DOCSLIB.ORG

Alyse K Wilcox.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

ATTRIBUTION CASE STUDIES i Attribution Case Studies with Elite Junior Australian Footballers and Their Coach Alyse K. Wilcox Thesis submitted in partial fulfilment of the requirements of the Doctor of Applied Psychology (Sport) Degree September 2015 College of Social Sciences and Psychology Faculty of Arts, Education, and Human Movement Victoria University ATTRIBUTION CASE STUDIES ii DECLARATION I, Alyse Wilcox, declare that the Doctor of Applied Psychology (Sport) thesis entitled “Attribution Case Studies with Elite Junior Australian Football Players and Their Coach” is no more than 40,000 words in length including quotes and exclusive of tables, figures, appendices, bibliography, references and footnotes. This thesis contains no material that has been submitted previously, in whole or in part, for the award of any other academic degree or diploma. Except where otherwise indicated, this thesis is my own work. Signature: Date: ATTRIBUTION CASE STUDIES iii ABSTRACT The purpose of the current research was to extend knowledge of attribution processes in sport. Specifically, the attribution processes of coach-athlete dyads were investigated over several weeks of competition, focusing on the application of theoretical frameworks (i.e., Heider, 1958; Kelley, 1967; Rees, Ingeldew, & Hardy, 2005a; Weiner, 1985) to attribution processes. Attribution change and the influence of coach feedback and post-game review procedures on attribution processes were also investigated. Three elite junior Australian Football (AF) players (18-19 years) and their head coach (45 years) were interviewed on multiple occasions through an attribution lens. Each athlete was interviewed on three occasions (pre-game, post-game, post-feedback) and the athletes’ coach was also interviewed two days post performances for the same three games. Player-participants’ stories are presented as case studies, with attention given to how their stories related to the literature. Participants’ stories reflected several aspects of theoretical frameworks (i.e., Heider, 1958; Kelley, 1967; Weiner, 1985). There was evidence of actor and observer divergence with the coach-participant providing more dispositional causal ascription than player-participants. Player-participants demonstrated attribution change after their post-game feedback possibly revealing the influence of review processes for mediating attributions. For example, after coach feedback, athletes used the coach’s attributions to explain their performance outcome. In addition, their attributions tended towards using more dispositional causes in their post-coach feedback interviews than were used in their post-game interviews. The findings may demonstrate the strong influence that coaches have on athletes’ perceptions of their performance outcomes. The research findings extend knowledge of attribution processes in sport and could inform researchers and sport psychologists in determining interventions of choice to assist athletes and coaches. ATTRIBUTION CASE STUDIES iv DEDICATION I dedicate this thesis to my family; Mum, Dad, Steph, Sam and Tom. I would not have completed my thesis and my studies without the support from my family and my partner. Your support and unconditional love has helped me through my ten years of study. I cannot thank you enough! ATTRIBUTION CASE STUDIES v AKNOWLEDGEMENTS I would like to extend my sincerest thanks to the following people who have assisted me and supported me throughout my efforts to complete this thesis, and my studies. I would like to thank my supervisor, Daryl Marchant, for providing me with support and encouragement. I am grateful for the opportunities you have given me and the time you dedicated to my thesis. I would like to extend many thanks to Andrew Jago who has always been there when I needed some advice. The support you have given me over the last five years is priceless. You never stopped believing in my capabilities. Thank you to Mark and Harriet for the support you have provided in my development as a psychologist and for encouraging me to reflect on, and learn from, my experiences. Special thanks to Mark for laughing with me when my insecurities entered the room and for helping me see the value of my work with my clients. Thank you for the time, patience, and unconditional love you have given me throughout the doctorate process. To my parents, Chris and Kathy, sister Stephanie, brother Sam, and partner Tom, thank you for your unconditional love and patience over the four years. You have encouraged me, kept me on track, and without your support I may not have completed my studies. To my friends who have endured my absence over the last four years, thank you for constantly reminding me why I am still at university when I complain about my studies. You have kept me motivated throughout the journey and I will be forever grateful. Thank you to my peers, the ‘arbitrary metrics’, for the laughs, support, and encouragement you have given me. Only we can understand the journey we have been on and I look forward to working with you all in the future. Finally, to my wonderful participants and AFL Victoria for supporting my thesis and who, without them, my study could not have eventuated. I am forever grateful for the contribution you have made to my thesis and my career as a sport psychologist. ATTRIBUTION CASE STUDIES vi TABLE OF CONTENTS DECLARATION .............................................................................................................. ii ABSTRACT .................................................................................................................... iii DEDICATION ................................................................................................................ iv AKNOWLEDGEMENTS ................................................................................................ v TABLE OF CONTENTS ................................................................................................ vi LIST OF FIGURES ......................................................................................................... xi LIST OF TABLES ......................................................................................................... xii CHAPTER 1: INTRODUCTION ..................................................................................... 1 The Current Research ....................................................................................................... 5 The Research Aims ........................................................................................................... 6 Context ............................................................................................................................. 7 CHAPTER 2: REVIEW OF THE LITERATURE ........................................................... 8 Theoretical Perspectives on Attributions .......................................................................... 8 The Basic Assumptions Underlying Attribution Theories ........................................... 8 The motive to link events causally. ........................................................................... 8 Desire to make realistic attributions. ......................................................................... 9 Attribution theory as a cognitive approach. ............................................................ 10 Attribution Theories .................................................................................................... 10 Antecedents of Causal Attribution Theories ............................................................... 11 Naïve psychology of action. .................................................................................... 11 Correspondent inference theory. ............................................................................. 13 Co-variation principle. ............................................................................................ 13 Consequences of Causal Attribution Theories ............................................................ 16 Achievement motivation theory (AMT). ................................................................ 17 Attribution theory of emotion and motivation. ....................................................... 18 Outcome-dependent affect. ................................................................................. 19 Causal antecedents. ............................................................................................. 21 Causal ascriptions. .............................................................................................. 22 Psychological consequences. .............................................................................. 23 Behavioural consequences. ................................................................................. 24 Judgements of responsibility .............................................................................. 25 ATTRIBUTION CASE STUDIES vii Overall Summary of Theoretical Perspectives on Attributions .................................. 25 Theoretical Perspectives on Attributions in Sport .......................................................... 26 Antecedents of Causal Attribution Theories in Sport ................................................. 26 Naïve psychology of action in sport. ....................................................................... 27 Co-variation principle in sport. ............................................................................... 27 Consequences of Causal Attribution Theories
Recommended publications
  • Attribution of Intentions and Context Processing in Psychometric Schizotypy

