You searched for subject:(Expectations)
.
Showing records 1 – 30 of
1607 total matches.
◁ [1] [2] [3] [4] [5] … [54] ▶
1.
Guzman, Martin.
Understanding the Causes and Effects of Financial
Crises.
Degree: PhD, Economics, 2013, Brown University
URL: https://repository.library.brown.edu/studio/item/bdr:320616/
► In Chapter 1, I study the role of expectations and learning about productivity trends in the occurrence of overborrowing crises. I consider two types of…
(more)
▼ In Chapter 1, I study the role of
expectations and
learning about productivity trends in the occurrence of
overborrowing crises. I consider two types of learning in a
quantitative small open economy model of default. The first is a
Bayesian process in which agents use the Kalman filter to learn
about the nature of output shocks. The second is a non-Bayesian
stochastic-gain learning process characterized by a gain learning
coefficient that is related to forecast errors. In order to match
the observed frequency of crises in emerging countries, the
variance of expected permanent income must be large. In emerging
economies, the two learning models significantly raise the variance
of expected permanent income in comparison to full information
rational
expectations. As a result, the models with learning,
especially with stochastic-gain learning, improve the match between
theoretical and actual frequencies of crises in emerging economies.
In Chapter 2, I study the relationship between different
types of financial reforms and financial instability. I document
the following facts: (i) Financial liberalizations are associated
with a higher frequency of banking crises. (ii) The increase in
financial turbulence is mainly concentrated within a time-window of
five years after the reforms. (iii) Liberalizations of capital
accounts, securities markets, interest rates, and barriers to
entry, all contribute positively to a higher frequency of banking
crises. The above regularities are explained by two theoretical
mechanisms that interact with each other. The first mechanism is
the problem of identification of productivity trends, that becomes
more relevant after sizeable financial reforms. The second
mechanism is related to informational problems.
In Chapter 3 I show that the severity of overborrowing crises
is negatively related to the volatility of GDP growth
expectations.
Series of
expectations are built by using a stochastic-gain
learning algorithm whose predictions match survey data on output
growth
expectations well. I construct several measures of severity
of crises that capture output losses associated with crises. My
empirical analysis addresses Hyman Minsky's theoretical conjecture
that macroeconomic stability is conducive to high leverage, which
in turn makes a crisis more severe once it happens.
Advisors/Committee Members: Howitt, Peter (Director), Galor, Oded (Reader), Levine, Ross (Reader).
Subjects/Keywords: Expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Guzman, M. (2013). Understanding the Causes and Effects of Financial
Crises. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:320616/
Chicago Manual of Style (16th Edition):
Guzman, Martin. “Understanding the Causes and Effects of Financial
Crises.” 2013. Doctoral Dissertation, Brown University. Accessed March 01, 2021.
https://repository.library.brown.edu/studio/item/bdr:320616/.
MLA Handbook (7th Edition):
Guzman, Martin. “Understanding the Causes and Effects of Financial
Crises.” 2013. Web. 01 Mar 2021.
Vancouver:
Guzman M. Understanding the Causes and Effects of Financial
Crises. [Internet] [Doctoral dissertation]. Brown University; 2013. [cited 2021 Mar 01].
Available from: https://repository.library.brown.edu/studio/item/bdr:320616/.
Council of Science Editors:
Guzman M. Understanding the Causes and Effects of Financial
Crises. [Doctoral Dissertation]. Brown University; 2013. Available from: https://repository.library.brown.edu/studio/item/bdr:320616/

Harvard University
2.
Chen, Brian S.
Essays on Macroeconomic Expectations and Corporate Investment.
Degree: PhD, 2018, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:41129145
► This dissertation studies how biased expectations and risk aversion affect the real economy. Collectively, these essays argue and present empirical evidence that the “animal spirits,”…
(more)
▼ This dissertation studies how biased expectations and risk aversion affect the real economy. Collectively, these essays argue and present empirical evidence that the “animal spirits,” in the form of biased expectations and risk aversion, affect the investment and hiring decisions of firms as well as the behavior of individuals.
In the first essay, I show that managers overweight observations of local economic conditions at firm headquarters (HQ) when forming their macroeconomic expectations. I find that HQ local economic conditions have excessive impacts on investment and employment growth, even at firm establishments far from HQ. Then, I show that HQ local conditions are overweighted in managers’ expectations. Worse HQ local conditions lead to more pessimistic sales forecasts and more negative macroeconomic sentiment. These findings support the notion that local economic conditions bias managers’ macroeconomic expectations and affect the real economic choices of firms.
In the second essay, I show that risk aversion amplifies business cycle downturns, by studying the risk exposure of CEOs and its effect on firm investment in times of high macroeconomic uncertainty. Exploiting exogenous variation in CEO equity ownership, I find that firms with larger CEO stakes decrease investment significantly more in periods of high uncertainty. I consider whether better shareholder alignment explains this finding, but do not find evidence supporting this explanation. Firms with high institutional ownership do not cut investment more in times of high uncertainty. In addition, firms with high CEO stakes decrease risk-taking in times of high uncertainty, and experience lower stock returns subsequent to periods of high uncertainty. These results support the management risk aversion explanation.
In the final essay, I show that local conditions overweighting occurs in other contexts too. First, I find that presidents of regional Federal Reserve Banks vote for more “hawkish” monetary policy if their city’s inflation rate is higher. I argue that this result is consistent with local conditions overweighting, and do not find evidence that this is driven by their preferences for monetary policy to be regionally optimal. Second, I show that households have a more pessimistic outlook on the national economy and future stock market returns if local economic conditions are worse.
Economics
Advisors/Committee Members: Scharfstein, David S. (advisor).
Subjects/Keywords: Expectations; Investment
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Chen, B. S. (2018). Essays on Macroeconomic Expectations and Corporate Investment. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:41129145
Chicago Manual of Style (16th Edition):
Chen, Brian S. “Essays on Macroeconomic Expectations and Corporate Investment.” 2018. Doctoral Dissertation, Harvard University. Accessed March 01, 2021.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:41129145.
MLA Handbook (7th Edition):
Chen, Brian S. “Essays on Macroeconomic Expectations and Corporate Investment.” 2018. Web. 01 Mar 2021.
Vancouver:
Chen BS. Essays on Macroeconomic Expectations and Corporate Investment. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2021 Mar 01].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:41129145.
Council of Science Editors:
Chen BS. Essays on Macroeconomic Expectations and Corporate Investment. [Doctoral Dissertation]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:41129145

University of Texas – Austin
3.
Ryngaert, Jane Maria.
Essays on inflation expectations and information frictions.
Degree: PhD, Economics, 2018, University of Texas – Austin
URL: http://hdl.handle.net/2152/68115
► This dissertation empirically investigates the expectations formation process and the constraints that economic agents face in forming beliefs about macroeconomic variables. Chapter 1 contributes to…
(more)
▼ This dissertation empirically investigates the
expectations formation process and the constraints that economic agents face in forming beliefs about macroeconomic variables. Chapter 1 contributes to and extends our current understanding of information frictions in
expectations. I first propose a new framework for estimating noisy information using individual forecasts, rather than mean forecasts as commonly done in previous work. This approach provides more power for identifying underlying information rigidities. I further extend this framework to incorporate misperceptions on the part of economic agents about the persistence of the underlying process being forecasted. Applying this framework to the U.S. inflation forecasts of professional forecasters points toward significantly less noisy information than previous estimates suggest but reveals a systematic underestimation on the part of forecasters of the persistence of inflation. Using a structural model that incorporates both noisy signals and misperceptions of persistence, I quantify the relative importance of each channel in accounting for the
expectations formation process of these agents. The results indicate that, even for professional forecasters, there are multiple forces that generate economically significant deviations from full information. Chapter 2 is joint work with Olivier Coibion, Yuriy Gorodnichenko, and Saten Kumar. Using novel survey questions on the higher-order
expectations of firm managers, we study the formation and evolution of these beliefs. A unique experimental approach allows us to characterize the degree of higher-order thinking of economic agents and how this degree of higher-order thinking affects managers'
expectations as well as their economic decisions. We then relate these results to macroeconomic models in which higher order thinking matters for dynamics. Chapter 3 is develops a method for measuring the information flow of economic agents at a given point in time using survey data. I document a reduction in attention to several macroeconomic variables over time. I further document that in periods in which agents are paying more attention to a specific variable, there is also greater cross-sectional dispersion in attention across agents.
Advisors/Committee Members: Coibion, Olivier (advisor), Bhattarai, Saroj (committee member), Boehm, Christoph (committee member), Sinclair, Tara (committee member).
Subjects/Keywords: Inflation; Expectations; Information
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ryngaert, J. M. (2018). Essays on inflation expectations and information frictions. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68115
Chicago Manual of Style (16th Edition):
Ryngaert, Jane Maria. “Essays on inflation expectations and information frictions.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed March 01, 2021.
http://hdl.handle.net/2152/68115.
MLA Handbook (7th Edition):
Ryngaert, Jane Maria. “Essays on inflation expectations and information frictions.” 2018. Web. 01 Mar 2021.
Vancouver:
Ryngaert JM. Essays on inflation expectations and information frictions. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/2152/68115.
Council of Science Editors:
Ryngaert JM. Essays on inflation expectations and information frictions. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68115

