subject:(Expectations)

University of Georgia

1. Tambling, Rachel B. Expectancy effects in couple therapy.

Degree: PhD, Child and Family Development, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/tambling_rachel_b_200805_phd

► Researchers in the field of marital and family therapy have demonstrated that couple therapy is generally effective for resolving a number of intra- and interpersonal… (more)

▼ Researchers in the field of marital and family therapy have demonstrated that couple therapy is generally effective for resolving a number of intra- and interpersonal problems. Lambert (1992), in his analysis of common factors across models of psychotherapy, identified hope or placebo effects as the third most influential factor contributing to client change, accounting for approximately 15 percent of the variation in therapy outcome. Despite research on expectancy effects in individual and group therapy, little is known about the role of expectations in couple therapy. The present study explored qualitative and quantitative data to determine the role of expectations in couple therapy. Participants were 26 individuals representing 13 couples engaged in couple therapy. Participants were predominantly Caucasian, educated at the high school level or beyond, and had a wide range of household incomes. Participants completed quantitative assessments and participated in semi-structured interviews four times during treatment: before the first session, and after the second, third, and fourth sessions. Results of a qualitative content analysis of interview data suggested that clients in couple therapy form expectations similar to those formed by clients in individual therapy. Expectations for couple therapy were grouped into three categories: role expectations, including expectations about the age, training, and personality of the therapist; process expectations, beliefs about the things that would happen during therapy; and outcome expectations, ideas about the eventual outcome of therapy. Quantitative data were examined using a pooled-regression test of the Actor-Partner Interdependence Model (Kenny, 1995). Though the extremely small sample size prevented complete testing of the hypotheses, results suggest that individuals who expect that they will be more personally responsible for therapy and a have a therapist who is genuine, trustworthy, and accepting develop stronger therapeutic alliances. Further, results indicated that individuals who expect greater nurturance and empathy from their therapist are generally more relationally distressed at the fourth session. Combined, these results suggest that couples in therapy form expectations about their therapy experience and that these expectations influence the process and outcome of therapy. Future research is merited to continue the examination of expectancy effects in couple therapy. Advisors/Committee Members: Lee Johnson.

Subjects/Keywords: Expectations

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APA (6^th Edition):

Tambling, R. B. (2008). Expectancy effects in couple therapy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tambling_rachel_b_200805_phd

Chicago Manual of Style (16^th Edition):

Tambling, Rachel B. “Expectancy effects in couple therapy.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 21, 2020. http://purl.galileo.usg.edu/uga_etd/tambling_rachel_b_200805_phd.

MLA Handbook (7^th Edition):

Tambling, Rachel B. “Expectancy effects in couple therapy.” 2008. Web. 21 Feb 2020.

Vancouver:

Tambling RB. Expectancy effects in couple therapy. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 21]. Available from: http://purl.galileo.usg.edu/uga_etd/tambling_rachel_b_200805_phd.

Council of Science Editors:

Tambling RB. Expectancy effects in couple therapy. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/tambling_rachel_b_200805_phd

2. 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 February 21, 2020. 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. 21 Feb 2020.

Vancouver:

Guzman M. Understanding the Causes and Effects of Financial Crises. [Internet] [Doctoral dissertation]. Brown University; 2013. [cited 2020 Feb 21]. 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/

Texas A&M University

3. Neill, Rebecca Anne. Expectations Divergence: Exploring White Teachers’ Beliefs and Practices at a Diverse Suburban High School.

Degree: PhD, Curriculum and Instruction, 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/173251

► This qualitative study was designed to explore how primarily White educators describe their beliefs about student opportunity and achievement. In order to develop more equitable… (more)

Subjects/Keywords: Expectations Divergence

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APA (6^th Edition):

Neill, R. A. (2017). Expectations Divergence: Exploring White Teachers’ Beliefs and Practices at a Diverse Suburban High School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173251

Chicago Manual of Style (16^th Edition):

Neill, Rebecca Anne. “Expectations Divergence: Exploring White Teachers’ Beliefs and Practices at a Diverse Suburban High School.” 2017. Doctoral Dissertation, Texas A&M University. Accessed February 21, 2020. http://hdl.handle.net/1969.1/173251.

MLA Handbook (7^th Edition):

Neill, Rebecca Anne. “Expectations Divergence: Exploring White Teachers’ Beliefs and Practices at a Diverse Suburban High School.” 2017. Web. 21 Feb 2020.

