Dissertations / Theses: 'Social role expectations'

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Carr, Joel Lance. "The Characteristics of Sociological Practitioners: A Social Psychological Examination." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3096/.

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Questionnaires were sent by mail and e-mail to 143 members of the Sociological Practice Association. The purpose of the questionnaire was to measure the role expectations as qualities (competencies), role expectations as actions, and role enactments of the respondents'. An additional goal was to examine how respondents perceived their work to be sociological in nature, and how they saw their work as different from the practices of social workers, counselors, and psychologists. The first question that was addressed was, “Do sociological practitioners have clear and unambiguous role expectations for their work as practitioners?” The data showed that most role expectations measured as competencies were clear and unambiguous, and only a few were ambiguous and unclear. The second question addressed was, “Do sociological practitioners perceive their role enactments to differ from other helping professionals such as social workers, counselors, and psychologists?” The data showed that sociological practitioners do perceive their role enactments to be different because of their use of sociological theory and their focus on social structures. The final question asked was, “How do sociological practitioners perceive their work as sociological in theory, methods, or both?” The data showed that sociological practitioners perceive their work as sociological based on their use of sociological theory. Most respondents reported that they used common scientific methods, and few reported the use of psychological theory.

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Schill, Wendy Marie. "Interprofessional expectations of the medical social worker in home health care." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1409.

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Riccardi, Stephanie. "Community Expectations Prior to Conception: Sex and Age Differences in Attitudes towards Teenage Pregnancy." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395254660.

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Chang, Luke Joseph. "Deconstructing the Role of Expectations in Cooperative Behavior with Decision Neuroscience." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/223343.

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This project attempts to understand the role of expectations in cooperative behavior using the interdisciplinary approach of Decision Neuroscience. While cooperation provides the foundation for a successful society, the underlying bio-psycho-social mechanisms remain surprisingly poorly understood. This investigation deconstructs cooperation into the specific behaviors of trust, reciprocation, and norm enforcement using the Trust and Ultimatum Games from behavioral economics and combines formal modeling and functional magnetic resonance imaging to understand the neurocomputational role of expectations in these behaviors. The results indicate that people appear to use context specific shared expectations when making social decisions. These beliefs are malleable and appear to be dynamically updated after an interaction. Emotions such as guilt and anger can be formally operationalized in terms of others' expectations and appear to be processed by a specific neural system involving the anterior insula, anterior cingulate cortex, and supplemental motor cortex. Importantly, these neural signals appear to motivate people to not only behave consistent with these expectations, but also to help others update their beliefs when these expectations are violated. Further, violations of social expectations appear to promote enhanced memory for norm violators. This work demonstrates the neural and computational basis of moral sentiments.

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Tejeda, Lorena. "Male's expectations of their female partner's roles." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2055.

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Houston, Devin Christopher. "EXPLAINING RACE DIFFERENCES IN ACADEMIC PERFORMANCE: THE ROLE OF PERCEIVED EXPECTATIONS & OUTCOME VALENCE." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1472487544.

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Neal, Margaret B. "Socialization and ideal expectations for the health professional role in the provision of quality terminal care for the urban elderly." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/332.

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This study investigates socialization and ideal expectations for the health professional role in the provision of quality terminal care. Guiding the research are role theory, socialization theory, and Talcott Parsons' (1951) pattern variables. The research was conducted in three phases. The first phase involved development of an analytical framework elaborating upon Parsons' five pattern variables, which were first conceptualized as dimensions describing the ways in which roles could vary. Specific indicators for each of the pattern variables were developed. Typologies characterizing (1) the medical, or conventional, model and (2) the holistic model (specifically, the hospice model) for the provision of health care based on these indicators then were developed. Using the analytical framework, the second and third phases consisted of: (1) a content analysis of the physician and nurse socialization literature to determine the role prescriptions learned by these health professionals; and (2) a content analysis of open-ended interviews with a group (N = 94) of terminally ill elderly patients (n = 17), family members (n = 38), and health professionals (n = 39) from 10 urban health care programs (five conventional and five hospice) to identify ideal role expectations for the health professional. Major findings were that: (1) Parsons' pattern variables, with elaboration, can provide a useful framework for role analysis; (2) physicians and nurses appear to be socialized to a number of role prescriptions consistent with the medical model, although there is evidence of conflicting socialization (to both models) for some role prescriptions; (3) respondents' expectations generally were consistent with those prescribed by the hospice model with some notable exceptions; (4) the role expectations of the three groups of respondents were more congruent than was expected, although subgroups' (conventional versus hospice) expectations tended to differ. Implications of the findings for: (1) role analysis; (2) socialization of health professionals to minimize role strain and conflict with patients and families; (3) continued implementation of conventional and hospice models for the provision of quality terminal care; (4) assessment of the quality of terminal care are explored; and (5) further research are explored.

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Lindsey-Mullikin, Joan Marie. "Beyond reference price: The role of unmet price expectations in consumers' perceptions of value." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284440.

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This dissertation posits an entirely new approach for understanding the reference price phenomenon. It is proposed that Festinger's (1957) theory of dissonance reduction provides a practical framework for studying situations in which consumers' encountered prices are significantly different from their expectations. The three modes of dissonance reduction initially proposed by Festinger (to change one's attitude or cognition, to seek consonant information, or to trivialize some element of the dissonant relationship) are experimentally manipulated. These three modes of dissonance reduction are then evaluated for their impact on consumers' perceptions of value and consumers' purchase intentions. A computer-controlled shopping experiment is utilized to test the hypotheses.

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Kostic, Tamara, and Marija Buric. "Betydelsen av regi, arbetsmiljöfaktorer och lokalisering av arbetsplatsen för lärare : Marija Buric & Tamara Kostic." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39219.

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Denna studie handlade om arbetsmiljöfaktorer utifrån variablerna socialt stöd, krav, kontroll och rollförväntningar för lärare. Huvudsyftet var att undersöka om det fanns några skillnader mellan variablerna beroende på vart skolan är lokaliserad (förort, närförort, centrala Stockholm) eller typ av skola (friskolor och kommunala). Datainsamlingen skedde via webbenkäter. Urvalet bestod av 116 lärare (32 män och 84 kvinnor, åldersspann 25-65). Det fanns signifikanta skillnader gällande socialt stöd; lärare som arbetade i friskolor hade mer socialt stöd än lärare vid kommunala skolor. Lärare som arbetade i friskolor hade mer stöd från chef och familj. Lärare som arbetade i grundskola hade mer stöd från arbetskamrater samt mer beslutskontroll än de lärare som arbetade i gymnasieskolor. Kommunala skolor hade mer rollkonflikter, positiva utmaningar samt mer inlärningskrav än lärare vid friskolor. Det fanns inga signifikanta skillnader på arbetsmiljöfaktorer beroende på skolans lokalisering.

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Cui, Ke. "Negotiated dynamics : exploring the role of parental educational expectations as a mechanism for encouraging children's social mobility." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10804/.

