ProceduresEach participant received

Procedures
Each participant received a self-explanatory case packet that included a cover letter explaining
the nature of the study, an informed consent statement, experimental materials, and a pre-addressed,
stamped return envelope. The experimental materials were divided into three sequentially marked
packets: Part 1 contained the learning segment followed by a demographic questionnaire, Part 2
contained the main experimental task for this study, and Part 3 contained a post-experimental
questionnaire.
In Part 1, participants reviewed two of three accounting issues, one written as a rules-based
standard and the other written as a principles-based standard. The rules-based standards were
written to emphasize relatively elaborate rules, and the principles-based standards were written to
emphasize the underlying principle or objective (see Appendix B for an example). This learning
task served to expose the participants to different types of standards. Each participant was asked
to rate the discretion, perceived fairness, and perceived quality (relevance, reliability,
verifiability, neutrality, comparability, understandability) of each accounting standard. Finally,
participants were asked to complete a demographic questionnaire indicating their work
experience, level of education, number of accounting classes, gender, and level of investment
experience. The demographic questionnaire also served as a distraction task between the learning
task and the main experimental task.
In Part 2, participants were told that they were considering an investment in one (or both) of
two companies in the medical supply industry. Both companies had performed above the industry
average, competed in similar markets, produced similar products and services, and maintained
subsidiary relationships with key suppliers. Participants were then asked to analyze the financial
statements (balance sheet, income statement, statement of cash flows, notes to financial statements)
of two companies (ABC, XYZ).16 Finally, participants were asked to choose to invest in either
ABC or XYZ, and allocate a hypothetical $10,000 investment between ABC and XYZ.
In Part 3, the post-experimental questionnaire, participants were asked to indicate whether they
noticed (noticed, did not notice, did not recall) the underlying financial reporting difference between
the two companies (ABC, XYZ). As a manipulation check, participants were asked to rate, on a
scale of 1 (none) to 7 (a lot), how much discretion the financial statement preparers used to prepare
the financial statements of ABC and XYZ, and to rate the quality (relevance, reliability,
verifiability, neutrality, comparability, understandability) of the financial statements for both ABC
and XYZ. Finally, participants were asked to indicate their level of trust in financial information,
managers’ preparation of financial statements, auditors’ correcting financial misstatements, and
regulatory enforcement.

Results (Indonesian) 1:

ProsedurSetiap peserta menerima paket kasus jelas yang termasuk menjelaskan surat lamaransifat penelitian, pernyataan persetujuan, bahan-bahan eksperimental dan pra-dialamatkan,dicap kembali amplop. Bahan-bahan eksperimental dibagi menjadi tiga berurutan ditandaiPaket: Bagian 1 berisi segmen pembelajaran yang diikuti oleh kuesioner demografis, Bagian 2Terdapat tugas utama eksperimental untuk penelitian ini, dan bagian 3 terkandung pasca eksperimentalkuesioner.Pada bagian 1, peserta meninjau dua dari tiga isu akuntansi, salah satu yang ditulis sebagai berbasis aturanstandar dan yang lain ditulis sebagai standar berbasis prinsip. Berdasarkan aturan standar yangditulis untuk menekankan relatif aturan yang rumit, dan standar berdasarkan prinsip-prinsip yang ditulis untukmenekankan prinsip yang mendasari atau tujuan (Lihat Lampiran B untuk contoh). Pembelajaran initugas disajikan untuk mengekspos para peserta untuk berbagai jenis standar. Setiap peserta dimintauntuk menilai kebijaksanaan, dirasakan adil dan kualitas (relevansi, kehandalan,verifiability, netral, keterbandingan, understandability) dari setiap standar akuntansi. Akhirnya,peserta diminta untuk menyelesaikan kuesioner demografis menunjukkan pekerjaan merekapengalaman, tingkat pendidikan, jumlah kelas akuntansi, gender, dan tingkat investasipengalaman. Kuesioner demografis juga disajikan sebagai tugas gangguan antara pembelajarantugas dan tugas eksperimental utama.Di bagian 2, para peserta diberitahu bahwa mereka sedang mempertimbangkan investasi dalam satu (atau keduanya) daridua perusahaan di industri pasokan medis. Kedua perusahaan telah dilakukan di atas industrirata-rata, berkompetisi di pasar yang sama, menghasilkan produk dan layanan serupa, dan dipeliharaanak perusahaan hubungan dengan supplier-supplier utama. Peserta kemudian diminta untuk menganalisis keuanganpernyataan (neraca, laporan laba rugi, laporan arus kas dan catatan laporan keuangan)dua perusahaan (ABC, XYZ).16 akhirnya, peserta diminta untuk memilih untuk berinvestasi di salah satuABC atau XYZ, dan mengalokasikan investasi $10.000 hipotetis antara ABC dan XYZ.Pada bagian 3, kuesioner pasca eksperimental, peserta diminta untuk menunjukkan apakah merekamelihat (melihat, tidak melihat, tidak ingat) perbedaan pelaporan keuangan yang mendasari antarakedua perusahaan (ABC, XYZ). Sebagai cek manipulasi, peserta diminta untuk menilai, diskala 1 (tidak ada) ke 7 (banyak), berapa banyak kebijaksanaan preparers keuangan yang digunakan untuk menyiapkanLaporan Keuangan ABC dan XYZ, dan untuk menilai kualitas (relevansi, kehandalan,verifiability, netral, keterbandingan, understandability) laporan keuangan ABC keduadan XYZ. Akhirnya, peserta diminta untuk menunjukkan tingkat kepercayaan kepada informasi keuangan,Manajer persiapan laporan keuangan, pernyataan keuangan mengoreksi auditor, danPenegakan peraturan.