ABSTRACT
We examine how the experience of time and locus of control influence organizational change in disruptive contexts. Through the cycles of the COVID-19 pandemic restrictions and their relaxations in Turkey, we found that organizations approached change similarly in the short term but differently in the long term. To unpack the mechanism behind these observations, we analyzed in-depth qualitative data from five organizations from March 2020 to September 2021. We reveal that the change process creates time pressure in disruptive contexts, and a time paradox emerges to the extent that the change outcomes increase the available time under time pressure. Depending on their locus of control, individuals either complement organizational change or resist it even more after triggering events that signal the lastingness of the post-disruption situation. Our framework may enhance organizational resilience to future disruptions by highlighting the requirement for change recipients to make complementary moves to regain control. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Building on recent research in high performance mindsets and their correlation to high performing people in the workplace, academic success as well as athletic performance, this study aimed to examine the happiness of high performing people. This study examines the relationship between the noncognitive skills of self-awareness, self-discipline, internal locus of control with sport performance, growth mindset and happiness of college football players during the COVID-19 pandemic school year. Participants were 99 undergraduate college football players from four different private universities within the United States. The results indicated that year in school predicted athletic performance. The mindset skills of intrinsic motivation, grit, and hope will help student athletes to stay in their athletic programs which in turn will lead to a higher level of performance. Student athletes that trust the process and remain in the program longer will have a greater likelihood of higher athletic achievement. Year in school along with internal locus of control predict growth mindset among participants. Self-awareness and internal locus of control were significant predictors of happiness amongst participants. College athletes and college students in general need learning opportunities in the mindset skills of self-awareness and internal locus of control. These mindset skills will help them balance their busy lives, maintain a growth mindset and be happy. Curriculum around these mindset skills needs to continue to be developed and tested for effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Building on recent research in high performance mindsets and their correlation to high performing people in the workplace, academic success as well as athletic performance, this study aimed to examine the happiness of high performing people. This study examines the relationship between the noncognitive skills of self-awareness, self-discipline, internal locus of control with sport performance, growth mindset and happiness of college football players during the COVID-19 pandemic school year. Participants were 99 undergraduate college football players from four different private universities within the United States. The results indicated that year in school predicted athletic performance. The mindset skills of intrinsic motivation, grit, and hope will help student athletes to stay in their athletic programs which in turn will lead to a higher level of performance. Student athletes that trust the process and remain in the program longer will have a greater likelihood of higher athletic achievement. Year in school along with internal locus of control predict growth mindset among participants. Self-awareness and internal locus of control were significant predictors of happiness amongst participants. College athletes and college students in general need learning opportunities in the mindset skills of self-awareness and internal locus of control. These mindset skills will help them balance their busy lives, maintain a growth mindset and be happy. Curriculum around these mindset skills needs to continue to be developed and tested for effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
American Indian/Alaska Native (AI/AN) persons have been identified as a group with greater risk for transgenerational trauma;furthermore, they experience environmental, systemic, and pragmatic barriers to treatment for mental and social issues. Researchers have called for more studies of groups like AI/AN to better understand the complex social, interpersonal, and intrapersonal problems involved in accessing and using mental health services. The purpose of this study was to examine the predictive relationships of demographics, transgenerational trauma, locus of control, and stigma on help-seeking and use of mental health services in the AI/AN population in a quantitative study. The developmentally based trauma framework was chosen as the conceptual framework and theory of planned behavior was chosen as the theoretical framework for this study. A correlational survey research design using a quota sampling strategy was employed. The predictors included demographics, transgenerational trauma, stigma, and locus of control. The criterion variables included attitude towards help-seeking, intention to seek help, and use of mental health services. A hierarchical multiple linear regression analysis plan was implemented. Findings were nonsignificant for all predictors except the measure of transgenerational trauma. Limitations regarding the challenges of working with the AI/AN population and conducting survey research during extraordinary external circumstances (the COVID-19 pandemic) are discussed. Although the findings were non-significant, the results point to research methods that are innovative and culturally relevant to support better response rates and integrate with positive social change for vulnerable populations like AI/AN. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Self-esteem, self-efficacy, and locus of control are important variables in understanding and appreciating educators. Teachers' beliefs in their own self-worth, ability to excel in specific areas, and acumen to control their environment are critical constructs in today's classrooms. The purpose of this study was to better understand education leadership and its effects on teachers' self-esteem, self-efficacy, and locus of control. Specially, this research reviewed Bandura's socially learning theory as it related to teacher self-esteem, self-efficacy, and locus of control.This quantitative study found no statistical relationship between administrative leadership (building principal), self-esteem, self-efficacy, and locus of control of 30-plus teachers surveyed in greater Los Angeles, California and Albuquerque, New Mexico. Site facilitators assisted with the data collection and point-in-time design model. Despite the COVID-19 pandemic and lack of significant data related to self-esteem, self-efficacy, and locus of control, this research contributed to the field of education vis-a-vis a mission action project (strategic plan) to support holistic schools. The greatest lesson learned is the COVID-19 pandemic and survey fatigue are creating academic fratricide. (PsycInfo Database Record (c) 2022 APA, all rights reserved)