Search results

Title: Exertion-Pain Anxiety: A Cognitive-Motivational-Relational Perspective.
Creator: Thompson, Brooke, Eklund, Robert C., Panton, Lynn, Tenenbaum, Gershon, Roehrig, Alysia, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The aim of the present study was to further the conceptual understanding of exertion-pain anxiety. Specifically, the purposes were to induce exertion-pain anxiety, evaluate the effect of wait times on exertion-pain anxiety, and investigate the mechanisms of exertion-pain anxiety through the lens of Lazarus' cognitive-motivational-relational (CMR) theory (1991). Eighty-one college students (40 females, 41 males) were recruited to participate in the study. As a catalyst for exertion-pain,...
Show moreThe aim of the present study was to further the conceptual understanding of exertion-pain anxiety. Specifically, the purposes were to induce exertion-pain anxiety, evaluate the effect of wait times on exertion-pain anxiety, and investigate the mechanisms of exertion-pain anxiety through the lens of Lazarus' cognitive-motivational-relational (CMR) theory (1991). Eighty-one college students (40 females, 41 males) were recruited to participate in the study. As a catalyst for exertion-pain, participants assigned to the experimental condition were exposed to a modified Wingate Test on two occasions that were separated by either 15 or 30 minutes depending upon condition assignment. Control participants engaged in a moderate cycle ride. MANOVA analyses revealed significant differences among the experimental and control conditions on pain expectations, anxiety, and pain rumination. Significant differences were not revealed between wait time conditions. Results revealed that anxiety scores increased for participants in the experimental condition from time one to time two. These findings support the notion that anxiety can be induced by exposure to a pain-inducing exercise task. In testing the three components of Lazarus' CMR theory, results indicated that pain expectations and self-efficacy, were predictors of anxiety prior to the first task. Pain expectations were the only significant predictor of anxiety prior to the second task. Coping was not a significant predictor at either time. Overall, it appears that exertion-pain anxiety may not be fully explained using Lazarus' model. Discussion concerns the utility of implementing socially based models or theories to explain responses that are physically based.
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Date Issued: 2010
Identifier: FSU_migr_etd-1364
Format: Thesis

Title: Heritage Language Learners' Perceptions of Taking Spanish Language Classes: Investigating Perceptions of Skill-Specific Anxieties, Self-Efficacies, and Ethnic Identity.
Creator: Torres, Kelly Moore, Turner, Jeannine, Cappuccio, Brenda, Roehrig, Alysia, Phillips, Beth, Galeano, Rebecca, Department of Educational Psychology and Learning Systems, Florida...
Show moreTorres, Kelly Moore, Turner, Jeannine, Cappuccio, Brenda, Roehrig, Alysia, Phillips, Beth, Galeano, Rebecca, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: This mixed-methods study investigated heritage language and foreign language learning students' skill-specific (i.e., speaking listening, reading, and writing) language learning anxieties and self-efficacies associated with Spanish language learning. Additionally, this study investigated the extent to which heritage language learners perceive Spanish as part of their ethnic identity and how their perceptions of ethnic identity impact their skill-specific anxieties and self-efficacies toward...
Show moreThis mixed-methods study investigated heritage language and foreign language learning students' skill-specific (i.e., speaking listening, reading, and writing) language learning anxieties and self-efficacies associated with Spanish language learning. Additionally, this study investigated the extent to which heritage language learners perceive Spanish as part of their ethnic identity and how their perceptions of ethnic identity impact their skill-specific anxieties and self-efficacies toward learning the Spanish language. A total of 315 participants completed the quantitative portion of this study and 11 participants volunteered to take part in a semi-structured interview session. Findings from this study revealed significant differences between heritage language learners' and foreign language learners' ratings of listening anxiety and writing anxiety and for all skill-specific language learning self-efficacies. Significant differences were also found among groups of heritage language learners in relation to their ratings of Hispanic heritage ethnic identity, skill-specific anxieties (expect for writing anxiety), and all skill-specific self-efficacies. Furthermore, heritage language learners' Spanish language learning experiences were impacted by their backgrounds (e.g., family lineage, generation of heritage language learner), formal educational experiences, levels of motivation, and their low levels of Spanish language abilities.
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Date Issued: 2011
Identifier: FSU_migr_etd-1273
Format: Thesis

Title: Item Purification in Differential Item Functioning Using Generalized Linear Mixed Models.
Creator: Liu, Qian, Becker, Betsy Jane, Kamata, Akihito, Niu, Xufeng, Yang, Yanyun, Paek, Insu, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: For this dissertation, four item purification procedures were implemented onto the generalized linear mixed model for differential item functioning (DIF) analysis, and the performance of these item purification procedures was investigated through a series of simulations. Among the four procedures, forward and generalized linear mixed model (GLMM) iterative purification procedures attempt to remove the contamination of matching variables due to the inclusion of DIF items. The rank-based...
Show moreFor this dissertation, four item purification procedures were implemented onto the generalized linear mixed model for differential item functioning (DIF) analysis, and the performance of these item purification procedures was investigated through a series of simulations. Among the four procedures, forward and generalized linear mixed model (GLMM) iterative purification procedures attempt to remove the contamination of matching variables due to the inclusion of DIF items. The rank-based strategy and mean-DIF procedure are designed to locate DIF-free item(s) as anchor(s), and then the located DIF-free item(s) can be used to identify DIF items. Four variables were manipulated as simulation factors in this study: (1) sample size [500 examinees in each of the reference and focal groups (500R/500F), and 1,000 examinees in each group (1,000R/1,000F)]; (2) test length (20 and 50 items); (3) percentage of DIF items in the test (0%, 20% and 40%); and (4) DIF direction of DIF items (one-sided DIF, dominant DIF and balanced DIF). The type I error rate and power were calculated to evaluate the performance of the forward and GLMM iterative purification procedures. On the other hand, rank-based strategy and mean-DIF procedure were evaluated based on accuracy of DIF-free item identification. All four procedures were applied to simulated data and a real data set. The simulation results showed that the forward and iterative purification procedures were able to control type I error rates, and they were able to maintain a satisfactory power level when 20% of the test items were DIF items. When 40% of the items contained DIF, both procedures had good control over type I error rates and maintained adequate power under the dominant and balanced DIF conditions; however, both procedures lost control of type I error in one-sided DIF conditions. When larger amounts of DIF contaminations were in the tests, the iterative procedure performed better than the forward procedure by generating less error rates. Overall, the rank-based strategy and mean-DIF procedure were both promising for locating a set of up to four DIF-free items. By using a GLMM approach, this study compared the effectiveness of the four item purification approaches for the purpose of creating fairer tests. The comparisons provided practical knowledge that will benefit measurement professionals and enhance the psychometric literature.
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Date Issued: 2011
Identifier: FSU_migr_etd-1146
Format: Thesis

Title: The Relationship Between Parameters from Some Polytomous Item Response Theory Models.
Creator: Yurekli, Hulya, Kamata, Akihito, Becker, Betsy Jane, Yang, Yanyun, Tenenbaum, Gershon, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study represents and investigates the relationship between the item discrimination parameters of some polytomous item response theory models. The specific models chosen are the graded response model proposed by Samejima in 1969, the generalized partial credit model (Muraki, 1992), and the acceleration model (Samejima, 1995). The relationship between the item discrimination parameters of these models is explored with some algebraic operations and the relationship is also examined with...
Show moreThis study represents and investigates the relationship between the item discrimination parameters of some polytomous item response theory models. The specific models chosen are the graded response model proposed by Samejima in 1969, the generalized partial credit model (Muraki, 1992), and the acceleration model (Samejima, 1995). The relationship between the item discrimination parameters of these models is explored with some algebraic operations and the relationship is also examined with data analysis of simulated data sets.
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Date Issued: 2010
Identifier: FSU_migr_etd-1104
Format: Thesis

Title: The Influence of Perceived Coaching Behaviors and Perfectionism on Types of Motivation and Burnout.
Creator: Barcza, Kelly M., Eklund, Robert C., Glueckauf, Robert, Eccles, David W., Tenenbaum, Gershon, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: An examination of the relationships among perfectionism, perceived coaching behaviors, types of motivation, and burnout in Division I swimmers (N = 501) was conducted. Two conceptual models were hypothesized to account for the possible relationships among variables. Structural equation modeling analyses were conducted to examine the hypothesized models relationships among variables. It was determined that the hypothesized Model B fit best to the data provided by the Division I swimmers....
Show moreAn examination of the relationships among perfectionism, perceived coaching behaviors, types of motivation, and burnout in Division I swimmers (N = 501) was conducted. Two conceptual models were hypothesized to account for the possible relationships among variables. Structural equation modeling analyses were conducted to examine the hypothesized models relationships among variables. It was determined that the hypothesized Model B fit best to the data provided by the Division I swimmers. Within Model B, socially prescribed perfectionism had a direct effect to the three forms of least self-determined motivation (i.e., amotivation, external regulation, introjected regulation). The excessive personal control subscale for perceived coaching behaviors also had a direct effect to amotivation and introjected regulation. Socially prescribed perfectionism correlated with all four perceived coaching behavior subscales (i.e., controlling use of rewards, excessive personal control, negative conditional regard, intimidation) Only amotivation and the perceived coaching behavior of excessive personal control had a direct effect to burnout. The data presented supports previous research that has found amotivation to be a potential indicator of burnout (Cresswell & Eklund, 2005a; Cresswell & Eklund, 2005b; Lonsdale, Hodge, & Rose, 2009). However, the current study suggests that perceived coaching behaviors, specifically excessive personal control, might also influence the level of burnout an athlete is experiencing. Further research should be conducted to determine other possible precursors of burnout.
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Date Issued: 2010
Identifier: FSU_migr_etd-1056
Format: Thesis

Title: The Effect of Instructional Interventions on Undergraduate Students' Responsiveness to Online Course Evaluations and the Quality of Their Feedback.
Creator: Wise, Jean-Marc, Dennen, Vanessa, Geringer, John, Keller, John, Reiser, Robert, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Online course evaluations offer a number of advantages over the traditional paper based surveys that are handed out at the end of the semester for students to provide feedback about the course and the instructor. However, low response rates to online course evaluations have kept the method from being widely adopted. Additionally, concerns about a perceived lack of quality of student feedback have led to resistance against course evaluations, especially when the results are used to make...
Show moreOnline course evaluations offer a number of advantages over the traditional paper based surveys that are handed out at the end of the semester for students to provide feedback about the course and the instructor. However, low response rates to online course evaluations have kept the method from being widely adopted. Additionally, concerns about a perceived lack of quality of student feedback have led to resistance against course evaluations, especially when the results are used to make decisions about promotion and tenure. The present study aimed at addressing the issue of low response rates and low quality of feedback by means of targeted instructional interventions. The sixteen sections of a large enrollment (N = 484), lower division course at a southeastern public research I university were randomly assigned to three groups. One group received an intervention that highlighted the benefits of course evaluations and aimed at motivating students to participate in end-of-term online course evaluations. A second intervention aimed at teaching students how to provide effective feedback in online course evaluations. A third group that did not receive any intervention served as the control for the study. The results showed that the intervention aimed at increasing participation did not have the predicted effect. On the other hand, the intervention teaching students how to provide effective feedback yielded significantly higher comment rates. The quality of the comments as measured by the length of comments in words, whether or not the comments included examples from class, suggestions for improvement, or personal comments about the instructor, did not differ among groups. For future research it is suggested to vary instructor and course properties and use media based interventions for scalability.
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Date Issued: 2011
Identifier: FSU_migr_etd-0923
Format: Thesis

