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Title: "Teaching in the Eyes of Beholders": Preservice Teachers' Reasons for Teaching and Their Beliefs About Teaching.
Creator: Pop, Margareta Maria, Turner, Jeannine E., Rutledge, Stacey, Roehrig, Alysia, Keller, John, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of the present study was to investigate Preservice Teachers' (PT) reasons for teaching and their beliefs about teaching. Specific reasons of PTs for entering the teaching career, and typologies (clusters) of PTs based on their reasons for teaching were investigated. Further, across the clusters of PTs, their beliefs about teaching were examined, in the context of PTs' understanding of their goals to become teachers. Mixed methods were used for data collection: survey and...
Show moreThe purpose of the present study was to investigate Preservice Teachers' (PT) reasons for teaching and their beliefs about teaching. Specific reasons of PTs for entering the teaching career, and typologies (clusters) of PTs based on their reasons for teaching were investigated. Further, across the clusters of PTs, their beliefs about teaching were examined, in the context of PTs' understanding of their goals to become teachers. Mixed methods were used for data collection: survey and interviews. Participants were undergraduate students enrolled in the EDF 4210 Educational Psychology and EDF 4430 Classroom Assessment courses for the Spring semester 2007. The study was conducted in two phases. In the first phase, 215 participants completed a survey about PTs' demographic data, PTs' reasons for teaching and their beliefs about teaching. An initial quantitative analysis of participants' responses for the Reasons for Teaching Questionnaire (RTQ) was made using factor analysis and cluster analysis to establish groups/clusters of individuals displaying similar patterns regarding their reasons for teaching. For the second phase of the study, a selected number of participants (n=25) from the three clusters were recruited for an in-depth interview. The purpose of the interviews was to explore more deeply PTs' understanding of their goal to become a teacher, as well as similarities and differences across the clusters. Overall, the study results indicated a variety of reasons for teaching and beliefs about teaching expressed by PTs in their survey and interview responses. Survey results indicated six main categories of reasons (i.e., factors) as influential to PTs' career choices. These were reasons related to PTs' identity issues, reasons related to PTs' subject matter, reasons related to PTs' meaningful relationships, reasons related to the teaching job benefits, reasons related to PTs' holistic views of profession and reasons related to job opportunities through teaching. Three different clusters of PTs were obtained by conducting a cluster analysis, and specific reasons were found to be relevant for each cluster as related to their teaching career choices. One-way analysis of variance (ANOVA) and post hoc tests, conducted to further explore the differences across clusters of PTs regarding their beliefs about schooling and beliefs about the teaching career, showed significant differences across the three clusters of PTs. The interview results provided more support to understanding the interplay among PTs' motivation and beliefs about teaching in the context of their understanding of the teaching goal development. A grounded theory model was developed to represent PTs' understanding of their teaching goal development as related to four major categories: Motivators, Beliefs, Context, and Strategies. Results from this study showed that PTs' understanding of their goal development was related to different types (or combination) of motivators for teaching, specific beliefs about the teaching career, all these applied to a specific context (i.e., past school experiences, emotions etc). How PTs perceived themselves as teachers, and how they perceived teaching represented a major influence in their career choices. Research from this area can bring a significant contribution to understanding PTs' beliefs in connection with their reasons for teaching as related to their attitudes toward teaching and their future professional practices. From this perspective, the issue of teacher education quality programs can be addressed, and stress the importance of studying PTs' views of teaching as related to their future instructional practices. Findings from such research may also bring a contribution to understanding motivational aspects for continuing teaching and job satisfaction, and indirectly may provide support to understanding various teacher attrition issues.
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Date Issued: 2008
Identifier: FSU_migr_etd-0498
Format: Thesis

Title: The Validation of A Measure of Competency in the Use of Psychological Assessment in Career Counseling: A Piagetian Framework.
Creator: Etheridge, Roy L., Peterson, Gary W., Tate, Richard L., Proctor, Briley, English, R William, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Based on the results of a prior field study, it was determined that an instrument that borrows from Jean Piaget's theory of cognitive development could be constructed and reliably used to measure assessor competence in the use of a career counseling assessment instrument in career counselor training. This research further explores the feasibility of validating this instrument. If successful, a training template could be created to provide competency measurement for the remediation of...
Show moreBased on the results of a prior field study, it was determined that an instrument that borrows from Jean Piaget's theory of cognitive development could be constructed and reliably used to measure assessor competence in the use of a career counseling assessment instrument in career counselor training. This research further explores the feasibility of validating this instrument. If successful, a training template could be created to provide competency measurement for the remediation of counselors in training and the improvement of counselor training models. The theoretical model upon which the instrument is based is the Piagetian Matrix of Test User Competence (PMTUC). The competency assessment instrument based on this theoretical matrix was named A Measure of Assessor Competence (AMAC). The AMAC produces one global score based on six test items. The long-term intent of this line of research is to promote the utility of the PMTUC in the creation of a variety of measures of competency (AMACs) across many psychological assessments. The PMTUC theory and the resulting AMAC instruments could be applicable to all instruments. The specific intent of this study was to validate the use of the AMAC in the creation of a measure of competency in the use of a career counseling instrument. The instrument selected for this validation research was the Career Thoughts Inventory (CTI) because experts in the use of this instrument were readily available. Therefore, the measure of assessor competency for this specific research study is the AMAC-CTI. Future studies might attempt to build measures of competency in the use of the MMPI-2 (AMAC-MMPI-2), Rorschach (AMAC-Rorschach), or perhaps the WISC-IV (AMAC-WISC-IV). To validate the AMAC-CTI instrument, five studies were conducted. Study 1 involved expert ratings of the importance of the six items in the AMAC-CTI using an Expert Content Rating Form. The experts in the field of counseling and career development were identified by the Director of Clinical Training in a Combined Doctoral Program in Counseling Psychology and School Psychology at a large university in the southeastern United States. For this study, persons were considered experts if they had at least 10 years experience in the field of career counseling, held faculty positions, currently supervised graduate students in career counseling, and had served as a supervisor for the student administration of at least two hundred Career Thoughts Inventories. All five experts agreed that the items on the AMAC-CTI were important to critically important. Studies 2, 3, and 4 involved expert raters, graduate students, and professionals in the field of counseling and career development. The graduate students were enrolled in a Combined Counseling Psychology and School Psychology doctoral program or the Mental Health Counseling masters program at a large southeastern university who have been trained in the use of the CTI. The professionals work in the field of counseling psychology and have also been trained in the use of the CTI. Participants were approached via face-to-face request, e-mail request, or telephone by either the primary investigator of this dissertation or the aforementioned Director of Clinical Training about volunteering for a study of trainee competency using assessments. Once persons agreed to participate, they were contacted via e-mail by the primary investigator and were directed via e-mail to access a web link provided by www.surveymonkey.com. Once participants accessed the link, they were introduced to the survey and presented with an electronic consent form and, upon agreeing to participate, a background questionnaire. Participants provided responded to six open-ended format questions which were assumed to correspond to the 6 primary determinants of test user competence. At the conclusion of the survey collection process, responses to surveys were redacted of personal identification information and given to expert raters to perform ratings using the AMAC-CTI. For Study 2, inter-rater reliability coefficients and measures of internal consistency were derived to confirm the reliability of the instrument. An exploratory factor analysis (EFA) determined that the AMAC-CTI is a uni-dimensional instrument. Study 3 was conducted to examine the difficulty of the instrument. The open-ended portion of the survey required respondents to answer six detailed questions that corresponded to the six items that make up the AMAC-CTI. Based on the results of this research project, the performance tasks were determined to be somewhat difficult. Study 4 assessed convergent validity by asking the student participants' clinical supervisors to rate their respective students' competency in the use of the CTI. Supervisors used the same evaluation criteria as the AMAC-CTI to assess their students. The student participants' overall AMAC-CTI scores were then correlated with the overall ratings provided by their respective clinical supervisors. It was hypothesized that these scores would be correlated, but statistical analyses failed to show a significant relationship. For Study 5, analyses were performed to examine the relationship between AMAC-CTI scores and education and between AMAC-CTI scores and experience in the use of the CTI. AMAC-CTI ratings were positively correlated with experience in the use of the CTI, but were not correlated with education level and the number of assessment courses completed by participants. Implications for further test development and counselor training of assessment skills are discussed.
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Date Issued: 2008
Identifier: FSU_migr_etd-0491
Format: Thesis

Title: The Development of the Transition Readiness Scale for Female Inmates.
Creator: Etheridge, Mary Anne, English, R. William, Peterson, Gary W., Railey, Michael, Tate, Richard L., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: While there has been an increase in research concerning female offenders in recent years, there is no current standard for the comprehensive assessment of readiness for transition from a correctional environment into the community for this population. Most of the literature on female offenders focuses on factors contributing to criminal behavior and factors that predict recidivism risk with little focus on assessing readiness for transition from incarceration into society. Assessing and then...
Show moreWhile there has been an increase in research concerning female offenders in recent years, there is no current standard for the comprehensive assessment of readiness for transition from a correctional environment into the community for this population. Most of the literature on female offenders focuses on factors contributing to criminal behavior and factors that predict recidivism risk with little focus on assessing readiness for transition from incarceration into society. Assessing and then addressing the special needs of women during incarceration may help them successfully re-enter society, live a quality life, and thus avoid recidivism. This study represents the first steps in the construction of a reliable and valid needs assessment, the Transition Readiness Scale, to pinpoint and target the needs of female inmates and enhance readiness for release. The Transition Readiness Scale was based on a theory of readiness involving two dimensions: complexity and capability (Sampson, Peterson, Reardon, & Lenz, 2000). Complexity refers to readiness factors relating to an individual's environment or circumstances. Capability refers to factors relating to an individual's abilities or competencies. Upon review of the literature concerning female inmates, nine content areas were chosen to represent the most salient readiness areas in female inmates: substance abuse, physical health, mental health, education, employment, support, spirituality, life skills/resources, and parenting. The instrument was developed in three phases. During the first phase, the items on the Transition Readiness Scale were written to assess the domains of complexity and capability across the nine content areas listed above. An average of five items per content area were written to represent each domain of complexity and capability, for a total of one hundred initial items. The items underwent professional critique and serial revisions. Data collection to refine the instrument was conducted utilizing female correctional inmates at a large southeastern federal women's prison. The second phase, Tryout, involved fifty subjects completing the 100-item Transition Readiness Scale. Items on the instrument were eliminated if they did not meet certain inclusion criteria or demonstrate significant statistical variability, resulting in an 85-item instrument. Also during this phase, a team of expert judges was asked to sort the items into the domains of "complexity" and "capability" for the purpose of assessing content validity. During the third phase, Field Trial, three hundred and fifty inmates completed a reduced version of the instrument, producing 324 valid data sets. These subjects also completed a background questionnaire for the purpose of describing the development sample. The data for this phase were analyzed using a confirmatory factor analysis. Background information was compiled and used to describe the sample. The results of this research indicate that the items on the Transition Readiness Scale represent the constructs of capability and complexity. Support was found for many of the content domains to be considered subscales of the measure, but such support was not found for some. The TRS can be considered a screening tool for the assessment of female inmates' capability and complexity needs to promote readiness for release into community living. Further development of the instrument is needed for all content domains to be considered subscales, and further reliability and validity studies need to be conducted.
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Date Issued: 2005
Identifier: FSU_migr_etd-0497
Format: Thesis

Title: How Goal Orientations, Perceived Competence, and Strategy Training Affect College Students' Use of Self-Regulated Learning Strategies and Achievement in Learning Foreign Languages.
Creator: Xiao, Ling, Keller, John, Lan, Feng, Reiser, Robert, Wager, Walt, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of this study was to examine how goal orientations, perceived competence, and strategy training affect college students' use of self-regulated learning strategies and achievement in learning foreign languages. One hundred seventeen undergraduates participated in the study. The students came from 8 introductory Arabic, Chinese, German, and Japanese classes, with 2 classes from each language. Students were categorized as either having task-involved goal orientation or ego-involved...
Show moreThe purpose of this study was to examine how goal orientations, perceived competence, and strategy training affect college students' use of self-regulated learning strategies and achievement in learning foreign languages. One hundred seventeen undergraduates participated in the study. The students came from 8 introductory Arabic, Chinese, German, and Japanese classes, with 2 classes from each language. Students were categorized as either having task-involved goal orientation or ego-involved goal orientation. A median split method was used to categorize students into either with high perceived competence or with low perceived competence. One of the two classes of the same foreign language was randomly selected to receive self-regulated language learning strategy training. Students' use of self-regulated learning strategies was measured by a strategy inventory for foreign language learning. Students' achievement was measured by course-related tests. The results showed that students with task-involved goal orientation scored significantly higher than students with ego-involved goal orientation on self-regulated strategy use, but there was no significant difference in achievement. No interaction effect was found with student ego-involved goal orientation and perceived competence. The results showed no significant difference between students who received training and those who did not. The reasons for these findings were discussed. Implications of the findings as related to foreign language instruction were discussed. Implications for further research that might yield significant findings were also discussed.
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Date Issued: 2006
Identifier: FSU_migr_etd-0410
Format: Thesis

Title: Perceived Teacher-Directedness, Omniscient Authority, and Communication Behaviors in Second Language Cooperative Learning.
Creator: Zhou, Feng, Turner, Jeanine E., Keller, John, Losh, Susan C., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: After firstly investigating the correlations among students' omniscient authority beliefs, students' perceived teacher-directedness, and students' intra-group communication behaviors, this research explored the cultural differences between American students and Chinese students regarding to these variables. A total of 89 Chinese students and 131 American students participated in this research. The results indicated that students' naïve omniscient authority beliefs were positively correlated...
Show moreAfter firstly investigating the correlations among students' omniscient authority beliefs, students' perceived teacher-directedness, and students' intra-group communication behaviors, this research explored the cultural differences between American students and Chinese students regarding to these variables. A total of 89 Chinese students and 131 American students participated in this research. The results indicated that students' naïve omniscient authority beliefs were positively correlated with their perceptions of higher teacher-directedness and negatively correlated with the mega-cognitive perspective of intra-group communication behavior. Meanwhile, differences were found between Chinese and American cultural groups with regards to students' omniscient authority beliefs, perceived teacher-directedness, and communication behaviors during cooperative learning. Chinese students tended to rely on themselves as the resources of information and knowledge and Chinese students perceived less teacher-directedness compared to American students. As to within-group communication behaviors, Chinese students were more excelled at time management while American students were more excelled at maintaining group affection.
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Date Issued: 2007
Identifier: FSU_migr_etd-0518
Format: Thesis

Title: Meta-Analytic Structural Equation Modeling (MASEM): Comparison of the Multivariate Methods.
Creator: Zhang, Ying, Becker, Betsy Jane, Yang, Yanyun, Niu, Xufeng, Eklund, Robert, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Meta-analytic Structural Equation Modeling (MASEM) has drawn interest from many researchers recently. In doing MASEM, researchers usually first synthesize correlation matrices across studies using meta-analysis techniques and then analyze the pooled correlation matrix using structural equation modeling techniques. Several multivariate methods of MASEM have been proposed by the researchers. In this dissertation, I compared the commonly used multivariate methods for meta-analytic path modeling....
Show moreMeta-analytic Structural Equation Modeling (MASEM) has drawn interest from many researchers recently. In doing MASEM, researchers usually first synthesize correlation matrices across studies using meta-analysis techniques and then analyze the pooled correlation matrix using structural equation modeling techniques. Several multivariate methods of MASEM have been proposed by the researchers. In this dissertation, I compared the commonly used multivariate methods for meta-analytic path modeling. Specifically, I examined the Generalized Least Squares (GLS) method (Becker, 1992; Becker & Schram, 1994) and the Two-Stage Structural Equation Modeling (TSSEM) method (Cheung, 2002; Cheung & Chan, 2005) using both simulation studies and real data analyses. Both the traditional GLS approach (Becker, 1992) and the modified GLS approaches (Becker & Fahrbach, 1994) were applied and compared with the TSSEM approach. Fixed-effects data and random-effects data were generated to see how these approaches differ at the first and second stages of MASEM. The results shows that the modified GLS approach performs as well as or better than the TSSEM approach in both the first step of synthesizing correlation matrices and the second step estimation of the parameters and standard errors, using both fixed-effects data and random-effects data. The original GLS approach only performs well when the within-study sample size is large enough (of the simulation situations in this dissertation, n ). Both the modified GLS approach and the TSSEM approach produce equivalent parameter estimates across all conditions. However, the standard errors from the TSSEM approach seem to be over-estimates under certain conditions. Overall, both the modified GLS and TSSEM approaches are appropriate for conducting meta-analytic path modeling and the difference in parameter estimates is minimal.
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Date Issued: 2011
Identifier: FSU_migr_etd-0534
Format: Thesis