Virginia Commonwealth University
4.
Washington-Nortey, Princess-Melissa T.
Securing a Successful Future for Children with Developmental Disabilities in Ghana and Zambia: A Mixed-Methods Study of Parental and Service Provider Expectations.
Degree: PhD, Psychology, 2020, Virginia Commonwealth University
URL: https://scholarscompass.vcu.edu/etd/6389
► Studies suggest that parental expectations can influence the developmental trajectory of a growing child. However, the role of parental expectations in the lives of…
(more)
▼ Studies suggest that parental
expectations can influence the developmental trajectory of a growing child. However, the role of parental
expectations in the lives of children with disabilities such as intellectual disabilities or autism, and children in Africa in general, to date, has received little attention. Using a cultural psychology framework, the current study examined parental and service provider
expectations for children with intellectual disabilities or autism in two African countries: Ghana and Zambia. A mixed-method approach involving the use of concept mapping and quantitative strategies was used. A total of 20 parents and 16 service providers participated in four separate focus groups (one parent and one service provider focus group in each country). During each focus group, participants generated statements representing
expectations that were sorted into thematic groups and rated on two criteria: importance and likelihood. In phase 2, the generated statements from both focus groups per country, were distributed to a larger group of participants (Ghana N=128 and Zambia N=79) who were asked to rate each statement on importance and likelihood. Results showed that both parents and service providers shared
expectations that were congruent with previous literature. However, the contents of these expectation themes were nuanced in a manner that reflected the cultural and historical time period of each region. Additionally, parents and service providers had unique
expectations for children that highlight other important aspects of children’s lives in these regions of the world. Within each focus group, differences emerged in the perceived importance and likelihood of the thematic clusters. In Ghana, there were significant differences between parents and service providers on the perceived importance and likelihood of some thematic clusters (e.g. independence, vocational opportunities, and educational opportunities). Results are discussed in relation to the cultural salience of particular themes, and implications for future research, intervention and policy development.
Advisors/Committee Members: Dr. Zewelanji Serpell, Dr. Marcia Winter, Dr. Yaoying Xu, Dr. Wendy Kliewer, Dr. Jennifer Accardo.
Subjects/Keywords: parental expectations; teacher expectations; health worker expectations; intellectual disabilities; autism spectrum disorders; Developmental Psychology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Washington-Nortey, P. T. (2020). Securing a Successful Future for Children with Developmental Disabilities in Ghana and Zambia: A Mixed-Methods Study of Parental and Service Provider Expectations. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/6389
Chicago Manual of Style (16th Edition):
Washington-Nortey, Princess-Melissa T. “Securing a Successful Future for Children with Developmental Disabilities in Ghana and Zambia: A Mixed-Methods Study of Parental and Service Provider Expectations.” 2020. Doctoral Dissertation, Virginia Commonwealth University. Accessed March 01, 2021.
https://scholarscompass.vcu.edu/etd/6389.
MLA Handbook (7th Edition):
Washington-Nortey, Princess-Melissa T. “Securing a Successful Future for Children with Developmental Disabilities in Ghana and Zambia: A Mixed-Methods Study of Parental and Service Provider Expectations.” 2020. Web. 01 Mar 2021.
Vancouver:
Washington-Nortey PT. Securing a Successful Future for Children with Developmental Disabilities in Ghana and Zambia: A Mixed-Methods Study of Parental and Service Provider Expectations. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2020. [cited 2021 Mar 01].
Available from: https://scholarscompass.vcu.edu/etd/6389.
Council of Science Editors:
Washington-Nortey PT. Securing a Successful Future for Children with Developmental Disabilities in Ghana and Zambia: A Mixed-Methods Study of Parental and Service Provider Expectations. [Doctoral Dissertation]. Virginia Commonwealth University; 2020. Available from: https://scholarscompass.vcu.edu/etd/6389

University of Michigan
5.
Nurmohamed, Samir.
Over or Under? The Motivational Implications of an Underdog Image.
Degree: PhD, Business Administration, 2014, University of Michigan
URL: http://hdl.handle.net/2027.42/107335
► Underdogs are pervasive in competitive and organizational settings, but their theoretical understanding is limited. I build on several fragmented and disparate literatures to understand how…
(more)
▼ Underdogs are pervasive in competitive and organizational settings, but their theoretical understanding is limited. I build on several fragmented and disparate literatures to understand how being perceived as an underdog impacts employee motivation. Whereas existing research suggests that the low
expectations of others are threatening, I contribute to existing theory and research by suggesting that an underdog image has the potential to motivate employees through the desire to prove others wrong and prove oneself right. However, I suggest that whether each of these motives is experienced depends on the characteristics of an underdog image, constituents and competitors. This perspective offers insights into how and why people may be motivated from being perceived as an underdog by others, and considers its consequences for employees. I discuss theoretical implications for research on
expectations, motivation, competition, and self-verification.
Advisors/Committee Members: Mayer, David M. (committee member), Dutton, Jane E. (committee member), Grant, Adam M. (committee member), Derue, Daniel Scott (committee member), McFerran, Brent John (committee member).
Subjects/Keywords: Motivation; Expectations; Competition; Economics; Business
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nurmohamed, S. (2014). Over or Under? The Motivational Implications of an Underdog Image. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/107335
Chicago Manual of Style (16th Edition):
Nurmohamed, Samir. “Over or Under? The Motivational Implications of an Underdog Image.” 2014. Doctoral Dissertation, University of Michigan. Accessed March 01, 2021.
http://hdl.handle.net/2027.42/107335.
MLA Handbook (7th Edition):
Nurmohamed, Samir. “Over or Under? The Motivational Implications of an Underdog Image.” 2014. Web. 01 Mar 2021.
Vancouver:
Nurmohamed S. Over or Under? The Motivational Implications of an Underdog Image. [Internet] [Doctoral dissertation]. University of Michigan; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/2027.42/107335.
Council of Science Editors:
Nurmohamed S. Over or Under? The Motivational Implications of an Underdog Image. [Doctoral Dissertation]. University of Michigan; 2014. Available from: http://hdl.handle.net/2027.42/107335

Cornell University
6.
Todd, Jennifer.
Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability.
Degree: PhD, Sociology, 2011, Cornell University
URL: http://hdl.handle.net/1813/33540
► This dissertation seeks to answer the question: Does pressuring teachers to raise their expectations increase student achievement? Drawing from the sociology of education, educational psychology,…
(more)
▼ This dissertation seeks to answer the question: Does pressuring teachers to raise their
expectations increase student achievement? Drawing from the sociology of education, educational psychology, and the research on accountability systems, the author constructs a more comprehensive model of the association between teacher
expectations, accountability interventions, and student achievement than has been offered in prior research. The author argues that prior research on accountability interventions focuses on the direct relationship between accountability testing and student achievement, but ignores how teachers mediate this association. To this end, prior research ignores the important role that teachers may play in communicating
expectations shaped by accountability policies. Using data drawn from the Education Longitudinal Study matched to a unique state-level accountability dataset, this dissertation offers a systematic assessment of how public school teachers respond to accountability interventions with regard to their
expectations for students. Findings show that teacher
expectations are important predictors of student achievement, which is consistent with prior research. What prior scholars and policymakers have failed to appreciate, however, is that pressuring teachers to raise their
expectations has unanticipated and counterproductive consequences on the very students the policies are intended to help. Rather than raising their
expectations of students, teachers appear to use the information gathered from tests to lower their
expectations or even to justify their already low
expectations of students, especially for low-performing students. In spite of their lower
expectations, the association between teacher
expectations and student achievement is stronger in these states because teachers adjust their
expectations of students. Further analysis shows that a student's race is an important determinant of teacher
expectations. Teachers hold black and Hispanic students to lower standards than their white and Asian peers, and these low
expectations contribute to the achievement gaps between white, black, and Hispanic students.
Advisors/Committee Members: Morgan, Stephen L. (chair), Weeden, Kim (committee member), Strang, David (committee member), Correll, Shelley J (committee member).
Subjects/Keywords: teacher expectations; accountability; achievement; race
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Todd, J. (2011). Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/33540
Chicago Manual of Style (16th Edition):
Todd, Jennifer. “Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability.” 2011. Doctoral Dissertation, Cornell University. Accessed March 01, 2021.
http://hdl.handle.net/1813/33540.
MLA Handbook (7th Edition):
Todd, Jennifer. “Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability.” 2011. Web. 01 Mar 2021.
Vancouver:
Todd J. Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability. [Internet] [Doctoral dissertation]. Cornell University; 2011. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1813/33540.
Council of Science Editors:
Todd J. Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability. [Doctoral Dissertation]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/33540

