Search results

Title: Dysfunctional Career Thinking and Career Decision State in Collegiate Student Athletes and Non-Student Athletes.
Creator: Burbrink, Ivey Elizabeth, Osborn, Debra S., Becker, Martin Swanbrow, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and...
Show moreBurbrink, Ivey Elizabeth, Osborn, Debra S., Becker, Martin Swanbrow, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: This study used the Career Thoughts Inventory (CTI) (CTI; Sampson et al., 1996b) and the Career State Inventory (CSI) (Leierer, Peterson, & Reardon, 2018) to examine the relationship between dysfunctional career thinking (DCT) and career decision state (CDS) in collegiate student athletes versus non-student athletes using archival data of students who were enrolled in an undergraduate career planning class. The sample included Division 1 collegiate student athletes (N = 254) and non-student...
Show moreThis study used the Career Thoughts Inventory (CTI) (CTI; Sampson et al., 1996b) and the Career State Inventory (CSI) (Leierer, Peterson, & Reardon, 2018) to examine the relationship between dysfunctional career thinking (DCT) and career decision state (CDS) in collegiate student athletes versus non-student athletes using archival data of students who were enrolled in an undergraduate career planning class. The sample included Division 1 collegiate student athletes (N = 254) and non-student athletes (N = 39) from all undergraduate grade levels attending a public university in the southeastern part of the United States, who registered for and attended an Introduction to Career Development course. The CTI was used to measure dysfunctional or negative career thinking (DCT), specifically Decision-Making Confusion (DMC), Commitment Anxiety (CA), and External Conflict (EC). The CSI was used to assess the readiness of the students to participate in the career problem solving and decision-making process and was used in the present study to measure career decision state (CDS), specifically (1) certainty about career decisions, (2) satisfaction with these decisions, and (3) vocational clarity. A one-way between-groups analysis of variance showed no statistically significant differences between student athlete and non-student athlete CTI and CSI scores, thus further analyses were not performed. Multiple and linear regression analyses found significant relationships regarding DCM and CTI total scores predicting Certainty, Satisfaction, Clarity, and CSI total scores with non-student athletes. Additionally, multiple and linear regression analyses found significant relationships regarding DMC and CTI total scores predicting Clarity with student athletes. A discussion of the findings is presented, including an analysis of the results, possible limitations, and implications for research and teaching.
Show less
Date Issued: 2019
Identifier: 2019_Spring_Burbrink_fsu_0071N_15229
Format: Thesis

Title: The Relationship between the Big Five Personality Factors and the Complexity of the Career Decision Space.
Creator: Leasure, Kathryn K. (Kathryn Keleen), Osborn, Debra S., Guthrie, Kathy L., Peterson, Gary W., Sampson, James P., Florida State University, College of Education, Department of...
Show moreLeasure, Kathryn K. (Kathryn Keleen), Osborn, Debra S., Guthrie, Kathy L., Peterson, Gary W., Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: This study used the NEO-FFI (Costa & McCrae, 1992) and the Decision Space Worksheet (DSW; Peterson, Lenz, & Osborn, 2016) to examine the relationship between personality and the complexity of the career decision space. The sample included 95 undergraduate students enrolled in 5 sections of a career planning course at a large southeastern university. The NEO-FFI was used to measure the Big Five domains of personality. The DSW was used to measure the frequency of endorsement to a content...
Show moreThis study used the NEO-FFI (Costa & McCrae, 1992) and the Decision Space Worksheet (DSW; Peterson, Lenz, & Osborn, 2016) to examine the relationship between personality and the complexity of the career decision space. The sample included 95 undergraduate students enrolled in 5 sections of a career planning course at a large southeastern university. The NEO-FFI was used to measure the Big Five domains of personality. The DSW was used to measure the frequency of endorsement to a content category and the magnitude, or area, devoted to the content category. Correlation, multiple regression, and exploratory factor analyses were used to analyze the data. A Pearson Product Moment correlation resulted in a significant positive relationship between Conscientiousness and the frequency of the content category Opportunities. Negative relationships were found between both Openness and Conscientiousness and the content category of Higher Order. When the correlation between the NEO-FFI and the magnitude of DSW content categories was tested, a significant relationship was found between Neuroticism and Higher order. There were no significant correlations found between the NEO-FFI personality factors and the total magnitude of used space for the categories on the DSW. Findings of a multiple regression analysis revealed Opportunity and Higher Order predict Extroversion, Openness, and Conscientiousness. Thus, Extroversion, Openness, and Conscientiousness appear to exercise influence on the frequency of content category endorsements of Opportunity and Higher Order. However, there was no influence found between the NEO-FFI factors and the magnitude of the content categories on the DSW. An Exploratory Factor Analysis found shared variation between Conscientiousness and the frequency of DSW content categories Higher Order and Close Personal. There was no shared variation between the NEO-FFI personality factors and the magnitude of any of the content categories on the DSW. An analysis and discussion of the findings are provided, along with implications for theory, practice, and research.
Show less
Date Issued: 2019
Identifier: 2019_Spring_Leasure_fsu_0071E_15113
Format: Thesis

Title: Impact of Violations of Measurement Invariance in Longitudinal Mediation Modeling.
Creator: Xu, Jie, Yang, Yanyun, Zhang, Qian, Huffer, Fred W. (Fred William), Becker, Betsy J., Florida State University, College of Education, Department of Educational Psychology and...
Show moreXu, Jie, Yang, Yanyun, Zhang, Qian, Huffer, Fred W. (Fred William), Becker, Betsy J., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Research has shown that cross-sectional mediation analysis cannot accurately reflect a true longitudinal mediated effect. To investigate longitudinal mediated effects, different longitudinal mediation models have been proposed and these models focus on different research questions related to longitudinal mediation. When fitting mediation models to longitudinal data, the assumption of longitudinal measurement invariance is usually made. However, the consequences of violating this assumption...
Show moreResearch has shown that cross-sectional mediation analysis cannot accurately reflect a true longitudinal mediated effect. To investigate longitudinal mediated effects, different longitudinal mediation models have been proposed and these models focus on different research questions related to longitudinal mediation. When fitting mediation models to longitudinal data, the assumption of longitudinal measurement invariance is usually made. However, the consequences of violating this assumption have not been thoroughly studied in mediation analysis. No studies have examined issues of measurement non-invariance in a latent cross-lagged panel mediation (LCPM) model with three or more measurement occasions. The goal of the current study is to investigate the impact of violations of measurement invariance on longitudinal mediation analysis. The focal model in the study is the LCPM model suggested by Cole and Maxwell (2003). This model can be used to examine mediated effects among the latent predictor, mediator, and outcome variables across time. In addition, it can account for measurement error and allow for the evaluation of longitudinal measurement invariance. Simulation methods were used and the investigation was performed using population covariance matrices and sample data generated under various conditions. Eight design factors were considered for data generation: sample size, proportion of non-invariant items, position of latent factors with non-invariant items, type of non-invariant parameters, magnitude of non-invariance, pattern of non-invariance, size of the direct effect, and size of the mediated effect. Results from population investigation were evaluated based on overall model fit and the calculated direct and mediated effects; results from finite sample analysis were evaluated in terms of convergence and inadmissible solutions, overall model fit, bias/relative bias, coverage rates, and statistical power/type I error rates. In general, results obtained from finite sample analysis were consistent with those from the population investigation, with respect to both model fit and parameter estimation. The type I error rate of the mediated effects was inflated under the non-invariant conditions with small sample size (200); power of the direct and mediated effects was excellent (1.0 or close to 1.0) across all investigated conditions. Type I error rates based on the chi-square statistic test were seriously inflated under the invariant conditions, especially when the sample size was relatively small. Power for detecting model misspecifications due to longitudinal non-invariance was excellent across all investigated conditions. Fit indices (CFI, TLI, RMSEA, and SRMR) were not sensitive in detecting misspecifications caused by violations of measurement invariance in the investigated LCPM model. Study results also showed that as the magnitude of non-invariance, the proportion of non-invariant items, and the number of positions of latent variables with non-invariant items increased, estimation of the direct and mediated effects tended to be less accurate. The decreasing pattern of change in item parameters over measurement occasions resulted in the least accurate estimates of the direct and mediated effects. Parameter estimates were fairly accurate under the conditions of the decreasing and then increasing pattern and the mixed pattern of change in item parameters. Findings from this study can help empirical researchers better understand the potential impact of violating measurement invariance on longitudinal mediation analysis using the LCPM model.
Show less
Date Issued: 2019
Identifier: 2019_Spring_Xu_fsu_0071E_14994
Format: Thesis

Title: Parental Involvement, Students' Self-Esteem, and Academic Achievement in Immigrant Families in the United States.
Creator: Yin, Mengmeng, Turner, Jeannine E., Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: The current study explored factors that might be related to immigrant students’ academic achievement in the United States. To be specific, this study examined the relationships among parental involvement, students’ self-esteem and students’ academic achievement in immigrant families. In this study, I focused on the ethnicities of Hispanic and Asian immigrants in the United States. Furthermore, the current study investigated the extent to which Hispanic and Asian immigrant students’ self...
Show moreThe current study explored factors that might be related to immigrant students’ academic achievement in the United States. To be specific, this study examined the relationships among parental involvement, students’ self-esteem and students’ academic achievement in immigrant families. In this study, I focused on the ethnicities of Hispanic and Asian immigrants in the United States. Furthermore, the current study investigated the extent to which Hispanic and Asian immigrant students’ self-esteem mediated the relationships between parental involvement and students’ academic achievement. Parental involvement included four dimensions: parental expectations, parental monitoring, parent-child communication, and parental participation in school activities. Using path analysis and multi-group path analysis, data were analyzed from 1,070 immigrant students, who attended 11th and 12th grades, and their parents from the Children of Immigrants Longitudinal Study (1991-2006). After removing the variable of parental monitoring from the path analysis due to no relationship with students’ self-esteem and GPA (with other variables controlled), findings showed that, parental expectations positively predicted students’ self-esteem and their academic achievement; parent-child communication positively predicted students’ self-esteem, but negatively predicted students’ academic achievement. In addition, parental participation in school activities positively predicted students’ self-esteem; however, there was no significant relationship with students’ academic achievement. Additionally, students’ self-esteem was not related to students’ academic achievement and had no mediation effect on the relationships between parental involvement and students’ academic achievement. These findings showed no differences between Hispanic and Asian immigrant families. Keywords: parental involvement, academic achievement, self-esteem, immigrant families, CILS
Show less
Date Issued: 2019
Identifier: 2019_Spring_Yin_fsu_0071N_15214
Format: Thesis

Title: The Impact of a Career Course on Undergraduate Students' Career Decision State as a Function of Negative Career Thoughts.
Creator: Miller, Adam K. (Adam Kyle), Osborn, Debra S., Sampson, James P., Guthrie, Kathy L., Lenz, Janet G., Florida State University, College of Education, Department of Educational...
Show moreMiller, Adam K. (Adam Kyle), Osborn, Debra S., Sampson, James P., Guthrie, Kathy L., Lenz, Janet G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The current study examined the impact of taking a career development course on career decision making. Specifically, this study sought to determine when students are likely to see the greatest changes in career decision state, as well as how students' negative career thinking can impact such changes. The sample consisted of 151 undergraduate students participating in a career course that was theoretically informed by cognitive information processing (CIP; Sampson, Reardon, Peterson, & Lenz,...
Show moreThe current study examined the impact of taking a career development course on career decision making. Specifically, this study sought to determine when students are likely to see the greatest changes in career decision state, as well as how students' negative career thinking can impact such changes. The sample consisted of 151 undergraduate students participating in a career course that was theoretically informed by cognitive information processing (CIP; Sampson, Reardon, Peterson, & Lenz, 2004). The Career State Inventory (CSI; Leierer, Peterson, Reardon, & Osborn, 2017) was used to measure students' career decision state throughout each unit of the course, while the Career Thoughts Inventory (CTI; Sampson et al., 1996a) was used as a measure of negative career thinking. A repeated-measures ANOVA was performed to determine differences in course impact by level of negative career thinking (high, medium, low). Results of the ANOVA analysis found that students reported significantly more positive career decision states following Unit I and Unit III of the course, but not Unit II of the course. Additionally, results from that same analysis found an interaction effect between the course and negative career thinking; indicating that students with higher levels of negative career thinking started and maintained less positive career decisions states throughout the course, compared to those of medium and lower levels of negative career thinking. Finally, a second repeated-measures ANOVA found that students who saw the greatest decrease in negative career thinking throughout the course also saw the greatest changes towards a more positive career decision state. A discussion of the findings is offered, followed by the study's limitations, and the implications for theory, research, practice, and policy.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Miller_fsu_0071E_15337
Format: Thesis

Title: The Impact of Positive Psychology Coping Mechanisms on Stress Levels of Parents of Children with Autism Spectrum Disorder.
Creator: Dingess, Kara M., Ebener, Deborah J., Hanline, Mary Frances, Osborn, Debra S., Dong, Shengli, Florida State University, College of Education, Department of Educational...
Show moreDingess, Kara M., Ebener, Deborah J., Hanline, Mary Frances, Osborn, Debra S., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Autism Spectrum Disorder (ASD) impacts one in every 59 children in the United States of America (CDC, 2018). Not only does ASD affect the life of the child, but it also impacts the lives of the child's caretakers. Parental stress related to perceptions of symptom severity, the impact of the child's diagnosis, fear of relapse, social stigma, cost of care, and daily stressors of simply having a child can impact the psychosocial well-being of the parents (Seltzer et. al., 2009; Woolfson, 2004)....
Show moreAutism Spectrum Disorder (ASD) impacts one in every 59 children in the United States of America (CDC, 2018). Not only does ASD affect the life of the child, but it also impacts the lives of the child's caretakers. Parental stress related to perceptions of symptom severity, the impact of the child's diagnosis, fear of relapse, social stigma, cost of care, and daily stressors of simply having a child can impact the psychosocial well-being of the parents (Seltzer et. al., 2009; Woolfson, 2004). Gaining insight into coping mechanisms of parents of children with ASD allows the opportunity to increase awareness, create individualized intervention approaches, and provide families with the care they need. The aim of this dissertation was to explore the impact of humor, optimism, and spirituality on the stress levels of parents of children with ASD. Specifically, the goal was to determine if the use of the positive psychology constructs of humor, optimism, and spirituality were related to parental stress. An additional aim of the study was to determine if there were differences in parental stress by parental perception of symptom severity. The study examined three specific symptom severity levels for this question based upon DSM-V criteria for ASD. To collect data, a sample of adults with children with ASD were recruited via social media, then surveyed through the Qualtrics survey system. A standard multiple linear regression was used to examine whether humor, optimism, and spiritualty could predict parental stress. A one-way Analysis of Variance (ANOVA) was conducted to determine differences between parental perception of symptom severity on parental stress. The 7-item Coping Humor Scale (CHS; Lefcourt & Martin, 1986) was used to measure humor. The 10-item Life Orientation Test-Revised (LOT-R; Scheier, Carver, & Bridges, 1994) was used to measure optimism. The 20-item the Spiritual Well Being Scale (SWBS; Ellison, 1983; Ellison & Smith, 1991) was used to measure spirituality. The 36-item Parental Stress Index-Short Form (PSI-SF; Abidin, 1995) was used to measure parental stress. Participants (n =166) for the study were mostly comprised of females (n = 122) and individuals of Caucasian ethnicity (n =101). While mothers primarily represented the sample, there was a small representation of males (n = 39). Regarding the child's diagnosis, ASD was most frequently reported (n = 122). The results of the study indicated the use of optimism as a positive coping mechanism predicted decreased levels of parental stress in parents of children with ASD, with 5.9% of the variance explained. However, the use of humor and spirituality were non-significant. The One-way ANOVA indicated groups differences between mild severity and severe severity in that those individuals with mild symptom severity perceptions experience more parental stress than those with severe symptom severity perceptions, with 4.9% of the variance explained. A discussion of the findings, limitations of the study, and implications for theory, practice, and research are provided.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Dingess_fsu_0071E_15104
Format: Thesis