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In this study, I investigated the role of parental educational expectations in promoting children’s social mobility. I paid attention to Chinese socio-economic developments, the changing social structure and dynamics of social stratification as well as the development of education from the establishment of the People’s Republic of China in 1949. Thus, I examined and analysed the changing patterns of parental expectations for their children’s education, factors shaping their construction in this regard and effects of parental educational expectations on their children’s educational attainments along with the aforementioned changes in social contexts. In view of the explorative nature of my study, a reflexive qualitative approach was adopted in the research design. The data were collected through semi-structured life history interviews. Research participants were selected from my home city, Hebi, located in the north of Henan province, China. Participants in my study were classified into three Generations, which represent parents who bore their first child in 1960-1979, 1980-1989, and 1990-2000 respectively and their children. Thematic coding was adopted for data analysis. The findings revealed that, first of all, as it had been generally presumed Chinese parents attached great importance to their children’s education and held high educational expectations. Secondly, besides the influence of Confucian philosophy, Chinese parents predominately grounded their educational expectations in their social contexts and family backgrounds. Thirdly, parents’ educational expectations impacted on children’s educational outcomes mainly through parents’ involvement in their children’s education to make their educational expectations come true. Moreover, I emphasized that children’s educational achievements were determined by an interaction between parental expectations and children’s aspirations regarding education. Thus, I suggest that children’s social mobility is an outcome of the negotiated interaction between parents’ agency, children’s agency, and social, economic and political factors and contexts determining the positioning of people in society. Nevertheless, I maintain that it is beyond the scope of the current thesis to comment upon the relevance of these research findings beyond the small sample studied. It could serve as the basis for a large-scale study that attempts to examine the situation in China more generally. Finally, I conclude with some policy and practice recommendations regarding the narrowing achievement gap and lessening social fluidity occurring in contemporary China.

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Chatterjee, Jharna. "Impact of instrumentality-expressiveness and sex-role attitudes on women's expectations in traditional and non-traditional training." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/21107.

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Archuleta, Adrian J. "A model of acculturative stress examining acculturation, social capital, and family role expectations among people of Mexican descent /." Tallahassee, Florida : Florida State University, 2010. http://etd.lib.fsu.edu/theses/available/etd-03292010-115316/.

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Thesis (Ph. D.)--Florida State University, 2010.
Advisor: Martell Teasley, Florida State University, College of Social Work. Title and description from dissertation home page (viewed on July 20, 2010). Document formatted into pages; contains xiii, 230 pages. Includes bibliographical references.

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Hollist, Julie. "The Ideal Mormon Woman: An Analysis of Ensign Articles and Comparison to LDS Women's Perceptions of Gender Role Expectations." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/220.

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This study was conducted to identify what principles leaders of The Church of Jesus Christ of Latter-day Saints were teaching women about their gender roles and expectations from 2000 through 2007, and to investigate whether age, marital status, or media exposure correlated with women's perceptions of levels of importance of those concepts to both their leaders and to themselves personally. This study used deductive and inductive framing analyses to examine visiting teaching messages and General Conference Relief Society talks published in the Ensign, the official magazine of The Church of Jesus Christ of Latter-day Saints. The study built on those results to create a survey conducted with LDS women living in Cache Valley, Utah, in 2008. Survey results provided insight into levels of importance LDS women living in Cache Valley assigned to doctrinal and cultural concepts surrounding the "ideal Mormon woman." The doctrine reflected an overwhelming emphasis on both inner spiritual characteristics and religiously motivated actions. Lack of correlation between exposure to either visiting teaching messages or General Conference talks and what the women said Church leaders thought was important indicated some disconnect between what was being taught and what the LDS women reported. Although leaders' priorities were revealed by the frequency with which they taught individual components of the doctrine, the women did not recognize those priorities. Instead, they perceived that nearly everything was very important or important to their leaders. The women also indicated that although religiously motivated actions were very important, inner spiritual characteristics were even more important to them personally. Although the women reported inner spiritual characteristics as more important, they were also taking on responsibilities for those behaviors that may be more visible and easily compared to others. Exposure to General Conference talks correlated highly with how important survey items were to the women personally, which may indicate a channel of communication that is working for Church leaders. Statistically significant correlations in women's perceptions about what their leaders think and what they think personally were also found according to age and marital status, but there are not consistent trends that can be easily summarized.

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Greenidge, Wendy-lou. "ATTITUDES TOWARDS SEEKING PROFESSIONAL COUNSELING: THE ROLE OF OUTCOME EXPECTATIONS AND EMOTIONAL OPENNESS IN ENGLISH-SPEAKING C." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2656.

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Purpose: The college environment is documented as a universally stressful period where students face many challenges (Baysden, 2002; Pandit, 2003). In addition to these potential stressors, international students face other unique challenges such as loss of support network, feelings of isolation, economic hardship, coping with oftentimes competing cultures, and anxiety which emanates from unfamiliarity (Kim & Omizo, 2003; Rounds & Kline, 2005). Unsuccessful resolution of these challenges can negatively impact the acculturation process, their mental health, and their academic programs (Roysircar, 2002). Despite these many challenges, research consistently shows that international students are less likely than their US counterparts to seek professional counseling (Bayer, 2002). Further, those who do seek counseling services are also more likely to terminate services prematurely (Anderson & Myer, 1985). Although there is an abundance of research on the attitudes towards seeking professional counseling of Asian and other international student populations (Kim & Omizo, 2003; Lau & Takeuchi, 2001; Leong & Lau, 2001; Liao, Rounds & Kline, 2005; Pandit, 2003), there is a dearth of knowledge on Caribbean college students. This dissertation sought to determine which factors influence the attitudes towards seeking professional counseling of English-speaking Caribbean college students in the U.S., as well as those attending colleges in the Caribbean. Method: Two research questions and five null hypotheses were used to examine what influences the attitudes towards seeking professional counseling of 500 Caribbean college students. The variables of interest were stigma tolerance, level of social support, level of acculturation, outcome expectations and level of emotional openness. Stigma Tolerance was measured using the Stigma Scale for Receiving Psychological Help (SSRPH), Outcome Expectations were measured using the Disclosure Expectations Scale, Emotional Openness was measured using the Distress Disclosure Index and Social Support using the Multidimensional Scale of Perceived Social Support. Attitudes towards seeking professional counseling were measured using the Attitudes towards seeking Psychological Help instrument by Fischer and Turner (1970) and acculturation was measured using responses from the demographic questionnaire. Several analyses were conducted including a stepwise regression analysis, multiple regression analysis, a MANOVA, ANOVA and a linear regression analysis. Major Findings: The results of this study indicated that stigma tolerance and anticipated risks of seeking counseling both have a significant inverse relationship with the attitudes towards seeking professional counseling of English-speaking Caribbean college students. Results also indicated that anticipated utility of seeking professional counseling has a significant relationship with the attitudes towards seeking professional counseling. The level of emotional openness as well as the level of social support also have a direct relationship with the attitudes towards seeking professional counseling of English-speaking Caribbean college students. Students who reside and attend college in the Caribbean reported higher mean scores for anticipated risk, anticipated utility and attitudes towards seeking professional counseling than their counterparts who reside and attend college in the U.S. Results also indicated that length of stay in the U.S. was not a statistically significant predictor of one's attitudes towards seeking professional counseling.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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Emrick, Jessica Paige. "Understanding high school students' aspirations to go to college: role of parent, teacher, and peer expectations and students' social goals." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406725187.