Title: The Relationship Between Social Support and College Adjustment in Intercollegiate Athletes.
Creator: Dreher, Desaree Valerie, Eklund, Robert, Tenenbaum, Gershon, Turner, Jeannie, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Over the last 30 – 40 years, transitions (e.g. college, marriage, retirement), in general, and their outcomes have gained growing attention (Halamandarus & Power, 1999). Transitions break down habitual patterns of action and force the individual to form new behaviors to fit his or her novel experience (Dornbusch, 2000). Late adolescence is a period marked by numerous developmental changes and novel experiences that the individual needs to conquer in order to prepare for adulthood (Pratt,...
Show moreOver the last 30 – 40 years, transitions (e.g. college, marriage, retirement), in general, and their outcomes have gained growing attention (Halamandarus & Power, 1999). Transitions break down habitual patterns of action and force the individual to form new behaviors to fit his or her novel experience (Dornbusch, 2000). Late adolescence is a period marked by numerous developmental changes and novel experiences that the individual needs to conquer in order to prepare for adulthood (Pratt, Bowers, Terzian, Hunsberger, Mackey, Thomas, et al., 2000; Tao, Dong, Pratt, Hunsberger, & Pancer, 2000). One significant juncture for many late adolescents is the entrance into college. Even though some students find the transition into college as a challenge to personal growth, many students are overwhelmed and experience stress (Wintre & Yaffe, 2000). In 1999, approximately 60% of adolescents attended college where as only 15% attended in the 1930s (Steinberg, 1999). Despite this increase in the pursuit of higher education, many college freshmen end up transferring from their original institution or dropping out of college entirely. The current university attrition rate among American and Canadian freshmen is 25% (Wintre, Bowers, Gordner, & Lange, 2006), although, this rate does not include students who transferred to another university or re-entered college at a later point. Several studies have reported the beneficial effects of social support during the transition to college (Pratt et al., 2000; Tao et al., 2000; Hinderlie & Kenny, 2002; Schwitzer, Robbins, & McGovern, 1993; Halamandaris & Power, 1999). In particular, studies have found that peer support significantly affects one's adjustment to college (Hinderlie & Kenny, 2002; Pratt et al., 2000; Giacobbi, Lynn, Wetherington, Jenkins, Bodendorf, & Langley, 2004; Hays & Oxley, 1986; Wiseman 1997). It may be that first-year student-athletes are more fortunate than other students because they enter college with a pre-existing support network of teammates who can aid in their transition. For example, first-year student-athletes have reported in interviews that fellow teammates positively affected their adjustment to college (Giacobbi et al., 2004). Currently, there is limited research on the transition into college for student-athletes. The aim of the present study was to advance the understanding of the impact of social support on student-athletes during their transition into college, and compare this to nonathlete-students. Specifically, the aim of this study was to investigate the impact of team support on adjustment in first-year student-athletes. The results have indicated that student-athletes', both first-year and vii second-year, were similarly adjusted to college than first-year and second-year nonathletestudents. There was a significant difference in network composition between student-athletes and nonathlete-students, indicating that student-athletes rely on the appropriate support providers (i.e. athletes). However, when compared to nonathlete-students, student-athletes did not display higher college adjustment scores. In fact, both groups exhibited normatively typical adjustment scores. Furthermore, results indicated that there was no difference in adjustment scores between first-year and second-year student-athletes.
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Date Issued: 2008
Identifier: FSU_migr_etd-0670
Format: Thesis

Title: Flow, Attentional Strategy, and Self-Presentation in Runner Participating in 5 and 10 Kilometer Road Races.
Creator: Edwards, Amanda, Eklund, Robert, Tenebaum, Gershon, Eccles, David, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of this investigation is to explore the relationship between flow state, dissociation, and self-presentation in runners. It was hypothesized that dissociation would be negatively related to flow dimensions of total concentration on the task, receiving unambiguous feedback, having a sense of total control. Conversely, it was thought that dissociation would be positively related to the flow dimensions of time transformation, merging of action and awareness, loss of self...
Show moreThe purpose of this investigation is to explore the relationship between flow state, dissociation, and self-presentation in runners. It was hypothesized that dissociation would be negatively related to flow dimensions of total concentration on the task, receiving unambiguous feedback, having a sense of total control. Conversely, it was thought that dissociation would be positively related to the flow dimensions of time transformation, merging of action and awareness, loss of self-consciousness, and autotelic experience. A questionnaire packet containing an informed consent form, a demographic information handout, a Race Flow Scale (Modified DFS-2; Jackson & Eklund, 2002), the thought recording handout, and the Modified Self-Presentation in Sport Questionnaire (SPSQ; McGowan et al., 2008) was administered to 210 male and female runners. The analyses of this investigation are presented in three subsections: descriptive statistics, correlational analyses, and the results of a multivariate analysis of variance (MANOVA), including a posteriori exploratory analyses involving two covariates. Results reveal no significant relationships were established between attentional strategy and the dimensions of flow, or between self-presentational concerns and attentional strategy. However, it was found that individuals who experience self-presentational concerns are less likely to attain the state of flow.
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Date Issued: 2009
Identifier: FSU_migr_etd-0618
Format: Thesis

Title: An Examination of Factors Influencing Student Performance and Persistence in a Heavily-Text Based Secondary Online Learning Environment.
Creator: Seay, Cheryl Hogg, Driscoll, Marcy P., Piazza, Carolyn, Dennen, Vanessa, Reiser, Robert, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of this study was to gain a better understanding of how secondary education students perform and persist in a heavily text-based online learning environment. The study explored the following research questions: 1. How does reading achievement level influence learners' performance and persistence in a heavily text-based secondary online learning environment? 2. How does student motivation influence learners' performance and persistence in a heavily text-based secondary online...
Show moreThe purpose of this study was to gain a better understanding of how secondary education students perform and persist in a heavily text-based online learning environment. The study explored the following research questions: 1. How does reading achievement level influence learners' performance and persistence in a heavily text-based secondary online learning environment? 2. How does student motivation influence learners' performance and persistence in a heavily text-based secondary online learning environment? 3. How does the design of online instructional materials and the learners' preferred mode of processing information influence learners' performance and persistence in a heavily text-based secondary online learning environment? 4. What are students' perceptions of instructional effectiveness and how do these perceptions influence learners' performance and persistence in a heavily text-based secondary online learning environment? 5. What are students' perceptions of school and parental support and how do these perceptions influence learners' performance and persistence in a heavily text-based secondary online learning environment? The study focused on students from low performing high schools who were enrolled in a state-required Florida Virtual School course, Life Management Course. The number of study participants was based on students enrolled in the course between August 2006 and July 2007, and a convenience sample of approximately 1,000 students were surveyed based on low-performing school enrollment data, course enrollment data and survey response rates for the Florida Virtual School. The intent of the researcher was to use a two-phase sequential explanatory mixed methods approach to better understand this phenomenon. The first phase involved, data including state-based reading assessment scores and responses to survey instruments were collected for each participant. The second phase involved learner support surveys administered to each study participant and an examination of the course in which they were enrolled. The general design of the study in this phase was a multiple-case design in which each individual participant was the unit of analysis. A cross-case analysis was conducted to identify possible patterns that emerged from the analysis of the individual participants or single case. However, due to the nature of the data collected, the qualitative aspects of data became the researcher's primary focus. The study involved two dependent variables: (1) student performance and (2) student persistence and the following independent variables: (1) student characteristics, (2) literacy skills, (3) motivation, (4) instructional design, (5) instructional effectiveness, and (6) learner support. The actual sample size for the study was 965 participants; however, there were only eight respondents. A preliminary review of the data collected revealed that there was not variance in either the performance or persistence outcomes; each of the respondents not only passed the Life Management course, but also persisted and received a course grade. Due to this lack of variance, the researcher was unable to perform statistical analysis which might establish a predictive relationship between the dependent and independent variables of the study. However, through the development of summary profiles for each of the eight respondents and descriptive data, the researcher was able to make some general observations about the individual cases and the aggregate data. Limitations and implications of the study, as well as recommendations for future research are provided.
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Date Issued: 2010
Identifier: FSU_migr_etd-0287
Format: Thesis

Title: The Effect of the Integration of Social Annotation Technology, First Principles of Instruction, and Team-Based Learning on Students' Reading Comprehension, Critical Thinking, and Meta-Cognitive Skills.
Creator: Archibald, Thomas Nielsen, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Many freshmen students enter colleges and universities without the essential academic skills needed to be successful. Colleges and universities are seeking instructional interventions to address these needs. This study explored the effect of the Social Annotation Modeling- Learning System (SAM-LS) (three instructional interventions including social annotation technology, Merrill's (2002) First Principles of Instruction, and team-based learning) on students' acquisition of reading...
Show moreMany freshmen students enter colleges and universities without the essential academic skills needed to be successful. Colleges and universities are seeking instructional interventions to address these needs. This study explored the effect of the Social Annotation Modeling- Learning System (SAM-LS) (three instructional interventions including social annotation technology, Merrill's (2002) First Principles of Instruction, and team-based learning) on students' acquisition of reading comprehension, critical thinking, and meta-cognitive skills. RM ANOVA revealed multiple statistically significant (p
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Date Issued: 2010
Identifier: FSU_migr_etd-0233
Format: Thesis

Title: Expert and Novice Practitioner Use of the Computer-Based Test Interpretation for the Self-Directed Search: A Qualitative Analysis.
Creator: Shy, Jonathan David, Sampson, James P., Lenz, Janet, Padavic, Irene, Peterson, Gary, Reardon, Robert, Department of Educational Psychology and Learning Systems, Florida State...
Show moreShy, Jonathan David, Sampson, James P., Lenz, Janet, Padavic, Irene, Peterson, Gary, Reardon, Robert, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: This qualitative research study explored the process by which expert and novice counseling practitioners use the computer-based test interpretation (CBTI) for the Self-Directed Search (SDS). Two groups of people were involved in the study: (a) research participants and (b) student assistants. Research participants were the focus of the study; student assistants were not measured or assessed in any way. Research participants were selected from a career center at a large southeastern university...
Show moreThis qualitative research study explored the process by which expert and novice counseling practitioners use the computer-based test interpretation (CBTI) for the Self-Directed Search (SDS). Two groups of people were involved in the study: (a) research participants and (b) student assistants. Research participants were the focus of the study; student assistants were not measured or assessed in any way. Research participants were selected from a career center at a large southeastern university. All received some training in the use of the CBTI for the SDS prior to their participation in the study. Student assistants were selected from an undergraduate course in career development. Students in the course take the SDS and receive an interpretation of their CBTI as part of normal classroom procedures. They were invited to have their interpretation audio-recorded for the current study and were offered extra credit as an incentive. Twelve students were selected; those who wanted to assist but were not selected were still presented with an opportunity to receive extra credit. Data collection occurred in two phases. Research participants first interpreted a CBTI for the SDS to two student assistants. These interpretations were audio-recorded. Following the interpretative events, the researcher interviewed research participants; interviews were also audio-recorded. During the interview, research participants were asked about the nature of the student participant's SDS scores and their reactions to the interpretive process. Following the data collection procedures a professional transcription agency transcribed audio recordings. The researcher reviewed transcribed audio recordings from interpretive events and interviews for one participant and identified a preliminary coding system based on themes present in the data. Nvivo qualitative software was used to assist with this effort. The preliminary coding system went through several iterations as data from additional participants was analyzed. The characteristics of expertise identified by Glaser and Chi (1988) were used as sensitizing concepts in order to link the data analysis to relevant literature. Raw data and the preliminary coding system were presented to an auditor with knowledge of qualitative research to provide an objective opinion of the data. Feedback was received and a final coding system was identified. The final coding system consisted of a thematic hierarchy of five major categories, 12 higher order themes, and 13 lower order themes. A second auditor reviewed the final coding system and raw data to ensure the appropriateness of the data analysis. Results revealed that experts and novices interpreted much of the same content presented in the CBTI for the SDS, but did so in different ways. Experts explained more content of the CBTI for the SDS, solicited background information, discussed resources and services, and incorporated elements from two career theories during interpretations. Experts also made decisions about: the relative importance of data, student's career problems, and how to adjust their performance and structure the interpretive process based on the unique needs of students. The results suggested that this study's experts possessed more complex domain-specific schema for the interpretation of the CBTI for the SDS. These schema appeared to enable experts to examine more data, which was used to form more complex conceptualizations of students' career functioning. The findings lent support to the characteristics of expertise identified by Glaser and Chi (1988), as well as for stage theories of the development of expertise identified by Dreyfus and Dreyfus (1986). The findings were used to develop a suggested interpretive process of the interpretation of the CBTI for the SDS.
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Date Issued: 2008
Identifier: FSU_migr_etd-0327
Format: Thesis

Title: An Analysis of the Emotional Quotient Inventory: Youth Version as a Measure of Emotional Intelligence in Children and Adolescents.
Creator: Shuler, Celeste Nobles, Prevatt, Frances, Wagner, Richard, Peterson, Gary, Pfeiffer, Steve, Proctor, Briley, Department of Educational Psychology and Learning Systems, Florida...
Show moreShuler, Celeste Nobles, Prevatt, Frances, Wagner, Richard, Peterson, Gary, Pfeiffer, Steve, Proctor, Briley, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The purpose of this study was to contribute to the understanding of emotional intelligence as it occurs in children and adolescents by investigating the psychometric properties (i.e. validity) of the Emotional Quotient Inventory: Youth Version (EQ-i: YV). The validation of this instrument involved considering its relationship to cognitive intelligence, self-report of personality, and parent-report of behavior. A battery of tests that included a measure of intellectual functioning, an omnibus...
Show moreThe purpose of this study was to contribute to the understanding of emotional intelligence as it occurs in children and adolescents by investigating the psychometric properties (i.e. validity) of the Emotional Quotient Inventory: Youth Version (EQ-i: YV). The validation of this instrument involved considering its relationship to cognitive intelligence, self-report of personality, and parent-report of behavior. A battery of tests that included a measure of intellectual functioning, an omnibus personality test, a measure of childhood behavior problems, and the EQ-i: YV was administered to a sample of 143 children ranging in age from 8 to 18 years. A small positive relationship was found to exist between Full Scale IQ and the broadband measure of emotional intelligence. Many significant relationships were obtained between the subtests of the EQ-i: YV and the omnibus personality test, suggesting a high degree of relationship. Significant correlations were evidenced among the scales of the EQ-i: YV and the measure of childhood behavior problems, but to a much lesser extent than with personality. The EQ-i: YV demonstrated the abilityt to predict significantly elevated scores on a broadband measure of emotional difficulties. Lastly, aspects of personality were found to contribute more heavily to the prediction of overall emotional intelligence than did cognitive intellectual functioning.
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Date Issued: 2004
Identifier: FSU_migr_etd-0325
Format: Thesis

Title: The Prevalence of Anxiety in Individuals with Nut Allergies.
Creator: Smith, Stacey Brianne, Peterson, Gary, Kelly, Donald, Turner, Jeannine, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This was an empirically based study that examined the prevalence of social interaction anxiety, worry, state anxiety, and trait anxiety in individuals with a nut allergy. Three different groups were used, the first being the 'nut allergy' group (N = 24) consisting of individuals with a self-proclaimed nut allergy, and two comparison groups: the 'other allergy' group (N = 17) consisting of those with other (non-nut) allergies and the 'allergy free' group (N = 31) consisting of individuals who...
Show moreThis was an empirically based study that examined the prevalence of social interaction anxiety, worry, state anxiety, and trait anxiety in individuals with a nut allergy. Three different groups were used, the first being the 'nut allergy' group (N = 24) consisting of individuals with a self-proclaimed nut allergy, and two comparison groups: the 'other allergy' group (N = 17) consisting of those with other (non-nut) allergies and the 'allergy free' group (N = 31) consisting of individuals who had no known allergies. The main hypotheses were that there would a direct relationship between the occurrence of a nut allergy and social interaction anxiety, worry, state anxiety, and trait anxiety. To test these hypotheses, all individuals completed 5 questionnaires: The Nut Allergy Inquiry Form, the Social Interaction Anxiety Scale (SIAS), the Penn State Worry Questionnaire (PSWQ), the State-trait Anxiety Inventory-State (STAI-S), and the State-trait Anxiety Inventory-Trait (STAI-T). These questionnaires were intended to measure social interaction anxiety, worry, state anxiety, and trait anxiety respectively. After conducting an analysis of variance to test each of the four hypotheses, it was determined that none of the hypothesized results of this study were significant. Therefore, the overall conclusion of this research is that there is not a direct relationship between the occurrence of a nut allergy and social anxiety, worry, state anxiety, or trait anxiety. However, it should be noted that the size of the Cohen d estimates indicated that some of the differences in means were practically significant. This is an indication that the present study lacked the power to fully test the hypotheses; it could be viewed as exploratory in nature with an eye toward a more comprehensive study.
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Date Issued: 2006
Identifier: FSU_migr_etd-0352
Format: Thesis