Title: Exploring Teacher and Child Factors That Explain Teacher-Perceived Relationship Qualities with Children Living in Poverty: A Multilevel Approach.
Creator: Chen, Shiyi, Phillips, Beth M., Rutledge, Stacey A., Roehrig, Alysia D., Turner, Jeannine E., Zhang, Qian, Florida State University, College of Education, Department of...
Show moreChen, Shiyi, Phillips, Beth M., Rutledge, Stacey A., Roehrig, Alysia D., Turner, Jeannine E., Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Research has shown that the quality of preschool teacher-child relationships can forecast children's social-emotional development, academic achievement, and school attitude; these benefits are amplified for impoverished children. However, teachers tend to have conflictual relationships with children living in poverty. Additionally, research in this area mostly focuses on either teacher or child factors. Therefore, driven by the educational dilemma and research gap, I investigated...
Show moreResearch has shown that the quality of preschool teacher-child relationships can forecast children's social-emotional development, academic achievement, and school attitude; these benefits are amplified for impoverished children. However, teachers tend to have conflictual relationships with children living in poverty. Additionally, research in this area mostly focuses on either teacher or child factors. Therefore, driven by the educational dilemma and research gap, I investigated contributions of both teacher and child factors to teacher-child relationships in preschools serving children living in poverty (i.e., attending Head Start). Stemming from a preliminary study, this study examined the relations of child gender, problem behavior, teacher-child racial/ethnic match, and teacher education and job stress to teacher-reported teacher-child relationships. Based on the estimations of a priori power analyses, 129 teachers and 635 children from collaborating Head Start agencies across the U.S. were recruited in this study. Teachers completed a set of well-validated self- and child-focused questionnaires through an online survey system. Considering the nested nature of data (children clustered within classes), a multilevel modeling approach was employed for data analysis. Several main findings emerged: First, boys tended to have more conflictual relationships and girls tended to have closer relationships with teachers, which could be partially explained by their different levels of problem behaviors. Second, teacher-child racial/ethnic match did not play a role in the quality of teacher-child relationships. Third, having a degree (AA, BA, and MA), as compared to having a certificate (i.e., CDA) was associated with a closer and less conflictual teacher-child relationship. Fourth, less job control perceived by teachers were associated with more teacher-child conflict. Implications were discussed in this study.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Chen_fsu_0071E_15301
Format: Thesis

Title: The Role of Age of Diagnosis, Self-Efficacy and Social Support in the Relationship between Bipolar Disorder and Substance Use Severity.
Creator: Devlin, Elizabeth Justine, Ebener, Deborah J., Thyer, Bruce A., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education, Department of Educational...
Show moreDevlin, Elizabeth Justine, Ebener, Deborah J., Thyer, Bruce A., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Bipolar disorder is one of the 10 most disabling conditions in the world. As such, inpatient hospitalization for individuals with bipolar disorder is far greater than hospitalization rates for all other patients with behavioral health diagnoses. Bipolar disorder is also associated with reduced lifespans of 9.2 years, and 1 in 5 individuals with bipolar disorder die by suicide. Such statistics are alarming and illuminate the impact of bipolar disorder on functioning and overall quality of life...
Show moreBipolar disorder is one of the 10 most disabling conditions in the world. As such, inpatient hospitalization for individuals with bipolar disorder is far greater than hospitalization rates for all other patients with behavioral health diagnoses. Bipolar disorder is also associated with reduced lifespans of 9.2 years, and 1 in 5 individuals with bipolar disorder die by suicide. Such statistics are alarming and illuminate the impact of bipolar disorder on functioning and overall quality of life. However, the constructs of self-efficacy, social support, and age of onset may impact and lead to a decrease in substance use severity (i.e., alcohol and illicit drug use) for individuals with a bipolar disorder diagnosis. A sample of 91 participants was recruited from bipolar disorder support group websites and blogs for people with bipolar disorder. Measures for the current study included the bMAST, DAST-10, GSE, and SSA-S. Research questions included (1) Are self-efficacy, age of onset, and social support related to alcohol use severity for individuals with bipolar disorder? (2) Are self-efficacy, age of onset, and social support related to illicit drug use severity for individuals with bipolar disorder? Statistical analyses for the variables included two hierarchical multiple linear regressions. Due to violated assumptions for multiple linear regressions, a non-parametric analysis was run separately for each research question. No significant results were indicated for the research questions included in the study. For both ordinal logistic regressions, the models with all predictors (age of onset, self-efficacy, and social support) did not significantly improve compared to the intercept only models. Results of this study were discussed related to improvement for future research and implications for future practice.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Devlin_fsu_0071E_15081
Format: Thesis

Title: The Relationships among Social Comparison Orientation and Adjustment to Type 2 Diabetes in Adults.
Creator: Weatherspoon, Marilyn A., Dong, Shengli, Ebener, Deborah J., Lewis, Sandra, Phillips, Beth M., Florida State University, College of Education, Department of Educational...
Show moreWeatherspoon, Marilyn A., Dong, Shengli, Ebener, Deborah J., Lewis, Sandra, Phillips, Beth M., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: As people continue to live longer, there are more opportunities to acquire a chronic illness or disability in their lifetime. The onset and diagnosis of illnesses such as Type 2 Diabetes (T2D) has such a subtle and insidious onset that individuals may go undiagnosed. Over 30 million adults in the United States have been diagnosed with a form of diabetes. With the increasing numbers of people experiencing chronic illness, understanding how the person navigates the process of adjustment will be...
Show moreAs people continue to live longer, there are more opportunities to acquire a chronic illness or disability in their lifetime. The onset and diagnosis of illnesses such as Type 2 Diabetes (T2D) has such a subtle and insidious onset that individuals may go undiagnosed. Over 30 million adults in the United States have been diagnosed with a form of diabetes. With the increasing numbers of people experiencing chronic illness, understanding how the person navigates the process of adjustment will be of high importance to rehabilitation professionals. By applying the social comparison theory and the theory of adjustment to disability, the present study aimed to answer three research questions: 1) What are the relationships among perceived health status, self-esteem, social comparison orientation and adjustment to T2D?, 2) What are the impacts of perceived health status, self-esteem, social comparison orientation on the adjustment to T2D above and beyond the factors of age and gender?, and 3) To what extent does self-esteem, perceived health status, social comparison orientation scores (including upward and downward social comparison scores) predict adjustment to disability based on age? A sample of 136 adults with type 2 diabetes throughout the state of Florida responded to the online survey. A hierarchical regression analysis was conducted to analyze the data. In the age group of 21 to 34-year old participants, upward social comparison orientation was a significant predictor of adjustment to disability. For ages 51 to 65, the significant predictors of adjustment to disability were self-esteem score and downward social comparison orientation score. These findings present rehabilitation professionals with a means of understanding and exploring the individual differences in the factors related to adjustment to disability.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Weatherspoon_fsu_0071E_15093
Format: Thesis

Title: Shifting the Mental Health Gatekeeper Paradigm on University Campuses: Enhancing Social Support and Sense of Belongingness.
Creator: McLean, Kate Elizabeth, Becker, Martin Swanbrow, Glueckauf, Robert L., Jenkins, Lyndsay Nicole, Pfeiffer, Steven I., Florida State University, College of Education, Department...
Show moreMcLean, Kate Elizabeth, Becker, Martin Swanbrow, Glueckauf, Robert L., Jenkins, Lyndsay Nicole, Pfeiffer, Steven I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The present study compared a sample of first-year university students residing in Living Learning Programs (LLPs; n = 64) with a matched-group of first-year students residing in traditional residence halls (n = 83) at a large university located in the southeastern United States. The study examined if students in LLPs experience greater belongingness, perceived social support, and mental health in comparison to peers in traditional residence halls, and if this corresponds to greater help...
Show moreThe present study compared a sample of first-year university students residing in Living Learning Programs (LLPs; n = 64) with a matched-group of first-year students residing in traditional residence halls (n = 83) at a large university located in the southeastern United States. The study examined if students in LLPs experience greater belongingness, perceived social support, and mental health in comparison to peers in traditional residence halls, and if this corresponds to greater help-seeking intentions and superior RA mental health gatekeeper performance. Participants completed the Psychological Sense of School Membership Scale (PSSM; Goodenow, 1993), the Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet, & Farley, 1988), the Mental Health Continuum Short-Form (Keyes, 2009a), and an RA Gatekeeper Performance and Student Help-Seeking Questionnaire that was designed by the researcher. Findings from the present study suggest that LLPs are effective for increasing the amount of social support and belongingness students' experience in relation to their resident hall communities, but not for increasing overall or global belongingness and social support. Results also indicate that students in LLPs received more support from their RA mental health gatekeeper and exhibited greater help-seeking intentions towards RAs and resident hall peers in comparison to students in traditional residence halls. A discussion of the findings is offered in support of Wyman and colleagues' (2008) communication model of gatekeeper training. Implications for theory, research, and practice are discussed, in addition to suggestions for future research. Keywords: living learning programs, college students, sense of belongingness, perceived social support, mental health, help-seeking intentions, mental health gatekeepers, resident assistants, RA gatekeeper training
Show less
Date Issued: 2019
Identifier: 2019_Summer_McLean_fsu_0071E_15178
Format: Thesis

Title: Stroboscopic Training Effect on Anticipating the Direction of Tennis Serves.
Creator: Boiangin, Nataniel Michael, Tenenbaum, Gershon, Lewis, Sandra, Chow, Graig Michael, Paek, Insu, Florida State University, College of Education, Department of Educational...
Show moreBoiangin, Nataniel Michael, Tenenbaum, Gershon, Lewis, Sandra, Chow, Graig Michael, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The purpose of the study was to examine the effects of stroboscopic training on intermediate tennis players' anticipatory response accuracy, response time, and self-efficacy. Participants (N=30) completed six on-court training sessions, where they returned serves for 30 minutes in their respective condition (i.e., stroboscopic medium frequency, stroboscopic low frequency, placebo glasses without a stroboscopic effect). Additionally, participants watched videos of tennis serves occluded just...
Show moreThe purpose of the study was to examine the effects of stroboscopic training on intermediate tennis players' anticipatory response accuracy, response time, and self-efficacy. Participants (N=30) completed six on-court training sessions, where they returned serves for 30 minutes in their respective condition (i.e., stroboscopic medium frequency, stroboscopic low frequency, placebo glasses without a stroboscopic effect). Additionally, participants watched videos of tennis serves occluded just after racket-ball contact and were asked to anticipate the direction of the serve as quickly as possible. Measures collected included anticipatory response accuracy (i.e., number of correct responses), response time, and self-efficacy and were recorded four times throughout the study (i.e., pre, mid, post and 1-week after training). RM ANOVA analyses indicated that there were no significant differences among the groups for anticipatory response accuracy, response time and self-efficacy. Follow-up one-way ANOVAs indicated significant anticipatory accuracy response differences between the low frequency stroboscopic group as compared to the medium frequency and placebo groups. Specifically, subjects in the low frequency group were more accurate in their anticipatory response compared to the other groups. In general, it seems that stroboscopic training has little (or no) effect on anticipatory response of tennis serves. This study is unique because of the ecologically valid methods used in anticipatory training and measurement. Although the current study supports the notion that stroboscopic training does not improve anticipatory responses in tennis serves, additional research is necessary to examine other stroboscopic training methods (e.g., longer sessions for a longer period, different stroboscopic frequencies) and anticipatory response measurements (e.g., on court response to live serves) in tennis and other sports (e.g., baseball)
Show less
Date Issued: 2019
Identifier: 2019_Summer_Boiangin_fsu_0071E_15143
Format: Thesis

Title: Predictors of Willingness to Seek Psychological Help and Perceived Stigma among Rural People.
Creator: Thorne, Kendra L. (Kendra Lee), Ebener, Deborah J., Jenkins, Lyndsay Nicole, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational...
Show moreThorne, Kendra L. (Kendra Lee), Ebener, Deborah J., Jenkins, Lyndsay Nicole, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Up to 37% of United States adults experience psychological distress at clinically high levels; however, the majority of them do not seek psychological help. Reluctance to seek help is exacerbated in rural culture, as rural people are less likely to seek psychological help than urban people. A review of the literature revealed that one highly prevalent rural factor that may affect help-seeking is perceived stigma. Rural emphasis on self-reliance and religiosity, limited knowledge of mental...
Show moreUp to 37% of United States adults experience psychological distress at clinically high levels; however, the majority of them do not seek psychological help. Reluctance to seek help is exacerbated in rural culture, as rural people are less likely to seek psychological help than urban people. A review of the literature revealed that one highly prevalent rural factor that may affect help-seeking is perceived stigma. Rural emphasis on self-reliance and religiosity, limited knowledge of mental illness, and confidentiality concerns are all stigma-related variables that have been shown to influence rural people's decision to seek help. Prior to the current study, the influence of perceived stigma in the link between psychological distress and willingness to seek psychological help had not been examined specifically among rural people. Further, many of the existing studies on stigma-related factors examined one factor at a time and are of qualitative nature. Within a rural-only sample, the current study examined the moderating effect of perceived stigma between psychological distress and willingness to seek psychological help. Also, this study examined the predictive abilities of self-reliance, religiosity, confidentiality concerns, and knowledge of mental illness when predicting perceived stigma and willingness to seek psychological help. Findings of this study suggest that knowledge of mental disorders is most influential on rural willingness to seek psychological help – more so than self-reliance, confidentiality concerns, and religiosity. Further, confidentiality concerns emerged as most impactful on perceived stigma among rural adults – more so than knowledge of mental disorders, self-reliance, and religiosity. Greater knowledge was associated with more help-seeking willingness, and greater confidentiality concerns were associated with more perceived stigma. However, perceived stigma was not significantly related to willingness to seek psychological help, nor did it moderate the relation between psychological distress and willingness to seek psychological help. Interestingly, greater psychological distress experienced by rural people was associated with less willingness to seek psychological help, suggesting a reverse relation between distress and help-seeking than that found in the general population. Clinical consideration of study findings may help combat the unique challenges associated with help-seeking in rural communities – challenges viewed by some mental health professionals as unsolvable or hopeless. As knowledge of mental disorders and confidentiality concerns emerged as the most important factors in willingness to seek psychological help and perceived stigma, respectively, interventions aimed to target these two factors may improve acceptability and utilization of rural mental healthcare. Integration of mental health education into primary care and community outreach partnerships (with churches, organizations, etc.) may positively influence rural adults' willingness to seek psychological help. Further, discussing manners of maintaining confidentiality during the aforementioned educational interventions may help ease perceived stigma toward mental illness among rural residents. As mental health providers can work to improve mental health literacy and confidentiality concerns, findings of this study suggest that rural mental health challenges may not be as "unsolvable" as previously believed.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Thorne_fsu_0071E_15082
Format: Thesis

