Rozprawy doktorskie na temat „Relationship expectations”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Relationship expectations.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Relationship expectations”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
West, Alexandra Elizabeth, i res cand@acu edu au. "Relational Standards: Rules and Expectations in Romantic Relationships". Australian Catholic University. School of Psychology, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp135.05022007.
Pełny tekst źródłaStreszczenie:
Romantic relationships are assumed to be guided by norms and rules, however research in the field of personal relationships has not directly addressed the area of relationship rules in romantic relationships, but has investigated their violations, with a specific focus on examples such as infidelity and deception. The present research program provides the first comprehensive study of rules and expectations in romantic relationships. The overall aim of the research is to explore the types of rules and expectations, or relational standards that exist in romantic relationships, how they come to exist, and their function within relationships. Given the lack of research on relational standards, a program of four studies, utilising both qualitative and quantitative methods was proposed to address the research aims. A combination of methods was deemed appropriate as qualitative methods would allow exploration of the types of relational standards that exist in romantic relationships, while quantitative methods could be used to explore their structure, function, and potential correlates. An initial study of the use of deception was based on previous work by the author. This study aimed to combine research on the strategies of deceptive use, with the motivations that are provided for engaging in deception, in order to further understand how deception is used in romantic relationships. A survey of 152 individuals currently in romantic relationships demonstrated that individuals tend to use multiple strategies when they engage in deception, and prefer to use less overt strategies than lying. Consistent with research on victim and perpetrator accounts, individuals believed their partners would view the deception as more serious than they themselves would. Deception can be viewed as one example of the violation of major relationship rules and expectations regarding trust and honesty, which prompted the question of what other rules and expectations exist in romantic relationships. This question provided the impetus for the subsequent studies, the aims of which were to explore what rules and expectations exist in romantic relationship, and how they come to exist. A qualitative study using focus groups and interviews with couples enabled the development of 16 categories about which rules and expectations typically exist. These categories described both the emotional aspects of a relationship, such as loyalty, fidelity, help and support, and the day-to-day functioning of a relationship, such as those regarding roles and time allocation. A third study, using quantitative methods, presented the 16 categories to 106 individuals in order to validate the categories, investigate how they come to exist (whether they are discussed or exist as expectations) and explore their function in terms of their importance to the relationship and levels of threat and (un)forgivability when they are violated. It also sought to explore whether relational standards were related to a measure of adjustment, specifically one.s self-restraint. All 16 categories were endorsed, and were generally seen as being common in most relationships, and important to a relationship.s functioning. The categories differed in their importance, threat and unforgivability, with rules and expectations about the emotional aspects of a relationship consistently rated as more important than rules and expectations about the procedural aspects of a relationship. The number of rules endorsed, and the types of rules discussed and expected, were not related to an individual.s adjustment. A final study of 45 couples aimed to replicate the results from the third study, as well as explore whether there was agreement in partners. responses. The final study also investigated whether relational standards were related to individual factors such as adjustment, personality, and the tendency to betray, and relationship variables such as trust, satisfaction and commitment. The results confirmed the pattern of endorsement found in the third study, that rules and expectations regarding the emotional aspects of relationship are regarded as the most important, and the most threatening and unforgivable when violated. Rules and expectations regarding the procedural aspects or the day-to-day functioning of the relationship are seen as least important to therelationship, and least threatening and easily forgiven when violated. The present research program demonstrated that there are identifiable areas about which couples have rules and expectations, and that these form a hierarchy based on their importance to the relationship. No differences were found in the way that relational standards come to exist, and relational standards were not found to be related to either individual or relationship factors. The identification of rule and expectation categories may help couples clarify their expectations of each other, and reduce potential areas of conflict. They also provide a starting point from which to further explore the importance of relational standards to relationship functioning.
2
Bastião, Rita Maria Ribeiro. "Stock markets and their relationship with expectations". Master's thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/1802.
Pełny tekst źródłaStreszczenie:
Mestrado em EconomiaO objectivo principal desta dissertação de mestrado é contribuir para um melhor entendimento do mercado de acções e do seu posicionamento ao longo do tempo, dada a sua importância na economia de um país. Para alcançar este propósito, começaremos por analisar o comportamento do mercado de acções, avaliando em que medida as condições económicas influenciam, ou são influenciadas por este, elegendo como indicadores relevantes não apenas variáveis de sentimento, como são os indicadores de confiança dos consumidores e empresas, mas também a produção industrial. Se os resultados obtidos forem conclusivos, então poderemos ter uma possível ferramenta para antecipar a evolução futura deste mercado, reconhecendo os ensinamentos obtidos de um passado presente. Esta investigação apresentase com um carácter inovador, uma vez que é pioneira, tanto quanto julgamos saber, ao associar os três pilares fundamentais em que assenta a economia de um país: no campo da psicologia económica, indicadores de confiança expressos pela confiança dos consumidores e empresas, no lado da economia real incorpora-se a produção industrial, combinando-se com os índices do mercado bolsista, no campo financeiro. A nossa amostra é constituída pelos Estados Unidos da América, Japão e mais sete países europeus, nomeadamente Reino Unido, Portugal, Espanha, Grécia, Alemanha, França e Itália, para colmatar uma escassez de literatura neste cenário global, entre 1978 e 2009, com frequência trimestral, utilizando o modelo VAR, como sendo mais adequado. A evidência empírica sugere que a confiança dos consumidores e das empresas, juntamente com a produção industrial desempenham um papel explicativo no mercado de acções, embora com algumas excepções, apesar de um impacto menos significativo das primeiras variáveis. Na situação oposta, um choque do lado do mercado de acções conduz a uma forte e significativa resposta das variáveis de confiança e produção industrial, contrariando a nossa hipótese inicial. Estes resultados deverão ser analisados atendendo às especificidades de cada país. Adicionalmente os resultados indiciam que os preços das acções respondem de forma apenas contemporânea aos seus próprios choques, enquanto a confiança das empresas parece estar directamente relacionada com o índice de produção industrial. Neste cenário, parece-nos um importante contributo o estudo do mercado de acções e a sua relação com as expectativas. ABSTRACT: The main purpose of this master thesis is to contribute to a better understanding of the stock market and its positioning over time given its importance in the economy of a country. To achieve this goal, we will start with the analysis of the stock market behavior, evaluating to what extent do the economical conditions influence or are influenced by it, by selecting as relevant indicators, not only the variables of the expectations expressed by consumers and business confidence, but also those of the industrial production. Should the obtained results be conclusive, then we may have a possible tool to anticipate the future evolution of stock markets recognizing the past and present learning’s. This investigation has an innovative character as it combines, for the first time, as far as we know, the three fundamental pillars that sustain a country’ economy: consumer’s and business confidence on the psychological economics field, industrial production of the real economy, and equity indices in the financial area. Our sample collects data from US, Japan and seven more European countries, UK, Portugal, Spain, Greece, Germany, France and Italy, to fill the lack of literature for this whole scenario, since 1978 until 2009, electing the VAR model for methodology, as the most accurate. The empirical evidence suggests that consumers and business confidence, along with industrial production play an explanatory role for stock markets, with some exceptions, even though with a weaker impact of the first ones. On the contrary, a share price shock leads to a strong and significant response of the confidence variables and industrial production as well, contradicting our prior hypothesis. These results should be analyzed taking into consideration the countries specificities. Moreover, results suggest that share prices only respond contemporaneously to their own shocks, while business confidence index was found to be closely related to the industrial production index. It can thus be said that it is an important contribute the study of stock markets and their relationship with expectations.
3
Sinclair, Ryan Thomas. "THE EFFECTS OF SIBLING RELATIONSHIPS ON ROMANTIC RELATIONSHIP EXPECTATIONS IN HIGH CONFLICT HOMES". University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1279917059.
Pełny tekst źródła
4
Demers, Patricia. "The relationship between service quality expectations and cultural diversity". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39080.pdf.
Pełny tekst źródła
5
January, Geraldine. "The relationship between self-efficacy expectations and career-choice". Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2909.
