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

Title: The Academic Success Inventory for College Students: An Item Response Theory Analysis.
Creator: Festa-Dreher, Désarée V. (Désarée Valerie), Prevatt, Frances, Stepina, Lee, Sampson, James, Turner, Jeannine, Department of Educational Psychology and Learning Systems,...
Show moreFesta-Dreher, Désarée V. (Désarée Valerie), Prevatt, Frances, Stepina, Lee, Sampson, James, Turner, Jeannine, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The aim of this study was to further validate the Academic Success Inventory for College Students (ASICS; Prevatt et al., 2011). There is a wide range of theoretical approaches related to academic success and there are several different assessments, including traditional measures (e.g. SAT, ACT, high school GPA) and nontraditional measures (e.g. LASSI, MSLQ, AMS, etc.). However, there is a lack of sound, comprehensive instrumentation in the academic success literature. The ASICS (Prevatt et...
Show moreThe aim of this study was to further validate the Academic Success Inventory for College Students (ASICS; Prevatt et al., 2011). There is a wide range of theoretical approaches related to academic success and there are several different assessments, including traditional measures (e.g. SAT, ACT, high school GPA) and nontraditional measures (e.g. LASSI, MSLQ, AMS, etc.). However, there is a lack of sound, comprehensive instrumentation in the academic success literature. The ASICS (Prevatt et al., 2011) is a newly designed comprehensive, 50-item survey that is based on notable theories of academic success and empirical evidence. Research on the ASICS has already demonstrated sound psychometric properties in its early stages of development (Prevatt et al., 2011). The present study implored a Logistic Graded Response Model, which is a unidimensional IRT analysis, on each of the ASIC subscales. Based on Logistic Graded Response Model results, none of the items fit the expected or hypothesized model, which may be due to the lack of appropriate software. However, many of the items had appropriate item endorsement and discrimination, which provided information on what contributes to the ten factors measured by the ASICS. Even though it is in its early stages of development, the ASICS continues to have strong psychometric properties and is a sound measure of academic success. Many universities and colleges would benefit from utilizing the ASICS to help increase the academic performance and graduation rates of its students.
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Date Issued: 2012
Identifier: FSU_migr_etd-4827
Format: Thesis

Title: The Accuracy of Teacher Ratings in Predicting Cognitive Ability and Achievement: A Longitudinal Study.
Creator: Authorized Name, Pfeiffer, Steven, Kistner, Janet, Turner, Jeannine, Sampson, James, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of this study was to determine if teacher ratings in early elementary school predict achievement and cognitive ability in late elementary and middle school. The longitudinal predictive utility of the GRS was also examined. Students were in kindergarten, first, and second grades during Time 1 (2004) and fifth, sixth, and seventh grades during Time 2 (2009). GRS teacher ratings of Intellectual Ability, Academic Ability, and Motivation served as the predictor variables. The criterion...
Show moreThe purpose of this study was to determine if teacher ratings in early elementary school predict achievement and cognitive ability in late elementary and middle school. The longitudinal predictive utility of the GRS was also examined. Students were in kindergarten, first, and second grades during Time 1 (2004) and fifth, sixth, and seventh grades during Time 2 (2009). GRS teacher ratings of Intellectual Ability, Academic Ability, and Motivation served as the predictor variables. The criterion (outcome) variables were achievement, as measured by GPA and SAT-10 scores and cognitive ability, as measured by K-BIT-2 scores. GRS teacher ratings, GPA, and SAT-9/10 scores were collected on the same 59 students during Time 1 and Time 2 data collection. KBIT-2 scores were obtained at Time 2 data collection. Findings suggest that when combined, 2004 teacher ratings of Intellectual Ability, Academic Ability, and Motivation do not predict achievement or cognitive ability in 2009. However, the individual construct of motivation predicted GPA and the individual construct of academic ability predicted SAT-10 scores and K-BIT-2 scores (cognitive ability), five years after initial teacher ratings were completed. GRS teacher ratings in 2004 were found to have positive and significant correlations with GRS teacher ratings in 2009. The predictive longitudinal utility (diagnostic accuracy) of the GRS could not be judged fairly because there were too few students scoring in the higher range on the K-BIT-2 in 2009.
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Date Issued: 2010
Identifier: FSU_migr_etd-5468
Format: Thesis

Title: The Activation and Long-Term Memory of Predictive Inferences: The Role of Working Memory Constraint and Text Elaboration.
Creator: Guan, Qun, Roehrig, Alysia, Wagner, Richard, Kamata, Akihito, Radach, Ralph, Turner, Jeannie, Williams, Rihana, Department of Educational Psychology and Learning Systems,...
Show moreGuan, Qun, Roehrig, Alysia, Wagner, Richard, Kamata, Akihito, Radach, Ralph, Turner, Jeannie, Williams, Rihana, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The study was focused on the effects of working memory (WM) capacity and text elaboration on the processing and product of text comprehension. Participants included 73 English-native-speaking university students. A 2 (inferential vs. control target sentence) X 2 (low vs. high elaboration) X 2 (low- vs. high-span) mixed factorial design was conducted, with the former two variables as the within-subject external text factors, and the latter one as the between-subject inter-individual difference...
Show moreThe study was focused on the effects of working memory (WM) capacity and text elaboration on the processing and product of text comprehension. Participants included 73 English-native-speaking university students. A 2 (inferential vs. control target sentence) X 2 (low vs. high elaboration) X 2 (low- vs. high-span) mixed factorial design was conducted, with the former two variables as the within-subject external text factors, and the latter one as the between-subject inter-individual difference factor. Based upon the top and bottom third of a tripartite split of the participants. Read Span (RSPAN; Engle, 2005) percentile scores, 22 low- and 25 high- working memory WM span readers were identified. The activation of primary predictive inferences was measured by the naming task. The text memory was measured by the cued recall task. The reading materials were 24 narrative stories. In each story, the target sentence contained either the inference-evoking or control context for one primary predictive inference. The previous context of each story had either a low or high elaborative causal relation with the event described by the target sentence, thus eliciting either a low or high level of activation of a secondary inference. It was first hypothesized that working memory is a major factor impacting the differences in naming patterns on the primary predictive inferences (H1). Two alternative hypotheses parallel what different theories have predicted. The General Capacity Theory (Engle & Kane, 2004) would be supported if the low-span good readers have slower naming times because it would take the low span more time to shift their attention from the secondary inferential concept to the primary concept (H1-a). Whereas, the Skill Suppression Hypothesis (Gernsbacher & Faust, 1995) would be supported if the low span poor readers have quicker naming times because they would employ the enhancement mechanism (H1-b). The enhancement mechanism refers to when readers are not engaged in deep text processing (i.e., making primary predictive inferences in this study) but accept the superficial meaning of text during reading. Second, it was hypothesized that there would be a significant interaction between the text elaboration and working memory (H2). Third, there should be no significant working memory effect on exact recall of the predictive inference (H3). Finally working memory should contribute to higher-order learning from text (H4). The results demonstrated that difference mechanisms seem to be working for readers with different WM capacities and reading skills in terms of influencing their capability of the online inference computation. In addition, the working memory capacity contributed to a higher-order management of interference by integrating information into a coherent situation model of text.
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Date Issued: 2007
Identifier: FSU_migr_etd-3940
Format: Thesis

Title: ADHD Coaching and College Students.
Creator: Reaser, Abigail L. (Abigail Leigh), Prevatt, Frances, Taylor, John, Pfeiffer, Steven, Li, Huijun, Department of Educational Psychology and Learning Systems, Florida State...
Show moreReaser, Abigail L. (Abigail Leigh), Prevatt, Frances, Taylor, John, Pfeiffer, Steven, Li, Huijun, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The current case study was designed to further the utility of Attention-Deficit/Hyperactivity Disorder (ADHD) coaching for college students. Seven college or graduate students underwent eight weeks of an ADHD coaching intervention, and resulting qualitative data was analyzed by the researcher. Results showed that all participants who completed the coaching process felt ADHD coaching was just as or more beneficial than traditional psychotherapy or medication. Researchers present several...
Show moreThe current case study was designed to further the utility of Attention-Deficit/Hyperactivity Disorder (ADHD) coaching for college students. Seven college or graduate students underwent eight weeks of an ADHD coaching intervention, and resulting qualitative data was analyzed by the researcher. Results showed that all participants who completed the coaching process felt ADHD coaching was just as or more beneficial than traditional psychotherapy or medication. Researchers present several sources of data to give evidence toward their conclusions including qualitative assessment techniques and participant questionnaires. Participant characteristics, suggestions for coaching, and limitations of the current study are also discussed. The number of college students with ADHD continues to grow. However, due to a number of challenges they have never faced prior in their academic career, many of these students are unable to complete a post-secondary or graduate degree. Most current psychosocial interventions are not helping college students with ADHD succeed at a desirable rate. ADHD coaching, a fairly novel technique, continues to show promise but further research is needed.
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Date Issued: 2008
Identifier: FSU_migr_etd-1921
Format: Thesis

Title: Adult Self-Ratings of the DSM-IV-TR Symptoms of Attention Deficit/Hyperactivity Disorder: An Item Response Theory Perspective.
Creator: Katz, Nolan, Proctor, Briley, Schatschneider, Christopher, Prevatt, Frances, Sampson, James, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: DSM-IV-TR based rating scales are among the most common measures of ADHD in adulthood; however, the psychometric properties of these scales are not well-documented. This study uses an IRT model to determine which symptoms (items) best discriminate between 193 self-referred college students with varying levels of inattention and hyperactivity/impulsivity. Furthermore, the study investigates the possibility of gender bias in item endorsement. The hyperactive/impulsive items were significantly...
Show moreDSM-IV-TR based rating scales are among the most common measures of ADHD in adulthood; however, the psychometric properties of these scales are not well-documented. This study uses an IRT model to determine which symptoms (items) best discriminate between 193 self-referred college students with varying levels of inattention and hyperactivity/impulsivity. Furthermore, the study investigates the possibility of gender bias in item endorsement. The hyperactive/impulsive items were significantly more reliable than the inattention items at identifying participants with Average and Above Average levels of the overall trait. Most items of both subscales exhibited a need for response format modification. Two items demonstrated significant gender bias. The results indicate a need for further investigation into the psychometric properties of the DSM-IV-TR symptoms of Inattention; whereas, the symptoms of Hyperactivity/Impulsivity appear to function appropriately.
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Date Issued: 2009
Identifier: FSU_migr_etd-3299
Format: Thesis

Title: The After-Exercise Shower: Its Effect Upon Mood.
Creator: McGinnis, Jennifer L., Pargman, David, Tenenbaum, Gershon, Steiner, Hillary, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study attempted to investigate the effect of a shower intervention on mood following different kinds of distraction from daily activity, such as reading, exercising, or sitting quietly. The Profile of Mood States was used in a pre-post design in order to determine if a "shower" intervention was associated with mood change. Overall, the first hypothesis, which stated that across all mode of activity a shower would result in greater positive mood chances than the same modes without a...
Show moreThis study attempted to investigate the effect of a shower intervention on mood following different kinds of distraction from daily activity, such as reading, exercising, or sitting quietly. The Profile of Mood States was used in a pre-post design in order to determine if a "shower" intervention was associated with mood change. Overall, the first hypothesis, which stated that across all mode of activity a shower would result in greater positive mood chances than the same modes without a shower, was verified. The second hypothesis stated that a shower following exercise would result in the greatest positive mood changes overall. Exercise was shown to result in positive mood changes, as was a shower, and the combined condition also resulted in positive mood changes. However, the shower alone created the greatest decrease in TMD and also created a greater decrease in fatigue and confusion and a greater increase in vigor than exercising combined with showering. Thus, while a shower following an exercise did result in positive mood changes, they were not the greatest positive mood changes, and the second hypothesis was partially verified.
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Date Issued: 2004
Identifier: FSU_migr_etd-2557
Format: Thesis

Title: An Analysis of the Academic Success Inventory for College Students: Construct Validity and Factor Scale Invariance.
Creator: Welles, Theresa L. (Theresa Lopez), Prevatt, Frances, Stepina, Lee, Sampson, James, Turner, Jeannine, Department of Educational Psychology and Learning Systems, Florida State...
Show moreWelles, Theresa L. (Theresa Lopez), Prevatt, Frances, Stepina, Lee, Sampson, James, Turner, Jeannine, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The Academic Success Inventory for College Students (ASICS) is a newly developed self-report instrument designed to measure academic success in college students. The findings in this study provide evidence for the construct validity of the ASICS by proving reliability and the following subvalidities: face, content, factor, and discriminant. Using MANOVA to compare honors and at-risk college students, significant differences were indicated on most of the scales of the ASICS in the expected...
Show moreThe Academic Success Inventory for College Students (ASICS) is a newly developed self-report instrument designed to measure academic success in college students. The findings in this study provide evidence for the construct validity of the ASICS by proving reliability and the following subvalidities: face, content, factor, and discriminant. Using MANOVA to compare honors and at-risk college students, significant differences were indicated on most of the scales of the ASICS in the expected direction of more positive functioning by the honors students. Two of the scales, external motivation/future and lack of anxiety indicated no statistically significant differences. Further analysis of factor scale invariance was implemented using MG-CFA, which involved estimation of a series of models testing invariance by comparing the GFI statistics of particular models with between-group constraints. An omnibus test of equality of covariance matrices and mean vectors across two groups was highly significant. Additional configural invariance testing indicated that the general pattern of fixed and free factor loadings in the ten-factor model does not hold across groups. An examination of the MIs revealed that in both groups most items have small to moderate factor loadings on factors with which they are not supposed to be correlated. Explanations for partial invariance are offered and implications for practice and future research are discussed.
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Date Issued: 2010
Identifier: FSU_migr_etd-1189
Format: Thesis

