Essa pesquisa busca investigar a influência de diferentes níveis de fatores na variância da maturidade do endividamento corporativo na América Latina. Ao todo, foram levantados cinco diferentes grupos (divididos em três níveis de influência) de variáveis que potencialmente determinam a maturidade do endividamento das empresas dos países estudados ao longo do período de 1996 a 2009. Foi utilizado o modelo linear hierárquico, que possibilita o aninhamento de variáveis em diferentes níveis – em que os níveis superiores influenciam os níveis inferiores. Ao longo do estudo, procedeu-se à análise fatorial com o objetivo de extrair fatores representativos do nível de desenvolvimento financeiro e da qualidade das instituições de Argentina, Brasil, Chile, Colômbia, México, Peru, Venezuela e Estados Unidos (países componentes da amostra). Os resultados sugerem que as variações ao longo do tempo e as variações entre as empresas são as maiores fontes de modificações na maturidade do endividamento. Além disso, o tamanho, a liquidez, a taxa real de juros e o nível de desenvolvimento financeiro do país se sobressaem como fatores que impactam de forma significativa a maturidade do endividamento corporativo. Finalmente, os fatores extraídos e a taxa real de juros impactaram indiretamente na maturidade do endividamento através de outras variáveis, a saber: oportunidades de crescimento, tamanho e liquidez. / This research investigates the influence of distinct factor´s levels in corporate debt maturity in Latin America. Five different variables groups (divided into three influence levels) that potentially determine the corporate debt maturity in the countries studied were collected over the period 1996 to 2009. We used Hierarchical Linear Modeling, which allows nesting of variables at different levels – in which the higher levels may influence the lower levels. Throughout the study, we proceeded to factor analysis in order to extract financial development and institutional quality factors in Argentina, Brazil, Chile, Colombia, Mexico, Peru, Venezuela and the United States (countries belonging to the sample). The results suggest that variations over time and variations between firms are the major sources of changes in corporate debt maturity. Moreover, size, liquidity, the real interest rate and the financial development stand out as factors that impact significantly the corporate debt maturity. Finally, the extracted factors and the real interest rate indirectly impacted the corporate debt maturity by others variables, namely: growth opportunities, size and liquidity.

Essa pesquisa busca investigar a influência de diferentes níveis de fatores na variância da maturidade do endividamento corporativo na América Latina. Ao todo, foram levantados cinco diferentes grupos (divididos em três níveis de influência) de variáveis que potencialmente determinam a maturidade do endividamento das empresas dos países estudados ao longo do período de 1996 a 2009. Foi utilizado o modelo linear hierárquico, que possibilita o aninhamento de variáveis em diferentes níveis – em que os níveis superiores influenciam os níveis inferiores. Ao longo do estudo, procedeu-se à análise fatorial com o objetivo de extrair fatores representativos do nível de desenvolvimento financeiro e da qualidade das instituições de Argentina, Brasil, Chile, Colômbia, México, Peru, Venezuela e Estados Unidos (países componentes da amostra). Os resultados sugerem que as variações ao longo do tempo e as variações entre as empresas são as maiores fontes de modificações na maturidade do endividamento. Além disso, o tamanho, a liquidez, a taxa real de juros e o nível de desenvolvimento financeiro do país se sobressaem como fatores que impactam de forma significativa a maturidade do endividamento corporativo. Finalmente, os fatores extraídos e a taxa real de juros impactaram indiretamente na maturidade do endividamento através de outras variáveis, a saber: oportunidades de crescimento, tamanho e liquidez. / This research investigates the influence of distinct factor´s levels in corporate debt maturity in Latin America. Five different variables groups (divided into three influence levels) that potentially determine the corporate debt maturity in the countries studied were collected over the period 1996 to 2009. We used Hierarchical Linear Modeling, which allows nesting of variables at different levels – in which the higher levels may influence the lower levels. Throughout the study, we proceeded to factor analysis in order to extract financial development and institutional quality factors in Argentina, Brazil, Chile, Colombia, Mexico, Peru, Venezuela and the United States (countries belonging to the sample). The results suggest that variations over time and variations between firms are the major sources of changes in corporate debt maturity. Moreover, size, liquidity, the real interest rate and the financial development stand out as factors that impact significantly the corporate debt maturity. Finally, the extracted factors and the real interest rate indirectly impacted the corporate debt maturity by others variables, namely: growth opportunities, size and liquidity.

abstract: An explanatory sequence mixed methods design was used to examine the effects of choice on the writing performance and motivation of college students (n = 242). The randomized control trial was followed by semi-structured interviews to determine the perceptions students (n = 20) held on the experiment as well the importance of choosing writing topics in college writing assignments. The effects of choice were tested as part of a real writing assignment that was included in nine sections of an introductory special education course. Results from hierarchical linear modeling (HLM) analyses found choice had a statistically significant negative effect on holistic writing quality, number of words written, and intrinsic writing motivation. Findings from the semi-structured interviews provided context for understanding the unexpected quantitative results. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2018