Pełny tekst źródła
6
Rios, Cicile M. "The Relationship Between Premarital Advice, Expectations and Marital Satisfaction". DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/536.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to determine the significance between advice, marital expectations, and marital satisfaction. This study also explored the sources couples use to gather information, or rather where they receive premarital advice, and if it was helpful. Included in this study were husbands (n = 56) and wives (n = 56) who had been married less than one year, to classify them as newlyweds. The relationship between sources of information and expectations was found to be highly significant for variables related to family of origin. It was also found that a high percentage of couples gather information from informal sources rather than from more formal methods such as premarital education classes and premarital therapy. Expectations were found to be moderately to highly significant determinants of marital satisfaction.
7
Williams, Danielle. "Relationship Between Maternal Expectations of Perinatal Care and Postpartum Depression". Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/221420.
Pełny tekst źródłaStreszczenie:
A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.The incidence of postpartum depression (PPD) is estimated at 13-19%, with effects reaching far beyond the affected mother. However, its precise cause is still unknown. In this double-blinded study, a 30-question Maternal Expectations Survey (MES) was developed to explore the notion that unmet maternal expectations for labor, delivery, and the immediate postpartum period impose risk factors for PPD. The MES was administered to postpartum women at Banner Good Samaritan Medical Center; and scores were compared to those on the Edinburgh Postnatal Depression Scale (EPDS), administered 6 weeks postpartum to the same women in the outpatient setting of the clinic of their attending physician. Results of this interim analysis, using Poisson regression models, indicated that there is no significant correlation between total MES score and EPDS score. Two MES queries (relating to spontaneous onset of labor and coping mechanisms during labor) are independently predictive of an increased EPDS score. With attainment of adequate power, other components of the MES may emerge as genuine risk factors for PPD and help identify women who would benefit from earlier-than-usual, pre-emptive postpartum counseling. This study also served to buttress the validity of 5 considering the presence of neonatal health complications as a risk factor for PPD; and, conversely, it identified obstetric complications, neonatal health complications and a recent stressful life event as significant predictors of an increased MES score. Additionally, the presence of a written birth plan is also a significant predictor of increased
8
Close, Shane R. "Determining the Relationship of Moods and Expectations in Placebo Analgesia". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418388856.
Pełny tekst źródła
9
Trella, Deanna L. "Adolescent Union Beliefs and Expectations: A Focus on Participants in Relationship Education Programs". Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1265314931.
Pełny tekst źródła
10
Hägnemark, Johan, i Monika Vilkelyte. "Relationship between entrepreneurs and policy – driven networks : Motives, expectations and emerging challenges". Thesis, Linköpings universitet, Företagsekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110671.
Pełny tekst źródłaStreszczenie:
Background: The importance of supportive business networks has been widely acknowledged in the field of entrepreneurship. Due to the success of informal business networks, the same networking concept is frequently encouraged and applied by regional political authorities. However, when duplicating a certain networking approach in different settings, it is important to address motives and expectations of network actors and be aware of potentially arising threats. Purpose of the study: The purpose of the Master Thesis is to explore and broaden the understanding of the relationship between the two actors: entrepreneurs and policy-driven networks. The Master Thesis aims to provide a theoretical contribution to the field of entrepreneurship in identifying and describing main motives and expectations of both actors, when engaging in a mutual relationship. However, the Thesis will focus on a single actor’s perspective and the main emphasis of the research will be placed on a set of entrepreneurs and their behavior within the analyzed policy-driven network. Ultimately, main emerging challenges between the two actors will be identified and analyzed, as well as appropriate guidance to address it will be provided. Methodological framework: The qualitative research approach was chosen for the conducted study. A multiple case study was completed in the form eight semi- structured interviews with the anagerial levels of the analyzed policy-driven network and local entrepreneurs. Completion and findings: The conducted study reveals that it is a great challenge to implement a certain networking approach in a diverse context. The provided frameworks of entrepreneurship, networking and social embeddedness indicate that, when establishing a policy-driven network a considerable amount of attention should be devoted to main network actors – regional entrepreneurs.
11
Pasvogel, Alice Eleanor. "The relationship between health expectations and compliance among cardiac rehabilitation participants". Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276879.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to describe the relationship between health expectations and compliance in persons who were attending a cardiac rehabilitation program. Three subscales of the Olivas Health Motivation Scale were administered to a convenience sample of 23 subjects at two points in time: at the beginning and at the completion of the prescribed sessions. A significant relationship was found between Stimulus Outcome Expectations and the duration of exercise at the beginning of the cardiac rehabilitation sessions (r = -.51, p =.02). The relationship between Regimen Efficacy Expectations and the duration of exercise was also found to be significant at the beginning of the sessions (r = -.40, p =.05). There was no significant relationship between health expectations and compliance at the completion of the sessions. One measure of health expectations, Stimulus Outcome Expectations (F = 10.11, p =.01), and two measures of compliance, duration of exercise (F = 406.45, p =.00) and metabolic equivalents (F = 74.14, p =.00), were significantly different between the beginning and the completion of cardiac rehabilitation.
12
Alinvi, Fatima. "Customers' Expectations of Banks Becoming Cashless : - How could banks meet customers' expectations when changing from cash services to deeper customer relationship?" Thesis, Umeå University, Umeå School of Business, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-23153.
Pełny tekst źródłaStreszczenie:
The organizational change of banks into cashless banking is becoming quite common. Technological development, competition and changing attitudes of customers towards cash services offered force banks to shift their activity towards advice based approach. However, when changing to cashless activity banks undertake a change which directly impacts on their customers. Hence, in this research I try to answer the following question:
How could banks meet customers’ expectations when changing from cash services to deeper customer relationship?
The main purpose of this study is to contribute for better understanding of beneficiary customers’ expectations of banks going over to cashless activity. In order to fulfill the main purpose two studies are conducted. The first study is of preparatory nature based on the qualitative research through the semi-structured interviews. Based on the findings of the semi-structured interviews the theoretical framework, subdivided into bank and customer related theories, has been revised and hypotheses have been created for further study. The second study was conducted through the quantitative survey where 500 questionnaires have been sent to randomly chosen participants.
The survey findings have been analyzed statistically in order to test the hypotheses. Furthermore, analyses and suggestions for the bank (assigner of this case study) have been made in light of the theories related to both customer and bank.
The results have shown that customers react positively to some organizational changes such as limitation of cash services and their complete removal to another office. Furthermore, it has been shown that customers do not possess good knowledge about the changes even the one that was already implemented. Moreover, the results have shown that customers require information at least one month before the change is implemented. A large part of the customers would like to receive the information via letter sent per post. Regarding the limitation of cash services customers of all ages have expressed their worries and suggested to extend open hours until 6 p.m. at least during one day. With regard to the complete transformation of the bank into cashless activity, customers reacted mainly negative. However, it has been shown that only over 7% would be affected by this change to the extent where they would consider changing the bank.
Keywords: “cashless bank/ing”, “changing from cash services to deeper customer relationship”, “meet customers’ expectations of banks becoming cashless”, “organizational change”, “beneficiary customers”.
13
Massey, Joseph Eric 1964. "An empirical test of the relationship between expectations, language intensity, and gender". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278263.
Pełny tekst źródłaStreszczenie:
Burgoon and colleagues have applied Expectancy Theory to the study of language intensity, arguing that a complex pattern of effects can be explained in terms of the expectations people hold for sources of persuasive communication. It is argued in this paper, however, that because expectations have not been directly examined, Expectancy Theory has not provided a fair test of hypotheses. The current investigation aims to alleviate this problem by determining whether expectations people have for male and female sources of persuasive communication do in fact differ. Using a variety of message topics, expectations for male and female sources were investigated by asking respondents to provide the language choices they thought would be most effective for male and female authors of persuasive communication. What the results suggest is that both men and women should utilize moderate to high intense language to be optimally effective in suasory attempts.
14
Iskander, Amir Emil. "The relationship between auditing expectations gap and voluntary corporate disclosure : Egyptian evidence". Thesis, Durham University, 2008. http://etheses.dur.ac.uk/1970/.
