Matching Items (7)
Filtering by

Clear all filters

135789-Thumbnail Image.png
Description
The following study applies research on Implicit Person Theory (IPT) to the context of organizational communication. IPT scholars argue that most individuals ascribe to one of two groups regarding perceptions of ability: entity or incremental theorists. Entity theorists believe abilities are fixed, unchanging, and constant, whereas incremental theorists believe abilities

The following study applies research on Implicit Person Theory (IPT) to the context of organizational communication. IPT scholars argue that most individuals ascribe to one of two groups regarding perceptions of ability: entity or incremental theorists. Entity theorists believe abilities are fixed, unchanging, and constant, whereas incremental theorists believe abilities are changeable, malleable, and subject to development. Incremental theories are a predictor of success, while entity theories can stifle development (e.g., Dweck, 2006). This study explores the relationship employees' mindsets have on the organization, including learner empowerment, impression management, organizational dissent, and guilt. The present study reasons that incremental (versus entity) theorists will exhibit higher perception of learner empowerment, lower expression of impression management behaviors, higher expression of organizational dissent, and a lower perception of organizational related guilt. No significant results were found on the directional relationships predicted; however, this study presents implications for future research in the area of IPT and organizational communication.
ContributorsWallace, Brittney Sierra (Author) / Adame, Elissa (Thesis director) / Martin, Judith (Committee member) / Saffer, Adam (Committee member) / Hugh Downs School of Human Communication (Contributor) / W. P. Carey School of Business (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
160678-Thumbnail Image.png
ContributorsAutote, Abreanna (Author) / Loera, Cristian Peter (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
160679-Thumbnail Image.png
ContributorsAutote, Abreanna (Author) / Loera, Cristian Peter (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
160681-Thumbnail Image.png
ContributorsLoera, Cristian Peter (Author) / Autote, Aubreanna (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
160682-Thumbnail Image.png
ContributorsLoera, Cristian Peter (Author) / Autote, Aubreanna (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description

Students who transfer to a university from a community college are a diverse, resilient group of individuals who often face many challenges and barriers upon transitioning from a 2-year institution to a 4-year institution. Due to their upper-division status upon arrival at the university, transfer students are often overlooked and

Students who transfer to a university from a community college are a diverse, resilient group of individuals who often face many challenges and barriers upon transitioning from a 2-year institution to a 4-year institution. Due to their upper-division status upon arrival at the university, transfer students are often overlooked and even unsupported throughout multiple aspects of the transfer process. To further understand the issues that are faced by transfer students throughout the transfer process, we conducted research to get a better understanding of exactly who transfer students are, what challenges they face, and how universities can better support these students so they are able to complete their baccalaureate. We compiled this research into an annotated bibliography and developed a presentation to discuss our findings, personal anecdotes, and the suggestions we have to help Barrett, the Honors College move towards a more transfer-receptive culture. All questions asked during the presentation have been documented.

ContributorsAutote, Abreanna (Author) / Loera, Cristian Peter (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description

Students who transfer to a university from a community college are a diverse, resilient group of individuals who often face many challenges and barriers upon transitioning from a 2-year institution to a 4-year institution. Due to their upper-division status upon arrival at the university, transfer students are often overlooked and

Students who transfer to a university from a community college are a diverse, resilient group of individuals who often face many challenges and barriers upon transitioning from a 2-year institution to a 4-year institution. Due to their upper-division status upon arrival at the university, transfer students are often overlooked and even unsupported throughout multiple aspects of the transfer process. To further understand the issues that are faced by transfer students throughout the transfer process, we conducted research to get a better understanding of exactly who transfer students are, what challenges they face, and how universities can better support these students so they are able to complete their baccalaureate. We compiled this research into an annotated bibliography and developed a presentation to discuss our findings, personal anecdotes, and the suggestions we have to help Barrett, the Honors College move towards a more transfer-receptive culture. All questions asked during the presentation have been documented.

ContributorsLoera, Cristian Peter (Author) / Autote, Aubreanna (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05