The purpose of this study was to examine privilege in families and uncover the complexities of sibling relationships in adulthood. Through interviewing 13 adult siblings and 3 mothers from 4 families my goal was to gain a clearer picture of what privilege in families means. The sample consisted of a family with 3 sisters, a family with 3 brothers and a sister, a family with 4 brothers, and a family with 2 brothers and a sister. The adult siblings ranged in age from 30 to 60, with an average age of 42. The mothers ranged in age from 62 to 70, with an average age of 67. The study was guided by three theoretical frameworks: a life course, a phenomenological, and a feminist perspective. I conducted this study utilizing an integration of qualitative and feminist methodologies. I used a snowball sampling technique to recruit participants. Data were collected through the use of qualitative in-depth interviews. The interview guides were developed based on the research questions, the review of literature, and the theories guiding the study. I draw 5 conclusions from this study. First, there is a sense of devotion to family that is both expected and fulfilled by simply spending time together, being there for each other in times of need, and at times compromising personal needs or wants. Second, there is an overarching sense of justice that is discussed in everyday language, but at the same time referred to as "something we don't ever think about." Third, descriptions of having a continuous bond among siblings is verbalized as "being the same but different" or just feeling "something in the air," while at the same time mourning the absense of something that is "gone forever." Fourth, interviewing multiple family members extends the understanding of the difficulty of taking different stories heard by each family member and fitting them together into a "family photo." Finally, maintaining an awareness of what it is like to try to "speak for your family" has a different meaning when you also hold the knowledge that everyone else is doing the same thing--but different. / Ph. D.

Despite much attention given to school counselors and their roles, minimal research has been conducted with regard to parental expectations of school counselors and no research exists in how expectancy theory relates to parental motivation. The primary purpose of this mixed methods study was to explore parental expectations of the secondary school counselor's roles and to gain an understanding of how expectancy theory influences parental motivation. The following questions were researched: What are the attitudes and general beliefs that parents have regarding expectations of school counselors? What do parents expect their children to gain from working with secondary school counselors? How do parents' prior interactions with school counselors impact their expectations? Is there a relationship between parental expectations and what advice/encouragement parents give their children when consulting school counselors? The first phase consisted of a qualitative exploration of the expectations of secondary school counselors based on focus group interviews with fifteen parents. Qualitative results revealed that parents expect secondary school counselors to know and guide their child. In addition, parents expect their children to gain information and knowledge from their school counselor. Finally, it was determined that there was a relationship between what parents expect and the encouragement and advice parents gave their children about working with school counselors. Themes that emerged from the focus groups were used in the development of the Parental Expectation School Counselor Questionnaire (PESCQ) and to confirm the focus group findings. The PESCQ was administered to 450 parents of high school students in grades 9-12 at two SW Virginia high schools. The survey did not detect significant findings between demographic variables but did confirm qualitative findings of parental expectations and child gains. Clearly, parents who had expectations expected their children to gain knowledge and information from their school counselors and those parents were motivated to encourage their children to work with their school counselor. This study contributed to research on expectancy theory and analysis revealed that parents are motivated to work with counselors because they have shared values of wanting what is best for the child. This positive outcome equals a students' success. This research also provided implications for parents, school counselors, counselor educators, administrators, and school boards. Parents need to get to know their child's school counselor and become informed about their roles and functions. School counselors need to do their best to get to know their students and evaluate how they can motivate their parents to be more involved. Parents and school counselors share values of wanting the student to be successful. Since parents see the school counselor as a key to success and parents want to meet their child's needs this creates a motivation in working with the school counselor. / Ph. D.

The study was designed to identify counseling services and program outcomes within the Virginia Community College System (VCCS). VCCS counseling providers and chief administrative officers (presidents and campus provosts) assessed the level of importance and existing levels of institutional priorities for counseling services and program outcomes. The study sought to clarify institutional expectations, define the role of counseling providers, and provide elements essential to the assessment of counseling program outcomes. Major findings included the identification and clarification of services provided by VCCS counseling personnel, the dichotomous relationship between the two study groups regarding recruitment and retention activities, the undervalued and under-involved role of counselor participation in research activities, the process of developing program outcomes, and the Significantly different perceptions regarding institutional priorities for services and program outcomes between the two study groups. Implications for practice were presented including the need for greater collaboration between chief administrative officers and counseling services providers to make maximum use of available resources. / Ph. D.

In this dissertation, I investigate how differences in the manner via which individuals pursue goals (judging effort from outcome or outcome from effort) influences expectations (effort vs. outcome). In particular, I focus on the role of self-efficacy, and show that when individuals focus on outcomes, they take self-efficacy into consideration when assessing how much effort is needed. However, when focusing on effort, individuals do not take self-efficacy into consideration when making judgments of outcomes. Thus, I find that irrespective of differences in self-efficacy, individuals expect similar outcomes when effort invested is the same. I report findings from six studies, and discuss theoretical and managerial implications. / Ph. D.

