients that allowed for the sharing of sensitive information, leading the nurse to identify and address unmet social needs that could impact patient health.
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McComb, Elizabeth. "Analysis of the Collaborative for Academic, Social and Emotional Learning (CASEL) Student Needs Assessment using the Theory and Factors of School Connectedness". Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1304700555.
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Al-Obaidli, Kholode. "Women ESL teachers' perception about their roles and professional development needs in Qatar’s education for a new era". Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/791/.
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Research shows that successful educational reform is multi-faceted requiring rigorous planning and investment in teacher professional development. The focus of this study is women ESL teachers in Qatar’s public school educational reform, Education for a New Era which created 36 publicly funded Independent Schools with a standards-based curriculum using English as a Second Language as the medium of instruction in mathematics and science. The research investigated the perceptions of women ESL teachers regarding Qatar’s reforms and their experiences using new approaches to teaching ESL. Professional development needs were also identified. A mixed method approach was used. A questionnaire was distributed to 233 women ESL teachers and 18 semi-structured interviews conducted. Generally, teachers valued increased freedom, but expressed a lack of support, and noted increased workloads and conflicts between professional roles and private lives. Change facilitators were seen as supportive. Views about school administrators varied.