Title: Trash Talk in a Competitive Setting: Impact on Self-Efficacy, Affect, and Performance.
Creator: Conmy, Oliver Benjamin, Tenenbaum, Gershon, Eklund, Robert C., Roehrig, Alysia, Moffatt, Robert, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The experimental design utilized in this study tested the phenomenon of trash talk as the pivotal component under investigation. Madden™ NFL 08 Football video-game players (N = 40; Mean age = 20.68, SD = 2.00) were randomly assigned to two conditions in which they participated in two games of Madden™ NFL 08 Football. In the first condition (Silent-Talk) players conducted their first game in complete silence, and in the second game players were permitted to trash talk. This scenario was...
Show moreThe experimental design utilized in this study tested the phenomenon of trash talk as the pivotal component under investigation. Madden™ NFL 08 Football video-game players (N = 40; Mean age = 20.68, SD = 2.00) were randomly assigned to two conditions in which they participated in two games of Madden™ NFL 08 Football. In the first condition (Silent-Talk) players conducted their first game in complete silence, and in the second game players were permitted to trash talk. This scenario was reversed for condition two (Talk-Silent), players being permitted to talk in the first game, and enforced to be silent for game two. All players in the study completed 5 separate measures for; Madden™ NFL 08 Football Self-Efficacy, Positive Affect (PA), and Negative Affect (NA). Players also completed a short trash talk survey and made two specific choices prior to a hypothetical "Game 3" which was never played. Choices related to a player's ability to talk or remain silent, and whether to permit their opponent to talk or to enforce them to remain silent in "Game 3." Measurements were taken immediately prior to each game played, after players had received their instructions for the game (Talk or Silence), immediately after games 1 and 2 had been played, and finally before the hypothetical "Game 3," which was not played. Results confirmed that the ability and freedom to trash talk in a competitive setting is considered extremely important by Madden™ NFL 08 video-game players. Players were adamant that trash talking was a motivational tool, which they used when competing in the game; almost all (95%) players admitted to using trash talk in physical sports environments outside the milieu of computer gaming. RM ANOVAs revealed several significant (p < .05) results for the variables of interest (self-efficacy, positive affect, negative affect, and performance), but not all in line with the stated hypotheses. Contrary to expectations, performance measures for specific talk and silent games revealed no discernible differences for scoring, rushing, or passing. Although non-significant (p < .05) effects were noted for experimental conditions in overall performance measures, winners differed from losers on these variables. Winning performance resulted in significantly better overall performance measures across both games, with the exception of game 1 and rushing yards. Players enforced to be silent in the first game (Silent-Talk condition) instantaneously exhibited lower self-efficacy, lower PA, and higher NA than players permitted to talk in game 1. Players' self-efficacy remained relatively consistent after winning game 1. However, players subsequently instructed to remain silent in the second game showed markedly decreased self-efficacy compared to players permitted to talk in game 2. All the losers in game 1 reported decreased self-efficacy scores following a loss. However, players permitted to talk in the second game showed a significant increase in efficacy compared to players who lost and were also instructed to be silent in game 2. Prior to the hypothetical "Game 3," after players' trash talk choices (i.e., talk or silence in "Game 3", both personally and for an opponent) had been made, self-efficacy displayed a sharp increase for both experimental conditions and outcome (win/loss). Winners in the talk-silent condition decreased in PA after game 1 and prior to game 2, in which they had to remain silent. However, this decrease was more pronounced for losers who displayed a consistent downward trend in PA following game 1, and prior to game 2 in which they were to remain silent. Winners in the silent-talk condition exhibited a gradual increase in PA throughout the first three measures. Losers reported a slight decline after losing game 1, but a marked increase in PA after being instructed to talk in game 2. Both experimental conditions resulted in a significant increase in PA after trash talk choices were made prior to "Game 3." This was replicated for winners and losers who both showed increased PA after their trash talk choices. Elevation in NA was noted for both winners and losers after game 1, but this increase was more acute for losers. Players in both conditions showed an increase in NA after game 1, and both conditions showed a very similar decrease in NA immediately prior to game 2. Winners in both conditions maintained very similar NA scores across the first three measures, whereas losers showed an increase in NA after game 1, before finally decreasing immediately prior to game 2. Across both conditions winners' NA decreased following game 2, whilst losers perceived NA increased distinctly. After trash talk choices were made, losers' NA decreased, whilst winners' NA unexpectedly increased. The majority (95%) of players chose to be free to talk in "Game 3" of the study. Unexpectedly, many players preferred not to enforce silence upon their opponent for "Game 3." Players who did choose to enforce silence upon their opponent most commonly did so when they had been victorious in the silent game played, or they had lost both of their games. The majority of players in the study felt that their enforced silence had helped their opponent. However, several players who won the silent game believed their enforced silence had no effect on their opponent. The order in which the games were played (Talk-Silent or Silent-Talk) dramatically impacted the amount of trash talk used in the 'talk' games. The silent-talk condition resulted in 58% more coded trash talk occurrences than the talk-silent condition. Two conceivable reasons were the potential to reference game 1 as a source of conversation, and the reluctance of players to trash talk a total stranger. Overall, results reveal self-efficacy was impacted by the freedom to trash talk, and by winning and losing in line with the hypotheses outlined at the inception of this study. Specifically, when permitted to talk and when winning games players experienced personal autonomy, a sense of control, and positive mastery experiences, which are all key tenets of bolstering self-efficacy (Bandura, 1992, 1997). As self-efficacy changed due to experimental conditions and outcome there were simultaneous effects on both PA and NA, which echoes previous research on self-efficacy expectations as a mediator to changes in affect (Feltz & Lirgg, 2001). However, unlike self-efficacy, emotions (PA and NA) were less predictable and idiosyncratic, even when the outcomes or conditions were seemingly optimal (Boutcher, 1993; Robazza et al., 1998). Whereas self-efficacy measures appeared to remain contingent on experimental condition or outcome throughout the study, affect scores exhibited features which support the assertion that most significant emotions are invariably personal relevant, regardless of tangible outcomes (Hanin, 2000, 2007).
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Date Issued: 2008
Identifier: FSU_migr_etd-3474
Format: Thesis

Title: The Relationships Among Negative Career Thoughts, Profile Elevation, Differentiation, Career Decidedness, and Satisfaction with Choice.
Creator: Chason, Ashley K., Sampson, James P., Lenz, Janet, Schatschneider, Chris, Pfeiffer, Steven, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study investigated the relationships among negative career thoughts and profile elevation, differentiation, career decidedness, and satisfaction with choice. Study participants were 226 university students enrolled in an Introduction to Career Development course. The Career Thoughts Inventory (CTI) was used to measure negative career thoughts, the Self-Directed Search (SDS) was used to measure profile elevation and differentiation, the Occupational Alternatives Question (OAQ) was used to...
Show moreThis study investigated the relationships among negative career thoughts and profile elevation, differentiation, career decidedness, and satisfaction with choice. Study participants were 226 university students enrolled in an Introduction to Career Development course. The Career Thoughts Inventory (CTI) was used to measure negative career thoughts, the Self-Directed Search (SDS) was used to measure profile elevation and differentiation, the Occupational Alternatives Question (OAQ) was used to measure career decidedness, and the Satisfaction with Choice item was used to determine participants' level of satisfaction with their first career choice. A series of multiple regression analyses were conducted to determine the amount of variance accounted for by negative career thoughts (decision-making confusion, commitment anxiety, and external conflict) in profile elevation, differentiation, career decidedness, and satisfaction with choice. Negative career thoughts were found to account for a significant amount of variance in profile elevation, career decidedness, and satisfaction with choice. In addition, exploratory analyses were conducted to examine the interaction of decision-making confusion, commitment anxiety, and external conflict on the criterion variables. No significant interaction effects were found for the analyses with profile elevation or differentiation as the criterion variables. With regard to career decidedness, a significant three-way interaction was indicated, and the three main effects and three two-way interactions as a set were significant with satisfaction with choice as the criterion variable. Results of this study support the inverse relationship between career decidedness, satisfaction with choice, and negative career thoughts. Findings suggest the need to fully explore negative thinking that interferes with clients making effective career decisions.
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Date Issued: 2011
Identifier: FSU_migr_etd-3876
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: Emotional Control, Commitment, & Performance: A Case Study of the United States Coast Guard Helicopter Rescue Swimmer School.
Creator: Sanchez, Christine M., Tenenbaum, Gershon, Panton, Lynn, Eklund, Robert, Roehrig, Alysia, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: A Helicopter Rescue Swimmer is one of the most physically and mentally demanding jobs in the United States Coast Guard (USCG). In order to become a USCG Helicopter Rescue Swimmer, interested candidates must successfully complete a rigorous 18-week training program, called Aviation Survival Technician (AST) A-School, where the average attrition rate is over 50%. Within military and civilian literature, few researchers have reported on performance in Search and Rescue (SAR) environments. More...
Show moreA Helicopter Rescue Swimmer is one of the most physically and mentally demanding jobs in the United States Coast Guard (USCG). In order to become a USCG Helicopter Rescue Swimmer, interested candidates must successfully complete a rigorous 18-week training program, called Aviation Survival Technician (AST) A-School, where the average attrition rate is over 50%. Within military and civilian literature, few researchers have reported on performance in Search and Rescue (SAR) environments. More specifically, to the researcher's knowledge, there are no empirical reports on the psychological components needed for optimal Helicopter Rescue Swimmer performance. The purpose of this study, therefore, was to build upon pilot research in which AST A-School Instructors identified psychological components of high-level AST performance, as well as stressors that students commonly encounter during AST A-School (Sanchez, 2009). Maintaining emotional control and displaying strong commitment were two of the nine identified psychological components leading to high-level AST performance. A case study research design involving qualitative inquiry was selected as the best method to gain a deeper understanding as to how emotional and commitment influence AST A-School student performance. One AST A-School class (N = 11) was followed on-site throughout the duration of the four-month training program to capture the students' experiences and build upon the study's research questions. Due to the lower than average attrition rate and number of dismissed students with training related injuries, it became difficult to examine psychological components of successful and unsuccessful AST A-School students. As the weeks progressed during data collection, new themes emerged and the purpose of the study shifted to examining the variables influencing successful AST A-School performance within a larger than average graduating class. Several themes emerged from data obtained in this investigation. First, although Go (i.e., passed AST A-School, n = 7) and No-Go (i.e., dismissed from AST A-School, n = 4) students reported high commitment to complete the training program; the Go students reported slightly higher commitment than the No-Go students. Examining the quality of students' commitment aided in gaining a deeper understanding of the reasons why students remained committed to completing AST A-School. The Investment Model/Sport Commitment Model (Rusbult, 1980; Scanlan, Carpenter, Schmidt, Simons, & Keeler, 1993) was utilized as a framework for describing AST A-School Commitment. High perceived rewards, low attractive alternatives, high personal investment, social constraints acting as motivators, and high perceived involvement opportunities contributed to understanding why students remained committed throughout AST A-School. Second, social supports consisting of a spouse, family members, and fellow classmates emerged as personal resources for AST A-School students that facilitated coping with many of the stressors encountered during the course. Fellow classmates emerged as the most commonly utilized form of social support. The positive class dynamics of the Go Group appeared to be a factor facilitating students' success in the training program. Interview data with the Go students revealed several key characteristics of the class dynamics that aided in creating a positive learning environment: (a) supportiveness, (b) shared leadership, (c) camaraderie, (d) similar skill level, (e) cohesion, and (f) open communication. Third, the mental skills of attention control and self-confidence emerged as skills facilitating successful AST A-School performance. Fourth, results were consistent with initial pilot study data (Sanchez, 2009) and served to refine an understanding of AST A-School stressors. Students identified numerous stressors that one must cope with while participating in AST A-School: (a) AST instructors, (b) experiencing a restricted airway, (c) managing personal life responsibilities, (d) skill tests, (e) the uncertainty of training, (f) becoming injured, and (g) time management. Fifth, Go students and No-Go students appraised stressors as both challenging and threatening. Overall, both sets of students reported experiencing more negative emotions when encountering AST A-School Stressors, as compared to positive emotions or mixed emotions. The coping efforts of Go and No-Go students served specific purposes (i.e., functions), and these purposes varied by the stressor. Sometimes students' coping efforts for a particular stressor served multiple purposes. Students also utilized a wide assortment of coping strategies to manage each stressor. These coping strategies also varied by the individual. Within each stressor, specific strategies emerged to facilitate specific coping functions. When comparing the coping strategies between the Go and No-Go Groups, the No-Go students typically coped to manage their emotional responses to stressors. On the other hand, the Go students primarily coped to redefine the personal meaning of stressors. The Go students engaged in a variety of coping strategies, however, "keeping things in perspective by accepting and redefining into a positive" was the most frequently reported coping strategy. The study's findings contribute new performance psychology knowledge in understanding how emotional control, commitment, and class dynamics influence performance in military settings. Applications for the applied consultant are discussed.
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Date Issued: 2010
Identifier: FSU_migr_etd-2092
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: Self-Presentational Concern as an Antecedent of Athletic Injury.
Creator: Beasley, Vista, Eklund, Robert, Tenenbaum, Gershon, Roehrig, Alysia, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study was an initial investigation of the relationship between self-presentational concern and chronic injury. An experiment with two manipulations was conducted to determine how situational self-presentational concerns affected expressions of toughness that may be linked to health-damaging behaviors that cause chronic injury. Covariates of self-presentational concerns and mental toughness were measured and determined to be equivalent across groups so that effects could be attributed to...
Show moreThis study was an initial investigation of the relationship between self-presentational concern and chronic injury. An experiment with two manipulations was conducted to determine how situational self-presentational concerns affected expressions of toughness that may be linked to health-damaging behaviors that cause chronic injury. Covariates of self-presentational concerns and mental toughness were measured and determined to be equivalent across groups so that effects could be attributed to the manipulations. For a manipulation of situational self-presentational concerns, collegiate middle-distance and distance runners assigned to experimental groups read a passage. The passage was based on the components of a self-presentation model, impression motivation and impression construction. It indicated the need for runners to score high on toughness questionnaires to be evaluated favorably by coaches and governing bodies of the sport in order to achieve goals. All participants completed two questionnaires pertaining to mental toughness and tough attitude toward training through pain and injury. Expressions of mental toughness related to confidence and control were higher for participants exposed to heightened levels of situational self-presentational concerns than participants lacking the exposure. For a second manipulation, participants in one of the experimental groups were additionally exposed to a prototype describing the performance of the most successful runners on the mental toughness questionnaire. Expression of mental toughness of these participants did not differ significantly from other participants, failing to provide evidence of the prototype-matching process. Participants' expression of tough attitude toward training through pain and injury did not differ in relation to exposure to either manipulation. The results support the integration of self-presentational concerns related to mental toughness as a psychological antecedent in a model linking stressful, athletic situations and chronic injury.
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Date Issued: 2013
Identifier: FSU_migr_etd-8527
Format: Thesis