Title: Graph and Property Set Analysis: A Methodology for Comparing Mental Model Representations.
Creator: Smith, Linda Jane, Spector, J. Michael, Douglas, Ian, Johnson, Tristan E., Dennen, Vanessa P., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of this dissertation study was to conduct the next stage of research in the development of a new methodology (Smith, 2005) based on an analysis of Graphs and Property Sets (GAPS). The objective of the methodology is to measure the degree of similarity in structure and content of mental model representations. Such measures are useful in determining if and to what extent instructional interventions promote understanding and the acquisition of expertise with regard to complex...
Show moreThe purpose of this dissertation study was to conduct the next stage of research in the development of a new methodology (Smith, 2005) based on an analysis of Graphs and Property Sets (GAPS). The objective of the methodology is to measure the degree of similarity in structure and content of mental model representations. Such measures are useful in determining if and to what extent instructional interventions promote understanding and the acquisition of expertise with regard to complex phenomena and problem solving situations. This methodology builds on earlier research (e.g., Spector & Koszlka, 2004) and was tested in a prototype study (Smith, 2006). The research was developmental in nature and consisted of a formative evaluation of the methodology aimed at answering the following questions: 1. Does the methodology provide useful comparisons of student-constructed models based on relevant attributes of structure and content that are embedded in the model elicitation methodology? 2. What improvements in the methodology are needed prior to further research and development and eventual implementation in the form of a mental model assessment tool? a. What improvements are needed regarding the mental model elicitation methodology? b. What improvements are needed in the mental model representation analysis methodology? The study revealed that the methodology can provide useful comparisons of student-constructed models. The determination of usefulness was based on the feedback received from two professors who are instructors for beginning students in the instructional design program which provided the subjects for this research. The study also identified specific improvements that are needed prior to further research and development of the methodology. For this study, a mental model is an internal cognitive structure created by an individual to explain external phenomena, to solve problems, and/or to predict outcomes of actions and decisions. Such internal structures cannot be observed directly, and methods for representing an individual's mental model vary according to the latitude of expression given the individual and the extent of assumptions that must be made concerning the degree of similarity between the internal model and the external representation. The methodology evaluated in this study represents a systematic attempt to combine freedom of expression on one hand with structured detail elicitation on the other. The intention is to reduce the number of inferences and assumptions an investigator must make in interpreting a mental model representation and address finer levels of comparisons between and among models. The methodology uses an application of graph theory (Chartrand, 1977; Diestel, 2000) and can be distinguished from other graph-based methodologies by one or more of the following characteristics. Subjects create their own graphs to represent their mental models. Subjects provide detailed property sets for each graphic element. Property sets define both the concepts in a subject's mental model and the subject's understanding of how concepts are related. Finally, comparisons between models are based on analyses of properties of graphic elements rather than linked pairs of concept labels. Property set analysis may determine whether or not similar labels in different mental model representations refer to the same concepts. It also may determine whether or not similar concepts are identified with different labels. Assumptions that subjects understand and use concept labels the same way can lead to inaccurate conclusions about the degree of correspondence of one model to another. The research context was a graduate program in instructional design at a large, Southern university. Individuals may enter the program as masters students or doctoral students. The focus of this study was limited to comparisons of mental model representations between novices and experts in the field of instructional design. The methodology was used to examine gaps between the knowledge and conceptions of beginning students and the knowledge and conceptions of their professor who is an experienced practitioner in the field of instructional design. The initial state of student knowledge and conceptions can have significant implications for the design and delivery of instruction. First, understanding students' prior knowledge provides a starting point in bridging the gap between their beginning state and the learning objectives of the instruction. Second, learning of new material takes place with regard to a larger world view students may have. Integration of new knowledge within this larger context requires some awareness of the context's relevant attributes. Next, examination of students' initial conceptions and mental models may reveal misconceptions that must be overcome in order for the learning objectives to be achieved. Misconceptions can be firmly entrenched, and may require design and/or delivery approaches beyond those sufficient to instruct students without such handicaps. It is assumed that a comparison of mental model representations of beginning students with the mental model representation of an experienced practitioner will reveal both initial states of the learners and misconceptions they may have. Participants included three professors who are experienced instructional designers and 19 graduate students in an introductory design course in the Instructional Systems Program. Participants were trained to use the methodology to represent their mental models in responding to an instructional design problem. Mental model representations of students were compared with that of the professor teaching the introductory instructional design course. The comparisons addressed: (a) the degree of similarity in content and structure; and (b) specific areas in student models which might indicate misconceptions or knowledge gaps. The mental model representations of the other two experienced instructional designers were compared to that of the professor teaching the course. This analysis determined that the methodology has utility in comparing the models of persons with similar expertise (experienced designers) as well as those with different levels of expertise (professor/student). It also confirmed that the methodology identifies more similarities between persons with similar expertise than between persons of different levels of expertise. Answer to research question 1. A comparison of student-constructed models based on relevant attributes of structure and content is considered useful if it reveals misconceptions or gaps in knowledge that, if present, will affect the design and/or delivery of instruction for the purpose of improving the potential for learners to achieve the targeted learning goals. The comparison analysis results were shared first with the professor teaching the class of student participants to determine the usefulness of the methodology in identifying misconceptions or knowledge gaps that can affect instructor decisions concerning the design and/or delivery of instruction. Next, the results were shared with the other two professors, one of whom also was an instructor for beginning students in instructional design. The third professor, who did not teach instructional design students, did not comment on the specific application of results; however, the two professors teaching in the instructional design program responded that the information would aid them in making course design and delivery decisions. They indicated surprise regarding (a) the amount of information that the methodology could produce and (b) the extent of the gaps in knowledge that were revealed between entry level students and their professor. Answer to research question 2. Required improvements in the methodology were addressed using qualitative data obtained from analysis of mental model representations and participant responses to questionnaires and interviews. Questionnaires and interviews were used to obtain participant feedback on the representation process. Comparative analysis data and data from the questionnaires and interviews were examined to determine what improvements are needed prior to further study and implementation of the methodology. The initial analysis results and recommended list of changes were shared with the experienced practitioner group (i.e., the professors) to obtain their reactions to the proposed improvements. The list of recommendations include: (a) an improved training plan with more examples and additional practice; (b) assessment of understanding of both the representation process and the problem statement prior to model elicitation; (c) better design of the model to be used for comparison with student models; and (d) a set of guidelines for constructing the database and performing qualitative analyses. Because this study was limited to a single application and participant group, results cannot be generalized. However, the mental model assessment methodology design is not limited to this specific application. The results of this study can set the stage for future research using other subject areas, different educational levels, and additional populations. The intended features of this methodology are that it will: (a) be generalizable across domains and populations; (b) be applicable for a variety of purposes in education and training including educational research and instructional design; (c) be scalable for practical use in secondary, tertiary and work settings; (d) be appropriate for complex problem solving domains; (e); produce metrics that identify the degree and basis of correspondence between mental models; and (f) provide greater insight into the structure and content of a person's mental model than what is now provided by current mental model assessment approaches. Further research may produce a validation for broader applications and eventual implementation in the form of a mental model elicitation and assessment tool.
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Date Issued: 2009
Identifier: FSU_migr_etd-0362
Format: Thesis

Title: Same Author and Same Data Dependence in Meta-Analysis.
Creator: Shin, In-Soo, Becker, Betsy Jane, Huffer, Fred, Kamata, Akihito, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: When conducting meta-analysis, reviewers gather extensive sets of primary studies for meta-analysis. When we have two or more primary studies by the same author, or two more studies using the same data set, we have the issues we call 'same author' and 'same data' issues in meta-analysis. When a researcher conducts a meta-analysis, he or she first confronts 'same author' and 'same data' issues in the data gathering stage. These issues lead to between studies dependence in meta-analysis. In...
Show moreWhen conducting meta-analysis, reviewers gather extensive sets of primary studies for meta-analysis. When we have two or more primary studies by the same author, or two more studies using the same data set, we have the issues we call 'same author' and 'same data' issues in meta-analysis. When a researcher conducts a meta-analysis, he or she first confronts 'same author' and 'same data' issues in the data gathering stage. These issues lead to between studies dependence in meta-analysis. In this dissertation, methods of showing dependence are investigated, and the impact of 'same author' studies and 'same data' studies is investigated. The prevalence of these phenomena is outlined, and how meta-analysts have treated this issue until now is summarized. Also journal editors' criteria are reviewed. To show dependence of 'same author' studies and 'same data' studies, fixed-effects categorical analysis, homogeneity tests, and intra-class correlations are used. To measure the impact of 'same author' and 'same data' studies, sensitivity analysis and HLM analyses are conducted. Two example analyses are conducted using data sets from a class-size meta-analysis and ESL (English as a Second Language) meta-analysis. The former is an example of the 'same data' problem, and the latter is an example of the 'same author' problem. Finally, simulation studies are conducted to assess how each analysis technique works.
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Date Issued: 2009
Identifier: FSU_migr_etd-0319
Format: Thesis

Title: Over Conformity to the Sport Ethic Among Adolescent Athletes and Injury.
Creator: Shipherd, Marguerite Amber, Eklund, Robert C., Tenenbaum, Gershon, Eccles, David W., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Iconic media moments include when Kerri Strug 1996 Olympic vault with two torn ligaments in her ankle, and Tiger Woods' win in the 2008 US Open with a torn left anterior cruciate ligament and a double stress fracture on his left tibia. Both athletes were regarded as heroes for competing while injured and particularly because they were successful in doing so. Even fourth grade athletes accept pain and injury as inevitable outcomes of playing sports, and continue to play through the pain and...
Show moreIconic media moments include when Kerri Strug 1996 Olympic vault with two torn ligaments in her ankle, and Tiger Woods' win in the 2008 US Open with a torn left anterior cruciate ligament and a double stress fracture on his left tibia. Both athletes were regarded as heroes for competing while injured and particularly because they were successful in doing so. Even fourth grade athletes accept pain and injury as inevitable outcomes of playing sports, and continue to play through the pain and injury (Singer, 2004). Over conformity to the sport ethic can include behaviors such as: risking injury or prolonged illness to compete, playing through pain, inclination to avoid medical attention, or winning regardless of the physical costs (Hughes & Coakley, 1991; Miller, 2008). The purpose of this study was to investigate the relationship between over conformity to the sport ethic and injury in adolescent athletes. Male (n = 98) and female (n = 105) athletes between the ages of 13 and 18 in Tallahassee, FL were recruited to participate in the study. Athletes provided demographic, sport and injury history data and completed the Sport Attitudes Questionnaire developed for this study. The Sport Attitudes Questionnaire measured degree of and reasons for conformity to the sport ethic. Data analysis revealed athletes who were found to be higher in sport ethic conformity reported incurring a significantly greater number of injuries at the .05 level (m = 2.02) than their peers (m = .80) who were found to be lower in sport ethic conformity. Athletes high in conformity reported engaging in sport ethic conformity behaviors because they believed athletes should be tough. Athletes low in sport ethic conformity reported engaging in sport ethic conformity behaviors because they loved their sport. Implications of these results for athletes, coaches and sport psychology practitioners are discussed.
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Date Issued: 2010
Identifier: FSU_migr_etd-0320
Format: Thesis

Title: Emoticon Usage in Task-Oriented and Socio-Emotional Contexts in Online Discussion Boards.
Creator: Yigit, Osman Taner, Losh, Susan Carol, Roehrig-Bice, Alysia, Jeong, Allan, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study aims to understand the frequency of emoticon usage in Computer Mediated Communication (CMC) using discussion boards. It also aims to understand whether the contexts (i.e., socio-emotional versus task oriented contexts) in which emoticons are used make any difference. In addition, this study will examine whether using emoticons in online discussion boards helps communicators to exchange emotions and thus to enhance the message content. The result of the study suggests that...
Show moreThis study aims to understand the frequency of emoticon usage in Computer Mediated Communication (CMC) using discussion boards. It also aims to understand whether the contexts (i.e., socio-emotional versus task oriented contexts) in which emoticons are used make any difference. In addition, this study will examine whether using emoticons in online discussion boards helps communicators to exchange emotions and thus to enhance the message content. The result of the study suggests that participants use more emoticons when they are provided. Participants in socio-emotional contexts use more emoticons than they do in task-oriented contexts. The results of the study also suggest that participants in socio-emotional contexts found emoticons helpful in expressing their ideas and in understanding others' ideas, and also expressing their feelings and understanding others' feelings.
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Date Issued: 2005
Identifier: FSU_migr_etd-0665
Format: Thesis

Title: The Impact of Social Model Agent Type (Coping, Mastery) and Social Interaction Type (Vicarious, Direct) on Learner Motivation, Attitudes, Social Comparisons, Affect, and Learning Performance.
Creator: Ebbers, Suzanne J., Baylor, Amy L., Hicks, Mary W., Branson, Robert K., Peterson, Gary W., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Pedagogical agents, which are "virtual" (computerized) characters for learning, are a recent research phenomenon. While they have been studied in numerous types of computerized environments in terms of their impact on learning, motivation, attitude and other measures, no study has yet been performed replicating a human-agent social learning "virtual classroom" environment, and no study has compared the impact of a Direct Interaction (learner participates in conversation) as compared to a...
Show morePedagogical agents, which are "virtual" (computerized) characters for learning, are a recent research phenomenon. While they have been studied in numerous types of computerized environments in terms of their impact on learning, motivation, attitude and other measures, no study has yet been performed replicating a human-agent social learning "virtual classroom" environment, and no study has compared the impact of a Direct Interaction (learner participates in conversation) as compared to a Vicarious Interaction (learner overhears conversation). This study sought to determine in a human-agent social learning situation the extent to which the underlying inherent processes of human-human social learning are mirrored in a human-agent social learning situation using Bandura and Schunk's recommended guidelines for social learning models (Coping and Mastery). It also sought to determine the impact of a social interaction - either "overheard" (Vicarious) or "with the learner" (Direct) – on social learning outcomes. The study examined the impact of Agent Type (Coping and Mastery) and the impact of Agent Type * Interaction Type (Coping/Vicarious; Coping/Direct; Mastery/Vicarious; and Mastery/Direct) on learner motivation (self-efficacy and anticipated satisfaction), attitudes (agent likeability and positive attitudes towards agent), social comparison activity (competence similarity, performance similarity, and evaluation comparison), positive and negative affect, and learning performance (recall, integration, and a combined recall/integration score). One hundred and three undergraduate learners from a pre-service teacher's Introduction to Technology course were randomized into five conditions, including a control condition with social model agent present but not speaking. The learning environment was an hour-long automated computerized instructional module teaching learners how to create an e-learning instructional plan in three segments: creating objectives, creating an activity plan and creating an assessment. Dependent measures were taken prior to the inception of instruction, half-way through the instruction, and at the end of the instruction after the post-test learning performance activity. In terms of Agent Type, there were significant results for Motivation (p = .052) and Self-Efficacy (p = .016), Positive Attitude (p = .046), Comparisons (p = .008), Competence Similarity (p = .021), Performance Similarity (p = .003), and all three Learning Performance results (Recall: p = .000; Integration: p = .001; and Combined: p = .000). Attitudes approached significance (p = .086). Coping Agent Type produced significantly more positive results than did Mastery Agent Type for all dependent measures except Learning Performance measures. For these, the Mastery Agent Type was much more effective than the Coping Agent Type. In terms of Time * Agent Type, there were significant results for Attitude, Positive Attitude, and Evaluation Comparison, with Comparisons (p = .083) and Performance Similarity (p = .093) approaching significance. There were no significant results for Agent Type * Interaction Type, but for Time * Agent Type * Interaction Type, Motivation was significant, and Attitudes approached significance at p = .071. Learner Positive and Negative Affect were not significant in terms of Agent Type or Agent Type * Interaction Type, but both dependent measures were highly significant in terms of Time. Over time, both positive and negative learner affect decreased across conditions, demonstrating that the other social learning processes were not affected by mood. All significant results except one were in the expected direction, with the Coping Agent Type producing more positive results than the Mastery Agent Type. However, interestingly, while the Learning Performance measures of Recall (p = .000), Integration (p = .001), and Combined (p = .000) all were highly significant, they produced the opposite result of what was expected, with the Mastery Agent Type learners producing high learning performance scores. Results indicate that in a computerized human-agent social learning experience the Coping Agent Type influences learners to have more positive outcomes in terms of the underlying processes of social learning (motivation, attitudes, and social comparison activity), but the Mastery Agent Type leads learners to have more positive learning performance outcomes. Sweller's Cognitive Load theory, Festinger's Cognitive Dissonance theory, Mayer's social conversation schema, Bandura's Social Learning Theory in terms of motivational issues, and Turner's Theory of Social Interaction explain many of the significant results, and implications for social learning theory and instructional design theory are discussed.
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Date Issued: 2007
Identifier: FSU_migr_etd-0603
Format: Thesis