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Amaral, Joseane. "RETRATOS DA DOCÊNCIA EM TEXTOS DE REVISTA: EXPECTATIVAS, PAPEL SOCIAL E EMANCIPAÇÃO, UM ESTUDO COMPARATIVO ENTRE LETRAS E EDUCAÇÃO FÍSICA." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/9868.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The study of social role involves the analysis the structures of expectations that surrounds it. Considering that social roles are clusters of expectations connected to the behavior of people in a certain society (Dahrendorf, 1969), it is important to know the level of the expectations - cognitive or normative (Luhmann, 1983). And how it is reflected in the society mentioned. This study aims to discover discursive evidences on the constitution's expectations that demarcate the social role of Languages professional, as opposed to Physical Education professional. Through corpora collected from magazines, we have started the analysis using Corpus Linguistics approach. The Corpus Linguistics works with computerized corpora, exposing linguistic evidence, questioning paradigms and showing new ways to the researcher (Berber Sardinha, 2004). For this purpose, we used two tools - the WordSmith Tools by Mike Scott, and the Semantic Mapper, by Richter and Berber-Sardinha. Our motivation for this study came from the knowledge that there is no specific legislation for accurate defining and delimitating the guidelines of Languages profession; the situation is reversed in the Physical Education profession, which is emancipated according to Brazilian Law nº 9696/98. Thus, we aim to discover how the social role can be "read" by analyzing texts from magazines, and how this discourse migrates and constitutes the respective social role. We study how the mass media exposes, and somehow imposes conduct and behavior patterns, as the "ready-made formulas" that teachers must follow as a basis. We adopt as the research parameters the Holistic Theory of Activity Extended, version 3.0, by Richter (2008, 2010b). This study is a pilot for the extended version of THA. We initiated the study of the Attribution Factors, a set of variables related to the notion of social roles, institutional spaces, functions, competencies, role models and group belonging. The results suggest the presence, in the analyzed corpora, of differentiation trades between; on the one hand the visibility of the emancipated professions, through the demonstration of recognition and the endogenous discourses; and on the other hand, the analysis shows the exogenous discourse, characteristic of the professions without a self institutional place.
O estudo do papel social passa pela análise das estruturas de expectativas que o envolvem. Considerando que papéis sociais são feixes de expectativas que se ligam, em uma determinada sociedade, ao comportamento dos portadores de posições (Dahrendorf, 1969), é necessário conhecer em que nível estão situadas as expectativas cognitivo ou normativo (Luhmann, 1983) e como isso repercute no sistema social em questão. Este trabalho propõe-se a descobrir indícios discursivos acerca da geração de expectativas que marcam o papel social do profissional de Letras, em contraponto com o de Educação Física. Através de corpora coletados de duas revistas, partimos para a análise utilizando como abordagem metodológica a Linguística de Corpus. A Linguística de Corpus trata do uso de corpora computadorizados, revelando evidências linguísticas, questionando paradigmas e mostrando novos caminhos ao pesquisador (Berber Sardinha, 2004). Para tanto, utilizamos duas ferramentas para servir nosso propósito de investigação o WordSmith Tools, de Mike Scott, e o Mapeador Semântico, de Richter e Berber-Sardinha. Nossa motivação para este estudo partiu do conhecimento de que não há legislação específica para definir e delimitar com exatidão as diretrizes da profissão de Letras, situação que se inverte na Educação Física, profissão emancipada conforme a Lei nº 9696/98. Assim, procuramos descobrir em que medida o papel social pode ser ―lido‖ através da análise de textos de revistas, e de que forma esse discurso migra e constitui o respectivo papel. Analisamos como a mídia expõe e, de certa forma, impõe condutas e modelos de comportamento, assim como as chamadas ―fórmulas prontas‖ que o professor deve seguir. Utilizamos como suporte os parâmetros de investigação da Teoria Holística da Atividade Estendida, versão 3.0, elaborada por Richter (2008; 2010b). A Versão Estendida desta teoria tem a presente pesquisa como piloto de suas proposições teóricas. Inauguramos o estudo dos Fatores de Atribuição, conjunto de variáveis centradas nas noções de papéis sociais, espaços institucionais, atribuições, competências, modelos de conduta e pertença grupal. Os resultados obtidos sugerem a presença, nos corpora analisados, de traços de diferenciação entre, de um lado, a visibilidade do profissional emancipado, através da demonstração de discursos endógenos e de valorização e, de outro lado, para a exogenia discursiva que caracteriza as profissões desprovidas de um lugar institucional próprio.

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Privette, Patricia M. "The role of physical appearance in equestrian sports: An analysis of collegiate riders' attitudes towards expectations of rider costume and physique." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338320586.

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Catraio, Christine. "The Role of Gender, Race, Ethnicity, and Parental Education in Urban Adolescent Career Development." Thesis, Boston College, 2011. http://hdl.handle.net/2345/3215.

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Thesis advisor: James R. Mahalilk
The disparities that are prevalent in urban environments have a profound impact on the educational and career trajectories of urban minority youth. In the interest of promoting the success among urban minority youth, it is critical to understand the influence of contextual factors on career development. Urban students of color observe and experience disparities based on gender, race, ethnicity, and parental education (Chang, Chen, Greenberger, Dooley, and Heckhausen, 2006; Fassinger, 2008). A major theoretical framework that has been used to address contextual factors in career development is Social Cognitive Career Theory (SCCT); (Lent, Brown, and Hackett, 1994). The current study examines the socio-contextual variables of gender, race, ethnicity, and parental education (and their interactions) in predicting adolescents' perceptions of barriers to academic and career goals, expectations of reaching goals, and engagement in career planning activities. Archival data was used from a larger longitudinal study that was conducted during the implementation of a vocational program [called Tools for Tomorrow] that was offered at two public high schools in a Northeastern city for three years (Kenny, Blustein, Haase, Jackson, and Perry, 2006). There were 208 participants with a mean age of 14 (57% females and 43% males). Hierarchal multiple regressions revealed that boys, Latino/a students, and low levels of parental education were significantly associated with lower expectations about reaching goals. An exploratory analysis was conducted with three specific ethnic groups: African American, Caribbean, and Latino/a students. Among the findings, African American girls were more likely to engage in career planning activities. This study is among the few that explore the career development of Caribbean adolescents and differentiates the experiences of students of color in career related cognitions and behavior. Limitations for this study and implications for future research, education, and vocational interventions are discussed
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology

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Wimberly, Evin B. "Success in School among African American Adolescents The Role of Parental Involvement." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1306943283.

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Nord, Ellen, and Emma Svensson. "Kriminalvårdarens yrkesroll : En kvalitativ studie om kriminalvårdares upplevelser om vilka förväntningar som finns på deras yrkesroll." Thesis, Högskolan i Skövde, Institutionen för hälsovetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19697.

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En kriminalvårdare bemöter många olika förväntningar på sig i sin yrkesroll, och att veta vad som förväntas av en är en viktig faktor för arbetsmiljön och hälsan. Därav är syftet med denna studie att undersöka kriminalvårdares upplevelser om vilka förväntningar som finns på deras yrkesroll inom organisationen och vilka negativa konsekvenser detta kan medföra. Studien tillämpar också frågan i ett genusperspektiv och studerar om förväntningarna skiljer sig åt mellan kvinnor och män. Teoretiska utgångspunkter som används i studien är det dramaturgiska perspektivet, genusteorier, emotionellt arbete,konformitet samt ingrupp- och utgrupp. Metoden som används är en kvalitativ metod i form av semistrukturerade intervjuer där tio respondenter mellan 23 – 50 år deltar. Därefter görs en analys med hjälp av tematisk analysmetod. Resultatet visar att det finns motstridiga förväntningar på yrkesrollen i form av en vårdande roll samt en kontrollerande roll. Det framkommer att genusskillnader finns på så sätt att manliga kriminalvårdare förväntas inta den kontrollerande rollen medan den kvinnliga förväntas inta den vårdande rollen. Resultatet visar att förväntningarna medför negativa konsekvenser för den enskilde kriminalvårdaren i form av emotionella påfrestningar samt att de kan behöva gå emot sina egna värderingar. Negativa konsekvenser visar sig också i form av konflikter inom personalgruppen där det uppstår vi-mot-dem.
A prison guard meets many different expectations in his or her professional role, and to knowing what is expected of yourself is an important factor for the work environment and health. Therefore, the purpose of this study is to examine prison guard’s perceptions of what expectations there are of their professional role within the organization and what negative consequences this may entail. The study also applies the issue in a gender perspective and studies whether expectations differ between women and men. Theoretical starting points used in the study are the dramaturgical perspective, gender theories, emotional work, conformity and in-group and out-group. The method used is a qualitative method in terms of semi-structured interviews in which ten respondents between the ages of 23-50 participate. Then an analysis is made using a thematic analysis method. The results show that there are conflicting expectations of the professional role in terms of a caring role and a controlling role. It appears that gender differences exist in such a way that male prison guards take the controlling role while the female guards takes the caring role. The results show that the expectations have negative consequences for the individual prison guard in terms of emotional strain guard and they also have to go against their own values. Negative consequences also manifest themselves in terms of conflicts within the working group where we-against-them occurs.