Title: Preliminary Examination of the Psychometric Properties of the Pfeiffer Emotional Intelligence Scale: A Teacher-Report Form for Measuring Emotional Intelligence in Children and Adolescents.
Creator: Valler Gorfien, Emilee Carmen, Pfeiffer, Steven I., Rehm, Marsha Lynn, Dong, Shengli, Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreValler Gorfien, Emilee Carmen, Pfeiffer, Steven I., Rehm, Marsha Lynn, Dong, Shengli, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Social-emotional learning has become a popular focus within the school setting, which is aimed at fostering the well-being of the "whole child." These programs have encapsulated an array of different character strengths, skills, and aptitudes which nurture interpersonal relationships and promote effective social-behavioral competencies. One of the emerging areas of emphasis in social-emotional processes, is emotional intelligence (EI), a construct broadly referring to self- and other-...
Show moreSocial-emotional learning has become a popular focus within the school setting, which is aimed at fostering the well-being of the "whole child." These programs have encapsulated an array of different character strengths, skills, and aptitudes which nurture interpersonal relationships and promote effective social-behavioral competencies. One of the emerging areas of emphasis in social-emotional processes, is emotional intelligence (EI), a construct broadly referring to self- and other- emotional awareness that guides decision making and thinking. EI has predominated the adult literature but is only beginning to have a large focus within youth populations. Of those studies which exist in children and adolescents, EI has been associated with a number of strengths-based outcomes (e.g., increased life satisfaction, stronger peer relationships, decreased pathology and negative behaviors), and is considered a driving force for children's future well-being and multi-dimensional functioning. Despite the emphasis on EI in both popular culture and scholarly pursuit, issues in conceptualization and measurement have prompted the need for an empirically sound and valid measure that can gauge youth's level of EI. The present study proposes a novel way of evaluating EI in children, through a teacher-report form called the Pfeiffer EI Scale. This scale was constructed in an attempt to minimize concerns with existing instrumentation and provide a rating of children's EI level that can be used in conjunction with SEL programming in schools. Items on the Pfeiffer EI Scale are based upon measurable and observable characteristics of EI, which span across ability-based, trait-based, and mixed models of EI. Previous analysis (through exploratory factor analysis) of this scale revealed strong internal reliability and an underlying three-factor solution of the scale, which measures Positive Expression of Emotions, Negative Expression of Emotions, and Understanding and Managing Emotions. This dissertation serves as a continuation of the preliminary psychometric analysis of the Pfeiffer EI Scale. To demonstrate factorial validity of the measure, confirmatory factor analysis was performed. A three-factor solution was verified from this analysis after re-specifying the model and comparing it against a uni-dimensional structure; however, fewer items were retained. With careful consideration to underlying theory and conceptualization of EI, a total of 15 items were dropped from the original 47-item scale due to low factor loading, high conceptual overlap with other items, and high modification index values. The remaining 32-item total scale and individual factors maintained excellent internal consistency reliability. In an attempt to establish convergent validity with existing measures, the Pfeiffer EI Scale was compared to existing student-completed EI instruments (Mayer-Salovey-Caruso Emotional Intelligence Test – Youth Version; Emotional-Quotient Inventory, Youth Version, and Schutte Self-Report Emotional Intelligence Scale). No statistically meaningful relationship was found between teacher-reported EI and ability-based EI. The total score of the Pfeiffer EI Scale and Understanding and Managing of Emotions factor was weakly related to the Stress Management domain and total score of mixed-model EI. Additionally, no relationship was found between teacher-reported EI and trait-based EI. No relationship was found between the teacher-reported EI and life satisfaction or affect, suggesting minimal concurrent validity. A mild positive relationship was found between grade point average and the Positive Expression of Emotions factor, Understanding and Managing of Emotions factor, and Total EI score. There was a negative, weak relationship between the Understanding and Managing of Emotions factor and disciplinary action, indicating that students with greater disciplinary offenses had decreased EI scores. Females performed stronger than males on most factors and the total Pfeiffer EI score. No differences were found across ethnic or racial groups on teacher-reported EI. Individuals with higher socio-economic status did receive higher scores on the Negative Expression of Emotions factor compared to those with lower socio-economic status. The only meaningful difference across ages was between 11- and 15-year-olds on the Positive Expression of Emotions factor, suggesting that EI did not differ much across age bands. Overall, despite having solid internal consistency reliability, the results provide minimal support for the convergent and concurrent validity of the Pfeiffer EI Scale. However, included within this dissertation are proposed rationale for factors impacting validity, including the "subjectivity" of the emotional experience, informant discrepancies commonly found between other-rater forms, and the over-extension of the concept of EI. Despite the contradictory findings to many hypotheses, this study provides a unique perspective on how EI may be measured within youth populations and inform clinical and assessment practices. Limitations of the current work and future directions of study are also discussed.
Show less
Date Issued: 2019
Identifier: 2019_Summer_VallerGorfien_fsu_0071E_15122
Format: Thesis

Title: Racial Identity and Mindfulness as Predictors of Post-Traumatic Growth in Black Adults Experiencing Race-Based Trauma.
Creator: Campbell, Amanda L., Dong, Shengli, Abell, Neil, Ebener, Deborah J., Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational...
Show moreCampbell, Amanda L., Dong, Shengli, Abell, Neil, Ebener, Deborah J., Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Recent advancements in multicultural psychology show that racial minorities experience trauma symptoms as a result of stress-inducing racial-based events (Carter, 2007). In response, Evans et al. (2015) proposed using a post-traumatic growth (PTG) framework to help individuals with race-based trauma (RBT) to enhance their sense of autonomy, connection, and life purpose (Joseph et al., 2012b). However, no research to date has empirically examined the relationship between these variables. The...
Show moreRecent advancements in multicultural psychology show that racial minorities experience trauma symptoms as a result of stress-inducing racial-based events (Carter, 2007). In response, Evans et al. (2015) proposed using a post-traumatic growth (PTG) framework to help individuals with race-based trauma (RBT) to enhance their sense of autonomy, connection, and life purpose (Joseph et al., 2012b). However, no research to date has empirically examined the relationship between these variables. The current study examined the amount of variance of PTG explained by racial identity attitudes and mindfulness facets in Black Americans who meet criteria for RBT. The identified independent variables of mindfulness and racial attitudes were selected as they have been shown to impact the appraisal process directly (Hanley et al., 2015) and indirectly (Franklin-Jackson & Carter, 2007), respectively. The sample consisted of 134 self-identified Black adults (≥18) who met criteria for RBT, as measured by the Race-Based Trauma Stress Symptom Scale (Carter, 2007). PTG, racial identity attitudes, and mindfulness facets were measured using the Psychological Well-Being Post-Traumatic Changes Questionnaire (Joseph et al., 2012), the Cross Racial Identity Scale (Cross & Vandiver, 2001), and the Five-Facet Mindfulness Questionnaire (Baer et al., 2008). Results of a hierarchical multiple regression showed that the complete model accounted for 35% of PTG, where Self-Hatred attitudes (β = -.29), Anti-White attitudes (β = -.32), and Act with Awareness (β = .22) emerged as significant predictors. This exploratory study provides partial support for the relationship between racial identity attitudes, multicultural facets, and PTG in the context of Black Americans experiencing RBT. The current study provides a foundation for future research treating race-based injuries and promoting PTG in the Black population.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Campbell_fsu_0071E_15297
Format: Thesis

Title: Evaluating the Effectiveness of the Expectation-Maximization (EM) Algorithm for Bayesian Network Calibration.
Creator: Tingir, Seyfullah, Almond, Russell G., Sinha, Debajyoti, Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology...
Show moreTingir, Seyfullah, Almond, Russell G., Sinha, Debajyoti, Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Educators use various statistical techniques to explain relationships between latent and observable variables. One way to model these relationships is to use Bayesian networks as a scoring model. However, adjusting the conditional probability tables (CPT-parameters) to fit a set of observations is still a challenge when using Bayesian networks. A CPT provides the conditional probabilities of a single discrete variable with respect to other discrete variables. In general Bayesian networks, the...
Show moreEducators use various statistical techniques to explain relationships between latent and observable variables. One way to model these relationships is to use Bayesian networks as a scoring model. However, adjusting the conditional probability tables (CPT-parameters) to fit a set of observations is still a challenge when using Bayesian networks. A CPT provides the conditional probabilities of a single discrete variable with respect to other discrete variables. In general Bayesian networks, the CPTs that link the proficiency variable and observable outcomes are not necessarily monotonic, but they are often constrained to be monotonic in educational applications. The monotonicity constraint states that if an examinee shows an improvement on a proficiency variable (parent variable), the individual performance on an observable (child variable) should improve. For example, if a student has a higher writing skill, then this student is likely to score better on an essay task. For educational research, building parametric models (i.e., DiBello models) with the Expectation-Maximization algorithm provides monotonic conditional probability tables (CPT). This dissertation explored the effectiveness of the EM algorithm within the DiBello parameterization under different sample sizes, test forms, and item structures. The data generation model specifies two skill variables with a different number of items depending on the test forms. The outcome measures were the relative bias of the parameters to assess parameter recovery, Kullback-Leibler distance to evaluate the distance between CPTs, and Cohen's κ to assess classification agreement between data generation and estimation models. The simulation study results showed that a minimum sample size of 400 was sufficient to produce acceptable parameter bias and KL distance. A balanced distribution of simple and integrated type items produced less bias compared to an unbalanced item distribution. The parameterized EM algorithm stabilized the estimates for cells small sizes in CPTs, providing minimal KL distance values. However, the classification agreement between generated and estimated models was low.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Tingir_fsu_0071E_15106
Format: Thesis

Title: An Evaluation of Four Methods for Determining the Number of Factors Underlying Measurement Indicators under the Presence of Guessing Effects.
Creator: Cukadar, Ismail, Yang, Yanyun, Huffer, Fred W. (Fred William), Becker, Betsy Jane, Binici, Salih, Paek, Insu, Florida State University, College of Education, Department of...
Show moreCukadar, Ismail, Yang, Yanyun, Huffer, Fred W. (Fred William), Becker, Betsy Jane, Binici, Salih, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: In factor analysis, determining the number of factors underlying measurement indicators is important. An incorrect decision on the number of factors may mislead practitioners in terms of estimating parameters in factor analysis, reporting students' scores, calibrating items through an item response theory model, equating or linking different test forms, estimating reliability, examining differential item functioning, and investigating validity. Exploratory factor analysis, parallel analysis,...
Show moreIn factor analysis, determining the number of factors underlying measurement indicators is important. An incorrect decision on the number of factors may mislead practitioners in terms of estimating parameters in factor analysis, reporting students' scores, calibrating items through an item response theory model, equating or linking different test forms, estimating reliability, examining differential item functioning, and investigating validity. Exploratory factor analysis, parallel analysis, Kaiser's rule, and Cattell's scree test are commonly used methods for deciding on the number of factors in educational and psychological assessments. When a test consists of multiple-choice or ordinal-scaled items, some test takers might find the correct answers to the items through guessing. The guessing effect might impact the correlation coefficients among items. Thus, it might also impact the decisions on the number of factors via exploratory factor analysis, parallel analysis, Kaiser's rule, and Cattell's scree test. These four methods do not consider the guessing effects through modeling a guessing parameter when examining the dimensionality of data. The main purpose of this study is to investigate the impact of guessing on the performance of exploratory factor analysis, parallel analysis, Kaiser's rule, and Cattell's scree test in determining the number of factors underlying measurement indicators. Among these four methods, Cattell's scree test is a subjective method because the determination of the elbow point in the scree plot requires the user to make a judgmental call. Therefore, another purpose of this study is to propose a method that may allow for a more objective evaluation of Cattell's scree test, specifically, through calculating angles in the scree plot. A Monte Carlo study was conducted to examine the performance of exploratory factor analysis, Kaiser's rule, parallel analysis, and the revised scree test in determining the dimensionality of data when guessing effects were present. The following design factors were manipulated: factor structure, sample size, test length, the number of factors, values of the pseudo-guessing parameters, and the correlation between factors. The study results showed that all four methods performed worse for determining the number of factors under the presence of guessing effects than under the absence of guessing effect. In other words, none of the four methods was robust to the presence of guessing effects. Among the four methods, parallel analysis performed the best. The study results also showed that all four methods tended to retain fewer factors as the guessing effects became greater. Across all levels of guessing effects, parallel analysis was the best method for identifying the number of factors under conditions with simple structures, while exploratory factor analysis using the chi-square difference test was the best method for determining the dimensionality of bifactor models. In terms of the methods for estimating polychoric correlations, the maximum likelihood and Bayesian methods performed almost identically and led to similar estimated numbers of factors via the four methods. The current study design indicated that two different cutoff values were reasonable to use for determining the number of factors via the revised Cattell's scree test: 161 for simple-structure models and 173 for bifactor models. The revised Cattell's scree test performed better for determining the number of factors under conditions with simple structures than with bifactor models using these two cutoff values. Although practitioners and researchers may consider using the revised Cattell's scree test to evaluate a scree plot in a more objective way, it is important to use the indicated cutoff values with caution in that they may not be applicable under other study conditions.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Cukadar_fsu_0071E_15052
Format: Thesis

Title: Enhancing Decision-Making in Experienced Military Medics: A Case Study Intervention.
Creator: Loney, Brittany S. (Brittany Susan), Tenenbaum, Gershon, Panton, Lynn B. (Lynn Biship)‏, Chow, Graig Michael, Zhang, Qian, Florida State University, College of Education,...
Show moreLoney, Brittany S. (Brittany Susan), Tenenbaum, Gershon, Panton, Lynn B. (Lynn Biship)‏, Chow, Graig Michael, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Decision-making (DM) is a critical task performed by military medics. Often split-second decisions must be made and executed in high pressure situations that tax the human system. The consequence for either making the wrong decision or executing the right decision poorly can threaten medics' survival and the survival of those they are treating. While experience and a solid knowledge base are necessary components in the DM process, these qualities may not be sufficient. DM is strongly...
Show moreDecision-making (DM) is a critical task performed by military medics. Often split-second decisions must be made and executed in high pressure situations that tax the human system. The consequence for either making the wrong decision or executing the right decision poorly can threaten medics' survival and the survival of those they are treating. While experience and a solid knowledge base are necessary components in the DM process, these qualities may not be sufficient. DM is strongly influenced by the medics' schemas, and emotions and attention activate these blueprints (Tenenbaum & Razon, 2008). Because DM is greatly influenced by the aforementioned factors, we conducted a case study using three experienced United States (US) Army medics to enhance our understanding of the impacts of a 12-session intervention designed to enhance Tactical Combat Casualty Care (TC3) DM under pressure. The training program began with arousal control (AC) as the medic's Internal Environment (i.e., emotion-memory relationship) affects the perception-cognition-action linkage, and thus each aspect of the DM process (Tenenbaum et al., 2009). Because perception and cognition are inter-related and play a critical role in DM (Tenenbaum & Razon, 2008), the intervention also included imagery-driven schema development (SD) and attention training (AT). Multiple sources of data, including both qualitative and quantitative measures were incorporated into the near and far transfer measures to provide an in-depth examination of the effectiveness of the DM training. Near transfer measures, which were assessed at four points, included baseline biometrics (e.g., HRV), imagery use, and a computer-based multi-tasking and an attention shifting task. As hypothesized, all near transfer measures increased for each medic. Far transfer measures consisted of TC3 performance ratings and interviews, resting biometrics taken pre- and post-performance, active biometrics collected during TC3 execution, appraisal-based surveys, and interviews pertaining to TC3 anticipation and attention. TC3 performance improved for two of the three medics. As expected, average resting and active HRV increased for each medic. This study supported the previously found relationship between perceived stress reactivity and higher threat appraisals, negative emotions and reduced performance satisfaction (Britton et al., 2019; Nicholls et al., 2012). Overall imagery use increased and may have exerted some influence on performance. Lastly, we found TC3 performance and evaluator-derived relevant attention frequency to be associated. Although the medics may have reduced their self-reported relevant attention, their ability to refocus upon recognition of distraction improved.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Loney_fsu_0071E_15395
Format: Thesis

Title: Decision-Making for Law Enforcement Officers: Can "Brain-Training" Develop Critical Decision-Making Skills?.
Creator: Bedard, Roy R., Tenenbaum, Gershon, Boot, Walter Richard, Chow, Graig Michael, Gabana, Nicole T., Florida State University, College of Education, Department of Educational...
Show moreBedard, Roy R., Tenenbaum, Gershon, Boot, Walter Richard, Chow, Graig Michael, Gabana, Nicole T., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Decision-making (DM) efficacy is influenced by several factors including development of perceptual-cognitive skills (PCS) that underpin DM processes. In the current study I have examined the effect of a "brain-training" method using Neuro-Tracker (i.e., a three-dimensional moving object tracker;3D-MOT) which aimed at improving law enforcement officers PCS on decision-making capability. Forty elite law enforcement officers completed a pre-posttest experiment on a video based simulated task...
Show moreDecision-making (DM) efficacy is influenced by several factors including development of perceptual-cognitive skills (PCS) that underpin DM processes. In the current study I have examined the effect of a "brain-training" method using Neuro-Tracker (i.e., a three-dimensional moving object tracker;3D-MOT) which aimed at improving law enforcement officers PCS on decision-making capability. Forty elite law enforcement officers completed a pre-posttest experiment on a video based simulated task environment (STE) to establish baseline scores for situational awareness, anticipation and DM skills. Participants were randomly assigned to one of three conditions (i.e. treatment, active control and no-contact). The treatment participants trained on the 3D-MOT over a period of three-weeks. The active control read articles and answered questions on the readings during that same time period. A no-contact control condition was used to control for learning effects on the STE. Pre- and post-testing was scored by five police procedures subject-matter-experts. Inspection of the DM Scores shows a descriptive trend where by the Passive Control participants showed an average decline in DM Total Score, the Active Control participants remained unchanged while the 3D-MOT participants showed slight increase. An occlusion paradigm was administered to more closely examine situational awareness and anticipation. On average, the participants in the three experimental conditions improved in situational awareness across experimental conditions and in anticipation However, neither the experimental condition nor its interaction with time resulted in significant effect. The nonsignificant results are discussed within the general-specific transfer conceptual framework and future directions are introduced.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Bedard_fsu_0071E_15404
Format: Thesis