    Attribution of Intentions and Context Processing in Psychometric Schizotypy

    Cognitive Neuropsychiatry ISSN: 1354-6805 (Print) 1464-0619 (Online) Journal homepage: http://www.tandfonline.com/loi/pcnp20 Attribution of intentions and context processing in psychometric schizotypy Romina Rinaldi, Laurent Lefebvre, Wivine Blekic, Frank Laroi & Julien Laloyaux To cite this article: Romina Rinaldi, Laurent Lefebvre, Wivine Blekic, Frank Laroi & Julien Laloyaux (2018) Attribution of intentions and context processing in psychometric schizotypy, Cognitive Neuropsychiatry, 23:6, 364-376, DOI: 10.1080/13546805.2018.1528972 To link to this article: https://doi.org/10.1080/13546805.2018.1528972 Published online: 06 Oct 2018. Submit your article to this journal Article views: 33 View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=pcnp20 COGNITIVE NEUROPSYCHIATRY 2018, VOL. 23, NO. 6, 364–376 https://doi.org/10.1080/13546805.2018.1528972 Attribution of intentions and context processing in psychometric schizotypy Romina Rinaldia,b, Laurent Lefebvreb, Wivine Blekicb, Frank Laroic,d,e and Julien Laloyauxc,d,e aGrand Hôpital de Charleroi, Hôpital Notre-Dame, Charleroi, Belgium; bCognitive psychology and Neuropsychology Department, University of Mons, Mons, Belgium; cDepartment of Biological and Medical Psychology, University of Bergen, Bergen, Norway; dNORMENT – Norwegian Center of Excellence for Mental Disorders Research, University of Oslo, Oslo, Norway; ePsychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium ABSTRACT ARTICLE HISTORY Introduction: Impairment in Theory of mind (TOM) has frequently Received 26 January 2018 been associated with schizophrenia and with schizotypy. Studies Accepted 15 September 2018 have found that a tendency to over-attribute intentions and KEYWORDS special meaning to events and to people is related to positive Psychotic symptoms; theory psychotic symptoms.
  • Cognitive Biases in Economic Decisions – Three Essays on the Impact of Debiasing