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Shedlosky, Randi. "The Experience of Psychological Transportation: The Role of Cognitive Energy Exertion and Focus during Exposure to Narratives." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287349750.

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Bird, Barbara. "The Victorians and role performance : the middle class gentleman in John Halifax, gentleman and Great expectations." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221277.

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This project investigates the social role of gentleman in Victorian England as defined in two Victorian novels, Dinah Maria Mulock's John Halifax, Gentleman and Charles Dickens's Great Expectations. Mulock and Dickens promote the middle-class gentleman as a role that prioritizes the fulfillment of duty. Mulock's protagonist, John Halifax, displays this gentlemanliness throughout his social and economic rise. He bridges the upper and lower classes and embodies both a model and a pathway to middleclass gentlemanliness. Dickens's protagonist, Pip, develops this middle-class gentlemanliness as he learns from his own and four other characters' experiences. Dickens separates the inward, duty-focused gentleman and the outward, appearance-focused gentleman in the four characters that influence Pip, thus emphasizing their relationship and the power of social role encoding. These two novels reveal the performances of roles as social constructions that utilize the power of group definitions and the role writers play in shaping those definitions.
Department of English

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Amarin, Nancy Lillian, and Norina Reis. "A correlation analysis of parental expectations, mentoring, and gender socialization on women's self-efficacy." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2389.

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This study investigated social influences believed to have an impact on the development of women's self-efficacy. The independent variables examined included parental expectations, gender role socialization, and mentoring. A questionnaire with both ordinal and nominal questions was administered to 196 female undergraduates attending California State University, San Bernardino and California State Polytechnic University, Pomona. The sample was predominantly Caucasian (35,2 percent) and Hispanic (33.7 percent), with a median age of 20. Participants answered 57 questions, consisting of demographic questions, measures of self-efficacy and three independent variables. Pearson r analysis found positive significant correlations between self-efficacy and all three variables. The implications for social work and recommendations for social work policy, practice, and research are discussed.

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Markwart, Lori Lynn. "Differences in the marriage role expectations of post-secondary students from divorced and intact family backgrounds in accordance with family-of-origin social class." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ54727.pdf.

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Laird, Susan E. "How Latinas’ views of campus climate and gender role expectations contribute to their persistence at a two-year Hispanic serving institution." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18692.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Linda P. Thurston
This qualitative case study with multiple participants explored how the perception of campus climate and gender role expectations contributes to Latinas’ persistence at a two-year Hispanic Serving Institution (HSI) in the Midwest. Guided by the work of Hurtado and Carter (1997) and social support theory (Sarason & Sarason, 1985), various aspects of the college experience both inside and outside the classroom were examined. In-depth interviews were conducted in order to gain insight into those viewpoints that influenced the desire to enroll and persist in college and how these perspectives shaped commitment and sense of belonging to the institution. Prominent themes that emerged were: the significance of family support and the need to stay close, the impact of student identity and the importance of positive faculty-student interaction. The results indicated that immigration status, the desire to make family proud, and support from family and instructors that offered words of encouragement served to motivate students to persist and graduate. Additional prominent findings revealed that the perception regarding academic environment including the need for positive academic advising experiences, involvement in organizational memberships, particularly with the Hispanic American Leadership Organization (HALO) and activities that embrace the diverse student population and incorporate varying perspectives affect perceptions of campus climate and commitment to the institution. Participants identified those programs and services on campus that best serve the needs of Latinas and have the most impact on a positive college experience. The results contribute to the research addressing campus climate and sense of belonging for Latino/a students overall, and offers unique insights from the perspective of Latinas attending a two-year HSI that is lacking in the body of literature. Implications for practice and future research are identified.

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Wellman, Justin A. "Dark Horse Running: The Role of Affect in Goal Pursuit and Goal Termination among Pessimists." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1271099451.

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Dissertation (Ph.D.)--University of Toledo, 2010
Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Psychology." "A dissertation entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 78-93.

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Sandberg, Sandra. "Den objektiva eller personliga läraren? : En kvalitativ studie om lärares objektiva roll och identitet i samhällskunskapsundervisning." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104179.

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This is a qualitative study that aims to investigate objectivity as an ideal and the expectations laid on teachers to behave and teach objectively. Through interviews with social science teachers the study uncovers experiences regarding expectations of objectivity. It also analyzes what approaches and strategies the teachers use in the classroom when considering objectivity, either as an ideal and/or what is to be expected of them. In addition the study also aims to explore the practical effects of teachers' pedagogical choices within the classroom and within the framework of social science teaching. The study has shown a complexity to the teachers role and the teachers understanding and interpretations of objectivity. It has deepened our understanding of teachers' daily challenges and how they try to live up to perceived expectations, both from within and from the surrounding society. The results have shown multiple challenges relating to objectivity and the practice of teaching social sciences as a subject. Teachers show partially different approaches and strategies. But at the same time there is a core element to their understanding of teachers' professional role, usually based on school values tied to the curriculum.

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Wallace, Scott Taylor. "The role of social standards, self-efficacy, and social feedback in social anxiety." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28306.

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The present study was conducted to examine the self-reported social standards of socially efficacious and non-efficacious individuals. Converging evidence from different research domains, including studies on self-attentional processes and standard-setting in performance motivation, suggests that the socially anxious person may have standards for him or herself that are beyond that person's perceived abilities; alternatively, standards may be so high that they are beyond the reach of even the most socially confident person. Ninety-six male undergraduate students were dichotomized into low and high social-efficacy groups on the basis of their response to a measure of self-efficacy and anxiety in social situations. The subjects were told they would be interacting with a female research assistant in order to practice before meeting another subject. The success of the practice interaction was manipulated by varying the assistant's behavior and feedback by the experimenter so that subjects believed they handled the conversation well or not well; a third condition was included with no feedback. Subjects were asked to rate their standards using a visual scale that displayed different levels of social interaction. The standards rated were: (1) the level of interaction that they consider successful, (2) the level of interaction that they would be happy with, (3) the level of interaction they think the experimenter wants, and (4) the level of a typical interaction. Additional measures were included to assess other aspects of standard and to determine the success of the manipulations. The results revealed that there is a consensus among high and low social-efficacy persons of what constitutes a successful interaction. The distinguishing feature appeared to be what level of interaction high and low efficacy persons are happy with and the level of interaction they felt capable of achieving. Low efficacy subjects had lower expectations and lower minimum goals of satisfaction whereas high efficacy subjects expected to achieve a level of interaction at least as high as their personal standard and beyond the level that they thought most others achieve. Further, when the interaction was successful, high efficacy subjects thought the situation demanded a lower level of interaction than they were capable of; low efficacy subjects, given the same successful experience, reported the demands of the situation to be higher than they felt capable of. The results hint at a dysfunctional standard-setting process in socially anxious persons whereby success is interpreted in a manner that may maintain anxiety. The implications that these results have for the treatment of shyness, and future directions for research on standard-setting are discussed.
Arts, Faculty of
Psychology, Department of
Graduate

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Säll, Anna, and Kim Tjernqvist. "Under det grå täcket : En intervjustudie om unga tjejer och hårt sex." Thesis, Malmö universitet, Centrum för sexologi och sexualitetsstudier (CSS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43157.