Penn State University
7.
Cundiff, Patrick Ryan.
Great Expectations Unmet: The Impact of Adolescent Educational Expectations on Deviant Behavior During the Transition to Adulthood.
Degree: 2013, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/18672
► This dissertation focuses on the relationship between adolescent educational aspirations and expectations, and deviant behavior in both the short- and longer-term using a theoretical framework…
(more)
▼ This dissertation focuses on the relationship between adolescent educational aspirations and
expectations, and deviant behavior in both the short- and longer-term using a theoretical framework derived from Strain and General Strain Theory. Using four waves of longitudinal data from the National Longitudinal Study of Adolescent Health (Add Health), I examine specifically the impact of these aspirations and
expectations during the transition to adulthood. The dissertation is organized into three parts. The first part focuses on the short-term relationship between the disjunction between educational aspirations and
expectations, as well as future orientation, and deviant behavior while still in high school (1 year after the initial survey). This part of the dissertation examines the short-term effects of adolescent educational aspirations and
expectations, while considering the possibility of differential effects in relation to differences in socioeconomic status and adolescent cohort.
Part two focuses on the longer-term relationship between the disjunction between
expectations and actual outcomes and deviance; namely, the disjunction between the expectation of college attendance and actual college attendance, and the disjunction between the expectation of college graduation and actual college graduation. As with the analyses in the first part of the dissertation, these analyses will also consider the possibility of differential effects by socioeconomic status and adolescent cohort. Finally, the third part of the dissertation explores the potentially mediating role of negative affect and actual educational attainment. This line of research examines whether higher educational
expectations have any negative effects on individuals given that we have increasingly seen adolescents view college as the next step after high school regardless of whether or not they have demonstrated the skills necessary to succeed in higher education.
I find that the relationship between adolescent
expectations and deviance becomes more complex as individuals move from adolescence to adulthood. During adolescence, holding high
expectations of college education serves as a protective factor. Individuals with higher future orientations are significantly less likely to jeopardize their futures by engaging in deviant behavior. Conversely, failing to realize realistically high
expectations of college education during the transition to adulthood dramatically increases an individual’s likelihood of deviance. Overall, positive
expectations of the future, regardless of how unrealistic they may be, tend to have little to no negative effects; yet, for those individuals whose realistic high
expectations go unmet there is a significant negative effect that goes beyond the effects of attainment (or lack thereof) alone.
Advisors/Committee Members: Jeremy Staff, Dissertation Advisor/Co-Advisor, Jeremy Staff, Committee Chair/Co-Chair, Duane Francis Alwin, Committee Member, Eric Silver, Committee Member, Jennifer Lianne Maggs, Special Member.
Subjects/Keywords: Adolescent Expectations; Education; Deviance; Strain
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cundiff, P. R. (2013). Great Expectations Unmet: The Impact of Adolescent Educational Expectations on Deviant Behavior During the Transition to Adulthood. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18672
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cundiff, Patrick Ryan. “Great Expectations Unmet: The Impact of Adolescent Educational Expectations on Deviant Behavior During the Transition to Adulthood.” 2013. Thesis, Penn State University. Accessed March 01, 2021.
https://submit-etda.libraries.psu.edu/catalog/18672.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cundiff, Patrick Ryan. “Great Expectations Unmet: The Impact of Adolescent Educational Expectations on Deviant Behavior During the Transition to Adulthood.” 2013. Web. 01 Mar 2021.
Vancouver:
Cundiff PR. Great Expectations Unmet: The Impact of Adolescent Educational Expectations on Deviant Behavior During the Transition to Adulthood. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Mar 01].
Available from: https://submit-etda.libraries.psu.edu/catalog/18672.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cundiff PR. Great Expectations Unmet: The Impact of Adolescent Educational Expectations on Deviant Behavior During the Transition to Adulthood. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18672
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Leiden University
8.
Agaoglou, Maria.
Museum policies for visitor attraction: the case of the Delphi Museum, Greece.
Degree: 2014, Leiden University
URL: http://hdl.handle.net/1887/24480
► This thesis is based on a survey conducted in the visitors of the Delphi museum, in Greece, in January 2013. The research was successfully carried…
(more)
▼ This thesis is based on a survey conducted in the visitors of the Delphi museum, in Greece, in January 2013. The research was successfully carried out through the use of questionnaires, which were distributed to a random sample of people. Moreover, it attempted to explore the levels of visitors’ satisfaction after their visit as well as the deficiencies of the museum according to the comments made by visitors and their additional
expectations from such an important museum. An additional help in this effort was the study of the impression books that the Delphi museum holds as well as the fruitful interview with the curator. Through the interview useful information is provided concerning the improvements made on the museum space and the new plans and projects were established or planned to install in order to better serve the visitors. The aim of this thesis is to explore the policies pursued by the Delphi museum and in what extent it takes into consideration visitors' opinion to these policies it establishes.
Advisors/Committee Members: Francozo, Dr. Mariana (advisor).
Subjects/Keywords: visitors; public expectations; Delphi
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Agaoglou, M. (2014). Museum policies for visitor attraction: the case of the Delphi Museum, Greece. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/24480
Chicago Manual of Style (16th Edition):
Agaoglou, Maria. “Museum policies for visitor attraction: the case of the Delphi Museum, Greece.” 2014. Masters Thesis, Leiden University. Accessed March 01, 2021.
http://hdl.handle.net/1887/24480.
MLA Handbook (7th Edition):
Agaoglou, Maria. “Museum policies for visitor attraction: the case of the Delphi Museum, Greece.” 2014. Web. 01 Mar 2021.
Vancouver:
Agaoglou M. Museum policies for visitor attraction: the case of the Delphi Museum, Greece. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1887/24480.
Council of Science Editors:
Agaoglou M. Museum policies for visitor attraction: the case of the Delphi Museum, Greece. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/24480

Addis Ababa University
9.
KEFELEGN, TEFERA.
A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.
Degree: 2012, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/1992
► It is obvious that the English courses (College English and Sophomore) offered in Addis Ababa University are based on the assumption that what is taught…
(more)
▼ It is obvious that the English courses (College English and Sophomore) offered in Addis
Ababa University are based on the assumption that what is taught and learned in these
classes would help students overcome their previous writing problems and write well in
their
subject area courses.
However, what may not be clear is how well students are able to use what they have
learned from writing courses into their content courses writing tasks or what exactly
subject area teachers expect of their students. This being the case, it will become
necessary to examine the academic writing practices, features, and
expectations of the
Addis Ababa University
subject matter instructors and their students to obtain the
features of academic writing instructors require and expect.
The purpose of the study reported in this thesis, therefore, was to investigate the
students’ academic writing in relation to the instructors’
expectations in the context of
AAU. Focusing on four departments of the university and adopting a descriptive
approach, the study set out specifically to (a) determine the features of good academic
papers instructors expect from their students and in this regard whether the students'
writing reflect the instructors’
expectations, (b) whether the students’ awareness of what
constitute good academic writing approximate (match with) their instructors’
expectations, (c) if the instructors help the students meet the writing requirements and
(d) to see the extent to which instructors actually look beyond content to language
errors in the students' writing. In addition, the study attempted to look at the order of the
seriousness of the problems, if any, in terms of content, writing skills, and language as
noticed by the instructors and experienced by the students.
Two techniques of data gathering were employed in order to obtain the data required for
the study. One was a questionnaire, which was designed and distributed to both
subject
area instructors and their students in the selected departments. The other was interview
by which information was gathered from the instructors and the students. The data
gathered from the instructors and their students were then analyzed
The results of the study tend to indicate that the students were actually less successful
in meeting or reflecting their instructors’
expectations of good academic papers in their
writing. The results also appear to show that what the students perceived as elements
of a good academic paper in most cases, agree with their instructors’
expectations.
However, even though, the students were aware of the qualities their papers should
satisfy, both the instructors and the students themselves witnessed that they had
serious problems in fulfilling or demonstrating these features in their papers.
In this regard, students’ problems were manifested in terms of all the good features of
writing the instructors expected. In more specific terms, student writing exhibited
weaknesses in lack of skills in expressing thoughts in logically organized and connected
discourse…
Advisors/Committee Members: DR. GEREMEW LEMU (advisor).
Subjects/Keywords: Students’ Academic Writing;
Instructors’ Expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
KEFELEGN, T. (2012). A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1992
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.” 2012. Thesis, Addis Ababa University. Accessed March 01, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/1992.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.” 2012. Web. 01 Mar 2021.
Vancouver:
KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 01].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/1992.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1992
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University
10.
KEFELEGN, TEFERA.
A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.
Degree: 2012, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/2036
► It is obvious that the English courses (College English and Sophomore) offered in Addis Ababa University are based on the assumption that what is taught…
(more)
▼ It is obvious that the English courses (College English and Sophomore) offered in Addis
Ababa University are based on the assumption that what is taught and learned in these
classes would help students overcome their previous writing problems and write well in
their
subject area courses.
However, what may not be clear is how well students are able to use what they have
learned from writing courses into their content courses writing tasks or what exactly
subject area teachers expect of their students. This being the case, it will become
necessary to examine the academic writing practices, features, and
expectations of the
Addis Ababa University
subject matter instructors and their students to obtain the
features of academic writing instructors require and expect.
The purpose of the study reported in this thesis, therefore, was to investigate the
students’ academic writing in relation to the instructors’
expectations in the context of
AAU. Focusing on four departments of the university and adopting a descriptive
approach, the study set out specifically to (a) determine the features of good academic
papers instructors expect from their students and in this regard whether the students'
writing reflect the instructors’
expectations, (b) whether the students’ awareness of what
constitute good academic writing approximate (match with) their instructors’
expectations, (c) if the instructors help the students meet the writing requirements and
(d) to see the extent to which instructors actually look beyond content to language
errors in the students' writing. In addition, the study attempted to look at the order of the
seriousness of the problems, if any, in terms of content, writing skills, and language as
noticed by the instructors and experienced by the students.
Two techniques of data gathering were employed in order to obtain the data required for
the study. One was a questionnaire, which was designed and distributed to both
subject
area instructors and their students in the selected departments. The other was interview
by which information was gathered from the instructors and the students. The data
gathered from the instructors and their students were then analyzed
The results of the study tend to indicate that the students were actually less successful
in meeting or reflecting their instructors’
expectations of good academic papers in their
writing. The results also appear to show that what the students perceived as elements
of a good academic paper in most cases, agree with their instructors’
expectations.
However, even though, the students were aware of the qualities their papers should
satisfy, both the instructors and the students themselves witnessed that they had
serious problems in fulfilling or demonstrating these features in their papers.
In this regard, students’ problems were manifested in terms of all the good features of
writing the instructors expected. In more specific terms, student writing exhibited
weaknesses in lack of skills in expressing thoughts in logically organized and connected
discourse…
Advisors/Committee Members: DR. GEREMEW LEMU (advisor).
Subjects/Keywords: Students’ Academic Writing;
Instructors’ Expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
KEFELEGN, T. (2012). A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2036
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.” 2012. Thesis, Addis Ababa University. Accessed March 01, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/2036.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
.” 2012. Web. 01 Mar 2021.
Vancouver:
KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 01].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/2036.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS
. [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2036
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University
11.
Gresse, Werner Grant.
The pre-entry psychological contract: exploring expectations and normative entitlements of student groups
.
Degree: 2012, North-West University
URL: http://hdl.handle.net/10394/9043
► Orientation: Psychological contract theory is expanded by making a distinction between entitlements beliefs and obligations and expectations of prospective employees. Research purpose: To explore and…
(more)
▼ Orientation: Psychological contract theory is expanded by making a distinction between entitlements beliefs and obligations and expectations of prospective employees.
Research purpose: To explore and substantiate themes associated with perceived entitlements and utilise this information to develop a structural model of the anticipatory psychological contract.
Motivation for the study: Without taking the entitlement beliefs and reasons therefore into account when examining the psychological contract of an individual, a full view on the psychological contract and its expected consequences cannot be achieved.
Research design, approach and method: A qualitative approach to research was adopted consisting of interviews with final year graduate and post-graduate students to derive themes associated with expectations and entitlement beliefs of prospective employees. These themes were utilised to develop a structural model portraying the anticipatory psychosocial contract.
Main Findings: A structural model was developed that illustrates the anticipatory psychological contract of prospective employees. The model suggests that there are certain factors that determine an individual's entitlement beliefs, and in turn that individual's entitlement beliefs will influence the level of expectation of that individual regarding future employment.
Practical/managerial implications: By fully comprehending the effects of the entitlement beliefs on the anticipatory psychological contract of prospective employees the organisation may minimise the occurrence of psychological breach or violation, which may decrease new employee turnover.
Contribution/value-add: Although entitlement was mentioned in previous psychological contract research it has never been investigated as a separate component of the psychological contract.
Psychological entitlement must be treated as a scientific construct in organisational sciences since understanding an employee‟s perception of entitlement is essential to understanding the expectations of that employee and, in particular, the nature of exchange between employees and the organisation. The purpose of this research is to determine the relationship between entitlement beliefs and expectations of students‟ future employment. A sample of 179 final year economic and management sciences students was used for this study. A questionnaire was used that measured entitlement perceptions and perceived expectations in future employment of the students. This study concluded that all graduates had a relatively high level of perceived entitlement and expectations regarding future employment. A strong correlation was measured between entitlement beliefs and expectations of the anticipatory psychological contract. This study is unique in the sense that it includes entitlement beliefs in the research of the psychological contract as a separate construct to expectations.
Subjects/Keywords: Entitlement;
Psychological contract;
Students;
Expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gresse, W. G. (2012). The pre-entry psychological contract: exploring expectations and normative entitlements of student groups
. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9043
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gresse, Werner Grant. “The pre-entry psychological contract: exploring expectations and normative entitlements of student groups
.” 2012. Thesis, North-West University. Accessed March 01, 2021.
http://hdl.handle.net/10394/9043.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gresse, Werner Grant. “The pre-entry psychological contract: exploring expectations and normative entitlements of student groups
.” 2012. Web. 01 Mar 2021.
Vancouver:
Gresse WG. The pre-entry psychological contract: exploring expectations and normative entitlements of student groups
. [Internet] [Thesis]. North-West University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10394/9043.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gresse WG. The pre-entry psychological contract: exploring expectations and normative entitlements of student groups
. [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/9043
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University
12.
Sacks, Claudia Sofia.
Wellness expectations within a telecommunications organisation / Claudia Sofia Sacks
.
Degree: 2012, North-West University
URL: http://hdl.handle.net/10394/10352
► Wellness is becoming popular as the human factor is realised in terms of empowering employees to perform through wellness initiatives and in the long-term gaining…
(more)
▼ Wellness is becoming popular as the human factor is realised in terms of empowering employees to perform through wellness initiatives and in the long-term gaining financial success of an organisation. Wellness is bound to be of growing importance in the future, as it is a business prerequisite and has far greater significance for the organisation, employee’s managers and society as a whole. The real challenge is implementation of wellness initiatives and to gain employee and management participation. The main objective of this research was to determine conceptualisation of wellness in the minds of employees, and to identify wellness expectations in a telecommunications organisation. This study was qualitative and explorative in nature with a total of 30 participants. Of the 30 participants, 15 were on a managerial level and 15 were in non-managerial positions. Semi-structured interviews were used to collect data. The data analysis was carried out by using the content analysis method to explore the meaning, events and states experienced by the participants. The results indicated that participants viewed general health, physical and mental health; work-life balance; perceived organisational support and work environment as the 6 themes that describe wellness, with general health being the core element. Therefore, dividing general health into 4 main areas specifically; physical health, mental health, work-life balance and work health (perceived organisational support and ergonomics). Ranking the main aspects of wellness identified by participants from the highest to the lowest, the most frequently mentioned aspects not getting sufficient attention in this organisation were: ergonomics and perceived organisational support. Recommendations were made for workplace interventions.
Subjects/Keywords: Wellness;
Employees' expectations;
Positive psychology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sacks, C. S. (2012). Wellness expectations within a telecommunications organisation / Claudia Sofia Sacks
. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10352
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sacks, Claudia Sofia. “Wellness expectations within a telecommunications organisation / Claudia Sofia Sacks
.” 2012. Thesis, North-West University. Accessed March 01, 2021.
http://hdl.handle.net/10394/10352.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sacks, Claudia Sofia. “Wellness expectations within a telecommunications organisation / Claudia Sofia Sacks
.” 2012. Web. 01 Mar 2021.
Vancouver:
Sacks CS. Wellness expectations within a telecommunications organisation / Claudia Sofia Sacks
. [Internet] [Thesis]. North-West University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10394/10352.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sacks CS. Wellness expectations within a telecommunications organisation / Claudia Sofia Sacks
. [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/10352
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
13.
Eriksson, Marie.
En studie om hur arbetsförmedlare och arbetscoacher uppfattar sina olika yrkesroller.
Degree: Sustainable Development of Society and Technology, 2011, Mälardalen University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11622
► Regeringen presenterade 2009 en åtgärdsplan för att råda bot på arbetslösheten. I och med det bereddes 740 arbetscoacher att etablera sig på arbetsförmedlingarna runt…
(more)
▼ Regeringen presenterade 2009 en åtgärdsplan för att råda bot på arbetslösheten. I och med det bereddes 740 arbetscoacher att etablera sig på arbetsförmedlingarna runt om landet. I media har det vid ett flertal tillfällen gjorts kommentarer angående arbetscoachernas korta utbildning och om deras insatser verkligen har gett resultat. Deltagarna i studien bestod av fem arbetsförmedlare och fyra arbetscoacher, varav två var män. Studiens syfte var att fånga upp hur deltagarna upplevde sina yrkesroller på sin arbetsplats. En kvalitativ metod genomfördes, där intervjuguiden innehöll frågor som skulle besvara på deltagarnas upplevelser i sina yrkesroller. Teman skapades av den sammanfattade texten och av det återkommande mönster tolkade författarna fram ett resultat. Där framgick det att arbetsförmedlarna upplevde att en allt för stor del upptogs av administration medan arbetscoacherna verkade nöjda med sina arbetsuppgifter. Författarnas slutsats var att arbetsförmedlarna var överbelastade.
Subjects/Keywords: motivation; coaching; expectations; Psychology; Psykologi
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Eriksson, M. (2011). En studie om hur arbetsförmedlare och arbetscoacher uppfattar sina olika yrkesroller. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11622
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Eriksson, Marie. “En studie om hur arbetsförmedlare och arbetscoacher uppfattar sina olika yrkesroller.” 2011. Thesis, Mälardalen University. Accessed March 01, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11622.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Eriksson, Marie. “En studie om hur arbetsförmedlare och arbetscoacher uppfattar sina olika yrkesroller.” 2011. Web. 01 Mar 2021.
Vancouver:
Eriksson M. En studie om hur arbetsförmedlare och arbetscoacher uppfattar sina olika yrkesroller. [Internet] [Thesis]. Mälardalen University; 2011. [cited 2021 Mar 01].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11622.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Eriksson M. En studie om hur arbetsförmedlare och arbetscoacher uppfattar sina olika yrkesroller. [Thesis]. Mälardalen University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11622
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

