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An Investigation into Charitable Giving and Predictive Personality Constructs

Burke, Elliott (2015) An Investigation into Charitable Giving and Predictive Personality Constructs. Manchester Metropolitan University. (Unpublished)

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Abstract

Considering the current overreliance of charities on charitable donations, and the relatively little research on certain personality predictor variables (self-construal) of such charitable behaviours, the present research aimed to clarify the relationship between the personality construct self-construal and charitable giving. Assessing the predictive capacity of the construct whilst controlling for covariates (psychopathy, age, and religion). Additionally the researcher sought to compare levels of psychopathy and self-construals between male and female students and to examine bivariate associations between all variables within the general population (N= 134). Via convenience sampling, 43 males and 91 females took part in an online questionnaire comprised of two separate well-established self-report measures, the Singelis self-construal scale and the Self-Report Psychopathy –Short Form. The questionnaire also included a measure for religious affiliation, charitable giving, age and gender. Independent T-tests were used as was Pearson’s product moment and logistical multiple regression in order to assess the aforementioned aims. Findings demonstrate gender to be significantly associated with self-construal and psychopathy. Bivariate correlations revealed only self-construal to be significantly associated with charitable giving (specifically charitable donations). However multiple regression found no significant predictors of charitable giving, findings are discussed in terms of pervious research and future research implications. The Special Educational Needs Code of Practice (2001) promotes equality of education and access to a broad, balanced and relevant curriculum for all children regardless of their mental or physical disabilities. The aim of this study was to establish what effects Standard Assessment Tests (SATs) have on year 6 children who are considered to have special educational needs. A qualitative research method used semi-structured interviews as a means of obtaining information regarding the subjective experiences of teaching assistants and learning support assistants. All these practioners either still work or have recently worked with children with special needs throughout revision and implementation of SATs. Thematic analysis of transcriptions revealed that these tests had a large impact on the school life of year 6 children with SEN. Intervention programmes were curtailed, work was not always sufficiently differentiated, and the amount of time spent on foundation subjects was greatly reduced. The teacher’s primary focus in year 6 is on improving attainment for children who are eligible to sit SAT tests due to the fact they are under constant pressure to maintain or improve the school’s position in performance tables.

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