Title: Animated Pedagogical Agents as Spanish Language Instructors: Effect of Accent, Appearance, and Type of Activity on Student Performance, Motivation, and Perception of Agent.
Creator: Pé́rez Galluccio, Roberto Gustavo, Keller, John M., Leeser, Michael, Wager, Walter, Spector, J. Michael, Department of Educational Psychology and Learning Systems, Florida...
Show morePé́rez Galluccio, Roberto Gustavo, Keller, John M., Leeser, Michael, Wager, Walter, Spector, J. Michael, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: This past decade has seen an increase in the use of an interesting approach to facilitate the humanization of human-computer interaction (HCI): the use of animated characters, or agents, as interfaces that mediate between the human being and the machine. The design of animated agents has been, in general, based on human characteristics, such as gender, age, ethnic representation, and personality traits, as well as the use of gestures, facial expressions, and emotions. The challenge so far has...
Show moreThis past decade has seen an increase in the use of an interesting approach to facilitate the humanization of human-computer interaction (HCI): the use of animated characters, or agents, as interfaces that mediate between the human being and the machine. The design of animated agents has been, in general, based on human characteristics, such as gender, age, ethnic representation, and personality traits, as well as the use of gestures, facial expressions, and emotions. The challenge so far has been to identify what characteristics work better in what types of environment. In order to determine what kind of agents and what type of instructional contexts (ICs) would be more suitable for computer-assisted language learning (CALL) purposes, an experiment was designed to investigate the effect of agent accent (Anglo, Hispanic), appearance (Anglo, Hispanic), and type of instructional activity (Grammar-based, Communication-oriented) on student performance, motivation, and perception of agent. The study was conducted on a population of 212 college students enrolled in a basic Spanish class at a large southeastern university in the United States. Results indicated that there were no differences in performance, motivation or perception of agent between students exposed to the matching attributes (MA) agents (i.e., Anglo accent + Anglo appearance, and Hispanic Accent + Hispanic appearance) and students exposed to the non-matching attributes (NA) agents (i.e., Anglo accent + Hispanic appearance, and Hispanic accent + Anglo appearance). In addition, there were no differences in performance or motivation between students who worked with the Anglo (AA) agent and students who worked with the Hispanic (HH) agent in the grammar-based activity or the communication-oriented activity. Results did show a significant difference in motivation ratings between the AA and HH agents when the two types of instructional activity were merged into one dataset (HH > AA). Students felt more satisfied when they received positive feedback from the HH agent, and they were more willing to repeat the experience. Data analysis also indicated significant differences in student perception of agent. Participants who worked with the AA agent in the grammar-based activity rated that agent higher in terms of communicative ability (in spite of both agents using exactly the same script to deliver instruction), while students who worked with the HH agent in the communication-oriented activity thought that agent was more knowledgeable about the Hispanic culture, was better prepared to function in both Hispanic and Anglo cultures, had a more friendly attitude, and was more willing to answer student questions. AA). Students felt more satisfied when they received positive feedback from the HH agent, and they were more willing to repeat the experience. Data analysis also indicated significant differences in student perception of agent. Participants who worked with the AA agent in the grammar-based activity rated that agent higher in terms of communicative ability (in spite of both agents using exactly the same script to deliver instruction), while students who worked with the HH agent in the communication-oriented activity thought that agent was more knowledgeable about the Hispanic culture, was better prepared to function in both Hispanic and Anglo cultures, had a more friendly attitude, and was more willing to answer student questions. These results seem to indicate that students tended to use their previous beliefs about language instructors to assign human-like qualities to the animated agents. As a consequence, some agent characteristics had either positive or negative effects on the students, in line with previous research on classroom interactions. Similarly, some motivational interventions had a positive effect on the students, as expected based on previous studies. Although more data are needed to strengthen the significance of these findings, these results have important practical and theoretical implications for the use of animated agents in language learning environments.
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Date Issued: 2008
Identifier: FSU_migr_etd-2029
Format: Thesis

Title: Antecendents to Parent Emotion-Related Socialization Behaviors.
Creator: Harvey, Kirsten L., Phillips, Beth M., Roehrig, Alysia D., Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department of Educational...
Show moreHarvey, Kirsten L., Phillips, Beth M., Roehrig, Alysia D., Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This study examined the association between a parent’s socioeconomic status, stress, and emotion regulation abilities (i.e., cognitive reappraisal and expressive suppression) and that parent’s emotion-related socialization behaviors (ERSBs) in a sample of 192 primary caregivers using self-report, cross-sectional data. A local and an online (Amazon Mechanical Turk), sample were combined and analyzed. The findings varied slightly by sample. Cognitive reappraisal and a composite variable of SES...
Show moreThis study examined the association between a parent’s socioeconomic status, stress, and emotion regulation abilities (i.e., cognitive reappraisal and expressive suppression) and that parent’s emotion-related socialization behaviors (ERSBs) in a sample of 192 primary caregivers using self-report, cross-sectional data. A local and an online (Amazon Mechanical Turk), sample were combined and analyzed. The findings varied slightly by sample. Cognitive reappraisal and a composite variable of SES were significant predictors of supportive ERSB use. Stress and expressive suppression were significant predictors of unsupportive ERSBB use. Exploratory analyses indicated that stress moderated the association between cognitive reappraisal and the use of both supportive and unsupportive ERSBs. Future directions in this area of research are discussed and a multi-generational perspective on emotion-related socialization is suggested.
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Date Issued: 2016
Identifier: FSU_FA2016_Harvey_fsu_0071N_13629
Format: Thesis

Title: An Application of Hierarchical Generalized Linear Modeling (HGLM) Techniques for Investigation into the Effects of Comingling Delinquent and Non-Delinquent Youth in Juvenile Justice Prevention Programs in Florida.
Creator: Gaitanis, Jason, Tate, Richard, Oosterhof, Albert, Kamata, Akihito, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Current literature in the social sciences largely ignores important nested data structures when seeking to explain or interpret effects of independent variables on outcomes of interest. This is particularly true when the outcome of interest is dichotomous. A set of demonstration data is analyzed using HGLM software, and a set-by-step description of the procedure is presented. Appropriate interpretations of results and program output are illustrated. Some conclusions regarding the...
Show moreCurrent literature in the social sciences largely ignores important nested data structures when seeking to explain or interpret effects of independent variables on outcomes of interest. This is particularly true when the outcome of interest is dichotomous. A set of demonstration data is analyzed using HGLM software, and a set-by-step description of the procedure is presented. Appropriate interpretations of results and program output are illustrated. Some conclusions regarding the demonstration data within a juvenile justice prevention context are also discussed.
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Date Issued: 2003
Identifier: FSU_migr_etd-4419
Format: Thesis

Title: Applied Golf Research: Affective States during Golf Performance.
Creator: Van der Lei, Harm, Tenenbaum, Gershon, Eklund, Robert, Turner, Jeannine, Panton, Lynn, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Many studies utilized psychophysiological indices to measure attentional and affective states for the examination of affect-performance relationships in stressful competitive conditions. In this applied, but scientifically driven, project we determined individual affect-related performance zones (IAPZs) by utilizing Kamata, Tenenbaum, and Hanin's (2002) probabilistic model as a basis for examining idiosyncratic affective patterns during golf performance. The investigation implemented a multi...
Show moreMany studies utilized psychophysiological indices to measure attentional and affective states for the examination of affect-performance relationships in stressful competitive conditions. In this applied, but scientifically driven, project we determined individual affect-related performance zones (IAPZs) by utilizing Kamata, Tenenbaum, and Hanin's (2002) probabilistic model as a basis for examining idiosyncratic affective patterns during golf performance. The investigation implemented a multi-modal assessment approach in which the probabilistic relationship between affective states and both, performance process and performance outcome, measures was determined. More specifically, introspective (i.e. verbal reports) and objective (heart rate and respiration rate) measures of arousal were incorporated to examine the relationships between arousal states and both, process components (i.e., routine consistency, timing), and outcome scores related to golf performance. Three male golfers of a varsity golf team at a major Division I university in the Southeastern United States were observed during three rounds of golf competition. The performance and the associated physiological measures were recorded simultaneously for each golfer with video and telemetry equipment. The results revealed distinguishable and idiosyncratic IAPZs associated with physiological and introspective measures for each golfer. The associations between the IAPZs and decision-making or swing/stroke execution were strong and unique for each golfer. Optimal IAPZs were often not associated with the most consistent patterns for glances at the target, practice swings or strokes, and time phases during the pre-performance routines. In addition, the patterns during the pre-performance routine were found to be highly consistent, differed between the golfers, and appeared to vary with task difficulty and task specificity. Comparison of the temporal patterns associated with the project's four functional time phases indicated more consistent time use by the golfers during the confirmation and evaluation phase immediately preceding and following the task execution (i.e., swing or stroke), respectively, compared to the information processing phase and the reorientation phase preceding and ensuing the task execution (i.e., swing or stroke), respectively. Consequently, an hourglass performance (HP) model for golf was developed to illustrate the relationship between a golfer's information processing pattern and the functional performance phases in golf.
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Date Issued: 2010
Identifier: FSU_migr_etd-4534
Format: Thesis

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

Title: Assessing the Relationship Among Models for Diagnosing Specific Learning Disabilities.
Creator: Shifrin, Joshua G. (Joshua Gregory), Proctor, Briley, Wanzek, Jeannie, Pfeiffer, Steven, Sampson, James, Department of Educational Psychology and Learning Systems, Florida State...
Show moreShifrin, Joshua G. (Joshua Gregory), Proctor, Briley, Wanzek, Jeannie, Pfeiffer, Steven, Sampson, James, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: Learning disabilities affect nearly 5% of the school aged population and make up approximately 50% of all special education students. While there are many models used to make a specific learning disability diagnosis, none are without their detractors. For years, the Simple Discrepancy Model was the most widely used method for the assessment of learning disabilities yet recent research has relegated this model suspect. Due to these findings the Individuals with Disabilities Education Act of...
Show moreLearning disabilities affect nearly 5% of the school aged population and make up approximately 50% of all special education students. While there are many models used to make a specific learning disability diagnosis, none are without their detractors. For years, the Simple Discrepancy Model was the most widely used method for the assessment of learning disabilities yet recent research has relegated this model suspect. Due to these findings the Individuals with Disabilities Education Act of 2004 has stipulated that while a school district may still use the Simple Discrepancy Model they cannot require its use. Consequently, there are several prominent models currently utilized. Along with the Simple Discrepancy Model they are the Regression Model, the Low Achievement Model, the Aptitude-Achievement Consistency Model, and the Concordance-Discordance Model. Previous research has indicated that within a college population different models used to diagnose learning disabilities are not interchangeable. Yet of concern, school districts often appear to choose a specific model without the forethought that would warrant such an important decision. The present study examined the five aforementioned models within a grade 1-10 population to examine the frequency, level of agreement, and level of association between the models. 150 subjects were examined from the same Northwest section of Florida. The results indicate that the Low Achievement and Concordance-Discordance models identify significantly more subjects as compared to the Simple Discrepancy, Regression, and Aptitude-Achievement Consistency models. Furthermore, the Simple Discrepancy and Regression Models revealed the highest level of agreement (86%) whereas the Simple Discrepancy and the Concordance-Discordance Models revealed the lowest (41%). When the five models were compared in sets of two for a total of ten comparisons the results indicated that the Simple Discrepancy and Regression models showed the strongest association. On the other hand, when strict criteria were implemented it was noted that eight of the ten comparisons did not demonstrate a clinical level of association. These results indicate that when the five models were compared they often diagnosed different students and thus should not, in most cases, be used interchangeably.
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Date Issued: 2010
Identifier: FSU_migr_etd-1754
Format: Thesis

Title: The Association Between Spirituality and the Valence of Attitudes Toward Persons with Disabilities.
Creator: Fioramonti, Daniel, Ebener, Deborah, Dong, Shengli, Sampson, James, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Although much research has been carried out to identify the demographic and psychological variables linked to distinctive attitudes toward persons with disabilities (PWD), no known research has measured the association between spirituality and attitudes toward PWD. In this study, a sample of non-disabled undergraduate and graduate university students was surveyed to measure for possible association. Ratings of spiritual involvement and beliefs and intrinsic spirituality were examined in...
Show moreAlthough much research has been carried out to identify the demographic and psychological variables linked to distinctive attitudes toward persons with disabilities (PWD), no known research has measured the association between spirituality and attitudes toward PWD. In this study, a sample of non-disabled undergraduate and graduate university students was surveyed to measure for possible association. Ratings of spiritual involvement and beliefs and intrinsic spirituality were examined in relation to ratings in four attitudinal domains: inclusion, discrimination, gains, and prospects. Higher endorsement of spiritual involvement and beliefs was found to be significantly correlated with more favorable attitudes toward PWD for inclusion and prospects. Higher intrinsic spirituality was found to be significantly correlated with more favorable attitudes toward PWD for inclusion. A significant inverse association was also identified between higher intrinsic spirituality and more favorable attitudes toward PWD for gains. Differences in gender were also examined. Female students reported significantly more favorable attitudes toward PWD for prospects. Male students reported significantly more favorable attitudes toward PWD for discrimination and gains. Implications are discussed in light of the services provided to PWD by faith-based organizations.
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Date Issued: 2014
Identifier: FSU_migr_etd-8984
Format: Thesis

Title: Athlete Coping and the Influence of Coach Leadership Behaviors in Elite Figure Skaters.
Creator: Allen, Taylor Sonia, Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreAllen, Taylor Sonia, Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Athletes experience and cope with stressful performance situations throughout their careers. Many coping studies examine athletes’ self-reported coping strategies in past stressful events or ask athletes to report the types of coping strategies they utilized during non-specific stressful events (Crocker & Graham, 1995; Gould et al., 1993b; Gould et al., 1993c; Madden et al., 1989). Coping research is limited in that previous studies examined participants’ competitive stressor and reported...
Show moreAthletes experience and cope with stressful performance situations throughout their careers. Many coping studies examine athletes’ self-reported coping strategies in past stressful events or ask athletes to report the types of coping strategies they utilized during non-specific stressful events (Crocker & Graham, 1995; Gould et al., 1993b; Gould et al., 1993c; Madden et al., 1989). Coping research is limited in that previous studies examined participants’ competitive stressor and reported coping strategies in incomparable situations (Gaudreau et al., 2002; Gaudreau et al., 2001). Research demonstrates the importance of athlete perception of coach leadership behaviors on athlete outcomes in general, but is limited when specifically related to athlete coping (Chelladurai, 1984; Chelladurai, 1990; Chelladurai, 2007; Garland & Barry, 1988; Poczwardowski et al., 2002; Schliesman, 1987; Vallerand & Losier, 1999; Weiss & Friedrichs, 1986). The purpose of the proposed study was to examine the extent to which perceived coach leadership behaviors contributed to athlete coping strategies in sport-specific, stressful performance situations. Current and former senior level pairs and singles figure skaters completed the Multifactor Leadership Questionnaire to report perceived coach leadership behaviors (MLQ; Bass & Avolio, 2004). Each participant then read two sport-specific, stressful coping scenarios and completed the Modified COPE for each coping scenario, respectively, in order to examine the relationship between perceived coach leadership behaviors and athlete coping (MCOPE; Crocker, 1992). Findings from this study indicate that active leadership positively predicted problem-focused coping for scenario I, transactional and active leadership positively predicted problem-focused coping for scenario II, active and passive/avoidant leadership positively predicted emotion-focused coping for scenario II, and passive/avoidant leadership positively predicted avoidance coping for scenario II.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Allen_fsu_0071N_14106
Format: Thesis

