Syftet med föreliggande kvalitativa studie var att undersöka hur ekonomiska och psykosociala faktorer kan påverka motivation på en avdelning i en statlig myndighet i Sverige. Avdelningen består av två filialer, benämnda filial A och filial B, vilka utgjorde studiens fokus. De ekonomiska och psykosociala faktorerna avgränsades till att enbart bestå av ersättning, trivsel, stöd och egenkontroll, eftersom dessa utpekats som problemområden av de aktuella filialerna som studien berör. Ämnet motivation avgränsades genom Vrooms (1964) perspektiv och undersökningen baserades på hans kognitiva processteori Expectany Theory.För att besvara studiens forskningsfråga utfördes nio stycken semistrukturerade intervjuer, fyra på filial A och fem på filial B. Resultatet visar att problemområdena trivsel, stöd och egenkontroll innehöll faktorer som bidrog till motivation och att problemområdena ersättning, trivsel och stöd bestod av komponenter som reducerade motivation. / Program: Organisations- och personalutvecklare i samhället

A proposta central do estudo foi investigar se o valor da remuneração pode influenciar na preferência ou atratividade da auditoria independente como uma alternativa de ocupação profissional no ambiente brasileiro. Teve como foco os alunos do curso de ciências contábeis que são os prováveis candidatos a optar por essa atividade profissional. Para alcançar tal objetivo, foi definido como estratégia de pesquisa o desenho quase-experimental, conduzido com 240 alunos pertencentes às instituições públicas estaduais e federais no Brasil, em que os sujeitos participantes foram direcionados aleatoriamente ao grupo de controle ou ao grupo experimental. Cada grupo recebeu algumas ofertas de trabalho nas três atividades profissionais definidas para a pesquisa, cuja tarefa dos integrantes era dizer se aceitava ou não a vaga ofertada. A diferença entre o grupo de controle e o experimental foi o estímulo da remuneração apresentada para o grupo de experimento. A metodologia aplicada nas mensurações compreendeu basicamente análises de frequência dos grupos e testes não paramétricos para verificar a existência ou não de diferenças de média entre os grupos. Os resultados indicaram o aceite da primeira hipótese de que a preferência pela atividade de auditoria é influenciada pela percepção do valor da remuneração e, em termos relativos essa influência representou 26% na taxa de aceite, o teste não paramétrico de Mann-Whitney também confirmou a existência dessa influência apontando um p-valor < 0,000. Os resultados também indicaram suporte ao modelo de valência da teoria da expectativa em que os indivíduos com alto índice de valência pela atividade de auditoria escolheram essa atividade independentemente do estímulo remuneração uma vez que já tinham valorado os atributos de trabalho mais preferidos. Com isso, a segunda hipótese da pesquisa de que a remuneração não influencia na escolha quando a valência pela auditoria for alta, também foi aceita. Por outro lado, os resultados também apontam para o aceite da terceira hipótese indicando que aqueles indivíduos com menor valência tiveram influência significativa do fator remuneração na escolha da vaga de auditoria. Apesar de não ser o foco dessa pesquisa também foi possível evidenciar os atributos de trabalho mais preferidos pelos alunos, os quais se mostraram similares aos levantados em outras pesquisas como, por exemplo, Rendell e Brown (2011) e Leschinsky & Michael (2004), esses fatores foram 1. Oportunidade de avanço na carreira, 2. Estabilidade e segurança no trabalho e 3. Conseguir alta remuneração, seguida por outros com menor grau de importância. A principal contribuição dessa pesquisa foi evidenciar a influência do fator remuneração na atração da atividade de auditoria, permitindo assim corroborar com as pesquisas que apontam a remuneração como um dos motivos da carência de auditor independente no país, como é o caso da pesquisa de Amorin (2012). / The main goal of this study was to investigate whether compensation value can influence the preference for or attractiveness towards independent auditing as a vocational choice in Brazil. It focused on students majoring in Accounting, who are the most likely candidates to opt for this professional occupation. To that end, the research strategy was defined in a quasi-experimental design, among 240 students enrolled at state and federal universities in Brazil; participants were randomly assigned to either the control or experimental group. Each group received a number of job offers in all three professional fields defined for the study, and participants had the task of declaring whether or not they would have accepted the job offer. The difference between the control and experimental groups was the compensation incentive (specific salary offer) presented to the experimental group. The methodology applied in the measurements consisted basically of frequency analyses of the groups and non-parametric tests to determine whether or not means differed between the groups. The results indicated acceptance of the first hypothesis that the preference for the auditing occupation is influenced by the perception of remuneration value; in relative terms, this influence accounted for 26% of the job acceptance rate, and the Mann-Whitney non-parametric test confirmed the existence of this influence as well, indicating a p-value < 0.000. The results also supported the value model of expectancy theory in which individuals with high valuing rates for the auditing occupation chose it regardless of the compensation stimulus, as they had already valued their most preferred job attributes. With that, the second research hypothesis - that compensation does not influence the choice whenever valence for auditing is high - was accepted as well. On the other hand, the results also indicate acceptance of the third hypothesis, indicating that those individuals with lower valence were significantly influenced by the compensation factor when choosing the auditing job opening. Although it was not the focus of this research study, it was possible to determine the students\' most preferred job attributes, which proved similar to those surveyed in other studies, such as Rendell & Brown (2011) and Leschinsky & Michael (2004). Those factors were: 1. Opportunities for career advancement, 2. Job security and stability, and 3. High remuneration, followed by other factors with lower degrees of importance. The main contribution provided by this research was to evidence the influence of the compensation factor on the attractiveness of the auditing occupation, thereby making it possible to corroborate studies that show remuneration as one of the reasons for the shortage of independent auditors in Brazil, as observed in research by Amorin (2012).