Pełny tekst źródłaStreszczenie:
The thesis consists of two main parts. First, the thesis is examining the level of voluntary corporate disclosure of the Egyptian companies' annual reports during the period of 2004-2005 and 2005-2006. The examined level is justified by the impact of two groups of· determinants; firm characteristics, including firm size, firm profitability, and industrial membership, and corporate governance characteristics, including board size and role duality. The findings of this part of the thesis indicate a relatively low level of voluntary corporate disclosure. Moreover, it is found that firm characteristics have a significant impact of the level of voluntary disclosure, while corporate governance characteristics have an in significant impact on the level of this sort of disclosure. In addition, the thesis examined these relationships not only on the total level of voluntary disclosure, but also for each category of this examined disclosure. Second, the thesis is examining the existence of the auditing expectations gap in Egypt through the different stakeholders' perceptions. The findings indicate the existence of this sort of gap in Egypt. Therefore, the thesis is investigating the usefulness and effectiveness of the traditional methods, including audit report fOrni, user's education, and standards settings, in comparison to each other in reducing the existing gap. In addition, the thesis provides the theoretical bases for selecting the voluntary corporate disclosure auditing as an effective method of reducing such existing gap. Therefore, the thesis is investigating the usefulness and effectiveness of voluntary corporate disclosure 'auditing, as a proposed method of reducing the existing expectations gap, in comparison to the traditional methods. The findings of this part of the thesis indicate that voluntary disclosure auditing is an effective method of reducing the auditing expectations gap in comparison to the traditional methods. Furthermore, the thesis points the most important categories of voluntary disclosure that would be worth it to begin with as have a countable impact on reducing the expectations gap. However, it is noted that the relatively important categories of voluntary disclosure that would effectively contribute to the reduction of the auditing expectations gap are characterized by scoring a relatively low level of disclosure. Therefore, the thesis is suggesting two stages to reduce the auditing expectations gap through voluntary disclosure auditing. First, is to increase the level of voluntary disclosure of these categories in the Egyptian companies' annual reports. Second, is auditing these categories of voluntary disclosure as an introductory stage of launching the concept of voluntary disclosure auditing. Finally, it is recommended by the thesis to introduce this new area of auditing of voluntary disclosure. However, this new area of auditing needs further research concerning the qualifications and procedures required to apply this new paradigm to make it ready to be in action. Moreover, auditing voluntary disclosure does not mean that it would be obligatory for the companies to have this sort of disclosure, as this would affect the voluntary nature of these disclosures, but if the companies have chosen to disclose this sort of information voluntarily, so it is obligated to audit these disclosures as a matter of securing the stakeholders against any manipulated information that may direct them towards making wrong decisions.
15
Latamore, Latonya. "Relationship Between Policy Expectations and Education Outcomes in a Midwestern School District". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4867.
Pełny tekst źródłaStreszczenie:
A financially secure public school district can provide children with an educational foundation that will eventually transition them into self-sufficient employed adults. These adults will become tax-paying citizens who will contribute to their local economies. The problem with one midwestern public school district is that a history of financial insecurity has affected the district's ability to provide students with all of the programs to which they are entitled. Using Baumgartner and Jones' conceptualization of punctuated equilibrium as the theoretical foundation, the purpose of this quantitative study was to determine the relationship between aspects of the Local Financial Stability and Choice Act (LFSCA) in 1 state and the educational policy outcomes in 1 affected city. The educational policy outcome variables were student retention, graduation rates, college readiness, student assessments, and the annual budget balance. Secondary data were collected from the Michigan School Data website. Data included the entire school district from the periods of Fiscal Year 2007 through Fiscal Year 2016. Data were analyzed using the non-parametric chi-square test of association. The findings indicated that LFSCA legislation has a statistical association with the graduation rate increasing, student assessment scores decreasing, and college readiness rates decreasing. The effect of the LFSCA legislation was found inconclusive for the student count and the annual budget balance. The implications for positive social change include for legislators to use the findings to create performance outcome measures that provide feedback on public school districts or public institutions.
16
Lilley, Emma. "The relationship between expectations and the public's perceptions of public library services". Thesis, University of Sheffield, 2000. http://etheses.whiterose.ac.uk/14881/.
Pełny tekst źródłaStreszczenie:
A follow-up study to the 1995 ASLm Public Libraries Review was conducted. Forty telephone interviews with frequent public library users and 6 focus groups with professional and paraprofessional library staff were carried out across three of the original nine ASLm participant public library authorities. This two-stage data collection strategy was designed drawing on previous research ranging from services marketing to psychology. Focusing particularly on a finding from the ASLIB research, which identified a mismatch in future expectations of the service between library users and professional library staff, the research examines the relationship between user expectations and perceptions of the public library service. The emphasis is placed not on what expectations and perceptions of the library service are, but rather how they are formed, what influences them and how they interact. The research found that the library experience impacts significantly on the perceptions and expectations that are created of the service. The "snapshot" that a user forms during the service experience is crucial to the perception created and the subsequent expectation held. Similarly, internal and external factors ranging from family influence to the media, impact upon the way an individual experiences the library. The personal nature of the library experience and the relationship formed with library staff was identified as influencing user perceptions of the service, with library staff having the potential to create and inform user service expectations. Confusion among library users and library staff in terms of their service perceptions and expectations was also noted with evidence to suggest that this was compounded by societal and technological changes.
17
Cibrowski, Leona Mae. "Expectations regarding Marriage/Relationship, Children, and Work of Male and Female College Seniors". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391787724.
Pełny tekst źródła
18
Sweatt, Shelley S. "The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2691/.
Pełny tekst źródłaStreszczenie:
Accountability is a major issue in education and in Texas, the TAAS test is used to indicate performance of students, teachers, campuses, and districts. The stakes are high for students, as performance on this test has determined whether they progress to another grade and whether they will receive a diploma. Most research studies focus on relationships between the teacher and individual students or groups of students, but not classrooms. Expectations and high stakes testing are central within the educational process, and their relationship on student achievement should be investigated, especially since no studies on teacher attitudes toward the TAAS test have been found. This correlational study measured teacher attitudes toward the TAAS and teacher expectations for students through data collected from a survey. Student achievement information was collected from averaged Texas Learning Index scores for students by classroom over a two year period. The sample consisted of 22 4th, 8th, and 10th grade reading and/or math teachers who had taught in the same Texas mid-sized, rural school district for at least two years. Frequency, percent, mean, and standard deviation were used to analyze the responses on the survey. A median score distinguished between high/low expectations and between positive/negative attitudes toward the TAAS. The Pearson product-moment correlation coefficient identified relationships, with levels of significance determined at the .05 level. From this study, it appears that no relationship exists among teacher expectations for students, teacher attitudes toward the TAAS, and student achievement. It appears that teachers support the TAAS and see a relationship between the test and improved student performance, and view the TAAS as nondiscriminatory for race and socioeconomic status. While teacher expectation levels are not the same for all students, most teachers feel responsible for insuring that students learn while they are in the teachers' classrooms, and communicate, via word or action, the expectation that their students can learn at or above grade level.
19
Lindeberg, Fredrik, i Dan Rasmusson. "What did you expect? : a study on how the relationship can affect the expectations on an auditor". Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9870.
Pełny tekst źródłaStreszczenie:
Problem: That the clients expectations could be influenced by the relationship either positively or negatively. The relationship phases were redefined by Ruyter and Wetzels in 1999 describing the relationship in depth. Purpose: This paper’s purpose is to identify if there are any patterns in the relationship phases regarding the expectations and to discover how high expectations every phase has. Method: We have chosen positivism as our research philosophy and used a mix of a qualitative and quantitative study where we interviewed eight micro-company managers in Sweden. The paper is based on a deductive approach where we try to validate theories that have already been made. Theory: Our study contains theories discussing the audit profession, relationship phases, and the role of auditors, rules to keep an auditor unbiased, expectations on auditors and how an auditor can keep his objectivity, impartiality and independence. Conclusions: The conclusions of our study are that the expectations vary depending on which relationship phase they are in. Another conclusion is that the communication itself could be a major factor in building their relationship. We noticed that there were patterns between the two.
20
DeMarkis, Caroline F. "The relationship between prepartum expectations about the transition to parenthood and actual postpartum experiences". Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-08142009-040342/.
Pełny tekst źródła
21
Watson, Christopher D. "The relationship between midlife parents' well-being and expectations for their emerging adult children". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Pełny tekst źródła
22
Fanti, Kostas Andrea. "The Parent-Adolescent Relationship and College Adjustment over the Freshman Year". Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/psych_theses/4.