Title: Athlete Transition: Effects of Coping on Self-Concept Clarity of NCAA Athletes.
Creator: Cologgi, Kimberly A. (Kimberly Ann), Chow, Graig Michael, Newman, Joshua I., Tenenbaum, Gershon, Conway, P. (Paul), Florida State University, College of Education, Department of...
Show moreCologgi, Kimberly A. (Kimberly Ann), Chow, Graig Michael, Newman, Joshua I., Tenenbaum, Gershon, Conway, P. (Paul), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Understanding athlete transition is a complex process which involves many subjective pieces. A review of previous literature on athletic career termination has shown that two of the most highly debated topics include athletes' specific reason for retirement (Cockerill 2004; Orlick & Sinclair 1993; Webb, Nasco, Riley, & Headrick 1998), and the coping techniques employed by athletes during their transition period (Coakley 1983; Grove, Lavallee, & Gordon, 1997; Lavallee 2005; Sinclair & Orlick,...
Show moreUnderstanding athlete transition is a complex process which involves many subjective pieces. A review of previous literature on athletic career termination has shown that two of the most highly debated topics include athletes' specific reason for retirement (Cockerill 2004; Orlick & Sinclair 1993; Webb, Nasco, Riley, & Headrick 1998), and the coping techniques employed by athletes during their transition period (Coakley 1983; Grove, Lavallee, & Gordon, 1997; Lavallee 2005; Sinclair & Orlick, 1993; Reynolds 1981). The purpose of this study was to examine important components involved in retirement from National Collegiate Athletic Association (NCAA) competitive athletics: self-concept clarity, athletic identity, willingness to retire, coping and overall life satisfaction. Self-concept clarity was conceptualized as the primary variable of focus because it tends to be internally consistent over time (Lodi-Smith & Roberts, 2010), and previous studies have shown that the effect of role exits and entries negatively predicts one's perceived self-concept clarity (Light & Visser, 2013). Participants were female (n=148) and male (n=89) former NCAA athletes from over 75 different Division I colleges and universities across the United States, ranging in age from 20 to 27 years old (M=22.47, SD=.837). They were to be no more than 12 months removed from their last NCAA game or practice, and the total number of months they were retired ranged from 1 to 12 months (M=7.77, SD= 2.1). Path analyses were used to determine which factors significantly contributed to self-concept clarity, and overall life satisfaction. Results revealed coping style, significantly mediated the relationship between athletic identity, willingness to retire, and self-concept clarity. Most importantly, emotion-focused coping lead to higher self-concept clarity for athletes during the transition process, and avoidance coping lead to a negative effect on athlete self-concept clarity.
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Date Issued: 2017
Identifier: FSU_2017SP_Cologgi_fsu_0071E_13694
Format: Thesis

Title: Athletic Participation and Its Effect on the Eating Behaviors of College Women.
Creator: Hanson, Lindsay, Pargman, David, Kamata, Akihito, Quadagno, David, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of this study was to investigate athletic participation and the development of disordered eating behaviors in women by comparing collegiate varsity athletes and the general university population on three variables: disordered eating behaviors and the associated psychological variables of body satisfaction and self-esteem. Further, possible differences between athletes who participate in sports in which a lean figure is conducive to success and sports in which a lean figure is not...
Show moreThe purpose of this study was to investigate athletic participation and the development of disordered eating behaviors in women by comparing collegiate varsity athletes and the general university population on three variables: disordered eating behaviors and the associated psychological variables of body satisfaction and self-esteem. Further, possible differences between athletes who participate in sports in which a lean figure is conducive to success and sports in which a lean figure is not conducive to success were also investigated for these three variables. As disordered eating includes many types of behavior, a disordered eating continuum was used to illustrate. Three existing inventories designed to measure eating behaviors, body satisfaction, and self-esteem, respectively, were distributed to college women at a Division I university in the southeastern United States. Chi-square analysis and analysis of variance were used to evaluate the collected data. The results indicated that athletes in this study did not report eating behaviors that were significantly different than the non-athletes, nor were there differences between the "lean" sport athletes and the "nonlean" sport athletes. On the variables of body satisfaction and self-esteem, there was no difference between the athletes and non-athletes in terms of self-esteem, however athletes reported significantly more satisfaction with their bodies. In comparing the "lean" sport athletes and "nonlean" sport athletes, there were no significant differences on the variables of body satisfaction and self-esteem. Finally, there was a significant difference between the body satisfaction and self-esteem scores of the "eating disordered" and "non eating disordered" groups; those who did report eating disordered behaviors had less body satisfaction and more self-esteem than those that did not.
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Date Issued: 2004
Identifier: FSU_migr_etd-4280
Format: Thesis

Title: Attention and Performance: When Does Choking under Pressure Occur and What Is the Debilitating Source?.
Creator: Reeves, Jennifer Lyn, Tenenbaum, Gershon, Baumeister, Roy, Kamata, Aki, Reynaud, Cecile, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The explicit monitoring theory proposes that pressure causes a performer to pay attention to and attempt to control the automaticity of a well-learned skill (Baumeister, 1984; Beilock & Carr, 2001; Lewis & Linder, 1997). For novice performers, focusing on the process is necessary and beneficial to performance; however, for expert performers, focusing on an automatic process results in choking under pressure, unless one is accustomed to performing under self-focused conditions (i.e., they have...
Show moreThe explicit monitoring theory proposes that pressure causes a performer to pay attention to and attempt to control the automaticity of a well-learned skill (Baumeister, 1984; Beilock & Carr, 2001; Lewis & Linder, 1997). For novice performers, focusing on the process is necessary and beneficial to performance; however, for expert performers, focusing on an automatic process results in choking under pressure, unless one is accustomed to performing under self-focused conditions (i.e., they have undergone self-consciousness training; Baumeister, 1984; Beilock & Carr, 2001; Reeves, Acharya, Lidor, & Tenenbaum, in review). Research on attention and performance has only looked at performance on a one-dimensional level (i.e., only looking at speed) and has failed to include all aspects of performance in one comprehensive study. Consequently, the purpose of the present study was threefold: (a) to determine when and where choking under pressure occurs, (b) to conclude whether performing in front of external evaluators or trying to meet a criterion induces greater performance pressure, resulting in performance decrements, and (c) to introduce a conceptual scheme of choking under pressure. Participants consisted of sub-elite and novice soccer players from Leon, Lincoln and Chiles High Schools. Participants were randomly assigned to one of four attentional focus conditions: internal, relevant (i.e., participants focused on their dribbling foot); internal, non-relevant (i.e., participants focused on their thoughts); external, relevant (i.e., participants focused on the soccer ball); and external, non-relevant (i.e., participants focused on crowd noise); while dribbling a soccer ball through a slalom course with their dominant and non-dominant feet, during low pressure, while trying to meet a criterion, and while performing in front of external evaluation. Results combined performance speed and accuracy to produce an overall measure of performance outcome (i.e., speed/accuracy tradeoff). The speed/accuracy tradeoffs exemplified an external attentional focus (i.e., focusing on crowd noise and the ball) to be most beneficial to sub-elite performance, while a relevant attentional focus (i.e., focusing on their foot and the ball) was most beneficial to novice performance. Furthermore, sub-elite participants were found to perform similarly to expert soccer players (rather than novices) regardless of attentional focus condition or task difficulty. So, when and where does choking under pressure occur? It appears that participants focusing internally on non-relevant aspects of performance (i.e., one's thoughts, or the arm in soccer) choke under pressure, regardless of expertise-level or task difficulty. In addition, expert and sub-elite participants choke under pressure while focusing internally, on relevant aspects of performance (i.e., foot in soccer, arm in a throwing task); while novices choke under pressure while focusing externally on non-relevant aspects of performance (i.e., crowd noise), regardless of task difficulty. Furthermore, it appears that performing in front of external evaluators induces greater performance decrements than trying to meet a criterion; i.e., external pressure was more debilitating to performance than internal pressure. These findings support the explicit monitoring theory of choking under pressure and expand the current literature on attention and performance. Future research needs to replicate the present study to include expert performers to ensure the reliability and validity of the conceptual scheme of choking presented in Figures 28a and 28b; and use this schema to design an intervention to prevent paradoxical performance effects, allowing all performers to reach their highest potential.
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Date Issued: 2005
Identifier: FSU_migr_etd-1906
Format: Thesis

Title: A Bayesian Hierarchical Mixture Approach to Model Timing Data with Application to Writing Assessment.
Creator: Li, Tingxuan, Almond, Russell George, Kim, Young-Suk, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Deane (2011) proposed a multi-layer cognitive writing model. The 2009 Cognitively Based Assessment of, for, and as learning (CBAL) Writing pilot assessment was designed to support that multi-layer model of writing. One of the features of the assessment was that the keystroke activity of students writing essays were logged to computer files. The preliminary analysis (Almond, et al., 2012) developed an algorithm to classify the pauses in writing based on the keystroke and suggested the...
Show moreDeane (2011) proposed a multi-layer cognitive writing model. The 2009 Cognitively Based Assessment of, for, and as learning (CBAL) Writing pilot assessment was designed to support that multi-layer model of writing. One of the features of the assessment was that the keystroke activity of students writing essays were logged to computer files. The preliminary analysis (Almond, et al., 2012) developed an algorithm to classify the pauses in writing based on the keystroke and suggested the distribution for pause events is a mixture of lognormal distribution. This early research was a promising effort to tie the mixture components to the layers in the multi-layer writing model. However, the preliminary analysis with sample size of 68 needed to be repeated with the large data set. Moreover, the data needed to be hierarchically modeled so that the data can fit mixture components when the number of pause events is small per essay. To address these problems, the first part of this thesis aims to fit the large data set (CBAL Writing pilot 2009) in a mixture of lognormal distribution. Then, a distributional analysis was carried out to evaluate the fit of the model to the data. The result confirms the preliminary analysis result. Namely, the two-component mixture model provides an adequate description of the data. The second part of the thesis aims to estimate mixture parameters by using the Bayesian hierarchical model suggested in the preliminary analysis (Almond, et al., 2012). In the Bayesian framework, the hierarchical model is useful when the number of observed pause events is small per essay. Therefore, the proposed model becomes a mixture of k univariate lognormal heteroscedastic components in the Bayesian hierarchical framework. The evaluation of Bayesian model implementation primarily requires the convergence of the Markov chain Monte Carlo (MCMC) sampler. Diagnostic tools were used to assess the convergence of the MCMC sampler. The results show that the MCMC sampler converged for both the two- and the three-component models.
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Date Issued: 2013
Identifier: FSU_migr_etd-8590
Format: Thesis

Title: Be a Performance Enhancement Consultant: Enhancing the Training of Student Sport Psychology Consultants Using Expert Models.
Creator: Tashman, Lauren S. (Lauren Saenz), Tenenbaum, Gershon, Burnett, Kathleen, Eccles, David, Eklund, Robert, Department of Educational Psychology and Learning Systems, Florida State...
Show moreTashman, Lauren S. (Lauren Saenz), Tenenbaum, Gershon, Burnett, Kathleen, Eccles, David, Eklund, Robert, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: Binder (1999) suggested that interactive, multimedia-training activities could be used to fill the gap between coursework and supervised practicum experiences. Consistent with this idea, the purpose of the present study was to evaluate a computer-training program that combines case-based instruction, self-evaluation, and models as feedback. Case-based instruction gives learners practice with applying their knowledge in real-world situations (Mayo, 2002), situating the learning in the context...
Show moreBinder (1999) suggested that interactive, multimedia-training activities could be used to fill the gap between coursework and supervised practicum experiences. Consistent with this idea, the purpose of the present study was to evaluate a computer-training program that combines case-based instruction, self-evaluation, and models as feedback. Case-based instruction gives learners practice with applying their knowledge in real-world situations (Mayo, 2002), situating the learning in the context in which it will be used (Williams, 1992). Thus, learners become more flexible and effective in transferring and applying their knowledge in a variety of situations, and are better able to build adaptive expertise. Adaptive experts are more effectively able to think and act flexibly and appropriately, handle uncertainty, and build understandings for new experiences (Fazey, Fazey, & Fazey, 2005). Thirty-four sport psychology graduate students participated in the study, and responded to four sets of two performance-consulting scenarios. Participants outlined for each scenario the additional information they would want in the situation, and how they might handle the situation. Half of the participants then viewed other sport psychology graduate students' responses, while the other half viewed experienced professionals' responses. Participants were also assessed on their self-efficacy before and after viewing the models and ratings of comparisons with the models. Participants were subsequently asked to comment on the usefulness of the program and the models. The results of the study provided only limited support for the idea that viewing experienced professionals' models would be more beneficial to learning, though there was evidence of potential trends for their usefulness, particularly with respect to the participants' written responses. This is important given that individuals with more knowledge in a domain have more elaborate mental representations, which over time enable them to develop situation awareness and adaptive expertise, resulting in more flexible and effective application of their knowledge to a wide variety of situations (Berliner, 1994; Endsley, 1995; Ericsson, 2003; Glaser, 1987; Hatano & Inagaki, 2005; Tan, 1997). Self-efficacy ratings overall did not depend on which models were viewed, but rather may be based on the previous backgrounds and experiences of the participants. Model comparison ratings also did not depend on which models were viewed, which may be due to the design of the program rather than an indication of a lack of learning. However, the results highlighted a potential trend that participants in the novice feedback group rated their responses as more comparable to the models than did participants in the expert feedback group. Overall, participants indicated that the program would be a useful addition to performance consulting training, and stated that the models, regardless of level, were a beneficial aspect of the program. Suggestions for modifications to the program are discussed in order to further enhance the usefulness of the program. The process of sport psychology practice in the real world is not widely discussed in the field (Anderson, 2000), and learning activities need to be made available to students so that they can practice providing services to clients (Silva, Conroy, & Zizzi, 1999; Tod, Marchant, & Anderson, 2007). Therefore, the usefulness of this computer program is that it provides quality practice opportunities for graduate students in sport psychology to test out their skills, view the processes of how others approach consulting situations, and engage in reflective practice to become more self-aware and competent practitioners.
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Date Issued: 2010
Identifier: FSU_migr_etd-1683
Format: Thesis