Vancouver:

Neill RA. Expectations Divergence: Exploring White Teachers’ Beliefs and Practices at a Diverse Suburban High School. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1969.1/173251.

Council of Science Editors:

Neill RA. Expectations Divergence: Exploring White Teachers’ Beliefs and Practices at a Diverse Suburban High School. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/173251

Harvard University

4. 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 February 21, 2020. 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. 21 Feb 2020.

Vancouver:

Chen BS. Essays on Macroeconomic Expectations and Corporate Investment. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2020 Feb 21]. 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

5. 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 February 21, 2020. http://hdl.handle.net/2152/68115.

MLA Handbook (7^th Edition):

Ryngaert, Jane Maria. “Essays on inflation expectations and information frictions.” 2018. Web. 21 Feb 2020.

Vancouver:

Ryngaert JM. Essays on inflation expectations and information frictions. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Feb 21]. 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

University of Georgia

6. Glueck, Courtney Leigh. An examination of parent and teacher expectation congruence and student outcomes.

Degree: MA, Educational Psychology, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/glueck_courtney_l_201008_ma

► A significant amount of research has investigated the importance of school-family partnerships in facilitating positive academic outcomes for students. Existing literature suggests that students are… (more)

Subjects/Keywords: parent and teacher expectations

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APA (6^th Edition):

Glueck, C. L. (2010). An examination of parent and teacher expectation congruence and student outcomes. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/glueck_courtney_l_201008_ma

Chicago Manual of Style (16^th Edition):

Glueck, Courtney Leigh. “An examination of parent and teacher expectation congruence and student outcomes.” 2010. Masters Thesis, University of Georgia. Accessed February 21, 2020. http://purl.galileo.usg.edu/uga_etd/glueck_courtney_l_201008_ma.

MLA Handbook (7^th Edition):

Glueck, Courtney Leigh. “An examination of parent and teacher expectation congruence and student outcomes.” 2010. Web. 21 Feb 2020.

Vancouver:

Glueck CL. An examination of parent and teacher expectation congruence and student outcomes. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2020 Feb 21]. Available from: http://purl.galileo.usg.edu/uga_etd/glueck_courtney_l_201008_ma.

Council of Science Editors:

Glueck CL. An examination of parent and teacher expectation congruence and student outcomes. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/glueck_courtney_l_201008_ma

University of Edinburgh

7. Jannetta, Evelyn Elena. Qualitative study of cystic fibrosis (CF) patients' expectations of gene therapy.

Degree: Thesis (D.Clin.Psy.), 2009, University of Edinburgh

URL: http://hdl.handle.net/1842/8745

► Introduction: Gene therapy is currently being developed for people with cystic fibrosis (CF), a life-threatening condition for which there is no cure. The UK CF… (more)

▼ Introduction: Gene therapy is currently being developed for people with cystic fibrosis (CF), a life-threatening condition for which there is no cure. The UK CF Gene Therapy Consortium are preparing for a multi-dose gene therapy trial of sufficient duration that clinical benefit may be seen. Aims: The current study aimed to explore the expectations and beliefs of cystic fibrosis (CF) patients involved in the preparatory phase of the gene therapy trial (the Run-in study), from which participants will be selected for the multi-dose actual gene therapy trial. Method: Twelve participants (six with mild and six with moderate CF) were interviewed using a semi-structured interview. Interviews were recorded, transcribed verbatim and then analysed using a Constructivist Grounded Theory approach. Results: Since entering the Run-in study, half of the patients had increased their expectations of gene therapy being an effective future treatment. Most of the participants hoped to derive clinical benefit from the trial itself though half were unsure of what to expect. Whilst half of the participants expressed the hope of a future cure for CF, the remainder saw gene therapy only in terms of an improved treatment. Participants used several strategies to manage their expectations including not thinking too far ahead and trusting the research team. Discussion: The findings indicate that participants in the Run-in trial are generally eager to be involved in the gene therapy trial and have developed a strong sense of trust in the research team conducting the trials. The levels of optimism expressed for personal benefit from trial were higher than those from earlier studies. Some of the positive expectations were unlikely to be met by the gene therapy trial and participants risk disappointment. However other patients participated with apparently realistic expectations and it seems likely that some patients would have participated even without prospect for personal benefit. Possible areas of psychological support are discussed e.g. a standard clinical interview for all those not accepted for the gene therapy trial; screening for anxiety pre-, during and post-participation.