Pełny tekst źródłaStreszczenie:
This study investigates whether the parent-adolescent relationship is related to the academic, social, and personal-emotional expectations of adjustment and actual adjustment to college during the transition to college. The mother-adolescent relationship was more consistently linked to college adjustment than the father-adolescent relationship both cross-sectionally and longitudinally, and students identified their parents and especially their mother amongst the first people who they go to for support. More African Americans than students from other ethnic backgrounds and more dormitory residents than commuters identified their mother as their first supportive figure, suggesting that the students’ living arrangements and their cultural backgrounds need to be taken under consideration when studying this transitional period.
23
Moran, Katherine E. "Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/alesl_diss/24.
Pełny tekst źródłaStreszczenie:
Research in the area of academic writing has demonstrated that writing varies significantly across disciplines and among genres within disciplines. Two important approaches to studying diversity in disciplinary academic writing have been the genre-based approach and the corpus-based approach. Genre studies have considered the situatedness of writing tasks, including the larger sociocultural context of the discourse community (e.g., Berkenkotter & Huckin, 1995; Bhatia, 2004) as well as the move structure in specific genres like the research article (e.g., Swales, 1990, 2004). Corpus- based studies of disciplinary writing have focused more closely on the linguistic variation across registers, with the re-search article being the most widely studied register (e.g., Cortes, 2004; Gray, 2011). Studies of under-graduate writing in the disciplines have tended to focus on task classification (e.g., Braine, 1989; Horowitz, 1986a), literacy demands (e.g.,Carson, Chase, Gibson, & Hargrove, 1992), or student development (e.g., Carroll, 2002; Leki, 2007). The purpose of the present study is to build on these previous lines of research to explore undergraduate disciplinary writing from multiple perspectives in order to better prepare English language learners for the writing tasks they might encounter in their majors at a US university. Specifically, this exploratory study examines two disciplines: psychology and chemistry. Through writing task classification (following Horowitz, 1986), qualitative interviews with faculty and students in each discipline, and a corpus-based text analysis of course readings and upper-division student writing, the study yielded several important findings. With regard to writing tasks, psychology writing tasks showed more variety than chemistry. In addition, lower division classes had fewer writing assignments than upper division courses, particularly in psychology. The findings also showed a mismatch between the expectations of instructors in each discipline and students’ understanding of such writing expectations. The linguistic analysis of course readings and student writing demonstrated differences in language use both between registers and across disciplines.
24
Hatch, Daniel LeRoy. "Factors That Influence the Association Between Adult Attachment and Marital Satisfaction". DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/161.
Pełny tekst źródłaStreszczenie:
Adult attachment theory offers a promising conceptual framework for understanding the psychological and contextual factors that contribute to marital satisfaction. A consistent association has been found between adult attachment dimensions and marital satisfaction. The current study examined several mediating mechanisms that may explain the relationship between adult attachment dimensions and marital satisfaction. Specifically, relationship expectations, four types of responses to accommodative dilemmas (exit, neglect, voice, and loyalty), and three forms of empathy (empathic concern, perspective taking, empathic personal distress) were hypothesized to mediate the relationship between adult attachment and marital satisfaction. Self-report data were collected from both partners of 193 heterosexual, married couples. The attachment dimension of avoidance for husbands and wives was consistently associated with each couple member's respective marital satisfaction. Attachment anxiety was never directly associated with either husbands' or wives' marital satisfaction. Wives' marital satisfaction was explained by their own relationship expectations and exit responses. Additionally, wives' marital satisfaction was explained by their husband's relationship expectations, exit responses, empathic perspective taking, and loyalty responses. Husbands' marital satisfaction was explained by their own relationship expectations, exit responses, neglect responses, voice responses, loyalty responses, and empathic perspective taking. Results are discussed in light of current theories of adult attachment and marital satisfaction.
25
Dees, Ashley Baltuch. "The Relationship between First Year Student Expectations and Persistence into the Second Year of College". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7495.
Pełny tekst źródłaStreszczenie:
Incoming first year students have varying expectations for their college experience. As Florida public education budgets are more closely aligned with student persistence and graduation rates, it is vital institutions retain more first time in college students. The purpose of this study was to better understand how first year student college expectations on academic preparation, co-curricular involvement, socializing, and institutional commitment relate to persistence into the second year of college at one of Florida’s large, preeminent public research universities.
This quantitative study utilized the Beginning College Survey of Student Engagement (BCSSE) in order to better understand incoming student expectations. The study sample consisted of 3,723 first time in college students and was collected during orientation for the summer and fall 2015 cohort. Tinto’s Model of Student Departure (1975b), which served as the theoretical framework, states a student’s individual characteristics he/she possess when starting college influence his/her persistence as well as initial commitment to the institution and ultimately a degree. Logistic regression was used to determine the strength of the relationship between students’ expectations and persistence into the second year of college.
The overall findings of this study contribute to the increased understanding of first year student expectations and help administrators understand how to best support students. The findings illustrate a statistically significant relationship between high school GPA and persistence into the second year. Expected involvement in organized campus co-curricular activities, self-perception of academic preparation, and a first year student’s commitment to the institution were not found to be statistically significant to first year student persistence into the second year. Additional key findings and their implications for practice in higher education are presented along with recommendations for future research.
26
Cousineau, William J. "The relationship of teachers' expectations and academic learning time in grade six physical education classes". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26803.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to investigate the relationship between teachers' expectations of performance, teacher training, and student gender, with student achieved Academic Learning Time (A.L.T.) of grade six students.
To examine the following relationships four main hypotheses were generated. It was hypothesized that:
1 There would be a positive relationship between A.L.T. and teachers' expectations of performance in Physical Education.
2 Teachers with Physical Education majors would have greater A.L.T. than those with Physical Education minors, or generalist classroom teachers.
3 There would be no difference in A.L.T. totals between student gender.
4 There would be less student off-task time in Physical Education majors classes, than in the Physical Education minors, and the generalist teachers'.
This study also examines the relationship between teachers' perception of student effort, student grades in physical education, and student achieved Academic Learning Time. Finally, it was possible to investigate how student expectations of performance are developed by teachers in Physical Education. Six, grade six, classes taught by male teachers were selected for observation in the study. Two P.E. majors, two P.E. minors, and two generalist teachers' classes were observed. Each of these teachers conducted a rank-ordering of students in their class, based on their expectation of student performance. From this rank ordering, six students from each class were selected for observation during the study. Each class was observed three times, using the Academic Learning Time Version II instrument to collect data. At the conclusion of the study, teachers were also asked to submit student grades for the first and second term, rate student effort over the three observed lessons, and complete a teacher demographic information sheet.
Results indicated that a positive relationship existed between teachers' expectancy and A.L.T.. It was found that P.E. majors had higher A.L.T. than did P.E. minors, or generalist teachers. No significant difference was found between student gender groups. Differences in off-task time levels were not noted between teacher training groups. A significant relationship was found between student perceived effort and student A.L.T.. Finally, it was indicated that teachers primarily use student ability and skill level in determining students' expectancy level.
Recommendations for future research on this topic suggest that a larger sample size be used and that lesson and activity structure be controlled in comparative A.L.T. studies. It appears that more research is needed to substantiate the relationship between A.L.T. and teacher training, and the relationship between student achievement and A.L.T..Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
27
Hubbard, Aimee K. "Relationship help-seeking and the health belief model: how the perception of threats and expectations are associated with help-seeking behavior". Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/38198.
Pełny tekst źródłaStreszczenie:
Master of ScienceSchool of Family Studies and Human Services
Jared R. Anderson
Couples often wait until the very end to seek help for their relationship, with divorce being one of the primary concerns cited in couple’s therapy (Doss, Simpson & Christensen, 2004). While couples appear to be reluctant to seek formal resources, we know that over 50% of individuals are confiding in friends and family about their relationship (Lind Seal, Doherty, & Harris, 2015). Currently, the literature is limited and unable to provide a comprehensive explanation for why individuals do or do not seek help for their relationship. Using an interdisciplinary approach, we adapted a medical model- the Health Belief Model (HBM)- to relationship help-seeking. Based on the success of this model at predicting help-seeking behaviors related to physical and mental health, we believe it could be applicable to relationship help-seeking. In addition to identify factors associated with relationship help-seeking behaviors, we hope to identify factors that mediate both formal and informal relationship help-seeking behaviors. To study this we collected data from 347 individuals in emotionally committed relationships. The results of the analysis showed that the perception of threats, such as greater relationship instability and greater negative social comparison, were linked to more online help-seeking; whereas expectations such as the greater endorsement of stigma of self and masculinity were linked to lower levels relationship help-seeking behaviors and worse attitudes toward help-seeking. Furthermore, greater stigma of self was found to be directly linked to having a worse attitude toward help-seeking, as well as indirectly linked to lower rates of formal and online relationship help-seeking behaviors via the prior effects of attitudes toward help-seeking. The results of this study suggest further areas for investigation in regard to relationship help-seeking, specifically around self-stigma.