Title: Workload Adaptation Dynamics: The Integrative Role of Cognitive-Perceptual-Affective-Motivational Variables and Exertion Tolerance.
Creator: Alvarez-Alvarado, Stacey, Tenenbaum, Gershon, Hickner, Robert C., Chow, Graig Michael, Gabana, Nicole T., Florida State University, College of Education, Department of...
Show moreAlvarez-Alvarado, Stacey, Tenenbaum, Gershon, Hickner, Robert C., Chow, Graig Michael, Gabana, Nicole T., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Overwhelming evidence demonstrates exercising regularly decreases the risk for clinical diseases. One possible explanation for the low exercise adherence rates is the perceptual-cognitive-affective responses that accompany the exercise experience. The dynamics by which these psychological states change as a function of physical effort and related physiological responses have been addressed separately in various conceptual frameworks. Yet, the previous integrative model neglects the crucial...
Show moreOverwhelming evidence demonstrates exercising regularly decreases the risk for clinical diseases. One possible explanation for the low exercise adherence rates is the perceptual-cognitive-affective responses that accompany the exercise experience. The dynamics by which these psychological states change as a function of physical effort and related physiological responses have been addressed separately in various conceptual frameworks. Yet, the previous integrative model neglects the crucial role of motivation to adhere and the disposition of exertion tolerance (ET), factors that influence and are influenced by perceived and sustained effort. The purpose of the current study is to expand the scope of the integrated cognitive-perceptual-affective conceptual framework with the motivation to adhere to effort, for the duration of two physical tasks, and when accounting for ET. Thirty male participants performed a constant power cycling test and isometric handgrip test to assess the progression of the rate of perceived exertion, attentional focus, affect, motivation to adhere, and felt arousal along a parallel increase in physiological indicators. The ventilatory threshold was used as a reference point during the aerobic task, while ET was indicated by handgrip task time-to-voluntary exhaustion. Findings indicated significant time effects and linear trends for perceived exertion, attentional focus, affect, and felt arousal, but not motivation to adhere during the handgrip and cycling tasks. ET played a key role in the integrity of the model. Higher ET individuals experienced more positive affective valence and motivation to adhere than those with moderate and lower ET. The intended comprehensive model is primarily proposed to stimulate new research into the mechanisms of adaptation; especially considering clinical populations where future exercise behavior adherence is fundamental.
Show less
Date Issued: 2019
Identifier: 2019_Summer_AlvarezAlvarado_fsu_0071E_15364
Format: Thesis

Title: Effects of Learning Support in a Math Game on Learners' in-Game Performance, Knowledge Acquisition, and Game Flow.
Creator: Pan, Yanjun, Ke, Fengfeng, Akiba, Motoko, Klein, James D., Dennen, Vanessa P., Florida State University, College of Education, Department of Educational Psychology and Learning...
Show morePan, Yanjun, Ke, Fengfeng, Akiba, Motoko, Klein, James D., Dennen, Vanessa P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Learning support with conceptual and/or procedural knowledge for problem solving is a powerful and frequently used approach to help students improve their academic achievement in GBL. The study is warranted in the body of research on how to design learning support with conceptual and/or procedural knowledge for problem solving in GBL environments in the domain of math learning. A pretest-posttest experimental design was used to examine the effects of the type of learning supports (supports...
Show moreLearning support with conceptual and/or procedural knowledge for problem solving is a powerful and frequently used approach to help students improve their academic achievement in GBL. The study is warranted in the body of research on how to design learning support with conceptual and/or procedural knowledge for problem solving in GBL environments in the domain of math learning. A pretest-posttest experimental design was used to examine the effects of the type of learning supports (supports with conceptual and/or procedural knowledge) for mathematical problem solving in GBL on students’ in-game performance measured by on-task time and time of attempts, mathematical achievement, and game flow. The study incorporates three conditions that are identical with respect to learning objectives (game-based math problem solving) and the learning environment (the GBL environment) but differ in only one variable: learning support. Forty-five participants were recruited from four sixth-grade classes of a charter school in the western United States. Participants in each class session were randomly assigned to three experimental conditions: (a) learning support with procedural knowledge only game playing, (b) learning support with conceptual knowledge only game playing, or (c) learning support with both conceptual and procedural knowledge game playing. Of these recruited 45 participants, 42 completed the entire four-day experiment, but one of them did not complete all the tests and the game flow survey. Thus, data from 42 participants were used to answer the first research question, and data from 41 participants, who completed the entire four-day experiment and finished all tests and surveys, were used to answer the second and the third research questions in the statistical analysis. No significant differences were found among three learning conditions in students’ in-game performance measured by on-task time and number of attempts, and game flow experience. The results indicated that learning support with procedural knowledge only, compared with learning support with both conceptual and procedural knowledge, and that with conceptual knowledge only, was the most significantly effective in promoting students’ math test scores. The current study revealed that different types of learning supports embedded in a game-based learning environment have different effects on the knowledge acquisition of mathematical problem solving. Learning support should be carefully designed and incorporated in the GBL environment. Furthermore, additional learning support is not always beneficial for reaching game flow, and may further interrupt what is enjoyable about the game, which may have a negative effect on learning in a GBL environment. The findings of the current study indicated that participants in the condition of learning support with procedural knowledge only performed better in the post-gaming math tests than the students who were given learning support with both conceptual and procedural knowledge and those with conceptual knowledge only. Moreover, it is important to provide students with learning support that can balance the acquisition of content-specific knowledge and that of content-generic knowledge and diminish the negative effects of players’ technical skills on in-game performance, particularly in a GBL environment that emphasizes high keyboard control (e.g. a 3D game).
Show less
Date Issued: 2019
Identifier: 2019_Fall_Pan_fsu_0071E_15494
Format: Thesis

Title: The Effect of an Augmented Reality Supported, Simulation-Based Immersive Learning Environment on Students' Complex Problem-Solving Abilities.
Creator: Carafano, Peter C. (Peter Carl), Ke, Fengfeng, Southerland, Sherry A., Dennen, Vanessa P., Shute, Valerie J. (Valerie Jean), Florida State University, College of Education,...
Show moreCarafano, Peter C. (Peter Carl), Ke, Fengfeng, Southerland, Sherry A., Dennen, Vanessa P., Shute, Valerie J. (Valerie Jean), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: This study examines the usage of an Augmented Reality (AR) supported, simulation-based immersive learning environment to teach complex problem-solving skills. This study focuses on comparing student performance in complex problem solving between those that learn using AR supported, simulation-based group problem-solving activities as opposed to those learning through non-AR supported group problem-solving activities. This study consisted of a pretest and posttest control group design which...
Show moreThis study examines the usage of an Augmented Reality (AR) supported, simulation-based immersive learning environment to teach complex problem-solving skills. This study focuses on comparing student performance in complex problem solving between those that learn using AR supported, simulation-based group problem-solving activities as opposed to those learning through non-AR supported group problem-solving activities. This study consisted of a pretest and posttest control group design which evaluated the individual performance of forty-eight participants on a complex, real-world problem solving, written examination. This investigation included the use of group observations as well as group interviews within the process. The treatment group participated in AR supported, simulation-based group problem-solving exercises that focus on complex problem solving. The control group participated in a non-AR supported version of the simulation-based group problem-solving exercises that focus on complex problem solving. The AR supported, simulation-based immersive learning system used replicated the tasks and responsibilities of the flight crew and mission control team for the retired NASA Space Transportation System or “Space Shuttle.” The simulation system included the launch phase, orbit insertion and subsequent landing at the Kennedy Space Center with the addition of in-flight emergencies to replicate complex problem-solving events. The results of this investigation demonstrate that an AR supported, simulation-based immersive learning system can significantly make a difference in student complex problem-abilities as determined by a written test. This difference was also supported by the observations of the Research and Control group participants and the selected interviews conducted during the investigation.
Show less
Date Issued: 2019
Identifier: 2019_Fall_Carafano_fsu_0071E_15491
Format: Thesis

Title: The Effects of Embedding Questions at Different Temporal Locations within Instructional Videos on Perception and Performance.
Creator: Marshall, Francisca Butac, Dennen, Vanessa P., Akiba, Motoko, Klein, James D., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology...
Show moreMarshall, Francisca Butac, Dennen, Vanessa P., Akiba, Motoko, Klein, James D., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: This research investigated the effects of embedding knowledge-check questions in temporal locations within video lectures and their impact on students’ perceptions and performance. The students’ perceptions focused on their views on both the video lecture and the knowledge-check questions embedded in temporal locations within the video. These strategic locations are the time intervals between questions. It was hypothesized that when questions are embedded in strategic locations in a longer...
Show moreThis research investigated the effects of embedding knowledge-check questions in temporal locations within video lectures and their impact on students’ perceptions and performance. The students’ perceptions focused on their views on both the video lecture and the knowledge-check questions embedded in temporal locations within the video. These strategic locations are the time intervals between questions. It was hypothesized that when questions are embedded in strategic locations in a longer video, students will score significantly higher in perception and performance scores. This study builds on recent studies on optimal engagement times for video lectures, the use of questions within the lectures, and the use of xAPI analytics to determine video usage patterns. A total of 86 students from six undergraduate classes participated in the study. These classes were randomly assigned to one of three groups. The control group (CG) did not have questions embedded in the video lecture but had practice-test questions after the video lecture. Treatment 1 (T1) and Treatment 2 (T2) had knowledge-check questions embedded in temporal positions within the video at the 2-3 minute and 5-6-minute mark, respectively. There were no significant differences between groups regarding the student perception scores, which included both perceptions on the video lecture and the embedded-knowledge-check questions. There were also no significant differences between the groups with regards to the post-test quiz scores. However, there were significant differences between groups relating to knowledge-check question scores. Furthermore, by running a linear regression, two relationships were discovered 1) between post-test performance scores and time spent engaging with the video lecture, and 2) between knowledge-check scores and time spent engaging with the video lecture. A relationship was not found between perception scores and usage patterns.
Show less
Date Issued: 2019
Identifier: 2019_Fall_Marshall_fsu_0071E_15530
Format: Thesis

Title: Black Students from At-Risk to Thriving At-Possibility: An Exploration of Multi-Systemic Ecological Factors Associated with the Academic Resilience of Black Male High School Students.
Creator: Turner, Lynn Bowens, Roehrig, Alysia D., Jones, Tamara Bertrand, Beatty, Cameron C., Turner, Jeannine E., Florida State University, College of Education, Department of...
Show moreTurner, Lynn Bowens, Roehrig, Alysia D., Jones, Tamara Bertrand, Beatty, Cameron C., Turner, Jeannine E., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: America’s problem with high school students discontinuing enrollment or dropping out of school still persists despite reported increases in the nation’s graduation rates over the past few years. Black males have statistically had the lowest rankings in most educational indicators, including high school completion. The goal of this study was to gain insight from Black male students that experienced academic struggles, including school dropout, and were successful in re-engaging in education...
Show moreAmerica’s problem with high school students discontinuing enrollment or dropping out of school still persists despite reported increases in the nation’s graduation rates over the past few years. Black males have statistically had the lowest rankings in most educational indicators, including high school completion. The goal of this study was to gain insight from Black male students that experienced academic struggles, including school dropout, and were successful in re-engaging in education and completing high school. These students exhibited a manifestation of academic resilience as they initially succumbed to academic challenges and then bounced back by re-engaging or re-enrolling in education. This phenomenological qualitative research study gives voice to academically resilient Black males (N=8), and from an ecological perspective it provides a better understanding on how they experienced academic resilience. Their collective experiences are illustrated in a heuristic that maps out an eight-step process of academic resilience. Qualitative analysis of the interview data also revealed what specific personal and external factors, including motivations, strategies and supports, were associated with the students’ academic resilience. All study participants indicated that their journey through the academic resilience process was aided by key sources of support in their microsystems – community, family, friends, and school personnel. However, the impetus for their turnaround was their own acknowledgement that they needed to change to ensure a better future for themselves. The findings from this study have the potential to inform educational policy makers, program administrators in schools and the community, as well as social networks, including families and friends, on ways to foster and support academic resilience and to mitigate the permanency of negative outcomes associated with academic failure.
Show less
Date Issued: 2019
Identifier: 2019_Fall_Turner_fsu_0071E_15567
Format: Thesis

Title: The Roles of Emotional Intelligence and Resilience in Academic Success: An Exploration.
Creator: Yarnell, Jordy Batt, Pfeiffer, Steven I., Guerette, Amy R., Becker, Martin Swanbrow, Ke, Fengfeng, Florida State University, College of Education, Department of Educational...
Show moreYarnell, Jordy Batt, Pfeiffer, Steven I., Guerette, Amy R., Becker, Martin Swanbrow, Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The present study further informs theories of EI, resilience, and academic success in youth. A critical review of the literature on EI and resilience addressing the similarities between these constructs and the current state of the literature regarding the impact which each construct has on success in school and life precedes the description and results of a study directly examining how EI and resilience impact school performance. This dissertation serves as the first study to directly...
Show moreThe present study further informs theories of EI, resilience, and academic success in youth. A critical review of the literature on EI and resilience addressing the similarities between these constructs and the current state of the literature regarding the impact which each construct has on success in school and life precedes the description and results of a study directly examining how EI and resilience impact school performance. This dissertation serves as the first study to directly compare resilience and EI, and explore their relationship to scholastic success across three separate domains: Grade Point Average (GPA), standardized test performance, and disciplinary sanctions. Results support past studies indicating that attributes related to these constructs serve an important role in students’ academic performance.
Show less
Date Issued: 2019
Identifier: 2019_Fall_Yarnell_fsu_0071E_15368
Format: Thesis

Title: Fathers of Children with Autism Spectrum Disorders: Understanding Stress, Coping, and Opportunities for Growth.
Creator: Nichols, Megan Adair, Canto, Angela I., Cripe, Juliann J. Woods, Phillips, Beth M, Turner, Jeannine E, Florida State University, College of Education, Department of Educational...
Show moreNichols, Megan Adair, Canto, Angela I., Cripe, Juliann J. Woods, Phillips, Beth M, Turner, Jeannine E, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that can affect an individual’s communication, social interactions, adaptive functioning, and academic achievement (American Psychiatric Association, 2013). Prevalence rates of those diagnosed with ASD have been increasing, with rates rising to one in 68 children diagnosed with ASD by the eight years of age (Centers for Disease Control and Prevention, 2014). Although the presence of ASD symptomology varies between individuals,...
Show moreAutism Spectrum Disorder (ASD) is a neurodevelopmental disorder that can affect an individual’s communication, social interactions, adaptive functioning, and academic achievement (American Psychiatric Association, 2013). Prevalence rates of those diagnosed with ASD have been increasing, with rates rising to one in 68 children diagnosed with ASD by the eight years of age (Centers for Disease Control and Prevention, 2014). Although the presence of ASD symptomology varies between individuals, parents of children with ASD may experience a myriad of challenges in raising their child. Considering the pervasive nature of ASD, this subset of parents may be at an additional risk to experience chronic stress over time, which can lead to caregiver burnout or maladjustment to their parenting situation (Benson, 2014; Paynter et al., 2013; Pedersen, Crnic, & Baker, 2015). Although this experience is undoubtedly challenging, recent trends in the literature have suggested that this subset of parents may also be apt to experience stress-related growth or benefits in light of their parenting experience (DePape & Lindsay, 2015); however, less is known about this experience with fathers in general. Considering the lack of research on the experience of fathers with children with ASD, the current phenomenological study sought to better understand the parenting experience with fathers, including how their experience has changed over time. The current study also investigated the notion of stress-related growth with a small sample of fathers. Five fathers were successfully recruited for participation in the current study to answer the following research questions: Research Question 1: How do fathers initially describe the experience of raising a child with ASD and how has this experience changed over time? Research Question 2: What meaning or stress-related growth do fathers attribute to raising a child with ASD? To answer these questions, the participants first provided demographic information through an online survey and then completed a semi-structured interview with the researcher to learn more about their respective experiences. The data from this study resulted in the identification of four superordinate themes (e.g., initial impact, early stressors, coping strategies, and change over time), with 14 subordinate themes related to understanding the first research question (e.g., experience of fatherhood). Two superordinate themes (e.g., lessons learned, personal growth), with six subordinate themes, were associated with answering the second research question (e.g., meaning attributed to the parenting experience).
Show less
Date Issued: 2018
Identifier: 2018_Su_Nichols_fsu_0071E_14723
Format: Thesis