George Mason University
14.
Gerber, Elizabeth A.
Our Foreign Selves
.
Degree: 2015, George Mason University
URL: http://hdl.handle.net/1920/9791
► This thesis is a selection of poems written during my time in the MFA program. These poems loosely fit the theme of “identity foreign-ness.” That…
(more)
▼ This thesis is a selection of poems written during my time in the MFA program. These
poems loosely fit the theme of “identity foreign-ness.” That is, how we perceive
ourselves vs. the way others perceive/describe us (to the point of paranoia, in my
experience); the
expectations parents have of us/children vs. the reality of our wills; our
subconscious vs. conscious decisions to like/dislike something (tastes, hatred, fear); the
way we relate (or fail to relate) to others; and the self-awareness and protection of our
bodies vs. souls.
Advisors/Committee Members: Keith, Sally (advisor).
Subjects/Keywords: Poetry;
identity;
subconscious;
expectations;
reality
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gerber, E. A. (2015). Our Foreign Selves
. (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9791
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gerber, Elizabeth A. “Our Foreign Selves
.” 2015. Thesis, George Mason University. Accessed March 01, 2021.
http://hdl.handle.net/1920/9791.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gerber, Elizabeth A. “Our Foreign Selves
.” 2015. Web. 01 Mar 2021.
Vancouver:
Gerber EA. Our Foreign Selves
. [Internet] [Thesis]. George Mason University; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1920/9791.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gerber EA. Our Foreign Selves
. [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9791
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto
15.
Timmons, Kristy Marie.
Understanding Expectations: The Influence of Educator and Child Expectations on Kindergarten Childrenâ s Self-Regulation, Early Reading, and Vocabulary Outcomes.
Degree: PhD, 2017, University of Toronto
URL: http://hdl.handle.net/1807/93038
► This dissertation is comprised of two studies. Study 1 is a qualitative study exploring the factors that may contribute to the formation of educator expectations…
(more)
▼ This dissertation is comprised of two studies. Study 1 is a qualitative study exploring the factors that may contribute to the formation of educator expectations in Kindergarten. This study presents emerging themes from an educator questionnaire that asked Early Childhood Educators and teachers to describe their teaching philosophies, roles, teaching practices, and other interactions that support students. Findings revealed key distinctions in educator responses to the questionnaire. Early Childhood Educators responded with a child-centred focus that was reflected in multiple themes. A teacher-directed, structured lens was evident in the themes that emerged from the teachers. This study presents the necessary background information to understand the differences in the two groups in terms of how their expectations may be formed and in turn may affect processes leading to child outcomes.
Study 2 is an empirical study examining the influence of educator and child expectations on children’s self-regulation, early reading and vocabulary outcomes. Study 2 compared the expectation levels of the Early Childhood Educators and teachers. Results indicate that Early Childhood Educator and teacher expectations were congruent at Time 1 but dissonant at Time 2, with ECEs having significantly higher expectations for children’s self-regulation, early reading and vocabulary outcomes at Time 2. Furthermore, findings revealed that Early Childhood Educator and child expectations had significant positive direct effects on outcomes. The only significant direct effect from teacher expectations to child outcomes was for vocabulary, and this was a negative effect. Differences in professional knowledge base, educator roles, and the amount of time spent with children are potential explanations for these findings. Overall, the findings provide insight into the factors that may contribute to the formation of educator expectations in Kindergarten and begins to address the gaps in the expectation field by exploring the influence of educator and child expectations on children’s outcomes in the early years.
2018-12-19 00:00:00
Advisors/Committee Members: Pelletier, Janette, Applied Psychology and Human Development.
Subjects/Keywords: child expectations; educator expectatations; 0518
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Timmons, K. M. (2017). Understanding Expectations: The Influence of Educator and Child Expectations on Kindergarten Childrenâ s Self-Regulation, Early Reading, and Vocabulary Outcomes. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/93038
Chicago Manual of Style (16th Edition):
Timmons, Kristy Marie. “Understanding Expectations: The Influence of Educator and Child Expectations on Kindergarten Childrenâ s Self-Regulation, Early Reading, and Vocabulary Outcomes.” 2017. Doctoral Dissertation, University of Toronto. Accessed March 01, 2021.
http://hdl.handle.net/1807/93038.
MLA Handbook (7th Edition):
Timmons, Kristy Marie. “Understanding Expectations: The Influence of Educator and Child Expectations on Kindergarten Childrenâ s Self-Regulation, Early Reading, and Vocabulary Outcomes.” 2017. Web. 01 Mar 2021.
Vancouver:
Timmons KM. Understanding Expectations: The Influence of Educator and Child Expectations on Kindergarten Childrenâ s Self-Regulation, Early Reading, and Vocabulary Outcomes. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1807/93038.
Council of Science Editors:
Timmons KM. Understanding Expectations: The Influence of Educator and Child Expectations on Kindergarten Childrenâ s Self-Regulation, Early Reading, and Vocabulary Outcomes. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/93038
16.
-5338-1455.
Parents' perceptions of their involvement in their children's education and their future expectations.
Degree: PhD, Early Childhood Development and Education, 2017, Texas Woman's University
URL: http://hdl.handle.net/11274/10240
► This study examined (a) how parents perceived their roles and participation in their child’s education, (b) how schools invited parents to become involved, (c) parents’…
(more)
▼ This study examined (a) how parents perceived their roles and participation in their child’s education, (b) how schools invited parents to become involved, (c) parents’ knowledge, skills, time, energy, and involvement activities, (d) mechanisms of involvement such as modeling, encouragement and reinforcement to support their children’s education, and (e) parents’ future
expectations for their elementary school children attainment. Bronfenbrenner’s bio-ecological systems theory (1977), Epstein’s model of School, Family and Community Partnerships (2009), and Hoover-Dempsey’s and Sandler’s (1995, 1997) model of Parental Involvement were used to understand the perceptions of parents.
A descriptive research design utilized a convenience sample of volunteers. Participants included 355 parents and guardians of students who were enrolled in Pre-Kindergarten through fifth grade at two public elementary schools in a large urban school district located in North Texas. A questionnaire developed by Hoover-Dempsey and Sandler (1995, 1997) was used to collect data from parents regarding their perceptions of involvement in their children’s education. Future
expectations were determined by responses to a question developed by Kim, Sherraden, and Clancy (2012). A multinomial
logistic regression analysis identified the factors that best predicted the parents’ future educational
expectations for their children. The findings revealed that parents held positive perceptions of the importance of their participation in their children’s education and high
expectations for their children’s future educational attainment.
Advisors/Committee Members: Moore, Lin (advisor), Armstrong, Joyce (committee member), Brown, Melissa McInnis (committee member).
Subjects/Keywords: Parental involvement; Perceptions; Expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
-5338-1455. (2017). Parents' perceptions of their involvement in their children's education and their future expectations. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10240
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-5338-1455. “Parents' perceptions of their involvement in their children's education and their future expectations.” 2017. Doctoral Dissertation, Texas Woman's University. Accessed March 01, 2021.
http://hdl.handle.net/11274/10240.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-5338-1455. “Parents' perceptions of their involvement in their children's education and their future expectations.” 2017. Web. 01 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-5338-1455. Parents' perceptions of their involvement in their children's education and their future expectations. [Internet] [Doctoral dissertation]. Texas Woman's University; 2017. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11274/10240.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-5338-1455. Parents' perceptions of their involvement in their children's education and their future expectations. [Doctoral Dissertation]. Texas Woman's University; 2017. Available from: http://hdl.handle.net/11274/10240
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Illinois – Urbana-Champaign
17.
Kim, Emily S.
“I will show you how great I am”: motivation from negative expectations.
Degree: PhD, Psychology, 2017, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/98127
► In three studies, I examined the psychological state of being energized by negative expectations of others. Although there is a large body of psychological literature…
(more)
▼ In three studies, I examined the psychological state of being energized by negative
expectations of others. Although there is a large body of psychological literature available on the effects of expectancy beliefs that elicit behaviors consistent with those beliefs, relatively little attention has been paid to situations where expectancy beliefs bring about a host of behaviors that goes against the
expectations. Using Asians/Asian Americans as my target demographic, I tested the general hypothesis that Asians/Asian Americans will be more likely to respond to insult or derogatory treatment in a productive way through increased effort, in a phenomena I have called the “I will show you” effect. Meta-analysis of effect sizes across three studies showed that there was a marginal effect of culture x insult interaction (z = 1.86, p = .06, r = .07) where Asian Americans showed a significant effect of insult manipulation in performance boost (z = 3.07, p = .002). This effect was not found among Anglo Americans (z = .40, p = .69). More research is needed in narrowing the gap between what does (or does not) stand in the way of translating the insult-based motivational script into an actual performance boost. The small effect among Asian Americans observed in the current research suggests that further investigation of this population of interest would prove fruitful in such endeavor.
Advisors/Committee Members: Cohen, Dov (advisor), Cohen, Dov (Committee Chair), Albarracin, Dolores (committee member), Fraley, Chris (committee member), Kim, Young-Hoon (committee member), Pomerantz, Eva (committee member).
Subjects/Keywords: Culture; Motivation; Feedback; Expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kim, E. S. (2017). “I will show you how great I am”: motivation from negative expectations. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/98127
Chicago Manual of Style (16th Edition):
Kim, Emily S. ““I will show you how great I am”: motivation from negative expectations.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 01, 2021.
http://hdl.handle.net/2142/98127.
MLA Handbook (7th Edition):
Kim, Emily S. ““I will show you how great I am”: motivation from negative expectations.” 2017. Web. 01 Mar 2021.
Vancouver:
Kim ES. “I will show you how great I am”: motivation from negative expectations. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/2142/98127.
Council of Science Editors:
Kim ES. “I will show you how great I am”: motivation from negative expectations. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/98127