Title: The Sequential Analysis of Collaborative Writing and Editing Processes in Wikis.
Creator: Heeter, Patricia, Jeong, Allan, Sypher, Ulla, Dennen, Vanessa, Reiser, Robert, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of this study was to sequentially analyze and identify collaborative writing processes used to increase or decrease the quality of students' written arguments. The study's participants were 16 graduate students enrolled in an online course on inquiry and measurement. Every student worked on one team to analyze the arguments for using surveys and worked on one team to analyze arguments for using interview. A total of seven teams worked on the survey arguments; seven teams worked on...
Show moreThe purpose of this study was to sequentially analyze and identify collaborative writing processes used to increase or decrease the quality of students' written arguments. The study's participants were 16 graduate students enrolled in an online course on inquiry and measurement. Every student worked on one team to analyze the arguments for using surveys and worked on one team to analyze arguments for using interview. A total of seven teams worked on the survey arguments; seven teams worked on the interview arguments. Each student worked with their team members using their team's own wiki to analyze and develop each argument for using surveys and interviews. The arguments produced by the students were scored by the researcher and a second coder to determine which processes performed by the consenting students produced the highest- and lowest-quality arguments. Results indicated that the collaborative writing process used by students working in teams to develop a high-quality argument in a wiki consisted of six action sequence patterns while teams producing a low-quality argument consisted of only two action sequence patterns. Given that the low-quality argument action sequences were also not observed in the processes used to produce the high-quality arguments, it is possible that these two action sequences have hindered or obstructed the processes needed to produce high-quality arguments. The findings indicate that specific action sequences and more structured collaborative writing processes may help to produce high-quality arguments. As a result, interventions should be directed at increasing the frequency of the action sequences found in this study to produce high-quality arguments which may assist students in writing higher quality arguments.
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Date Issued: 2014
Identifier: FSU_migr_etd-9003
Format: Thesis

Title: The Relationships Between Executive Functioning Deficits Related to ADHD and Mindfulness.
Creator: Flagg, Scott Andrew, Prevatt, Frances, Lewis, Sandra, Canto, Angela, Dong, Shengli, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study investigated the relationship(s) between deficits of executive functioning ability and mindfulness as measured by Barkley's Deficits in Executive Functioning Scale (BDEFS) and the Five Facet Mindfulness Questionnaire (FFMQ) respectively. ADHD is a disorder affecting millions of individuals, including children. Currently it is the most diagnosed of all childhood psychological disorders with about half of those diagnosed continuing to experience symptoms into adulthood (CDC, 2010)....
Show moreThis study investigated the relationship(s) between deficits of executive functioning ability and mindfulness as measured by Barkley's Deficits in Executive Functioning Scale (BDEFS) and the Five Facet Mindfulness Questionnaire (FFMQ) respectively. ADHD is a disorder affecting millions of individuals, including children. Currently it is the most diagnosed of all childhood psychological disorders with about half of those diagnosed continuing to experience symptoms into adulthood (CDC, 2010). The psychological construct of ADHD has been redefined recently by Barkley, opening the door for new conceptualization and treatment options (Barkley 2012). ADHD has been described as being synonymous with deficits in EF (Barkley, 2012). The current study's purpose was to evaluate the relationship(s) that exist between deficits of EF and mindfulness as evaluated by two prominent measures. Findings of the current study suggest mindfulness is related to EF ability, regardless of ADHD status. Mindfulness, as measured by higher scores on the FFMQ, appears to predict fewer EF deficits, and lower total scores on the BDEFS. The current study also examined if gender or ADHD status might influence the relationship between ADHD and mindfulness and concluded that they do not. Finally, the study also evaluated if the FFMQ could predict ADHD status as accurately as the BDEFS. The research findings indicate that both measures are significant predictors of ADHD, with the BDEFS being slightly higher (77% compared to 66%). This study supports the notion that mindfulness training might represent a viable treatment option for those with ADHD.
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Date Issued: 2014
Identifier: FSU_migr_etd-8986
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: The Impact of Greek Life Membership on Vocational Identity, Career Self-Efficacy, and Goal Instability of College Students.
Creator: McClain, Mary-Catherine, Sampson, James P., Goldsmith, Elizabeth B., Lenz, Janet G., Pfeiffer, Steven I., Department of Educational Psychology and Learning Systems, Florida...
Show moreMcClain, Mary-Catherine, Sampson, James P., Goldsmith, Elizabeth B., Lenz, Janet G., Pfeiffer, Steven I., Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: Approximately 10% of college students participate in Greek life each year, yet minimal research has been conducted on how these social experiences impact career development variables. The purpose of the present study was to examine the impact of Greek life membership on students' level of vocational identity, career decision-making self-efficacy, and goal instability. Participants included 436 seniors, 231 non-Greek students and 205 Greek life students, attending a large public research...
Show moreApproximately 10% of college students participate in Greek life each year, yet minimal research has been conducted on how these social experiences impact career development variables. The purpose of the present study was to examine the impact of Greek life membership on students' level of vocational identity, career decision-making self-efficacy, and goal instability. Participants included 436 seniors, 231 non-Greek students and 205 Greek life students, attending a large public research university during the fall 2012 academic year. Two independent variables (group and gender) and three dependent variables (vocational identity, career decision-making self-efficacy, and goal instability) were explored in the present study, with level of engagement and grade point average serving as moderator variables. The Vocational Identity (VI) Scale from the My Vocational Situation (MVS), Career Decision-Making Self-Efficacy Scale--Short Form (CDMSE--SF), and Goal Instability Scale (GIS) were used to measure vocational identity, confidence in making career decisions, and goal directedness, respectively. Additionally, the Revised Student Engagement Questionnaire (Handelsman, Briggs, Sullivan, & Towler, 2005) was adapted for the current study to assess student engagement levels. These measures were selected because of their psychometric properties and widespread use. A one-way multivariate analysis of variance (MANOVA) and a two-way MANOVA were utilized to examine the first and second research questions, respectively. To explore the final research question, a multivariate analysis of covariance (MANCOVA) was performed. Overall, the results found that individuals participating in Greek-letter organizations reported a higher sense of vocational identity and career decision-making self-efficacy as well as lower levels of goal instability compared to their non-Greek counterparts. Furthermore, group membership accounted for 4% of the total variance among the three outcome variables. After controlling for the covariate of engagement, the effects of membership in a Greek-letter organization remained significant for career decision-making self-efficacy and goal instability. However, strength of vocational identity did not significantly differ between the two groups after accounting for level of engagement. For each research question examined, gender had no effect. Limitations, implications, and areas for future research are also presented.
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Date Issued: 2014
Identifier: FSU_migr_etd-9042
Format: Thesis

Title: Help-Seeking Attitudes and Behaviors of Graduate Psychology Students.
Creator: McClure, Amanda Kristin, Osborn, Debra S., Radey, Melissa, Prevatt, Frances, Sampson, James P., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Research to date has primarily focused on investigating help-seeking attitudes and intentions of the general public regarding mental health treatment, while neglecting an investigation of these factors for graduate students in the field of psychology. A review of existing literature on this topic uncovered themes regarding barriers and facilitators to seeking professional treatment for the general public and graduate psychology students. The current study sought to expand the existing...
Show moreResearch to date has primarily focused on investigating help-seeking attitudes and intentions of the general public regarding mental health treatment, while neglecting an investigation of these factors for graduate students in the field of psychology. A review of existing literature on this topic uncovered themes regarding barriers and facilitators to seeking professional treatment for the general public and graduate psychology students. The current study sought to expand the existing literature base on the topic of help-seeking and professional concerns of the doctoral psychology student population. Participants included 318 graduate students from accredited doctoral programs in clinical and counseling psychology and combined programs from across the United States. A model of six predictor variables, including gender, anxiety level, years of graduate training, history of help-seeking, knowing a colleague/student in one's graduate program who has sought help, and knowing a professor/supervisor/advisor who has sought help, was proposed and analyzed to determine its effectiveness in predicting help-seeking attitudes and professional concerns among doctoral psychology students. Help-seeking attitudes were assessed by performance on subscales from the Inventory of Attitudes toward Seeking Mental Health Services (IASMHS; Mackenzie, Knox, Gekoski, & Macaulay, 2004)) while professional concerns related to help-seeking were determined by subscale scores on the Trainees' Attitudes Toward Seeking Psychotherapy Scale (TATSPS; Farber, 1999). Multiple regression analyses indicated that the model was significant in predicting all seven criterion variables (subscales from the IASMHS and TATSPS), and accounted for 9% or greater total variance for all but one criterion, need for self-sufficiency, in which the model accounted for 6.9% total variance. Analysis of the specific contributions of the separate predictor variables also demonstrated that level of anxiety, gender, history of help-seeking, knowing a colleague/student in one's graduate program who has sought help, and knowing a professor/supervisor/advisor who has sought help each made separate, unique contributions to the different criterion variables associated with help-seeking attitudes and professional concerns experienced by doctoral psychology students. Following an in depth description and discussion of the aforementioned findings, the limitations and implications for future practice and future research are also presented.
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Date Issued: 2014
Identifier: FSU_migr_etd-9044
Format: Thesis

Title: Type and Source of Support as Predictors of Parenting Stress in Adolescent Mothers.
Creator: Mahler, Alicia L., Canto, Angel, Randolph, Karen, Prevatt, Frances, Osborn, Debra, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Adolescents who become mothers during their teenage years are a population of concern due to the incidence and widespread impact of teenage motherhood across several areas of functioning. In particular, parenting stress has been suggested to be an issue that is often experienced by adolescent mothers, as well as an issue that may have a negative impact upon other areas (Chang & Fine, 2007; Larson, 2004). However, previous research has noted a relationship between general support provided to...
Show moreAdolescents who become mothers during their teenage years are a population of concern due to the incidence and widespread impact of teenage motherhood across several areas of functioning. In particular, parenting stress has been suggested to be an issue that is often experienced by adolescent mothers, as well as an issue that may have a negative impact upon other areas (Chang & Fine, 2007; Larson, 2004). However, previous research has noted a relationship between general support provided to an adolescent mother and reduced parenting stress (Devereux, Weigel, Ballard-Reisch, Leigh, & Cahoon, 2009; Uno, Florsheim, & Uchino, 1998); Whitson, Martinez, Ayala, & Kaufman, 2011). Previous research has suggested that an adolescent's own mother, the father of her baby or her current partner, her friends, and her other family members are important and commonly received sources of support (Colletta, 1981; Devereux et al., 2009; Voight, Hans, & Bernstein, 1996). Similarly, emotional support, financial support, and infant caretaking support have been identified as important and commonly received types of support (Henly, 1997; Rhodes & Woods, 1995; Spieker & Bensley, 1994; Voight et al., 1996). However, previous research on sources and types of support has been inconsistent and has largely not addressed their relationship to parenting stress. The purpose of the current study was to address this gap in the literature by exploring the amount of Source and Type of Support Combinations received by adolescent mothers, as well as to identify which combinations of source and type of support are significantly related to reductions in parenting stress for adolescent mothers. To accomplish this purpose, the scale utilized in Devereux et al. (2009) was modified to create the Source and Type of Support Scale, used in this study to measure the amount of Support Source and Type Combinations received by adolescent mothers. Parenting Stress was measured with the use of the PSI-SF (Abidin, 1990). 136 adolescent mothers, defined as younger than 20 years of age with one or more children, were recruited both online and in person from schools, service programs, and agencies. The mean age of participants was 18.4 years old, with an average of 1.2 children. The majority of participants had successfully completed high school, were either married or in a dating relationship, and fell within the lowest brackets of household income. Descriptive statistics were calculated to determine the amount of Support Source and Type Combinations reported as received by adolescent mothers. Results showed that Emotional Support from all sources, as well as Financial Support and Caretaking Support from both Mothers and the Father of the Child or Current Partner were reported as the most often received support by adolescent mothers. In addition, a multiple regression analysis was utilized in order to explore the relationship of the Support Source and Type Combination variables in predicting Parenting Stress. The average Parenting Stress reported by adolescent mothers in this study fell at the 55th percentile. Four of the Support Source/Type Combinations (Emotional Support from Mother, Caretaking Support from Mother, Financial Support from Father of the Child or Partner, and Emotional Support from Other Family Members) were found to be significantly correlated with Parenting Stress and were included in in the multiple regression analysis, explaining 16.3% of the variance in Parenting Stress. In addition, increased Emotional Support from Other Family Members was found to significantly predict decreased Parenting Stress. While replication of the results with a sample more representative of the broader population of adolescent mothers is necessary, the identified relationship between Emotional Support from Other Family Members and Parenting Stress demonstrates the importance of providing this source/type of support combination to adolescent mothers. Future research may expand upon this finding with applications to providing services to adolescent mothers.
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Date Issued: 2014
Identifier: FSU_migr_etd-9036
Format: Thesis