While there is a growing body of knowledge on newlyweds and the transitions they go through, very little is known about the experience of newlyweds who are also members of The Church of Jesus Christ of Latter-day Saints (LDS). The purpose of this study was to gain a picture of the LDS newlywed experience through in-depth interviews. Seeking to understand the overall experience of LDS newlyweds, this study was conducted using a phenomenological perspective to explore how these couples' expectations of marriage correspond with their actual experience of marriage, how the LDS faith influenced the expectations and/or experience of marriage, and finally to uncover what external and internal factors helped or hindered their transition to marriage. In-depth interviews were conducted with six young LDS newlywed couples and were coded for themes. The main themes found include the pressure to marry, process of discovering sexual intimacy and an overall evaluation of expectations and experience. Implications for therapists and future research are indicated. / Master of Science

Thesis advisor: Rosen Valchev / I study how economic conditions and strategic incentives affect belief formation of rational agents with a limited information processing capacity. I study the impact of cognitive and information frictions on individual risk taking, investment and portfolio choice, and their implications on aggregate macroeconomic fluctuations. In my first chapter "Rational Overoptimism and Moral hazard in Credit Booms" I develop a framework in which over optimism in credit booms originates from rational decisions of managers. Because of moral hazard, managers pay too little attention to the aggregate conditions that generate risk, leading them to over borrow and over invest during booms. Periods of low risk premia predict higher default rates, higher probability of crises and systematic negative banks excess returns, in line with existing evidence. I document a negative relation between the convexity of CEO's compensation and their information on a larger sample of firms, which is consistent with my theory. My model implies that compensation regulation can play an important role in macro prudential policy. In my second chapter "Biased Surveys" Rosen Valchev and I improve on the standard tests for the FIRE hypothesis by allowing for both public and private information, and find new interesting results. First, we propose a new empirical strategy that can accommodate this richer information structure, and find that the true degree of information rigidity is about a third higher than previously estimated. Second, we find that individual forecasts over-react to private information but under-react to public information. We show that this is consistent with a theory of strategic diversification incentives in forecast reporting, where forecasters are rational but report a biased measure of their true expectations. This has two effects. First, it generates what looks like behavioral “over-reaction” in expectations, and second biases the information rigidity estimate further downward. Overall, our results caution against the use of survey of forecasts as a direct measure of expectations, and suggest that the true underlying beliefs are rational, but suffer from a much larger degree of imperfect information than previously thought. This has particularly profound implications for monetary policy, where inflation expectations play a key role. I explore further how economic incentives shape beliefs in my third chapter "International Trade and Portfolio Diversification". I show that information choice can explain the puzzling positive relation between bilateral investment and trade across countries. I present a model of endogenous information with both investment in assets and income from trade. While standard model of risk-hedging would require agents to invest in non-trading countries to diversify income risk, I show that limited information capacity and preferences for early resolution of uncertainty reverse this result. The intuition is that investors collect more information on trading partners to reduce income uncertainty, and therefore perceive their equity as less risky. I find that allowing for information choice reduces the role of risk hedging on portfolio decisions. I test my model’s implied relation between trade and attention in the data and find robust empirical support. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Economics.

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Hur studenter klarar sina introduktionskurser i fysik på universitetet beror till stor del på deras attityder till fysik och fysikundervisning. Studenternas attityd påverkar hur dem arbetar med föreläsningar, lektioner, laborationer och kurslitteratur, och avgör hur studenterna gör för att tolka, resonera och bygga förståelse kring kursinnehållet. Det finns utförliga studier gjorda om vilka attityder som är fördelaktiga för fysikstudier på universitetsnivå. Men det finns väldigt lite forskning som visar om det är elever med fördelaktiga attityder som söker sig till fysikutbildningar. I detta arbete undersöks och karaktäriseras ett samband mellan elevers fysikattityder och deras val av framtida studier. / Students’ success in their introductory courses in university physics depends largely on their attitudes to physics and physics education. Students' attitudes affect how they work with lectures, labs and course material, and determine how students work to interpret, discuss and build understanding of course content. There are extensive studies done on attitudes that are favorable for higher physics studies. There are very few that gives indication whether it is students with favorable attitudes that apply to physics education.  This paper studies and shows a relationship between students’ physics attitudes and their choice of future studies.

This study examines whether reference levels change over time and the impact on individuals' risk-taking behavior. I apply expectations-based reference-dependent preferences theory to analyze whether individuals' reference levels change over time in an economic setting. The theory suggests that individuals develop reference levels based on expectations of future outcomes (Koszegi and Rabin 2006). Therefore, this study examines whether individuals' expectations affect the setting of their reference level and how possible changes in reference levels affect subsequent risk-taking behavior. This study also provides evidence on how budget-based contracts impact individual risk taking behavior in a single period setting. Prior research has used multiple theories in an attempt to explain contradictory results relating to budget target difficulty and risk-taking behaviors. This study provides more evidence to the literature by further examining the impact of budget-based contracts on individuals' risk-taking behavior. A 1 x 2 between subjects experiment was conducted over five periods. Budget target was the manipulated factor at two levels: easy and moderate. Results suggest that individuals under easy budget targets make riskier decisions. Additionally, individuals' reference levels change over time and the change in reference level is greater for those individuals who continually attain their budget target, suggesting that expectations do increase the reference level. Lastly, in the current study, changes in reference level do not have a significant impact on risky decision making.

I study to what extent consumers’ expectations of inflation are formed differently in the short run for countries that belong to a monetary union, which implies a common inflation-targeting central bank, in contrast to countries with national inflationtar geting central banks. I measure if there are differences in consumers’ reaction s to inflation deviation from target, persistency of expected inflation and the ability to predict accurate inflation in the respective considered countries. I also measure average deviation and average absolute deviation of actual and expected inflation from the inflation target. The results suggest that the respective country’s average reaction to inflation deviation from target, degree of persistent expectation and the ability to predict accurate inflation rates are in the same range as well as the results for the average and average absolute deviations. Therefore, I conclude that there are no substantial differences in the formation of consumers’ expectations in countries belonging to a monetary union and countries with national inflation-targeting central banks, in the short run.