Title: Psychological and Suicidal Distress among Lesbian, Gay, and Bisexual College Students: Stressors and Strengths.
Creator: Roberts, Stacey Nemeth, Becker, Martin Swanbrow, Joiner, Thomas, Pfeiffer, Steven I., Turner, Jeannine E, Florida State University, College of Education, Department of...
Show moreRoberts, Stacey Nemeth, Becker, Martin Swanbrow, Joiner, Thomas, Pfeiffer, Steven I., Turner, Jeannine E, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: This project examined the increased tendency towards suicidality in cisgender LGB college students as compared to their cisgender heterosexual counterparts. The responses of 1,503 LGB college students to a survey distributed by the National Research Consortium of Counseling Centers in Higher Education (RC) in 2011 were analyzed. Given the increased propensity toward suicidal distress in LGB college students, this study next sought to elucidate the mechanics by which suicidality evolves in...
Show moreThis project examined the increased tendency towards suicidality in cisgender LGB college students as compared to their cisgender heterosexual counterparts. The responses of 1,503 LGB college students to a survey distributed by the National Research Consortium of Counseling Centers in Higher Education (RC) in 2011 were analyzed. Given the increased propensity toward suicidal distress in LGB college students, this study next sought to elucidate the mechanics by which suicidality evolves in this population. The objective of this project was to determine whether minority stress factors (sexual orientation concerns, discrimination, victimization, and campus climate) have a relationship with suicidal ideation in LGB college students as mediated by the interpersonal factors of thwarted belongingness, perceived burdensomeness, and sense of coherence. This project tested relationships drawn from the minority stress model, the interpersonal theory of suicide, as well as sense of coherence to understand their impact on the development and escalation of suicidal ideation in LGB college students. It was found that the stressors of sexual orientation concerns, victimization, and discrimination acted directly on thwarted belongingness and perceived burdensomeness. In addition, the stressors indirectly influenced the development of suicidality through thwarted belongingness and perceived burdensomeness. Campus climate was found to be a protective factor for LGB students. Sense of coherence was not only a mediator of the stress factors, but also acted directly upon thwarted belongingness and perceived burdensomeness. Implications for higher education administrators and campus mental health professionals, as well as directions for future research are also discussed.
Show less
Date Issued: 2018
Identifier: 2018_Su_Roberts_fsu_0071E_14691
Format: Thesis

Title: Moving Metacognitive Regulation Beyond Curriculum and into Culture: Improving Marginalized Students' Agency through Motivation Infused Cognitive Awareness Training.
Creator: Sermon, Jenay R. (Jenay Rolaunda), Klein, James D., Jones, Maxine Deloris, Dennen, Vanessa P., Florida State University, College of Education, Department of Educational...
Show moreSermon, Jenay R. (Jenay Rolaunda), Klein, James D., Jones, Maxine Deloris, Dennen, Vanessa P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Underrepresented (UR) university students approach postsecondary studies in multitudes; yet are minorities in the larger landscape. They are less prepared given sustained societal and systemic inequities, and face added obstacles to success and marginalization in postsecondary settings. To empower them and redress pervasive deficit framing, I evaluated the impacts of a distinctive training system in explicit metacognitive regulation (MR) on low performing, UR university students’ skills and...
Show moreUnderrepresented (UR) university students approach postsecondary studies in multitudes; yet are minorities in the larger landscape. They are less prepared given sustained societal and systemic inequities, and face added obstacles to success and marginalization in postsecondary settings. To empower them and redress pervasive deficit framing, I evaluated the impacts of a distinctive training system in explicit metacognitive regulation (MR) on low performing, UR university students’ skills and agency. Metacognition, or “thinking about thinking” and self-regulation, the successful control of learning processes are critical to students’ learning and achievement. While institutionalized MR teachings characteristically occur in discipline specific or ‘learning to learn’ courses, the challenges of restricted access and stigmatization of UR students are also pervasive. MR training with explicit motivational theory as content, which is also discipline-flexible and culturally driven, is nonexistent. I used mixed data, bound in a descriptive case study to measure the impacts of this nuanced training. To determine initial impacts, I obtained the participants’ pre to post scores on the Metacognitive Awareness Inventory and Self-Regulation Skills Inventory-Self Report. I interviewed participants six months after training as well, to investigate their extended applications of MR skill for agency. MRT participants significantly improved in MR skill initially and used such skills for agency in their academic lives in the two semesters after training. The students also exerted behaviors in their academic contexts to exemplify Bandura’s (1986) agency tenets – Intentionality, Forethought, Self-Reactiveness and Self-Reflectiveness. I attribute the MRT participants’ successes to the integration of explicit motivation theory topics, cultural relevance and context autonomy in training, with implications and recommendations to researchers and practitioners. I encourage future research studies evaluating such intentional MR training systems, which can subsidize agency within these culturally nuanced college learners.
Show less
Date Issued: 2018
Identifier: 2018_Su_Sermon_fsu_0071E_14531
Format: Thesis

Title: Implementation and Evaluation of a Performance Profile Intervention with Collegiate Dancers: A Randomized Controlled Trial.
Creator: Castillo, Elmer Alfonzo, Chow, Graig Michael, Ericsson, Anders, Ericsson, K. Anders, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education,...
Show moreCastillo, Elmer Alfonzo, Chow, Graig Michael, Ericsson, Anders, Ericsson, K. Anders, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Since its inception nearly three decades ago, the performance profile (PP) technique has undergone several modifications and been employed exclusively in the sport domain. The purpose of this study was to extend the application of the performance profile technique to dance and systematically examine the utility and efficacy of the revised performance profile technique (Gucciardi & Gordon, 2009b) with collegiate dancers on two specific outcomes – self-awareness and behavioral change. The...
Show moreSince its inception nearly three decades ago, the performance profile (PP) technique has undergone several modifications and been employed exclusively in the sport domain. The purpose of this study was to extend the application of the performance profile technique to dance and systematically examine the utility and efficacy of the revised performance profile technique (Gucciardi & Gordon, 2009b) with collegiate dancers on two specific outcomes – self-awareness and behavioral change. The secondary aim was to assess dancer perceptions of the benefits and future use of the revised performance profile technique. Using a RCT design, 44 collegiate dancers were randomly allocated to participate in either a revised PP (experimental; n = 22) condition or a didactic PP (active control; n = 22) condition to examine the pre-post impacts of a single performance profile intervention on the outcome measures. Systematic intervention protocols were developed to guide the implementation of the individually based revised PP and the didactic PP interventions. Results revealed significant differences in the pre-post intervention self-awareness scores between conditions, with a significant increase within the revised PP condition and a decrease within the didactic PP condition. There was no significant difference in pre-post behavior scores between the experimental and active control conditions. Analysis of a brief post-workshop evaluation administered to revised PP participants indicated that dancers felt the intervention provided several benefits and that they were highly likely to use their individual performance profiles again in the future. Applied implications and future directions are discussed.
Show less
Date Issued: 2018
Identifier: 2018_Su_Castillo_fsu_0071E_14455
Format: Thesis

Title: Examining First-Year Student-Athlete Transition into College.
Creator: Freeman, Jaison Cleveland, Chow, Graig Michael, Taylor, John, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of...
Show moreFreeman, Jaison Cleveland, Chow, Graig Michael, Taylor, John, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The purpose of this study was to develop and test a model of first-year student-athlete (FYSA) transition into college. The model examined basic psychological need satisfaction (BPNS) levels in both athletic and collegiate domains, and the impact of BPNS in each domain on athletic (sport motivation, athlete satisfaction, sport confidence, perceived sport performance), academic (academic motivation, student satisfaction, academic self-efficacy, perceived academic performance), and quality of...
Show moreThe purpose of this study was to develop and test a model of first-year student-athlete (FYSA) transition into college. The model examined basic psychological need satisfaction (BPNS) levels in both athletic and collegiate domains, and the impact of BPNS in each domain on athletic (sport motivation, athlete satisfaction, sport confidence, perceived sport performance), academic (academic motivation, student satisfaction, academic self-efficacy, perceived academic performance), and quality of life outcomes amongst a sample of FYSA at various NCAA institutions in Divisions I, II, and III across the country (N = 260). The model was tested via path analysis, and the results revealed a number of significant direct associations between the factors. Included amongst the most notable and powerful of these relationships were influences of athletic competence on sport confidence, athletic autonomy on athlete satisfaction, collegiate competence on academic efficacy and academic motivation, and sport confidence on academic efficacy and integrated quality of life. The general conclusions of the study stressed the significant impact that BPNS and the development of psychological skills can have on the transition and adaptation process for FYSA. The analyses conducted in this study contribute to the development a deeper understanding of how FYSA experience transition into college and has potentially significant implications for how athletic department administrators approach and allocate resources to orienting FYSA to the campus community.
Show less
Date Issued: 2018
Identifier: 2018_Su_Freeman_fsu_0071E_14731
Format: Thesis

Title: The Cascading Effect: Mitigating the Effects of Choking under Pressure in Dancers.
Creator: Fryer, Ashley Marie, Tenenbaum, Gershon, Blessing, Susan K., Chow, Graig Michael, Welsh, Thomas M., Florida State University, College of Education, Department of Educational...
Show moreFryer, Ashley Marie, Tenenbaum, Gershon, Blessing, Susan K., Chow, Graig Michael, Welsh, Thomas M., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The purpose of this study was to explore the cascading mechanism of choking under pressure in dance, validate an integrated-perceptual model of choking, and examine the effectiveness of a 7-week combined self-talk and progressive muscle relaxation (ST-PMR) training program in alleviating the effects of self-consciousness in choking under pressure in dance. The proposed model aimed to determine the performance decline-choking incidence by evaluating the appraisal processes that contribute to...
Show moreThe purpose of this study was to explore the cascading mechanism of choking under pressure in dance, validate an integrated-perceptual model of choking, and examine the effectiveness of a 7-week combined self-talk and progressive muscle relaxation (ST-PMR) training program in alleviating the effects of self-consciousness in choking under pressure in dance. The proposed model aimed to determine the performance decline-choking incidence by evaluating the appraisal processes that contribute to the domino effect of choking under pressure prior to, during, and after a performance error occurs. The model additionally included self-presentational concerns on anxiety and performance decline. The study examined 23 dancers using a mixed method approach which consisted of a randomized pretest-posttest control group experiment and semi-structured interviews. Overall, the ST-PMR training program was effective in increasing self-confidence, self-efficacy, and overall performance rating in comparison to dancers in the control condition. In addition, the ST-PMR training decreased somatic and cognitive anxieties significantly for dancers in that condition in comparison to dancers in the control condition. However, the results failed to show a decrease in self-consciousness as expected. The integrated-perceptual model was also partially substantiated; pre-intervention data suggested that the dancers’ initial appraisals of their performance led to increased cognitive anxiety and emotional arousal which preceded initial error occurrence. The dancers’ ability to utilize coping skills contributed to the likelihood that they experienced subsequent errors, which is consistent with the integrated conceptual model of choking under pressure. However, the post-intervention data failed to support the study’s hypotheses as all dancers in the ST-PMR and control conditions did not experience the cascade effect. Additional implications for this study and future research are discussed in detail.
Show less
Date Issued: 2018
Identifier: 2018_Su_Fryer_fsu_0071E_14627
Format: Thesis

Title: Stress Appraisal, Perceived Controllability, and Coping Function of Youth Volleyball Players.
Creator: Hess, Colleen Thomas, Becker, Martin Swanbrow, Randolph, Karen A., Pfeiffer, Steven I., Chow, Graig Michael, Florida State University, College of Education, Department of...
Show moreHess, Colleen Thomas, Becker, Martin Swanbrow, Randolph, Karen A., Pfeiffer, Steven I., Chow, Graig Michael, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: More than half of adolescents in the United States participate in organized sports (Kann et al., 2014); however, the United States Olympic Committee (USOC; 2016) found that recently increasing rates of athlete dropout were associated with poor coping skills. Before sports leaders and coaches can successfully implement trainings and programs aimed to improve athletes’ coping effectiveness, researchers must first examine the coping processes of youth athletes in order to then inform the...
Show moreMore than half of adolescents in the United States participate in organized sports (Kann et al., 2014); however, the United States Olympic Committee (USOC; 2016) found that recently increasing rates of athlete dropout were associated with poor coping skills. Before sports leaders and coaches can successfully implement trainings and programs aimed to improve athletes’ coping effectiveness, researchers must first examine the coping processes of youth athletes in order to then inform the development of evidence-based interventions (Folkman & Moskowitz, 2004). To better conceptualize and understand coping among youth athletes, this dissertation studied 310 youth volleyball athletes immediately following a High Performance tryout. The athletes were compared across gender (male vs. female) and skill level (less-skilled vs. more-skilled) regarding their self-reported coping experience according to the following target variables: problem-focused coping, emotion-focused coping, avoidance-focused coping, stress appraisal, perceived controllability, perceived coping effectiveness, and performance self-rating. Correlational analyses revealed perceived controllability was significantly associated with coping function across the entire sample, such that greater perceived controllability was associated with more problem-focused coping, more emotion-focused coping, and less avoidance-focused coping. A 2x2 MANOVA comparing the target variables across gender and skill level revealed a significant main effect for gender, but the interaction and main effect for skill level were not significant. Post-hoc analyses indicated that males were more likely to use avoidance-focused coping compared to females. Finally, regression analyses were conducted to examine whether coping function (i.e., problem-focused, emotion-focused, or avoidance-focused), perceived controllability, and the interaction between these two variables predicted perceived coping effectiveness and performance self-rating, respectively. None of the interactions were significant, indicating that the relationships between coping function and perceived coping effectiveness were not moderated by perceived controllability; this was also true for the models predicting performance self-rating. Therefore, the interaction terms were excluded from the regression analyses, and the adjusted models indicated that greater perceived controllability, problem-focused coping, and emotion-focused coping predicted greater perceived coping effectiveness. Greater perceived controllability also predicted higher performance self-rating. Taken together, these results suggest some differences in coping according to gender and skill level. The results also suggest that youth athletes may not conceptualize effective coping according to Folkman’s (1991; 1992) matching hypothesis of the goodness-of-fit model of coping effectiveness. This dissertation’s findings have important implications for future research examining coping in sport as well as for the development and implementation of mental skills training programs for youth athletes.
Show less
Date Issued: 2018
Identifier: 2018_Su_Hess_fsu_0071E_14606
Format: Thesis

