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    Multi-stakeholder perspectives on barriers to finding a job for individuals with an intellectual disability : applying actor-observer theory : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Albany, New Zealand
    (Massey University, 2018) Mauer, Amy
    This research examined the perceived barriers to finding a job for individuals with an intellectual disability from the perspectives of three key stakeholders on an “actor-observer” (A-O) continuum: potential employees with an intellectual disability (actors), potential employers (observers) and employment specialists (in-between), who specialise in finding jobs for individuals with an intellectual disability. These participants made attributions for successful and unsuccessful job applications, exploring the possibility that dispositional attributions (e.g. lack of skills) by observers will be the predominant barrier to workplace inclusion. Using Flanagan’s critical incident technique, successful employment and unsuccessful unemployment stories were collected from employees with an intellectual disability (n=30), employers (n=13) and employment specialists (n=22). When employees with an intellectual disability were unsuccessful in finding a job, these employees (actors) attributed situational factors such as negative attributions by the employer. Whilst employers (observers) tended more to blame dispositional factors, such as a lack of skills from employees with intellectual disabilities as the reason they did not hire. Employment specialists made both dispositional and situational but predominantly situational attributions. For successful employment, all three groups attributed support from the employment specialists, employers being flexible in the hiring process and employees with an intellectual disability being capable to do the job as the most important factors. As well as supporting A-O theory, these findings highlight the need for employees to be trained in job skills prior to job hunting and especially for employers to be trained in perspective taking, in order to remove the need for specialist support agencies.
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    The correspondence bias : a robust phenomenon? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1992) Russell, Gaye Eileen
    The primary aim of this study was to identify variables which may attenuate or eliminate the effect of the correspondence bias. A secondary aim was to identify aspects of the research paradigm which may encourage subjects to commit the bias. The quiz game paradigm developed by Ross, Amabile & Steinmetz (1977) was employed. The study examined the effect of origin of questions and number of questions correct on observers' ratings of a questioner and contestant's general knowledge ability. The subjects were 100 university students randomly assigned to one of four conditions. The combination of questions supplied and six questions correct condition eliminated the bias. Open ended questions were also employed to identify factors that encouraged subjects to commit the bias. The results of the study indicate that subjects utilised a number of normally appropriate strategies to judge general knowledge ability. Weaknesses of the study are outlined, as are implications of the study and recommendations for future research.
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    What enables inclusion in the workplace : an attributional analysis from diverse perspectives : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Albany, New Zealand
    (Massey University, 2016) Kirk, Georgina Anne
    The inclusion of people with disabilities in all aspects of life is an issue of basic civil rights. There is currently a gap in inclusion and disability research at work in how to incorporate the different experiences and perspectives of people with disabilities into the inclusion framework. The first step is identifying a difference, which could theoretically be done through Actor-Observer theory. The current study aimed to assess whether employees with disabilities perceive inclusion at work differently to employees without disabilities, and if this relationship could be explained through attribution theory. A questionnaire that used a reversal technique (as per Storms’ 1973 reversal) placed employees with and without disabilities as both Actors and Observers by switching positions in two given scenarios. Through the participation of 93 employees in a range of occupations, two measures with psychometric properties looking at workplace culture and attitudes were distributed. Findings showed when participants with disabilities were placed as ‘Actors’ they responded that ‘situational’ factors (e.g. policies) were more important for inclusion than did the comparison group of employees without disabilities (Observers). When roles were reversed in a different scenario, employees with disabilities (Observers) responded significantly more strongly to dispositional items (i.e. rated others as more likely to think negatively or positively) for one factor, and showed a trend of responding more strongly to the dispositional factors in general compared to the employees without disabilities (Actors). The current exploratory study showed support for the use of actor-observer theory in identifying that differences in viewpoints (actor/observer) contributed to a difference in perspective that prevented understanding of barriers to inclusion. Findings demonstrated that in order to create meaningful change, the perspectives of people with disabilities must be considered to address the attribution of responsibility in policy and practice at work.