Subjects/Keywords: Cystic fibrosis; Gene therapy; Expectations

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APA (6^th Edition):

Jannetta, E. E. (2009). Qualitative study of cystic fibrosis (CF) patients' expectations of gene therapy. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8745

Chicago Manual of Style (16^th Edition):

Jannetta, Evelyn Elena. “Qualitative study of cystic fibrosis (CF) patients' expectations of gene therapy.” 2009. Doctoral Dissertation, University of Edinburgh. Accessed February 21, 2020. http://hdl.handle.net/1842/8745.

MLA Handbook (7^th Edition):

Jannetta, Evelyn Elena. “Qualitative study of cystic fibrosis (CF) patients' expectations of gene therapy.” 2009. Web. 21 Feb 2020.

Vancouver:

Jannetta EE. Qualitative study of cystic fibrosis (CF) patients' expectations of gene therapy. [Internet] [Doctoral dissertation]. University of Edinburgh; 2009. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1842/8745.

Council of Science Editors:

Jannetta EE. Qualitative study of cystic fibrosis (CF) patients' expectations of gene therapy. [Doctoral Dissertation]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/8745

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 February 21, 2020. 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. 21 Feb 2020.

Vancouver:

Agaoglou M. Museum policies for visitor attraction: the case of the Delphi Museum, Greece. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2020 Feb 21]. 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

University of Illinois – Urbana-Champaign

9. 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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

10. -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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

Addis Ababa University

11. 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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

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

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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

Bowling Green State University

13. Abraham, Kristen M. HOW EMPLOYABLE ARE PEOPLE WITH SERIOUS MENTAL ILLNESS? CASE MANAGERS’ AND UNDERGRADUATES’ EXPECTATIONS.

Degree: MA, Psychology/Clinical, 2007, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1172674385

► This study examines 107 case managers' and 159 undergraduates' employment-related expectations for adults with serious mental illness. The psychometric properties of Expectations about Employment for… (more)

Subjects/Keywords: Serious Mental Illness; Employment; Expectations

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APA (6^th Edition):

Abraham, K. M. (2007). HOW EMPLOYABLE ARE PEOPLE WITH SERIOUS MENTAL ILLNESS? CASE MANAGERS’ AND UNDERGRADUATES’ EXPECTATIONS. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1172674385

Chicago Manual of Style (16^th Edition):

Abraham, Kristen M. “HOW EMPLOYABLE ARE PEOPLE WITH SERIOUS MENTAL ILLNESS? CASE MANAGERS’ AND UNDERGRADUATES’ EXPECTATIONS.” 2007. Masters Thesis, Bowling Green State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1172674385.

MLA Handbook (7^th Edition):

Abraham, Kristen M. “HOW EMPLOYABLE ARE PEOPLE WITH SERIOUS MENTAL ILLNESS? CASE MANAGERS’ AND UNDERGRADUATES’ EXPECTATIONS.” 2007. Web. 21 Feb 2020.

Vancouver:

Abraham KM. HOW EMPLOYABLE ARE PEOPLE WITH SERIOUS MENTAL ILLNESS? CASE MANAGERS’ AND UNDERGRADUATES’ EXPECTATIONS. [Internet] [Masters thesis]. Bowling Green State University; 2007. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1172674385.

Council of Science Editors:

Abraham KM. HOW EMPLOYABLE ARE PEOPLE WITH SERIOUS MENTAL ILLNESS? CASE MANAGERS’ AND UNDERGRADUATES’ EXPECTATIONS. [Masters Thesis]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1172674385

Kent State University

14. Caserta, Donald Albert. Parent Expectations in the Treatment of Children with ADHD.

Degree: MA, College of Arts and Sciences / Department of Psychology, 2008, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1209499696

► Although researchers have begun to investigate the potential mediators and moderators that impact the treatment responses of children diagnosed with attention-deficit/hyperactivity disorder (ADHD), limited information… (more)

Subjects/Keywords: Psychology; expectations; treatment; children; ADHD

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APA (6^th Edition):

Caserta, D. A. (2008). Parent Expectations in the Treatment of Children with ADHD. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1209499696

Chicago Manual of Style (16^th Edition):

Caserta, Donald Albert. “Parent Expectations in the Treatment of Children with ADHD.” 2008. Masters Thesis, Kent State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1209499696.

MLA Handbook (7^th Edition):

Caserta, Donald Albert. “Parent Expectations in the Treatment of Children with ADHD.” 2008. Web. 21 Feb 2020.

Vancouver:

Caserta DA. Parent Expectations in the Treatment of Children with ADHD. [Internet] [Masters thesis]. Kent State University; 2008. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1209499696.