Title: Designing Problem Based Learning for Teachers in Malaysia: A Study of the Nine-Step Problem Design Process.
Creator: Jamiat, Nurullizam, Klein, James D., Adams, Jonathan L., Dennen, Vanessa P., Jeong, Allan C., Florida State University, College of Education, Department of Educational...
Show moreJamiat, Nurullizam, Klein, James D., Adams, Jonathan L., Dennen, Vanessa P., Jeong, Allan C., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey & Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25...
Show moreThe purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey & Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected such as a designer log, extant data, surveys, and interviews. The findings indicated that the nine-step problem design process was somewhat suitable in the context of this study due to conditions such as decision-making power, existing materials, lack of knowledge, unclear information of the steps, and time. Therefore, it is recommended that designers have client buy-in when deciding which design model or processes to follow and have some content expertise and experience designing problem based learning. It is also important to have subject matter expert involvement when using the steps to design problem based learning. In regards of participants’ perceptions, the instructor had positive views toward problem based learning and indicated her intention to use it again in the future. However, the instructor felt that designing problem based learning was a challenging and time-consuming task. Overall, the students found problem based learning to be interesting but challenging in terms of completing the video competition and reflection tasks. For future research, performance data such as students’ achievement and problem-solving skills should be collected to inform the effectiveness of the problems developed by using the nine-step problem design process.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Jamiat_fsu_0071E_14288
Format: Thesis

Title: Featured Student Profiles: An Instructional Blogging Strategy to Promote Student Interactions in Online Courses.
Creator: Lim, Taehyeong, Dennen, Vanessa P., Adams, Jonathan L., Klein, James D., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and...
Show moreLim, Taehyeong, Dennen, Vanessa P., Adams, Jonathan L., Klein, James D., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Although blogs have been used in online learning environments with optimistic expectations, the distributed nature of blogs can pose some challenges. Currently, we do not have a robust collection of tested blogging strategies to help students interact more effectively with each other when blogs are used as a primary form of engagement in an online class. Prior studies have illuminated the need for effective strategies that will lead to greater active engagement on student blogs. Thus, the...
Show moreAlthough blogs have been used in online learning environments with optimistic expectations, the distributed nature of blogs can pose some challenges. Currently, we do not have a robust collection of tested blogging strategies to help students interact more effectively with each other when blogs are used as a primary form of engagement in an online class. Prior studies have illuminated the need for effective strategies that will lead to greater active engagement on student blogs. Thus, the purpose of the study was to test an early iteration of an instructional blogging strategy, “Featured Student Profiles,” which is designed to help students become acquainted with each other better and encourage them to visit and comment on each other’s blogs. Eighteen undergraduate students who were enrolled in an online course for pre-service teachers in which student blogs are the primary medium of peer interactions, participated in the study. Using a case study design, seven students participated in interviews and all student blog interactions were analyzed. Thematic analysis was applied to analyze the interview data and identify salient themes of students’ blogging experiences overall under the study strategy. The findings indicated that students took the most direct and efficient path they experienced to complete the blog task. Their peer interaction patterns varied, but several shifted from random to targeted relationships as the semester progressed. Although all students perceived the strategy as a positive approach to peer awareness, there was no clear evidence of its effect on student interactions. This study provides three suggestions that are needed to achieve more effective use of the strategy.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Lim_fsu_0071E_14168
Format: Thesis

Title: Factors Influencing and Predicting the Likelihood of Mental Health Help-Seeking of Collegiate Student-Athletes.
Creator: Bird, Matthew David, Chow, Graig Michael, Taylor, John, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational...
Show moreBird, Matthew David, Chow, Graig Michael, Taylor, John, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Collegiate athletes experience mental health concerns at similar rates to non-athlete students, however, the student-athlete population underutilizes professional mental health help with only 10% of those in need seeking services. Criticisms of the extant research on student-athlete mental health help-seeking include studies that lack theoretical guidance, and convenience samples who are not experiencing a mental health issue. The aim of this study was to conduct a theoretically driven...
Show moreCollegiate athletes experience mental health concerns at similar rates to non-athlete students, however, the student-athlete population underutilizes professional mental health help with only 10% of those in need seeking services. Criticisms of the extant research on student-athlete mental health help-seeking include studies that lack theoretical guidance, and convenience samples who are not experiencing a mental health issue. The aim of this study was to conduct a theoretically driven investigation assessing factors of help-seeking associated with the Health Belief Model and Reasoned Action Approach while sampling student-athletes who identified as currently experiencing a personal or emotional health concern. More specifically, the purpose of this study was to investigate which factors of help-seeking behavior predict the likelihood that a student-athlete will seek professional help, and to identify the differences in help-seeking factors between student-athletes with a lower likelihood of seeking help compared to those with a higher likelihood of seeking help. Participants were 269 NCAA student-athletes who completed an online survey assessing factors related to their help-seeking behavior. A multiple liner regression reveled that perceived benefits, perceived susceptibility, and perceived attitudes factors were significant predictors of the likelihood that a student-athlete would seek treatment. Results from a one-way MANOVA showed significant differences between the lower likelihood and the higher likelihood of seeking help group on the perceived seriousness, perceived susceptibility, perceived benefits, instrumental barriers, stigma-related barriers, and the perceived attitudes factors. Additional information gathered in this study suggests the most frequently reported factors which prevented student-athletes from seeking help include a belief the issues they are experiencing is not that serious, or a desire to seek help from a source other than a mental health professional. Findings from this study have implications for athletic departments, campus counseling centers, and future interventions designed to enhance mental health help-seeking.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Bird_fsu_0071E_14329
Format: Thesis

Title: Effects of Annotation Sharing and Guided Annotation Strategies on Second Language Reading.
Creator: Huang, Yujia, Shute, Valerie J., Lan, Feng, Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreHuang, Yujia, Shute, Valerie J., Lan, Feng, Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Computerized annotation has gained great popularity and is a main tool among the various explorations of computerized second language reading. The present dissertation study investigated whether and how annotation sharing and guidance on annotation strategies could promote second language reading comprehension. In this study, I proposed six annotation strategies which fulfilled the need to deepen second language learners’ understanding about the basic components and developing their skills to...
Show moreComputerized annotation has gained great popularity and is a main tool among the various explorations of computerized second language reading. The present dissertation study investigated whether and how annotation sharing and guidance on annotation strategies could promote second language reading comprehension. In this study, I proposed six annotation strategies which fulfilled the need to deepen second language learners’ understanding about the basic components and developing their skills to use the components to express their thoughts. The results revealed that annotation sharing was more effective than private annotation, and guidance on annotation strategies was more effective than personal strategies (though this difference was not significant) in promoting L2 reading comprehension. Implications of the findings relating how to better use the guided annotation strategies and how to integrate them into second language learning and teaching are discussed.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Huang_fsu_0071E_14400
Format: Thesis

Title: Instagram for the Development of Foreign Language Students' Intercultural Competence.
Creator: Fornara, Fabrizio, Dennen, Vanessa P., Leeser, Michael J., Ke, Fengfeng, Klein, James D., Florida State University, College of Education, Department of Educational Psychology...
Show moreFornara, Fabrizio, Dennen, Vanessa P., Leeser, Michael J., Ke, Fengfeng, Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The global diffusion of the Internet and the rise in affordable digital electronic devices has exponentially increased the access to culturally authentic materials (Hadley, 2001). Foreign language educators can take advantage of this wealth of resources to design activities that encourage students to explore a foreign culture online (Bush, 2007). For example, social media users often share snapshots of their daily life and discuss topics related to their home culture. This content can be used...
Show moreThe global diffusion of the Internet and the rise in affordable digital electronic devices has exponentially increased the access to culturally authentic materials (Hadley, 2001). Foreign language educators can take advantage of this wealth of resources to design activities that encourage students to explore a foreign culture online (Bush, 2007). For example, social media users often share snapshots of their daily life and discuss topics related to their home culture. This content can be used to provide students with a regular and frequent exposure to authentic and timely cultural information and to promote intercultural analysis and reflections. The last two decades have seen a growing concern of the role intercultural competence plays in contemporary foreign language education. However, despite the rising awareness that “the study of another language is synonymous with the study of another culture” (Cutshall, 2012, p. 32), integrating cultures into instruction is still not a priority for many language instructors, especially because of the challenges the process may entail. This study aims to address this gap in practice and research by introducing a model that foreign language instructors can use to design pedagogically-structured learning opportunities that guide students’ intercultural explorations and reflections for the development of intercultural competence. Specifically, the study introduces a sequence of Instagram-based activities and aims to explore how completing these activities helps foreign language students to develop intercultural competence through the development of cultural and intercultural awareness of cultural products, behavioral practices, and philosophical perspectives. The study has an explanatory single-case study design where the collective experience of the class with the instructional activity represents one case. Participants are 18 students enrolled in one section of a third-level Italian language course at a large research university in the United States. Students used Instagram to explore posts shared by Italian users and to share with their classmates their cultural and intercultural observations. Moreover, they completed a set of individual reflective online assignments aimed at developing their knowledge and skills for the development of intercultural competence. The general conclusion of this study is that using Instagram for intercultural explorations and reflections can help students to acquire knowledge and develop skills for the development of intercultural competence. Students engaged in the Instagram chat in a process of knowledge sharing and knowledge building that helped them to develop their skills of interpreting and relating and their cultural knowledge of products and practices, especially of the most unfamiliar themes. By completing the individual reflective assignments, students also developed intercultural awareness of products and practices and used their developing skills of discovery to develop awareness and understanding of foreign perspectives. Even if students completed these assignments individually, they agreed on what the core perspectives of Italians are. Some students were also successful in establishing cross-cultural relationships and showed instances of intercultural awareness development of perspectives. Some other students, instead, were hardly able to advance from the surface culture of products and practices and to reflect on the significance that specific products and practices have in different cultures. Students could benefit from more guidance and opportunities for feedback throughout the whole sequence of activities. While detailed instructions and the initial instructional support can help to scaffold students’ observations and analysis, they may not be sufficient to properly sustain the development of knowledge and intercultural competence in a process that becomes increasingly sophisticated. A continuous instructional support can facilitate the development of students’ autonomy for the development of intercultural competence. The study also presents two individual student cases and an overview of students’ reactions to the sequence of activities, which, in general, were positive. The study concludes by addressing its main limits and by discussing its implications for future practice and research.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Fornara_fsu_0071E_14396
Format: Thesis

Title: The Influence of Teaching Assistants on Kindergarten and First Grade Teachers' Instructional Practices.
Creator: Funari, Chelsea, Phillips, Beth M, Cabell, Sonia Q, Turner, Jeannine E, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: Unpredictability in expectations, resources and classroom demographics can be very demanding for teachers, particularly when they are trying to utilize effective instructional strategies. This study evaluates the association of the presence of teaching assistants (i.e., paraprofessionals) with teachers’ instructional decision-making process in the context of the demands placed on teachers by focusing on general education kindergarten and first grade teachers in a quantitative design. This...
Show moreUnpredictability in expectations, resources and classroom demographics can be very demanding for teachers, particularly when they are trying to utilize effective instructional strategies. This study evaluates the association of the presence of teaching assistants (i.e., paraprofessionals) with teachers’ instructional decision-making process in the context of the demands placed on teachers by focusing on general education kindergarten and first grade teachers in a quantitative design. This study began to explore the predictive influences of the frequency of paid assistants in kindergarten and first grade classrooms on teachers’ instructional groupings and to explore the predictive influence of how prepared teachers feel to supervise assistants on their assistant’s instructional role. A sample 148 kindergarten and first grade teachers was obtained through a stratified random sample of small, medium, and large Florida school districts as well as a distribution of questionnaires through LISTSERVs (i.e., Facebook groups, professional organizations) across the United States. Data analyses for this study included descriptive statistics and correlations among all study variables as well as two multiple regressions. Findings from this study demonstrate that class size significantly predicts instructional grouping practices and frequency of a teaching assistant significantly predicts teaching assistant instructional task assignment.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Funari_fsu_0071N_14291
Format: Thesis

Title: The Comparison of Standard Error Methods in the Marginal Maximum Likelihood Estimation of the Two-Parameter Logistic Item Response Model When the Distribution of the Latent Trait Is Nonnormal.
Creator: Lin, Zhongtian, Paek, Insu, Huffer, Fred W., Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreLin, Zhongtian, Paek, Insu, Huffer, Fred W., Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: A Monte Carlo simulation study was conducted to investigate the accuracy of several item parameter standard error (SE) estimation methods in item response theory (IRT) when the marginal maximum likelihood (MML) estimation method was used and the distribution of the underlying latent trait was nonnormal in the two-parameter logistic (2PL) model. The manipulated between-subject factors were sample size (N), test length (TL), and the shape of the latent trait distribution (Shape). The within...
Show moreA Monte Carlo simulation study was conducted to investigate the accuracy of several item parameter standard error (SE) estimation methods in item response theory (IRT) when the marginal maximum likelihood (MML) estimation method was used and the distribution of the underlying latent trait was nonnormal in the two-parameter logistic (2PL) model. The manipulated between-subject factors were sample size (N), test length (TL), and the shape of the latent trait distribution (Shape). The within-subject factor was the SE estimation method, which includes the expected Fisher information method (FIS), the empirical cross-product method (XPD), the supplemented-EM method (SEM), the forward difference method (FDM), the Richardson extrapolation method (REM), and the sandwich-type covariance method (SW). The commercial IRT software flexMIRT was used for item parameter estimation and SE estimation. Results showed that when other factors were hold equal, all of the SE methods studied were apt to produce less accurate SE estimates when the distribution of the underlying trait was positively skewed or positively skewed-bimodal, as compared to what they would produce when the distribution was normal. The degree of inaccuracy of each method for an individual item parameter depended on the magnitude of the relevant a and b parameter, and were affected more by the magnitude of the b parameter. On the test level, the overall average performance of the SE methods interact with N, TL, and Shape. The FIS was not viable when TL=40 and was only run when TL=15. For such a short test, it remained to be the “gold standard” as it estimated the SEs most accurately among all the methods, although it requires relatively longer time to run. The XPD method was the least time-consuming option and it generally performed very well when Shape is normal. However, it tended to produce positively biased results when a short test was paired with a small sample. The SW did not outperform other SE methods when Shape is nonnormal as the theory suggests. The FDM had somewhat larger variations when TL=1500 and TL=3000. The SEM and REM were most accurate among the SE methods in this study and appeared to be a good choice both for normal or non-normal cases. For each simulated condition, the average shape of the raw-score distribution was presented to help practitioners better infer the shape of the underlying distribution of latent trait when the truth about the latent trait distribution shape is unknown, thereby leading to more informed decisions of SE methods using the results of this study. Implications, limitations and future directions were discussed.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Lin_fsu_0071E_14423
Format: Thesis