28
Picklesimer, Tammie L. "The relationship between teachers' perceived levels of cultural difference and their expectations of culturally diverse students". Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/6927.
Pełny tekst źródłaStreszczenie:
Culturally diverse students are disproportionately referred to special education programs. Research suggests that referrals may be based on inappropriate assessments, socioeconomic status, low expectations, and negative teacher biases. The purpose of this study was to determine if there was a relationship between teachers' perceived level of cultural difference and their expectations of culturally diverse students. A Likert-type survey was utilized to gather information from teachers across the United States. The findings concentrated on reporting data that indicated the level of similarities or differences the teachers felt towards culturally diverse students and how those feelings affected expectations. A comparison was also conducted to determine if multicultural training increased cultural competence, thus positively influencing teachers' perceptions.vii, 67 leaves
29
Henderson, Hermanus Johannes Cornelius. "Expectations and obligations of the member-union relationship : a psychological contract perspective / Hermanus Johannes Cornelius Henderson". Thesis, North-West University, 2008. http://hdl.handle.net/10394/3721.
Pełny tekst źródłaStreszczenie:
This qualitative research paper employs psychological contract theory, in order to determine the existence of a psychological contract between trade unions and their members. This is accomplished through identifying the underlying expectations and obligations that govern this relationship. The identified expectations and obligations are categorised into themes according to similarity, and motivated through literature on psychological contract theory and other relevant theories. This article proposes and tests a psychological contract measure specifically designed for the member-union exchange relationship. The study expands on previous research, and motivates the findings of this article through relevant literature. A high level of validity and reliability is maintained throughout the article by complying with the criteria set out by Freese and Schalk (2008) for the effective measurement of the psychological contract. The article concludes that the questionnaire compiled for this study, is in fact an accurate, reliable and valid instrument for the measurement of the Member-Union Psychological Contract, and also indicates the current emotional state of the member-union relationship in the education sector in South Africa.Thesis (M.Com. (Industrial Sociology))--North-West University, Potchefstroom Campus, 2009.
30
Ngazimbi, Evadne. "EXPLORING THE RELATIONSHIP BETWEEN MARITAL EXPECTATIONS AND MARITAL SATISFACTION BETWEEN MARRIED AFRICAN IMMIGRANT COUPLES AND U". Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3058.
Pełny tekst źródłaStreszczenie:
ABSTRACT Marriage is still considered a universal institution in many countries worldwide. Marriage provides benefits for wives, husbands, children, families, and communities. Why Marriage Matters (Wilcox et al., 2005), outlined the benefits of marriage, including improved physical and mental health, biological and social benefits for husbands, wives, children and families in America. In sub-Saharan Africa benefits emanating from marriage included increased survival rates for young children (Omariba & Boyle, 2007); reduced maternal morbidity and mortality rates for women due to reduced risks from self-inflicted abortions (Garenne, Tollman, Kahn, Collins, & Ngwenya, 2001); and improved economic management in homes due to exchanging gender-specific tasks within households (Gezon, 2002). Despite these benefits, approximately half the marriages in the United States end in divorce (Raley & Bumpass, 2003; Smith, 2007). Reduced marital satisfaction leads to dissolution of marriages in the U. S. Marital expectations were associated with marital satisfaction (Juvva & Bhatti, 2006). The purpose of this study was to investigate the relationship between marital expectations and marital satisfaction between African immigrant and United States born married couples. The independent variable was marital expectations, measured with the Marital Expectations Questionnaire (MEQ, Ngazimbi & Daire, 2008). The dependent variables were marital satisfaction, measured by the Relationship Assessment Scale (RAS, Hendrick, 1988), and the Relationship Pleasure Scale (RPS, PAIRS Foundation, 1993). The participants were recruited from nine sites in six states located in three geographical regions. The regions were the Midwest, the West and the Pacific Northwest. They were recruited through faith-based leaders. Participants consisted of 87 couples and 35 individuals who participated without their spouses. This was a mixed methods design. In the quantitative section, three instruments were used to collect data: the MEQ, the RAS, and the RPS. The first section of the MEQ contained four open-ended questions which were used to collect qualitative data. Significant differences were found in the relationships between marital expectations and marital satisfaction between African immigrants and non-immigrants. Qualitative differences and similarities were found between African immigrant and U. S. born married couples. Implications of the findings are discussed for research, counselor education and clinical practice.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
31
Thomas, Robert. "The relationship between English and European Community administrative law : the principles of legitimate expectations and proportionality". Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/13671/.
Pełny tekst źródłaStreszczenie:
This thesis concerns the relationship between English and European Community administrative law. The main aim is to draw out the nature of this relationship by comparing the development of two principles, the principles of legitimate expectations and proportionality, within English and European Community administrative law. A secondary aim is to assess the challenge presented by European Community law for English law. The emphasis is on the distinct visions of law or legal traditions which have influenced both systems of administrative law rather than specific substantive laws. Chapter 2 identifies the nature of the English and Continental traditions of administrative law and the development of English and European Community administrative law. More specifically, English law is based on the common law approach while Continental and European Community administrative law has a more purposive orientation. Chapter 3 examines the pressures for the adoption of the two principles in English law. These pressures have been both internal, through the role of Lord Diplock, and external, through the influence of European Community law. In Chapters 4, 5, 6 and 7 the principles are examined in depth in both European Community and English administrative law. Comparative observations of the articulation of the principles in European Community law and their development in English law are made in chapters 5 and 7. In this respect the identification of the different traditions of administrative law becomes crucial in assessing the success of the principles as legal transplants in English law. The conclusion draws together these themes in order to identify the relationship between English and European Community law. An assessment is also made of the challenge presented by European Community law and suggestions are made as to what English law ought to do in order to respond effectively.
32
ARACRI, EVELINE MILANI ROMEIRO PEREIRA. "TEACHERS AT MUSEU DA GEODIVERSIDADE: CULTURAL CAPITAL UNDERLYING PERCEPTIONS AND EXPECTATIONS IN THE MUSEUM SCHOOL RELATIONSHIP". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23930@1.
Pełny tekst źródłaStreszczenie:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEste trabalho tem como objetivo mapear o volume de capital cultural dos professores que frequentaram o Museu da Geodiversidade (UFRJ) em visitas escolares entre os meses de maio e setembro de 2012, bem como suas percepções e expectativas acerca das instituições culturais, tais como o museu. Para o estudo desses sujeitos, foram utilizados os conceitos de capital cultural de Pierre Bourdieu (2010) e as observações de Falk e Dierking (2000) sobre o modelo contextual de aprendizagem em museus a partir da agenda do público na visita museal, além de se trabalhar também com o conceito de educação não formal elaborado por Trilla (2008). A metodologia usada baseia-se na realização de entrevista semiestruturada e na aplicação de questionário autoadministrado junto a dez professores. Os resultados apontam para um baixo volume de capital cultural nos docentes não tanto no que se refere aos títulos escolares conquistados, mas principalmente no que tange aos usos e práticas dos espaços culturais, o que tem como desdobramento uma visão do museu apenas como espaço de complementação de atividades educativas formais e pouco apreço e interesse por esse espaço enquanto local de fruição, prazer e de ampliação da cultura em geral. Conclui-se, portanto, que o limitado aproveitamento do espaço museal pelos docentes não se dá por falta de interesse, mas pela falta da formação de hábitos culturais em sua família de origem e nas instituições escolares nas quais se formaram.