Title: The Beneficial Role of External Focus: Common-Coding or Attunement to Affordances?.
Creator: Land, William Marshall, Tenenbaum, Gershon, Ward, Paul, Eklund, Robert, Eccles, David, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: In recent years, a considerable amount of research has been conducted to delineate the effects of attentional focus on task performance (e.g., Wulf, 2007a). From this research, external focus has been shown to be beneficial to both motor learning and performance. Less clear, however, are the mechanisms through which external focus benefits performance (Poolton, Maxwell, Masters, & Raab, 2006). Traditionally, an information-processing perspective (e.g., common-coding theory) has suggested that...
Show moreIn recent years, a considerable amount of research has been conducted to delineate the effects of attentional focus on task performance (e.g., Wulf, 2007a). From this research, external focus has been shown to be beneficial to both motor learning and performance. Less clear, however, are the mechanisms through which external focus benefits performance (Poolton, Maxwell, Masters, & Raab, 2006). Traditionally, an information-processing perspective (e.g., common-coding theory) has suggested that external focus facilitates performance by triggering associated sensorimotor representations responsible for motor production (Wulf & Prinz, 2001). More recently, however, a constraints-led perspective has suggested that external focus aids performance by strengthening action-perception coupling through facilitating attunement to environmental affordances (Davids, Button, & Bennet, 2008). Consequently, the purpose of the present study was to delineate between a common-coding account and a constraints-led perspective regarding the beneficial role of external focus of attention. More specifically, the extent to which visual information underpins the advantage of external focus was examined. The study examined skilled golfers (n = 30) on a putting task under one of three attentional focus conditions (control, irrelevant, and external). Additionally, participants performed under full and occluded vision. Putting performance was measured via both outcome- and process-oriented approaches. Results from the present study indicated that visual information did not mediate the extent to which external focus impacted performance. Regardless of the availability of visual information, performance during external focus resulted in a greater number of successful putts. Furthermore, analyses of movement trajectory variability indicated that the degree of variability reduced from the start of the forward swing to the point of contact. Variability during external focus resulted in moderate levels of variability compared to the control and irrelevant focus conditions. Overall, results lend support to a common-coding account of external focus.
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Date Issued: 2010
Identifier: FSU_migr_etd-3302
Format: Thesis

Title: The Business of Informal Learning: A Survey of Instructional Design and Performance Improvement Practitioners.
Creator: Moore, Alison L. (Alison Lindsey), Klein, James D., McDowell, Stephen D., Dennen, Vanessa P., Reiser, Robert A., Florida State University, College of Education, Department of...
Show moreMoore, Alison L. (Alison Lindsey), Klein, James D., McDowell, Stephen D., Dennen, Vanessa P., Reiser, Robert A., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Professionals engaged in work continuously confront situations and tasks that require the acquisition of new knowledge and skills. The workplace has been acknowledged as an environment rife with learning opportunities; employees continually construct and apply knowledge within an authentic context (Billet, 1995). Both formal and informal learning contribute to workplace learning (Brockman & Dirkx, 2006; Choi & Jacobs, 2011; Ellinger, 2005). Frequently required, devised, and implemented by...
Show moreProfessionals engaged in work continuously confront situations and tasks that require the acquisition of new knowledge and skills. The workplace has been acknowledged as an environment rife with learning opportunities; employees continually construct and apply knowledge within an authentic context (Billet, 1995). Both formal and informal learning contribute to workplace learning (Brockman & Dirkx, 2006; Choi & Jacobs, 2011; Ellinger, 2005). Frequently required, devised, and implemented by organizations, formal training programs involve structured and intentional learning. Informal learning, however, entails individuals seeking and engaging in unstructured, learner-directed, and sometimes spontaneous activities to gain tacit or explicit knowledge and experience (Dennen & Wang, 2002; Jacobs & Park, 2009; Marsick & Volpe, 1999). Although workplace learning consists of both formal and informal learning, the majority of learning that occurs in the workplace is informal, rather than formal (Ellinger, 2005; Lohman, 2000; Marsick & Watkins, 2001). Informal learning is so prevalent in the workplace that the reported ratio of formal to informal learning highly favors informal, sometimes as steeply at 10 to 90 percent (Cross, 2013; Lohman, 2003; Marsick & Watkins, 1990). Within the workplace, the discipline of instructional design and performance improvement (ID/PI) focuses on supporting professionals’ learning and performance needs. As a result, the majority of organizational resources devoted to learning are allocated to more formal means, such as training and workshops (Ellinger, 2005; Lohman, 2000; Marsick & Watkins, 2001). Given that the majority of learning among employees is more informal than formal in nature, and also that the role of ID/PI practitioners is to ensure support of those employees, an interesting connection between ID/PI and informal workplace learning appears (Klein & Moore, 2016). However, despite the exciting potential of this intersection, the connection between ID/PI practitioners and informal learning has not received much attention from researchers. Only two empirical studies have intersected the fields of ID/PI and informal learning, and both have done so by addressing the informal workplace learning of ID/PI practitioners. Berg and Chyung (2008) focused on the informal workplace learning of performance improvement professionals, but did not explain why they chose this population or how this group of practitioners may utilize informal learning strategies to support their clients. More recently, Yanchar and Hawkley (2014) explored the informal learning that occurred during design work among an ID/PI team, but again did not explore if the team incorporated informal learning into the services provided to clients. The purpose of this study was to investigate the perception of informal learning strategies among ID/PI practitioners on two levels: the practitioner (professionals facilitating informal learning) and the organization (an entity supporting informal learning among employees). Four research questions, aligning with the two levels of inquiry, guided this study: A. The practitioner: Research Question 1: What types of informal learning activities do ID/PI practitioners facilitate in their organization? Research Question 2: How do ID/PI practitioners facilitate informal learning in their organization? B. The organization: Research Question 3: What environmental factors do organizations provide to facilitate informal learning? Research Question 4: How do organizations facilitate informal learning among their employees? The two-part study consisted of an online survey and follow-up interviews with current ID/PI practitioners. Respondents to the survey included 385 practitioners (37% men, n=143; 64% women, n=241), of which 20 volunteers participated in 1-on-1 interviews. The results indicated that ID/PI practitioners predominantly engage in informal learning activities in order to facilitate informal learning among others. More specifically, both survey and interview data revealed that practitioners often share knowledge to do so (e.g., read a useful article online and forward the link via email to others). Results also indicated that organizations facilitate informal learning among employees through the internal culture, physical workspace, and resources and tools. For example, regarding the physical workspace, a workplace with open architectural features that encourage employee interaction (shared desks, low cubicle partitions, or common lounge areas) is conducive to informal learning. As proponents of learning, ID/PI practitioners may leverage organizations’ environmental factors to facilitate informal learning among employees, thus increasing performance.
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Date Issued: 2016
Identifier: FSU_FA2016_Moore_fsu_0071E_13493
Format: Thesis

Title: Can Playing a Video Game Foster Computational Thinking Skills?.
Creator: Zhao, Weinan, Shute, Valerie J. (Valerie Jean), Dennis, Lawrence Carl, Reiser, Robert A., Ke, Fengfeng, Almond, Russell G., Florida State University, College of Education,...
Show moreZhao, Weinan, Shute, Valerie J. (Valerie Jean), Dennis, Lawrence Carl, Reiser, Robert A., Ke, Fengfeng, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Computational thinking is increasingly recognized as an important skill set to learn for people living in the 21st century, and the middle school years comprise a critical stage to introduce children to computational thinking. Video game based learning is a promising way to foster computational thinking among middle school students, however, it is relatively less researched compared to other methods. In this dissertation study, I evaluated the effectiveness of a video game Penguin Go on...
Show moreComputational thinking is increasingly recognized as an important skill set to learn for people living in the 21st century, and the middle school years comprise a critical stage to introduce children to computational thinking. Video game based learning is a promising way to foster computational thinking among middle school students, however, it is relatively less researched compared to other methods. In this dissertation study, I evaluated the effectiveness of a video game Penguin Go on developing middle school students’ computational thinking skills, as well as on improving their attitudes toward computer science. I designed Penguin Go to cover the core components of computational thinking, including problem decomposition, abstraction, algorithmic thinking, conditional logic, iterative thinking, and debugging. I implemented the game based on Blockly, a block-based programming language. The game was evaluated with 43 middle school students during two weeks. In addition to the overall effectiveness of the game, I aimed to investigate the impact of a specific game feature—constraints on the number of blocks in a solution—on both students’ computational thinking skills and their attitudes toward computer science. Results showed that after playing Penguin Go for less than two hours, students’ computational thinking skills improved significantly, however, the additional constraints did not generate a significant impact on learning gains. Also, the game did not bring about significant attitudinal changes among students. The additional constraints, however, resulted in a significant negative change in students attitudes toward computer science. Implications of the findings and possible directions for future research regarding using these types of games to foster computational thinking are discussed.
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Date Issued: 2017
Identifier: FSU_FALL2017_Zhao_fsu_0071E_14222
Format: Thesis

Title: Can Self-Esteem Protect Against Negative Ramifications of Self-Objectification in Men and Women?.
Creator: Dobersek, Urska, Turner, Jeannine Ellen, Eklund, Robert C. (Robert Charles), Hull, Elaine M., Yang, Yanyun, Schrader, Linda Bethe, Paek, Insu, Florida State University, College...
Show moreDobersek, Urska, Turner, Jeannine Ellen, Eklund, Robert C. (Robert Charles), Hull, Elaine M., Yang, Yanyun, Schrader, Linda Bethe, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purpose of this study was to test whether or not increased self-esteem can protect against negative consequences of self-objectification. Specifically, a quasi-experimental design, utilizing self-esteem and self-objectification manipulation, was employed to test the extent to which self-esteem can serve as a buffer against negative emotions (e.g., shame), negative appearance evaluation, an appearance orientation, and decreased cognitive performance among males (n = 138) and females (n =...
Show moreThe purpose of this study was to test whether or not increased self-esteem can protect against negative consequences of self-objectification. Specifically, a quasi-experimental design, utilizing self-esteem and self-objectification manipulation, was employed to test the extent to which self-esteem can serve as a buffer against negative emotions (e.g., shame), negative appearance evaluation, an appearance orientation, and decreased cognitive performance among males (n = 138) and females (n = 132). Participants (n = 270) were physically active individuals with a mean age of 24.22 years (SD = 8). State self-esteem was manipulated by providing false feedback about their facial appearance and having students write a short essay about their favorite or least favorite body parts. State self-objectification was manipulated by having participants wear tight or baggy clothes, while looking at themselves in a mirror. Findings showed main effects for appearance evaluation and appearance orientation, such that females were more satisfied with their appearance than males, and males placed more importance on their physical appearance compared to females. Although none of the interaction effects for state self-objectification were significant, some approached statistical significance. The interactions for state self-objectification included (1) gender and self-esteem manipulation, and (2) gender and self-esteem manipulation and state self-objectification manipulation. Interaction effects of state shame and appearance evaluation of gender and self-objectification were also significant. Although the findings of the present study are mixed on many accounts, they present numerous venues for future research to examine the nature of self-objectification experiences within/between males and females.
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Date Issued: 2014
Identifier: FSU_migr_etd-9167
Format: Thesis

Title: The Career Decision Making Experiences of College Students in the Visual Arts.
Creator: Cooley, Jill A. (Jill Allison), Sampson, James P., Padavic, Irene, Peterson, Gary W., Reardon, Robert C., Department of Educational Psychology and Learning Systems, Florida...
Show moreCooley, Jill A. (Jill Allison), Sampson, James P., Padavic, Irene, Peterson, Gary W., Reardon, Robert C., Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: Over the past several decades, job opportunities in the arts have decreased, while the number of college students pursuing majors in the arts has increased. In addition to the difficulty artists' face, college students encounter major developmental changes which impact their career decisions. While much research has been dedicated to college student development and career decision making, little is known about these elements as they relate to college students who major in the arts. The...
Show moreOver the past several decades, job opportunities in the arts have decreased, while the number of college students pursuing majors in the arts has increased. In addition to the difficulty artists' face, college students encounter major developmental changes which impact their career decisions. While much research has been dedicated to college student development and career decision making, little is known about these elements as they relate to college students who major in the arts. The discrepancy between the number of jobs in the arts, and the number of college students pursuing the arts, has important implications for career services. The lack of information about college students in the arts can hinder career development professionals' ability to provide the most relevant services to these students. The present study focuses on college students in the visual arts. The purpose of this qualitative study was to explore and gain a deeper understanding of the career decision making experiences of college students who pursue a major in the visual arts. The phenomenological perspective provided a framework for data collection and analysis. In-depth, semi-structured interviews were conducted with eight participants who were pursuing college majors in the visual arts. At the time of the interviews four participants were entering the major and four were preparing to graduate. These two groups were selected in order to gain understanding about the perspective of students at different points in their college experience. Through data analysis, nine common themes were identified and grouped according specific experiences, difficulties and challenges, and perceived benefits associated with their career decision making. The nine themes are: 1) Childhood artistic/creative development; 2) Teachers and mentors; 3) Being part of a creative community; 4) Considering a career path without art; 5) Parental influence; 6) Support/resources; 7) Congruence with identity; 8) Motivated by challenges; and 9) Making a contribution. The common experience expressed by participants was that their decision to pursue a major and career in the visual arts was challenging, but also very rewarding. This study provides important information about the career decision making experiences and needs of college students in the visual arts. Additionally, differences between students entering the major and those preparing to graduate provide information about their experience at different stages of their development. The findings of this study have implications for future research, and the design and implementation of career services for college students in the visual arts.
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Date Issued: 2007
Identifier: FSU_migr_etd-3416
Format: Thesis

