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Drivers of Administrative Burden Response: The Impact of Compliance, Learning, and Psychological Costs on Student Financial Aid Preferences
Drivers of Administrative Burden Response: The Impact of Compliance, Learning, and Psychological Costs on Student Financial Aid Preferences
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104826
- ISBN
- 9798290979922
- DDC
- 350
- 서명/저자
- Drivers of Administrative Burden Response: The Impact of Compliance, Learning, and Psychological Costs on Student Financial Aid Preferences
- 발행사항
- [Sl] : Indiana University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 142 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
- 주기사항
- Advisor: Rutherford, Amanda.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2025.
- 초록/해제
- 요약This dissertation explores the role of administrative burdens in shaping the outcomes, experiences, and behaviors associated with citizen-state interactions using the policy context of student financial aid offered by institutions of higher education in the United States. The first study explores whether and how different administrative burdens have distinct impacts on constituent experiences with public programs. The main findings suggest that any type of administrative burden cost included in an application for student financial aid has a significant, negative impact on citizen perspectives and attitudes; however, constituents do not appear to weight those costs differently when making decisions. Building on this research, the second study developed in this dissertation includes a conjoint survey analysis explicitly comparing application attributes and varying types of burden to explore the tradeoffs involved in citizen choice when confronted with these costs. The main findings point to the relevance of aid application attributes, such as award amount and perceived likelihood of being awarded, in influencing citizen choice among alternatives. In addition, some types of burden costs were preferred over others and variation in choice is observed across citizen populations. Finally, the third study bridges political science research on political efficacy with administrative burden research by examining the extent to which priming external efficacy influences experience with burden. Findings do not suggest that political efficacy is a substantial driver of citizen experience with the government in this case, but support assumptions that exposure to administrative burden is a strong driver of citizen attitudes. Together, these studies contribute to the administrative burden literature by exploring citizen choice among alternative costs and program frames, and offer an application of the administrative burden framework to the policy context of student financial aid.
- 일반주제명
- Public administration
- 일반주제명
- Higher education
- 일반주제명
- Education policy
- 일반주제명
- Education finance
- 키워드
- Learning
- 키워드
- Tradeoffs
- 기타저자
- Indiana University Public Affairs
- 기본자료저록
- Dissertations Abstracts International. 87-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017359044
■00520260202104826
■006m o d
■007cr#unu||||||||
■020 ▼a9798290979922
■035 ▼a(MiAaPQ)AAI32169932
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a350
■1001 ▼aMee, Emily Derringer.
■24510▼aDrivers of Administrative Burden Response: The Impact of Compliance, Learning, and Psychological Costs on Student Financial Aid Preferences
■260 ▼a[Sl]▼bIndiana University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a142 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: A.
■500 ▼aAdvisor: Rutherford, Amanda.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2025.
■520 ▼aThis dissertation explores the role of administrative burdens in shaping the outcomes, experiences, and behaviors associated with citizen-state interactions using the policy context of student financial aid offered by institutions of higher education in the United States. The first study explores whether and how different administrative burdens have distinct impacts on constituent experiences with public programs. The main findings suggest that any type of administrative burden cost included in an application for student financial aid has a significant, negative impact on citizen perspectives and attitudes; however, constituents do not appear to weight those costs differently when making decisions. Building on this research, the second study developed in this dissertation includes a conjoint survey analysis explicitly comparing application attributes and varying types of burden to explore the tradeoffs involved in citizen choice when confronted with these costs. The main findings point to the relevance of aid application attributes, such as award amount and perceived likelihood of being awarded, in influencing citizen choice among alternatives. In addition, some types of burden costs were preferred over others and variation in choice is observed across citizen populations. Finally, the third study bridges political science research on political efficacy with administrative burden research by examining the extent to which priming external efficacy influences experience with burden. Findings do not suggest that political efficacy is a substantial driver of citizen experience with the government in this case, but support assumptions that exposure to administrative burden is a strong driver of citizen attitudes. Together, these studies contribute to the administrative burden literature by exploring citizen choice among alternative costs and program frames, and offer an application of the administrative burden framework to the policy context of student financial aid.
■590 ▼aSchool code: 0093.
■650 4▼aPublic administration
■650 4▼aHigher education
■650 4▼aEducation policy
■650 4▼aEducation finance
■653 ▼aAdministrative burdens
■653 ▼aLearning
■653 ▼aPublic management
■653 ▼aStudent financial aid
■653 ▼aPsychological costs
■653 ▼aTradeoffs
■690 ▼a0617
■690 ▼a0277
■690 ▼a0745
■690 ▼a0458
■71020▼aIndiana University▼bPublic Affairs.
■7730 ▼tDissertations Abstracts International▼g87-02A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359044▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
