Abstract A housing society’s annual report is referred as the main document in which buyers can obtain information about the housing society’s financial position. However, previous research shows that households find it difficult to understand the financial information in an annual report.  In addition, the investigation on strengthened consumer protection in the cooperative flat market (SOU 2017:31) shows that buyer’s in Sweden have insufficient ability to understand the risks combined with a tenant-owner acquisition, which could have far-reaching consequences. One reason why households do not understand the annual report can be that the report does not contain sufficient descriptive information, which can demonstrate a prevailing information gap between the producer of information and its receivers. The purpose of this study is to create an adjusted annual report based on information from interviews with interest organizations for housing societies, and then examine whether a buyer’s financial understanding can be increased based on the expanded information in the adjusted management report.  In this study, qualitative interviews with individuals at different interest organizations to housing societies have been conducted, which has resulted in relevant information being added in a housing society’s management report, hoping to make the annual report more understandable. The adjusted annual report has then been tested in a quasi-experiment. In the experiment, participants in an experimental group received the adjusted annual report while participants in a control group received the original un-adjusted annual report. The participants in respective group then responded to questions about which extent they considered to understand the information in specific annual report. The results for each group have then been analyzed to measure and compare the understanding between both groups to see if there is a connection between extended information and increased understanding in an annual report. The result of the completed experiment showed that the average understanding of the annual report’s content was 81 percent higher in the experimental group compared to the control group. The conclusion is, therefore, that there is a connection between expanded information and increased understanding of the information in the adjusted annual report for the participants in the experiment. / Sammanfattning En bostadsrättsförenings årsredovisning ses som det huvudsakliga dokument där bostadsrättsköpare kan erhålla information om föreningens finansiella ställning. Ändå uppvisar tidigare forskning att hushåll har svårt att förstå den finansiella informationen i en årsredovisning. Dessutom påvisar utredningen om stärkt konsumentskydd på bostadsrättsmarknaden (SOU 2017:31) att bostadsrättsköpare i Sverige har en bristande förmåga att förstå de risker som ett bostadsrättsförvärv medför, något som kan få långt gående konsekvenser. En av anledningarna till att hushåll inte förstår årsredovisningen kan vara att rapporten inte innehåller tillräckligt med beskrivande information, vilket kan påvisa ett rådande informationsgap mellan utgivaren av information och användaren. Syftet med studien är att skapa en justerad årsredovisning utifrån information som intervjuer med individer hos bostadsrättsmarknadens intresseorganisationer genererat, för att sedan pröva om det går att öka en bostadsrättsköpares finansiella förståelse utifrån den utökade informationen i den justerade förvaltningsberättelsen. I denna studie har kvalitativa intervjuer genomförts med individer hos intresseorganisationer till bostadsrättsföreningar vilket har resulterat i att relevant information utökats i bostadsrättsförenings förvaltningsberättelse i hopp om att göra årsredovisningen mer förståelig. Den justerade årsredovisningen har därefter prövats i ett kvasi-experiment. I experimentet fick deltagarna i en experimentgrupp ta del av den justerade årsredovisningen medan kontrollgruppen fick ta del av den ojusterade årsredovisningen. Därefter svarade deltagarna på frågor om i vilken grad de ansåg sig förstå informationen i specifik årsredovisning. Resultatet för respektive grupp har sedan analyserats för att mäta och jämföra förståelsen mellan de båda grupperna för att se om det finns ett samband mellan utökad information och ökad förståelse i en årsredovisning. Resultatet av det genomförda experimentet visade att den genomsnittliga förståelsen av årsredovisningens innehåll var 81 procent högre hos experimentgruppen jämfört med kontrollgruppen. Slutsatsen är därmed att det finns ett samband mellan utökad information och ökad förståelse av informationen i den justerade årsredovisningen för experimentets deltagare.