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Syftet med denna studie är att belysa synen på begreppet “hårt sex” bland unga tjejer som har sex med killar. Fokus ligger på unga tjejers förhållningssätt till “hårt sex” som diskursivt fenomen samt till samtycke och pornografi. Datainsamlingen har skett genom tre kvalitativa semistrukturerade fokusgruppsintervjuer med totalt tio tjejer i åldern 15-19 år. Det empiriska materialet har analyserats utifrån socialkonstruktivistiska teorier och begrepp rörande makt, sexuella värdehierarkier, respektabilitet och femininitet. Resultatet visar att unga tjejer idag ser på “hårt sex” som en normaliserad typ av sexuell praktik, men att denna även omgärdas av komplexa ideal kring bland annat femininitet. Resultatet visar också hur brist på kommunikation i sexuella möten leder till skapande av strategier kopplade till samtycke och rollförväntningar mellan tjejer och killar. Vidare visar resultatet att internet spelar en unik roll för formandet av sexuella ideal bland unga tjejer, där influencers, porr och memes är exempel på inflytelserika källor.
The aim of this study is to illustrate the perception of the concept “hard sex” among young women who have sex with men. Emphasis lies on young womens’ approach to “hard sex” as a discursive phenomenon but also to consent and pornography. Data was collected in three qualitative semi-structured focus group interviews with ten girls in total, aged 15-19. The empirical findings were then analyzed within social constructivist theories and concepts regarding power, hierarchies of sexual value, respectability and femininity. The results shows that young girls perceive “hard sex” as a normalized type of sexual practise, but also that this is surrounded by complex ideals about e.g. femininity. The results also show that lack of communication in sexual encounters leads to a creation of strategies linked to consent and role expectations between young women and men. Furthermore, the result show that internet plays an unique role in the creation process of sexual ideals among young women, where influencers, pornography and memes are examples of influential sources.

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Holm, Stefan, and Dag Thorstensson. "The Current State of Controller Roles : Underlying Social Factors and Identity Control." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202592.

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The aim of this thesis is to gather insights on the underlying social factors behind the current state of controller roles in a multinational enterprise. Additionally, the thesis explores the possibility of managing perceptions and expectations of controller roles, in accordance to corporate business objectives. In order to do this, theoretical concepts of Role Theory, Boundary Spanning and Identity Control were utilized. This paper has a qualitative research design and is based on an embedded single-case study. Due to the exploratory nature of the research, the study is based on the method of „systematic combining‟. The objectives of the company were to establish both local and regional controllers as business partners. Findings indicate that the regional controller could focus on business advisory tasks to a large extent due to a formally appointed role, whereas the local controllers were restricted by their role and expectations to focus more on scorekeeping and managerial duties. The term „business partner‟ was spread throughout the organization. By ascribing this label to controllers, other expectations on the role were induced, which also infers a higher hierarchical positioning. Future research could go more in depth on the process of internalizing values.

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Cheung, Siu-kau. "The role of attribution and efficacy expectation in coping with marital conflict." [Hong Kong] : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13409499.

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Fisher, Martin. "Identity and role attachment: a study of interrelationships among four social psychological constructs related to processes of teacher education in a South African context." Doctoral thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/23110.

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張兆球 and Siu-kau Cheung. "The role of attribution and efficacy expectation in coping with marital conflict." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3197692X.

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Birriel, Pamela Carolina. "Exploring Nutritional Needs, Roles, and Expectations of Latina Breast Cancer Survivors." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6802.

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Latina breast cancer survivors, especially those who have undergone chemotherapy, may face major disruptions to their diet and eating habits; and a major concern is their ability to function in daily life roles throughout survivorship. Food and nutrition are suggested to be significant factors that can influence the process of cancer development, yet little research has been done to understand the nutritional needs, roles, and expectations among Latina breast cancer survivors. The purpose of this study was to understand Latina breast cancer survivors’ perceptions of the role of diet and nutrition in helping them cope with the effect of chemotherapy treatment. This study was guided by the Transactional Model of Stress and Coping and employed a qualitative research design. A purposive sample of Latina breast cancer survivors (n=32), caregivers identified by the survivors (n=8), and key informants (n=6) were interviewed in their language of preference (Spanish or English) using a semi-structured, open-ended interview guide that explored how coping with a cancer diagnosis influences cancer survivors and caregivers’ nutritional needs and practices. The data were analyzed using an inductive approach to develop an a priori codebook. Thematic analysis was performed using MAXQDA, and emergent codes were added as appropriate. The results yielded that Latina breast cancer survivors emphasized the value and meaning of nutrition; this was accomplished by increasing their nutritional awareness to restore health, improve the body’s immunity, and regain/maintain agency and control of their food consumption. Food provided by friends and family, assistance from nutritional organizations, doctors’ recommendations, and negative chemotherapy side effects influenced Latina breast cancer survivors and caregivers’ decisions about diet and nutrition during and after treatment. Negative chemotherapy side effects and positive support from husbands, family members, and friends affected the role of Latina women as the ‘nutritional gatekeepers’ in the family, since breast cancer diagnosis and treatment disrupt or limit the role of Latinas within the household unit. Findings from the interviews with Latina breast cancer survivors, caregivers, and key informants indicated that cultural expectations among this population shape the kinds of support and assistance that are provided by family members. Lastly, this research study revealed unmet information needs: Latina breast cancer survivors relied on organizational and online nutrition-related resources but identified a gap in culturally and linguistically tailored information related to diet and nutrition following diagnosis. The study concluded that Latina breast cancer survivors and caregivers mentioned no routine dietary assessment for cancer survivors after beginning chemotherapy and during treatment. Additionally, caregivers specified needing instrumental support to better meet the nutritional needs of Latina breast cancer survivors. This study added to our understanding of Latina breast cancer survivors’ unmet needs that could contribute to the creation of future nutrition education programs and interventions most appropriate during cancer survivorship for diagnosed individuals and their caregivers.

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Brahimi, Liridona, and Maja Jovanovic. "Elevers och lärares förväntningar på studie- och yrkesvägledning." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33388.

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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.

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STOJANOVIC, SLAVICA, and WU YAQIN LISA. "Förväntningsgapet : Skillnader mellan revisorns roll och småföretags förväntningar på revisorn." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20505.