Texas Tech University
18.
Rojas, Jennifer.
Relational expectations of cohabiting couples compared to married couples.
Degree: Human Development, 2007, Texas Tech University
URL: http://hdl.handle.net/2346/18214
► Using data from a sample of 74 undergraduates (54% Women, 46% Men), I examine relational expectations held toward married and cohabiting couples, and how expectations…
(more)
▼ Using data from a sample of 74 undergraduates (54% Women, 46% Men), I examine relational
expectations held toward married and cohabiting couples, and how
expectations vary for women and men. The hypotheses include: H1 Cohabiting respondents will report higher
expectations for cohabiting targets and married respondents will report higher
expectations in the married targets; H2 Women respondents will report higher
expectations toward women and men targets than men report. The study design involved 474 students; with the criteria for selection of respondents, 400 respondents were omitted from analyses. The results indicate support for H1 regarding relationship status in the case of physical
expectations, and support for H2 regarding respondent gender in the case of social/leisure
expectations and verbal
expectations.
Advisors/Committee Members: Zvonkovic, Anisa M. (Committee Chair), Sharp, Elizabeth A. (committee member), Powell, Lane (committee member).
Subjects/Keywords: Expectations; Cohabiting
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Rojas, J. (2007). Relational expectations of cohabiting couples compared to married couples. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/18214
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rojas, Jennifer. “Relational expectations of cohabiting couples compared to married couples.” 2007. Thesis, Texas Tech University. Accessed March 01, 2021.
http://hdl.handle.net/2346/18214.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rojas, Jennifer. “Relational expectations of cohabiting couples compared to married couples.” 2007. Web. 01 Mar 2021.
Vancouver:
Rojas J. Relational expectations of cohabiting couples compared to married couples. [Internet] [Thesis]. Texas Tech University; 2007. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/2346/18214.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rojas J. Relational expectations of cohabiting couples compared to married couples. [Thesis]. Texas Tech University; 2007. Available from: http://hdl.handle.net/2346/18214
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas
19.
May, Paul B.
Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types.
Degree: 2013, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc271863/
► This quantitative study used Astin's I-E-O theory to explore the relationship between a college freshman's high school background and academic self-efficacy. The Beginning College Survey…
(more)
▼ This quantitative study used Astin's I-E-O theory to explore the relationship between a college freshman's high school background and academic self-efficacy. The Beginning College Survey of Student Engagement was used to measure academic self-efficacy across four types of high schools. Student gender and precollege experiences (dual-credit and communication assertiveness) were used as control. A total of 15,400 first-year students were included in this study. An ANOVA was used to examine the differences between groups, and ordinary least-square analysis was used to study the factors that affect academic self-efficacy. Results showed statistically significant difference in academic self-efficacy between public and private religious high school graduates. Specifically, graduates of public high schools had statistically higher academic self-efficacy than graduates of private religious high schools (p < .001). Additionally, females and participants of dual-credit courses also tended to have higher academic self-efficacy. Finally, analysis revealed that a first-year student's communication confidence is highly correlated to their academic self-efficacy. Results confirm in-coming first-year students perceive higher education engagement differently based on traits attributed to their precollege experiences. Results point to criteria colleges may be able to use in identifying freshmen at risk for low academic self-efficacy and, therefore, for problems in retention and degree completion.
Advisors/Committee Members: Chen, Pu-Shih Daniel, Newsom, Ronald, Pasco, Gwenn.
Subjects/Keywords: Self-efficacy; expectations; freshmen
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share