Title: Career Indecision, Negative Career Thoughts, and Vocational Interest Structure of First-Generation and Other College Students.
Creator: Hartley, Sarah Lucas, Sampson, James P., Goldsmith, Elizabeth, Reardon, Robert C., Peterson, Gary W., Department of Educational Psychology and Learning Systems, Florida State...
Show moreHartley, Sarah Lucas, Sampson, James P., Goldsmith, Elizabeth, Reardon, Robert C., Peterson, Gary W., Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: This study examined career indecision, negative career thoughts, and vocational interest structure of first-generation and other college students. First-generation college students (FGCS) are those students whose parents or guardians did not attend college. Research has shown that these individuals are less academically prepared for college, have more difficulty acclimating to the college environment (Choy, 2001), and are more at risk for not completing a degree, with higher attrition rates...
Show moreThis study examined career indecision, negative career thoughts, and vocational interest structure of first-generation and other college students. First-generation college students (FGCS) are those students whose parents or guardians did not attend college. Research has shown that these individuals are less academically prepared for college, have more difficulty acclimating to the college environment (Choy, 2001), and are more at risk for not completing a degree, with higher attrition rates than other students (Ishitani, 2006). Career and personal motivation can predict college adjustment and persistence for FGCS (Dennis et al., 2005); therefore, career problem solving and decision making is an important task for these individuals. The process of career decision making of college students has been a popular area of research, including career indecision, negative career thoughts, and Holland's structure of career interests. Being undecided affects individuals' career decision-making abilities and may influence their thinking about the career decision-making process (Saunders et al., 2000). Negative career thoughts have been correlated with anxiety (Newman et al., 1989), depression (Saunders, Sampson, Peterson, & Reardon, 2000), and self-worth (Judge & Locke, 1993). Screening for negative career thoughts and being able to address these cognitions with clients may lead to better well-being and success in college. John Holland (1997) has written about a set of primary and secondary constructs that allow career professionals to assess an individual's readiness for making a career decision (Reardon & Lenz, 1999) and supply counselors with additional tools for working with clients. In university student populations, low differentiation may impair one's ability to choose a field of interest (Holland, Gottfredson, & Nafziger, 1975), high coherence may improve prediction of future occupation (Holland, Gottfredson, & Baker, 1990), and high consistency may lead to higher rates of college persistence (Wiley & Magoon, 1982). The U.S. Census Bureau (2000) reported that, in 1999, those with a high school diploma received an average salary of $27,351, individuals with some college received an average salary of $31,988, and workers with college degrees made an average salary of $42,877. Therefore, FGCS are more likely to earn less in their lifetime because of their lower graduation rates. Post-graduation, these differences disappear. First-generation and other college graduates have similar employment rates and appear to make comparable salaries after receiving a bachelor's degree (Nunez & Cuccaro-Alamin, 1998). With the increase in numbers of first-generation college students entering universities (Hudson, Kienzl, & Diehl, 2007), research on the career processes of these students is warranted. The following research questions were identified for this study: 1. What differences exist between first-generation college students and other students enrolled in a career planning course in terms of career indecision, negative career thoughts, and structure of vocational interests? 2. Does first-generation college student status contribute to career indecision, negative career thoughts, and structure of vocational interests among college students enrolled in a career planning course? 3. What is the relationship between first-generation college student status and career decision state? To answer these questions, data were analyzed from 243 undergraduate students enrolled in a career planning course. Participants completed the Occupational Alternatives Question to measure career indecision, the Career Thoughts Inventory to assess for negative career thoughts, and the Self-Directed Search to determine vocational interest structure. A multivariate analysis of variance (MANOVA) was utilized to test the first research question, with no significant differences emerging between first-generation college students and other students. To examine the second research question, a hierarchical multiple regression was performed to determine the unique contribution of first-generation college student status in explaining variance in each dependent variable. This regression resulted in first-generation college student status accounting for no significant variance on any dependent variables. To test the third question, a MANOVA was conducted with two levels of independent variables (first-generation and other) and two dependent variables (OAQ and Satisfaction with Choice). This analysis also resulted in no significant differences between the two groups. A discussion of the findings, limitations of the study, and implications for research are presented. Recommendations for future research are many, as the results of this exploratory study are limited in their scope of generalizability and there is a wealth of additional research that can be conducted in order to further the knowledge of this specific population of college students.
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Date Issued: 2009
Identifier: FSU_migr_etd-4223
Format: Thesis

Title: Causal Ascriptions and Emotional Attachments: Distance Runners' Perspectives.
Creator: Ormsby, Peter D., Tenenbaum, Gershon, Pargman, David, Losh, Susan, Kent, Aubrey, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Previous research by Biddle (1994) has shown that a great deal of attributional research has focused on athlete's performance outcomes, while only few investigations were aimed toward athlete's responses during athletic competition. In this line, Botterill and Brown (2002) suggested that athletes, and their coaches, have a weak understanding of both the nature and function of emotions experienced during competition. Therefore, performance attributions and their corresponding emotions...
Show morePrevious research by Biddle (1994) has shown that a great deal of attributional research has focused on athlete's performance outcomes, while only few investigations were aimed toward athlete's responses during athletic competition. In this line, Botterill and Brown (2002) suggested that athletes, and their coaches, have a weak understanding of both the nature and function of emotions experienced during competition. Therefore, performance attributions and their corresponding emotions compromise two viable areas of investigation of an athlete's competitive experience. The current study was the first to take an active (i.e., investigate real- time emotions and attributions) opposed to the traditional post-event, outcome-centered protocol investigating the attribution-affect performance linkage. Although competing under like conditions on the same courses during the season, athletes (n= 7) demonstrated subtle individual and gender-based similarities (e.g., number of identified phases) and differences (e.g., perceptions of outcome) with respect to subjectively identified performance phases (i.e., positive, positive-flat, negative, & negative flat). Positive and positive-flat performance phases elicited significantly stronger affective (i.e., arousal & pleasantness) responses than did negatively-associated phases. In addition, participants assumed greater responsibility for their performance outcomes (i.e., positive or negatively associated phases) through increased internal control and locus, while eliciting lower stability, and external control attributions; with male participants eliciting higher attributional ratings than females. Further analysis identified affect-related individualized performance zones (APZ's) and linked it to performance related attributions given by athletes, providing beneficial information for both the athlete and coach alike by forming an optimal individualized competitive profile. The research introduces an innovative process-oriented method for studying the performance-affect-attribution linkage.
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Date Issued: 2006
Identifier: FSU_migr_etd-2360
Format: Thesis

Title: Change Management in Business: An Empirical Investigation of Practitioner Competencies.
Creator: Jun, Hye in, Klein, James D., Lamont, Bruce T., Driscoll, Marcy Perkins, Sampson, James P., Florida State University, College of Education, Department of Educational Psychology...
Show moreJun, Hye in, Klein, James D., Lamont, Bruce T., Driscoll, Marcy Perkins, Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: We live in a world that requires us to adapt to change rapidly in both professional and personal settings (Lorenzi & Riley, 2000; Murthy, 2007). For many businesses, change is a way to survive in a competitive market. Businesses must react quickly in order to remain competitive and overcome challenges in a volatile environment. One way to react effectively is to engage Change Management methodology in the organization. The purpose of the study was to help strengthen and validate competencies...
Show moreWe live in a world that requires us to adapt to change rapidly in both professional and personal settings (Lorenzi & Riley, 2000; Murthy, 2007). For many businesses, change is a way to survive in a competitive market. Businesses must react quickly in order to remain competitive and overcome challenges in a volatile environment. One way to react effectively is to engage Change Management methodology in the organization. The purpose of the study was to help strengthen and validate competencies developed by ACMP and determine which ones are most critical by collecting survey responses from Change Management practitioners. These members helped to identify the five most critical competencies that employers should actively seek among candidates and for colleges to better prepare students for the job market. The five competencies were Identify sponsors supporting and accountable for the change, Define the change, Determine why the change is required, Identify stakeholders affected by the change, and Execute, manage, and monitor implementation of change management plan. Findings revealed that four out of five top rated competencies were from the first category Evaluate change impact and organizational readiness. One explanation is that the vast majority of the top competencies found in the first category determine the likelihood of success of a project, therefore Change Management practitioners placed importance towards the first category.
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Date Issued: 2017
Identifier: FSU_2017SP_Jun_fsu_0071E_13710
Format: Thesis

Title: Changes in Affect, Self-Efficacy, Motivation and Performance Among Participants in a Boring and Challenging Task.
Creator: Shapiro, Brett S., Tenenbaum, Gershon, Sampson, James, Proctor, Briley, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The present study examined Reversal theory (RT), which explains the personality and motivations of individuals as they engage in activity or competition. RT is concerned with two metamotivational states, the telic state and the paratelic state. In a telic state, an individual is said to be serious-minded, non-playful, and adhering to less challenging activity while in a paratelic state individuals are playful in nature, spontaneous, and not serious-minded. Prior RT research has focused on...
Show moreThe present study examined Reversal theory (RT), which explains the personality and motivations of individuals as they engage in activity or competition. RT is concerned with two metamotivational states, the telic state and the paratelic state. In a telic state, an individual is said to be serious-minded, non-playful, and adhering to less challenging activity while in a paratelic state individuals are playful in nature, spontaneous, and not serious-minded. Prior RT research has focused on athlete's preference for risky or safe sports based on their specific metamotivational dominance. The present research builds on past research by looking at one's metamotivational dominance, self-efficacy, motivation, and affect (i.e., arousal and pleasure) in relationship to two non-athletic tasks (i.e., circling vowels and completing puzzles). It was hypothesized that telic individuals would perform better and have higher self-efficacy, motivation, and affect in the task of circling vowels and that the paratelic individuals would perform better and have higher self-efficacy, motivation, and affect in the task of completing puzzles. Ninety-five participants completed the Sensation Seeking Scale-V (Zuckerman, 1979), and based on the results a final sample of 32 participants who met telic and paratelic characteristics were asked to participate in the study. Participants completed two different tasks: circling vowels (i.e., a boring task) and completing puzzles (i.e., a challenging task). Results indicated that with regards to the boring and challenging task, the hypotheses for task performance and affect were in the expected hypothesized direction, however, the hypotheses for self-efficacy and motivation were not supported. It is essential for future research to explore the following: (1) It should examine differences between telic and paratelic individuals under conditions which vary in complexity, excitation, and challenge, and identify tasks that truly differentiate telic from paratelic individuals; (2) it should develop better measurement tools for eliciting more reliable measures of metamotivational dominance and hedonic tone; and (3) it should focus on tasks that are better categorized and specified.
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Date Issued: 2006
Identifier: FSU_migr_etd-1794
Format: Thesis

Title: Charter School Board Characteristics, Composition and Practices and Charter School Outcomes: An Organizational Effectiveness Approach to Evaluating and Understanding Charter Schools.
Creator: Frazier, Bernita Maria, Schrader, Linda, Driscoll, Marcy, Berry, Francis, Turner, Jeanine, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Charter schools are "autonomous, publicly funded entities that operate on the basis of a contract between the individual and/or group (e.g., teachers, parents, others) which organizes the school and a sponsor (typically local or state education boards or districts)" (Lavine, 1994, p. 8). Charter schools are responsible to sponsors for their performance, and organizers are held accountable if the specified outcomes are not achieved. However, charter school board accountability continues to be...
Show moreCharter schools are "autonomous, publicly funded entities that operate on the basis of a contract between the individual and/or group (e.g., teachers, parents, others) which organizes the school and a sponsor (typically local or state education boards or districts)" (Lavine, 1994, p. 8). Charter schools are responsible to sponsors for their performance, and organizers are held accountable if the specified outcomes are not achieved. However, charter school board accountability continues to be a problem in charter schools in part because sponsors and boards are making up the rules as they go along. Since their inception in 1991, many charter schools have closed due to administrative and fiscal oversights (Center for Education Reform, 2002). These oversights have focused attention on the capacity of charter school boards to successfully govern their schools. This focus is important because boards have been generally overlooked in charter school research. The primary focus of charter school research over the years has been on the academic achievement of students attending charter schools. However, research indicates charter school students perform no better academically than their public school counterparts (Nelson, Rosenberg & Van Meter, 2004). The acute attention on academic achievement in charter schools misses an opportunity to examine charter school inputs and processes that produce outcomes. As nonprofit organizations, charter school boards are ultimately responsible for outcomes, and as an important input into charter schools, new attention to who they are and what they do is both important and timely. This research describes the characteristics, composition and practices of charter school boards. It also examines the relationships among the characteristics, composition, and practices of charter school boards of directors and the general success of charter schools achieving academic performance. The findings reveal that age and professional diversity of charter school board members positively impact charter schools' effectiveness achieving academic outcomes. However, the communication skills of charter school boards are poor. Charter school boards are also participating in activities and practices, such as education and training and the use of agendas and committees, generally associated with effective board governance. Overall, examining charter school boards provides much needed insight into charter school governance and presents an opportunity to improve charter school accountability.
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Date Issued: 2011
Identifier: FSU_migr_etd-4842
Format: Thesis