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Revisorers roll har utvecklats genom tiden, från att ta hand om bolagets räkenskaper och gekonsulttjänster till sina kunder till att idag endast granska väsentliga poster och företagetstransaktioner samt hitta felaktigheter i redovisningen. Far menar med revision att revisorn som enoberoende part granskar bolagets årsredovisning och bokslut i syfte att fastställa omredovisningen ger en rättvisande bild av företaget till externa intressenter såsom investerare,banker etc.Syftet med undersökningen är att undersöka hur förväntningsgapet mellan småföretagare ochrevisorer ser ut. Vi har även tänkt ge förslag på hur förväntningsgapet kan minska samt få enuppfattning om vad det var som förorsakade förväntningsgapet, som till slut kan hjälpa oss attuppnå en bättre förståelse på problematiken. För att åstadkomma syftet med uppsatsen har vigenomfört kvalitativa intervjuer med tre revisorer och två ägare till två småföretag.Vår slutsats är att småföretag har bristande kunskap om vad revisorers uppgift och roll innebär.Exempel på deras bristande kunskap är att revisorn kan allting och löser alla företags ekonomiskaproblem, samt att revisorn kan samtidigt bokföra och revidera företagets räkenskaper. Det finnsflera saker som kan anses ha påverkan på förväntningsgapets uppkomst. Dessa är: att revisionenvar lagstadgad länge, att revisionen har ändrats genom tiden, att kommunikationen mellanrevisorn och kunderna är bristande samt att kunderna köper pakettjänster från revisionsbyrå ochanser att revisorn är en del av företaget p.g.a. arvodet de betalar till revisorn. Vi kom fram till attåtgärder som kan införas i syfte att minska eller reducera gapet är: tydligare kommunikationmellan revisorn och kund, mindre omfattande uppdragsbrev samt avskaffande avrevisionsplikten.

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Cláesson, Malin. "Revisorns roll i att upptäcka bedrägerier." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17880.

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Revisorns roll har på senare tid kommit att innefatta mer än att säkerställa de finansiella talensriktighet. En stor del av revisorns arbetsuppgifter handlar om att tillstå sina klienter med alltyp av rådgivning. En följd av revisorns utökade arbetsuppgifter är att det ställer krav pårevisorn att inneha kunskap om en rad olika ämnen. Denna utveckling har kommit attinnebära att allmänheten anses ha höga förväntningar på revisorn i dess yrkesroll.Tidigare forskning visar att bedrägerier inom organisationer har ökat på senare tid och att dethar kommit att bli ett ökat problem i samhället. I och med indikationer på att bedrägerier iorganisationer har ökat anses allmänheten också ha förväntningar på att revisorn skallupptäcka bedrägerier när de utför revision. Revisorerna själva anser däremot inte att det är ettsyfte med revisionen att upptäcka eventuella bedrägerier. Forskare menar dock attallmänhetens förväntningar är så pass höga att revisorerna måste ta hänsyn till detta krav.Tidigare forskning samt de tillfrågade revisorerna bekräftar att bedrägerier i företag är mycketproblematiska att upptäcka med hänsyn till det faktum att de inte enskilt har någon storpåverkan på de finansiella räkenskaperna för ett bolag.Meningsskiljaktigheter råder mellan revisorerna och användarna kring revisorns roll och bådetidigare forskning samt de revisorer jag har intervjuat i denna studie vittnar om att det råderett förväntningsgap mellan de olika parterna. En vanlig missuppfattning menar revisorerna imin undersökning är att allmänheten tror att revisorerna reviderar och kontrollerar pådetaljnivå. I både tidigare forskning samt empiriskt underlag finner jag uppfattningen attkunskapen kring revisorns roll måste öka. Tidigare forskning och de tillfrågaderespondenterna är överens om att information är huvudnyckeln till att minska deförväntningsgap som råder och som från revisorernas sida uppfattas som mycket olyckligt.Studien har gjorts i syfte att med kvalitativa semistrukturerade intervjuer med revisorerklargöra hur revisorerna själva ser på sin roll att upptäcka bedrägerier i organisationer.Studien består sammanlagt av åtta respondenter representerade på fyra revisionsbyråer varavtre stycken är stora revisionsbolag och en mindre revisionsbyrå. Resultatet av denna studievisar att revisorerna är överens om att upptäcka bedrägerier inte är ett huvudmål medrevisionen utan utgör endast en del. Revisorerna i studien menar att det är deras uppgift attgranska utifrån väsentlighet och risk. Samtliga respondenter menar att det är ledningensansvar att upptäcka bedrägerier men framförallt betonar de vikten av att förebyggabedrägerier med hjälpa av goda interna kontroller.
Program: Civilekonomprogrammet

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Murray, Lauren Donna. "Elite father and son relationships in Republican Rome." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11709.

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The focus of this study is aristocratic fathers and sons in the middle and late Roman Republic (264 – 27 B.C.). By considering legal, literary, and material evidence, it addresses the behaviour of elite families throughout this period. Although there is a great deal of important research conducted on family relations in the ancient world more generally, there is no extensive study which analyses the bonds of duty, obligation, and affection between fathers and sons in republican Rome. It is this gap in the scholarship which is addressed in my thesis. The key aspects of this relationship are considered through several interconnected chapters. Each reflects the social nature of this analysis, and demonstrates that traditional values, dynastic considerations, and social ideals promoted a sense of common identity and unity within the household. Although the hierarchical nature of Roman family life also provided opportunities for conflict between father and son, ultimately the relationship between the two was governed by these three concerns, as well as the close correlation between public and private in the lives of the republican elite. The discussion begins by considering the high valuation of fatherhood at Rome, evidenced by the use of terms derived from pater, and argues that the qualities expected of this individual were similar to those associated with the ideal statesman (Ch. I). From there, depictions of the Roman father by Greek and Roman authors are analysed to show that the former often emphasised the morality of the episode in question, while the latter stressed the conflict between the well-being of the family and the safety of the state (Ch. II). The argument then moves on to explore social expectations. Cicero’s Pro Roscio Amerino provides an example in which the ideals for father and son relationships are manipulated in order to persuade an audience (Ch. III). This shows that pietas, duty, companionship, and support towards one another were recognised as norms for these individuals. The discussion of the paterfamilias in the following chapter demonstrates that he was expected to act as a role model for future generations, and to provide education and protection to his dependants (Ch. IV). The reputation and continuity of the family line were also important considerations for the aristocratic head of household. From there, traditional values, dynastic considerations, and social ideals are explored through the family life-cycle (Ch. V). This section establishes that these three areas fostered a sense of common identity and unity within the household, and exerted significant pressure upon fathers and sons to maintain relatively harmonious relationships. The final chapter considers literary portrayals of Rome’s founders in order to reiterate the close correlation between the ideal of the father and the ideal of the statesman (Ch. VI). It concludes that the use of the father-figure by Augustus and later emperors to legitimise their position in the state develops from the ideological significance of fatherhood in the Republic.

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Sin, Yuk-ling. "The stress of multiple roles : the case of part-time learners and their coping /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1399198X.

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Petrocelli, John V. "A dual-process account of reactions to general and specific events the roles of counterfactual thinking and pre-event expectations /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274241.

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Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: B, page: 4891. Adviser: Steven J. Sherman. Title from dissertation home page (viewed Apr. 15, 2008).

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Paxton, Rae-Julie. "Adolescent girls living in Rustenburg : gender roles, gender relations and future expectations as women." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50247.

