subject:(Expectations)

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

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APA (6^th 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 (16^th 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 (7^th 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

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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)

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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

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Motivation; Expectations; Competition; Economics; Business

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APA (6^th 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 (16^th 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 (7^th 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

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: visitors; public expectations; Delphi

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Wellness; Employees' expectations; Positive psychology

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: motivation; coaching; expectations; Psychology; Psykologi

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Poetry; identity; subconscious; expectations; reality

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Parental involvement; Perceptions; Expectations

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Culture; Motivation; Feedback; Expectations

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Expectations; Cohabiting

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Self-efficacy; expectations; freshmen

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APA (6^th Edition):

May, P. B. (2013). Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271863/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

May, Paul B. “Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types.” 2013. Thesis, University of North Texas. Accessed March 01, 2021. https://digital.library.unt.edu/ark:/67531/metadc271863/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

May, Paul B. “Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types.” 2013. Web. 01 Mar 2021.

Vancouver:

May PB. Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types. [Internet] [Thesis]. University of North Texas; 2013. [cited 2021 Mar 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271863/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

May PB. Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271863/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: adult learner; expectations; andragogy

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Safety; New Recruits; Employers; Expectations

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: mathematics teaching; tracking; teaching expectations

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: volunteers; organisational trust; recruitment expectations

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: communication; construction; expectations; mothers; narrative

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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

6 more images…

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Parents' prenatal wishes; Expectations; Parenting

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Hispanic; Educational Attainment; Educational Expectations

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APA (6^th 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 (16^th 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 (7^th 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

Open Access Theses and Dissertations