Title: Child Behavior Checklist Behavioral Profiles of Children with Autism Spectrum Disorders.
Creator: Giovingo, Lauren Kathleen, Proctor, Briley E., Wetherby, Amy M., Prevatt, Frances E., Rollin, Stephen A., Department of Educational Psychology and Learning Systems, Florida...
Show moreGiovingo, Lauren Kathleen, Proctor, Briley E., Wetherby, Amy M., Prevatt, Frances E., Rollin, Stephen A., Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: Behavior checklists have been utilized by psychologists since the early 1900's and continue to play integral roles in the screening and monitoring of behavior based disorders (Achenbach & Rescorla, 2001). The Achenbach System of Empirically Based Assessment - Child Behavior Checklist (CBCL) is one of the few widely used broad-based behavior rating scales that have excellent psychometric properties (Achenbach & Rescorla, 2001). Recent research has focused on the CBCL's ability to screen for...
Show moreBehavior checklists have been utilized by psychologists since the early 1900's and continue to play integral roles in the screening and monitoring of behavior based disorders (Achenbach & Rescorla, 2001). The Achenbach System of Empirically Based Assessment - Child Behavior Checklist (CBCL) is one of the few widely used broad-based behavior rating scales that have excellent psychometric properties (Achenbach & Rescorla, 2001). Recent research has focused on the CBCL's ability to screen for behaviors associated with autism spectrum disorders (ASD; Bolte, Dickhunt, & Poustka., 1999; Duarte, Bordin, Oliveira, & Bird, 2003; Rescorla, 1988, Sikora, et al, 2008). A combination of increasing rates of ASD and the need for earlier identification has created an urgency to find broadband screening tools that identify accurately this group of individuals since ASD-specific screening tools are not readily available. Therefore, the purpose of this study was to determine if patterns of normative strengths and weaknesses on the subscales of the CBCL are similar for individuals with ASD, nonASD controls, and those clinic-referred for behavior disorders. Profile analysis was used to compare the behaviors of (a) individuals with ASD to their normal controls, and (b) individuals with ASD to individuals clinic-referred for behavior difficulties. Results revealed that individuals with ASD displayed significantly higher scores on seven out of the eight CBCL subscales when compared to their nonASD controls. When compared to individuals clinic-referred for behavior difficulties, the ASD group displayed significantly higher scores on two of the CBCL areas. These findings support the use of the CBCL as a screening tool. Implications and conclusions are discussed and areas for future research are provided.
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Date Issued: 2009
Identifier: FSU_migr_etd-4275
Format: Thesis

Title: Client Motivation, Working Alliance and the Use of Homework in Psychotherapy.
Creator: Franco, Candice M., Lampropoulos, Georgios, Panton, Lynn, Sampson, James P., Eklund, Robert, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study examined a preliminary model of client, therapist and process factors in relation to psychotherapy outcome. These factors included client motivation, homework compliance, therapist homework delivery behaviors and working alliance. Self-determination theory (Deci & Ryan, 2000; 2002) was used to examine qualitative differences in autonomous and controlled forms of client motivation. Data were collected from 147 participants receiving individual counseling at 1 of 3 university...
Show moreThis study examined a preliminary model of client, therapist and process factors in relation to psychotherapy outcome. These factors included client motivation, homework compliance, therapist homework delivery behaviors and working alliance. Self-determination theory (Deci & Ryan, 2000; 2002) was used to examine qualitative differences in autonomous and controlled forms of client motivation. Data were collected from 147 participants receiving individual counseling at 1 of 3 university counseling centers in the United States. Participants completed an online survey which consisted of 6 questionnaires. Structural equation modeling with maximum likelihood estimation was used to estimate model parameters. Multiple fit indices were examined in order to assess overall fit and the preliminary model was respecified twice. Examination of the path coefficients revealed that 3 of the hypothesized relationships were not significant. Neither autonomous nor controlled motivation significantly predicted outcome, and working alliance did not significantly predict homework compliance. A significant relationship emerged which was not originally hypothesized: therapist homework delivery behaviors significantly predicted working alliance. Working alliance emerged as a strong mediator of autonomous motivation, controlled motivation, and therapist homework delivery behaviors in relation to psychotherapy outcome. Homework compliance significantly mediated the relationship between controlled motivation and psychotherapy outcome. Five indirect effects and 2 direct effects were reported, thus the final model was a strongly mediated model which accounted for 52% of the variance in treatment outcome. Overall, results indicated that qualitative differences in client motivation may influence psychotherapy process and outcome variables, and that working alliance and homework compliance are significant mediators of both client and therapist factors.
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Date Issued: 2012
Identifier: FSU_migr_etd-4840
Format: Thesis

Title: The Coaching Experience in Charitable Cause-Based Endurance Training Programs: A Self-Determination Theory Perspective.
Creator: Jeffery, Karin Ann, Becker, Betsy Jane, Eklund, Robert C. (Robert Charles), Kelley, Colleen M., Tenenbaum, Gershon, Almond, Russell G., Florida State University, College of...
Show moreJeffery, Karin Ann, Becker, Betsy Jane, Eklund, Robert C. (Robert Charles), Kelley, Colleen M., Tenenbaum, Gershon, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purpose of this study was to examine the coaching experience in charitable cause-based endurance training programs, in which participants receive coaching to complete a marathon or similar endurance athletic event in return for raising funds for a charitable cause. In particular, the purpose of this study was to investigate the nature and extent of coach burnout in this setting, and their correlated factors. Male and female coaches (n = 150) from six different endurance sports...
Show moreThe purpose of this study was to examine the coaching experience in charitable cause-based endurance training programs, in which participants receive coaching to complete a marathon or similar endurance athletic event in return for raising funds for a charitable cause. In particular, the purpose of this study was to investigate the nature and extent of coach burnout in this setting, and their correlated factors. Male and female coaches (n = 150) from six different endurance sports participated in this study. Their average reported age was 50.94 years (SD = 10.01) and their average years of coaching in the charitable setting was 6.76 (SD = 4.77). They completed four questionnaires: a demographic questionnaire, the Areas of Worklife Survey (Leiter & Maslach, 1999), the Basic Psychological Need Satisfaction scale (Deci & Ryan, 2000; Deci, Ryan, Gagné, Leone, Usunov, & Kornazheva, 2001), and the Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996). Items in these last three questionnaires were modified, with permission, to more specifically reflect the charitable coaching setting. Path analyses indicated that basic needs played a relatively minor mediating role between worklife satisfaction and burnout, compared with the direct effects of both the AWS and BPN dimensions. In particular, BPN emerged as an important direct predictor of burnout rather than a mediator. This study was, to my knowledge, the first to examine the coaching experience in the charitable setting. It was also the first to present a model of the coaching experience that combined two separate lines of research: worklife satisfaction in relation to burnout, and the satisfaction of basic psychological needs as presented in self-determination theory. It is hoped that this model will have applications to coaching in other settings, as well as to other areas in sport and exercise psychology. In addition, this is one of the few studies to examine any aspect of the charitable cause-based endurance training phenomenon, despite the fact that this phenomenon has now been in existence for over 30 years, and has successfully induced millions of beginner athletes around the world to complete long-distance endurance events such as marathons. Therefore, this study helps to address a research gap regarding the success of these programs in motivating individuals to pursue large-scale fitness goals.
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Date Issued: 2015
Identifier: FSU_2016SP_Jeffery_fsu_0071E_13014
Format: Thesis

Title: Coaching Individuals with Attention Deficit/Hyperactivity Disorder at the College Level: A Single Case Study.
Creator: Swartz, Stacy L., Prevatt, Frances, Proctor, Briley, Kelly, F. Donald, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Coaching college students with Attention Deficit/Hyperactivity Disorder empowers individuals to organize and execute their responsibilities, both in academia and in everyday life. With the assistance of a coach, individuals with ADHD can create structure and execute change by identifying strategies that circumvent their deficits in executive functioning. Given the increased risks facing college students with ADHD, coaching is a useful compliment to academic advising and intensive therapy....
Show moreCoaching college students with Attention Deficit/Hyperactivity Disorder empowers individuals to organize and execute their responsibilities, both in academia and in everyday life. With the assistance of a coach, individuals with ADHD can create structure and execute change by identifying strategies that circumvent their deficits in executive functioning. Given the increased risks facing college students with ADHD, coaching is a useful compliment to academic advising and intensive therapy. This study demonstrates coaching's effectiveness by highlighting the experience of a single participant.
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Date Issued: 2004
Identifier: FSU_migr_etd-1485
Format: Thesis

Title: Cognitions and Emotions Experienced under Pressure: A Self Presentation and Challenge/Threat Perspective.
Creator: Howle, Timothy, Eklund, Robert, Tenenbaum, Gershon, Eccles, David, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: An experiment was conducted to investigate the cognitions and emotions athletes experience in pressure situations. Athlete participants were asked to read either a low self-presentation script, which de-emphasized self-presentation concerns, or a high self-presentation script, which emphasized self-presentation concerns. All participants were then asked to complete measures of cognitive appraisal, associated variables (i.e., self-efficacy, perceived control, and approach/avoidance goal focus)...
Show moreAn experiment was conducted to investigate the cognitions and emotions athletes experience in pressure situations. Athlete participants were asked to read either a low self-presentation script, which de-emphasized self-presentation concerns, or a high self-presentation script, which emphasized self-presentation concerns. All participants were then asked to complete measures of cognitive appraisal, associated variables (i.e., self-efficacy, perceived control, and approach/avoidance goal focus), emotion, and the perception of emotion. Participants who read the low self-presentation script reported more of a challenge state of cognitive appraisal, higher self-efficacy, lower avoidance goal focus, and more positive emotion. Participants who read the high self-presentation script experienced more of a threat state of cognitive appraisal and reported more negative emotion. Non-significant differences were found for the perception of emotion, although participants who read the low self-presentation script did perceive positive emotion as comparatively more facilitative to performance and negative emotion as comparatively more debilitative to performance. The results give support to the notion that self-presentation concerns play an important role in explaining performance under pressure. It is suggested that self-presentation imperatives, cognitive appraisal, and emotion should all be included in models which seek to explain the experience and performance of athletes in pressure situations.
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Date Issued: 2012
Identifier: FSU_migr_etd-4918
Format: Thesis

Title: A Cognitive Model of Knowledge Transformation in Authoring Hypertext.
Creator: Ryu, Jeeheon, Baylor, Amy L., Brower, Ralph S., Driscoll, Marcy P., Dennen, Vanessa, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The primary purpose of this study was to propose a grounded theory of knowledge transformation in the hypertext authoring process. More specifically, the present study attempted to answer the following two questions: 1) what cognitive processes are involved in knowledge transformation through hypertext authoring and 2) how are these cognitive processes interrelated. For the first question, this study identified cognitive components associated with the knowledge transformation. For the second...
Show moreThe primary purpose of this study was to propose a grounded theory of knowledge transformation in the hypertext authoring process. More specifically, the present study attempted to answer the following two questions: 1) what cognitive processes are involved in knowledge transformation through hypertext authoring and 2) how are these cognitive processes interrelated. For the first question, this study identified cognitive components associated with the knowledge transformation. For the second question, this study explained how the cognitive components interact within a theoretical framework of knowledge transformation. This study was an inquiry-oriented research to investigate how learners transform their prior knowledge and what cognitive processes are occurring during the hypertext authoring process. Specifically, this study endeavored to construct a cognitive model of knowledge transformation by identifying what cognitive components constitute the knowledge transformation process and how they are structured as a model. Since there has been no systematic scrutiny of the cognitive processes of knowledge transformation in authoring hypertext, an inductive data analysis, a qualitative research method, is employed to theorize a cognitive model of how and/or what cognitive processes are occurring. This study set three stages to elaborate data collection methods and delineate the cognitive process of knowledge transformation in authoring hypertext: 1) Model Initiation Stage, 2) Model Elaboration Stage, and 3) Model Theorization Stage. These three stages compose the iterative model saturation process of this study, which was based on not only iterative data analysis and comparative analysis but also an evolutionary design approach. For the Model Initiation Stage, one Korean graduate student, who was majoring in instructional systems and enrolling in a southeast public university, participated to the initial stage. The purpose of the Model Initiation Stage was to build a preliminary model of knowledge transformation in authoring hypertext. The results of Model Initiation Stage revealed that there were two factors as causal conditions that determine the participant's cognitive process. As a second cognitive component, it was observed that the participant was prioritizing key concepts to transform his prior knowledge. For a third cognitive component, it was identified that the functions of authoring tool regulated the participant's cognitive process. The Model Elaboration Stage was directed by the findings from the Model Initial Model. Three Korean graduate students, who were majoring in instructional systems and enrolling in a southeast public university, participated in the Model Elaboration Stage. Five cognitive components were identified: 1) content knowledge, 2) causal condition, 3) internal modification of knowledge structure, 4) external representation by tool regulations, and 5) instructional knowledge. Finally, for the Model Theorization Stage six Korean graduate students participated. The outcome of the Model Theorization Stage identified six cognitive components and their relationships during knowledge transformation through an authoring tool: authoring goal, 2) content knowledge, 3) instructional knowledge, 4) preliminary modification of knowledge structure, 5) external representation by tool regulation, and 6) internal modification of the knowledge structure. Authoring goal was identified as to activate content knowledge and instructional knowledge. When participants were given the authoring goal, it activated what domain knowledge should be used for the content knowledge and how the knowledge should be organized for the instructional knowledge. Content knowledge played a role as a main resource to be transformed. Instructional knowledge was identified to an effect at an earlier stage of the knowledge transformation process. Both of content knowledge and instructional knowledge were coordinating for the preliminary modification of knowledge structure. After the authoring goal activated their content knowledge and instructional knowledge, participants were observed to begin to modify their knowledge structure for transformation. Yet, there was no mediation by the functions of an authoring tool, the modification of knowledge structure needed to remain a preliminary form of knowledge transformation. The main features of this preliminary modification of the participants' knowledge structure occurred as the following sequence: 1) comprehension of the concepts, 2) adjustment of the participants' prior knowledge of the concepts, and 3) configuration of the interrelationships of the concepts. External representation by tool regulation was identified to mediate the process of knowledge transformation. In order to externalize the modified mental representation, participants had to follow the authoring tool's functions. Consequently, the changed mental representation needed to be altered by the ways an authoring tool allowed the presenting of knowledge. Then, finally, participants could complete internal modification of their knowledge structure with working together with the external representation by tool regulation. The results of this study proposed that there were two different types of knowledge searching process during the knowledge transformation through an authoring tool: 1) concept level knowledge searching process and 2) structure level knowledge searching process. Whereas the concept level searching process is employed for a conceptual understanding, the structure level searching process is used to understand the interconnectedness of concepts. The concept level searching process is activated at the moment a concept is understood, and the process is spread out through very limited numbers nodes of semantic networks. Thus, the knowledge searching process is limited node-by-node. On the other hand, the structure level knowledge searching process is activated to scan interrelationships among concepts, and the process is spread out across the chunks of semantic networks that consist of a set of nodes.
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Date Issued: 2004
Identifier: FSU_migr_etd-2222
Format: Thesis