Title: International Student Athlete: An Acculturation Effect.
Creator: Richards, Vernice, Tenenbaum, Gershon, Ratliffe, Tom, Eklund, Robert, Ebener, Deborah, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: International students face deeper and more complicated transitional issues in addition to the "normal" transitional issues that student-athletes face (Boyer & Sedlacek, 1986; Hechanova-Alampay, Beehr, Christiansen & Van Horn, 2002). The process of transition from one culture to another is known as Acculturation (Castro, 2003). The role of gender, academic classification (time at the U.S institution), length of time in the U.S., and sport type, are examined in this study to elucidate their...
Show moreInternational students face deeper and more complicated transitional issues in addition to the "normal" transitional issues that student-athletes face (Boyer & Sedlacek, 1986; Hechanova-Alampay, Beehr, Christiansen & Van Horn, 2002). The process of transition from one culture to another is known as Acculturation (Castro, 2003). The role of gender, academic classification (time at the U.S institution), length of time in the U.S., and sport type, are examined in this study to elucidate their effects on the acculturation process. Questionnaires were used to examine participants' acculturation integration, orientation, acculturative stress and social support. Many mixed reviews in the current literature were echoed in the current study with few statistically significant results for the demographic variables investigated. Attention is drawn to the study design and complex nature of culture studies as avenues necessary to be reviewed when reconsidering this topic (Castro, 2003). This investigation of acculturation is of great interest for coaches, athletic administration, and athlete support professionals who seek to work and further support this growing population of international-student-athletes (Connell, 2007).
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Date Issued: 2014
Identifier: FSU_migr_etd-9076
Format: Thesis

Title: Criticality of Game Situations' Effect on Officials' Stress Levels.
Creator: Ritchie, Jason, Tenenbaum, Gershon, Yang, Yanyun, Rodenberg, Ryan, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Sports officials experience moderate to low amounts of stress, which can affect the outcome of games, seasons, and officials' careers. Furthermore, officials' report that the criticality of game situation (situation criticality) is one of the major sources of stress they experience. Situation criticality is comprised of score differential (i.e., more pressure in close games) and time remaining in a game (i.e., more pressure as time expires). Surprisingly, there is a lack of research examining...
Show moreSports officials experience moderate to low amounts of stress, which can affect the outcome of games, seasons, and officials' careers. Furthermore, officials' report that the criticality of game situation (situation criticality) is one of the major sources of stress they experience. Situation criticality is comprised of score differential (i.e., more pressure in close games) and time remaining in a game (i.e., more pressure as time expires). Surprisingly, there is a lack of research examining the association between situation criticality and officials' stress level. However, previous research has indicated that situation criticality impacts athletes' stress levels (Bar-Eli & Tenenbaum, 1998a). Thus, the present study explored the effect of situation criticality on officials' stress levels. Specifically, high school basketball officials were given a survey packet containing game situations that vary in criticality (i.e., score differential: > 6, < 6, and tied game; time of game: two minutes into the first half, last two minutes in the first half, last two minutes in the second half). For each game situation (a total of nine) officials completed the Stress Appraisal Measure (SAM). The SAM includes a measure of overall stress level as well as the officials' appraisals of the stressor. Results revealed that situation criticality has an effect on officials' perceived stress levels. Officials' perceived stress levels increased as score differential decreased and as time remaining in the game decreased. In addition, officials reported that a tie game at the end of the second half was the most stressful situation presented. Both threat and challenge appraisals were positively correlated with perceived stress. Furthermore, results indicated that threat appraisal had the greatest impact on overall stress level. These findings indicate that officials' stress levels fluctuate within games depending on score differential and time of game. This finding should encourage officials to manage their stress, possibly through their appraisals, to improve performance and job satisfaction. Additionally, this finding can impacts the training of officials in the management of stress as well as potential rule changes that reflect the increased situational demands on officials in critical situations (e.g., expanded instant replay).
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Date Issued: 2014
Identifier: FSU_migr_etd-9077
Format: Thesis

Title: The Estimation and Specification Search of Structural Equation Modeling Using Frequentist and Bayesian Methods.
Creator: Liang, Xinya, Yang, Yanyun, Huffer, Fred, Becker, Betsy Jane, Paek, Insu, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Structural equation modeling (SEM) refers to statistical analyses of the relationships among observed and latent variables based on hypothesized models. In reality, proposed models are rarely perfect, specification search is conducted to correct specification errors between the proposed and population models. Both frequentist and Bayesian methods have strength and limitations in the estimation and specification search of SEM models. Estimation problems that arise from the violation of...
Show moreStructural equation modeling (SEM) refers to statistical analyses of the relationships among observed and latent variables based on hypothesized models. In reality, proposed models are rarely perfect, specification search is conducted to correct specification errors between the proposed and population models. Both frequentist and Bayesian methods have strength and limitations in the estimation and specification search of SEM models. Estimation problems that arise from the violation of distributional and/or structural assumptions have not been thoroughly studied. Performance of specification search methods based on different theoretical framework has rarely been compared. Two purposes of this study were: (1) to investigate robust maximum likelihood (RML) and three Bayesian methods for estimating confirmatory factor analysis models under imperfect conditions, and (2) to compare modification index (MI) and Bayesian structural equation modeling (BSEM) in search of cross-loadings in factor analysis models. Two Monte Caro studies were designed for model estimation (Study 1) and specification search (Study 2), respectively. Both studies replicated 2000 datasets for each condition. Design factors included sample size, factor structure, loading size, and item distribution. Study 1 analyzed both correctly specified and misspecified models. Results were evaluated based on model fit, parameter estimates, and standard errors. Study 2 searched for omitted 1, 2, and 4 cross-loadings in data generation models. The evaluation of results focused on the success of specification search and model evaluation. Results showed that the frequentist chi-square test was more powerful than the Bayesian posterior predictive p-value test. Bayesian methods specified with appropriate priors provided accurate parameter estimates similar to RML even under moderate violation of SEM assumptions. Practically however, the selections of Bayesian priors on hypothesized models need to be exceptionally cautious, because they are likely to interact with sample sizes, data distribution, and degree of model misspecification. In specification search, MI generally provided higher model recovery rates than BSEM under the designed conditions. BSEM led to considerable false positive solutions as sample size increased if informative priors were not properly selected. However, MI is not always preferable. The study recommended that practical selections of Bayesian priors may be based on 95% parameter coverage. Future research will investigate the sensitivity of various Bayesian priors in specification search.
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Date Issued: 2014
Identifier: FSU_migr_etd-9031
Format: Thesis

Title: The Hot Hand and Psychological Momentum as Adaptive Beliefs in Sport.
Creator: Little, Barack, Tenenbaum, Gershon, Phillips, Beth, Paek, Insu, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study aimed at examining the dispositional effects of the hot hand and psychological momentum beliefs on mental states such as self-efficacy, perception of control, and cohesion. One hundred and seventy-six male and female participants who have athletic experience in basketball, volleyball, or baseball (NCAA, club, or intramural) were surveyed. Revised versions of hot hand and psychological momentum questionnaires from past studies were used to measure a participant's level of belief in...
Show moreThis study aimed at examining the dispositional effects of the hot hand and psychological momentum beliefs on mental states such as self-efficacy, perception of control, and cohesion. One hundred and seventy-six male and female participants who have athletic experience in basketball, volleyball, or baseball (NCAA, club, or intramural) were surveyed. Revised versions of hot hand and psychological momentum questionnaires from past studies were used to measure a participant's level of belief in the hot hand and psychological momentum, respectively. The Physical Self-Efficacy Scale (PSE) was used to measure self-efficacy, a revised version of the Self-Control Scale was used to measure perceptions of control, and the Group Environment Questionnaire (GEQ) was used to measure team cohesion. The aim of this study was to examine whether athletes who have strong beliefs in the hot hand and psychological momentum have significantly different levels of self-efficacy, perceptions of control, and team cohesion. Also, it was examined whether skill level was related to any differences in beliefs. Results indicated that athletes with stronger beliefs in the hot hand exhibited significantly higher levels of self-efficacy. Belief in psychological momentum did not predict any of the dependent variables Also, high skilled athletes showed higher self-efficacy levels than low skilled athletes, and low skilled athletes showed higher levels of team cohesion than high skilled athletes. The results suggest that belief in the hot hand can be considered an adaptive belief that can potentially affect self-efficacy in a positive manner.
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Date Issued: 2014
Identifier: FSU_migr_etd-9033
Format: Thesis

Title: Effects of Self-Regulated Learning Strategy Training on Learners' Achievement, Motivation and Strategy Use in a Web-Enhanced Instructional Environment.
Creator: Hu, Haihong, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This quasi-experimental mixed-methods study investigated the effects of Self-Regulated Learning strategy training on learner achievement, motivation and self-reported use of strategies. An online tutorial and a web-based interactive practice system were used to implement the training, which consisted of 4 stages, and lasted for 14 weeks. The participants in this study were 21 (8 experimental vs. 13 control) undergraduate students enrolled in 2 sections of a web-enhanced College Success course...
Show moreThis quasi-experimental mixed-methods study investigated the effects of Self-Regulated Learning strategy training on learner achievement, motivation and self-reported use of strategies. An online tutorial and a web-based interactive practice system were used to implement the training, which consisted of 4 stages, and lasted for 14 weeks. The participants in this study were 21 (8 experimental vs. 13 control) undergraduate students enrolled in 2 sections of a web-enhanced College Success course at a community college in Southeast U. S. A significant difference was found between students who received the training and who did not receive the training on overall performance, and scores on 3 of the course assignments, which were Test 3, Career Exploration Paper, and Final exam. Regarding the effect of the strategy training on student motivation, a significant difference was found between the experimental and the control group on self-satisfaction. However, a significant difference was not found between the experimental and the control conditions on task value, self-efficacy, intrinsic and extrinsic goal orientation. In addition, students who received the training reported significantly lower task value and lower extrinsic goal orientation at the end versus at the beginning of the study. Concerning the effects of the strategy training on students' reported use of strategies, even though the experimental group did report higher scores on use of metacognitive, cognitive, resource management and the total strategies than the control group, but the differences did not reach statistical significance. Besides, the experimental students reported significantly lower use of resource management strategies at the end versus at the beginning of the study. The qualitative data were used to triangulate with quantitative ones. It was also found that even though participants were still at their primitive stage of self-regulated learning, there were anecdotal evidences for the effect of the training on learners' improvement in metacognitive awareness. Additionally, the findings of this study suggested that the training were helpful to learners on their persistence. Results from this research study are discussed. Implications of the study for educational research and practice are presented. Limitations of the research study are identified. Finally, suggestions for future research are presented.
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Date Issued: 2007
Identifier: FSU_migr_etd-3689
Format: Thesis

