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You searched for subject:(Qualitative mindset). Showing records 1 – 2 of 2 total matches.

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Queensland University of Technology

1. Oh, Hyun Sung. An examination of the nature and phenomenological experiences of commitment profiles.

Degree: 2016, Queensland University of Technology

Organisational commitment and its three components, affective, continuance and normative, represent a key dimension in the relationship between employees and their organisations. The three components of commitment combine to create commitment profiles which are potentially associated with distinct employee mindsets and differing levels of employee behaviours such as organisational citizenship and intention to stay. Despite an expanding body of research, the existence of differences in the mindsets associated with commitment profiles has only ever been inferred. Two mixed method studies investigated the proposition that commitment profiles generate qualitative different mindsets which impact employees’ behaviour. The findings of these studies empirically demonstrate that there are differences in employee mindsets and behaviours associated with different commitment profiles, and that the interaction of commitment components is more complex than current theoretical propositions suggest.

Subjects/Keywords: Organisational commitment; Commitment profiles; Qualitative mindset; Normative commitment; Cluster analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Oh, H. S. (2016). An examination of the nature and phenomenological experiences of commitment profiles. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/95584/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Oh, Hyun Sung. “An examination of the nature and phenomenological experiences of commitment profiles.” 2016. Thesis, Queensland University of Technology. Accessed June 18, 2019. http://eprints.qut.edu.au/95584/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Oh, Hyun Sung. “An examination of the nature and phenomenological experiences of commitment profiles.” 2016. Web. 18 Jun 2019.

Vancouver:

Oh HS. An examination of the nature and phenomenological experiences of commitment profiles. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2019 Jun 18]. Available from: http://eprints.qut.edu.au/95584/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oh HS. An examination of the nature and phenomenological experiences of commitment profiles. [Thesis]. Queensland University of Technology; 2016. Available from: http://eprints.qut.edu.au/95584/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Helsinki

2. Lepola, Heini. Concepts of courage according to Finnish students from preschool to high school and the conceptualization of courage in different age groups.

Degree: Department of Teacher Education; Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning, 2017, University of Helsinki

In this study we investigate the concepts of courage according to Finnish students of different ages, how the conceptualization of courage develops in different age-groups, how the thin boundary between courage and foolhardiness appears in the students' interpretations, and how one can learn courage. The emphasis is on students' own life-world phenomena experiences and interpretations. Our unique data consists of applied storycrafting interviews with 6 to 7-year-old preschoolers and school essays written by students in age groups of 11 to 12, 15 to 16 and 16 to 18-years. The data has been collected in southern Finland. The study is a qualitative study with a narrative approach and phenomenography. Applying both data-driven and theory-driven content analysis, we have classified our findings from different age-groups into four main categories: (a) the role of fear in courage, (b) the concepts of courage as physical, psychological, social and moral courage, (c) the development of conceptualization of courage through age and (d) the thin boundary between courage and foolhardiness. The emphasis is on describing and interpreting students' concepts and conceptualization of courage and relate our findings on the umbrella conceptualization of courage by Rate et al. (2007). We also view students' interpretations on how courage feels like and what emotions are related to it, wether they think that courage can be cultivated and what it is that students think enables one to learn courage. Social context and relationships of students in different ages emerge as important factors on their reflection of courage.

Tutkimme tässä tutkimuksessa eri ikäisten suomalaisten oppilaiden käsityksiä rohkeudesta, kuinka rohkeuskäsitys kehittyy eri ikäryhmissä, kuinka oppilaat tulkitsevat rajan rohkeuden ja uhkarohkeuden välillä ja kuinka oppilaat ajattelevat, että rohkeutta voi oppia. Tarkoitus on tutkia oppilaiden omia käsityksiä ja kokemuksia rohkeudesta. Aineisto on kerätty kirjoitelmien muodossa eri ikäisiltä oppilailta esikoulusta lukioon. Tutkimus on kvalitatiivinen tutkimus, jossa käytetään fenomenografista ja narratiivista lähestymistapaa. Aineiston analyysissä on käytetty sisällönanalyysia ja tutkimusaineisto on analysoitu sekä aineisto- että teoriapohjaisesti. Sisällönanalyysin pohjalta olemme luokitelleet tutkimustulokset neljään luokkaan, jotka ovat (a) pelon rooli rohkeuskäsityksissä, (b) fyysinen, psyykkinen, sosiaalinen ja moraalinen rohkeus, (c) rohkeuskäsityksen rakentuminen eri ikäryhmissä, ja (d) rohkeuden suhde uhkarohkeuteen. Tarkoituksena on kuvailla oppilaiden omia käsityksiä rohkeudesta sekä suhteuttaa käsityksiä aiempaan rohkeuden tutkimukseen.

Subjects/Keywords: courage; fear; foolhardiness; social pressure; positive psychology; character strengths; an umbrella conceptualization; mindset; qualitative and narrative study; Special Education; Erityispedagogiikka; Specialpedagogik; courage; fear; foolhardiness; social pressure; positive psychology; character strengths; an umbrella conceptualization; mindset; qualitative and narrative study

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lepola, H. (2017). Concepts of courage according to Finnish students from preschool to high school and the conceptualization of courage in different age groups. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/191241

Chicago Manual of Style (16th Edition):

Lepola, Heini. “Concepts of courage according to Finnish students from preschool to high school and the conceptualization of courage in different age groups.” 2017. Masters Thesis, University of Helsinki. Accessed June 18, 2019. http://hdl.handle.net/10138/191241.

MLA Handbook (7th Edition):

Lepola, Heini. “Concepts of courage according to Finnish students from preschool to high school and the conceptualization of courage in different age groups.” 2017. Web. 18 Jun 2019.

Vancouver:

Lepola H. Concepts of courage according to Finnish students from preschool to high school and the conceptualization of courage in different age groups. [Internet] [Masters thesis]. University of Helsinki; 2017. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/10138/191241.

Council of Science Editors:

Lepola H. Concepts of courage according to Finnish students from preschool to high school and the conceptualization of courage in different age groups. [Masters Thesis]. University of Helsinki; 2017. Available from: http://hdl.handle.net/10138/191241

.