    Cognitive Biases in Economic Decisions – Three Essays on the Impact of Debiasing

    TECHNISCHE UNIVERSITÄT MÜNCHEN Lehrstuhl für Betriebswirtschaftslehre – Strategie und Organisation Univ.-Prof. Dr. Isabell M. Welpe Cognitive biases in economic decisions – three essays on the impact of debiasing Christoph Martin Gerald Döbrich Abdruck der von der Fakultät für Wirtschaftswissenschaften der Technischen Universität München zur Erlangung des akademischen Grades eines Doktors der Wirtschaftswissenschaften (Dr. rer. pol.) genehmigten Dissertation. Vorsitzender: Univ.-Prof. Dr. Gunther Friedl Prüfer der Dissertation: 1. Univ.-Prof. Dr. Isabell M. Welpe 2. Univ.-Prof. Dr. Dr. Holger Patzelt Die Dissertation wurde am 28.11.2012 bei der Technischen Universität München eingereicht und durch die Fakultät für Wirtschaftswissenschaften am 15.12.2012 angenommen. Acknowledgments II Acknowledgments Numerous people have contributed to the development and successful completion of this dissertation. First of all, I would like to thank my supervisor Prof. Dr. Isabell M. Welpe for her continuous support, all the constructive discussions, and her enthusiasm concerning my dissertation project. Her challenging questions and new ideas always helped me to improve my work. My sincere thanks also go to Prof. Dr. Matthias Spörrle for his continuous support of my work and his valuable feedback for the articles building this dissertation. Moreover, I am grateful to Prof. Dr. Dr. Holger Patzelt for acting as the second advisor for this thesis and Professor Dr. Gunther Friedl for leading the examination board. This dissertation would not have been possible without the financial support of the Elite Network of Bavaria. I am very thankful for the financial support over two years which allowed me to pursue my studies in a focused and efficient manner. Many colleagues at the Chair for Strategy and Organization of Technische Universität München have supported me during the completion of this thesis.
  • Memory, Attention, and Choice

    Memory, Attention, and Choice

    Memory, Attention, and Choice Pedro Bordalo, Nicola Gennaioli, Andrei Shleifer1 Revised May 7, 2019 (original version 2015) Abstract. Building on the textbook description of associative memory (Kahana 2012), we present a model of choice in which options cue recall of similar past experiences. Recall shapes valuation and choice in two ways. First, recalled experiences form a norm, which serves as an initial anchor for valuation. Second, salient quality and price surprises relative to the norm lead to large adjustments in valuation. The model provides a unified account of many well documented choice puzzles including experience effects, projection and attribution biases, background contrast effects, and context- dependent willingness to pay. The results suggest that well-established psychological processes – memory-based norms and attention to surprising features – are key to understanding decision-making. 1 The authors are from University of Oxford, Universita Bocconi, and Harvard University, respectively. We are grateful to Dan Benjamin, Paulo Costa, Ben Enke, Matt Gentzkow, Sam Gershman, Thomas Graeber, Michael Kahana, Spencer Kwon, George Loewenstein, Sendhil Mullainathan, Josh Schwartzstein, Jesse Shapiro, Jann Spiess, Linh To, and Pierre- Luc Vautrey for valuable comments. Shleifer thanks the Sloan Foundation and the Pershing Square Venture Fund for Research on the Foundations of Human Behavior for financial support. 1 1. Introduction Memory appears to play a central role in even the simplest choices. Consider a thirsty traveler thinking of whether to look for a shop to buy a bottle of water at the airport. He automatically retrieves from memory similar past experiences, including the pleasure of quenching his thirst and the prices he paid before, and decides based on these recollections.
  • A Behavioural Perspective Choice and Force – the Former Always Being More Resilient, Truthful and Apt for a Democratic System Like Ours

    A Behavioural Perspective Choice and Force – the Former Always Being More Resilient, Truthful and Apt for a Democratic System Like Ours

    216 Somasekhar Sundaresan The central bank, which is the regulator, placed itself in the shoes of the regulated, taking decisions that they ought to take. Such a policy change led to undermining the sovereignty of the governance mechanisms of the bank – with the supervisor and regulator taking the 27 decisions for the supervised and the regulated. The actions were still those of the bank, but the actual decision was being taken outside the bank. Lessons in regulation of conduct have been learnt and this has presented a great opportunity to learn about the core difference between The Code: A Behavioural Perspective choice and force – the former always being more resilient, truthful and apt for a democratic system like ours. Anuradha Guru1 Finally, there is still one question that remains at large – does the Code have any preference between liquidation and resolution? Many legal and judicial minds tend to take an approach that liquidation is avoidable and that one must do the most to make resolution work. There is nothing in the Code to make any expression of such a preference. The choice between “Law is defined as a task of social engineering designed to eliminate friction and waste in the resolution and liquidation is a sovereign right of the CoC. They can choose in their wisdom to satisfaction of unlimited human interests and demands out of a limited store of goods in existence.” liquidate a company once they form a view that the CD is a basket case. The SC has upheld such Roscoe Pound2 sovereignty of the CoC. ccording to Marxist theory,3 the legal system of a society constitutes one of the However, in cases where the resolution plan does go through, obviating liquidation, components of its 'superstructure' being influenced and in-turn influencing the base when there is a challenge to the terms of the resolution, the question rears its head again.
  • Can Self-Persuasion Reduce Hostile Attribution Bias in Young Children?