Title: The Effects of Ethnicity and Message Content on Affective Outcomes in a Computer-Based Learning Environment.
Creator: Mackal, Melissa C. (Melissa Claire), Wager, Walter W., Plant, E. Ashby, Baylor, Amy L., Keller, John M., Department of Educational Psychology and Learning Systems, Florida State...
Show moreMackal, Melissa C. (Melissa Claire), Wager, Walter W., Plant, E. Ashby, Baylor, Amy L., Keller, John M., Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The past 10-15 years has seen an increasing field of research in human-computer interaction (HCI) and more specifically, humanized agents known by many names, social model, pedagogical agent, character, and avatar, to name a few. A humanized agent whose role is to specifically facilitate learning, the pedagogical agent, has been of particular empirical interest. Their features, such as voice, facial expression, gesture, and affect have been investigated to determine which combination of which...
Show moreThe past 10-15 years has seen an increasing field of research in human-computer interaction (HCI) and more specifically, humanized agents known by many names, social model, pedagogical agent, character, and avatar, to name a few. A humanized agent whose role is to specifically facilitate learning, the pedagogical agent, has been of particular empirical interest. Their features, such as voice, facial expression, gesture, and affect have been investigated to determine which combination of which features in the computer-based environment are most facilitative to which kind of learners as well as which types of instructional strategies. This study examined humanized agents as social models of behavior as well as their delivery of message content types on participants' affective outcomes. In keeping with Bandura's theory of social modeling (1986) and Reeves and Nass (1993a, 1993b, 1996) investigations into the Human-Computer Interaction (HCI), questions such as, "How do social models and the messages they deliver effectively influence participants' attitudes toward ethnic groups historically associated with prejudice and discrimination?" were posed. In addition, this study sought to contribute to empirical research in the affective learning domain and spark new interest in what is traditionally perceived as difficult to define and measure. In order to combine these variables, this research investigated the effects of ethnicity and message content on affective outcomes in a computer-based learning environment. Specifically, ethnicity was represented by computer-based models' nativeness and non-nativeness (as it pertains to culturally-related content), and message content was represented by three levels: common membership, mutual differentiation content and value neutral content. A 2x3 factorial design was used to determine significant effects on attitudes toward persons of Arab descent and perceptions of computer-based models. Models, in the form of two dimensional animations, acted as mentors representing one of two ethnicities and engaged in dialogue, representing one of three message content levels. This research was conducted within Bandura's (1977, 1986) social learning and Tajfel (1978) and Turner's (1975, 1985) social identity theoretical frameworks. Results indicated there were no overall significant main effects in attitudes toward Arabs or perception of models between students viewing native or non-native models and common membership or mutual differentiation message types. In addition, there were no overall significant main effects in attitudes toward Arabs or perceptions of models between students who viewed the treatment conditions and value neutral message control conditions. Results did show significant differences in attitudes toward Arabs for two single variables (partially constructing the dependent variable, attitude) between students viewing the non-native model delivering the common membership message and students viewing the non-native model delivering the value-neutral message. Students viewing the non-native model delivering the common membership message reported more positive attitudes when hypothesizing themselves to be on a crowded bus with Arabs or when hearing that an Arab student received financial aid. In addition, there were some significant differences for items relating to model perception. Students viewing one of the two treatment messages perceived the model to be more competent than students viewing the model delivering the value neutral content. Lastly, there was a significant mixed effect between students viewing the non-native model delivering either the common membership message or the mutual differentiation message and the non-native model delivering the value neutral message content. Students viewing the non-native model delivering either the common membership message or the mutual differentiation message perceived the non-native model as keeping their attention significantly greater than students viewing the non-native model delivering the value neutral message. Anecdotal evidence indicated NSD interactions among the variables and supported the finding that students's overall attitudes and perceptions were more positive after viewing the non-native model delivering the common membership message than participants who viewed other combinations of variables. Although more data are needed to clarify and strengthen the impact of these results, these findings have practical and theoretical implications when using social models and messages in informal computer-based learning environments for affective outcomes.
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Date Issued: 2009
Identifier: FSU_migr_etd-2810
Format: Thesis

Title: Effects of Process-Oriented and Product-Oriented Worked Examples and Prior Knowledge on Learner Problem Solving and Attitude: A Study in the Domain of Microeconomics.
Creator: Brooks, Christopher Darren, Darabi, A. Aubteen, Ferris, Gerald R., Schrader, Linda B., Reiser, Robert A., Department of Educational Psychology and Learning Systems, Florida...
Show moreBrooks, Christopher Darren, Darabi, A. Aubteen, Ferris, Gerald R., Schrader, Linda B., Reiser, Robert A., Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The purpose of this study was to investigate the effectiveness of process-oriented and product-oriented worked example strategies and the mediating effect of prior knowledge (high versus low) on problem solving and learner attitude in the domain of microeconomics. In addition, the effect of these variables on learning efficiency as well as the influence of learner attitude on mental effort was explored as part of a secondary analysis. Four-hundred fifteen undergraduate students enrolled in an...
Show moreThe purpose of this study was to investigate the effectiveness of process-oriented and product-oriented worked example strategies and the mediating effect of prior knowledge (high versus low) on problem solving and learner attitude in the domain of microeconomics. In addition, the effect of these variables on learning efficiency as well as the influence of learner attitude on mental effort was explored as part of a secondary analysis. Four-hundred fifteen undergraduate students enrolled in an introductory microeconomics course participated in the study. Participants were randomly assigned to one of three instructional strategies (process-oriented, product-oriented, or conventional problem solving) developed for this study. In addition, participants' were classified during the analysis phase as either low prior knowledge or high prior knowledge groups based on scores from a prior knowledge assessment. In the process-oriented strategy condition, participants were exposed to a fully worked out example that presented both procedural "how" and strategic (principle-based) "why" information underlying the solution. Participants in the product-oriented strategy condition were presented a worked out example with procedural information showing the steps necessary to solve a problem. In both worked example strategy conditions, participants completed a series of four process-oriented worked examples and three practice problems. Participants assigned to the conventional problem solving condition were asked to complete seven practice-problems. Regardless of the instructional condition, all participants received immediate feedback (i.e., correct answer) after the completion of a practice problem. The study included two instructional components: (1) a common lecture, and (2) completion of a print-based instructional activity. The twenty-minute lecture provided a conceptual overview of the impact of taxes on market activity. Two days later participants were assigned to one of the three instructional conditions and given fifty-minutes to complete the instructional activity. A performance assessment was administered four-days later to measure learning and transfer. Results suggested that instructional strategy had a minimal affect on participant learning and transfer performance, mental effort, and attitude toward the instruction. However, mean scores on the achievement test assessing student learning were found to be slightly higher for participants in either one of the worked example instructional strategies when compared to conventional problem solving. For mental effort, the findings indicated that participants, regardless of instructional strategy, invested a low amount of mental effort during the instructional tasks. Similarly, participants reported a relatively high (i.e., positive) attitude toward the instruction. In a post hoc analysis, participants in both the product-oriented worked example and the conventional problem solving groups that self-reported a higher level of confidence toward the instruction also invested a higher degree of mental effort during the instructional task. The study did support the mediating effect of prior knowledge on each dependent measure. The results of the present study have implications for the design of example-based instruction and for further research exploration of instructional task sequencing. Based on the findings of the present study, it is recommended that instructional designers consider participants' level of knowledge when designing learning strategies to teach complex problem solving skills. Furthermore, developing instructional methods or systems that adapt to a learner's cognitive and motivational differences has implications for the measurement of mental efficiency and the design of instructional and feedback protocols. Consequently, the implications for the design and utilization of process-oriented worked examples as a component of a sequenced instructional strategy are discussed further.
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Date Issued: 2009
Identifier: FSU_migr_etd-2979
Format: Thesis

Title: The Relationship Between Health Status, Life Satisfaction, and Humor as a Coping Mechanism Among Noninstitutionalized Older Adults.
Creator: Jones, Cristina Llanos, Ebener, Deborah, Lewis, Sandra, Smedema, Susan, Turner, Jeannine, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The older adult population is growing faster than any other cohort of people. By the year 2011, the baby boomers will start turning age 65, presenting a problem for public policy and health care systems. One of the key components of successful aging is the maintenance of good health. Numerous studies have extensively documented the link between good health and high life satisfaction. Humor has also been shown to be a positive coping mechanism used by older adults to combat the stressors of...
Show moreThe older adult population is growing faster than any other cohort of people. By the year 2011, the baby boomers will start turning age 65, presenting a problem for public policy and health care systems. One of the key components of successful aging is the maintenance of good health. Numerous studies have extensively documented the link between good health and high life satisfaction. Humor has also been shown to be a positive coping mechanism used by older adults to combat the stressors of aging. The current study explored the relationship between health status, life satisfaction, and humor as a coping mechanism among noninstitutionalized older adults. The sample consisted of 109 participants over the age of 65. Structural equation modeling with latent variables indicated that health status and life satisfaction were highly correlated with an increase in health status leading to an increase in life satisfaction. However, coping with humor neither correlated nor mediated the relationship between health status and life satisfaction. Reasons for these results are explored and suggestions for future studies are presented.
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Date Issued: 2010
Identifier: FSU_migr_etd-3450
Format: Thesis

Title: The Impact of Yoga on Psychological Health in Older Adults.
Creator: Bonura, Kimberlee Bethany, Tenenbaum, Gershon, Charness, Neil, Kelly, F. Donald, Eklund, Robert, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Currently, 17% of individuals over age 50, and 6% of individuals over age 65, have tried mind-body therapies (Wolsko et al., 2004); 16.5% of yoga practitioners are age 54 or older (Saper et al., 2004). National survey data indicates a large portion of mind-body therapy users implement these practices for the management of disorders, which are either psychological or psychosomatic. Among yoga practitioners, 63.7% reported implementing yoga techniques for wellness and preventative benefits, and...
Show moreCurrently, 17% of individuals over age 50, and 6% of individuals over age 65, have tried mind-body therapies (Wolsko et al., 2004); 16.5% of yoga practitioners are age 54 or older (Saper et al., 2004). National survey data indicates a large portion of mind-body therapy users implement these practices for the management of disorders, which are either psychological or psychosomatic. Among yoga practitioners, 63.7% reported implementing yoga techniques for wellness and preventative benefits, and 47.9% reported implementing yoga techniques for the management of specific health conditions. Because increasing numbers of older adults are engaged in yoga, it is important to understand how yoga impacts this population. Older adults (N = 98; Mean age = 77.04, SD = 7.28) were randomly assigned to 3 groups: Chair Yoga, Chair Exercise, and no-treatment control group. Classes were held for 45-minute weekly sessions, over six weeks, and daily home practice was supported. All participants were assessed pre-intervention, post-intervention, and at one-month follow-up for anger, anxiety, depression, well-being, general self-efficacy, and self-efficacy for daily living. Time by group interactions were significant for all trait variables. Yoga participants improved more than both exercise and control participants, in anger (ES = 1.01, 0.12, and 0.11 respectively, from pretest to posttest; and 0.89, -0.01, and 0.17 from pretest to follow-up), anxiety (ES = 0.58, 0.31, 0.18, and 0.89, 0.28, 0.27), depression (ES = 0.53, 0.07, 0.05, and 0.54, 0.01, 0.04), well-being (ES = 0.49, 0.36, 0.01, and 0.53, 0.28, -0.08), general self-efficacy (ES = 0.98, 0.35, -0.12, and 0.73, 0.43, -0.12), and self-efficacy for daily living (ES = 0.87, 0.35, 0.07, and 0.51, 0.24, 0.09). Changes in self-control were associated with changes in general self-efficacy and trait anxiety. Self-control is proposed as a mechanism underlying the impact of yoga on psychological health.
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Date Issued: 2007
Identifier: FSU_migr_etd-3549
Format: Thesis

Title: An Extended Item Response Theory Model Incorporating Item Response Time.
Creator: Ingrisone, Soo Jeong, Becker, Betsy Jane, Song, Kai-Sheng, Huffer, Fred W., Kamata, Akihito, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: There is a growing need to use response time data to improve measurement quality with the increasing popularity of computerized testing. This work simultaneously models item response and response time to improve on current IRT models that do not account for response time when there is a time limit in real testing. The joint distribution for item response and response time is presented in this work. It is specified as the product of the conditional distribution of response accuracy given...
Show moreThere is a growing need to use response time data to improve measurement quality with the increasing popularity of computerized testing. This work simultaneously models item response and response time to improve on current IRT models that do not account for response time when there is a time limit in real testing. The joint distribution for item response and response time is presented in this work. It is specified as the product of the conditional distribution of response accuracy given response time and the marginal distribution of response time based on the lognormal distribution. A modified version of Thissen's (1983) log linear model is used to fit the response time. Marginal maximum likelihood estimation is developed and employed to estimate the item parameters. In addition, a maximum a posteriori procedure is developed and implemented to estimate person parameters. Three different simulation studies were conducted to evaluate the precision of estimation procedures. The results of item and person parameter estimates based on MML and MAP procedures were found to be consistent and accurate.
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Date Issued: 2008
Identifier: FSU_migr_etd-3868
Format: Thesis