Title: The Effects of Agent Emotional Support and Cognitive Motivational Messages on Math Anxiety, Learning, and Motivation.
Creator: Shen, E, Keller, John, Jakubowski, Elizabeth, Driscoll, Marcy, Baylor, Amy, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Mathematics plays an important role in everyday life. Math anxiety has been one of the major reasons that students do not like math mathematics. Many efforts have been done to alleviate learner's math anxiety with respect to curriculum design, math assessment, classroom culture, and teacher attitudes. In this study, math anxiety from the GED (General Educational Development) population is addressed through emotional and motivational support provided by pedagogical agents. There are two...
Show moreMathematics plays an important role in everyday life. Math anxiety has been one of the major reasons that students do not like math mathematics. Many efforts have been done to alleviate learner's math anxiety with respect to curriculum design, math assessment, classroom culture, and teacher attitudes. In this study, math anxiety from the GED (General Educational Development) population is addressed through emotional and motivational support provided by pedagogical agents. There are two reasons to this approach. One major reason is the inherent social nature of learning and research on learners' emotion and motivation are gaining more and more interest. The other major reason is that the embodiment nature of pedagogical agents have been recognized by researchers and the pedagogical agents become one of the ideal candidates to improve learning and influence learners' emotion and motivation in a computer-based learning environment. In this study, emotional support and cognitive motivational messages were embedded in pedagogical agents to promote learning, alleviate math anxiety, and improve leaner motivation. 109 GED students affiliated with local community college participated in this study. This study used a 2 x 2 factorial design. The two independent variables were emotional support and cognitive motivational messages and each dependent variable contained two levels: presence versus absence. The dependent measure of study includes learning, math anxiety, and leaner motivation. MANOVA analysis revealed a main effect of emotional support. Further univariate analysis showed that students who worked with emotional support agents performed better in learning and had less math anxiety than those students who worked with none-emotional support agents. No significant results were found on the main effect of cognitive motivational messages. This study shows quantitative evidence of the effectiveness of pedagogical agents as a means to deliver emotional support in a computer based learning environment. Further research is suggested to examine the adaptive nature of emotional support and cognitive motivational messages. The effect of emotional support and cognitive motivational messages in non-GED population needs to be tested.
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Date Issued: 2009
Identifier: FSU_migr_etd-0309
Format: Thesis

Title: The Impact of a Standardized Cognitive Information Processing Intervention on the Career Decision State of at-Risk Youth.
Creator: Shelby, Tracy L., James, Darling, Carol, Peterson, Gary W., Losh, Susan B., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: How do children's career aspirations come to reflect the social inequalities among their elders? One theorist, Linda S. Gottfredson, 1996 was interested in explaining how at-risk children come to define themselves professionally and found that career choice is an effort to position oneself in the extensive social order in which the most public, social aspects (i.e., gender, social class, intelligence) play an integral part in this process, rather than the more personal, private elements (i.e....
Show moreHow do children's career aspirations come to reflect the social inequalities among their elders? One theorist, Linda S. Gottfredson, 1996 was interested in explaining how at-risk children come to define themselves professionally and found that career choice is an effort to position oneself in the extensive social order in which the most public, social aspects (i.e., gender, social class, intelligence) play an integral part in this process, rather than the more personal, private elements (i.e., values, personality, siblings, family plans). Given this information, the next question would be, how do we break the cycle of underachievement, poverty, and under education of at-risk youth, so that they can develop educational and career goals that are most suited to their values, interests and abilities? The purpose of this study is to evaluate the impact of a Cognitive Information Processing (CIP) intervention structured by a standard decision-making tool, the Career Decision Making Tool (CDMT) on the career decision-state of at-risk youth. Impact is defined as the total effects, intentional and unintentional, of administering a human service intervention. Furthermore, the career decision state is defined in terms of (a) the extent to which individuals are certain of their educational and occupational choices and (b)their degree of satisfaction with their choice at a given moment in time (Bullock, Peterson, Lierer & Reardon, 2009). More simply, career decision state is defined in terms of career decidedness (certainty) and satisfaction. This study was implemented as part of an existing summer, community-based prevention and health promotion program, Project K.I.C.K. (Kids in Cooperation with Kids), housed within a local Boy's and Girl's Club. While seventy-five youth participated in some of the intervention activities, complete data were available for forty-six participants. Forty-six predominately African American (83%) adolescent youth, ages 11 – 18, attending summer camp at a Boy's and Girl's Club in a medium-sized community in North Florida participated in the intervention. The goals of the CIP interventions are to ensure that the youth are: a) given information and experiences to broaden their educational and career knowledge base; b) prepared to make an informed choice of career; and c) are equipped to develop an educational plan conducive to attaining their career aspirations. The results of this study indicated that, with respect to the development of the occupational goal decision state in terms of decidedness, certainty, or satisfaction, the means did not vary significantly across the observations, pretest, pretest, and posttest. Thus, collectively, the CIP intervention appeared to have no impact on these participants' choice of occupational goal. However, the chi-square ratios pertaining to frequencies of decidedness indicated there was a significant shift (p ≤ .05, χ2 = 32.01, df = 6) in the level of decidedness from pretest 2 to the posttest in that 5 participants indicated a first choice of occupation on the second pretest, but no participants indicated a first choice on the posttest. Thus, there was a shift toward becoming more undecided in terms of occupational goal. With regard to level of educational choice, satisfaction with choice, and certainty of choice, the CIP intervention had no significant impact on the participants' educational goal decision state. Nonetheless, there were changes from the second pretest to the posttest in terms of frequencies of individuals endorsing "Don't know" and "BA/BS degrees," with the former increasing by 8 participants and the latter decreasing by 8 participants. Thus, as with the case of occupational goals, there is a shift toward becoming more undecided in terms of educational goal as a result of participation in the CIP intervention. On a four-point helpfulness scale where 1 = not helpful, 2 = somewhat helpful, 3 = helpful, and 4 very helpful, the participants expressed that the vast majority of activities were helpful to very helpful in formulating their educational and occupational goals. With respect to the entire CDMT experience in terms of satisfaction, the participants indicated that they were satisfied with the facilitation of educational goals and occupational goals. In conclusion, the implementation of a CIP intervention structured by the CDMT appeared to provide an "awakening" experience for many of the participants regarding educational and occupational opportunities. The majority of the participants enjoyed the activities and expressed satisfaction regarding their impact on their educational and occupational goals. It appeared that this was an effective career intervention that could be improved with additional emphasis on preparing for field trips and in processing the experience afterward. The participant's responses to this career intervention were highly encouraging.
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Date Issued: 2010
Identifier: FSU_migr_etd-0307
Format: Thesis

Title: A Study Examining the Effectiveness of Two Instructional Treatments on Student Achievement, Motivation, and Cognitive Reasoning Processes in a Complex Concept Domain.
Creator: Amirault, Ray J., Wager, Walter W., Biance, Michael C., Herrington, Carolyn D., Keller, John M., Morgan, Robert M., Department of Educational Psychology and Learning Systems,...
Show moreAmirault, Ray J., Wager, Walter W., Biance, Michael C., Herrington, Carolyn D., Keller, John M., Morgan, Robert M., Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The purpose of this study was to determine the effectiveness of a concept-focused and a procedures-focused instructional approach on adult learner concept acquisition in terms of performance, motivation, and concept usage in reasoning. The concepts in the study consisted of complex defined concepts from a highly technical domain. Eleven students in a graduate instructional design program were assigned via stratified groups to one of two instructional treatment groups, one concept-focused and...
Show moreThe purpose of this study was to determine the effectiveness of a concept-focused and a procedures-focused instructional approach on adult learner concept acquisition in terms of performance, motivation, and concept usage in reasoning. The concepts in the study consisted of complex defined concepts from a highly technical domain. Eleven students in a graduate instructional design program were assigned via stratified groups to one of two instructional treatment groups, one concept-focused and one procedures-focused. Learners in the Concept-Focused Group received conceptual relational database design instruction early in the instructional sequence, prior to procedural instruction. Learners in the Procedures-Focused Group were presented the identical conceptual information, but embedded throughout an instructional sequence that emphasized procedural knowledge. Significant positive differences were found for far transfer performance and motivation levels in learners between the two groups. Verbal protocol analysis revealed no differences in time or trial and error strategies learners in the two groups took to solve a far transfer problem. These findings suggest that a concept-focused instructional strategy can positively impact student learning and motivation when learning complex defined concepts, and can assist learners in developing a more accurate mental model of these complex concepts. Suggestions for future research are presented.
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Date Issued: 2003
Identifier: FSU_migr_etd-0007
Format: Thesis

Title: Predicting Third Grade Students' FCAT Reading Achievement and Oral Reading Fluency Using Student Demographic, Academic History, and Performance Indicators.
Creator: Canto, Angela I., Proctor, Briley E., Al Otaiba, Stephanie Dent, Prevatt, Frances, Peterson, Gary, Department of Educational Psychology and Learning Systems, Florida State...
Show moreCanto, Angela I., Proctor, Briley E., Al Otaiba, Stephanie Dent, Prevatt, Frances, Peterson, Gary, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The Florida Comprehensive Assessment Test (FCAT) is Florida's annual measure of student yearly academic progress with major implications for individual students and schools. The present study explored the inter-relationships among student background and reading performance indicators and the predictive utility of those variables as a means to identify students at risk for FCAT failure. The following indicators were incorporated into this study: student demographics (gender and socio-economic...
Show moreThe Florida Comprehensive Assessment Test (FCAT) is Florida's annual measure of student yearly academic progress with major implications for individual students and schools. The present study explored the inter-relationships among student background and reading performance indicators and the predictive utility of those variables as a means to identify students at risk for FCAT failure. The following indicators were incorporated into this study: student demographics (gender and socio-economic status), academic history (attendance rate and number of prior grade retentions), teacher-rated evaluation of student performance (student participation in Reading activities and Reading grade), and reading skill (decoding and oral reading fluency). Decoding and oral reading fluency were measured using the DIBELS Oral Reading Fluency (ORF) and Nonsense Word Fluency (NWF) subtests (Good and Kaminski, 2002b), three months prior to FCAT administration. The student background and performance variables were first used in a multiple regression analysis to predict FCAT Reading achievement. Among these predictor variables, ORF, student's third quarter Reading grade, and SES were found to be statistically significant predictors of Reading FCAT-SSS scores. The strong correlation found between ORF and FCAT achievement in this study was congruent with results in previous studies, whereas the addition of Reading grade and SES as significant predictors of Reading FCAT-SSS scores were new findings in this study. Next, it was of interest to determine whether any of the aforementioned indicators also predicted ORF ability. Reading grade and NWF scores were both statistically significant predictors of ORF performance. Lastly, this study examined the utility of two risk models of Reading failure that use cutpoint guidelines for student performance on the DIBELS ORF subtest to determine risk level. These cutpoint models were applied to this data set to determine the usefulness of these models in identifying students who may be at risk for reading difficulty. Both models explored were moderately effective in identifying at-risk students. However, a three-category risk model (low, moderate, high) was determined to be of greatest assistance to educators for efficiency and ease. In conclusion, this author identified limitations inherent in the present study and offered recommendations for future research directions.
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Date Issued: 2006
Identifier: FSU_migr_etd-0095
Format: Thesis

Title: The Effect of Guided Questioning on Student Achievement, Self Regulatory Behavior, and Self-Efficacy in a Biology for Non Majors Class.
Creator: Debroux, Margie L., Wager, Walter W., Reardon, Robert C., Driscoll, Marcy P., Keller, John M., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study examined the effect of guided questioning prompts within cooperative learning groups on group performance and individual achievement, self-regulation, and domain self-efficacy. In comparison to the less guided questioning prompts, the more guided questioning prompts would be used to facilitate reflection activities within a group, which would serve as a model for learners to incorporate such reflective activities into their individual self-regulation. It is anticipated that the...
Show moreThis study examined the effect of guided questioning prompts within cooperative learning groups on group performance and individual achievement, self-regulation, and domain self-efficacy. In comparison to the less guided questioning prompts, the more guided questioning prompts would be used to facilitate reflection activities within a group, which would serve as a model for learners to incorporate such reflective activities into their individual self-regulation. It is anticipated that the development of individual self-regulation will increase domain-specific self-efficacy, and in turn, improve academic achievement. A pretest-posttest comparison group design was utilized in which 37 learners enrolled in two sections of a non-majors biology course at a Southeastern community college worked in cooperative learning groups of three to four learners. Over the course of four weeks, the cooperative learning groups were given either more guided questioning prompts (MGQP) or less guided questioning prompts (LGQP) to facilitate discussion about planning and monitoring group processes to create a group project of a presentation and paper. Pre- and post- intervention survey data were collected in regard to individual academic achievement, self-regulatory behaviors, and biology self-efficacy. This study did not find any quantitative support for the hypotheses and the qualitative data yielded mixed support for the hypotheses. Cooperative learning groups in the MGQP treatment level produced papers that appeared to be more collaborative and were more likely to mention specific activities that worked well during the process of developing the project. However, cooperative learning groups in the LGQP treatment level demonstrated less variance in their progress toward the project goal, especially during the meeting prior to project submission. In addition, members of the cooperative learning groups in the LGQP treatment level were more likely to mention the social aspects of the project, such as being committed to the group. The implications and limitations of this study are presented as well as recommendations for future research.
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Date Issued: 2007
Identifier: FSU_migr_etd-0065
Format: Thesis

Title: Students with Learning Disabilities Who Are Admitted to the University Using Alternative Criteria: How Do They Fare?.
Creator: Allison, Katie Coddington, Proctor, Briley, Prevatt, Frances, Li, Huijun, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Many post-secondary institutions now have programs for special admission considerations for students with learning disabilities (LD's). These programs review information to determine the eligibility of students with disabilities who may not otherwise meet minimum standards for admissions. This study examines the academic success of students with LD's admitted through a Special Admissions Committee (SAC) when compared to students admitted through the "normal" process. An analysis of...
Show moreMany post-secondary institutions now have programs for special admission considerations for students with learning disabilities (LD's). These programs review information to determine the eligibility of students with disabilities who may not otherwise meet minimum standards for admissions. This study examines the academic success of students with LD's admitted through a Special Admissions Committee (SAC) when compared to students admitted through the "normal" process. An analysis of documentation of 45 undergraduate students submitted to an SAC indicates that they have lower high school GPA's and lower standardized test scores than their non-LD counterparts, but have similar levels of success (as measured by comparing cumulative college GPA's, number of failed courses, and outcome status three semesters after matriculation).
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Date Issued: 2005
Identifier: FSU_migr_etd-0047
Format: Thesis

Title: Visibility of Disability, Attributional Style, Psychosocial Adjustment to Disability, and Self-Advocacy Skill in Relation to Student Adaptation to College.
Creator: Adams, Katharine Susan, Proctor, Briley, Ebener, Deborah, Li, Huijun, Prevatt, Frances, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The current study was an exploratory and descriptive study and examined the relationship between perceived visibility of disability, attributional style for positive events, attributional style for negative events, psychosocial adjustment to disability, perceived self-advocacy skill, and the multidimensional construct of student adaptation to college, which includes academic adjustment, social adjustment, personal/emotional adjustment, institutional adjustment, and current semester grade...
Show moreThe current study was an exploratory and descriptive study and examined the relationship between perceived visibility of disability, attributional style for positive events, attributional style for negative events, psychosocial adjustment to disability, perceived self-advocacy skill, and the multidimensional construct of student adaptation to college, which includes academic adjustment, social adjustment, personal/emotional adjustment, institutional adjustment, and current semester grade point average (GPA) for college students with disabilities. Furthermore, this study investigated the differences between the attributional style for positive events, attributional style for negative events and student adaptation to college for students with disabilities as compared to students without disabilities. The data used for analysis was obtained through an on-line survey administration of the following instruments: a demographic questionnaire containing questions asking participants to rate the perceived visibility of their disability and asking for current semester GPA, the Attributional Style Questionnaire (ASQ; Peterson, Semmel, von Baeyer, Abramson, Metalsky, & Seligman, 1982), the adjustment scale of the Reaction to Impairment and Disability Inventory (RIDI; Livneh & Antonak, 1990), a measure of perceived self-advocacy skill specifically developed by the researcher for the purposes of this study, and the Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1989). Results indicate clearly that when considering the differences between those participants with disabilities and those without disabilities, the non-disabled group scored significantly higher for social adjustment, personal/emotional adjustment, and institutional attachment. In terms of attributional style, the disability group scored higher indicating a more internal, stable, and global attributional style for both positive events and negative events. Further analysis conducted using just the disability group data revealed many significant and practically important bivariate correlations between variables including self-advocacy skill, institutional attachment, personal/emotional adjustment, social adjustment, and overall student adaptation to college. Canonical correlation determined a significant interrelationship between the predictive domains (student characteristics) and the criterion domains (adjustment outcomes) which were explained by a single canonical pair. 16% of the adjustment outcome variance was explained by the student characteristic variables. This explanation was due to a relatively strong relationship between Positive Student Response and Positive Adjustment Outcomes (the single canonical pair).
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Date Issued: 2007
Identifier: FSU_migr_etd-0113
Format: Thesis