Alcohol expectancies have traditionally been measured with explicit self-report questionnaires, but in recent years implicit measures have also been used to explore the tenets of expectancy theory. The basic psychometric properties of reliability and validity have not been established for most implicit tasks, and the convergent validity of different implicit measures has not been explored. Despite these shortcomings, many researchers continue to treat implicit tasks as reliable and valid assessment tools. To address reliability and validity of implicit measures, 218 undergraduate women and men were recruited from the University of South Florida to examine the psychometric properties of and concordance between two previously established implicit measures, Free Associates(FA) and a Primed Recall (PR) task. The FA task was replicated, demonstrating high concordance between FA responses and explicit measures and drinking. The PR task did not show a drinker-type effect as was previously reported. Though the relationship between the tasks could not be examined, an exploration of practice and contamination effects offers insight into how performance in similar comparison studies may be affected.

Behavioral and academic outcomes differ for students by race, ability, and gender within the K-12 public education system. Moreover, striking gaps exist at the intersection of race, ability, and gender, despite the similarity in severity and frequency of behavior between groups. Few studies, however, have examined the educational mechanisms that contribute to these gaps. Despite this, the scientific literature? shows that when educators have high expectations, students are more likely to be successful academically and behaviorally. Therefore, this study examines the inverse of this relationship by recognizing that biases likely influence behavior and academic student outcomes through expectancy bias for certain groups of students. The present study utilizes an intersectional framework of disability studies and critical race theory (DisCrit) to examine preservice educator expectations of behavior and academic outcomes of a hypothetical student at the intersection of student race, ability, and gender using a factorial vignette experimental design. Analyses consisted of factorial multivariate analyses of main and interaction effects including covariates for social desirability, tolerance, severity, and demographic characteristics. Results indicated significant and meaningful differences in expectations of behavior and academic experiences by race and ability. However, interaction effects were not detected. Implications and limitations of this study are discussed.