This paper aims to map the amount of cultural capital of the teachers who participated in school visits to the Museu da Geodiversidade (UFRJ) between May and September 2012, as well as their perception and expectations regarding cultural institutions such as the museum. In order to study these subjects, we used Pierre Bourdieu s (2010) concepts of cultural capital and observations by Falk and Dierking (2000) on the contextual model of learning in museums from the agenda of the audience who visits these institutions, besides applying the concept of non-formal education developed by Trilla (2008). The methodology used is based on self-administered questionnaires and on semi-structured interviews conducted with ten teachers. The results point to a small amount of cultural capital in teachers, not so much with regard to academic degrees earned, but mainly to the uses and practices of cultural spaces. That results in a vision of the museum only as a space for the complementation of formal educational activities. There is little appreciation and interest for the museum as a place for enjoyment, pleasure and enhacement of culture in general. We conclude, therefore, that the limited use of the museum space by the teachers does not occur due to lack of interest, but to lack of training in cultural habits by their family of origin and by the schools they have graduated from.
33
Perkins, Ayana N. "Differences in Parental Expectations and Interactions of African American Mothers with a History of Substance Dependence". Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_theses/76.
Pełny tekst źródłaStreszczenie:
Substance dependency can affect a mother‘s health and her ability to parent. A cross sectional study was implemented to better understand resources of African American mothers in recovery from substance dependence. A convenience sample of 38 African American mothers at two drug treatment centers in Atlanta, Georgia completed the Michigan Screening Profile of Parents (Helfer, Hoffmeister, & Schneider, 1978). Results indicated that women who perceived that their emotional needs were being met were less likely to use maladaptive coping skills. Mothers who used less maladaptive coping skills were less likely to report negative interactions with their children. Results have implications for the needs of African Americans mothers in substance abuse treatment. Follow up studies may benefit from the use of longitudinal and qualitative research methods in order to comprehensively explain the impact of lifetime social supports on maladaptive coping and negative parenting behaviors for African American mothers in recovery.
34
Beytell, Carinda Christien. "Customer expectations and satisfaction with fitness facilities in the North–West Province / by C.C. Beytell". Thesis, North-West University, 2010. http://hdl.handle.net/10394/4605.
Pełny tekst źródłaStreszczenie:
One of the major challenges facing service businesses today is the rapidly changing and highly competitive nature of service industries. As a result, customer expectations are also rising quickly. Increased competition in this regard has resulted in fitness facilities in particular aiming to improve their services in order for these businesses to differentiate themselves from their competitors. By improving their services, fitness facilities can better satisfy the needs of their members. Therefore, fitness facilities need to identify those service elements which are important to their members in order to satisfy members' service needs by improving the quality of services delivered.
The primary objective of the study is to determine whether customers of fitness facilities in the North West Province are satisfied with the services that are provided by these facilities. The research study on fitness facilities was based on descriptive research in order to allow for the identification of service elements that are important to members of fitness facilities. During the course of the study, secondary data was used for the literature review in order to investigate the research problem through the use of publications such as books and reliable academic and research articles. A quantitative research design was used in the form of self–administered questionnaires with a view to determine the level of customer satisfaction as well as the desires, perceptions and expectations of members regarding fitness facilities. Pre–testing of the questionnaire was also performed during this study to ensure that the collection and analysis of data would proceed as smoothly as possible.
Self–administered questionnaires were distributed to members of fitness facilities from the 17th of May to the 26th of May 2010 by three fieldworkers in the cities of Potchefstroom and Klerksdorp in the North West Province. A convenience sampling method was used, which implied that respondents who were readily available and willing to complete the questionnaire at selected fitness facilities were selected for participation in the study. Furthermore, an exploratory factor analysis was used to identify those service elements which are important to members of fitness facilities. Ten factors were identified, namely personnel professionalism, equipment condition, membership possibilities, fitness programmes, convenience issues, medical assistance, cleanliness, information availability, membership preferences and the opportunity to exercise in another town.
The results indicated that differences exist in terms of respondents' gender, levels of education as well as differences between various age groups and the ten identified importance factors. Results also showed that customer satisfaction can influence customer behaviour, as satisfied customers would recommend the fitness facility to others and want to have a long–term relationship with the fitness facility.
It is recommended that fitness facilities need to focus on those service elements that members view as important when planning and maintaining their service offerings. Furthermore, fitness facilities need to realise that all their members do not view the importance of service elements in the same way, and therefore they should deliver services specifically tailored to various age groups, levels of education and gender.
Recommendations for future research include that a similar study can be conducted for individual fitness facilities, because fitness facilities are unique and have different capabilities to deliver services. When conducting a study for each individual fitness facility, a relevant comparison can be made between the services that the specific fitness facility offers and what the members of that fitness facility really want or view as important. Specific strategies can then be recommended to the individual fitness facility with a view to improve their service offering and concomitantly increase their member satisfaction.Thesis (M.Com. (Marketing Management))--North-West University, Potchefstroom Campus, 2011.
35
Svennersjö, Solveig, i Jeanette Karlsson. "Plötsligt händer det! En av dina kollegor avancerar och blir din chef : En studie om medarbetares upplevelser av att ha en chef som tidigare varit en kollega". Thesis, University of Kalmar, University of Kalmar, University of Kalmar, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-2525.
Pełny tekst źródłaStreszczenie:
In this study we examined co-workers experiences of having a previous colleague as their leader, which is relatively common. We made qualitative interviews with six social welfare administrators who had been through this situation at work. The questions had been concentrated at how they were affected by the previous relationship, what expectations they had, and their view of how the business had been handled by their leader. The result of these interviews has then been connected to two leadership theories. The conclusion of the study was that the experience of the situation differs. One negative experience that emerged was that the leader had a hard time letting go of the roll as a colleague, which in turn made a few co-workers feel bad about how some co-workers were favoured and others not. Some of the commented expectations were to receive a more specific job-competent leader from outside, a leader who could raise and advance the activity at work, along with expectations of treating all co-workers equally. An opinion that the leader was always looking for consensus has emerged which wasn't always perceived positive, another wish was that the leader also has to be able to make own decisions. Everyone experienced a great involvement in the activities and the leadership was also experienced to have been democratic.
36
Kenyon, DenYelle C. Baete. "Examining the Parent-Young Adult Relationship During the Transition to College: The Impact of Mismatched Expectations About Autonomy on College Student Adjustment". Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193646.
Pełny tekst źródłaStreszczenie:
The present study examined individuation and expectations for autonomous behavior (EAB) with incoming college freshmen and their parents. To test the theory that greater mismatch between young adults and their parents about EAB would be associated with more negative adjustment to college, Collins' (1990) Expectancy-Violation Model was applied. Data were initially collected with online questionnaires from incoming college freshmen and one of their parents before the transition to college. Follow-up data (W2) were collected three months later to assess adjustment to college. Individuation was measured with the Late Adolescence Individuation Questionnaire; EAB and reports of actual autonomous behavior were assessed with a measure based on the Psychological Separation Inventory. College student adjustment was measured with indicators of psychological well-being (i.e., psychosomatic symptoms, depressive symptoms, positive affect) and adaptation to college (i.e., college self-efficacy, satisfaction with college, and anticipated fall college grades). Open-ended data were collected from young adults and their parents describing topics of autonomy behavior where they perceived disagreement. A MANOVA indicated that there were significant differences between the four individuation groups (a) individuated (high connectedness and high separateness), (b) pseudoautonomous (low connectedness and high separateness), (c) dependent (high connectedness and low separateness), and (d) ambiguous (low connectedness and low separateness) on the young adults' adjustment to college. Post-hoc planned comparisons revealed that college students in the "individuated" group were consistently better off than those in the "ambiguous" group. Some support was found for the hypothesis that a higher discrepancy (a) between parent and young adult EAB and (b) between young adults' reports of expected versus actual autonomous behaviors was associated with lower W2 young adult well-being. Quality of parent-young adult communication was found to moderate some of these associations. Qualitative data somewhat supported the quantitative results, as well as illustrated unique areas for disagreement on EAB. Jointly, these quantitative and qualitative findings suggest that young adults' level of individuation from parents and a mismatch between parents' and young adults' perceptions of future autonomous behavior may impact college students' psychological well-being during the transition to college.
37
Platten, Julie A. "THE RELATIONSHIP BETWEEN CULTURAL COMPETENCY AND SCHOOL CLIMATE". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281019381.
Pełny tekst źródła
38
Eades, Jerre P. (Jerre Pauline). "The Role Expectations of Academic Counselors in Vocational Education as Perceived by Home Economics Cooperative Education Teachers and Academic Counselors in Texas". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331646/.