Title: A Partial Effect Size for the Synthesis of Multiple Regression Models.
Creator: Aloe, Ariel M., Becker, Betsy Jane, McGee, Daniel, Kamata, Akihito, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: A new approach to representing data from multiple regression designs is presented in this dissertation. The index, denoted as rsp, is the semi-partial correlation of the predictor with the outcome of interest. This effect size can be computed when multiple predictor variables are included in the regression model, and represents a partial effect size in the correlation family. The derivations presented in this dissertation provide the partial effect size and its variance. Standard errors and...
Show moreA new approach to representing data from multiple regression designs is presented in this dissertation. The index, denoted as rsp, is the semi-partial correlation of the predictor with the outcome of interest. This effect size can be computed when multiple predictor variables are included in the regression model, and represents a partial effect size in the correlation family. The derivations presented in this dissertation provide the partial effect size and its variance. Standard errors and confidence intervals can be computed for individual rsp values. Also, meta-analysis of the semi-partial correlations can proceed in a similar fashion to typical meta-analyses weighted analyses can be used to explore heterogeneity and to estimate central tendency and variation in the effects. A simulation study is presented to study the behavior of this index and its variance.
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Date Issued: 2009
Identifier: FSU_migr_etd-0179
Format: Thesis

Title: Performance Policy in Higher Education: Implementation Among Institutions in the Florida College System.
Creator: Albee, Amy Marie, Cohen-Vogel, Lora, Feiock, Richard, Iatarola, Patrice, Rutledge, Stacey, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Educational accountability is predicated on the notion that holding institutions accountable for the performance of their students will improve efficiency. Higher education institutions have not seen the same changes in federal requirements regarding accountability as have K-12 institutions. However, with the American Graduation Initiative announced in 2009 by the Obama administration aimed at increasing the number of higher education graduates by 2020, higher education institutions,...
Show moreEducational accountability is predicated on the notion that holding institutions accountable for the performance of their students will improve efficiency. Higher education institutions have not seen the same changes in federal requirements regarding accountability as have K-12 institutions. However, with the American Graduation Initiative announced in 2009 by the Obama administration aimed at increasing the number of higher education graduates by 2020, higher education institutions, particularly community colleges, and the performance of their students have been thrust into the national spotlight. How are colleges responding? Little to no research exists on how performance accountability measures have influenced higher education institutions, specifically Florida community colleges. This paper examines the implementation of Florida's performance policy at three Florida College System institutions. Community colleges are driven by the needs of the local community and their program offerings tend to reflect this notion; however, the performance measures set by the Legislature are standardized. Are colleges with a significant program enrollment in the Associate in Arts program responding differently than those with a significant enrollment in career and technical programs? Three institutions with diverse program enrollment were examined. Interviews with multiple staff serving various administrative functions from each institution as well as observations over an extended period of time were conducted for purposes of this study. Documents regarding performance policy at each institution were also evaluated. The findings of this study indicated that colleges developed student support mechanisms, required retraining of faculty and staff while restructuring job requirements, and expanded data collection efforts in order to respond to performance mandates. The findings of this study revealed that institutions with like program enrollment responded similarly in terms of implementation efforts. All colleges implemented student support mechanisms, required retraining of faculty and staff and restructured job duties, and expanded data collection efforts but did not do so in the same fashion, dependent upon local community and program enrollment. The local community tended to reflect how colleges in the study responded to performance policy. The policy implementation literature.
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Date Issued: 2010
Identifier: FSU_migr_etd-0155
Format: Thesis

Title: The Effect of Assigned Achievement Goals, Self-Monitoring, Interest in the Subject Matter, and Goal Orientations on Students' Computer Skill Achievement, Use of Learning Strategies, and Computer Self-Efficacy Beliefs.
Creator: Al-Hassan, Riyadh, Reiser, Robert, Charness, Neil, Kamata, Akihito, Baylor, Amy, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of the study was to examine the effects of two self-regulated learning strategies, assigning achievement goals to students (process or outcome) and self-monitoring of learning, on students' computer skill achievement and self-efficacy beliefs. Moreover, the study sought to identify the effect of students' initial goal orientations and interest in learning on their achievement, self-efficacy, and use of learning strategies. Participants in this study were 96 college students...
Show moreThe purpose of the study was to examine the effects of two self-regulated learning strategies, assigning achievement goals to students (process or outcome) and self-monitoring of learning, on students' computer skill achievement and self-efficacy beliefs. Moreover, the study sought to identify the effect of students' initial goal orientations and interest in learning on their achievement, self-efficacy, and use of learning strategies. Participants in this study were 96 college students enrolled in four sections of an introductory course in educational technology. Students' ages ranged between 18 and 20, and majority of the students were females. Students' initial goal orientations, self-efficacy beliefs, their use of learning strategies, and interest in the subject matter were examined using the relevant sub-scales from the Motivated Strategies for Learning Questionnaire (MSLQ). Students' skills in writing simple and complex search statements for Internet search engines were measured using a 12-item posttest. Multiple regression analysis was used to test the main and interaction effects of the independent variables on the study's dependent measures. Three regression models, one for each dependent variable, were computed. Results of the study partly supported the hypotheses on the positive effect of goals and self-monitoring on the dependent variables of the study. Goals and self-monitoring had appositive effect on student's computer skill achievement on complex posttest items. However, the effect of goals and self-monitoring on computer self-efficacy and the use of learning strategies was not consistent with the hypothesized effect. Moreover, the hypotheses concerning the positive effect of interest and goal orientations on the dependent measures were not fully supported. Students' interest had a positive effect on students' computer self-efficacy and use of learning strategies, but its effect on complex computer skill achievement was not significant. Goal orientations did not have a significant effect on any of the dependent variables. Limitations concerning the methodology and results of the study and implications of this study for learning and instruction were discussed and suggestions for future research on computer skill learning, self-regulating learning strategies, and motivational variables were provided.
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Date Issued: 2004
Identifier: FSU_migr_etd-0148
Format: Thesis

Title: Differential Item Functioning Analyses for Mixed Response Data Using IRT Likelihood-Ratio Test, Logistic Regression, and Gllamm Procedures.
Creator: Atar, Burcu, Kamata, Akihito, Flake, Janice, Oosterhof, Albert C., Tate, Richard L., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: With commonly usage of polytomously scored items in addition to dichotomously scored items in educational tests, it is likely to see these two item formats in a test. Several procedures are available to detect differential item functioning (DIF) for dichotomously scored items. Most of these procedures are extended to be adapted for polytomously scored items. DIF analyses are usually conducted for either dichotomously or polytomously scored items. In this study, DIF analyses were conducted for...
Show moreWith commonly usage of polytomously scored items in addition to dichotomously scored items in educational tests, it is likely to see these two item formats in a test. Several procedures are available to detect differential item functioning (DIF) for dichotomously scored items. Most of these procedures are extended to be adapted for polytomously scored items. DIF analyses are usually conducted for either dichotomously or polytomously scored items. In this study, DIF analyses were conducted for mixed test that was composed of both dichotomously and polytomously scored items in addition to dichotomous test that was composed of only dichotomously scored items and polytomous test that was composed of only polytomously scored items. Three DIF detection procedures – IRT likelihood-ratio test procedure as an item response (IR) based approach, logistic regression procedure as a non-item response (non-IR) based approach, and generalized linear latent and mixed modeling (GLLAMM) procedure as an alternative approach - were applied to simulation and 10th grade Spring 2004 Florida Comprehensive Assessment Test (FCAT) data. Simulation conditions considered for dichotomous, polytomous, and mixed tests were sample size (N = 600, N = 1200, and N = 2400), sample size ratio between reference group (R) and focal group (F) (N = 300R/300F = 600, N = 400R/200F, N = 600R/600F = 1200, N = 800R/400F = 1200, N = 1200R/1200F = 2400, and N = 1600R/800F), and DIF magnitude (0.32, 0.43, and 0.53). In addition to these conditions, DIF condition (low-shift, high-shift, and balanced) was considered for polytomous test. Simulation was replicated for 100, 200, 300, 400, and 500 times for each simulation condition for the IRT likelihood-ratio test and logistic regression procedures. It was found that 200 replications provided more stable results than 100 replications, and 300, 400, and 500 replications did not improve stability of results. Precision of item parameter estimation with IRTLRDIF program that was run to conduct the IRT likelihood-ratio test DIF analyses for simulation data was evaluated using root mean squared error (RMSE), squared bias, and standard error (SE) for all three test types. Significance of main and two-way interaction effects of sample size, sample size ratio, and DIF magnitude on the mean RMSE, mean squared bias, and mean SE was also tested. The results of item parameter stability study indicated that sample size affected the precision of item parameter estimates in all three types of tests. Item parameters were estimated better for larger sample sizes. Sample size ratio affected the precision of both item discrimination and item difficulty parameter estimation in the dichotomous test, the precision of item discrimination parameter in the polytomous test and the precision of the first between category threshold parameter in the mixed test. Samples with equal sample size ratio provided slightly better estimates than samples with unequal sample size ratio. On the other hand, DIF magnitude was not an effective factor on the precision of item parameter estimation in all three test types. In general, the item parameters were recovered well for the dichotomous, polytomous, and mixed tests by IRTLRDIF program. Type I error and power study was also conducted to evaluate performance of the IRT likelihood-ratio test and logistic regression procedures in detecting DIF for the dichotomous, polytomous, and mixed tests. The power of the likelihood-ratio test and logistic regression procedures were above 0.80 for the medium and large sample sizes and the large DIF magnitude conditions in the dichotomous test. The power of these two procedures increased as sample size or DIF magnitude increased. As a result, the type I error rates of both procedures increased. In general, the type I error rates were in good control for this test type. The polytomous test provided similar results in the power of the IRT likelihood-ratio test procedure with the dichotomous test for all DIF conditions. However, the power of the logistic regression procedure was unacceptably low for all DIF conditions, especially for the balanced DIF condition. The logistic regression procedure provided good power only for the large sample size and DIF magnitude condition. The IRT likelihood ratio-test and logistic regression procedures were very powerful for the large sample size or large DIF magnitude conditions and the type I error rates were within the expected value at these conditions in the mixed test. For the GLLAMM procedure, only one typical dataset was randomly chosen out of 500 datasets for each simulation condition in the dichotomous, polytomous, and mixed tests. Item parameter stability of the GLLAMM procedure in the STATA program was compared with the IRTLRDIF program. It was found that overall, GLLAMM provided closer estimates of items parameters to their true values than IRTLRDIF at most conditions for all three test types. DIF analyses were conducted for 2004 FCAT science data of 10th grade students that was composed of 41 dichotomously and 4 polytomously scored items using the IRT likelihood-ratio test and logistic regression procedures across different sample size and sample size ratios (N = 7761 (calibration sample), N = 300R/300F = 600, N = 400R/200F, N = 600R/600F = 1200, N = 800R/400F = 1200, N = 1200R/1200F = 2400, and N = 1600R/800F). DIF in gender was examined for the calibration sample and the sub samples of the calibration sample. Male students were considered as the reference group and female students were considered as the focal group. Several items were detected as DIF in the calibration sample and only 3 of these items were found to have moderate DIF by the IRT likelihood-ratio test procedures and all DIF items were found to have negligible DIF by the logistic regression procedure. These 3 DIF items were detected by the IRT likelihood-ratio test, logistic regression, and GLLAMM procedures for the sub samples of the calibration sample under all sample size and sample size ratios.
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Date Issued: 2007
Identifier: FSU_migr_etd-0248
Format: Thesis

Title: Combining Regression Slopes from Studies with Different Models in Meta-Analysis.
Creator: Jeon, Sanghyun, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Yang, Yanyun, Paek, Insu, Florida State University, College of Education, Department of Educational...
Show moreJeon, Sanghyun, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Yang, Yanyun, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Primary studies are using complex models more and more. Slopes from multiple regression analyses are reported in primary studies, but few scholars have dealt with how to combine multiple regression slopes. One of the problems in combining multiple regression slopes is that each study may use a different regression model. The purpose of this research is to propose a method for combining partial regression slopes from studies with different regression models. The method combines comparable...
Show morePrimary studies are using complex models more and more. Slopes from multiple regression analyses are reported in primary studies, but few scholars have dealt with how to combine multiple regression slopes. One of the problems in combining multiple regression slopes is that each study may use a different regression model. The purpose of this research is to propose a method for combining partial regression slopes from studies with different regression models. The method combines comparable covariance matrices to obtain a synthetic partial slope. The proposed method assumes the population is homogeneous, and that the different regression models are nested. Elements in the sample covariance matrix are not independent of each other, so missing elements should be imputed using conditional expectations. The Bartlett decomposition is used to decompose the sample covariance matrix into a parameter component and a sampling error component. The proposed method treats the sample-size weighted average as a parameter matrix and applies Bartlett’s decomposition to the sample covariance matrices to get their respective error matrices. Since missing elements in the error matrix are not correlated, missing elements can be estimated in the error matrices and hence in the parameter matrices. Finally the partial slopes can be computed from the combined matrices. Simulation shows the suggested method gives smaller standard errors than the listwise-deletion method and the pairwise-deletion method. An empirical examination shows the suggested method can be applied to heterogeneous populations.
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Date Issued: 2017
Identifier: FSU_FALL2017_Jeon_fsu_0071E_14179
Format: Thesis

Title: Using Social Network Analysis (SNA) Feedback to Explore Patterns of Participation and Interaction in Online Discussions.
Creator: Chauhan, Amit, Dennen, Vanessa P., Sypher, Ulla, Klein, James D., Darabi, Aubteen, Florida State University, College of Education, Department of Educational Psychology and...
Show moreChauhan, Amit, Dennen, Vanessa P., Sypher, Ulla, Klein, James D., Darabi, Aubteen, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Motivating learners to participate and interact in online discussions is a challenge faced by many instructors. Despite clear guidelines, learners do not always participate in online discussions and do not meet the expected participation criteria or requirements for the course. Because online interactions are integral to social constructivist learning, little or no learner participation can be a barrier to social dialogue process for knowledge building and learning. While learner...
Show moreMotivating learners to participate and interact in online discussions is a challenge faced by many instructors. Despite clear guidelines, learners do not always participate in online discussions and do not meet the expected participation criteria or requirements for the course. Because online interactions are integral to social constructivist learning, little or no learner participation can be a barrier to social dialogue process for knowledge building and learning. While learner participation in online discussions can be attributed to several contextual factors, formative feedback is important to motivate learner participation and interaction. One reason why students might not be motivated to participate could be little or no awareness of how to effectively interact in a course discussion. In this context, SNA can be used to visualize the structure and patterns of interaction in online discussions. Such information can be used to create self-awareness as well as an awareness of other students’ participation. This study explored if structural indicators e.g., participant location in the discussion and relational information about their interaction with others when provided as SNA-based feedback, can motivate learner participation and interaction in online discussion. For the purposes of providing SNA-based feedback, the study used Ego network and two centrality measures—Degree and Eigenvector. The ego network is the neighborhood of a participant and showed direct connections with others in the discussion network. Degree centrality was a measure of the total number of messages sent or received from different interaction partners. Eigenvector centrality was a measure of interaction with partners who in turn, have more interaction partners. Participants with a high centrality score are those who interact more with other participants as they send messages and receive replies. This study addressed student reactions to the SNA-based feedback. Of particular interest was motivational reactions of students and whether they would use the feedback to optimize their discussion participation and interaction. The two research questions that guided this study are: 1) What are learner perceptions of the SNA-based feedback? 2) How do learners participate and interact in the course discussion before and after receiving SNA-based feedback? The participants in the study were 10 students enrolled in a graduate level online course at a large southern research university. The 10 participants agreed to receive feedback and complete a survey at the end of the study. Of these 10 students, three agreed to participate in a follow-up interview. A modified version of Deci and Ryan’s (2007) Intrinsic Motivation Inventory (IMI) for pre- and post-survey was used in the study to measure learner motivation to participate in online discussions. Scores on the Attention, Relevance, Confidence, and Satisfaction subscales in a modified version of Keller’s (1987) IMMS survey were used to measure motivational reactions of students to SNA-based feedback. Prompted interviews were conducted with the three participants who indicated willingness to participate. The results of the IMI survey indicated that the students were motivated regarding their beliefs about online discussion. Regarding the perceptions of the SNA-based feedback, the results of the modified IMMS survey showed three of the 10 participants with high motivational reactions, two with low motivational reactions, and the remaining five showing medium motivational reactions regarding their perception of the SNA-based feedback. The Contribution Index (CI) showed that four participants each received more messages than the total number of messages sent. The remaining six participants sent more messages than the number of messages each participant received. While the motivational reactions to SNA-based feedback did not encourage the participants to post more messages, a visible change in behavior was noticeable in early discussion postings by the participants. Findings from this study indicate that the participants actively participated and engaged in the discussions throughout the entire discussion week. The participants appreciated the feedback as it provided them an opportunity to reflect on their behavior and also used to guide how they wanted to participate in the discussion. The participants also noticed a greater sense of connectedness with the whole class after receiving SNA-based feedback.
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Date Issued: 2017
Identifier: FSU_FALL2017_Chauhan_fsu_0071E_14220
Format: Thesis