This study seeks to explore the impact that admissions viewbooks have on students’ expectancies of an institution as well as their academic and social engagement. Because few studies exist on admissions viewbooks, the literature review seeks to establish a base for the importance of viewbooks in students’ college choice and their development of expectancies of their chosen institution, as well as the subsequent impacts of violated expectations on engagement and retention. Using both qualitative and quantitative methods, this study examines (1) the promises made by institutions in their viewbooks as found via textual analysis and (2) the impact of violated expectancies on academic and social engagement. Specifically, this study seeks information about the expectancies students have developed of the University of Kentucky, the degree to which those expectancies have been violated, and the impact of those violations on students’ academic and social engagement on UK’s campus. Findings suggest that UK is positively violating students’ expectancies, which in turn impacts engagement as related to several themes (i.e., faculty-to-student ratio, once-in-a-lifetime opportunities). Implications for instructors, the University of Kentucky, and marketing professionals are included, such as UK should continue its dedication toward developing an excellent and engaging first-year experience.

This thesis introduces a new theoretical framework from which to view the factors that contribute to stuttering variability. The speech and monitoring interaction (SAMI) framework proposes that there are two systems that account for stuttering variability: the speech production system and the monitoring system. Each system has unique factors that modulate them. Within SAMI, the interaction of these two categories of factors is formalized in a mathematical equation. What is particularly novel about SAMI is the use of a mathematical equation to formalize the interaction between these systems and the specific proposal of the biological substrates of the monitoring system and its interaction with the speech system. The focus of this thesis is on the anticipation of stuttering, which is one of the factors from SAMI that modulates the monitoring system. The goals of the studies were to 1) characterize the degree to which people who stutter (PWS) anticipate stuttering and how accurately they can predict actual stuttering, 2) investigate the correlation between stuttering expectancy on words and the verbal response time to say those word in word naming tasks, and 3) make a qualitative comparison of the behavioral results and the results from a neural network model. Utilizing the SAMI framework it was hypothesized that stuttering expectancy would be positively correlated with the response time and the results from the simulations would qualitatively match the behavioral results. The key finding was that across the group of PWS, there was positive correlation between stuttering expectancy scores and relative reaction times on those words. The degree to which stuttering expectancy was correlated with reaction time within subjects was positively correlated with stuttering severity. A qualitative comparison showed a good fit in between results of the simulations and the behavioral study. This is the first study to show that the expectation of stuttering has an effect on fluent speech production, providing evidence that the anticipation of stuttering is not only correlated with moments of stuttering but may also be a contributing factor to stuttering. The model provides a means of hypothesizing and testing specific neural substrates associated with anticipation of stuttering and its effects on the speech production process.

Rotter's (1954, 1960, 1964) social learning theory suggests that a reinforcement acts to strengthen an expectancy. These expectancies may differ from situation to situation; however, it is postulated (Rotter, 1960) that they bear a direct relationship to the potential occurrence of a behavior. Furthermore, "...it is presumed that the relationship between goal preference (reinforcement value) and behavior can be determined only by introducing the concept of the individual's expectancy, on the basis of past history, that the given behavior will actually lead to a satisfying outcome rather than to punishment, failure, or, more generally, to negative reinforcement." (Rotter, 1960, p. 305) An outgrowth of this idea is the current research regarding internal versus external control of reinforcement. Basically, this centers on two general hypotheses. 1. That if a reinforcement is seen to be controlled by the individual, it will strengthen the expectancy and that if it fails to occur from this behavior, it will weaken the expectancy. 2. That if the reinforcement is seen to be under the control of external factors, i. e. luck, fate, or powerful others, the expectancy will neither increase as much by the reinforcement occurring, nor decrease as much by its nonoccurrence Recent research suggests that internal versus external control (1-E) of reinforcement is a personality variant, as well as an important variant in learning and extinction. This, combined with recent refinement of 1-E measurement tools, would seem to bring this postulate into the realm of educational concern. The purpose of this report is a review of the I-E literature in an attempt to determine what, if any, implications research of I-E has for education. Rotter defines internal control and external control in the following manner. "When a reinforcement is perceived by the subject as following some action of his own but not being contingent upon his action, then, in our culture, it is typically perceived as the result of luck, chance, fate, as under the control of powerful others, or as unpredictable because of the great complexity of the forces surrounding him. When the event is interpreted in this way by an individual, we have labeled this a belief in external control. If the person perceives that the event is contigent upon his own behavior or his own relatively perm anent characteristics, we have termed this a belief in internal control." (Rotter, 1966, p. 1) Crowne and Liverant (1963), Battle and Rotter (1963), Gore and Rotter (1963), Phares (1965), Lefcourt and Ladwig (1965), and Strickland (1965) are all in agreement with this definition and this report will approach internal versus external (I-E) control as Rotter (1966) has defined it. Often in discussions in the research, the phrase skill-chance is used in place of internal control and external control. Any usage of these words in this report will follow the Rotter (1966) definition of internal and external control (I-E).