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    An examination of attitudes toward help-seeking and attributions made for a psychological problem by an undergraduate adolescent population : a thesis presented in partial fulfilment of the requirement for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1988) Maxwell, Penelope J
    The aim of the present study was to examine the help-seeking attitudes held by an adolescent undergraduate student population using the modified version of the Attitudes Toward Seeking Professional Psychological Help Scale, (ATSPPH). An investigation was also held into the type of attributions made as to the cause of a psychological problem and the particular help-source chosen to deal with this problem. Four hundred and forty-four hostel resident undergraduate students participated in a three component descriptive study within a quasi-experimental design which included a pre-test pilot study group, a main study matched group and a control group. The results obtained showed that this particular adolescent population held less positive help-seeking attitudes than a wider heterogeneous population. Both females and those subjects who had a prior contact with psychological professionals held more positive pro-help attitudes than either those who had no prior contact and male subjects. Two thirds of the subjects made external (situational) attributions as to the cause of the psychological problem and one-third internal attributions. The majority of subjects from the two attribution groups chose a friend as the preferred help-source to deal with a psychological problem. Help-source significantly discriminated the help-seeking score on the ATSPPH scale with those with less positive attitudes choosing a friend as the preferred help-source whereas those with more pro-help positive attitudes chose a psychologist or psychiatrist. Informal and formal help-sources were defined and the stated preferences of subjects in the present study were evaluated in relation to the mental health resources currently available. Changes that the psychological professionals themselves may need to consider in matching supply to demand were also discussed.
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    Causal attributions for outcome in School Certificate English : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1983) Lawes, Meryl Margaret
    Attributions offered for success and failure in School Certificate English were investigated with 400 Fifth Form pupils. The effect of confirmation or disconfirmation of expectations for examination outcome were examined and the results were analysed for sex differences (male/female), and ethnic differences (Māori/Pakeha). As predicted, pupils whose expectations were confirmed (pass-pass or fail-fail) attributed their results more to stable/internal causes. Unexpectedly, they also attributed their results to unstable/internal causes more than pupils whose expectations were disconfirmed (pass-fail or fail-pass). The direction of outcome (pass or fail) for pupils whose expectations were disconfirmed, did not significantly affect their causal perceptions. As predicted, males who failed made significantly more unstable/external attributions than females. In addition, males also made stronger attributions to stable/internal causes for failure than females. Males who succeeded, in contrast to what was predicted, did not make stronger attributions to stable/internal factors than females. No significant sex differences in attributions made for success were evident. There was no significant difference in causal attributions offered by Maoris for their successes and failures, and those offered by Pakehas. Analysis of both the structured and the open-ended sections of the questionnaires showed that pupils attributed their results (success or failure) more to effort (stable and unstable) than to any other causes. The findings were discussed in terms of their application to educational settings, and their relationship to other studies.
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    Attribution, its application to job satisfaction and problem solving : a thesis completed in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1994) Walker, Helen
    In the present study, unresolved issues associated with the meaning and measurement of causal attribution are addressed, and the implications for application to organisational behaviour are considered. Causal attributions, made by 233 New Zealand managers, about occupational success and failures, were measured with the Occupational Attributional Style Questionnaire (OASQ), (Furnham, Sadka and Brewin, 1992). Those attributions were examined in terms of their relationships to Problem Solving (as measured by the Social Problem Solving Inventory - Revised, D'Zurilla and Nezu, 1990) and Job Satisfaction, which was assessed with the Minnesota Satisfaction Questionnaire (Weiss, Dawis, England and Lofquist, 1967). As predicted, managers who had a more positive attributional style reported greater job satisfaction (r = .22, p < .01), and better problem solving attitudes (r = .39, p < .001) and problem solving skills (r = .32, p < .001). In accordance with the urging of Carver (1989), both a single score and the individual components of causal attribution were assessed in determining those relationships. It is concluded that a single score of attribution is both a superior predictor and at an appropriate level of abstraction. However, it is also concluded that the comparison between a single score and the components is necessary to enhance understanding. There is evidence that in naturalistic settings, the importance of an event to the individual may moderate relationships between attribution and other variables but the present study concludes that this is not the case in responding to measures such as the OASQ. It is concluded that causal attribution may be a useful construct in predicting organisational behaviour but refinement is required of its measure and its conceptual meaning. Implications for further research and theory development are noted.