Title: The Effects of Cardiovascular Health on Cognitive Function and Driving Performance among Healthy Older Adults.
Creator: Mason, Justin Richard, Tenenbaum, Gershon, Panton, Lynn B., Chow, Graig Michael, Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreMason, Justin Richard, Tenenbaum, Gershon, Panton, Lynn B., Chow, Graig Michael, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Aging is associated with a decline in cognitive and psychomotor functions, resulting in difficulties with daily activities such as driving. Cognitive function has been found to be associated with arterial stiffening. These age-related decrements can be mitigated through routine aerobic exercise. To determine the effects of life-long aerobic exercise on cognitive function, driving performance, and cardiovascular health (i.e., arterial stiffness and thickness) among older adults (65 – 84 years...
Show moreAging is associated with a decline in cognitive and psychomotor functions, resulting in difficulties with daily activities such as driving. Cognitive function has been found to be associated with arterial stiffening. These age-related decrements can be mitigated through routine aerobic exercise. To determine the effects of life-long aerobic exercise on cognitive function, driving performance, and cardiovascular health (i.e., arterial stiffness and thickness) among older adults (65 – 84 years old). A cross-sectional design was utilized to compare 27 endurance-trained older adults with 35 sedentary counterparts. Driving performance and cognitive function were measured via driving simulator and a cognitive battery, respectively. Cardiovascular health was assessed via a perceptually-regulated exercise test, carotid-intima media thickness (IMT) via Doppler ultrasound, and carotid-femoral pulse wave velocity (cf-PWV). Fitness comparisons were made using an independent sample t-test. Cognitive function and driving performance scores were transformed to Z-scores. VO2max was higher in the endurance-trained group compared to the sedentary group (41±9 vs 25±3 ml/kg/min, p<.01). There were no differences between the groups in cf-PWV (12±2 vs. 12±2 m/s), carotid-IMT (.74±.15 vs .76±.13 mm), nor cognitive function scores (-.01±.57 vs -.09±.97). However, the endurance-trained group performed better on the driving simulator (.18±.58 vs -.28±.92, p<.05). Enhanced cardiorespiratory fitness may mitigate age-related decrements to driving performance.
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Date Issued: 2017
Identifier: FSU_FALL2017_Mason_fsu_0071E_14223
Format: Thesis

Title: Supervision of Applied Sport Psychology in Graduate Programs in the USA.
Creator: Meir, Gily, Chow, Graig Michael, Joiner, Thomas, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational...
Show moreMeir, Gily, Chow, Graig Michael, Joiner, Thomas, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Supervision is a hierarchical and evaluative relationship extending over time between a supervisor and a supervisee that permits quality control of service delivery of neophyte practitioners (Bernard & Goodyear, 2009; Watson, Zizzi, Etzel, & Lubker, 2004). It is a cardinal part of the training and a requirement to become a certified consultant of the Association for Applied Sport Psychology (Certified Mental Performance Consultant [CMPC]). This study aimed to: identify the structure of...
Show moreSupervision is a hierarchical and evaluative relationship extending over time between a supervisor and a supervisee that permits quality control of service delivery of neophyte practitioners (Bernard & Goodyear, 2009; Watson, Zizzi, Etzel, & Lubker, 2004). It is a cardinal part of the training and a requirement to become a certified consultant of the Association for Applied Sport Psychology (Certified Mental Performance Consultant [CMPC]). This study aimed to: identify the structure of supervision and effective supervision practices used in enhancing the competence of sport psychology trainees, recognize the challenges and mistakes of providing effective supervision, explore the necessary competencies of sport psychology supervisors, and discuss the preparedness of graduates who are CMPC eligible to provide supervision. Semi-structured interviews were conducted with 10 supervisors and directors of supervision (4 female) representing nine doctoral programs in the U.S. Supervisors had 6-35 years of experience providing sport psychology services (Med = 20.3) and 2-26 years of experience providing supervision (Med = 17.3). The programs were diverse in terms of department affiliation (psychology = 4; sport science = 4, other = 1) and institutional affiliation (R1 = 4, R2 = 1, R3 = 1, other = 2). Interviews were transcribed verbatim and data were analyzed both deductively as guided by research questions, and inductively as themes emerged. A total of 927 meaning units (MU) emerged under the six issues: structure of supervision, supervision practices, challenges to providing supervision, mistakes made regarding supervision, competencies of a supervisor, and preparedness to provide supervision. The structure of supervision in the different programs is unique, dynamic, and represents the resources and constraints within which supervisors operate. Despite substantial variability in supervision across the different programs and the varying resources available, supervisors tended to discuss similar supervision practices utilized in the programs. Time constraints represent the primary challenge to providing effective supervision. The inability to establish a trusting relationship with the supervisee is the most repeated mistake. Competencies necessary to provide supervision exceeded those needed for service provision, and are usually attained only after working as a professional in the field for a few years. Necessary competencies of supervisors are further discussed in the framework of structuring and providing effective sport psychology supervision.
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Date Issued: 2017
Identifier: FSU_FALL2017_Meir_fsu_0071E_14196
Format: Thesis

Title: The Mindfulness Meditation Training for Sport and Injury Rehabilitation with High School Athletes: A Pilot Study.
Creator: Cooper, Brandon T., Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreCooper, Brandon T., Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Injury in sport is a frequent occurrence that often causes athletes to experience stress, frustration, anger, depression, and pain. Mindfulness practice has shown to be efficacious in reducing stress and pain, while improving well-being. Despite this, there is limited research investigating the effects of mindfulness-based interventions with injured athletes. In the current study, the Mindfulness Meditation Training for Sport 2.0 (MMTS 2.0; Baltzell, Caraballo, Chipman, & Hayden, 2014) was...
Show moreInjury in sport is a frequent occurrence that often causes athletes to experience stress, frustration, anger, depression, and pain. Mindfulness practice has shown to be efficacious in reducing stress and pain, while improving well-being. Despite this, there is limited research investigating the effects of mindfulness-based interventions with injured athletes. In the current study, the Mindfulness Meditation Training for Sport 2.0 (MMTS 2.0; Baltzell, Caraballo, Chipman, & Hayden, 2014) was implemented and evaluated with three high school female athletes. Utilizing a nonconcurrent multiple baseline among subjects design, participants completed measures of pain, stress, well-being, self-compassion, and mindfulness throughout the intervention. Two participants improved in mindfulness and self-compassion relative to baseline levels. The same two participants also reported reductions in pain and stress, and improvements in psychological well-being subscales autonomy and self-acceptance. Improvements in mindfulness and self-compassion corresponded with adherence to between-session meditation exercises. The participant with the lowest adherence reported reductions in mindfulness, self-compassion, and well-being, and did not complete post-intervention follow-up assessment. Overall, results were mixed and should be interpreted with caution. Future research should continue to evaluate the impact of mindfulness and self-compassion interventions like the MMTS 2.0 with injured athletes to determine its utility.
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Date Issued: 2017
Identifier: FSU_FALL2017_Cooper_fsu_0071N_14268
Format: Thesis

Title: Improving Undergraduates' Problem-Solving Skills through Video Gameplay.
Creator: Emihovich, Benjamin W., Shute, Valerie J. (Valerie Jean), Boot, Walter Richard, Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of...
Show moreEmihovich, Benjamin W., Shute, Valerie J. (Valerie Jean), Boot, Walter Richard, Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Education researchers are exploring how well-designed video games can be used to improve knowledge, skills, and abilities known as game-based learning (GBL). Current American students are not receiving adequate exposure to authentic ill-structured problem-solving scenarios in their classrooms, and schools need to address the acquisition of problem-solving skills for students in the 21st century (Shute & Wang, 2016). The present study investigated the impact of two distinct types of video...
Show moreEducation researchers are exploring how well-designed video games can be used to improve knowledge, skills, and abilities known as game-based learning (GBL). Current American students are not receiving adequate exposure to authentic ill-structured problem-solving scenarios in their classrooms, and schools need to address the acquisition of problem-solving skills for students in the 21st century (Shute & Wang, 2016). The present study investigated the impact of two distinct types of video gameplay, one roleplaying (Warcraft) and one brain training game (CogniFit) on students’ problem-solving skills over the course of two semesters. Students playing Warcraft significantly improved the rule application component of problem-solving skill on the posttest compared to students playing CogniFit. Implications for future studies on GBL are discussed.
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Date Issued: 2017
Identifier: FSU_FALL2017_Emihovich_fsu_0071E_14151
Format: Thesis

Title: The Effects of Music Tempo on Physical and Psychological Aspects of Isometric Strength Exercise.
Creator: Feiss, Robyn Sienna, Tenenbaum, Gershon, Chow, Graig Michael, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: This study examined the effects of different tempo music selections on effort-related thoughts, rating of perceived exertion (RPE), affect, heart rate, and performance of isometric strength exercises. Participants were assigned to one of three conditions: silent control, fast tempo music first followed by slow tempo music, and slow tempo music first followed by fast tempo music. Participants performed a baseline test of two different isometric strength exercises and then completed the...
Show moreThis study examined the effects of different tempo music selections on effort-related thoughts, rating of perceived exertion (RPE), affect, heart rate, and performance of isometric strength exercises. Participants were assigned to one of three conditions: silent control, fast tempo music first followed by slow tempo music, and slow tempo music first followed by fast tempo music. Participants performed a baseline test of two different isometric strength exercises and then completed the exercises two additional times under the assigned condition. Measures of HR, RPE, and effort-related thoughts (i.e., attention) were taken throughout each exercise and participants reported their levels of arousal and pleasantness at the end of the three trials. Three-way mixed RM ANOVAs were performed for HR, RPE, and attention to determine differences among the three conditions for 30 and 60 seconds and 30, 60, and 90 seconds of each exercise. A RM ANOVA was performed to test for differences in time until volitional exhaustion among conditions and a one-way ANOVA was performed on each measure of affect. No significant differences were found between conditions during any of the trials for any repeated measures; indicating both the presence of music and music tempo failed to influence HR, RPE, and attention. No differences between conditions in time to exhaustion emerged, indicating that contrary to hypotheses neither the addition of music nor the tempo of music effected time until volitional exhaustion. Lastly, no differences between either music condition and the silent control condition was observed, indicating music was unable to influence emotion affect during exercise. Conclusion: The presence of music nor the tempo of music was able to influence physical or psychological aspects of isometric strength exercise as it has been shown to do in aerobic and other strength-type exercises.
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Date Issued: 2017
Identifier: FSU_FALL2017_Feiss_fsu_0071N_14261
Format: Thesis

Title: The Impact of Unbalanced Designs on the Performance of Parametric and Nonparametric DIF Procedures: A Comparison of Mantel Haenszel, Logistic Regression, SIBTEST, and IRTLR Procedures.
Creator: Alghamdi, Abdullah Ahmed, Paek, Insu, Huffer, Fred W. (Fred William), Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreAlghamdi, Abdullah Ahmed, Paek, Insu, Huffer, Fred W. (Fred William), Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The current study examined the impact of unbalanced sample sizes between focal and reference groups on the Type I error rates and DIF detection rates (power) of five DIF procedures (MH, LR, general IRTLR, IRTLR-b, and SIBTEST). Five simulation factors were used in this study. Four factors were for generating simulation data and they were sample size, DIF magnitude, group mean ability difference (impact), and the studied item difficulty. The fifth factor was the DIF method factor that included...
Show moreThe current study examined the impact of unbalanced sample sizes between focal and reference groups on the Type I error rates and DIF detection rates (power) of five DIF procedures (MH, LR, general IRTLR, IRTLR-b, and SIBTEST). Five simulation factors were used in this study. Four factors were for generating simulation data and they were sample size, DIF magnitude, group mean ability difference (impact), and the studied item difficulty. The fifth factor was the DIF method factor that included MH, LR, general IRTLR, IRTLR-b, and SIBTEST. A repeated-measures ANOVA, where the DIF method factor was the within-subjects variable, was performed to compare the performance of the five DIF procedures and to discover their interactions with other factors. For each data generation condition, 200 replications were made. Type I error rates for MH and IRTLR DIF procedures were close to or lower than 5%, the nominal level for different sample size levels. On average, the Type I error rates for IRTLR-b and SIBTEST were 5.7%, and 6.4%, respectively. In contrast, the LR DIF procedure seems to have a higher Type I error rate, which ranged from 5.3% to 8.1% with 6.9% on average. When it comes to the rejection rate under DIF conditions, or the DIF detection rate, the IRTLR-b showed the highest DIF detection rate followed by SIBTEST with averages of 71.8% and 68.4%, respectively. Overall, the impact of unbalanced sample sizes between reference and focal groups on the performance of DIF detection showed a similar tendency for all methods, generally increasing DIF detection rates as the total sample size increased. In practice, IRTLR-b, which showed the best performance for DIF detection rates and controlled for the Type I error rates, should be the choice when the model-data fit is reasonable. If other non-IRT DIF methods are considered, MH or SIBTEST could be used, depending on which type of error (Type I or II) is more seriously considered.
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Date Issued: 2017
Identifier: FSU_FALL2017_Alghamdi_fsu_0071E_14180
Format: Thesis

Title: Error-Detection in Marksmanship: Merging Overt and Covert Paradigms.
Creator: Sanati Monfared, Shamsi, Tenenbaum, Gershon, Folstein, Jonathan R., Ericsson, K. Anders (Karl Anders), Chow, Graig Michael, Florida State University, College of Education,...
Show moreSanati Monfared, Shamsi, Tenenbaum, Gershon, Folstein, Jonathan R., Ericsson, K. Anders (Karl Anders), Chow, Graig Michael, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The study of expertise and superior performance can be more imperative when performance is assessed in real-life conditions and professions. The present study’s aim was to capture the performance of expert marksmanship through the observation of error-detection awareness—an essential anticipatory and cognitive skill in expert performance. Two research paradigms were employed to study this phenomenon: (a) neuro-cognitive tracking, and (b) think aloud protocol. The neuro-cognitive paradigm...
Show moreThe study of expertise and superior performance can be more imperative when performance is assessed in real-life conditions and professions. The present study’s aim was to capture the performance of expert marksmanship through the observation of error-detection awareness—an essential anticipatory and cognitive skill in expert performance. Two research paradigms were employed to study this phenomenon: (a) neuro-cognitive tracking, and (b) think aloud protocol. The neuro-cognitive paradigm consisted of tracking brain activity via the use of neuro-imaging technology (electroencephalography, EEG). The “think aloud” paradigm consisted of tracking thoughts and sensation expressed during shooting preparation. Both approaches relied on chronometric experimental procedures using a warning stimulus and subsequent imperative stimulus (using Tenenbaum & Summers’ model, 1997) to uncover the temporal progression of error-detection. The magnitude of error-detection signals associated with specific actions by observing the error-related negativity (ERN, a neural signal related to the commission of errors), along with the overt verbal report from performers (see Ericsson & Simon’s think aloud protocol, 1984) were measured. The results suggested that the expert shooters relied less on visual feedback in order to detect performance error.
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Date Issued: 2017
Identifier: FSU_FALL2017_SanatiMonfared_fsu_0071E_14068
Format: Thesis