    Can Self-Persuasion Reduce Hostile Attribution Bias in Young Children?

    Journal of Abnormal Child Psychology https://doi.org/10.1007/s10802-018-0499-2 Can Self-Persuasion Reduce Hostile Attribution Bias in Young Children? Anouk van Dijk1 & Sander Thomaes1 & Astrid M. G. Poorthuis1 & Bram Orobio de Castro1 # The Author(s) 2018 Abstract Two experiments tested an intervention approach to reduce young children’s hostile attribution bias and aggression: self-persua- sion. Children with high levels of hostile attribution bias recorded a video-message advocating to peers why story characters who caused a negative outcome may have had nonhostile intentions (self-persuasion condition), or they simply described the stories (control condition). Before and after the manipulation, hostile attribution bias was assessed using vignettes of ambiguous provocations. Study 1 (n =83,age4–8) showed that self-persuasion reduced children’s hostile attribution bias. Study 2 (n = 121, age 6–9) replicated this finding, and further showed that self-persuasion was equally effective at reducing hostile attribution bias as was persuasion by others (i.e., listening to an experimenter advocating for nonhostile intentions). Effects on aggressive behavior, however, were small and only significant for one out of four effects tested. This research provides the first evidence that self-persuasion may be an effective approach to reduce hostile attribution bias in young children. Keywords Hostile attribution bias . Self-persuasion . Aggression . Intervention . Experiments Children’s daily social interactions abound with provocations by Dodge 1994). The present research tests an intervention approach peers, such as when they are physically hurt, laughed at, or ex- to reduce hostile attribution bias in young children. cluded from play. The exact reasons behind these provocations, Most interventions that effectively reduce children’s hostile and especially the issue of whether hostile intent was involved, attribution bias rely on attribution retraining techniques (e.g., are often unclear.
  • Running Head: SELF-SERVING ATTRIBUTIONS in SPORT

    Running Head: SELF-SERVING ATTRIBUTIONS in SPORT

    This article is downloaded from http://researchoutput.csu.edu.au It is the paper published as: Author: L. J. Aldridge and M. Rabiul Islam Title: Cultural differences in athlete attributions for success and failure: The sports pages revisited. Journal: International Journal of Psychology ISSN: 0020-7594 Year: 2012 Volume: 47 Issue: 1 Pages: 67-75 Abstract: Self-serving biases in attribution, while found with relative consistency in research with Western samples, have rarely been found in Japanese samples typically recruited for research. However, research conducted with Japanese participants to date has tended to use forced choice and/or reactive paradigms, with school or university students, focusing mainly on academic performance or arbitrary and/or researcher-selected tasks. This archival study explored whether self-serving attributional biases would be shown in the real-life attributions for sporting performance made by elite Olympic athletes from Japan and Australia. Attributions (N = 216) were extracted from the sports pages of Japanese and Australian newspapers and rated by Australian judges for locus and controllability. It was hypothesised that Australian, but not Japanese, athletes would show self-serving biases such that they attributed wins to causes more internal and controllable than the causes to which they attributed losses. Contrary to predictions, self-serving biases were shown to at least some extent by athletes of both nationalities. Both Australian and Japanese men attributed wins to causes more internal than those to which they attributed losses. Women, however, attributed wins and losses to causes that did not differ significantly in terms of locus. All athletes tended to attribute wins to causes that were more controllable than the causes to which losses were attributed.
  • The Effect of Trait Anxiety on the Fundamental Attribution Error" (2013)

    The Effect of Trait Anxiety on the Fundamental Attribution Error" (2013)