Title: Teachers' Supports for Students' Psychological Needs in Communicative Language Teaching in China: from Self-Determination to Self-Regulation.
Creator: Xing, Fei, Turner, Jeannine E, Sunderman, Gretchen L., Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and...
Show moreXing, Fei, Turner, Jeannine E, Sunderman, Gretchen L., Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: It is beneficial for Chinese English-learners to improve their communicative competence through being taught in a communicative-based class (especially with the use of task-based language teaching, Nuevo, 2006). However, previous studies revealed that Chinese teachers have had difficulties in engaging students in communicative-based classes (Chen, 2003; Chowdhury & Ha, 2008; Chung & Huang, 2009). Therefore, although communicative-based classes aim to have students engage with using the target...
Show moreIt is beneficial for Chinese English-learners to improve their communicative competence through being taught in a communicative-based class (especially with the use of task-based language teaching, Nuevo, 2006). However, previous studies revealed that Chinese teachers have had difficulties in engaging students in communicative-based classes (Chen, 2003; Chowdhury & Ha, 2008; Chung & Huang, 2009). Therefore, although communicative-based classes aim to have students engage with using the target language within the class setting, students in China seem resistant — they are not active in communicating with each other or even the teacher (Chen, 2003). The purpose of this Dissertation study was to examine whether teachers’ use of scaffolding strategies and autonomy supports might help engage students as well as improve their communicative competence in communicative-based classes. Specifically, the purpose of this study was to examine the relationships among teachers’ use of scaffolding strategies and autonomy supports, the satisfaction of students’ psychological needs (autonomy, competence, and relatedness) and students’ self-determined motivation, self-regulation, class participation, and their English learning outcomes by assessing a path-analytic model. Before conducting the path-analytic model, I validated the survey items used to measure teachers’ use of scaffolding strategies, teachers’ autonomy supports, students’ psychological needs, students’ self-determined motivation, and students’ self-regulation through an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Participants involved in the EFA were similar to participants who were involved in this dissertation research (CFA and path analysis): freshmen and sophomores who were taking communicative-based classes (Communicative English for Chinese Learners) at Guangdong University of Foreign Studies. The EFA-surveys were translated into Chinese and back-translated into English, then distributed face-to-face during the month of June 2017, the end of the second semester in the 2016-2017 school year. Items were adjusted based on results of the EFA, and were subsequently used in a CFA and path-analytic analysis. Surveys were again distributed at the end of the first semester in the 2017-2018 school year for CFA and path analysis. CFA results confirmed the factor structures proposed by EFA. Path analyes showed that the initial hypothesized model did not fit the data well, and thus, the model was modified and a final model was selected and discussed. The final model revealed that only teachers’ use of scaffolding strategies predicted students’ satisfaction of their psycholgocial needs to promote intrinsic motivation, while students’ satisfaction of psychological needs mediated the relationship between teachers’ use of scaffolding strategies and students’ self-determined motivation, as assumed by the self-determination theory. In addition, students’ self-determination (including their satisfaction of psychological needs and motivational regulation) was positively related to their self-regulaion, class participation, course score, and expectation of the amount of knowledge they had learned, both directly and indirectly. Finally, students’ self-regulation negatively predicted students’ course score — which is contradictory with previous studies — while class participation was positively associated with both students’ scores (as assumed by previous studies) and expectation of the amount of knowledge they had learned.
Show less
Date Issued: 2018
Identifier: 2018_Su_Xing_fsu_0071E_14628
Format: Thesis

Title: Thought Suppression Paradox in Student Athletes and Its Intervention.
Creator: Liu, Sicong, Tenenbaum, Gershon, Boot, Walter Richard, Folstein, Jonathan R., Chow, Graig Michael, Florida State University, College of Education, Department of Educational...
Show moreLiu, Sicong, Tenenbaum, Gershon, Boot, Walter Richard, Folstein, Jonathan R., Chow, Graig Michael, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Guided by the ironic process theory and its extensions, the dissertation research aimed at (a) studying the thought suppression paradox in student athletes, (b) exploring the efficacy of an acceptance-mindfulness intervention in decreasing the thought suppression paradox, and (c) using working memory capacity (WMC) to explain individual differences on the susceptibility to the thought suppression paradox. A total of 90 NCAA Division I student athletes were recruited and randomly assigned to...
Show moreGuided by the ironic process theory and its extensions, the dissertation research aimed at (a) studying the thought suppression paradox in student athletes, (b) exploring the efficacy of an acceptance-mindfulness intervention in decreasing the thought suppression paradox, and (c) using working memory capacity (WMC) to explain individual differences on the susceptibility to the thought suppression paradox. A total of 90 NCAA Division I student athletes were recruited and randomly assigned to three conditions (i.e., suppression, control, and intervention). All the athletes performed a set of computerized complex span tasks (i.e., operation, reading, and symmetry span), and then completed a task pair in each of the two thought-control phases (i.e., amid, post). The task pair consisted of a thought-monitoring task and a two-color Stroop task. According to the condition assignment, each athlete applied a strategy for controlling the thought of a recent athletic failure when performing the task pairs, and his/her EEG was simultaneously recorded. Results generally supported the existence of thought suppression paradox and the efficacy of an acceptance-mindfulness intervention in student athletes, although WMC failed to account for individual differences. Theoretical and applied implications are discussed.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Liu_fsu_0071E_14344
Format: Thesis

Title: Productive Failure: Examining the Impact of Need for Cognition and Cognitive Flexibility on Conceptual Learning in Chemistry.
Creator: Arrington, Thomas Logan, Darabi, Aubteen, Charness, Neil, Klein, James D., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and...
Show moreArrington, Thomas Logan, Darabi, Aubteen, Charness, Neil, Klein, James D., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Productive failure refers to an instructional strategy that tasks students with attempting to solve a complex and/or ill-structured problem prior to instruction about the topic. In their problem-solving attempts, the students are anticipated to fail. Failure is a subject of discussion in many theories related to learning (e.g., expertise and self-regulation). In these theories, failure is considered as a natural occurrence where the learners must identify a method to recover. However, recent...
Show moreProductive failure refers to an instructional strategy that tasks students with attempting to solve a complex and/or ill-structured problem prior to instruction about the topic. In their problem-solving attempts, the students are anticipated to fail. Failure is a subject of discussion in many theories related to learning (e.g., expertise and self-regulation). In these theories, failure is considered as a natural occurrence where the learners must identify a method to recover. However, recent literature has begun to investigate the efficacy of leading learners directly to experience failure as an instructional strategy. This study investigated the effectiveness of the instructional strategy “productive failure” in improving learners’ conceptual knowledge in chemistry. Productive failure is comprised of two phases, exploration and consolidation. Exploration refers to learners having the opportunity to generate multiple solutions to a problem (i.e., attempt to solve the problem through multiple representations). Consolidation refers to an event where learners refine, correct, and/or consolidate the knowledge generated in the exploration phase. The research on productive failure has traditionally used a complex and/or ill-structured problem during the exploration phase and teacher-led instruction in the consolidation phase. Thus, productive failure is defined as a preparation for future learning activity, in that the exploration phase prepares individuals to learn from the subsequent consolidation phase. Compared to other instructional strategies, productive failure has led to improved knowledge gains on concepts, whereas other learning outcomes result in minimal or no gain. While the efficacy of this approach has been documented throughout the literature, many of the learner characteristics moderating their success under this strategy have not been identified. The types of elements that lead to improved learning under this approach should relate to learners’ abilities to persist through the exploration phase and realize the connection among explored concepts during the consolidation phase. Two characteristics that fit these criteria are cognitive flexibility and need for cognition. Cognitive flexibility deals with a person’s ability to adapt to a learning situation and quickly restructure their way of thinking. Need for cognition refers to a learners’ disposition towards difficult activity. The purpose of this study was to document the effects of productive failure against direct instruction with practice on conceptual learning. Also, this study aimed to identify a moderating role between learners’ need for cognition and cognitive flexibility in their conceptual learning outcomes. In addition, the study investigated four exploratory hypotheses dealing with learners’ satisfaction and process variables of problem solving. The study occurred in an undergraduate chemistry course with 64 students enrolled at a research three university in the southeastern United States during the Fall 2017 semester. This study focused on the topic of chemical reactions, where learners were tasked with explaining molecular changes in a substance. Of the 64 students invited, 58 attended the session where the learners had an opportunity to consent. Of the 58 students, 52 consented to be a part of the study. Those 52 students were randomly assigned into one of the two conditions. Throughout the implementation of the study, six participants dropped out by not attending one or more sessions. This left a remaining 46 total students, with 24 in the direct instruction with practice condition and 22 in the productive failure condition. The difference between these groups was in the sequence of events. Learners in the productive failure condition were tasked to solve a complex problem before instruction on the topic (i.e., chemical reactions), whereas these events were reversed for participants in the comparison group. All participants completed five separate instruments: a demographic and background survey, the cognitive flexibility measure, the need for cognition measure, a satisfaction measure, and a knowledge test before and after instruction. In addition, information on learners’ problem solving performance (i.e., self-reported problem solving time and number of solutions generated) was gather in each group. A combination of t-tests and two-way ANOVAs were conducted to investigate the seven hypotheses laid out within this study. The results indicated that there was no significant difference between the conditions in their posttest scores (i.e., conceptual learning). While cognitive flexibility approached being a significant predictor, neither it nor need for cognition were significant factors impacting learning in either group. The exploratory hypotheses indicated that cognitive flexibility impacted the amount of time learners spent on problem solving, while need for cognition had no impact. Finally, learners’ satisfaction on productive failure was not originally equivalent but in a delayed measure there was no significant differences among the groups. The implications, limitations and suggestions for future research are discussed.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Arrington_fsu_0071E_14375
Format: Thesis

Title: Perfectionism and Interpersonal Theory of Suicide: Thwarted Belongingness and Perceived Burdensomeness as Mediators of Multidimensional Perfectionism and Suicide Ideation.
Creator: Morpeth, Julia Erin, Becker, Martin Swanbrow, Pfeiffer, Steven I., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and...
Show moreMorpeth, Julia Erin, Becker, Martin Swanbrow, Pfeiffer, Steven I., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The current study was conducted to investigate the associations among multidimensional perfectionism, suicidal ideation, and the interpersonal theory of suicide. The author's primary purpose was to focus on the mediating effects of the social dimensions of suicidality (thwarted belongingness and perceived burdensomeness) on suicidal ideation and social dimensions of perfectionism (other-oriented and socially prescribed). A sample of 266 undergraduate and graduate students at a large...
Show moreThe current study was conducted to investigate the associations among multidimensional perfectionism, suicidal ideation, and the interpersonal theory of suicide. The author's primary purpose was to focus on the mediating effects of the social dimensions of suicidality (thwarted belongingness and perceived burdensomeness) on suicidal ideation and social dimensions of perfectionism (other-oriented and socially prescribed). A sample of 266 undergraduate and graduate students at a large southeastern university completed the Multidimensional Perfectionism Scale, the Interpersonal Needs Questionnaire, Beck Scale for Suicide Ideation (Worst), Beck Scale for Suicide Ideation (Current), Psychological Distress Index, Beck Hopelessness Scale, and demographic measures. Analysis confirmed that all perfectionism dimensions were positively associated with suicidal ideation. Thwarted belongingness and perceived burdensomeness were positively association with suicidal ideation, as expected. Mediation analyses revealed partial mediation by perceived burdensomeness of socially prescribed perfectionism and suicidal ideation and self-oriented perfectionism and suicidal ideation. Perceived burdensomeness fully mediated the relationship between other-oriented perfectionism and suicidal ideation. Thwarted belongingness fully mediated the relationship between other-oriented perfectionism, socially prescribed perfectionism, and self-oriented perfectionism, respectively, with suicidal ideation. Results suggest social isolation is at play when perfectionists are experiencing suicidal ideation Particularly, perfectionists who believe others have unrealistic standards of perfection as well as perfectionists who have unrealistic standards of perfection for others may experience perceptions that they are unable to fit into social groups due to these standards. Clinicians working with perfectionist clients should target not only maladaptive thinking, but also interpersonal interactions.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Morpeth_fsu_0071E_14365
Format: Thesis

Title: Individual Affect-Related Performance Zones Using Various Performance Rating Methods.
Creator: Drayer, Joshua Oakley, Tenenbaum, Gershon, Chow, Graig Michael, Gabana, Nicole T., Florida State University, College of Education, Department of Educational Psychology and...
Show moreDrayer, Joshua Oakley, Tenenbaum, Gershon, Chow, Graig Michael, Gabana, Nicole T., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Individual Affect-Related Performance Zones (IAPZs) have been commonly estimated using a two-dimensional affect measures (arousal by pleasantness) as predictors of a unidimensional performance measure. Performance measures have been self-reported ratings of perceived overall performance or objective performance scores from competition (e.g., completion time, points total, etc.). IAPZs were determined through the multi-dimensional nature of affect and emotion but performance remained...
Show moreIndividual Affect-Related Performance Zones (IAPZs) have been commonly estimated using a two-dimensional affect measures (arousal by pleasantness) as predictors of a unidimensional performance measure. Performance measures have been self-reported ratings of perceived overall performance or objective performance scores from competition (e.g., completion time, points total, etc.). IAPZs were determined through the multi-dimensional nature of affect and emotion but performance remained unidimensional. The purpose of this study was to use various dimensions of performance (i.e., anticipation, decision-making, and skill execution) to estimate IAPZs and compare them with the commonly used unidimensional measure, "overall performance." The self-reported affect (arousal and pleasantness) and performance (anticipation, decision-making, skill execution, overall performance) ratings of 9 college club bowlers during simulated competitions were used to estimate 8 probabilistic IAPZs for each bowler. The zone for each bowler was defined by the location and range of the affective intensity where optimal performances were more likely to occur than other performance types. Descriptive differences in IAPZ parameters (i.e., location, range, and probability) emerged at the group and individual levels. Each bowler presented 8 IAPZs that were unique across all bowlers. The 8 IAPZs for each bowler were somewhat different, giving evidence for within-bowler differences when using various dimensions of performance or affect. The ranges and probabilities of each zone were used in a repeated measures ANOVA to assess whether the outcomes of the three new performance dimensions (i.e., anticipation, decision-making, and skill execution) were statistically different from the traditional measure of overall performance across all bowlers. Results of the analysis showed non-significant effects for affect, performance dimension, and the affect by performance interaction on both outcome variables, range and probability. Though non- significant there were important descriptive differences both within and among bowlers' optimal zones. The findings revealed unique IAPZs for various performance dimensions, which implies more accurately determining the multidimensional nature of performance affect-related zones.
Show less
Date Issued: 2018
Identifier: 2018_Fall_Drayer_fsu_0071N_14933
Format: Thesis

Title: Critical Issues in Survey Meta-Analysis.
Creator: Gozutok, Ahmet Serhat, Becker, Betsy Jane, Huffer, Fred W., Yang, Yanyun, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and...
Show moreGozutok, Ahmet Serhat, Becker, Betsy Jane, Huffer, Fred W., Yang, Yanyun, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: In research synthesis, researchers may aim at summarizing peoples' attitudes and perceptions of phenomena that have been assessed using different measures. Self-report rating scales are among the most commonly used measurement tools to quantify such latent constructs in education and psychology. However, self-report rating-scale questions measuring the same construct may differ from each other in many ways. Scale format, number of response options, wording of questions, and labeling of...
Show moreIn research synthesis, researchers may aim at summarizing peoples' attitudes and perceptions of phenomena that have been assessed using different measures. Self-report rating scales are among the most commonly used measurement tools to quantify such latent constructs in education and psychology. However, self-report rating-scale questions measuring the same construct may differ from each other in many ways. Scale format, number of response options, wording of questions, and labeling of response option categories may vary across questions. Consequently, variations across the measures of the same construct bring about the issue of comparability of the results across the studies in meta-analytic investigations. In this study, I examine the complexities of summarizing the results of different survey questions about the same construct in the meta-analytic fashion. More specifically, this study focuses on the practical problems that arise when combining survey items that differ from one another in the wording of question stems, numbers of response option categories, scale direction (i.e., unipolar and bipolar scales), response scale labeling (i.e., fully-labeled scales and endpoints-labeled scales), and response-option labeling (e.g., "extremely happy" - "completely happy" - "most happy", "pretty happy", "quite happy"- "moderately happy", and "not at all happy" - "least happy" - "most unhappy"). In addition, I propose practical solutions to handle the issues that arise due to such variations when conducting a meta-analysis. I discuss the implications of the proposed solutions from the perspective of meta-analysis. Examples are obtained from the collection of studies in the World Happiness Database (Veenhoven, 2006), which includes various single-item happiness measures.
Show less
Date Issued: 2018
Identifier: 2018_Fall_Gozutok_fsu_0071E_14866
Format: Thesis