Title: The Impact of Rater Variability on Relationships among Different Effect-Size Indices for Inter-Rater Agreement between Human and Automated Essay Scoring.
Creator: Yun, Jiyeo, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Paek, Insu, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and...
Show moreYun, Jiyeo, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Paek, Insu, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Since researchers investigated automatic scoring systems in writing assessments, they have dealt with relationships between human and machine scoring, and then have suggested evaluation criteria for inter-rater agreement. The main purpose of my study is to investigate the magnitudes of and relationships among indices for inter-rater agreement used to assess the relatedness of human and automated essay scoring, and to examine impacts of rater variability on inter-rater agreement. To implement...
Show moreSince researchers investigated automatic scoring systems in writing assessments, they have dealt with relationships between human and machine scoring, and then have suggested evaluation criteria for inter-rater agreement. The main purpose of my study is to investigate the magnitudes of and relationships among indices for inter-rater agreement used to assess the relatedness of human and automated essay scoring, and to examine impacts of rater variability on inter-rater agreement. To implement the investigations, my study consists of two parts: empirical and simulation studies. Based on the results from the empirical study, the overall effects for inter-rater agreement were .63 and .99 for exact and adjacent proportions of agreement, .48 for kappas, and between .75 and .78 for correlations. Additionally, significant differences between 6-point scales and the other scales (i.e., 3-, 4-, and 5-point scales) for correlations, kappas and proportions of agreement existed. Moreover, based on the results of the simulated data, the highest agreements and lowest discrepancies achieved in the matched rater distribution pairs. Specifically, the means of exact and adjacent proportions of agreement, kappa and weighted kappa values, and correlations were .58, .95, .42, .78, and .78, respectively. Meanwhile the average standardized mean difference was .0005 in the matched rater distribution pairs. Acceptable values for inter-rater agreement as evaluation criteria for automated essay scoring, impacts of rater variability on inter-rater agreement, and relationships among inter-rater agreement indices were discussed.
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Date Issued: 2017
Identifier: FSU_FALL2017_Yun_fsu_0071E_14144
Format: Thesis

Title: Online Learners' Satisfaction: Investigating the Structural Relationships among Self-Regulation, Self-Efficacy, Task Value, Learning Design, and Perceived Learning.
Creator: Yalcin, Yasin, Dennen, Vanessa P., Adams, Jonathan L., Klein, James D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and...
Show moreYalcin, Yasin, Dennen, Vanessa P., Adams, Jonathan L., Klein, James D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purposes of this study were to investigate the structural relationships among the factors that affect online learners’ satisfaction with the learning experience, and to develop a structural model that explains online learners’ satisfaction. For these purposes, a research model was developed based on the principles of social cognitive theory and the Macro Model of Motivation and Performance, and the findings reported in past research. The study investigated the effects of self-regulation,...
Show moreThe purposes of this study were to investigate the structural relationships among the factors that affect online learners’ satisfaction with the learning experience, and to develop a structural model that explains online learners’ satisfaction. For these purposes, a research model was developed based on the principles of social cognitive theory and the Macro Model of Motivation and Performance, and the findings reported in past research. The study investigated the effects of self-regulation, self-efficacy, task value, and learning design on perceived learning and satisfaction, and the effect of perceived learning on satisfaction. Participants consisted of higher education students who were enrolled in fully online courses in the Spring 2017 semester at a public university in the Southeastern United States. Data analyses were conducted on a dataset that included 1115 responses. Majority of the participants were female (810 students, 72.6%), and pursued an undergraduate degree (838 students, 75.2%). Participants’ age ranged between 18 and 62 with a mean of 24.14 and a standard deviation of 7.99. Structural equation modeling (SEM) was used to answer the research questions and test the research hypotheses. Assessment of the measurement model revealed that the six-factor model showed a good fit to the data. Assessment of the structural model revealed that eight out of the nine research hypotheses were supported. The results showed that self-regulation, self-efficacy, task value, and learning design had significant direct effects on perceived learning. These four factors explained 66.7% of the total variance in perceived learning. Furthermore, self-regulation, self-efficacy, task value, learning design, and perceived learning had significant direct effects on satisfaction. Contrary to the research hypothesis, the effect of self-regulation on satisfaction was negative. Five factors explained 81.4% of the total variance in satisfaction with the online learning experience. Finally, perceived learning had a mediation effect for the relationships between self-efficacy, task value, learning design, and satisfaction. The results suggested that metacognitive self-regulation, self-efficacy beliefs for interacting with the instructor and peers, task value beliefs, learning design, and perceived learning are important factors to consider in online learning settings in terms of learners’ satisfaction with the learning experience. The results are interpreted and discussed in the light of theory and past research findings. Implications of the research results are shared for instructional designers and online instructors.
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Date Issued: 2017
Identifier: FSU_FALL2017_Yalcin_fsu_0071E_14189
Format: Thesis

Title: The Effect of Population Shifts on Teacher Vam Scores.
Creator: Yurekli, Hulya, Almond, Russell G., Jakubowski, Elizabeth M., Becker, Betsy Jane, Paek, Insu, Florida State University, College of Education, Department of Educational...
Show moreYurekli, Hulya, Almond, Russell G., Jakubowski, Elizabeth M., Becker, Betsy Jane, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Value-Added Models (VAMs) require consistent longitudinal data that includes student test scores coming from sequential years. However, longitudinal data is usually incomplete for several reasons, including year-to-year changes in student populations. This study explores the implications of yearly population changes on teacher VAM scores. I used the North Carolina End of Grade student data sets, created artificial sub-samples, and run separate VAMs for each sub-sample. Results of this study...
Show moreValue-Added Models (VAMs) require consistent longitudinal data that includes student test scores coming from sequential years. However, longitudinal data is usually incomplete for several reasons, including year-to-year changes in student populations. This study explores the implications of yearly population changes on teacher VAM scores. I used the North Carolina End of Grade student data sets, created artificial sub-samples, and run separate VAMs for each sub-sample. Results of this study indicate that changes in student population could affect teacher VAM scores.
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Date Issued: 2015
Identifier: FSU_2015fall_Yurekli_fsu_0071E_12916
Format: Thesis

Title: Assessing Job Negotiation Competencies of College Students Using Evidence-Centered Design and Branching Simulations.
Creator: Masduki, Iskandaria, Shute, Valerie J. (Valerie Jean), Marty, Paul F., Reiser, Robert A., Klein, James D., Florida State University, College of Education, Department of...
Show moreMasduki, Iskandaria, Shute, Valerie J. (Valerie Jean), Marty, Paul F., Reiser, Robert A., Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The study explored the development of a valid assessment tool for job negotiation competencies using the Evidence Centered Design framework. It involved the creation of a competency model, evidence models, and task models that guided the development of a branching simulation tool to quickly diagnose college students' knowledge and skills in job negotiation. The online tool utilized three scenarios where students play the role of job seekers negotiating with their potential future employers....
Show moreThe study explored the development of a valid assessment tool for job negotiation competencies using the Evidence Centered Design framework. It involved the creation of a competency model, evidence models, and task models that guided the development of a branching simulation tool to quickly diagnose college students' knowledge and skills in job negotiation. The online tool utilized three scenarios where students play the role of job seekers negotiating with their potential future employers. This study focused on two key behaviors in negotiation – making counteroffers and making reasonable concessions. A preliminary competency model was first developed based on a literature review of negotiation research. This model was then validated by a panel of experts. The experts also validated the evidence model (how to score performance on the simulation) and the task model (what tasks should be performed to elicit evidence of performance). These activities and the experts' feedback for improving the prototype simulation provided content validity for the tool. A total of 86 undergraduate and 51 graduate students participated in the study. The students completed an online tutorial, the scenarios in the simulation, a demographics survey, and two other survey instruments that provided alternative measures of negotiation abilities. Their performance on the assessment simulation was determined by their overall competency score and value of the negotiated outcome. Students were classified as experts or novices based on their negotiation experience and knowledge of negotiation strategies. Results from the study indicated that experts performed better than novices in terms of overall competency and negotiated outcome. The study also compared the outcomes of the assessment tool with outcomes from the alternative measures of negotiation ability (a survey on preference for competing, collaborating, compromising, and accommodating negotiation strategies and a survey to determine self-confidence in using distributive and integrative negotiation tactics). I hypothesized that students with a high preference for competing and collaborating strategies would also have higher scores from the assessment tool. On the other hand, students who indicated a high preference for accommodating and compromising strategies would have lower scores. The results from the Preferred Negotiation Strategies survey supported my hypothesis that students who highly prefer accommodating and compromising strategies would have lower scores on overall competency and negotiated outcome. But the mixed findings for competing and collaborating preferences only partially supported my hypotheses. I also hypothesized that students who were highly confident in the use of distributive and integrative negotiation tactics would have higher scores on the assessment compared to those who have low self-confidence. The results did not support my hypotheses because there were no significant relationships between confidence and the assessment outcomes. Finally, the study also found that gender, expertise, and negotiation training have an effect on overall competency score and the negotiated outcome. This dissertation provided a case study on how to develop an assessment tool that diagnoses negotiation competencies using the ECD framework. It also provided evidence of validity for the tool by demonstrating its ability to distinguish different levels of performance by expert and novice negotiators.
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Date Issued: 2015
Identifier: FSU_2015fall_Masduki_fsu_0071E_12914
Format: Thesis

Title: Shifts in Adaptation: The Effects of Self-Efficacy and Task Difficulty Perception.
Creator: Sides, Ryan, Tenenbaum, Gershon, Chow, Graig Michael, Jeong, Allan C., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: The purpose of this study was to explore adaptation through the manipulation of perceived task difficulty and self-efficacy to challenge the concepts postulated by the two-perception probabilistic concept of the adaptation phenomenon (TPPCA) conceptual framework. The TPPCA considers the sources of perceived task difficulty (δi) and self-efficacy (βv) as the core relationship that influences adaptation. Twenty-four participants were randomized into one of 4-order groups to manipulate the level...
Show moreThe purpose of this study was to explore adaptation through the manipulation of perceived task difficulty and self-efficacy to challenge the concepts postulated by the two-perception probabilistic concept of the adaptation phenomenon (TPPCA) conceptual framework. The TPPCA considers the sources of perceived task difficulty (δi) and self-efficacy (βv) as the core relationship that influences adaptation. Twenty-four participants were randomized into one of 4-order groups to manipulate the level of difficulty for a handgrip and putting task. Within each task, 3 separate difficulty levels were presented to each participant in a counterbalanced order. The order of tasks and difficulty levels was counterbalanced between each of the 4-order groups. The performers completed both tasks, at each of the 3 difficulty levels, to assess their δi and βv gap effect on motivations, affect, and performances. The perceptual gap between δi and βv envisioned in the TPPCA was partially confirmed in both the handgrip and putting tasks. Specifically, as the task difficulty level increased, βv [less than] δi resulted in increased arousal and decreased pleasantness, along with declined performance. There was no solid support that motivational adaptations were congruent with the TPPCA. The theoretical and practical implications of the study are discussed along with suggestions for future research.
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Date Issued: 2015
Identifier: FSU_2015fall_Sides_fsu_0071N_12978
Format: Thesis

Title: Predicting Quality of Life of College Students Diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD).
Creator: Sedam, Chad R. (Chad Robert), Ebener, Deborah J., Hanline, Mary Frances, Peterson, Gary W., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education,...
Show moreSedam, Chad R. (Chad Robert), Ebener, Deborah J., Hanline, Mary Frances, Peterson, Gary W., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: While an ever-increasing amount of literature exists regarding various aspects of ADHD, the relationship of functional impairments to important life and social skills, as well as professional functionality remains relatively unexplored. The Barkley Functional impairment scale is a recently developed and untested scale, especially with respect to other constructs of college life. While the reported validity is promising for use of evaluating functional impairments in people with ADHD, the...
Show moreWhile an ever-increasing amount of literature exists regarding various aspects of ADHD, the relationship of functional impairments to important life and social skills, as well as professional functionality remains relatively unexplored. The Barkley Functional impairment scale is a recently developed and untested scale, especially with respect to other constructs of college life. While the reported validity is promising for use of evaluating functional impairments in people with ADHD, the validity and utility of the scale should be evaluated in relation to similar constructs to determine overall benefit. By doing so, researchers and other professionals in the field of counseling, rehabilitation, and professional development can address the relationships, and can improve counseling and rehabilitation services people with ADHD. Therefore, a study encompassing the relationships among measures of self-perceived functional impairment, quality of life, college self-efficacy, and career decision state could prove beneficial in understanding how aspects of ADHD affect individuals throughout the college experience. The purpose of this study was to address and to evaluate the strength of these relationships. If the self-perceived functional impairment scores were deemed to be associated with quality of life and college self-efficacy, the use of the BFIS as a diagnostic and prescriptive tool could be supported to improve the effectiveness of counseling and rehabilitation services for college students with ADHD. Four research questions guided this study. The first question stated, "Is the self-perceived functional impairment related to quality of life?" The second question stated, "Is the self-perceived functional impairment associated with college self-efficacy?" The third question stated, "What is the relationship between perceived level of functional impairment and career decision state as measured by indecision and satisfaction with choice?" The fourth question stated, "What is the relationship between perceived level of functional impairment, college self-efficacy, and career decision state with respect to self-perceived quality of life in students diagnosed with ADHD?" The hypothesis for the first question was, "There is an inverse correlation between self-perceived functional impairment and quality of life in students diagnosed with ADHD." The hypothesis for the second question was, "There is an inverse correlation between self-perceived functional impairment and college self-efficacy in students diagnosed with ADHD." The third question had two hypotheses. The first hypothesis for question three was "There is a positive correlation between level of indecision and perceived level of functional impairment." The second hypothesis for question three was, "There is a positive correlation between degree of dissatisfaction with career choice and perceived level of functional impairment." The hypothesis for the fourth question was, "Functional impairment, college self-efficacy, and career decision state all will capture significant independent variation in the prediction of quality of life in students diagnosed with ADHD." The first, second, and third hypotheses were tested using Pearson Product-Moment correlations. The fourth hypothesis was tested by using linear multiple regression. Data were collected from 150 of 1108 students registered with the Students with Disabilities Resource Center (SDRC) at Florida State University through an email questionnaire. Two emails were sent approximately two weeks apart to obtain participants. Volunteer participants were potentially compensated by having their anonymous identification number submitted to a raffle drawing to receive one of three prizes: a $150 gift card, a $75 gift card, and a $50 gift card. A web-based survey program was utilized, consisting of a background/demographics questionnaire and the Occupational Alternatives Questionnaire (OAQ), the Barkley Functional Impairment Scale-Long Form (BFIS-LF), the World Health Organization Quality of Life-Brief Version (WHOQOL-BREF), and the College Self-Efficacy Inventory (CSEI). This instrument was approved by the Florida State Institutional Review Board (IRB) prior to utilization with participants. Only complete surveys were used in the calculation of results. Results of the study showed the first hypothesis was accepted that quality of life is moderately and inversely associated with perceived level of functional impairment. The second hypothesis also was accepted. College self-efficacy was inversely, but weakly associated with perceived level of functional impairment. The first part of the third hypothesis was rejected that the level of indecision with career choice was related to perceived level of functional impairment. The second part of this hypothesis was accepted that dissatisfaction with career choices was weakly correlated with perceived level of functional impairment. The fourth hypothesis was confirmed that perceived functional impairment, self-efficacy, and level of dissatisfaction with career choice significantly contributed to the quality of life of students diagnosed with ADHD. Levels of functional impairment and dissatisfaction were inversely correlated with quality of life in the prediction model. The information gathered yields beneficial information about the use of the BFIS in disability and rehabilitation counseling centers as a tool for addressing perceived functional impairments and related constructs of students diagnosed with ADHD. The correlations found among self-perceived functional impairment, college self-efficacy, the dissatisfaction portion of career decision state, and quality of life of people with ADHD could significantly benefit the manner in which services are provided to people utilizing various disability services on college campuses. Based on these results, the utility of the BFIS was supported as a prescriptive tool and as an instrument for counselors to use to address the relationship between self-perceived functional impairment, college self-efficacy, dissatisfaction with career choice concerns, and quality of life in college students diagnosed with ADHD.
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Date Issued: 2015
Identifier: FSU_2015fall_Sedam_fsu_0071E_12995
Format: Thesis

Title: The Effects of Game-Based Learning in an Opensim-Supported Virtual Environment for Mathematical Performance.
Creator: Kim, Heesung, Ke, Fengfeng, Kim, Young-Suk, Jeong, Allan C., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: This experimental study was intended to examine whether game-based learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, rewards, and the integration of game-play with learning content) in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement and motivation for elementary school students toward math learning. In this pre- and post-test experimental comparison study, data were collected from 132...
Show moreThis experimental study was intended to examine whether game-based learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, rewards, and the integration of game-play with learning content) in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement and motivation for elementary school students toward math learning. In this pre- and post-test experimental comparison study, data were collected from 132 fourth graders through an achievement test, and a Short Instructional Materials Motivational Survey (SIMMS). The same tasks were provided to the experimental and control groups. Tasks for the experimental group involved the following four game characteristics: (1) challenges, (2) a storyline, (3) rewards, and (4) the integration of game-play with learning content. The control group was given the same tasks and learning environment setting (OpenSimulator-supported VR) that was used for the experimental group. The exception was that the control group tasks did not include the game characteristics: (1) challenges, (2) a storyline, (3) rewards, and (4) the integration of game-play with learning content. Analysis of covariance (ANCOVA) using a treatment (treatment vs. control) on the achievement indicated a significant effect of GBL in the VR environment on math knowledge test performance. For motivation, the results indicated that there was no significant difference on the post-test scores for the perceived motivational quality of the learning activity (MQLA) between the experimental group and the control group.
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Date Issued: 2015
Identifier: FSU_2015fall_Kim_fsu_0071E_12885
Format: Thesis