Council of Science Editors:

Caserta DA. Parent Expectations in the Treatment of Children with ADHD. [Masters Thesis]. Kent State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1209499696

Louisiana State University

15. 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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

Montana Tech

16. 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 February 21, 2020. 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. 21 Feb 2020.

Vancouver:

Allen JA. COMMUNICATIVE CONSTRUCTION OF EXPECTATIONS: AN EXAMINATION OF EXPECTATIONS REGARDING MOTHERS IN NARRATIVE CONSTRUCTION. [Internet] [Masters thesis]. Montana Tech; 2013. [cited 2020 Feb 21]. 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

Massey University

17. 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 February 21, 2020. 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. 21 Feb 2020.

Vancouver:

Darrah AJ. The distressing case of modern mothering : expectations, losses, and postnatal distress. [Internet] [Doctoral dissertation]. Massey University; 2011. [cited 2020 Feb 21]. 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

North-West University

18. 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 February 21, 2020. 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. 21 Feb 2020.

Vancouver:

Gresse WG. The pre-entry psychological contract: exploring expectations and normative entitlements of student groups . [Internet] [Thesis]. North-West University; 2012. [cited 2020 Feb 21]. 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

19. 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 February 21, 2020. 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. 21 Feb 2020.

Vancouver:

Sacks CS. Wellness expectations within a telecommunications organisation / Claudia Sofia Sacks . [Internet] [Thesis]. North-West University; 2012. [cited 2020 Feb 21]. 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

Cornell University

20. Todd, Jennifer. Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability .

Degree: 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: Weeden, Kim (committeeMember), Strang, David (committeeMember), Correll, Shelley J (committeeMember).

Subjects/Keywords: teacher expectations; accountability; achievement; race

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APA (6^th Edition):

Todd, J. (2011). Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/33540

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):

Todd, Jennifer. “Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability .” 2011. Thesis, Cornell University. Accessed February 21, 2020. http://hdl.handle.net/1813/33540.

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

MLA Handbook (7^th Edition):

Todd, Jennifer. “Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability .” 2011. Web. 21 Feb 2020.

Vancouver:

Todd J. Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability . [Internet] [Thesis]. Cornell University; 2011. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1813/33540.

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

Council of Science Editors:

Todd J. Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability . [Thesis]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/33540

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

University of Oklahoma

21. 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 February 21, 2020. http://hdl.handle.net/11244/34742.

MLA Handbook (7^th Edition):

Gonzalez, Nancy. “What are the Barriers for Hispanics' Educational Attainment.” 2016. Web. 21 Feb 2020.

Vancouver:

Gonzalez N. What are the Barriers for Hispanics' Educational Attainment. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2020 Feb 21]. 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

University of North Texas

22. 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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

University of Michigan

23. 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 February 21, 2020. 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. 21 Feb 2020.

Vancouver:

Nurmohamed S. Over or Under? The Motivational Implications of an Underdog Image. [Internet] [Doctoral dissertation]. University of Michigan; 2014. [cited 2020 Feb 21]. 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

24. -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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

25. 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 February 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

26. 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 February 21, 2020. 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. 21 Feb 2020.

Vancouver:

Eriksson M. En studie om hur arbetsförmedlare och arbetscoacher uppfattar sina olika yrkesroller. [Internet] [Thesis]. Mälardalen University; 2011. [cited 2020 Feb 21]. 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

27. 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 February 21, 2020. 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. 21 Feb 2020.

Vancouver:

Gerber EA. Our Foreign Selves . [Internet] [Thesis]. George Mason University; 2015. [cited 2020 Feb 21]. 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

UCLA

28. Nicolò, Giovanni. Essay on Macroeconomics and Expectations.

Degree: Economics, 2018, UCLA

URL: http://www.escholarship.org/uc/item/8827f761

► My dissertation focuses on the interactions between the conduct of U.S. monetary policy and the expectations formed by households, firms and public institutions about the… (more)

Subjects/Keywords: Economics; Bayesian Methods; Business Cycles; Expectations; Indeterminacy; Monetary Policy; Rational Expectations

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APA (6^th Edition):

Nicolò, G. (2018). Essay on Macroeconomics and Expectations. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/8827f761

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):

Nicolò, Giovanni. “Essay on Macroeconomics and Expectations.” 2018. Thesis, UCLA. Accessed February 21, 2020. http://www.escholarship.org/uc/item/8827f761.