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Thesis (MPhil)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: Arguing from a social constructionist perspective and using a qualitative methodology the aim of the present study was to explore different dimensions of gender amongst a group of adolescent girls between the ages of 14 and 18 years living in Rustenburg, South Africa. More specifically it explores and describes the following aspects of gender amongst these girls: (a) how young adolescent girls living in Rustenburg perceive gender roles in general and how they perceive their own roles in particular (b) their gender relations with other adolescents and (c) their views on and expectations of the future as women. The rationale for selecting Rustenburg as the geographical area of research is due to its semi-rural location. While rural communities are generally perceived to be more conservative than urban areas they do not escape modernizing influences such as the mass media. An underlying theme of the present study is thus to ascertain whether or not the girls in Rustenburg still have relatively conservative perceptions regarding gender. The fmdings of the present study reveal that the participants have broken away from conforming to traditional roles assigned to women and would like to combine new modem roles with existing traditional roles. It is also clear that the mass media has a considerable influence in this regard. According to the respondents society values .a woman that can succeed in being a good mother, wife and home-keeper as well as being a career woman. Most of the participants want to fulfil these multiple roles. The advantages of being career women, according to these participants, are that such women are independent and fmancially self-reliant. Regarding gender relations, friendships with girls and boys are of equal importance to the respondents. On the one hand sufficient common ground exists to interact comfortably with boys, while on the other hand interacting with boys is seen as useful in obtaining insight into the life world of boys. However, a general opinion held by the girls is that they feel more comfortable to discuss more personal and intimate topics with their girl friends. Relationships with younger girls and factors influencing popularity among girls were also explored as themes. Future expectations that are shared by participants are that they would like to complete their school education and attend a technikon or university to further their education. Their future career expectations cover a wide range of occupational choices. Most of the participants want to get married in future - the ages varying between 25 and 30. They would also like to have children but only once they have established a good career. Their main concerns for the future are whether or not there will be job opportunities for them in the careers that they want to pursue.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ondersoek in te stel na die volgende aspekte van 'n veelrassige groep adolessente meisies in Rustenburg se opvattings m.b.t. gender: (a) hul opvattings oor genderrolle in die algemeen en hul eie rolle in besonder; (b) hul genderverhoudings met ander adolessente; en (c) hul sienings oor en verwagtings van die toekoms. Die studie is gegrond in 'n sosiaal-konstruksionistiese perspektief en het gebruik gemaak van 'n kwalitatiewe metodologie. Indiwiduele onderhoude sowel as fokusgroepsessies is onderneem met 10 meisies tussen die ouderdomme van 14 en 18 jaar. Rustenburg is as geografiese area gekies weens die semi-landelike aard van die gemeenskap. Alhoewel landelike gemeenskappe dikwels as meer konservatief beskou word as stedelike areas spring hul nie moderniserende invloede soos die massamedia vry nie. 'n Onderliggende tema van die studie was dus on te bepaal of die meisies in Rustenburg not steeds relatief konserwatiewe genderopvattings het. Die studie het bevind dat respondente nie meer volledig konformeeraan tradisionele rolle wat aan vroue toegeskryf word nie en graag nuwe moderne rolle wil kombineer met bestaande tradisionele rolle. Dit is ook duidelik dat die massamedia 'n groot invloed het in hierdie verband. Volgens die respondente word 'n vrou wat suksesvol is as goeie moeder, eggenoot en tuisteskepper sowel in 'n loopbaan hoog gewaardeer. Die meerderheid van die respondente wil hierdie meervoudige rolle vervul. Volgens die respondente is die voordeel van 'n loopbaan vir vroue daarin geleë dat hulle onafhanklik en fmansieël selfonderhoudend kan wees. Met betrekking tot genderverhoudings is bevind dat vriendskappe met meisies en seuns ewe belangrik is vir die respondent. Aan die een kant bestaan daar voldoende gemeenskaplike belangstellings om gemaklik met seuns te kommunikeer, terwyl interaksie met seuns aan die ander kant ook nuttige insigte bide in die leefwêreld van seuns. Die algemene mening van die meisies is egter dat hul meer op hul gemak voel om persoonlike en intieme sake met hul meisievriende te bespreek. Daar is ook ondersoek ingestel na die verhoudings met jonger meisises sowel as faktore wat die gewildheid van meisies bepaal. 'n Gemeenskaplike toekomsverwagting van die respondente is dat hulle hul skoolopleiding wil voltooi en daarna tersiêre opleiding aan 'n universiteit of technikon wilondergaan. Hulle het egter uiteenlopende loopbaanverwagtings. Die meerderheid wil in die toekoms in die huwelik tree - met ouderdomme wat wissel tussen 25 en 30. Hulle wilook kinders hê, maar slegs nadat hul gevestig is in 'n goeie loopbaan. 'n Belangrike besorgdheid oor die toekoms is egter of daar voldoende werksgeleenthede sal wees in die loopbane wat hul wil volg.

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Choi, Pik Lin. "Contemporary role negotiations of beginning teachers in Hong Kong : understanding the gaps between societal expectations and the realities of teacher professionalism." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273563.

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Tang, Lai-luen, and 鄧麗聯. "Exploring the role of cultural capital in forming the relationship between teacher expectation and academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196042X.

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Zenisek, Joseph M. "How Do Youth and Adults at a Rural High School Conceptualize the Role of Student? An Investigation of the Student Role Identity Standard at the Intersection of Student and Teacher Perspectives." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1829.

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Over the past decade, engaging student voice has emerged as an approach to increasing meaningful student involvement in schools towards meeting adolescents' developmental needs for agency, efficacy, and sense of belonging. Central to student voice work is the re-creation of student-teacher and student-organization relationships, generating student identity roles that are fundamentally different from the roles traditionally allocated to students. Conventional concepts of student roles by both adults and youth can act as barriers to increasing student voice. The goal of this study was to develop a better understanding of student role identity. Applying a critical ethnography approach in the context of participatory action research, a situated description of the student role within the organizational context of a rural high school was developed from the perspectives of students and teachers through the use of an online software platform. Keeping with student voice values and participatory action research protocols, students took a central role in developing and piloting survey questions, interpreting and organizing responses, reviewing the results, and presenting them to the school community. The data revealed both the aspirations and limitations of the student and teacher conceptions of the student role. Conventional notions of student identity dominated the role descriptions, and were generally consistent across student and teacher responses. Significant areas of divergence between student and teacher constructs included the explicit temporal orientation toward the future exclusive to the student responses, the engagement in academics that dominated the teacher submissions and rankings, and the conception of the student as a citizen/community member that was found only in the teacher responses. The results suggested an inclination on the part of both students and teachers to increase opportunities for students to inform and influence policies and practices at all levels of the school organization. Presentations of the study results to the school community by the student researchers have induced some systemic reform toward promoting student voice.

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Sin, Yuk-ling, and 冼玉玲. "The stress of multiple roles: the case of part-time learners and their coping." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31977765.

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Boij, Magdalena, and Alva Ingvaldson. ""Du måste ju styra upp ditt liv…" Om normers och förväntningars roll i nio berättelser om avhopp i grund- och gymnasieskola." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29391.