Title: The Use of a Meta-Analysis Technique in Equating and Its Comparison with Several Small Sample Equating Methods.
Creator: Caglak, Serdar, Paek, Insu, Patrangenaru, Victor, Almond, Russell G., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology...
Show moreCaglak, Serdar, Paek, Insu, Patrangenaru, Victor, Almond, Russell G., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The main objective of this study was to investigate the improvement of the accuracy of small sample equating, which typically occurs in teacher certification/licensure examinations due to a low volume of test takers per test administration, under the Non-Equivalent Groups with Anchor Test (NEAT) design by combining previous and current equating outcomes using a meta-analysis technique. The proposed meta-analytic score transformation procedure was called "meta-equating" throughout this study....
Show moreThe main objective of this study was to investigate the improvement of the accuracy of small sample equating, which typically occurs in teacher certification/licensure examinations due to a low volume of test takers per test administration, under the Non-Equivalent Groups with Anchor Test (NEAT) design by combining previous and current equating outcomes using a meta-analysis technique. The proposed meta-analytic score transformation procedure was called "meta-equating" throughout this study. To conduct meta-equating, the previous and current equating outcomes obtained from the chosen equating methods (ID (Identity Equating), Circle-Arc (CA) and Nominal Weights Mean (NW)) and synthetic functions (SFs) of these methods (CAS and NWS) were used, and then, empirical Bayesian (EB) and meta-equating (META) procedures were implemented to estimate the equating relationship between test forms at the population level. The SFs were created by giving equal weight to each of the chosen equating methods and the identity (ID) equating. Finally, the chosen equating methods, the SFs of each method (e.g., CAS, NWS, etc.), and also the META and EB versions (e.g., NW-EB, CA-META, NWS-META, etc.) were investigated and compared under varying testing conditions. These steps involved manipulating some of the factors that influence the accuracy of test score equating. In particular, the effect of test form difficulty levels, the group-mean ability differences, the number of previous equatings, and the sample size on the accuracy of the equating outcomes were investigated. The Chained Equipercentile (CE) equating with 6-univariate and 2-bivariate moments log-linear presmoothing was used as the criterion equating function to establish the equating relationship between the new form and the base (reference) form with 50,000 examinees per test form. To compare the performance of the equating methods, small numbers of examinee samples were randomly drawn from examinee populations with different ability levels in each simulation replication. Each pairs of the new and base test forms were randomly and independently selected from all available condition specific test form pairs. Those test forms were then used to obtain previous equating outcomes. However, purposeful selections of the examinee ability and test form difficulty distributions were made to obtain the current equating outcomes in each simulation replication. The previous equating outcomes were later used for the implementation of both the META and EB score transformation procedures. The effect of study factors and their possible interactions on each of the accuracy measures were investigated along the entire-score range and the cut (reduced)-score range using a series of mixed-factorial ANOVA (MFA) procedures. The performances of the equating methods were also compared based on post-hoc tests. Results show that the behaviors of the equating methods vary based on the each level of the group ability difference, test form difficult difference, and new group examinee sample size. Also, the use of both META and EB procedures improved the accuracy of equating results on average. The META and EB versions of the chosen equating methods therefore might be a solution to equate the test forms that are similar in their psychometric characteristics and also taken by new form examinee samples less than 50. However, since there are many factors affecting the equating results in reality, one should always expect that equating methods and score transformation procedures, or in more general terms, estimation procedures may function differently, to some degree, depending on conditions in which they are implemented. Therefore, one should consider the recommendations for the use of the proposed equating methods in this study as a piece of information, not an absolute guideline, for a rule of thumbs for practicing small sample test equating in teacher certification/licensure examinations.
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Date Issued: 2015
Identifier: FSU_2015fall_Caglak_fsu_0071E_12863
Format: Thesis

Title: Four Methods for Combining Dependent Effects from Studies Reporting Regression Analysis.
Creator: Gunter, Tracey Danielle, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Almond, Russell G., Paek, Insu, Florida State University, College of Education, Department of...
Show moreGunter, Tracey Danielle, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Almond, Russell G., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Over the years a variety of indices have been proposed to summarize regression analyses. Unfortunately the proposed indices are only appropriate when meta-analysts want to understand the role of a single predictor variable in predicting the outcome variable. However, sometimes meta-analysts want to understand the effect of a set of variables on an outcome variable. In this paper, four methods are presented for obtaining a composite effect for two focal predictor variables from a single...
Show moreOver the years a variety of indices have been proposed to summarize regression analyses. Unfortunately the proposed indices are only appropriate when meta-analysts want to understand the role of a single predictor variable in predicting the outcome variable. However, sometimes meta-analysts want to understand the effect of a set of variables on an outcome variable. In this paper, four methods are presented for obtaining a composite effect for two focal predictor variables from a single regression model. The indices are the average of the standardized regression coefficients (ASC), the average of the standardized regression coefficients using Hedges and Olkin's (1985) approach (AHO), the sheaf coefficient (SC), and the squared multiple semi-partial correlation coefficient (MSP). A simulation study was conducted to examine the behavior of the indices and their variance when the number of predictor variables in the model, the sample size, the correlations between the focal predictor variables in the model, and the correlations between the focal and non-focal predictor variables in the model were manipulated. The results of the study show that the average bias values of the ASC and AHO estimates are small even when the sample size is small. Furthermore, the ASC and AHO estimates and their estimated variances are more precise than the other indices under all conditions examined. Therefore, when meta-analysts are interested in estimating the effect of a set of predictor variables on an outcome variable from a single regression model, the ASC or AHO procedures are preferred.
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Date Issued: 2015
Identifier: FSU_2015fall_Gunter_fsu_0071E_12829
Format: Thesis

Title: An Examination of the Integrative Relationship Among the Factors of Achievement Goal Theory and Self-Determination Theory: Addressing Existing Problems and Missing Links.
Creator: Dyrlund, Allison Kay, Tenenbaum, Gershon, Al Otaiba, Stephanie Dent, Eklund, Robert, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State...
Show moreDyrlund, Allison Kay, Tenenbaum, Gershon, Al Otaiba, Stephanie Dent, Eklund, Robert, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: For almost a decade researchers (Biddle, Soos, & Chatzisarantis, 1999; Wang & Biddle, 2007) have been advocating for studies that advance our understanding of the ways in which AGT and SDT are related in the exercise domain. Despite the fact that researchers have been stressing the importance of empirical tests of the convergence of the two theories, there has yet to be a satisfactory study in response to this demand. Further, existing studies that have attempted to even partially address the...
Show moreFor almost a decade researchers (Biddle, Soos, & Chatzisarantis, 1999; Wang & Biddle, 2007) have been advocating for studies that advance our understanding of the ways in which AGT and SDT are related in the exercise domain. Despite the fact that researchers have been stressing the importance of empirical tests of the convergence of the two theories, there has yet to be a satisfactory study in response to this demand. Further, existing studies that have attempted to even partially address the issue have been methodologically flawed (Biddle et al., 1999; Ntoumanis, 2001). The purpose of this study was to establish a conceptual model that consists of relating the dimensions of SDT and AGT to each other, and to test a model linking the two theories. A complete model of the relationships among the dimensions of the AGT and two subtheories of SDT (e.g., organismic integration theory and cognitive evaluation theory) was developed and tested using Structural Equation Modeling (SEM). Questionnaires developed based on the three theoretical explanations were completed online. The online survey was comprised of four measures: Perceptions of Success Questionnaire-Exercise (POSQ-E), Behavioral Regulation in Exercise Questionnaire: Intrinsic Motivation Subscale (BREQ), Exercise Motivation Scale (EMS), and Psychological Need Satisfaction in Exercise Scale (PNSE). Several structural models were tested to examine the integrative relationships among the theories. Results showed that, when compared with ego orientation, task orientation had a stronger influence on need satisfaction and internalized behavioral regulations. In addition, need satisfaction predicted behavioral regulations. Findings also suggested that both ego and task orientations not only influence behavioral regulations for exercise directly, but also indirectly through satisfaction of the needs for competence, autonomy, and relatedness.
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Date Issued: 2008
Identifier: FSU_migr_etd-0613
Format: Thesis

Title: The Effect of Mental Training with Biofeedback on Entering Optimal Individual Affect-Related Performance Zones.
Creator: Edmonds, William Alexander, Tenenbaum, Gershon, Glueckauf, Robert, Kamata, Akihito, Jr., Francis D. Kelly, Department of Educational Psychology and Learning Systems, Florida...
Show moreEdmonds, William Alexander, Tenenbaum, Gershon, Glueckauf, Robert, Kamata, Akihito, Jr., Francis D. Kelly, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: An investigation is reported by which a multimodal assessment of affect was incorporated by measuring introspective (verbal reports) and objective (heart rate and skin conductance) measures in a laboratory setting for the purpose of applying a biofeedback intervention using Blumenstein & Bar-Eli's (2001) Wingate Five-step approach. The foundation of this experiment was based on an empirically supported concept (i.e., probabilistic determinations of Individual Affect-related Performance Zones;...
Show moreAn investigation is reported by which a multimodal assessment of affect was incorporated by measuring introspective (verbal reports) and objective (heart rate and skin conductance) measures in a laboratory setting for the purpose of applying a biofeedback intervention using Blumenstein & Bar-Eli's (2001) Wingate Five-step approach. The foundation of this experiment was based on an empirically supported concept (i.e., probabilistic determinations of Individual Affect-related Performance Zones; Kamata et al., 2002) in order to verify the utility and effectiveness of the intervention by manipulating affective performance states in a racecar simulator. Nine male participants complete five separate time trials of a simulated racing task and then were randomly assigned to one of three arousal regulation treatment conditions (three participants per group): (1) optimal arousal-regulation, (2) poor arousal-regulation, and (3) attention control. Following the BFB intervention, the participants underwent another series of race trials to determine the effectiveness of the arousal regulation intervention. The results indicate general and relative similarities in the strength and direction of the perceived and physiological states between the participants; however, the subtle details of the participants' unique performance zones, and the probability of achieving each zone was revealed to be unique between the participants and between the groups. The results indicate that (a) the BFB manipulation resulted in the expected changes for all the groups, and (b) there were some large individual differences between the participants, necessitating the idiosyncratic approach. The results are further discussed in the context of the stimulus-response specificity principle (Andreassi, 1989), Sternbach's (1966) individual response-stereotypy, as well as the Inverted-U hypothesis (Yerkes & Dodson, 1908). Future research directions and practical implications are also offered.
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Date Issued: 2005
Identifier: FSU_migr_etd-0600
Format: Thesis

Title: Convergent and Incremental Validity of the MMPI-2 and Rorschach on Psychotic-Related Indices.
Creator: Dao, Tam K., Prevatt, Frances, Joiner, Thomas, Peterson, Gary, Kelly, F. Donald, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The popularity of the Minnesota Multiphasic Personality Inventory (MMPI; Hathaway & McKinley, 1940), MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) and the Rorschach in the assessment of psychopathology in applied settings have been well established (Archer & Krishnamurthy, 1993b; Greene, 2000). Although it might be expected that the MMPI and the Rorschach would be interrelated, a review of the literature revealed little congruence between these two widely used assessment...
Show moreThe popularity of the Minnesota Multiphasic Personality Inventory (MMPI; Hathaway & McKinley, 1940), MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) and the Rorschach in the assessment of psychopathology in applied settings have been well established (Archer & Krishnamurthy, 1993b; Greene, 2000). Although it might be expected that the MMPI and the Rorschach would be interrelated, a review of the literature revealed little congruence between these two widely used assessment measures (Archer & Krishnamurthy, 1993a, 1993b; Ganellen, 1996a, 1996b, 1996c; Meyer, 1996; Meyer, 1997; Meyer, Riethmiller, Brooks, Benoit, & Handler, 2000). The general goal of this study was to contribute to the understanding of the relationship between the MMPI-2 and the Rorschach variables related to psychosis in a clinical population of adults. To accomplish this goal, the current study was broken down into two specific goals. . First, following previous convention (Meyer, 1997; Meyer et al., 2000), this study examined the effect of test interaction styles on the interrelationships between the MMPI-2 and the Rorschach on psychotic-related indices. Second, this study examined the incremental validity and the clinical utility of the MMPI-2 and Rorschach with regard to differential diagnosis in a sample of adult inpatients with a primary psychotic disorder (PPD) or a primary mood disorder without psychotic features (PMD). Results indicate that grouping patients according to test-interaction style, in the form of being either dilated or constricted when responding to the task, had minimal impact in the predicted direction on the level of convergence between the MMPI-2 and Rorschach. When test interaction styles were ignored, there were modest significant correlations between the MMPI-2 Sc and BIZ scales and the Rorschach PTI. Similarly when patients approached each test with a similar style, there were modest significant positive correlations between the MMPI-2 Sc and BIZ scales and the Rorschach PTI. When patients approached the test in an opposing manner, the MMPI-2 scales and the Rorschach variables tended to be negatively correlated. Despite significant correlations between the MMPI-2 Sc and BIZ scales and the Rorschach PTI, these correlations were small in magnitude, and were not consistent with those reported by Meyer et al. (2000) and Lindgren and Carlsson (2002). On its own, the PTI showed a better overall classification rate than the MMPI-2. The PTI was able to correctly classify PPD and PMD patients 84% of the time as compared to 70% when the MMPI-2 variables were used. To assess the clinical utility of the MMPI-2 and Rorschach in differentiating psychotic patients from non psychotic patients, diagnostic efficiency statistics were computed at each block of the hierarchical regression analyses. When the MMPI-2 variables were entered first into the analyses, diagnostic efficiency statistics indicated that the addition of the Rorschach PTI contributed to the prediction of group membership above what was predicted by the MMPI-2 variables. When the Rorschach PTI was entered first into the analyses, diagnostic efficiency statistics showed that the MMPI-2 scales were not able to add to the predictive capacity of the Rorschach
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Date Issued: 2007
Identifier: FSU_migr_etd-0852
Format: Thesis

Educational psychology (312)	+ -
Psychology (60)	+ -
Education (53)	+ -
Counseling psychology (25)	+ -
Educational tests and measurements (19)	+ -

Design (18)	+ -
Educational technology (18)	+ -
Instructional systems (18)	+ -
Statistics (9)	+ -
Cognitive psychology (8)	+ -
Study and teaching (8)	+ -
Social psychology (7)	+ -
Education, Higher (5)	+ -
Mental health (4)	+ -
Developmental psychology (3)	+ -
English language (3)	+ -
Foreign speakers (3)	+ -
Teachers (3)	+ -
Training of (3)	+ -
Administration (2)	+ -
Clinical psychology (2)	+ -
Computer science (2)	+ -
Early childhood education (2)	+ -
Education, elementary (2)	+ -
Educational evaluation (2)	+ -
Gender expression (2)	+ -
Gender identity (2)	+ -
Hispanic Americans (2)	+ -
Mathematics (2)	+ -
Psychometrics (2)	+ -

text (463)	+ -
doctoral thesis (84)	+ -
master thesis (13)	+ -

Florida State University (463)	+ -
College of Education (167)	+ -
Tenenbaum, Gershon (117)	+ -
Yang, Yanyun (54)	+ -
Eklund, Robert (44)	+ -

Becker, Betsy Jane (37)	+ -
Paek, Insu (37)	+ -
Dennen, Vanessa P. (35)	+ -
Roehrig, Alysia D. (34)	+ -
Sampson, James P. (33)	+ -
Kamata, Akihito (32)	+ -
Eccles, David (31)	+ -
Turner, Jeannine (30)	+ -
Klein, James D. (28)	+ -
Prevatt, Frances (28)	+ -
Chow, Graig Michael (27)	+ -
Roehrig, Alysia (26)	+ -
Peterson, Gary (23)	+ -
Pfeiffer, Steven I. (23)	+ -
Osborn, Debra S. (22)	+ -
Canto, Angela I. (21)	+ -
Dong, Shengli (21)	+ -
Ebener, Deborah J. (21)	+ -
Ke, Fengfeng (20)	+ -
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Almond, Russell G. (17)	+ -
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Becker, Martin Swanbrow (16)	+ -
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