Louisiana State University
20.
Coovert, Christina Marie.
Understanding How Incoming First Year College Students Develop Academic Performance Expectations: A Qualitative Case Study.
Degree: PhD, Education, 2017, Louisiana State University
URL: etd-04062017-225656
;
https://digitalcommons.lsu.edu/gradschool_dissertations/4316
► The purpose of this research study was to explore how incoming first year students develop their academic performance expectations, differences between students in the development…
(more)
▼ The purpose of this research study was to explore how incoming first year students develop their academic performance expectations, differences between students in the development of academic performance expectations, and lastly the role of the university has in communicating expectations to students. The researcher utilized case study research to examine various perspectives related to the development of academic performance expectation. Research methodology included, participant interviews, document analysis and observation. Research findings are highlighted by ten first year college students’ experiences; half of the participants were previously higher performing and the other half were previously lower performing. Performance was based on high school GPA and ACT or SAT scores.
Data analysis revealed students are considering four main factors when developing their academic performance expectations: differences between high school and college, prior academic experiences, course impressions, and required actions. There were two significant differences between the two groups in the development of academic performance expectations. First students with higher high school GPAs and ACT/SAT scores communicated they felt more prepared for college academics compared to students in the lower group. Additionally, students with higher high school GPAs and ACT/SAT scores were less likely to over predict their final course grades. Lastly, findings from the document analysis and research findings indicated the university communicated limited information about academic rigor expectations. Instead information communicated by the university about academic focused on process related tasks.
The findings from this research study present several implications for secondary and post-secondary education. Potential recommendations include increase communication between secondary and post-secondary regarding academic readiness, and implementation of intentional programs to help incoming first year students better align their academic expectations. Interventions to improve the alignment of expectations are necessary to increase student’s academic success
Subjects/Keywords: Freshmen; Academics; Expectations; Performance
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Coovert, C. M. (2017). Understanding How Incoming First Year College Students Develop Academic Performance Expectations: A Qualitative Case Study. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04062017-225656 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4316
Chicago Manual of Style (16th Edition):
Coovert, Christina Marie. “Understanding How Incoming First Year College Students Develop Academic Performance Expectations: A Qualitative Case Study.” 2017. Doctoral Dissertation, Louisiana State University. Accessed March 01, 2021.
etd-04062017-225656 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4316.
MLA Handbook (7th Edition):
Coovert, Christina Marie. “Understanding How Incoming First Year College Students Develop Academic Performance Expectations: A Qualitative Case Study.” 2017. Web. 01 Mar 2021.
Vancouver:
Coovert CM. Understanding How Incoming First Year College Students Develop Academic Performance Expectations: A Qualitative Case Study. [Internet] [Doctoral dissertation]. Louisiana State University; 2017. [cited 2021 Mar 01].
Available from: etd-04062017-225656 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4316.
Council of Science Editors:
Coovert CM. Understanding How Incoming First Year College Students Develop Academic Performance Expectations: A Qualitative Case Study. [Doctoral Dissertation]. Louisiana State University; 2017. Available from: etd-04062017-225656 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4316

Louisiana State University
21.
Lowery, Byron Shane.
What to expect when you're expecting: gaps in utility perceptions of the online adult learner.
Degree: MA, Psychology, 2013, Louisiana State University
URL: etd-04082014-222817
;
https://digitalcommons.lsu.edu/gradschool_theses/3544
► The adult learner can be defined as someone who, while enrolled in an academic institution, is involved in other major life responsibilities such as work…
(more)
▼ The adult learner can be defined as someone who, while enrolled in an academic institution, is involved in other major life responsibilities such as work or family obligations. Recently, there has been an increase in the number working adults pursuing a college education. However, empirical research regarding the job-related utility of obtaining this education is limited. Therefore, it is becoming increasingly important to examine not only the expectations regarding how a degree may be useful for career advancement, but the work and life outcomes associated with obtaining the degree as well. This study examined job-related utility perceptions for obtaining an online college degree. Furthermore, it examined the overlap between Expected Utility and Actual Utility, and the extent to which congruence between the two may influence one’s psychological contract at work and have consequences for other related job outcomes. Overall, the results showed Actual Utility was positively related to Psychological Contract Breach, Job Performance, and Job Commitment, suggesting the perceived usefulness of a degree may determine how adult learners are impacted within the organization, regardless of prior expectations of obtaining the degree.
Subjects/Keywords: adult learner; expectations; andragogy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lowery, B. S. (2013). What to expect when you're expecting: gaps in utility perceptions of the online adult learner. (Masters Thesis). Louisiana State University. Retrieved from etd-04082014-222817 ; https://digitalcommons.lsu.edu/gradschool_theses/3544
Chicago Manual of Style (16th Edition):
Lowery, Byron Shane. “What to expect when you're expecting: gaps in utility perceptions of the online adult learner.” 2013. Masters Thesis, Louisiana State University. Accessed March 01, 2021.
etd-04082014-222817 ; https://digitalcommons.lsu.edu/gradschool_theses/3544.
MLA Handbook (7th Edition):
Lowery, Byron Shane. “What to expect when you're expecting: gaps in utility perceptions of the online adult learner.” 2013. Web. 01 Mar 2021.
Vancouver:
Lowery BS. What to expect when you're expecting: gaps in utility perceptions of the online adult learner. [Internet] [Masters thesis]. Louisiana State University; 2013. [cited 2021 Mar 01].
Available from: etd-04082014-222817 ; https://digitalcommons.lsu.edu/gradschool_theses/3544.
Council of Science Editors:
Lowery BS. What to expect when you're expecting: gaps in utility perceptions of the online adult learner. [Masters Thesis]. Louisiana State University; 2013. Available from: etd-04082014-222817 ; https://digitalcommons.lsu.edu/gradschool_theses/3544

Massey University
22.
Darrah, Anita Jane.
The distressing case of modern mothering : expectations, losses, and postnatal distress.
Degree: Doctor of Clincal Psychology, 2011, Massey University
URL: http://hdl.handle.net/10179/3332
► Becoming a mother is a significant milestone for women. Pregnancy and childbirth epitomise the most natural and normal of processes, and yet, paradoxically, they are…
(more)
▼ Becoming a mother is a significant milestone for women. Pregnancy and childbirth epitomise
the most natural and normal of processes, and yet, paradoxically, they are increasingly
pathologised as a medical event. This discourse of disease which surrounds motherhood has
contributed to control of childbirth moving away from women as women lose confidence in their
ability to perform this most natural of processes unaided. Along with losing confidence in their
ability to manage the event of becoming a mother, women are losing their confidence to be a
mother, and to mother instinctively, instead relying on media, on literature, and on others to
tell them how best to do this most natural of roles.
Some argue motherhood has been subjected to media manipulation and a process of
sanitisation which exposes women to mothering myths from which they build their expectations
of motherhood. This creates unrealistic expectations of motherhood and therefore it is little
wonder women lose confidence in their ability to mother. And if motherhood is natural and
normal, how do we understand the rates of postnatal distress reported in mothers?
In order to answer that question this thesis proposes a new model of postnatal distress, which
argues postnatal distress is caused by the disparity between women’s prenatal expectations and
their postnatal experiences. Given all women experience a disparity between expectations and
experience yet not all women report postnatal distress, a moderator variable, loss, was
introduced. Elements of this new refined model were subsequently tested and it was found
women hold a number of expectations prior to becoming pregnant and these expectations
reflect a belief in a mythical image of mothering and mothers.
Given postnatal distress has a definitive trigger, and a definitive risk population it is ideally
suited to a preventative intervention. This thesis culminates with the design and piloting of
such an intervention developed from the new model. The intervention uses a mindfulnessbased
approach which comprises a three session group format, designed to be implemented
with first-time mothers during pregnancy. Findings suggest the protocol can be implemented in
a meaningful way and provide initial support for the acceptability and workability of the
protocol.
Subjects/Keywords: Motherhood;
Postnatal distress;
Motherhood expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Darrah, A. J. (2011). The distressing case of modern mothering : expectations, losses, and postnatal distress. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/3332
Chicago Manual of Style (16th Edition):
Darrah, Anita Jane. “The distressing case of modern mothering : expectations, losses, and postnatal distress.” 2011. Doctoral Dissertation, Massey University. Accessed March 01, 2021.
http://hdl.handle.net/10179/3332.
MLA Handbook (7th Edition):
Darrah, Anita Jane. “The distressing case of modern mothering : expectations, losses, and postnatal distress.” 2011. Web. 01 Mar 2021.
Vancouver:
Darrah AJ. The distressing case of modern mothering : expectations, losses, and postnatal distress. [Internet] [Doctoral dissertation]. Massey University; 2011. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10179/3332.
Council of Science Editors:
Darrah AJ. The distressing case of modern mothering : expectations, losses, and postnatal distress. [Doctoral Dissertation]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3332

University of Canterbury
23.
Wallis, Danielle.
A Comparison of Safety Expectations between New Recruits and Employers.
Degree: MS, Psychology, 2011, University of Canterbury
URL: http://dx.doi.org/10.26021/8965
► The purpose of this research was to examine the safety expectations of new recruits and their managers in the workplace. For most informational exchanges, researchers…
(more)
▼ The purpose of this research was to examine the safety expectations of new recruits and their managers in the workplace. For most informational exchanges, researchers have begun to look at the psychological contract for guidance, although very few studies have actually looked at whether this concept could be applied to safety research. Entering a working environment with unrealistic safety expectations poses danger, not only for the individual, but it can also affect everyone around them. Previous research in the safety field has provided little information as to what new recruits expect, and has failed to identify who these individuals are trusting with the responsibility of their safety. The current research looks to establish the existence of three different hypotheses looking at new recruits’ safety expectations, their trust and also their degree of perceived risk. Eighty participants were obtained via a Government funded program named the Gateway, half the participants were new recruits from high school (with a mean age of 17) who were beginning a new job, and the other half were their managers (with a mean age of 42). For the new recruits’, there was an even split in gender, although for the managers, there were 24 females and 16 males. All participants were asked to complete a safety questionnaire. Results were supportive for two of the three hypotheses and provided information that showed unrealistic safety expectations from the new recruits. The data also demonstrated that new recruits with high expectations were more likely to trust their co-workers and management with their safety. Finally, when looking at perceived job risk for new recruits, no significant results were found, which suggests that risk, has very little influence upon new recruits’ safety expectations. Future research could examine how information could be exchanged during the recruitment phase in order to provide more realistic safety expectations.
Subjects/Keywords: Safety; New Recruits; Employers; Expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wallis, D. (2011). A Comparison of Safety Expectations between New Recruits and Employers. (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/8965
Chicago Manual of Style (16th Edition):
Wallis, Danielle. “A Comparison of Safety Expectations between New Recruits and Employers.” 2011. Masters Thesis, University of Canterbury. Accessed March 01, 2021.
http://dx.doi.org/10.26021/8965.
MLA Handbook (7th Edition):
Wallis, Danielle. “A Comparison of Safety Expectations between New Recruits and Employers.” 2011. Web. 01 Mar 2021.
Vancouver:
Wallis D. A Comparison of Safety Expectations between New Recruits and Employers. [Internet] [Masters thesis]. University of Canterbury; 2011. [cited 2021 Mar 01].
Available from: http://dx.doi.org/10.26021/8965.
Council of Science Editors:
Wallis D. A Comparison of Safety Expectations between New Recruits and Employers. [Masters Thesis]. University of Canterbury; 2011. Available from: http://dx.doi.org/10.26021/8965

