Browsing by Subject "Congruency"

Now showing 1 - 2 of 2
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    Consistencia entre motivos y estrategias de aprendizaje en estudiantes universitarios
    (Universidad de Murcia. Servicio de Publicaciones, 2002) Hernández Pina, Fuensanta; García Sanz, María Paz; Martínez Clares, Pilar; Hervás Avilés, Rosa María; Maquilón Sánchez, Javier Jerónimo
    In this research a wide sample of students studying different degrees in Murcia University has been used. Our objective has been to analyse the consistency between the learning motives and the learning strategies employed by university students. It can be observed that there is a tendency to use motives and strategies within the same kind of learning approach. Nevertheless, it has also been observed that students may use strategies which belong to a different approach if forced by external influences. 
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    Open Access
    Levels of cognitive congruence between managers and team members’ perceptions of cooperation at work
    (MDPI, 2019-11-02) García Mas, Alexandre; Núñez Prats, Antonio; Olmedilla Zafra, Aurelio; Ruiz Barquín, Roberto; Cantón, Enrique; Personalidad, Evaluación y Tratamiento Psicológicos
    Much of the research on the psychological dynamics of performance teams suffers from the following limitations: consideration of only one theoretical framework and analysis of just one perspective (e.g., manager–coach or team member). To address these shortcomings, this study used a Global Cooperation concept that synthesized five psychological frameworks: coordination, cohesion, cooperation, integration, and identification. The objective of this study was to examine the level of congruence–symmetry between the two perspectives and the tendency for managers–coaches and team members to reduce cognitive dissonance in the perception of global cooperation. To this end, 108 managers–coaches and members of performance teams were studied (range: 23􀀀60 years old) using a CooperativeWorkteam Questionnaire (CWQ). Results revealed that the greatest amount of asymmetry was observed in Global Cooperation and Emotional Cooperation, while less asymmetry was found in Personal Growth, and good congruence–fit in Conditioned Cooperation. Results are discussed in terms of their theoretical meaning and practical implications for interventions on performance teams.