Title: Cohesion Team Mental Models and Collective Efficacy: Towards an Integrated Nomological Network of Team Sports.
Creator: Medeiros Filho, Edson S. (Edson Soares), Tenenbaum, Gershon, Welsh, Tom, Eccles, David W., Johnson, Tristan E., Yang, Yanyun, Department of Educational Psychology and Learning...
Show moreMedeiros Filho, Edson S. (Edson Soares), Tenenbaum, Gershon, Welsh, Tom, Eccles, David W., Johnson, Tristan E., Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: A nomological network on team dynamics in sports consisting of a multi-framework perspective is introduced. The aim was to explore the interrelationship among cohesion team mental models (TMM), collective-efficacy (CE) and perceived performance potential (PPP). A secondary aim was to assess intra and inter team variability among these team level properties. Three hundred and forty college soccer players of both genders (178 female, 52.4%; and 162 male 47.6%) and representing 17 different...
Show moreA nomological network on team dynamics in sports consisting of a multi-framework perspective is introduced. The aim was to explore the interrelationship among cohesion team mental models (TMM), collective-efficacy (CE) and perceived performance potential (PPP). A secondary aim was to assess intra and inter team variability among these team level properties. Three hundred and forty college soccer players of both genders (178 female, 52.4%; and 162 male 47.6%) and representing 17 different teams (n = 8 female and 9 male) affiliated to the National Association of Intercollegiate Athletics (NAIA) agreed to participate in the study. The participants were 20.38 years old on average (SD = 2.12) and had 14.66 years (SD = 3.92) of experience in the sport. They responded to surveys on team cohesion (i.e., The Group Environment Questionnaire), TMM (i.e., Team Assessment Diagnostic Measure), CE (i.e., Collective Efficacy Questionnaire for Sports) and PPP (i.e., Team Outcome Questionnaire). Descriptive and structural equation modeling analyses indicated that cohesion, TMM and CE are conceptually and statistically interrelated constructs. Specifically, cohesion was found to be an exogenous variable predicting both TMM and CE beliefs. These former team attributes were found to predict PPP which in turn accounted for approximately 60% of the variance of objective performance scores as measured by teams' season record. Altogether, findings of this study are congruent with the theoretical feasibility and statistical validity of an integrated view of team dynamics in sports. Applied implications involve the development of evidence-based protocols to enhance team PPP as related to cohesion, TMM and CE beliefs.
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Date Issued: 2012
Identifier: FSU_migr_etd-5032
Format: Thesis

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

Title: Communicating Effectively: Exploring Verbal and Nonverbal Behaviors and How They Affect Team Coordination.
Creator: Lausic, Domagoj, Tenenbaum, Gershon, Rudd, Andrew, Eccles, David, Jeong, Allen, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Previous research revealed that team communication via message exchange effects team performance outcomes (Fiore et al., 2001). Additional studies confirmed that the amount of communication might distinguish between superior and inferior teams (Mosier & Chidester, 1991; Orasanu, 1990). In order to enhance verbal communication, humans use nonverbal sources of information as messages are transmitted. Recent research found that nonverbal communication skills are robust predictors of achievement...
Show morePrevious research revealed that team communication via message exchange effects team performance outcomes (Fiore et al., 2001). Additional studies confirmed that the amount of communication might distinguish between superior and inferior teams (Mosier & Chidester, 1991; Orasanu, 1990). In order to enhance verbal communication, humans use nonverbal sources of information as messages are transmitted. Recent research found that nonverbal communication skills are robust predictors of achievement in group endeavors (Burgoon & Bacue, 2003). The present study investigated the link between the perceived and actual nonverbal and verbal communication behaviors of doubles tennis players. In addition, it examined how verbal and nonverbal communication abilities relate to performance. Male NCAA Division I tennis players were engaged in playing doubles matches. The matches were video and audio taped so that between-the-point communication could be captured. Following the matches, the players were administered Nonverbal and verbal questionnaire (NVQ), which targeted perceived communication. Recorded communications during matches were coded, and subsequently analyzed using Data Analysis Tool (Jeong, 2003). Finally, participants took Profile of Nonverbal Sensitivity test (PONS; Rosenthal et al., 1979). The results revealed that there was a positive and low correlation between (a) perceived verbal communication and amount of verbal communication, and (b) perceived nonverbal communication and PONS scores. It is possible that perception of one's communication abilities do not relate well to the actual abilities in reading nonverbal cues. Results of previous research indicate that stressful situation, such as a competition, can negatively affect perceptions about communication (McCloskey et al., 1971). The results furthermore indicate that players who communicated more had a tendency to score higher on PONS test. It is likely that players who are sensitive to nonverbal communication are predisposed to decoding additional information on which they elaborated and used for problem-solving. In addition, the study examined the differences in communication between winning and losing teams. The winning teams exhibited more verbal communication during match-playing task than the losing teams. This finding suggests that better performing teams discussed plans more frequently than the losing teams, and therefore facilitated greater coordination. Also, winning teams had frequent usage of emotional and action statements, while losing teams used non-task statements. The statements used by winning teams provided grounds for (a) motivation, inspiration, and encouragement, and (b) increased planning, which in turn enhanced performance. By contrast, the statements used by losing teams (e.g., non-task statements) were not task oriented, and thus did not enhance performance. In addition, the communication patterns of the winning teams were more homogenous, which could make communication more reliable. The findings are congruent with previous research on communication in sport setting (Lausic et al., in press). To expand the knowledge in the message exchange research, the current study represents the first attempt to evaluate verbal communication, and relate it to (a) nonverbal communication ability, and (b) performance. Further research is needed to fully corroborate PONS in sport research as this measure has been validated in this study only to a degree.
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Date Issued: 2009
Identifier: FSU_migr_etd-3255
Format: Thesis

Title: Comparing Early Father-Daughter, Father-Son, Mother-Daughter, and Mother-Son Verbal Interactions in Low-SES Families.
Creator: Ingrole, Smriti A. (Smriti Aniket), Phillips, Beth M., Jones, Ithel, Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreIngrole, Smriti A. (Smriti Aniket), Phillips, Beth M., Jones, Ithel, Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: SES related differences in children’s early language skills influence their later language development. Parent-child verbal interactions during the initial years of children’s life play an important role in children’s early language development. Although both mothers’ and fathers’ early language input contributes to children’s language skills, until recently mothers were considered as the only primary caregivers of children and thus have been the focus of majority of the research in this area...
Show moreSES related differences in children’s early language skills influence their later language development. Parent-child verbal interactions during the initial years of children’s life play an important role in children’s early language development. Although both mothers’ and fathers’ early language input contributes to children’s language skills, until recently mothers were considered as the only primary caregivers of children and thus have been the focus of majority of the research in this area. The father’s role in a family has evolved in the past three decades meaning that fathers are increasingly spending more time with their children and contributing to their overall development. The evidence from limited research comparing mothers’ and fathers’ early speech with their preschool aged children is mixed. Also, some findings, mainly derived from research on mothers, suggest that parents socialize their sons and daughters differently, which reflects in early parent-child verbal interactions. In contrast, some research suggests that children, by the function of their own gender, elicit speech differently from their parents. Furthermore, there is an indication of differences in mother-son, mother-daughter, father-son, and father-daughter early talk. Considering the important role of parent and child gender in early parent-child verbal interactions, the current study aimed to compare parental quantity/quality and children’s quantity of language among the four independent groups of father-daughter, father-son, mother-daughter, and mother-son. A total of 112, mainly African-American, parent-child dyads were recruited for this study. Specifically, the sample included 32 father-daughter, 28 father-son, 26 mother-daughter, and 25 mother-son dyads. The convenience sample of children (37-60 months of age) and their respective mother or father were recruited from preschools known to serve a socio-economically disadvantaged population in the southeastern US. Semi-structured parent-child play sessions were videotaped at the child’s child-care facility for approximately 15-minutes. The videotapes were coded for parents’ quantity and quality of language and children’s quantity of language. The results indicated no differences among father-daughter, father-son, mother-daughter, and mother-son groups in terms of parental quantity/quality of language and children’s quantity of language. Suggesting the bi-directional nature of early parent-child interaction process, the exploratory analysis revealed significant differences in correlations among parental quantity/quality and child quantity of language across the four groups of this study.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Ingrole_fsu_0071E_14116
Format: Thesis

Title: A Comparison of Coping Strategies: Effects Upon Perceived Exertion in a Cycling Task.
Creator: Stanley, Christopher T., Pargman, David, Tenenbaum, Gershon, Kamata, Akihito, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of this study was to compare the effects of associative and dissociative intervention strategies upon perceived exertion in undergraduate and graduate female students (n = 13, 18 - 24 years of age) exercising on stationary bicycles. Participants had some experience with cycling, as they were recruited from physical education spinning classes at a large southeastern university. They were assigned to each treatment condition, and performed the same 10-minute cycling task for four...
Show moreThe purpose of this study was to compare the effects of associative and dissociative intervention strategies upon perceived exertion in undergraduate and graduate female students (n = 13, 18 - 24 years of age) exercising on stationary bicycles. Participants had some experience with cycling, as they were recruited from physical education spinning classes at a large southeastern university. They were assigned to each treatment condition, and performed the same 10-minute cycling task for four consecutive weeks. The order of treatment was randomized to discourage order effects. Interventions applied were derived from Stevinson and Biddle's (1999) two-dimensional coping strategy model. The first dimension was task relevance, comprised of associative (e.g. bodily sensations, pace) and dissociative (e.g. daydreams, environmental distractions) processes. The second dimension was direction of attention, i.e. internal or external. Therefore, the model yields four coping strategy types: internal association, external association, internal dissociation, and external dissociation. It was hypothesized that (1) participants in the internal and external dissociation conditions would report lower RPE than participants in the internal and external associative conditions, (2) there would no difference between the internal and external associative conditions, and (3) there would be no difference between the internal and external dissociative conditions. The first session was the same for all participants, consisting of a sub maximal multiple-stage test aimed at assessing the participants VO2 max and corresponding heart rates. The following four sessions each introduced a different intervention, but maintained an equivalent physical load. The task required the participants to ride an exercise bicycle for a total of 20-minutes during each session: comprised of a five-minute warm-up, a 10-minute physical task, and a five-minute cool down. The participants were asked to maintain a 75% HRmax range throughout the 10-minute cycling task. In order to examine the three hypotheses, a repeated measures ANOVA with one within subject factor (treatment condition) was used to analyze the data. The dependent variable is RPE as reported by the participants. Two main effects were observed: treatment condition and time. One interaction effect was also found: treatment by time. Results yielded significant differences (p < .01) between the associative and dissociative treatments. The associative treatments provided higher perceived exertion levels than the dissociative treatments for the same physical load. Therefore, task relevance may affect perceived exertion. However, the differences in perceived exertion were not significant between the internal association and external association (p = .22) and the internal dissociation and external dissociation treatments (p = .99). These findings suggest that the directional dimension of the model may not affect the perceived exertion of endurance tasks as much as task relevance.
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Date Issued: 2004
Identifier: FSU_migr_etd-1582
Format: Thesis

Title: A Comparison of General Diagnostic Models (GDM) and Bayesian Networks Using a Middle School Mathematics Test.
Creator: Wu, Haiyan, Almond, Russell, Rice, Diana, Becker, Betsy, Shute, Valerie, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: General diagnostic models (GDMs) and Bayesian networks are mathematical frameworks that cover a wide variety of psychometric models. Both extend latent class models, and while GDMs also extend item response theory (IRT) models, Bayesian networks can be parameterized using discretized IRT. The purpose of this study is to examine similarities and differences between GDMs and Bayesian networks using both simulated data and real test data sets. The performances of the two frameworks in data...
Show moreGeneral diagnostic models (GDMs) and Bayesian networks are mathematical frameworks that cover a wide variety of psychometric models. Both extend latent class models, and while GDMs also extend item response theory (IRT) models, Bayesian networks can be parameterized using discretized IRT. The purpose of this study is to examine similarities and differences between GDMs and Bayesian networks using both simulated data and real test data sets. The performances of the two frameworks in data generation and estimation under various possible conditions are investigated. Several indices for accuracy and precision are examined as well as the agreement between the GDM and Bayesian network for simulated data and a real data set in this study. Both have problems with identifiability and high-level proficiency variables. Bayesian network slightly better with small samples and can use correlations among proficiency variables to stabilize estimates for scales with few items.
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Date Issued: 2013
Identifier: FSU_migr_etd-8684
Format: Thesis

Title: A Comparison of Methods for Detecting Differential Distractor Functioning.
Creator: Koon, Sharon, Becker, Betsy Jane, Kamata, Akihito, Barbu, Adrian, Turner, Jeannine, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State...
Show moreKoon, Sharon, Becker, Betsy Jane, Kamata, Akihito, Barbu, Adrian, Turner, Jeannine, Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: This study examined the effectiveness of the odds-ratio method (Penfield, 2008) and the multinomial logistic regression method (Kato, Moen, & Thurlow, 2009) for measuring differential distractor functioning (DDF) effects in comparison to the standardized distractor analysis approach (Schmitt & Bleistein, 1987). Students classified as participating in free and reduced-price lunch programs served as the focal group and students not participating in these programs served as the reference group....
Show moreThis study examined the effectiveness of the odds-ratio method (Penfield, 2008) and the multinomial logistic regression method (Kato, Moen, & Thurlow, 2009) for measuring differential distractor functioning (DDF) effects in comparison to the standardized distractor analysis approach (Schmitt & Bleistein, 1987). Students classified as participating in free and reduced-price lunch programs served as the focal group and students not participating in these programs served as the reference group. The comparisons were conducted in such a way as to provide insight into two research questions: 1) whether the magnitude and pattern of the DDF effect is constant across all methods, and 2) whether the pattern of DDF effects support differential item functioning (DIF) findings. Measures of effect size are reported. In addition, the relationship between item characteristics and DIF and DDF effects were explored for patterns. Comparisons of three methods for detecting DDF were conducted in this study. The standardized distractor analysis and odds-ratio methods for detecting DDF were found to have very highly related results, with regard to both the magnitude and pattern of DDF effects. The multinomial logistic regression DDF results also were highly related to the standardized distractor analysis approach, but yielded slightly different patterns across distractors. The odds ratio and multinomial logistic regression methods are easily implemented with available software, such as the SPSS software package used in this study, unlike the standardized distractor analysis method which must be programmed. Despite these and the other discussed differences, all three methods present a viable option for use in improving test items included in statewide assessment programs.
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Date Issued: 2010
Identifier: FSU_migr_etd-2840
Format: Thesis