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

MLA Handbook (7^th Edition):

Nicolò, Giovanni. “Essay on Macroeconomics and Expectations.” 2018. Web. 21 Feb 2020.

Vancouver:

Nicolò G. Essay on Macroeconomics and Expectations. [Internet] [Thesis]. UCLA; 2018. [cited 2020 Feb 21]. Available from: http://www.escholarship.org/uc/item/8827f761.

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

Council of Science Editors:

Nicolò G. Essay on Macroeconomics and Expectations. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/8827f761

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

Texas A&M University

29. Rivera, Vivina. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571

► Given the projected increase of Hispanic Spanish-speaking English language learners (ELLs), researchers have begun examining issues related to their high levels of school dropout, largely… (more)

▼ Given the projected increase of Hispanic Spanish-speaking English language learners (ELLs), researchers have begun examining issues related to their high levels of school dropout, largely stemming from academic underachievement. The focus of this study is to examine the impact of teacher expectations, parent expectations, and academic self-efficacy on the achievement of Hispanic Spanish-speaking ELLs. Participants in this study were from a medium-size school district in southwest Texas and included 99 2nd, 5th, and 8th grade students identified as limited English proficient, their parent, and their teacher. Norm-referenced achievement measures and researcher developed measures were utilized in this study. Findings from this study indicate that teacher expectations was a significant predictor of all measures of achievement, while parent expectations was a significant predictor of English reading and students? academic self-efficacy was a significant predictor of Spanish reading. Second, this study determined the best predictor for reading and math achievement was teacher expectations in 2nd grade, but there were no significant predictors in 5th and 8th grade. Third, this study addressed the possibility of academic self-efficacy functioning as a mediator, but the analysis was not conducted because academic self-efficacy did not serve as a significant predictor of all measures of achievement. Findings from additional analyses indicate that students' English language proficiency was determined to be a significant predictor of English reading achievement and parent expectations. Furthermore, students' Spanish proficiency was positively associated with their grade levels, and Spanish proficiency was negatively related to English proficiency. Academic self-efficacy was separated by domains (i.e., math self-efficacy and reading self-efficacy). In the overall sample math self-efficacy was not a significant predictor of math achievement. Math self-efficacy served as a significant predictor for 5th and 8th grade math achievement. In the overall sample, reading self-efficacy did not significantly predict English or Spanish reading. Reading self-efficacy served as a significant predictor in 8th grade English reading. Parents' employment desires for their children demonstrated a mismatch with parents' desire for their child's highest level of education. Teachers believed that family concerns were the greatest obstacle participants faced and many did not desire to speculate about students? future employment. Advisors/Committee Members: Riccio, Cynthia A. (advisor), McCormick, Anita S. (committee member), Tong, Fuhui (committee member), Arizpe, Victor (committee member).

Subjects/Keywords: English language learners; Hispanic; Teacher expectations; Self-efficacy; Parent expectations

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APA (6^th Edition):

Rivera, V. (2012). The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571

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):

Rivera, Vivina. “The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.” 2012. Thesis, Texas A&M University. Accessed February 21, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571.

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

MLA Handbook (7^th Edition):

Rivera, Vivina. “The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.” 2012. Web. 21 Feb 2020.

Vancouver:

Rivera V. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571.

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

Council of Science Editors:

Rivera V. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571

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

University of Southern California

30. Toston, LaShonda R. Home and school factors and their influence on students' academic goal orientation and motivation.

Degree: EdD, Education (Leadership), 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/309098/rec/3207

► Based on the work of Bronfenbrenner’s ecological systems theory, this study examined students’ perceptions of home and school environments’ role in student academic goal orientation… (more)

Subjects/Keywords: goal orientation; motivation; parental involvement; parental expectations; teacher expectations

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APA (6^th Edition):

Toston, L. R. (2013). Home and school factors and their influence on students' academic goal orientation and motivation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/309098/rec/3207

Chicago Manual of Style (16^th Edition):

Toston, LaShonda R. “Home and school factors and their influence on students' academic goal orientation and motivation.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 21, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/309098/rec/3207.

MLA Handbook (7^th Edition):

Toston, LaShonda R. “Home and school factors and their influence on students' academic goal orientation and motivation.” 2013. Web. 21 Feb 2020.

Vancouver:

Toston LR. Home and school factors and their influence on students' academic goal orientation and motivation. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/309098/rec/3207.

Council of Science Editors:

Toston LR. Home and school factors and their influence on students' academic goal orientation and motivation. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/309098/rec/3207

Open Access Theses and Dissertations