University of Georgia
24.
Reed, Rebecca Judith.
Teachers' adjustment of teaching practice in tracked mathematics.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/23500
► This study used qualitative methods to study the teaching of high school mathematics teachers teaching in tracked schools. A comparison between two tracked classes was…
(more)
▼ This study used qualitative methods to study the teaching of high school mathematics teachers teaching in tracked schools. A comparison between two tracked classes was done for each of three participants. The research questions were the
following: (1) What knowledge of students do teachers use to inform their teaching practice? (2) How does this knowledge of students influence their teaching practice? (3) What role does the race or culture of the students have in this knowledge of the
students? The findings suggested that in between-participant comparisons, teachers made similar associations between behavior and motivation with the track of the students. Differences in pedagogical approaches in the two classes were directly related to
these associations.
Subjects/Keywords: mathematics teaching; tracking; teaching expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Reed, R. J. (2014). Teachers' adjustment of teaching practice in tracked mathematics. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23500
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Reed, Rebecca Judith. “Teachers' adjustment of teaching practice in tracked mathematics.” 2014. Thesis, University of Georgia. Accessed March 01, 2021.
http://hdl.handle.net/10724/23500.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Reed, Rebecca Judith. “Teachers' adjustment of teaching practice in tracked mathematics.” 2014. Web. 01 Mar 2021.
Vancouver:
Reed RJ. Teachers' adjustment of teaching practice in tracked mathematics. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10724/23500.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Reed RJ. Teachers' adjustment of teaching practice in tracked mathematics. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23500
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Canterbury
25.
Riley, Jordyn Amelia.
The Role of Recruitment Expectations and Organisational Trust in Volunteer Organisations.
Degree: MS, Psychology, 2013, University of Canterbury
URL: http://dx.doi.org/10.26021/7170
► Volunteer organisations provide significant value to society. However, limited research exists on ways through which volunteer organisations can manage the behaviour and attitudes of their…
(more)
▼ Volunteer organisations provide significant value to society. However, limited research exists on ways through which volunteer organisations can manage the behaviour and
attitudes of their volunteers. The main purpose of this study was to contribute to literature in this area by assessing the applicability of setting appropriate recruitment expectations
and fostering organisational trust in the volunteer context. This was done by examining the influence of the relationship between pre-entry recruitment expectations and post-entry
experiences of volunteers on levels of satisfaction, commitment, co-operative behaviour and turnover intentions. The influence of organisational trust on these variables was also assessed. Volunteers from a national non-profit organisation were given a survey of their expectations shortly after joining (and prior to undertaking any voluntary work), and then completed another set of measures two months later after participation in voluntary training and activities. Sampling resulted in 22 matched surveys between phase one and phase two. Results partially suggest that expectations and organisational trust are associated with volunteer satisfaction levels, and provide evidence indicating that further research in this area using a larger sample may reveal significant associations. Overall, the present study
suggests that volunteer organisations can benefit from the appropriate management of recruitment processes and organisational trust, and provides a foundation for further
research on this topic.
Subjects/Keywords: volunteers; organisational trust; recruitment expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Riley, J. A. (2013). The Role of Recruitment Expectations and Organisational Trust in Volunteer Organisations. (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/7170
Chicago Manual of Style (16th Edition):
Riley, Jordyn Amelia. “The Role of Recruitment Expectations and Organisational Trust in Volunteer Organisations.” 2013. Masters Thesis, University of Canterbury. Accessed March 01, 2021.
http://dx.doi.org/10.26021/7170.
MLA Handbook (7th Edition):
Riley, Jordyn Amelia. “The Role of Recruitment Expectations and Organisational Trust in Volunteer Organisations.” 2013. Web. 01 Mar 2021.
Vancouver:
Riley JA. The Role of Recruitment Expectations and Organisational Trust in Volunteer Organisations. [Internet] [Masters thesis]. University of Canterbury; 2013. [cited 2021 Mar 01].
Available from: http://dx.doi.org/10.26021/7170.
Council of Science Editors:
Riley JA. The Role of Recruitment Expectations and Organisational Trust in Volunteer Organisations. [Masters Thesis]. University of Canterbury; 2013. Available from: http://dx.doi.org/10.26021/7170

Montana Tech
26.
Allen, Jordan A.
COMMUNICATIVE CONSTRUCTION OF EXPECTATIONS: AN EXAMINATION OF EXPECTATIONS REGARDING MOTHERS IN NARRATIVE CONSTRUCTION.
Degree: MA, 2013, Montana Tech
URL: https://scholarworks.umt.edu/etd/215
► The construction of expectations has long been relegated and confined to psychological inquiry. This creates a deficit in research that necessitates a qualitative examination of…
(more)
▼ The construction of expectations has long been relegated and confined to psychological inquiry. This creates a deficit in research that necessitates a qualitative examination of how interpersonal discourse reflects and constructs mothering expectations. This study seeks to describe the relational construction of expectations of the ideal mother. Elicited dyadic interactions were analyzed on three major dimensions, including linguistics, communications, and narratives. Linguistic analysis revealed that conversations tended to be more positively valenced, uncertain, and presently oriented. Additionally, these findings gave a gross description of negotiation strategies in which participants engaged when coming to agreement. Participants engaging in the narrative negotiation constructed stories with repetitive themes including the qualities (―who a mother is‖) and actions (―what a mother does‖) of a mother.
Subjects/Keywords: communication; construction; expectations; mothers; narrative
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Allen, J. A. (2013). COMMUNICATIVE CONSTRUCTION OF EXPECTATIONS: AN EXAMINATION OF EXPECTATIONS REGARDING MOTHERS IN NARRATIVE CONSTRUCTION. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/215
Chicago Manual of Style (16th Edition):
Allen, Jordan A. “COMMUNICATIVE CONSTRUCTION OF EXPECTATIONS: AN EXAMINATION OF EXPECTATIONS REGARDING MOTHERS IN NARRATIVE CONSTRUCTION.” 2013. Masters Thesis, Montana Tech. Accessed March 01, 2021.
https://scholarworks.umt.edu/etd/215.
MLA Handbook (7th Edition):
Allen, Jordan A. “COMMUNICATIVE CONSTRUCTION OF EXPECTATIONS: AN EXAMINATION OF EXPECTATIONS REGARDING MOTHERS IN NARRATIVE CONSTRUCTION.” 2013. Web. 01 Mar 2021.
Vancouver:
Allen JA. COMMUNICATIVE CONSTRUCTION OF EXPECTATIONS: AN EXAMINATION OF EXPECTATIONS REGARDING MOTHERS IN NARRATIVE CONSTRUCTION. [Internet] [Masters thesis]. Montana Tech; 2013. [cited 2021 Mar 01].
Available from: https://scholarworks.umt.edu/etd/215.
Council of Science Editors:
Allen JA. COMMUNICATIVE CONSTRUCTION OF EXPECTATIONS: AN EXAMINATION OF EXPECTATIONS REGARDING MOTHERS IN NARRATIVE CONSTRUCTION. [Masters Thesis]. Montana Tech; 2013. Available from: https://scholarworks.umt.edu/etd/215