Emotionally Focused Couple Therapy (EFT; Johnson, 2004) is an empirically validated approach to couple therapy that uses attachment theory to understand the needs and emotions of romantic partners. In EFT, relationship distress is conceptualized as resulting from negative affect, emotional disconnection, and unmet attachment needs. Although EFT is recognized as one of the most researched and effective approaches to couple therapy, little research has examined theoretically related characteristics of couples to changes in marital satisfaction throughout EFT. The present doctoral thesis examined this area of literature. Thirty-two couples were provided approximately 21 sessions of EFT. The goal of the first study was to identify intake characteristics related to change in marital satisfaction over the course of EFT. Couples completed self-report measures of marital satisfaction, attachment security, relationship trust, and emotional control at pre- and post-therapy and after each therapy session. Individuals higher on self-report attachment anxiety and higher levels of emotional control had greater change in marital satisfaction over the course of EFT. The goal of the second study was to examine intake levels of attachment security and its relationship to the occurrence of the blamer-softening event, a key change event in EFT, and changes in marital satisfaction. Results indicated that the occurrence of a blamer-softening event significantly predicted positive changes in marital satisfaction. Results also suggested that the occurrence of a softening event significantly moderated the relationship between attachment avoidance at intake and change in marital satisfaction from pre- to post-therapy. For couples who completed a blamer-softening event, partners with lower levels of attachment avoidance were more likely to have positive changes in marital satisfaction. However, this relationship was not evident for attachment anxiety. Overall, results from this thesis suggest that attachment security is a key characteristic of couple partners for therapists to consider when implementing EFT. Therapists may benefit from assessing attachment security at the start of therapy to help inform them of the emotion regulating strategies used by couple partners. This information may help therapists to tailor specific interventions such that couples may begin to develop more secure attachment bonds.

In this study, we test the assumption that the way target firm employees respond to a takeover is contingent on their national origin. The antecedents of target firm member trust in the acquiring firm management were examined in a cross-national sample of German and Singaporean employees using a policy-capturing design. Five factors hypothesized to affect target firm member trust after a takeover were found to be significant influences on employees' trust judgments in a decision-making simulation: (i) combining firms' collaboration history, (ii) mode of takeover, (iii) whether it was a domestic or cross-border acquisition, (iv) degree of autonomy removal, and (v) attractiveness of the acquiring firm's human resource policies and reward system. Further analyses suggest that the relative importance of these factors in predicting target firm employees' reactions to a takeover varies depending on their national origin. We conclude that companies engaged in cross-border acquisitions need to consider contingencies in the cultural and institutional contexts in which the acquired firms are embedded and adapt their approaches for integrating them accordingly.

This study examines relationships between the division of housework and childcare and marital love and conflict and perceived fairness as a mediator of those relationships. Gender role ideology is also examined as a moderator of the relationships between the division of labor predictors and perceived fairness. To this end 112 working-class, dual-earner couples having their first child were interviewed at three time points during the first year of parenthood after mothers returned to work. Findings indicate that wives’ reported greater marital love when their husbands performed more housework and more childcare, with fairness as a mediator of those relations. Husbands’ greater participation in both housework and childcare was directly related to their reports of marital love. For marital conflict, wives reported less conflict when husbands performed more childcare with perceived fairness as a mediator. Husbands reported less conflict when they performed a greater proportion of housework, with wives’ perceived fairness as a mediator. The division of childcare and perceived fairness were more strongly related for wives with egalitarian gender role ideology than for more traditional wives.

A year-long longitudinal study was conducted to quantify different types of teaching in the beginning of the year, and the effect of those choices on end of year instructional practices and student outcomes. Teacher practices were organized around the fidelity of implementation to the Responsive Classroom (RC) program (Northeast Foundation for Children, 2009). Most notably, a central RC tenant entitled “the first six weeks” was examined. RC is a universal prevention program that previously has been categorized as a Tier I social-behavioral program for students when considered within an RTI model (Elliott, 1999). Twenty-seven teachers from the New England region and 179 students participated. The Academic Competence Evaluation Scales (ACES), teacher-form (DiPerna & Elliott, 2000) was used to measure student outcomes. The Classroom Practice Measure (CPM; Rimm-Kaufman et al., 2007) was used to measure level of RC implementation. Finally, to quantify teaching behavior, a momentary time-sampling observation, called the Teaching Observation Tool (TOT; Marcotte, Klein, & Solomon, 2010), was implemented. Results from a series of multilevel models utilizing students nested within teachers indicated that both a constant, high level of instructional time and investment in environmental management time in the fall results in higher levels of student reading (significant) and math achievement (non-significant) in the spring, and lower levels of time spent correcting behavior. Teachers with large discrepancies in instructional time from fall to spring and teachers who failed to release environmental control to students over time had students with lower levels of reading and math growth. Relationships between the CPM, ACES, and the TOT indicate that RC is significantly correlated with increases in student reading achievement and motivation beyond what would be expected of a teacher that does not implement RC. However, in contrast to past research, RC in this study was not correlated with teacher reported improvements in social skills. Implications for practice and directions for future research are discussed.

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