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RISS 인기검색어
- 검색키워드
- 저자 : Haydel, Michael Paul (검색결과 2 건)
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Essays in behavioral and experimental economics: Time preferences and risk measures
Haydel, Michael Paul The University of Texas at Dallas 2013 해외박사(DDOD)
The first essay looks at the interconnectedness of elicited discount rates with individual personality and demographic characteristics in an experimental setting. Using an experimental technique to identify an individual's discount rate, this study examines, through regression analysis, correlations between elicited discount rate and both demographic characteristics and survey measures of impatience. This analysis concludes that certain demographic characteristics such as age play a role in predicting discount rates, supporting the previous literature. Correlations between self-reported measures of impulsivity and consideration of future consequences with elicited discount rate remain inconclusive, contradicting some previous studies. The second study examines two main concepts: how a person's own characteristics and perceptions of others may bias their ability to predict the discount rate of others, and how these same characteristics and perceptions may affect how they advise others to consider intertemporal economics choices. An experiment was used to ascertain the discount rates of individuals followed by a task where they are asked either to predict how the other participants in the room played the task or to advise them on how they should choose in the task. This analysis finds that subjects predicted others to be much less patient than they actually were and tended to advise others to be much more patient than they actually were. Various perceptions and characteristics of both the target and predictor/advisor, such as gender or attractiveness, significantly biased the predictions and advice. The third essay explores how risk perceptions and behavior are classified into specific domains in low income populations. Although risk domains have been examined in many studies, the psychometric scales that are used to measure these risk attitudes have not been widely tested on populations of varying socioeconomic backgrounds. This analysis tests whether the risk domains of the Domain Specific Risk-Taking Scale (DOSPERT) first developed by Weber, Blais, and Betz (2002) can be found in low-income populations around the state of Texas. Through a confirmatory factor analysis we conclude that the original factor structure is not supported in any of the three samples tested.
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Haydel, Angela Michelle Stanford University 2002 해외박사(DDOD)
The purpose of this dissertation was to advance theoretical understanding about fit between the personal resources of individuals and the characteristics of science achievement tasks. Testing continues to be pervasive in schools, yet we know little about how students perceive tests and what they think and feel while they are actually working on test items. This study focused on both the personal (cognitive and motivational) and situational factors that may contribute to individual differences in achievement-related outcomes. 387 eighth grade students first completed a survey including measures of science achievement goals, capability beliefs, efficacy related to multiple-choice items and performance assessments, validity beliefs about multiple-choice items and performance assessments, and other perceptions of these item formats. Students then completed science achievement tests including multiple-choice items and two performance assessments. A sample of students was asked to verbalize both thoughts and feelings as they worked through the test items. These think-alouds were transcribed and coded for evidence of cognitive, metacognitive and motivational engagement. Following each test, all students completed measures of effort, mood, energy level and strategy use during testing. Students reported that performance assessments were more challenging, authentic, interesting and valid than multiple-choice tests. They also believed that comparisons between students were easier using multiple-choice items. Overall, students tried harder, felt better, had higher levels of energy and used more strategies while working on performance assessments. Findings suggested that performance assessments might be more congruent with a mastery achievement goal orientation, while multiple-choice tests might be more congruent with a performance achievement goal orientation. A variable-centered analytic approach including regression analyses provided information about how students, on average, who differed in terms of their teachers' ratings of their science ability, achievement goals, capability beliefs and experiences with science achievement tasks perceived, engaged in, and performed on multiple-choice items and performance assessments. Person-centered analyses provided information about the perceptions, engagement and performance of subgroups of individuals who had different motivational characteristics. Generally, students' personal goals and capability beliefs related more strongly to test perceptions, but not performance, while teacher ratings of ability and test-specific beliefs related to performance.
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