    Union College Union | Digital Works Honors Theses Student Work 6-2013 The ffecE t of Trait Anxiety on the Fundamental Attribution Error Eliot Tear Union College - Schenectady, NY Follow this and additional works at: https://digitalworks.union.edu/theses Part of the Psychiatry and Psychology Commons Recommended Citation Tear, Eliot, "The Effect of Trait Anxiety on the Fundamental Attribution Error" (2013). Honors Theses. 744. https://digitalworks.union.edu/theses/744 This Open Access is brought to you for free and open access by the Student Work at Union | Digital Works. It has been accepted for inclusion in Honors Theses by an authorized administrator of Union | Digital Works. For more information, please contact [email protected]. Running Head: TRAIT ANXIETY AND THE FAE The Effect of Trait Anxiety on the Fundamental Attribution Error By Eliot Tear * * * * * * * * * Submitted in partial fulfillment of the requirements for Honors in the Department of Psychology UNION COLLEGE June, 2013 Trait Anxiety and the FAE 2 Abstract Previous research has been conducted that suggests that those who have trait anxiety have lower working memory capacity. Lower working memory capacity has also been shown to increase the likelihood that one commits cognitive heuristics. In the current research, we examined the relationship between one’s level of trait anxiety and their chances of committing the fundamental attribution error (FAE). In the experiment participants were randomly selected into one of four different conditions. Then participants completed the Spielberger trait anxiety scale which was used to separate participants into low and high trait anxiety groups. In each condition participants read an essay about a course policy change and answered questions about the essay and the author to test whether or not they committed the FAE.
  • Nawj Psych Terms

    Nawj Psych Terms

    NAWJ Terms List 1 Psychological terms useful in understanding mechanisms allowing unconscious bias Accentuation Effect: Overestimation of similarities among people within a group and dissimilarities between people from different groups Accentuation principle: States that categorization accentuates perceived similarities within and differences between groups on dimensions that people believe are correlated with the category. The effect is amplified where the categorization/dimension has subjective importance, relevance or value Actor-Observer effect: Tendency to attribute our own behaviors externally and others’ behaviors internally Agentic mode: State of mind thought by Milgram to characterize unquestioning obedience, in which people transfer personal responsibility to the person giving orders Anchoring and adjustment : A cognitive short-cut in which inferences are tied to initial standards or schemas Attitude: A relatively enduring organization of beliefs, feelings and behavioral tendencies towards socially significant objects, groups, events or symbols. Attitude change can occur by inducing someone to perform an act that runs counter to an existing attitude. Attribution : The process of assigning a cause to behaviors and events Availability bias: A cognitive shortcut in which the frequency or likelihood of an event is based on how quickly instances or associations come to mind Bias blind spot: tendency to perceive cognitive and motivational biases much more in others than in oneself Cognition: The knowledge, beliefs, thoughts, and ideas
  • The Self-Serving Bias in Children

    The Self-Serving Bias in Children

    THE SELF-SERVING BIAS IN CHILDREN Rhonda Darlene Snow B .A. (Hons .), Simon Fraser University, 1982 M.A., Simon Fraser University, 1986 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in the Department of Psychology O Rhonda Darlene Snow 1993 SIMON FRASER UNIVERSITY August 1993 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL Name: Rhonda Darlene Snow Degree: Doctor of Philosophy (Psychology) Title of thesis: The Self-serving Bias in Children Examining Committee: Chair: Dr. K. Bartholomew - ~r.m Associate Professor of Psychology - - - Dr. M. M& Associate Professor of Psychology Dr. E. ~6es Internal External Examiner Associate Professor of Psychology - Dr. B. Earn External Examiner Professor of Psychology University of Guelph / Date Approved: b PM 99 PARTIAL COPYRIGHT LICENSE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without my written permission. TitIe of Thesis/Project/Extended Essay Theself-serving Bias in Children Author: - (signadye) Rhonda Darlene Snow (name) ABSTRACT This study examined the self-serving bias in elementary school-aged children.
  • Cognitive Biases Executive Briefing