Pełny tekst źródłaStreszczenie:
The purposes of this study were to determine the role expectations of academic counselors in vocational education as perceived by home economics cooperative education teachers and academic counselors, to compare the extent of agreement between these two groups, and to determine if selected demographic variables caused significant differences in perceptions of role expectations. This study surveyed randomly selected counselors and teachers by means of a questionnaire designed to ascertain role perceptions and to collect demographic data. The Likert-type scale instrument consisted of 46 items that were categorized into six areas of counseling tasks. A total of 45 teachers and 158 counselors returned usable questionnaires.
39
Lee, Liu Jaime. "Main causes of voluntary employee turnover a study of factors and their relationship with expectations and preferences". Tesis, Universidad de Chile, 2014. http://www.repositorio.uchile.cl/handle/2250/129705.
Pełny tekst źródłaStreszczenie:
Seminario para optar al grado de Ingeniero Comercial, Mención Administración¿Por qué la gente se cambia de trabajo? ¿Qué los lleva a decidir que estarán mejor en otro lugar? Este estudio analiza varios factores que, combinados, pueden afectar la rotación laboral voluntaria. También provee un entendimiento del comportamiento y preferencias de las personas, ya que puede ayudar a que los empleadores sean capaces de diseñar programas de retención mejores y más efectivos. El proyecto analiza la información de 112 encuestados de entre 18 y 40 años de edad del mercado laboral Chileno, y lo complementa con la experiencia de 5 profesionales con conocimiento en el tema. Los resultados confirman que la rotación es una consecuencia de la insatisfacción laboral: una combinación de factores que incluyen remuneración, reconocimiento y oportunidades de desarrollo de carrera, entre otros. Estos factores están relacionados con las expectativas y preferencias de las personas, las cuales varían entre generaciones, la etapa de vida en la que están y el tipo de trabajo que hacen.
Why do people change jobs? What drives them to decide they will be better off somewhere else? This study analyzes various factors which, when combined, may affect voluntary employee turnover. It also helps to provide an understanding of people’s behavior and preferences because it can allow employers to design better and more effective retention programs. The project analyzes information provided from 112 respondents between the ages of 18 and 40 in the Chilean labor market; and complements it with the experience of 5 professionals with knowledge of the turnover issue. Results confirm that turnover is the consequence of work dissatisfaction – a combination of factors which include pay, recognition and career development opportunities, among others. These factors are related to people’s expectations and preferences, which vary between generations, the stage of life they are in and the type of work they do.
40
Lee, Ji-Yeon. "The relationship between women's self-efficacy expectations and career decision status at the college level in Korea /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487853913100513.
Pełny tekst źródła
41
Ankarloo, Sara. "Pedagogiska relationer och deras betydelse för elevers studieprestationer : En kvalitativ studie om pedagogers tankar om pedagogiska relationer". Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33637.
Pełny tekst źródłaStreszczenie:
Examensarbetets syfte är att studera lärares beskrivningar av arbetet med och betydelsen av pedagogiska relationer. Studien har tre frågeställningar: Vad anger lärare att de har för uppfattningar om pedagogiska relationer, hur beskriver de sitt arbete för att skapa pedagogiska relationer samt vad har dessa relationer för betydelse för elevernas studieprestationer enligt lärarna. För att studera hur man som lärare kan arbeta för att skapa pedagogiska relationer och för att få reda på hur dessa relationer påverkar elevernas studieprestationer så används en kvalitativ forskningsmetod. Empirin består av intervjuer med fyra lärare från två olika skolor. För att få en djupare förståelse om ämnet och för att lättare kunna förstå resultatet så hämtas kunskap ur tidigare forskning och bidrag till tolkningen ur olika teorier. Informanterna beskriver pedagogiska relationer och dess innebörd olika. En del av lärarna anser att pedagogiska relationer har med elevernas kunskapsutveckling att göra och hur man som pedagog lär ut denna kunskap. Andra anser att pedagogiska relationer har med det personliga samsepelet mellan läraren och eleven att göra. Resultatet visar att man kan arbeta på olika sätt för att skapa pedagogiska relationer. Samtliga informanter anser att lärarens bemötande och förväntningar påverkar elevernas studieprestationer.The thesis aims to study teachers' descriptions of the work and the importance of pedagogical relationships. The study has three questions: What does the teacher that they have for conceptions of pedagogical relationships , how do they describe their work to create educational relationships and what these relationships mean for students' academic performance according to the teachers. To study how teachers can work to create educational relationships and to find out how these relationships affect students' academic performance so used a qualitative research method. The empirical material consists of interviews with four teachers from two different schools. To gain a deeper understanding of the topic and to enhance our understanding of the result to retrieve knowledge from previous research and contributions to the interpretation of the various theories. The informants describe educational relationship and its meaning differently. Some of the teachers believe that pedagogic relationships with pupils' knowledge to do and how you as a teacher teach this knowledge. Others think that the educational relationship is with the personal samsepelet between the teacher and the student to do. The result shows that it can work in different ways to create educational relationship. All the informants believe that the teacher's attitude and expectations affect students' academic performance.
42
Carrick, Rachael. "Attachment in pregnant drug users : he impact of attachment classification on expectations of and relationship to the child". Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398975.
Pełny tekst źródła
43
Nazarinia, Rudabeh. "The transition to parenthood : an evaluation of low income non-married new mothers' expectations on their relationship satisfaction". Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/2219.
Pełny tekst źródła
44
Simintiras, Antonis Constantinou. "The relationship between job related expectations of salespeople and the use by sales management of a fulfilment approach". Thesis, University of Huddersfield, 1990. http://eprints.hud.ac.uk/id/eprint/4677/.
Pełny tekst źródłaStreszczenie:
This thesis is concerned with the job satisfaction, motivation and performance of salespeople. Within this conceptual domain, the study examines the relationship between job-related expectations and the process of their fulfilment / nonfulfilment, in an attempt to account for differences in their job behaviour, job attitudes and performance. There were two main purposes of this reseach. Firstly, to determine whether or not, and the extent to which, the behaviour of sales representatives could be attributed to their job related expectations. Second, to develop a conceptual framework, yielding the dynamics and impact of the fulfilment / non-fulfilment process (a pro-active mechanism of uncovering behavioural patterns) on possible action tendencies at the workplace. The study was field based and exploratory. Field research took place in Greece - the researcher's home country. One of the main reasons underlying this decision was to provide Greek researchers and managers with knowledge where it previously did not exist. In total, forty seven companies participated. These companies allowed the researcher to conduct structured interviews with their salespeople and in all one hundred and seventy salespersons comprised the final sample. The data from this sample were analysed for purposes of hypothesis testing. In cases where no clear cut points in responses were identified, the data were statistically analysed with the aid of non-parametric tests. The major reason underlying the use of non-parametric tests was that the level of measurement achieved was in ordinal scales. The findings indicated that the identification of perceived anticipated outcomes of salespeople's job-related expectations is a good predictor of their subsequent behaviour. Strong positive relationships were found between anticipated fulfilment and anticipated job satisfaction and motivation. Converserly, negative relationships were found between anticipated job satisfaction and motivation when fulfilment was not anticipated. The effects of causal attributions made by salespeople about their achieved performance, and the identified feedback loops, were also supported. Finally, the fulfilment approach (a process of a dynamic and directional cyclical nature in determining behaviour) was clearly indicated. The most important implications of this research are the identification of: a) the fulfilment process, and b) the major behavioural outcomes that are available to salespeople. On the one hand, the study found that salespersons' preference amongst different behaviours was associated with job related expectations and their perceived anticipated outcomes. On the other hand, job satisfaction, motivation and performance were also found to be dependent upon the cognitive process termed "fulfilment approach". That is, outcomes which were perceived as being able to either fulfill or facilitate fulfilment, or not to fulfill, job related expectations of sales representatives.
45
Gulbis, Angelika Ruta. "Keeping All the Balls in the Air: Social Class and Stress, Relationship Commitment, and Marital Expectations among Cohabiting Young Adults". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363482581.
Pełny tekst źródła
46
Nelson, Christina D. "Relationship between First-Generation College Students' Expectations for Experiences with Faculty Members and Students' Success after the First Year". Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5543.