Title: Effects of Instructional Strategies Based on the Music Model of Academic Motivation on Undergraduate Mathematics Students' Subject Learning.
Creator: Puplampu, Nefertiti, Dennen, Vanessa P., McDowell, Stephen D., Klein, James D., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology...
Show morePuplampu, Nefertiti, Dennen, Vanessa P., McDowell, Stephen D., Klein, James D., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: This study is a quantitative, quasi-experimental inquiry into the effectiveness of motivational instructional strategies on undergraduate math students' subject learning. Secondarily, it examines the effects of the motivational strategies on the effort students exert in lesson activities, and on their motivation within the lesson. The treatment in this study is based on the MUSIC® Model of Academic Motivation and was conducted within a single lesson. The existing literature shows that...
Show moreThis study is a quantitative, quasi-experimental inquiry into the effectiveness of motivational instructional strategies on undergraduate math students' subject learning. Secondarily, it examines the effects of the motivational strategies on the effort students exert in lesson activities, and on their motivation within the lesson. The treatment in this study is based on the MUSIC® Model of Academic Motivation and was conducted within a single lesson. The existing literature shows that motivational instructional design by lay educators is often hindered by the complexity of the field, and by the specialization of existing motivational models. The MUSIC Model holds some promise in organizing and simplifying motivational strategies such that classroom educators and non-instructional specialists can apply them in their lesson design. The research questions for the study are "How do MUSIC based motivational instructional strategies affect student learning, student effort and the five components of students' motivation within an undergraduate math lesson?" Two sections of a single mathematics course, taught by one instructor, were participants in the study. The treatment section received the MUSIC intervention for the lesson. This research intervention was created by mapping each of the lesson activities to each component in the motivational model, thereby generating motivation enhanced adaptations of lesson activities. Students were tested and surveyed post-lesson for all three variables; subject learning, effort and lesson motivation perceptions. Results of the study inform and facilitate the design and implementation of further engaged lessons based on the MUSIC Model.
Show less
Date Issued: 2018
Identifier: 2018_Fall_Puplampu_fsu_0071E_14929
Format: Thesis

Title: Exploring the Relationship between Religious/Spiritual Coping Practices and Adaptation to an Aquired Physical Disability.
Creator: Fioramonti, Daniel, Ebener, Deborah J., Burdette, Amy M., Canto, Angela I., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology...
Show moreFioramonti, Daniel, Ebener, Deborah J., Burdette, Amy M., Canto, Angela I., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: This dissertation study sought to examine the extent to which both positive and negative religious/spiritual (R/S) coping practices predict adaptation to an acquired chronic illness or disability (CID). The predictive capacities of positive and negative R/S coping practices were evaluated after accounting for demographic variables, duration of disability, social support, and organizational religious activity. To gather data, a national sample of adults with physical disabilities was surveyed...
Show moreThis dissertation study sought to examine the extent to which both positive and negative religious/spiritual (R/S) coping practices predict adaptation to an acquired chronic illness or disability (CID). The predictive capacities of positive and negative R/S coping practices were evaluated after accounting for demographic variables, duration of disability, social support, and organizational religious activity. To gather data, a national sample of adults with physical disabilities was surveyed via Amazon's Mechanical Turk platform. Statistical analyses of relationships between variables were performed by running bivariate tests and generating two hierarchical multiple regression models. Results of the study indicated that higher educational attainment, higher yearly household income, and greater social support each significantly related to better adaptation to disability. Heightened negative R/S coping correlated inversely with adaptation. The output of a three-phase regression model showed that over and above educational attainment, yearly household income, and social support, negative R/S coping increased the explained variance in adaption by 10.8%. In fact, negative R/S coping proved to be the most powerful single predictor of adaptation in the model. Altogether, this four-factor model accounted for 39.5% of the variance in adaptation to CID. In a second three-phase regression model, the addition of positive R/S coping to demographic and social support factors did not alter the explained variance in adaptation outcomes. Results of this investigation will contribute to rehabilitation psychologists' knowledge about the relationship between positive and negative R/S coping practices and adaptation to CID. Such knowledge may assist rehabilitation practitioners in structuring screening and intervention efforts so as to reduce harmful R/S coping responses to CID onset and promote more adaptive R/S coping patterns.
Show less
Date Issued: 2018
Identifier: 2018_Fall_Fioramonti_fsu_0071E_14417
Format: Thesis

Title: Self-Regulated Learning, Motivation Beliefs, and the Regulation of Motivation among College Freshmen.
Creator: Tackett, Samantha, Roehrig, Alysia D., Schwartz, Robert A., Turner, Jeannine E, Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreTackett, Samantha, Roehrig, Alysia D., Schwartz, Robert A., Turner, Jeannine E, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: This research investigated freshman college students' motivation beliefs and motivation regulation strategies (to manage their effort and persistence) in the context of an authentic college-level academic task such as studying for an exam. The unique elements of this research included the following: (a) studying exclusively freshmen students, (b) capturing their reported use of strategies in the context of a real academic task rather than hypothetical scenarios, (c) identifying whether...
Show moreThis research investigated freshman college students' motivation beliefs and motivation regulation strategies (to manage their effort and persistence) in the context of an authentic college-level academic task such as studying for an exam. The unique elements of this research included the following: (a) studying exclusively freshmen students, (b) capturing their reported use of strategies in the context of a real academic task rather than hypothetical scenarios, (c) identifying whether students used different strategies while studying for their second test than their first test, and (d) identifying the most difficult motivational problems reported by students. The freshmen students' reported motivation beliefs (i.e., self-efficacy, task value, test anxiety), use of self-regulation (i.e., metacognitive) and motivation regulation strategies (i.e., Regulation of Performance, Environmental Structuring, Self-consequating, Regulation of Mastery Goals, Regulation of Value, Regulation of Situational Interest), and their end-of-course grades were gathered. This research was a Quantitative-Qualitative mixed-method (Creswell, 2003, 2008) study design with a time-series cross-sectional sampling of survey data. That is, I sampled multiple freshmen students (N=189) at two points in time to examine students' reported use of motivation regulation strategies (e.g., which ones were used, to what extent did they change their strategies). The quantitative data was analyzed by conducting descriptive, correlational, repeated measures t-tests, and hierarchical regression analyses. The purpose of the qualitative portion of the study design was to identify (a) additional strategies that students used, (b) their perceptions of motivational challenges with academic tasks, and (c) explanations of any changes made to exam studying behaviors. Overall, the goals of this mixed methodology study (quantitative and qualitative) were to address gaps in research findings related to (a) surveying more diverse populations; (b) measuring students' strategy use with an academic task, such as studying for an exam, rather than a hypothetical scenario; (c) replicating findings regarding relationships among a student's motivation beliefs (e.g., self-efficacy) and their use of self-regulated learning and motivation strategies; (d) adding findings regarding students' perceptions of the most difficult challenges to their studying; (e) adding findings about students changing strategy use between Time 1 and Time 2; and (f) replicating findings in relationships among motivation beliefs, self-regulated learning and motivation strategy use, and course grades. The results of this study added diversity of populations (freshmen only) and findings regarding strategy use while studying for an exam to the motivation regulation (MR) research. Freshmen students reported using motivation regulating strategies (MRSs) descriptively more frequently while studying for an exam than reported in hypothetical scenarios (Wolters & Benzon, 2013). Positive, strong and significant correlational relationships existed among students' self-efficacy beliefs, self-regulated learning (metacognitive) and MR strategy use; whereas, a weak yet significant, positive correlational relationships were found between students' reported test anxiety and their use of the following strategies: (a) self-regulated learning (metacognitive), (b) self-consequating, and (c) regulation of mastery goals. Students (72%) reported distractions in environment, time to study, or boredom as the most difficult challenges to overcome while studying. The repeated measures results indicated that students reported using strategies to regulate mastery goals less frequently from Time 1 to Time 2. The reasons given by students for changes in how they studied for Test 2 emphasized pursuing better grades for the test or course and improving their retention of the learned information. Lastly, the hierarchical linear regression analysis indicated that students' self-efficacy and use of regulating strategies for sustaining one's value of the content and mastery-oriented learning while studying were positive predictors of course grades. At least three implications for practice are appropriate for those who support student success. First, help students to identify their "performance" early in their freshman semester and year. Because a portion of the freshmen surveyed perceived grades on the first test as the primary stimulus for change in studying as well as sustaining motivation while studying, it would be effective for students to identify indicators of performance sooner rather than later. A second implication for practice is to help students to identify productive changes that will accomplish their desired test or course outcome. A third implication for practice is that increasing a students' belief in their ability to learn the content may be more likely to positively influence students' grade outcomes. An implication for research is to identify beliefs and study behaviors among more diverse student populations.
Show less
Date Issued: 2018
Identifier: 2018_Fall_Tackett_fsu_0071E_14857
Format: Thesis

Title: The Relationship between Certification Pathways and Teacher Effectiveness for Beginning and Experienced Teachers in Florida.
Creator: Christesen, Eric M., Roehrig, Alysia D., Jakubowski, Elizabeth M., Turner, Jeannine E, Zhang, Qian, Florida State University, College of Education, Department of Educational...
Show moreChristesen, Eric M., Roehrig, Alysia D., Jakubowski, Elizabeth M., Turner, Jeannine E, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The purpose of the current study is to provide evidence of the possible repercussions of different teacher certification pathways on student achievement that can inform policy in order to improve the instruction students receive. In the current context of accountability, and with a teacher's effectiveness often defined by his or her students' test scores, policies should be based on empirical evidence, and not just political or ideological perspectives (Cochran-Smith et al., 2012). I used a...
Show moreThe purpose of the current study is to provide evidence of the possible repercussions of different teacher certification pathways on student achievement that can inform policy in order to improve the instruction students receive. In the current context of accountability, and with a teacher's effectiveness often defined by his or her students' test scores, policies should be based on empirical evidence, and not just political or ideological perspectives (Cochran-Smith et al., 2012). I used a hierarchical linear model (HLM) to investigate the relationship between teachers' pathway to certification, experience, and effectiveness for fourth through eighth grade English Language Arts (ELA) and math teachers who received a certification to teach in the state of Florida and taught at only one school in the 2016-17 school year. All data were retrieved from FDOE. The study included 4,967 math teachers and 3,567 ELA teachers. Effectiveness was based on a Value-added model (VAM) score. The ELA and math VAM scores used in this analysis include the same predictor variables as those used by the Florida Department of Education (FDOE). However, this analysis used a one-year aggregate score, while FDOE provides a suggested VAM category based on a three-year aggregate score and standard errors. The one-year aggregate was best suited for the current analysis because it standardizes the amount of years included for beginning and experienced teachers (the three-year aggregate can include anywhere from one to three years of teaching), and it allows teachers who have switched schools within the past three years to be included in the model. The analysis controlled for experience, the percentage of courses taught infield, and the number of general knowledge Florida Teacher Certification Exam (FTCE) and subject specific FTCE tests taken before passing at the teacher level, and school grades at the school level. No significant differences in teacher effectiveness in math were found for the different pathways. In ELA, however, there was a significant interaction between certification pathway and experience. Completers of District Professional Development Certification Programs (PDCP) were found to be more effective in ELA in their first three years of teaching than completers of the traditional Initial Teacher Preparation (ITP) programs or Educator Preparation Institute (EPI) programs. Findings provide evidence that allowing for alternative pathways to certification increases the number of effective teachers entering the workforce.
Show less
Date Issued: 2018
Identifier: 2018_Fall_Christesen_fsu_0071E_14846
Format: Thesis

Title: The Relationships among Personality Factors, Negative Career Thoughts, and Profile Elevation.
Creator: Edralin, Christine, Lenz, Janet G., McWey, Lenore M., Osborn, Debra S., Sampson, James P., Dozier, V. Casey (Virginia Casey), Florida State University, College of Education,...
Show moreEdralin, Christine, Lenz, Janet G., McWey, Lenore M., Osborn, Debra S., Sampson, James P., Dozier, V. Casey (Virginia Casey), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The present study examined personality factors in relation to negative career thoughts and profile elevation. Study participants (n = 128) were undergraduate students enrolled in five sections of a career development course at a large, public, Southeastern university. The NEO Five-Factor Inventory-3 Form S (NEO FFI-3 Form S; McCrae & Costa, 2010) was used to measure the five factors of personality (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness). The Career Thoughts...
Show moreThe present study examined personality factors in relation to negative career thoughts and profile elevation. Study participants (n = 128) were undergraduate students enrolled in five sections of a career development course at a large, public, Southeastern university. The NEO Five-Factor Inventory-3 Form S (NEO FFI-3 Form S; McCrae & Costa, 2010) was used to measure the five factors of personality (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness). The Career Thoughts Inventory (CTI; Sampson et al., 1996a) was used to measure negative career thoughts and the Standard Self-Directed Search (StandardSDS; Holland & Messer, 2017) was used to measure profile elevation. A hierarchical multiple regression analysis was conducted to determine if the five personality factors (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) on the NEO FFI-3 were predictors of negative career thoughts (CTI Total Score). Results of the hierarchical multiple regression showed that 27.1% of the variability in the CTI Total Score was explained by the combined effect of Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness. Neuroticism and Conscientiousness were the only statistically significant predictors of the CTI Total Score. In addition, a simple linear regression was conducted to determine if negative career thoughts (CTI Total Score) predicted profile elevation on the StandardSDS. The simple linear regression results showed that 3.6% of the variance in profile elevation could be explained by the CTI Total Score. Finally, a hierarchical multiple regression analysis was conducted to determine if the five personality factors (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) on the NEO FFI-3 and negative career thoughts (CTI Total Score) predicted profile elevation on the StandardSDS. The hierarchical regression revealed that 38.0% of the variability in profile elevation was explained by Openness, Extraversion, Conscientiousness, Neuroticism, CTI Total Score, and Agreeableness. Openness was found to be the strongest predictor of profile elevation, followed by Agreeableness, Conscientiousness as the third strongest, and Extraversion as the fourth strongest predictor of profile elevation. Additional analyses showed that 7.9% of the variance in profile elevation could be explained by DMC. Additional analyses also revealed a significant positive relationship between Neuroticism and DMC, as well as significant negative relationships among DMC, Extraversion, and Conscientiousness. A significant positive correlation was found between Neuroticism and CA, as well as a significant negative correlation between Conscientiousness and CA. Finally, a significant positive correlation was found between Neuroticism and EC, as well as significant negative correlations among EC and Extraversion, Agreeableness, and Conscientiousness. A discussion of the study's findings and limitations are offered. Lastly, implications for theory, practice, and future research are included.
Show less
Date Issued: 2018
Identifier: 2019_Summer_Edralin_fsu_0071E_14824
Format: Thesis

Title: Testing the Expanded Sport Official's Decision-Making Model.
Creator: Ritchie, Jason Lee, Tenenbaum, Gershon, Ericsson, Anders, Chow, Graig Michael, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology...
Show moreRitchie, Jason Lee, Tenenbaum, Gershon, Ericsson, Anders, Chow, Graig Michael, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Sport officials represent a ‘third team’ in sports that have the potential to change the outcome of games, seasons, and careers. The existing research on officials is sparse and disjointed with many studies going uncited as their researchers abandon officiating research. The present study tests the Enhanced Sport Official’s Decision-Making Model (ESODMM), which expands the existing Official’s Specific Decision-Making Model by integrating additional variables that influence decision-making,...
Show moreSport officials represent a ‘third team’ in sports that have the potential to change the outcome of games, seasons, and careers. The existing research on officials is sparse and disjointed with many studies going uncited as their researchers abandon officiating research. The present study tests the Enhanced Sport Official’s Decision-Making Model (ESODMM), which expands the existing Official’s Specific Decision-Making Model by integrating additional variables that influence decision-making, particularly anticipation and emotion (Plessner & Haar, 2006). To test the role of anticipation and emotion in the ESODMM, 56 basketball officials (32 high school level, 24 NCAA division 1) were assigned to either high (crowd noise) or low (no crowd noise) stress conditions and asked to make calls on occluded or non-occluded basketball video clips. Results revealed that officials in the high stress condition experienced more stress and anxiety resulting in less accurate decisions and goal-directed gaze behaviors. Additionally, experienced officials made more accurate decisions and goal-directed gaze behaviors than novices. Moreover, decision-making accuracy was lowest in the non-occluded block. Finally, experienced officials’ emotions were affected similarly by the high stress condition while maintaining their decision-making advantage. These results support that emotion, information-processing, and anticipation have an important role in officials’ decision-making. Implementing the ESODMM will provide researchers with a more comprehensive model to guide their understanding of officials’ decision-making.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Ritchie_fsu_0071E_14308
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)	+ -
Peterson, Gary W. (20)	+ -
Almond, Russell G. (17)	+ -
Sampson, James (17)	+ -
Becker, Martin Swanbrow (16)	+ -
Phillips, Beth M. (16)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Collection

Topical Subject

Genre

Type of Resource

Language

Creator

Owner