    Cognitive Biases Executive Briefing

    Na#onal Center for ProfessionalProfessional & R eseaResearchrch & Ethics Ethics Professional Research & Ethics Executive Briefing UNDERSTANDING AND NAVIGATING COGNITIVE BIASES There is all too often a reluctance to learn from the experiences of others; we tend to assume that our own particular challenges are unique. Our surveys and discussions with others using the Academic Unit Diagnostic Tool (AUDiT) emphasize the opposite: troubled units encounter similar difficulties. If you have used this tool to assess your own department and found more cells in the yellow and red columns than you would like, the next step is to consider points of potential intervention and reform… A task easier said than done. Unit members may be reluctant to engage with any process of change if they don't believe there are problems in the first place. One of the major barriers can be an unrecognized one: cognitive biases. What are Cognitive Biases? Cognitive biases are errors in thinking that are Cognitive biases affect people of all races, identity found throughout human interactions. They can positions, and cultures. They affect people with drive us to assume the best in ourselves, and the bad intentions and good ones, and while they are worst in others; to retain information that rein- especially pernicious when people are tired or forces our existing beliefs, and discount or ignore distracted, they come into play even when they information that does not; to judge ourselves by are not. It takes hard work and dedication to our intent, and others only by their actions. Their forming good habits to guard against their effects, effects are so quick, often we do not even realize and if you are committed to overcoming them, anything has happened.
  • Gender-Based Microaggressions in STEM Settings

    Gender-Based Microaggressions in STEM Settings

    Gender-Based Microaggressions in STEM Settings Denise Sekaquaptewa ABOUT CURRENTS The National Center for Institutional Diversity (NCID) Currents publication connects scholarship in diversity, equity, and inclusion to practice and public discourse. Currents is a scholarship to practice journal that translates cutting-edge research into concise, accessible discussions to inform researchers, practitioners, leaders, policymakers, and the broader public conversation. All papers undergo a two part review process including a review by content experts and review for public accessibility. ABOUT THE AUTHOR Denise Sekaquaptewa is a professor in the Department of Psychology at the University of Michigan. Her research program in experimental social psychology focuses on stereotyping, implicit bias, and the experiences of women and underrepresented minorities in science and engineering. CITATION Sekaquaptewa, D. (2019). Gender-based microaggressions in STEM settings. Currents, 1(1), 1-10. http://dx.doi.org/10.3998/currents.17387731.0001.101 Copyright © 2019 by Regents of the University of Michigan Access to this publication online at www.ncidcurrents.org Introduction Despite efforts to recruit and retain women in science, technology, engineering, and mathematics (STEM) fields, women are still less likely than men to pursue and persist in STEM education and careers (Cheryan, Ziegler, Montoya, & Jiang, 2017; Lord, Layton, & Ohland, 2011). Addressing this issue is important to educators and policy makers striving to make STEM more inclusive in order to strengthen the U.S. STEM workforce. Researchers investigating this gender disparity have documented the role of societal gender stereotypes asserting that men are more suited for STEM than women. Recent social psychological research shows that nowadays these stereotypes and biases tend to be implicit, expressed subtly in the things that people say and do (Nosek, Banaji, & Greenwald, 2002).
  • Emotions and Learning from Terminated R&D Projects–A Multiple

    Emotions and Learning from Terminated R&D Projects–A Multiple

    TECHNISCHE UNIVERSITÄT MÜNCHEN Lehrstuhl für Betriebswirtschaftslehre – Entrepreneurship Emotions and learning from terminated R&D projects – A multiple-case study research Dennis Warnecke Vollständiger Abdruck der von der Fakultät für Wirtschaftswissenschaften der Technischen Universität München zur Erlangung des akademischen Grades eines Doktors der Wirtschaftswissenschaften (Dr. rer. pol.) genehmigten Dissertation. Vorsitzende: Univ.-Prof. Hana Milanov, PhD Prüfer der Dissertation: 1. Univ.-Prof. Dr. Dr. Holger Patzelt 2. Univ.-Prof. Dr. Frank-Martin Belz Die Dissertation wurde am 23. Oktober 2012 bei der Technischen Universität München eingereicht und durch die Fakultät für Wirtschaftswissenschaften am 15.02.2013 angenommen. Only those who dare to fail greatly can ever achieve greatly. Robert F. Kennedy (1925-1968) II Important note This dissertation contains statements and quotes from engineers and managers from a large multinational cooperation. The usage of these statements in quotes serves exclusively to prove cognitive effects in corporate practice in a scientific manner. The used evidence and statements represent in no way a judging or assessing comparison of the subsidiaries themselves, their processes, their methodologies or practices. Assessments, especially on emotions and level of learning, have been derived by the author and thus include a certain level of subjectivity based on the personal interpretation of the author and a second, independent researcher. The objective of this research is to examine cognitive effects, whose existence and impact is acknowledged by psychology and has been proven in the scientific community, in corporate practice. The author dissociates himself from any judging or valuing conclusions on the quality of any actions or management practices of the respective subsidiaries as this is not the purpose of this dissertation and the interviews have not been evaluated based on this perspective.