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Individer med erfarenheter av skolavhopp tenderar att i bland annat forskning och medier buntas ihop och kategoriseras som en homogen grupp med liknande bakomliggande orsaker till avhoppen. Dessa individer benämns inom forskning som dropouts och kan av samhället betraktas som en problematisk grupp på arbetsmarknaden. Studiens syfte är att öka förståelsen för hur nio unga vuxna resonerar kring det egna skolavhoppet. Detta i relation till hur normer och förväntningar kan påverka hur skolelever upplever att de blivit bemötta av vuxna i deras omgivning. Studiens frågeställningar är enligt följande: Hur talar föreliggande studies intervjupersoner om bemötande från lärare, skolpersonal och övriga vuxna under uppväxten? Hur kan intervjupersonernas handlande förstås i relation till normer och förväntningar de tycks ha förhållit sig till under uppväxten? Kvalitativ metod har tillämpats där intervjuer gjorts med nio individer som har erfarenheter av avbruten grundskole- eller gymnasieutbildning. Resultatet har analyserats med stöd av teorier vilka fokuserar kring normers och förväntningars betydelse för individers handlingsutrymme. Centrala teoretiska begrepp som tillämpats i föreliggande rapport är: Upplevd självförmåga, förväntningar, förebilder, uppmuntran, handlande, normer, exkludering. Slutsatser som redovisas påvisar att individer som har erfarenhet av avhopp sannolikt har unika och individuella bakomliggande orsaker till avhoppet. De avhopp som beskrivs kan betraktas som utdragna processer där eleverna inte har givits det stöd de tycks ha behövt. Resultatet visar även att relationsbyggande mellan skolpersonal och elever kan vara väsentligt eller avgörande för att skolpersonal ska förmå identifiera elevers behov av känslomässigt och pedagogiskt stöd.
Individuals who have experienced school dropout are often spoken of as a social and/or economic issue. Through social sciences as well as in media, they are sometimes seen as a homogeneous group with the same underlying causes for dropping out of school. The purpose of this study is to gain increased understanding of nine young adults’ reasoning about their school dropout experiences. This aim is based on how norms and expectations can effect how the students perceive the treatment received by grownups around them in their childhood and adolescence. The question formulations through this study are as follows: How do this study’s interviewed individuals speak about their connections to school employees and other grownups in their adolescence? How can the interviewed individuals’ actions be understood in relation to norms and expectations by which they have seemed to relate during their upbringing? Narrative method has been practiced, where nine individuals who have all experienced dropping out of elementary and/or upper secondary school have been interviewed. The result has been analyzed based on theories focused on norms’ and expectations’ impact on individuals’ capacity for action. Essential theoretical terminology that is used to further understand the analysis is the following: Self-efficacy, expected outcome, personal goals, role models, encouragement, actions, norms, exclusion. Conclusions of this study indicate that individuals who have experienced dropping out of primary and/or upper secondary school are likely to have different experiences and reasons for dropping out. The conclusions also implicates that norms and expectations do play a substantial role for individuals and tend to contribute to different rates of categorization and exclusion. The individual life stories regarding so called school dropouts that have been described in this study do seem to have been prolonged processes, where students have not received sufficient support. The results also stresses that the bonding between school employees and students is crucial for the ability to identify the individual need for emotional and educational support in time.

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Cowles, Lois Anne. "Medical social work in hospitals interdisciplinary expectations of the role /." 1990. http://catalog.hathitrust.org/api/volumes/oclc/22533213.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1990.
Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 176-181).

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Lin, Yi Hsiu, and 林怡秀. "Gender difference on nonverbal sensitivity: Due to power differentials or different social role expectations?" Thesis, 2009. http://ndltd.ncl.edu.tw/handle/56197164068605811235.

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碩士
國立政治大學
心理學研究所
97
Nonverbal sensitivity refers to the ability to accurately detect and decode nonverbal cues communicated by others. Past research showed that women enjoy superior nonverbal sensitivity over men. Power perspective and social role theory each provides explanations for women's superior nonverbal sensitivity. Power perspective suggests that due to the lack of power in the society, women count on their nonverbal sensitivity to get what they want and for protection. Social role theory suggests that women are more likely to be in or are usually expected to be in caretaker roles, which require their attending to others' verbal or nonverbal cues. As a result, women develop superior nonverbal sensitivity compared to men. We designed an experimental study to test explanations offered by power perspective and social role theory. In the experiment, two individuals were told to collaborate on a task either required them to be in the provider role mode (focusing on earning money) or caretaker role mode (focusing on taking care of others). Power difference was manipulated by assigning one of the two individuals to be a leader and the other follower in this task. Interactions were recorded upon participants’ consent. After interaction, the participants were asked to interpret nonverbal cues in their interaction. They were also told to view four video clips, and then report and interpret nonverbal cues in each video clip. The results suggest that nonverbal sensitivity in interaction can be best accounted for by explanations consistent with the power perspective. The powerful was better at “B sees Self” nonverbal sensitivity, and the powerless was better at “B sees Me” nonverbal sensitivity, consistent with motivational explanations. In addition, we found a three-way interaction of participant sex, power, and social role, suggesting that women had the best “B sees Me” sensitivity when they had no power and were in the provider role. And men showed the best “B sees Self” sensitivity when they had power and were in the provider role. The three-way interaction finding is consistent with predictions made by expectation states theory. However, when viewing four video clips, participants in the caretaker role had better nonverbal sensitivity than those in the provider role. Motivation was offered to account for the differential effects of power and social roles. By analyzing clips of the dyadic interactions, we found that the powerful showed more leader behavior such as deciding discussion direction, and the powerless showed more follower behavior such as stammering. However, the results of the clips did not account for the aforementioned findings of nonverbal sensitivity.

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Weeks, Molly Stroud. "Gender, Loneliness, and Friendship Satisfaction in Early Adulthood: The Role of Friendship Features and Friendship Expectations." Diss., 2013. http://hdl.handle.net/10161/8076.

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Three studies focus on an intriguing paradox in the associations between gender, friendship quality, and loneliness, and examine whether gender differences in friendship expectations help explain why the paradox occurs. Study 1 (n = 1761 college undergraduates) documents the three elements of this paradox: (1) females reported higher levels of various positive features in their friendships than did males; (2) higher levels of positive friendship features were associated with lower levels of loneliness; and (3) males and females reported similar levels of loneliness. Consistent with this paradox, when friendship features were statistically controlled, a statistical suppression effect was found such that females reported higher levels of loneliness than did males.

Study 2 (n = 1008 young adults aged 18 to 29) replicated each of the findings from Study 1 using a revised and expanded measure that reliably assessed a broader set of distinct friendship features. In addition to measuring friendship features and loneliness, Study 2 also examined friendship satisfaction, and here too a striking suppression effect emerged. Specifically, although females reported slightly higher levels of friendship satisfaction than did males, females reported lower levels of friendship satisfaction than did males when friendship features were statistically controlled. Another noteworthy finding was that several friendship features were more strongly related to friendship satisfaction for females than they were for males, suggesting that females may be more "sensitive" to subtle variations in friendship features than are males.

Study 3 (n = 419 young adults aged 18 to 29) further replicated the suppression effects observed in Studies 1 and 2, and was designed to learn whether gender differences in friendship expectations would help explain the paradox and suppression effects. Two different facets of friendship expectations were hypothesized and assessed with newly developed, highly reliable measures of each facet. The first facet, referred to as "feature-specific friendship expectations," focused on the degree to which individuals expect a best friendship to be characterized by each of the friendship features that were assessed in Study 2. The second facet, referred to as "feature-specific friendship standards," focused on identifying where individuals "set the bar" in deciding whether or not a friend's actions have fulfilled expectations in various friendship feature domains.

Gender differences were found for both facets of friendship expectations with females generally having higher expectations for their friends than did males. The two facets were only moderately correlated, and related in distinct ways to other variables of interest. Findings indicated that higher levels of feature-specific friendship expectations were generally associated with more positive functioning in the social domain (i.e., higher levels of positive friendship features and friendship satisfaction), whereas higher levels of feature-specific friendship standards were associated with potentially more problematic functioning (i.e., more negative responses to ambiguous violations of friendship expectations).

Study 3 also tested the hypothesis that discrepancies between feature-specific friendship expectations and the quality of a person's best friendship on each of the same features are associated with loneliness and also with friendship satisfaction. Polynomial regression analysis, rather than the traditional difference score approach, was used to test this hypothesis. The discrepancy hypothesis was not supported with regard to either loneliness or friendship satisfaction; possible explanations for this finding are discussed.

Together, findings from the three studies provide evidence of the replicability of the observed paradox, identify friendship quality as a suppressor variable on gender differences in loneliness and friendship satisfaction, and provide evidence for the existence of two distinct facets of friendship expectations. Results from this dissertation suggest important directions for future research designed to better understand the linkages among gender, social cognition, and social experience in contributing to emotional well-being for young adults.

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