Title: A Comparison of Three Approaches to Confidence Interval Estimation for Coefficient Omega.
Creator: Xu, Jie, Yang, Yanyun, Becker, Betsy Jane, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: Coefficient Omega was introduced by McDonald (1978) as a reliability coefficient of composite scores for the congeneric model. Interval estimation (Neyman, 1937) on coefficient Omega provides a range of plausible values which is likely to capture the population reliability of composite scores. The Wald method, likelihood method, and bias-corrected and accelerated bootstrap method are three methods to construct confidence interval for coefficient Omega (e.g., Cheung, 2009b; Kelley & Cheng,...
Show moreCoefficient Omega was introduced by McDonald (1978) as a reliability coefficient of composite scores for the congeneric model. Interval estimation (Neyman, 1937) on coefficient Omega provides a range of plausible values which is likely to capture the population reliability of composite scores. The Wald method, likelihood method, and bias-corrected and accelerated bootstrap method are three methods to construct confidence interval for coefficient Omega (e.g., Cheung, 2009b; Kelley & Cheng, 2012; Raykov, 2002, 2004, 2009; Raykov & Marcoulides, 2004; Padilla & Divers, 2013). Very limited number of studies on the evaluation of these three methods can be found in the literature (e.g., Cheung, 2007, 2009a, 2009b; Kelley & Cheng, 2012; Padilla & Divers, 2013). No simulation study has been conducted to evaluate the performance of these three methods for interval construction on coefficient Omega. In the current simulation study, I assessed these three methods by comparing their empirical performance on interval estimation for coefficient Omega. Four factors were included in the simulation design: sample size, number of items, factor loading, and degree of nonnormality. Two thousands datasets were generated in R 2.15.0 (R Core Team, 2012) for each condition. For each generated dataset, three approaches (i.e., the Wald method, likelihood method, and bias-corrected and accelerated bootstrap method) were used to construct 95% confidence interval of coefficient Omega in R 2.15.0. The results showed that when the data were multivariate normally distributed, three methods performed equally well and coverage probabilities were very close to the prespecified .95 confidence level. When the data were multivariate nonnormally distributed, coverage probabilities decreased and interval widths became wider for all three methods as the degree of nonnormality increased. In general, when the data departed from the multivariate normality, the BCa bootstrap method performed better than the other two methods, with relatively higher coverage probabilities, while the Wald and likelihood methods were comparable and yielded narrower interval width than the BCa bootstrap method.
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Date Issued: 2014
Identifier: FSU_migr_etd-9269
Format: Thesis

Title: Competencies for Instructional Designers: A View from Employers.
Creator: Kelly, Wei Qiang, Klein, James D., Adams, Jonathan L., Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and...
Show moreKelly, Wei Qiang, Klein, James D., Adams, Jonathan L., Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Instructional design and technology (IDT) professionals work in various environments with numerous job roles. Despite differences in work settings and job functions, there are many well-documented competency standards for all IDT professionals. This study analyzed approximately 400 job announcements and 20 interviews with ID project managers. The purpose of the study was to determine instructional designers’ competency requirements from employers’ prospective in hope to align their needs with...
Show moreInstructional design and technology (IDT) professionals work in various environments with numerous job roles. Despite differences in work settings and job functions, there are many well-documented competency standards for all IDT professionals. This study analyzed approximately 400 job announcements and 20 interviews with ID project managers. The purpose of the study was to determine instructional designers’ competency requirements from employers’ prospective in hope to align their needs with the IDT academic programs to prepare the future instructional designers. Content analysis was used to analyze the job announcements and interviews. Frequencies of competencies in both job announcements and interviews were calculated in this study. The study listed the top 25 most required competencies from job announcements and the top 25 most desired competencies from interviews. The results were clustered into five competency categories: instructional design, instructional technology, communication, management, and other foundational competencies. This current study also listed the different competency requirements for hiring instructional designers in four different industry sectors. In addition, the current study indicated that both entry-level and experienced designers should have skills in the five major competency categories, but experienced instructional designers are required to have higher proficiency, especially in the management and communication and interpersonal categories.
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Date Issued: 2016
Identifier: FSU_FA2016_Kelly_fsu_0071E_13412
Format: Thesis

Title: Computerized Pedagogical Agents as an Intervention to Increase Youth Self-Efficacy for Physical Activity.
Creator: Murray, Melissa Ann, Tenenbaum, Gershon, Ratliffe, Tom, Eklund, Robert, Roehrig, Alysia, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Physical activity participation rates in the US have been in steady decline for the last 25 years, so much so that 60% of youth ages 9-13 get no physical activity outside of school (Alliance for a Healthier Generation, 2006). This state of inactivity indicates that promoting participation in physical activity at a young age is of importance. Both the Transtheoretical Model and Social Cognitive Theory have been used to design successful activity promotion interventions (Castro, King, &...
Show morePhysical activity participation rates in the US have been in steady decline for the last 25 years, so much so that 60% of youth ages 9-13 get no physical activity outside of school (Alliance for a Healthier Generation, 2006). This state of inactivity indicates that promoting participation in physical activity at a young age is of importance. Both the Transtheoretical Model and Social Cognitive Theory have been used to design successful activity promotion interventions (Castro, King, & Brassington, 2001; Lippke, Ziegelmann, & Schwarzer, 2005). The present study was designed to assess the potential effectiveness of an intervention using computerized agents on self-efficacy and stage of change for physical activity in a youth sample. Results support the use of computerized human agents for increasing exercise efficacy and health and fitness knowledge. Further research must be conducted to determine gender and ethnic effects of the pedagogical agents. Moreover, long-term studies should be conducted with more substantial measures of physical activity to determine if the interaction with agents produces change in behavior.
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Date Issued: 2008
Identifier: FSU_migr_etd-2168
Format: Thesis

Title: The Connection Between Psychopathology and Dysfunctional Career Thoughts.
Creator: Finklea, Jane Tyler, Osborn, Debra S., Reynolds, John R., Sampson, James P., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology...
Show moreFinklea, Jane Tyler, Osborn, Debra S., Reynolds, John R., Sampson, James P., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This purpose of the present study was to explore the relationship between psychopathology and dysfunctional career thoughts, as little research has combined the two constructs. The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was used as a measure of participants’ psychopathology, and the Career Thoughts Inventory (CTI) was used as a measure of participants’ dysfunctional career thoughts. Cognitive Information Processing (CIP) was employed to provide theoretical underpinnings to the...
Show moreThis purpose of the present study was to explore the relationship between psychopathology and dysfunctional career thoughts, as little research has combined the two constructs. The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was used as a measure of participants’ psychopathology, and the Career Thoughts Inventory (CTI) was used as a measure of participants’ dysfunctional career thoughts. Cognitive Information Processing (CIP) was employed to provide theoretical underpinnings to the study. Five case were chosen from an archival database, and all participants had CTI Total Scale T-scores ≥ 65. Each case contained an MMPI-2 Extended Report which was used to determine findings of psychopathology. Alongside the primary researcher’s interpretations, four Experts in the use of the MMPI/MMPI-2 agreed to interpret the Extended Reports and provide thoughts about symptoms and diagnoses of psychopathology were present. Data were analyzed by the primary researcher and findings were determined based on endorsement across cases. Results of this study indicated that individuals with high levels of dysfunctional career thoughts might also be experiencing psychopathologies and diagnoses of depression, anxiety, somatic concerns, obsessional-compulsive concerns, personality disorders, and gender and culturally based concerns. Implications include a strong need for additional training for practitioners at the intersection of mental health and career concerns and awareness to suicidal ideation in those with dysfunctional career thoughts.
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Date Issued: 2016
Identifier: FSU_2016SU_Finklea_fsu_0071E_13426
Format: Thesis

Title: The Construction of a Measure to Assess the Development of Resilience in Adolescents of African Descent.
Creator: Laird, Nyamekye W. A., Rollin, Stephen A., Edwards, Barbara J., Peterson, Gary W., Proctor, Briley E., Department of Educational Psychology and Learning Systems, Florida State...
Show moreLaird, Nyamekye W. A., Rollin, Stephen A., Edwards, Barbara J., Peterson, Gary W., Proctor, Briley E., Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: A review of research pertaining to resilience indicates that youth of African descent are often underrepresented, and when they are included in studies, it is frequently in the context of a deficit model. In addition, the limited research pertaining to resilience in this population is fraught with gaps such as: 1) a lack of theory-based empirical studies; 2) data regarding youth resilience from parents and teachers rather than youth themselves; 3) lack of studies on high school aged...
Show moreA review of research pertaining to resilience indicates that youth of African descent are often underrepresented, and when they are included in studies, it is frequently in the context of a deficit model. In addition, the limited research pertaining to resilience in this population is fraught with gaps such as: 1) a lack of theory-based empirical studies; 2) data regarding youth resilience from parents and teachers rather than youth themselves; 3) lack of studies on high school aged adolescents; 4) failure to use instruments that have been normed (and consequently validated) on Africans in the diaspora; and 5) a lack of research examining the developmental process of resilience—especially in ethnic and cultural minorities. The general purposes of this research were to gain a better understanding of the process of resilience development in Youth of African descent by means of conducting African-centered or Africentric research, and bridge some of the gaps in existing resilience research by developing a standardized measure to assess the development of resilience in African youth in the diaspora. Three research questions were investigated: (1) What is the relationship between cultural orientation and the development of resilience in high school age youth of African descent? (2) What is the relationship between life satisfaction and the development of resilience in youth of African descent? (3) What is the relationship between coping style and the development of resilience in youth of African descent? First a three-factor theory of resilience development for youth of African descent is explained in chapter 2, which served as the framework for the development of the Resilience Development Scale (RDS). The three domains of resilience development highlighted by this theory include cultural orientation, life satisfaction, and coping style. The procedures for this research followed classical test development theory. Results indicate that items retained for the final draft model of the RDS accurately reflect their respective domains. However the confirmatory factor analysis suggests that the model may not be a good fit for the data. Potential explanations for these results are discussed, as well as implications for future research and practice.
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Date Issued: 2004
Identifier: FSU_migr_etd-3313
Format: Thesis

Title: The Contributions of Psychological Skills and Mindfulness to NCAA Student-Athlete Well-Being.
Creator: Foster, Brian Joseph, Chow, Graig Michael, Newman, Joshua I., Tenenbaum, Gershon, Dong, Shengli, Florida State University, College of Education, Department of Educational...
Show moreFoster, Brian Joseph, Chow, Graig Michael, Newman, Joshua I., Tenenbaum, Gershon, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Participation in elite level sport requires being subjected to considerably stressful training and competition environments. Psychological skills and mindfulness have been demonstrated to enhance performance in sport, but less is known regarding how they impact an athlete's well-being in their sport and in their life. Greater knowledge of this relationship would aid practitioners in developing holistic, more psychologically well-adjusted student-athletes. To meet this end, 222 current NCAA...
Show moreParticipation in elite level sport requires being subjected to considerably stressful training and competition environments. Psychological skills and mindfulness have been demonstrated to enhance performance in sport, but less is known regarding how they impact an athlete's well-being in their sport and in their life. Greater knowledge of this relationship would aid practitioners in developing holistic, more psychologically well-adjusted student-athletes. To meet this end, 222 current NCAA Division I fall and winter sport athletes representing six different sports completed the Mental Health Continuum –Short Form (Keyes et al., 2008), Sport Mental Health Continuum –Short Form (Foster & Chow, 2016), Ottawa Mental Skills Assessment Tool-3 (Durand-Bush et al., 2001), Mindfulness Inventory for Sport (Thienot et al., 2014), and the Athletic Identity Measurement Scale (Brewer et al., 1993). Path analysis indicated that both psychological skills and mindfulness had significant moderate direct effects on sport well-being; however, only mindfulness was shown to have a significant moderate direct effect on global well-being. Correlational data indicated foundational skills and somatic skills, specifically self-confidence, relaxation, and activation, to be the most salient psychological skills for sport well-being and global-well. Nonjudgmental acceptance was the most salient mindfulness skill, as it had a moderate causal path to sport well-being and a strong causal path to global well-being. The practical implications of the findings include evidence for the importance of developing these skills in college athletes to enhance their sport well-being and global well-being.
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Date Issued: 2017
Identifier: FSU_2017SP_Foster_fsu_0071E_13758
Format: Thesis

Educational psychology (272)	+ -
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Florida State University (385)	+ -
College of Education (111)	+ -
Tenenbaum, Gershon (103)	+ -
Eklund, Robert (44)	+ -
Yang, Yanyun (44)	+ -

Becker, Betsy Jane (33)	+ -
Kamata, Akihito (32)	+ -
Eccles, David (31)	+ -
Paek, Insu (31)	+ -
Turner, Jeannine (29)	+ -
Sampson, James P. (27)	+ -
Dennen, Vanessa P. (26)	+ -
Roehrig, Alysia (26)	+ -
Roehrig, Alysia D. (26)	+ -
Prevatt, Frances (22)	+ -
Klein, James D. (20)	+ -
Peterson, Gary W. (19)	+ -
Almond, Russell G. (16)	+ -
Canto, Angela I. (16)	+ -
Turner, Jeannine E. (Jeannine Ellen) (16)	+ -
Chow, Graig Michael (15)	+ -
Ebener, Deborah J. (15)	+ -
Eklund, Robert C. (15)	+ -
Pfeiffer, Steven I. (15)	+ -
Osborn, Debra S. (14)	+ -
Phillips, Beth M. (14)	+ -
Dennen, Vanessa (13)	+ -
Dong, Shengli (13)	+ -
Driscoll, Marcy (13)	+ -

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