Title: The Relationship Among Vocabulary Knowledge, Syntactic Awareness and Reading Comprehension.
Creator: Guo, Ying, Roehrig, Alysia D., Smith, Rihana S. Williams, Waguer, Richard K., Kamata, Akihito, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study examined the relationship among vocabulary knowledge, syntactic awareness and reading comprehension in 155 English-speaking undergraduate and graduate students. Confirmatory factor analysis analyses show syntactic awareness is highly correlated with reading comprehension; there is strong positive correlation between vocabulary knowledge and syntactic awareness; the same high correlation holds for the relationship between syntactic awareness and reading comprehension. Structural...
Show moreThis study examined the relationship among vocabulary knowledge, syntactic awareness and reading comprehension in 155 English-speaking undergraduate and graduate students. Confirmatory factor analysis analyses show syntactic awareness is highly correlated with reading comprehension; there is strong positive correlation between vocabulary knowledge and syntactic awareness; the same high correlation holds for the relationship between syntactic awareness and reading comprehension. Structural equation modeling indicates that syntactic awareness not only directly affects reading comprehension, but also indirectly influences reading comprehension via vocabulary knowledge. However, neither syntactic awareness nor vocabulary knowledge accounts for unique variance in reading comprehension. Both of them have significant shared variance in predicting reading comprehension.
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Date Issued: 2006
Identifier: FSU_migr_etd-3903
Format: Thesis

Title: The Role of Vocabulary Knowledge, Syntactic Awareness and Metacognitive Awareness in Reading Comprehension of Adult English Language Learners.
Creator: Guo, Ying, Roehrig, Alysia D., Wagner, Richard K., Kamata, Akihito, Phillips, Beth M., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The importance of vocabulary knowledge, syntactic awareness and metacognitive awareness in reading comprehension has been established in the first language research. By contrast, fewer studies have documented the role of these components in the reading comprehension of English language learners (ELLs) in the field of second language (L2) research. The proposed study specifically focused on an L2-only model to examine the role of L2 vocabulary knowledge, syntactic awareness and metacognitive...
Show moreThe importance of vocabulary knowledge, syntactic awareness and metacognitive awareness in reading comprehension has been established in the first language research. By contrast, fewer studies have documented the role of these components in the reading comprehension of English language learners (ELLs) in the field of second language (L2) research. The proposed study specifically focused on an L2-only model to examine the role of L2 vocabulary knowledge, syntactic awareness and metacognitive awareness of reading strategies in L2 reading comprehension with 278 Chinese college students majoring in English. More specifically, First, confirmatory factor analysis and structural equation modeling were used to (1) evaluate whether vocabulary knowledge, syntactic awareness and metacognitive awareness were distinguishable psychological constructs, and (2) examine the strength of the relations between each construct with reading comprehension. Second, the following questions were addressed: (1) whether poor L2 readers are inferior to good L2 readers in syntactic awareness, vocabulary knowledge and metacognitive awareness of reading strategies (MANCOVA was used to address this question); (2) whether the correlations among vocabulary knowledge, syntactic awareness and metacognitive awareness in reading comprehension were different for poor L2 readers and good L2 readers; and (3) whether the relation between each of three constructs vocabulary knowledge, syntactic awareness and metacognitive awareness to reading comprehension differ across the poor-reader and good-reader groups. The multigroup analyses were conducted using structural equation modeling. 278 undergraduates whose native language is Chinese, enrolled as English majors, from 3 Chinese universities participated. Those with TOEFL reading scores in the sample's top and bottom 25% were identified as good and poor readers. Eight assessments were administered concurrently, with two measures each of vocabulary knowledge, syntactic awareness, metacognitive awareness, and reading comprehension. Vocabulary knowledge was assessed using the Vocabulary Level Test (Nation, 1990) and the Depth of Vocabulary Knowledge Measure (Dian & Mary, 2004). The Sentence Combination Subtest of the Test of Adolescent and Adult Language (Hammill, Brown, Larsen & Wiederholt, 2007) and the Syntactic Awareness Questionnaire (Layton, Robinson & Lawson, 1998) were used as indicators of syntactic awareness. The Metacognitive Reading Strategies Questionnaire (Taraban, Kerr & Ryneason, 2004) and the Metacognitive Reading Awareness Inventory (Miholic, 1994) assessed the construct of metacognitive awareness of reading strategies. Reading ability was assessed by using the Test of English as a Foreign Language (TOEFL) Reading Comprehension Subtest (Schedl, Thomas & Way, 1995) and the Gray Silent Reading Test (Third-Edition; Blalock & Weiderholt, 2000). These were all paper and pencil, group administered assessments, which participants completed in a counterbalanced order. Confirmatory factor analysis suggested the two-factor model of Vocabulary Knowledge/Syntactic Awareness and Metacogntive Awareness offered the best fit to the data. Structural equation modeling indicated that 87% variance in reading comprehension is explained by the Vocabulary Knowledge/Syntactic Awareness and Metacognitive Awareness factors taken together. However, Vocabulary Knowledge/Syntactic Awareness has a stronger relationship to reading comprehension than metacognitive awareness does. MANCOVA indicated significant differences between poor and good readers in both constructs. Multigroup analyses using structural equation modeling suggested the correlation between the Vocabulary Knowledge/Syntactic Awareness and Metacognitive Awareness in poor readers was the same across poor-reader and good-reader groups. Similarly, the pattern of relations of Vocabulary Knowledge/Syntactic Awareness and Metacognitive Awareness to reading comprehension remained constant across the poor-reader and good-reader groups.
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Date Issued: 2008
Identifier: FSU_migr_etd-3901
Format: Thesis

Title: Weight Status and Decision Making in a Food Selection Task.
Creator: Gray, Brian C., Kelly, F. Donald, Tate, Richard, Peterson, Gary, Tenenbaum, Gershon, Jeong, Allan, Department of Educational Psychology and Learning Systems, Florida State...
Show moreGray, Brian C., Kelly, F. Donald, Tate, Richard, Peterson, Gary, Tenenbaum, Gershon, Jeong, Allan, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: Americans are the most overweight and obese individuals in the world, and these conditions are associated with many negative physical and psychological conditions. Health psychology research has adequately explained intention and initiation of weight-loss behaviors, but has had less success with their long term maintenance. Additionally, the psycho-social mechanisms that translate intention into action remain hidden and health psychology research relies on time-general designs relating...
Show moreAmericans are the most overweight and obese individuals in the world, and these conditions are associated with many negative physical and psychological conditions. Health psychology research has adequately explained intention and initiation of weight-loss behaviors, but has had less success with their long term maintenance. Additionally, the psycho-social mechanisms that translate intention into action remain hidden and health psychology research relies on time-general designs relating baseline construct assessments to later behavioral performance. The purpose of this study was to examine the relationships among weight status, decision-making, and nutritional outcomes in an immediate, in-the-moment food selection task to determine whether obese and normal weight individuals make food-related decisions in fundamentally different ways. Twenty-four obese and 23 normal weight participants received instructions about verbalizing decisions and, after two practice tasks, asked to talk aloud as they selected dinner items from a simulated menu from a well-known fast food restaurant. Following protocol analysis guidelines, the verbalizations were recorded, transcribed, and segmented into discrete "thought units", which were coded as one of six possible decision processes. Group differences in the proportions these single units comprised of group totals and, following sequential analysis guidelines, proportional distributions of conditional two-unit sequences were analyzed using chi-square analyses. Results indicated significant differences between the groups in terms of their use of "opposing arguments" in their decision process. Results also indicated significant differences between the groups in terms of two-thought sequences. After proposing an item for consideration, normal weight participants offered more supporting and opposing arguments while obese participants delayed decision making and rejected items. Results indicated that normal weight and obese participants made food-related decisions differently. These findings shed light on cognitive processes involved when individuals decide among food items. Future research can build upon this topic and these methods to eventually develop a thorough understanding of in-the-moment food selection. These findings have clinical relevance as they may be used to help obese individuals make food decisions differently. Clinicians may help clients understand how they make food decisions and help them change their food decisions style in order to increase their chances of long term weight loss success.
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Date Issued: 2006
Identifier: FSU_migr_etd-4028
Format: Thesis

Title: Time Estimation Among Basketball Players.
Creator: Gould, Julia A., Tenenbaum, Gershon, Eklund, Robert, Eccles, David, Roehrig, Alysia, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Extensive research has provided much evidence for an attention-based model of time estimation (Zakay, 1992; Zakay, 1993a; Zakay 1993b; Zakay, 1998; Zakay, Nitzan, & Glicksohn, 1983; Zakay & Tsal, 1989); however, limited research on time estimation has been conducted in the sport domain. The purpose of this study was to extend time estimation research and the notion of an attention-based model into the sport arena, specifically basketball. This study implemented principles of the...
Show moreExtensive research has provided much evidence for an attention-based model of time estimation (Zakay, 1992; Zakay, 1993a; Zakay 1993b; Zakay, 1998; Zakay, Nitzan, & Glicksohn, 1983; Zakay & Tsal, 1989); however, limited research on time estimation has been conducted in the sport domain. The purpose of this study was to extend time estimation research and the notion of an attention-based model into the sport arena, specifically basketball. This study implemented principles of the automatization theory (Brown, 1997) to a situation where the task is automatically performed without the need of directed attention. In particular, this study added a familiar time interval, 30 seconds, which was considered familiar to basketball players because they are accustomed to estimating it through the 30 second shot clock. Twenty female individuals within the age range of 12 – 22 participated in the study (i.e., ten basketball players and ten non-basketball players). The participants estimated three different time intervals: the familiar time interval (i.e., 30 s), a shorter time than the familiar interval (i.e., 20 s), and a longer time interval (i.e., 40 s). All estimations were done through a reproduction method. Three types of non-temporal tasks were utilized as interference with the timing task (i.e., cognitive, motor, and visual). Each interference task consisted of two difficulty levels, easy and hard. The cognitive task involved counting backwards by five (i.e., easy) or by three (i.e., hard). Dribbling one basketball was the easy motor task, while simultaneously dribbling three basketballs was the hard motor task. For the visual task participants searched for a target letter, 'K', among circular distracters, C, O, Q, U (i.e., easy) or angular distracters, V, W, X, and Y (i.e., hard). The participants first engaged in a single task, either reproducing the time intervals or performing the non-temporal tasks for all three time interval durations. Each condition consisted of four trials. A week later all participants engaged in the dual tasks, estimating the time intervals while performing the distracter non-temporal tasks. Findings revealed that basketball players experienced less interference from the non-temporal distracter tasks than non-basketball players. Basketball players were more accurate on their time estimations on all three time intervals across all types of interference than non-basketball players. Their closest estimations were during the 20 s time interval. Previous research on time estimation in sport has been extremely limited. This study provides further support for an attention-based model of time estimation, specifically within sport. The findings also suggest that athletes engaged in sport which require time estimation develop a better "sense for time" than people who have not been familiar with time constraints. Interestingly, time estimation of athletes is better than non-athletes not particularly in the specific sport time, but rather along all time estimations alike.
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Date Issued: 2005
Identifier: FSU_migr_etd-4094
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: The Importance of Values-Alignment within a Role-Hierarchy to Foster Teacher's Motivation for Implementing Professional Development.
Creator: Grove, Crissie Mae, Turner, Jeannine E., Plant, Ashby, Losh, Susan Carol, Roehrig, Alysia, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study occurred within the context of the professional development program, Great Expectations of Oklahoma (GE). This dissertation study investigated the extent to which participating teachers implemented the GE training. A qualitative design was used to investigate why teachers attended this training and how the school administration fostered greater implementation. Previous pilot studies provided insight into ways that elements may lead to teachers' greater implementation of...
Show moreThis study occurred within the context of the professional development program, Great Expectations of Oklahoma (GE). This dissertation study investigated the extent to which participating teachers implemented the GE training. A qualitative design was used to investigate why teachers attended this training and how the school administration fostered greater implementation. Previous pilot studies provided insight into ways that elements may lead to teachers' greater implementation of professional development and suggested that Self-Determination Theory would provide a useful framework for the current study's data collection and findings. Deci and Ryan's Self-Determination Theory (SDT) (1985; 2000) states that autonomy (e.g., choice), competence (e.g., enhancing skills), and relatedness (e.g., collegiality) influence individuals' intrinsic motivation. The overarching focus for this qualitative dissertation was to investigate why some teachers are motivated to make changes in their classrooms while others seem to resist change. An underlying premise was that, when teachers feel intrinsically motivated and enthusiastic to attend professional development (through feelings of autonomy), feel competence to implement the professional development strategies and form supportive relationships, greater implementation of professional development may occur. This study investigated how teachers' intrinsic motivation to attend and implement professional development training was supported by the professional development training and the teachers' principal upon returning to school. SDT was used as the theoretical framework to investigate this phenomenon. This dissertation used a case study qualitative design (Creswell, 1998; Merriam, 1998; Yin, 2003) to investigate teachers' motivation and implementation of professional development. In this dissertation, I collected and analyzed data in the school to examine the extent to which elements of SDT positively influenced teachers' motivation to implement the training. Within the school context, I conducted interviews with principals (n= 3) and teachers (n= 8) of GE schools (schools that have attended GE and claim to implement some of its practices) to investigate the extent to which teachers' autonomy, competence, and relatedness were supported within the schools before the training, and if these elements were increased due to the training. Additionally, I interviewed the teachers to explore how elements at the school level and the GE level worked together to enhance teachers' implementation of GE. Finally, I conducted observations of teachers who have attended GE in order to investigate their levels of GE implementation. Within the training context, I conducted interviews with the director of GE and GE staff to provide insight into how the training supports attendees' autonomy, competence, and relatedness. I also conducted field notes to provide evidence of SDT elements (i.e., autonomy, competence, and relatedness) at the training. I investigated the relationship among these elements and the characteristics of the training that support and enhance these elements in synergistic ways at the school level. Specific research questions were: Research Questions 1. In what ways does GE support teachers' autonomy, competence, and relatedness during the training to foster motivation to implement? 2. How do principals support teachers' autonomy to support teachers' decisions to attend GE 3. What is the process by which principals foster or hinder teachers' intrinsic motivation to implement professional development? Research questions One and Two were answered using data that were collected concerning teachers' perceptions of the professional development and the school employees' historical decision to attend professional development training and current levels of implementation. Data demonstrated that teachers whose autonomy, competence, and relatedness were supported by principals were more motivated to implement to a high degree. In contrast, teachers whose autonomy, competence, and relatedness were not supported by principals were less likely to implement the training to a high degree, despite considering the training to be of high quality. Additionally, the alignment of values between the principal and teacher was shown to be vital to teachers' intrinsic motivation to implement the professional development training, regardless of how the teacher felt about the training itself. The third research question was answered using a grounded theory analysis of the interview data. Analysis revealed a model that highlighted the importance of values-alignment within the role-hierarchy (e. g., principal and teacher) for increasing teachers' motivation to implement professional development. The analysis also emphasized ways that relationship affiliations are influenced by the values-alignment within a role-hierarchy. Furthermore, perceptions of personal control also influenced the relationship affiliation among role-hierarchy individuals. The model revealed that a combination of SDT (Deci & Ryan, 2000) and Control-Value theory (Pekrun, 2006) elements more fully described the cycle of building and maintenance of relationship affiliation among different role-hierarchy individuals.
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Date Issued: 2008
Identifier: FSU_migr_etd-3947
Format: Thesis