This project investigated the statistical learning of musical expectancy. As a secondary goal, the effects of the perceptual properties of tone set familiarity (Western vs. Bohlen-Pierce) and textural complexity (melody vs. harmony) on the robustness of that learning process were assessed. A series of five experiments was conducted, varying in terms of these perceptual properties, the grammatical structure used to generate musical sequences, and the methods used to measure musical expectancy. Results indicated that expectancies can indeed be developed following statistical learning, particularly for materials composed from familiar tone sets. Moreover, some expectancy effects were observed in the absence of the ability to successfully discriminate between grammatical and ungrammatical items. The effect of these results on our current understanding of expectancy formation is discussed, as is the appropriateness of the behavioural methods used in this research.

There have been significant changes in the clinical management of cerebral palsy (CP) during the past 2 decades. Gastrostomy tubes and nutritional supplements have been paramount in enhancing the life expectancy of those with CP. The literature shows that as many as 90% of children with CP can now expect to live to adulthood.1-4 As a result, CP is no longer considered to be a condition limited to childhood. However, emerging populations pose new challenges to those who provide health care support. This article presents an overview of what we know about the health care needs of adults with CP. / From the Laurentian University, Sudbury, Ontario; The Hospital for Sick Children, Toronto, Ontario; and The Institute for Clinical Evaluative Sciences, Toronto, Ontario, Canada. / Dr Young is supported by a Canadian Institutes of Health Research Canada Research chair.

Elementary students¡¦ participation in activities is an important issue. By participating in activities, students become socialization; learn the optimistic attitude toward people and environment and develop their personality. This study was assumed that elementary students not only participate in school activities, but also in extra curricula activities. The degree of participation in both activities depends on the family background, and shapes individual life chance in the future. The data focuses on four elementary school in residential district and industrial estate, located in Yongkang City, Tainan County, and sampling randomly 310 students from the senior students¡]sixth grade¡^to analyze. These below are the analysis¡G 1. The variable of school and extra curricula activities has significant correlation with variables of educational expectancy and the life chance. 2. This study regards the level of Father¡¦s education and occupation as a family¡¦s socio-economic status. It founds that the higher the family¡¦s socio-economic status, the better the students¡¦ educational expectancy. 3. Variable of the level of Father¡¦s education and occupation makes significant correlation with extra curricula activities. ¡]1¡^The higher the family¡¦s socio-economic status is, the more frequency of children¡¦s participation extra curricula activities is. ¡]2¡^The higher the family¡¦s socio-economic status is, the longer the children¡¦s participation in extra curricula activities is. ¡]3¡^According to these two point above, it founds that a family¡¦s socio-economic status makes great influence in students¡¦ participation in extra curricula activities. 4. By statistic regression, it shows that a family¡¦s socio-economic status is the biggest influence to students¡¦ educational expectancy. This study founds that whether elementary students participate in activities or not, makes great influence to life chance in the future. However, a family¡¦s socio-economic status makes the inequality of the chance. It is proposed that socialist, educationist, and the policy-maker should make efforts to eliminate the restriction of inequality, and build a friendly environment for students to learn by participating in any activities. Consequently, the equal chance will promote students¡¦ self and social competition ability, and make them develop great life chance.