Submitted by Marcia Bacha (marcia.bacha@fgv.br) on 2013-10-25T18:05:03Z No. of bitstreams: 1 Dissert_31ago_2010 _Cleverson_.pdf: 474989 bytes, checksum: fc7c4a876917d9bfebc1be6559068332 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-10-25T18:05:18Z (GMT) No. of bitstreams: 1 Dissert_31ago_2010 _Cleverson_.pdf: 474989 bytes, checksum: fc7c4a876917d9bfebc1be6559068332 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-10-25T18:05:29Z (GMT) No. of bitstreams: 1 Dissert_31ago_2010 _Cleverson_.pdf: 474989 bytes, checksum: fc7c4a876917d9bfebc1be6559068332 (MD5) / Made available in DSpace on 2013-10-25T18:05:38Z (GMT). No. of bitstreams: 1 Dissert_31ago_2010 _Cleverson_.pdf: 474989 bytes, checksum: fc7c4a876917d9bfebc1be6559068332 (MD5) Previous issue date: 2010 / Muitos trabalhos estrangeiros e alguns trabalhos brasileiros indicam que os consumidores têm um preço de referência em sua mente ao analisar o preço de um bem em particular, sendo este processo interno, externo ou ambos. Verifica-se também que o modo como as situações no momento da compra são apresentados (efeito framing) também influencia o processo decisório. Estes fenômenos têm sido explicados por estudos comportamentais e de constructos psicológicos. Este trabalho tem como objetivo explorar o efeito do crédito (em particular as compras parceladas) e do efeito framing nos preços de referência. O motivador deste estudo foi o grande volume de linhas de crédito que tem sido oferecido no mercado brasileiro. A maior parcela dos respondentes (41%) pertence a classe C que representa maior fatia de renda nacional e correponde a cerca de 103 milhões de pessoas (dados de agosto de 2010) e tende a evoluir para 56% da população (113 milhões até 2014). O método de pesquisa usado foi o experimental com manipulação por instrução. Pode-se confirmar a hipótese de que o preço de referência pode apresentar uma variação onde a sensação de perda é reduzida ao ser transferida para o longo prazo ou simplesmente anulada pela satisfação imediata de posse do bem. Não se pode confirmar hipótese de que o crédito pode influenciar a formação de preços de referência. Contudo, pode-se explorar o tema e fornecer bases para motivar pesquisas futuras a respeito. / Several studies performed abroad and some brazilian ones indicate that customers have a reference price in mind when evaluating the price of one particular good, which can be whether internal, external or both. Besides, it can be noticed the way that the situations are presented (framing effect) have influence in the decision making process. These phenomena have been explained by behavioral studies as well as with psychologic constructs. The objective of this study is to explore the effect of the credit and the framing effect in the reference price. The motivation of this study is the great volume of credit that has been offered in the brazilian market. The majority of the people who answered the research (41%) belongs the C class that represents the largest portion of income in the national scenario and corrensponds to about 103 million of people (information of August/2010) and tends to grow to up to 56% of the population (113 million up 2010). The method of research used was experimental with manipulation thru instruction. It could be confirmed the hypothesis that the reference price can suffer a variation where the sensation of loss is reduced or transferred to the long term or simply cancelled by the immediate satisfaction of ownership of the good. It could not be confirmed the hypothesis that the credit can influence the reference price. However, the theme could be explored and offer a basis for future researches about the subject.

This Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather than a small part of the complex equation greatly influenced by financial literacy. Drawing upon a review of related literature, observation of a successful program, and interviews, three barriers to financial literacy education are presented and addressed in this program’s design. 1) Overblown financial self-efficacy spawns the popular belief held by most financially illiterate individuals that they are financially literate (OECD, 2005). 2) Lack of differentiation is prevalent. Existing programs cover basic financial topics with a one size fits all approach. 3) Although attrition rates are high, there are few motivational interventions in place within currently existing programs. These obstacles combined with the unique set of circumstances faced by the working poor exacerbate financial illiteracy and its related issues. This program was designed as part of the I Am Potential, Inc initiative (IAP) – an effort to assist individuals who desire to enhance their lives. In particular, IAP targets underserved communities. The “I Am Potential” Financial Literacy Program Model and Implementation Plan addresses these issues through instructional design with pre- and post-treatment financial self efficacy and motivation assessments along with differential instructional delivery methods, including a variety of modes and durations available for a distinctive learner population. The iv model accommodates the subsequent addition of coursework for enhancement in other life domains.