Title: The Relationships Between Age of Disability Onset, Adaptation to Disability, and Quality of Life Among Older Adults with Physical Disabilities.
Creator: Grist, Virginia L., Ebener, Deborah J., Vinton, Linda, Smedema, Susan M., Edwards, Barbara J., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Due to a number of scientific and socioeconomic advances made during the 20th century, older adults with physical disabilities of both early- and late-onset now have the potential to reach average life expectancy. With a considerable body of empirical evidence supporting an inverse relationship between disability and quality of life in older adult populations, research is needed to determine factors that influence the quality of life of older adults with physical disabilities. There are...
Show moreDue to a number of scientific and socioeconomic advances made during the 20th century, older adults with physical disabilities of both early- and late-onset now have the potential to reach average life expectancy. With a considerable body of empirical evidence supporting an inverse relationship between disability and quality of life in older adult populations, research is needed to determine factors that influence the quality of life of older adults with physical disabilities. There are indications in the literature related to quality of life, adaptation to disability, and the sociological approach known as the life course perspective that suggests that quality of life in older adult populations may be different for individuals with disabilities based on: (a) age of disability onset and (b) adaptation to disability. This study utilized a convenience sample of 160 older adult subjects with physical disabilities to answer two research questions: (1) What are the relationships between age of disability onset, adaptation to disability, and quality of life, and (2) Are there differences in quality of life and adaptation to disability between older adults with early-onset and late-onset physical disabilities? Two separate hierarchical regression analyses were conducted to test two specific null hypotheses associated with the first research question: (a) there is no significant association between adaptation to disability and quality of life, and (b) there is no significant moderating effect of age of disability onset on the relationship between adaptation to disability and perceived quality of life. The first null hypothesis was rejected, and it was concluded that a significant positive relationship does exist between adaptation to disability and quality of life. The second null hypothesis was not rejected: Age of disability onset did not moderate the relationship between adaptation to disability and quality of life. A multivariate analysis of variance (MANOVA) was conducted to test the corresponding null hypothesis for the second research question: There are no significant differences in quality of life or adaptation disability between older adults with early-onset physical disabilities and late-onset physical disabilities. Results showed that participants in the early-onset group had significantly higher adaptation to disability scores than individuals in the late-onset group, but that there were no differences between the groups in terms of quality of life scores. Therefore, this null hypothesis was rejected for adaptation to disability scores but not rejected for quality of life scores. Additional analyses performed for the second research question reveal supported that age of disability onset did not affect the relationship between the adaptation to disability and quality of life scores, a finding from the analyses for the first research question. The results of this research study add further evidence for Bishop's disability centrality model, a quality of life-based model of adaptation to disability that is based on the premise that adaptation to disability and quality of life are similar yet unique constructs. This model appears to offer rehabilitation counselors a means of understanding, measuring, and exploring adaptation to disability with their clients that has significant potential for furthering the understanding of individual differences in the response to disability.
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Date Issued: 2010
Identifier: FSU_migr_etd-3953
Format: Thesis

Title: The Relationship Between Selfesteem and Demographic Characteristics of Black Women on Welfare.
Creator: Challenger, Carol, Ebener, Deborah, Mann, Barbara, Peterson, Gary, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Extant literature suggests that the psychological construct referred to as self-esteem is, by virtue of its illusiveness, ambiguity, and multidimensional nature, a variable that remains difficult to conceptualize, operationalize and measure, thus the absence of a consensus among researchers regarding its true meaning and causal effects on aspects of daily living. More importantly, the debate continues about the differences between self-esteem of Blacks and that of Whites, and the impact of...
Show moreExtant literature suggests that the psychological construct referred to as self-esteem is, by virtue of its illusiveness, ambiguity, and multidimensional nature, a variable that remains difficult to conceptualize, operationalize and measure, thus the absence of a consensus among researchers regarding its true meaning and causal effects on aspects of daily living. More importantly, the debate continues about the differences between self-esteem of Blacks and that of Whites, and the impact of welfare dependency on the self-esteem of Black women. Self-esteem is generally viewed as how an individual feels about himself or herself. Data on the link between self-esteem and welfare characteristics seem to be limited and fragmented, hence the need for further research. This study explored the relationship between self-esteem and demographic characteristics of Black women on welfare. The researcher tested for a correlation between self-esteem and (a) Time spent on welfare, (b) The age of first motherhood, (c) Number of children, (d) Parents and/or grandparents on welfare, (e) Perceived barriers to employment, and (f) Completion and non-completion of the Career Quest program held at Florida State University during 1992-1996, sponsored in part by the Florida State Department of Employment and Labor. Data were extracted from information available in files previously compiled by African American women who participated in the Career Quest program. Data analysis was conducted through Analysis of Variance and regression. Three control variables (Education, Participant's Age, and Marital status) were factored in as covariates. The goals of this study were: (a) To expand the pool of available research in this field, (b) to stimulate further interest in self-esteem by students and researchers, and (c) to increase the awareness of professionals and others in the healthcare, education and social work systems who are in a position to influence intervention programs and policies of the need for greater attention to be given to the psychological impact of welfare dependency in relation to Black women. The findings of this study concluded, in general, that self-esteem was not significantly related to characteristics of welfare participation by the population of Black women. This appears to call into question (and possibly debunk) the stereotype of Black women on welfare as having low self-esteem. The results suggested a strong link between some predictor variables and a positive relationship between self-esteem and marital status. Single participants were found to have a higher self-esteem than their married, divorced or separated peers. Overall, the findings of this study suggest that the relationship between self-esteem and welfare characteristics of Black women is inconclusive. It is recommended that the implications for practice and research be noted and further research be conducted in this area.
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Date Issued: 2005
Identifier: FSU_migr_etd-3932
Format: Thesis

Title: Modeling the Joint Distribution of Response Accuracy and Response Time.
Creator: Ingrisone, James N., Becker, Betsy Jane, Song, Kai-Sheng, Huffer, Fred W., Kamata, Akihito, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Making use of the observable response time data now available due to computerized testing offers exciting opportunities for the theory and practice of educational measurement. This study extends item response theory by developing a model that incorporates response time data into an IRT inspired model. A joint distribution is used to simultaneously model response accuracy and response time. The conditional distribution incorporates response time into a one parameter logistic model. The...
Show moreMaking use of the observable response time data now available due to computerized testing offers exciting opportunities for the theory and practice of educational measurement. This study extends item response theory by developing a model that incorporates response time data into an IRT inspired model. A joint distribution is used to simultaneously model response accuracy and response time. The conditional distribution incorporates response time into a one parameter logistic model. The marginal distribution of response time uses a two-parameter Weibull distribution. Three simulation studies are conducted to evaluate the accuracy of the estimation techniques. Item difficulty parameters are estimated using marginal maximum likelihood (MML). Maximum a posteriori (MAP) estimation is used to estimate the latent ability and latent person speed parameters. The simulation studies illustrate that the estimation procedures recovered the item and person parameters quite well.
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Date Issued: 2008
Identifier: FSU_migr_etd-3867
Format: Thesis

Title: The Effects of High-Structure Cooperative versus Low-Structure Collaborative Design on Online Debate in Terms of Decision Making, Critical Thinking, and Interaction Pattern.
Creator: Joung, Sunyoung, Keller, John M., Flake, Janice L., Reiser, Robert A., Baylor, Amy, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The current study investigates and compares the effects of high-structure cooperative and low-structure collaborative design on online debate, in terms of decision making, critical thinking, and interaction patterns. The terms "cooperative" and "collaborative" have been interchangeably used, collaborative mostly in relation to online learning environments; however, there are apparent differences between cooperative and collaborative learning in terms of prestructure, task structure, and...
Show moreThe current study investigates and compares the effects of high-structure cooperative and low-structure collaborative design on online debate, in terms of decision making, critical thinking, and interaction patterns. The terms "cooperative" and "collaborative" have been interchangeably used, collaborative mostly in relation to online learning environments; however, there are apparent differences between cooperative and collaborative learning in terms of prestructure, task structure, and content structure (Strijbos & Martens, 2001; Panitz, 1996). While cooperative learning is highly pre-structured, relevant to more well-structured tasks for limited solutions, and requires the acquisition of a well-defined domain of knowledge and skills, collaborative learning is less structured, relates to ill-structured tasks for open and flexible solutions, and requires the acquisition of an ill-defined domain of knowledge and skills (Panitz, 1996). Group dynamics exists on a continuum; extreme cooperation maximizes pre-structure, task structure, and content structure, but extreme collaboration minimizes these structures. Between the two extremes, there are varying degrees of pre-structure, task structure, and content structure. This study designed two extreme instances, high-structure cooperative (HSCP) and low structure collaborative (LSCL), in order to examine the different effects of these structures on online debate processes and outcomes. In order to differentiate two levels of treatment, an extreme design for high-structure cooperative (HSCP) included a pre assigned position as prestructure, argumentation scaffolding as task structure, and evaluation scaffolding as content structure. The extreme design for low-structure collaborative (LSCL) did not use these features. In a sequence of activities that included pre-test, three weeks of online debate, and post-test, study subjects evaluated three pairs of WebQuests, web-based inquiry-oriented learning activities, in terms of their strengths and weaknesses. The results of this study demonstrate that there was no statistical difference in decision changes between the HSCP and LSCL groups. However, the improvement of critical thinking was higher in the HSCP than in the LSCL group. More critical and dynamic interaction patterns were observed in the HSCP than in the LSCL group. This study concludes that cooperative design can be differentially implemented from collaborative design. Also, the substructure of cooperative strategy, pre-structure, task structure, and content structure can be properly implemented for the specifically intended purposes.
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Date Issued: 2003
Identifier: FSU_migr_etd-3703
Format: Thesis