University of Canterbury
27.
Syed Marzuki, Sharifah Zannierah.
Understanding Restaurant Managers’ Expectations of Halal Certification in Malaysia.
Degree: PhD, Management, 2012, University of Canterbury
URL: http://dx.doi.org/10.26021/5344
► This study focuses on the expectations of restaurant managers and perceived attributes of halal certification in Malaysia. Halal certification at restaurants represents the understanding that…
(more)
▼ This study focuses on the expectations of restaurant managers and perceived attributes of halal certification in Malaysia. Halal certification at restaurants represents the understanding that foods is served according to Islamic dietary laws. Halal means permitted or lawful or fit for consumption. As well as its importance in Muslim countries, the demand for halal food is growing internationally as a result of increasing trade, tourism and globalization. Therefore, halal certification is seen as an important aspect in both the Malaysian and the international restaurant and hospitality industries. Halal certification in an eating premises means that both the restaurants, as well as the entire food supply chain, conform to Islamic dietary rules which do not tolerate contamination by haram (prohibited) materials.
Research for this thesis was undertaken by both a mail survey and interviews with restaurant managers. For the survey, a systematic sampling method was applied whereby every fourth restaurant was selected from a list of all restaurants in Malaysia provided by the Companies Commission. A mail survey to 2080 restaurants was administered throughout Malaysia in July 2009. The number of completed and returned questionnaires was 643, indicating a 31% response rate. Data was then entered into a Statistical Package for the Social Sciences (SPSS) for further analysis. The response rate was considered reasonable given the nature of the study and its limitations. In addition, 33 interviews with restaurant managers were conducted in five locations.
The results indicate that restaurant managers have high expectations towards halal certification although there are different expectations between Muslim and non-Muslim respondents with respect to attributes such as food safety, hygiene, food quality, marketing aspects and certification issues. It is also gathered that there are significant differences between them with respect to market signals, Islamic attributes, marketing benefits, cost of compliance and local awareness. This thesis concludes that halal certification does yield some benefits in terms of market signals, Islamic attributes and marketing factors while there are also certain issues on cost and compliance that need to be addressed by related local authorities. The findings also indicate that halal restaurant food may have a broader appeal beyond religion and also contributes to Malaysia’s positioning as a tourism destination and a hub for the global halal market.
Subjects/Keywords: expectations; halal certification; restaurant manager
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Syed Marzuki, S. Z. (2012). Understanding Restaurant Managers’ Expectations of Halal Certification in Malaysia. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/5344
Chicago Manual of Style (16th Edition):
Syed Marzuki, Sharifah Zannierah. “Understanding Restaurant Managers’ Expectations of Halal Certification in Malaysia.” 2012. Doctoral Dissertation, University of Canterbury. Accessed March 01, 2021.
http://dx.doi.org/10.26021/5344.
MLA Handbook (7th Edition):
Syed Marzuki, Sharifah Zannierah. “Understanding Restaurant Managers’ Expectations of Halal Certification in Malaysia.” 2012. Web. 01 Mar 2021.
Vancouver:
Syed Marzuki SZ. Understanding Restaurant Managers’ Expectations of Halal Certification in Malaysia. [Internet] [Doctoral dissertation]. University of Canterbury; 2012. [cited 2021 Mar 01].
Available from: http://dx.doi.org/10.26021/5344.
Council of Science Editors:
Syed Marzuki SZ. Understanding Restaurant Managers’ Expectations of Halal Certification in Malaysia. [Doctoral Dissertation]. University of Canterbury; 2012. Available from: http://dx.doi.org/10.26021/5344
28.
-5235-0219.
Essays in empirical macroeconomics.
Degree: PhD, Economics, 2019, University of Texas – Austin
URL: http://dx.doi.org/10.26153/tsw/5351
► This dissertation examines how expectations are formed and how they interact with economic activities. Beliefs about economic outcomes vary with timing and accuracy of information,…
(more)
▼ This dissertation examines how
expectations are formed and how they interact with economic activities. Beliefs about economic outcomes vary with timing and accuracy of information, which have important implications for macroeconomic dynamics. The importance of
expectations has long been emphasized in rational
expectations (RE) models (see e.g. Lucas 1972, 1976; Kydland and Prescott 1982), and diffusion of information has been modeled in many ways (see e.g. Beaudry and Portier 2004, 2006; Mankiw and Reis 2002; Woodford 2003; Sims 2003). My work builds on this literature and aims to improve the understanding of information structure, formation of beliefs, and decision-making, and how they contribute to macro business cycles.
In the first chapter, I point out how identification of full information rational
expectations (FIRE) models suffers from Manski's (1993) reflection problem. I extend the standard rational
expectations (RE) model to allow for a more general information structure and introduce a new framework to identify the generalized model with forecaster data. Identification is no longer
subject to the reflection problem when two changes are made to the information structure: the addition of news shocks and imperfect information. News shocks provide additional variation in
expectations about the future. Imperfect information provides changes in beliefs about past states, through which the feedback between
expectations and decisions goes only in one direction.
Expectations data are consistent with both. An application to Greenbook forecasts illustrates the importance of both news shocks and learning about the past. When I apply this framework to a Blanchard and Quah (1989) decomposition, I reach qualitatively new results. For example, expansionary supply shocks decrease unemployment. Supply shocks are also particularly
subject to both news and information rigidities, so relaxing the information structure is key to correctly identifying these shocks.
In the second chapter, I discover how both good and bad news shocks coincide with higher uncertainty on impact. This new stylized fact is robust to different empirical models of the news shocks literature and different proxies for U.S. macro uncertainty. The new stylized fact has implications in three fields. First, bad news shocks produce the dynamics discovered in the uncertainty literature: spikes in uncertainty are followed by drops in output. I show that there is indeed some overlap between bad news and uncertainty shocks, as the effect of an uncertainty shock gets weaker when controlling for bad news shocks. Second, I show that the close relationship between news shocks and uncertainty seems to be also responsible for the close relationship between quarterly stock returns and stock market volatility - a proxy for uncertainty. This contributes to the finance literature that works on this relationship. Third, introducing a non-linear empirical model, I find additional asymmetries in the responses to news shocks due to the asymmetric response of uncertainty. This…
Advisors/Committee Members: Coibion, Olivier (advisor), Bhattarai, Saroj, 1981- (advisor), Xu, Haiqing (committee member), Gorodnichenko, Yuriy (committee member).
Subjects/Keywords: News shocks; Information rigidities; Expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
-5235-0219. (2019). Essays in empirical macroeconomics. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/5351
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-5235-0219. “Essays in empirical macroeconomics.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed March 01, 2021.
http://dx.doi.org/10.26153/tsw/5351.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-5235-0219. “Essays in empirical macroeconomics.” 2019. Web. 01 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-5235-0219. Essays in empirical macroeconomics. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2021 Mar 01].
Available from: http://dx.doi.org/10.26153/tsw/5351.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-5235-0219. Essays in empirical macroeconomics. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/5351
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Texas – Austin
29.
Wittenberg, Brittany Marie.
Parents’ prenatal wishes for their children : relations with parenting sensitivity and children’s developmental outcomes.
Degree: MA, Human Development and Family Sciences, 2014, University of Texas – Austin
URL: http://hdl.handle.net/2152/28271
► Before a child is born, parents might have a general (e.g., happy and healthy) or particular vision for their child (e.g., become a doctor). Parents’…
(more)
▼ Before a child is born, parents might have a general (e.g., happy and healthy) or particular vision for their child (e.g., become a doctor). Parents’ ability to focus on their child’s needs and interests (child-oriented goals) above their own self-interests (parent-oriented goals) has been found to predict their sensitivity to their children in the moment (Dix, 1991; 2000). In this study, 126 mothers and fathers, during the mother’s third trimester of pregnancy with both parents’ first child, were asked to verbally report three wishes for their future child. Content analyses of parents’ transcripts revealed eight wish categories: 1) well-being, 2) personal relationships, 3) particular characteristics, 4) particular goals, 5) personal achievement and responsibility, 6) personal fulfillment, 7) protection, and 8) dependence on the parent. Mothers reported more wishes that their future children would be happy and emotionally fulfilled (child-oriented), and fathers reported more wishes that their future children would have a particular characteristic or achieve a particular goal (parent-oriented). Whether mothers wished for their children to have a particular characteristic and whether fathers wished for their children to achieve a particular goal, were negatively associated with their parenting sensitivity (for both fathers and mothers) and children’s developmental outcomes (for mothers only) at 24 months. Linear regression analysis revealed that parenting sensitivity at 24 months acted as a partial mediator among whether mothers reported a prenatal particular characteristic wish and their children’s autonomy at 24 months. Similar mediation analyses were performed with fathers’ prenatal wishes, parenting sensitivity, and children’s developmental outcomes; however, none of the results were significant.
Advisors/Committee Members: Hazen, Nancy Lynn (advisor), Gershoff, Elizabeth T. (advisor).
Subjects/Keywords: Parents' prenatal wishes; Expectations; Parenting
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wittenberg, B. M. (2014). Parents’ prenatal wishes for their children : relations with parenting sensitivity and children’s developmental outcomes. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28271
Chicago Manual of Style (16th Edition):
Wittenberg, Brittany Marie. “Parents’ prenatal wishes for their children : relations with parenting sensitivity and children’s developmental outcomes.” 2014. Masters Thesis, University of Texas – Austin. Accessed March 01, 2021.
http://hdl.handle.net/2152/28271.
MLA Handbook (7th Edition):
Wittenberg, Brittany Marie. “Parents’ prenatal wishes for their children : relations with parenting sensitivity and children’s developmental outcomes.” 2014. Web. 01 Mar 2021.
Vancouver:
Wittenberg BM. Parents’ prenatal wishes for their children : relations with parenting sensitivity and children’s developmental outcomes. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/2152/28271.
Council of Science Editors:
Wittenberg BM. Parents’ prenatal wishes for their children : relations with parenting sensitivity and children’s developmental outcomes. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28271

University of Oklahoma
30.
Gonzalez, Nancy.
What are the Barriers for Hispanics' Educational Attainment.
Degree: PhD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/34742
► This study uses data from the Education Longitudinal Study (ELS) to better understand the factors that are associated with educational expectations and the eventual educational…
(more)
▼ This study uses data from the Education Longitudinal Study (ELS) to better understand the factors that are associated with educational
expectations and the eventual educational attainment of students, particularly Hispanic youth. Guided by theoretical perspectives on segmented assimilation, by looking at aspects of social capital, human capital, and cultural capital, this study hypothesizes that lower levels of capital can lead to lower educational
expectations and educational attainment, first testing for relationships using a national sample and second using a sub-sample of Hispanics. The research findings support two of the three hypotheses and finds that Hispanics have low educational
expectations and lower educational attainment when compared to other racial and ethnic groups. Within the Hispanic sample, I find that there are variations; Cuban-Americans have higher educational
expectations and educational attainment compared with Mexican-Americans. This research contributes to the literature by acknowledging that Hispanics have barriers, with the implication that these barriers can be overcome with help from educational institutions to empower minorities to seek and attain upward mobility.
Advisors/Committee Members: Bass, Loretta (advisor), Sharp, Susan (committee member), Beutel, Ann (committee member), St John, Craig (committee member), Klein, Misha (committee member).
Subjects/Keywords: Hispanic; Educational Attainment; Educational Expectations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gonzalez, N. (2016). What are the Barriers for Hispanics' Educational Attainment. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/34742
Chicago Manual of Style (16th Edition):
Gonzalez, Nancy. “What are the Barriers for Hispanics' Educational Attainment.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed March 01, 2021.
http://hdl.handle.net/11244/34742.
MLA Handbook (7th Edition):
Gonzalez, Nancy. “What are the Barriers for Hispanics' Educational Attainment.” 2016. Web. 01 Mar 2021.
Vancouver:
Gonzalez N. What are the Barriers for Hispanics' Educational Attainment. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11244/34742.
Council of Science Editors:
Gonzalez N. What are the Barriers for Hispanics' Educational Attainment. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/34742
◁ [1] [2] [3] [4] [5] … [54] ▶
.