Pełny tekst źródłaStreszczenie:
As the landscape of higher education changes to allow increased access for first-generation college students (FGS), emerging research should take into account the unique nature of this at-risk population of students (Aspelmeier, Love, McGill, Elliott, & Pierce, 2012). These students tend to be less prepared for the rigors of college coursework (Horn & Bobbitt, 2000; Strayhorn, 2006; Thayer, 2000) and may lack appropriate expectations (Pascarella, Pierson, Wolniak, & Terenzini, 2004). In particular, FGS may struggle with understanding the importance of creating and maintaining relationships with faculty (Cotten & Wilson, 2006; Davis, 2010).
In order to discover any correlation between expectations for experiences with faculty and student success, as measured by cumulative first-year grade point average (GPA) and persistence to the second year of college, this study utilized Astin's Inputs-Environment-Outcomes (I-E-O) model. Astin's I-E-O model outlines the relationship between inputs, environment, and outcomes in order to understand student persistence in college (Astin & Sax, 1998; Thurmond & Popkess-Vawter, 2003). Although past researchers focused on the relationship between these inputs, experiences, and outcomes, the relationship of inputs (expectations) and outcomes (academic performance) has garnered less attention. Further, many focus on the disconnection between expectations and experiences; however, this study focuses solely on the expectations and its relationship with academic outcomes.
The purpose of this research was to investigate the potential differences between first- and continuing-generation students' (CGS) expectations for faculty experiences and to discover any correlation between parental status and academic performance. This study utilized the College Student Expectations Questionnaire (CSXQ) in order to analyze 3,234 first-time in college students' expectations of faculty experiences during a summer 2008 orientation at a large, public, research intensive, metropolitan university located in West-Central Florida. The study also examined differences between FGS and CGS in first year college academic performance, while controlling for high school GPA. Further, the study assessed the relationship between FGS and CGS' expectations for faculty experiences and their academic performance after the first year of college, while controlling for high school GPA. Academic performance after the first year of college was measured as cumulative college grade point average and enrollment in the second year of college. The study analyzed secondary data in order to address seven research questions.
No statistically significant differences were discovered between FGS and CGS' expectations for faculty experiences. Further, no statistically significant differences existed between FGS and CGS' academic performance, as measured by cumulative first year college grade point average and enrollment in the second year of college, while controlling for high school GPA. Lastly, weak relationships were discovered between FGS and CGS' expectations for faculty experiences and their academic performance after the first year of college.
The study did not find statistically significant differences between FGS and CGS' academic performance, as measured by cumulative college grade point average and enrollment in the second year of college, while controlling for high school grade point average. Although strong relationships between expectations and academic performance were not revealed, these findings suggest that first- and continuing-generation college students may have other indicators or characteristics that impact their expectations. These indicators may correlate to academic performance measures including college GPA and enrollment in the second year.
47
Holyk-Casey, Karen Elayne. "A Qualitative Study of Three Urban Catholic High Schools: Investigating Parent and Principal Expectations and Realizations of Parental Involvement and the Parent-School Relationship". Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/242.
Pełny tekst źródłaStreszczenie:
This qualitative study investigated parents’ and principals’ expectations of their roles in the parent-school relationship and how they defined, encouraged, and realized parental involvement within an urban Catholic high school setting. Through pattern analysis and axial coding of the data collected from parents and principal interviews, documents, and observations at parent-school meetings and events, four patterns emerged: (a) the underlying child-centered mission, (b) the parents’ role in supporting the student, (c) the parent-school relationship created to support the student, and (d) the principals’ role in creating a trusting environment that promotes parental involvement. Further analysis was guided by the parental involvement frameworks of Epstein (2001) and Barton, Drake, Perez, St. Louis, and George (2004) and the Catholic school mission. The findings revealed that the child-centered goal guided the parents’ and principals’ expectations of shared responsibilities, although the parents varied in how they defined parental involvement activities. Parents expressed the importance of the school’s role in creating a caring and respectful environment that encouraged a strong parent-school relationship. The principals addressed the Catholic school mission and how they developed the school culture, climate, and environment to support that mission.
This study author concluded that Catholic schools have the opportunity to create strong parent-school relationships that encourage differentiated parental involvement. In addition, she concluded that the role of all schools is to provide a relationship built on trust and the knowledge that parental involvement requires consideration of the varied types of involvement and ways in which parents choose to mediate the types of parental involvement.
48
Dahlén, Anton. "The Performance of the ’Interest Rate-Weapon’ : A Study on the Long-Run Relationship between STIBOR T/N and the Inflation in Sweden". Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34879.
Pełny tekst źródłaStreszczenie:
This study uses an ARDL(p, q)-model to express a long-run relationship between ‘Stockholm Interbank Offered Rate Tomorrow/Next’ and the inflation in Sweden between 2007 and 2016 to see how efficient the ‘interest rate-weapon’ as a monetary policy-tool have been in affecting the inflation. The study shows that no such relationship can be expressed – hence the conclusion that the expectations of inflation are the most important variable affecting the inflation, and that the agents in the Swedish economy have rational expectations and a trust in the central bank of Sweden to reach its target of a 2 percent inflation rate.
49
Story, Craig N. "The Relationship of Undergraduate First-Time-in-College Students' Expectations of Interactions with Faculty and Four-Year College Degree Completion". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4949.
Pełny tekst źródłaStreszczenie:
Faculty are the academic heart of colleges and universities. They guide learning and facilitate student academic and social integration in the campus community. As described by Tinto, student integration is an important component to success in college. Out-of-class and in-class faculty-student interaction supports student integration and may lead to improved college completion. Students enter college with expectations for what they are about to experience, including expectations for faculty interaction. Smart adapted Holland's vocational choice theory to study college disciplines and found that faculty in six broad categories of disciplines displayed specific environmental and personality traits and interacted differently with students.
The purpose of this quantitative study was to examine relationships between first-time-in-college (FTIC), prior-to-matriculation student expectations of faculty-student interaction and two dependent variables: four-year degree completion and FTIC, prior-to-matriculation student's major, as categorized in one of Holland's categories. High school GPA, ethnicity, and gender were controlled in the study.
The sample consisted of 3,144 FTIC, prior-to-matriculation students enrolled at the University of South Florida, a large, metropolitan public university in the South during the summer or fall of 2008. Students completed the College Student Expectations Questionnaire (CSXQ) as part of a mandatory university orientation program. Seven items on the CSXQ's "Experiences with Faculty" section were summed and used to assess a FTIC, prior-to-matriculation student's level of expected faculty-student interaction. Students' prior-to-matriculation majors were assigned to one of seven Holland major categories --investigative, artistic, social, enterprising, realistic, conventional, and not in Holland. However, only five categories; investigative, artistic, social, enterprising, and not in Holland were used because no FTIC, prior-to-matriculation student majors were assigned to the realistic and conventional Holland categories.
A binary logistic regression was used to investigate the potential relationship between (FTIC), prior-to-matriculation student expectations of faculty-student interaction score and four-year degree completion. A statistically significant relationship (p<.05) was not observed between a FTIC, prior-to-matriculation student's expectation level for faculty-student interaction score and four-year degree completion. A statistically significant relationship (p<.05) was observed between the independent variables of high school GPA and gender and the dependent variable of four-year college completion. A one-point increase in the student's high school GPA showed an increase of the odds of four-year graduation by a factor of 2.96. The study also found the odds of a female graduating in four years is increased by about 1.3 times over a male four-year graduation.
A multinomial logistic regressions were used to evaluate the relationship between (FTIC), prior-to-matriculation student expectations of faculty-student interaction score and Holland's categories. A statistically significant relationship (<.05) was found between a FTIC student's expectation level for faculty-student interaction and a student's FTIC Holland classification. As the level of the faculty-student expectation score increased by one point, the odds of being a member of the investigative category over the artistic, social, or enterprising category increased by 1.05 times, 1.03 times, or 1.04 times, respectively. The results must be interpreted with caution, given the small effect sizes, as exhibited by a Cox and Snell's value of .005 and a Nagelkerke value of .006.
50
Ngazimbi, Evadne E. "Exploring the relationship between marital expectations and marital satisfaction between married African immigrant couples and United States born married couples". Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002629.
Pełny tekst źródła