Title: The Relationship Among Career Anchors, Negative Career Thoughts, Vocational Identity, and Hope in Freelance Production Crew for Film and Television.
Creator: Horne, Heather Leveta, Tenenbaum, Gershon, Doerner, William, Sampson, James P., Garis, Jeffrey, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of the current study was to test a model that considered factors impacting Hope in freelance production crew for film and television, particularly the relationship between Career Anchors, Negative Career Thoughts, Vocational Identity, and Hope. Also, the relationships among Career Anchor Identification, Negative Career Thoughts, and Vocational Identity were tested. The participants were 158 individuals currently working as freelance production crew members on a film and/or...
Show moreThe purpose of the current study was to test a model that considered factors impacting Hope in freelance production crew for film and television, particularly the relationship between Career Anchors, Negative Career Thoughts, Vocational Identity, and Hope. Also, the relationships among Career Anchor Identification, Negative Career Thoughts, and Vocational Identity were tested. The participants were 158 individuals currently working as freelance production crew members on a film and/or television production in three major film and television production regions in the United States of America: Orlando, FL, Los Angeles, CA, and Wilmington, NC and the surrounding areas of each. Participants were asked to complete a consent form, a demographic questionnaire, the Career Orientations Inventory (Schein, 1990), The Career Thoughts Inventory (Sampson, Peterson, Lenz, Reardon, and Saunders, 1996), The Vocational Identity (VI) Scale from My Vocational Situation (Holland, Daiger, & Power, 1980) , and The Hope Scale (Snyder, Harris, et al., 1991) Results indicated that though career anchor identification and negative career thoughts were negatively correlated the correlations were not significant. Further, results indicated career anchor identification and vocational identity were positively correlated yet again the correlations were not significant. The relationship among negative career thoughts and vocational identity was strong and significant. In the proposed model, 43% of the variance of hope was accounted for by career anchor identification, negative career thoughts, and vocational identity. Future research should focus on the factors, including but not limited to hope, contributing to the overall health and wellbeing of freelance crew members. This study did not limit participation to a particular department or position (e.g., camera department, grip and electrics, etc.) nor were union or non union members identified; rather participation was provided from crew members serving in various departments and capacities. Narrowing and comparing the sample would likely provide a more clear picture of how freelance crew members in various departments and union affiliation approach career decision-making and experience hope within their career.
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Date Issued: 2010
Identifier: FSU_migr_etd-3775
Format: Thesis

Title: The Effect of Telic/Paratelic Dominance and Task Condition on Motor Performance, Affect, Telic/Paratelic State, and Self-Efficacy.
Creator: Bindarwish, Jamal S., Tenenbaum, Gershon, Kent, Aubrey, Pargman, David, Kamata, Akihito, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Reversal theory conceptualizes that telic-dominant individuals tend to be more serious-minded and anxiety-avoidant than paratelic-dominant individuals who tend to be more playful and excitement-seeking. Previous reversal theory research has shown that telic/paratelic metamotivation plays an important role in the way individuals experience their sport involvement. This study was undertaken given the fact that no known effort has been made to comprehensively examine the influence of motor task...
Show moreReversal theory conceptualizes that telic-dominant individuals tend to be more serious-minded and anxiety-avoidant than paratelic-dominant individuals who tend to be more playful and excitement-seeking. Previous reversal theory research has shown that telic/paratelic metamotivation plays an important role in the way individuals experience their sport involvement. This study was undertaken given the fact that no known effort has been made to comprehensively examine the influence of motor task conditions (favorable vs. unfavorable) on motor performance and related affective states for individuals who differ in their metamotivational dominance. The main purpose of this research was to experimentally examine whether motor performance, affect, self-efficacy, and telic/paratelic state vary as a function of task condition (favorable vs. unfavorable) and telic/paratelic dominance. It was hypothesized that paratelic-dominant individuals would show better motor performance, more pleasant feelings, and higher efficacy perceptions under unfavorable task conditions (i.e., losing) compared to telic-dominant individuals. On the other hand, telic-dominant individuals would show better motor performance, and more pleasant feelings under more favorable task conditions (i.e., winning) compared to paratelic-dominant individuals. Furthermore, it was predicted that telic-dominant individuals would reverse to a paratelic state of mind while performing under favorable condition, whereas paratelic-dominant individuals would tend to maintain a paratelic state of mind for a longer period of time until they reverse to the telic state under unfavorable conditions. Participants (n = 40) were divided into three dominance groups (telic, nondominant, and paratelic) based on their paratelic dominance scale (PDS) total scores. Two main tasks were employed in the current study. The first task required participants to throw darts from short (1.37m) and long (3.37m) distances from the dartboard. The second task required participants to compete against each other under positive (win), variable (win/lose), and negative (lose) feedback conditions. The dependent variables included dart-throwing accuracy, pleasantness, arousal, self-efficacy, and telic/paratelic state. Repeated measures analyses of variance (ANOVAs) were utilized to test the study's hypotheses. Although the hypothesized condition-by-dominance interaction effects did not achieved statistical significance, the main effects of the dart-throwing condition on the dependent variables were evidenced. Results for dart performance, pleasantness, and efficacy perception in the competitive task revealed that the effects of receiving variable and negative feedback were relatively more negative for telic-dominant participants than for their paratelic counterparts. Under variable and negative feedback, paratelic-dominant participants demonstrated better dart accuracy performance, more pleasant feelings, and higher efficacy perceptions compared to the telic-dominant participants. The results further showed that several reversals from telic-to-paratelic state and from paratelic-to-telic state occurred between and within conditions. Participants were more serious-minded under the long throwing distance and negative feedback conditions (more unfavorable conditions), whereas they tended to be more playful-minded under the short throwing distance and the positive feedback conditions (more favorable conditions), with significant differences between conditions. Furthermore, the results showed that the pleasant feelings and efficacy perceptions experienced in the short throwing distance and the positive feedback conditions were more pronounced than in the long throwing distance and negative feedback conditions. These differences between conditions were found to be significant. Furthermore, overall results of this study revealed that participants were more paratelic-minded and reported the highest pleasant scores in the short throwing distance and positive feedback conditions. Their efficacy perceptions were also the highest in these conditions. This suggests that the perception of self-efficacy is important in elevating feelings of pleasantness, as well as inducing the paratelic state while performing. These results might therefore clarify previously reported findings. Moreover, results showed that although paratelic-dominant participants performed better and felt more self-efficacious under the short throwing condition; they felt less pleasant compared to their telic counterparts. In accordance with reversal theory, this suggests that paratelic-minded participants might have interpreted their high efficacy as an indication of task competence and, thus, such a non-challenging task is less likely to be appealing to them. Overall, the study's findings provide some evidence that supports previously reported research findings that assert that task condition interact with metamotivational dominance to determine feelings and motivations. The current study emphases the importance of including metamotivational dominance in future reversal theory research. Importantly, this study adds efficacy perceptions to the existent reversal theory literature on telic/paratelic dominance. Telic and paratelic-dominant individuals' difference in efficacy perceptions might be valuable to consider in order to more fully understand their sport behavior and experience (e.g., affect, physical activity preference, risk taking). Thus, forthcoming reversal theory studies need to consider both telic/paratelic dominance and efficacy perceptions in studying sport and exercise experiences.
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Date Issued: 2004
Identifier: FSU_migr_etd-3759
Format: Thesis

Title: Mixture Item Response Theory-Mimic Model: Simultaneous Estimation of Differential Item Functioning for Manifest Groups and Latent Classes.
Creator: Bilir, Mustafa Kuzey, Kamata, Akihito, Huffer, Fred, Becker, Betsy J., Yang, Yanyun, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study uses a new psychometric model (The mixture item response theory-MIMIC model) that simultaneously estimates differential item functioning (DIF) across manifest groups and latent classes. Current DIF detection methods investigate DIF either across manifest groups (e.g., gender, ethnicity, etc.), or across latent classes (e.g., solution strategies, speededness, etc.). Alternatively, one of these aspects is considered as the real source of DIF and the other aspect is considered as a...
Show moreThis study uses a new psychometric model (The mixture item response theory-MIMIC model) that simultaneously estimates differential item functioning (DIF) across manifest groups and latent classes. Current DIF detection methods investigate DIF either across manifest groups (e.g., gender, ethnicity, etc.), or across latent classes (e.g., solution strategies, speededness, etc.). Alternatively, one of these aspects is considered as the real source of DIF and the other aspect is considered as a proxy for the same source. This can only be true when manifest and latent classifications provide perfect or very high overlap. A combination of a Rasch type model for manifest group-DIF (G-DIF) and a mixture Rasch model for latent class-DIF (C-DIF) detection is applied as the mixture IRT-MIMIC model (MixIRT-MIMIC). A Markov chain Monte Carlo method called Gibbs sampler is applied for Bayesian estimation of parameters for MixIRT-MIMIC model as well as the Rasch model, and the mixture Rasch model. This study shows that in detection of DIF, when the group-class overlap is between 50% and 70%; manifest group approaches and latent class approaches can provide biased DIF, and item difficulty estimates for some test items that show G-DIF and C-DIF, simultaneously. However, for the same conditions MixIRT-MIMIC provides unbiased estimates for latent class-DIF (C-DIF) and item difficulty parameters, while the confounding is reflected as bias in G-DIF parameter estimates. Main factors of importance are group-class overlap and the overlap between DIF items. MixIRT-MIMIC contributes by; (1) estimating the unbiased magnitudes of G-DIF and C-DIF, (2) estimating the unbiased estimates of item difficulties when other approaches have biased estimates, (3) determining the overlap ratio (confounding) between groups and classes which is unknown a priori (4) true source(s) of DIF. Researchers, test developers, and state testing programs that are interested in detecting true sources of differences (e.g. cognitive, gender, ethnic) across individuals are potential users of MixIRT-MIMIC. It is important to note that this study is an initial step to detect both types of DIF simultaneously, and is limited to binary data and a special case of 2 groups by 2 classes, which can be applied to most DIF detection purposes. Its performance and extensions will be investigated for other possible situations.
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Date Issued: 2009
Identifier: FSU_migr_etd-3761
Format: Thesis

Title: Random-Effect Differential Item Functioning via Hierarchical Generalized Linear Model and Generalized Linear Latent Mixed Model: A Comparison of Estimation Methods.
Creator: Binici, Salih, Kamata, Akihito, Bunea, Florentina, Oosterhof, Albert C., Tate, Richard L., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study treated DIF as a random parameter varying over group units and formulated it following the Generalized Linear Latent and Mixed Model (GLLAMM) and Hierarchical Liner Model (HLM) frameworks. Such an alternative formulation was used to compare the HLM and GLLAMM estimates across several simulation conditions, since HLM and GLLAMM utilize different estimation methods to approximate the marginal maximum likelihood. HLM employs Penalized Quasi Maximum Likelihood (PQL) and Laplace...
Show moreThis study treated DIF as a random parameter varying over group units and formulated it following the Generalized Linear Latent and Mixed Model (GLLAMM) and Hierarchical Liner Model (HLM) frameworks. Such an alternative formulation was used to compare the HLM and GLLAMM estimates across several simulation conditions, since HLM and GLLAMM utilize different estimation methods to approximate the marginal maximum likelihood. HLM employs Penalized Quasi Maximum Likelihood (PQL) and Laplace approximations, while GLLAMM uses the Adaptive Gaussian Quadrature (AGQ) method. In general, the Laplace and AGQ methods provided more stable random parameter estimates (the variation of abilities at student and school levels, as well as the variation of DIF across group units) than the PQL method. However, the PQL performed better for the fixed parameters (item difficulty and ability difference between groups, DIF parameters), especially when there were limited observation units at level-2 and level-3. Furthermore, it was found that the performances of the Laplace and AGQ were similar across all simulation conditions, but the amount of time spent by GLLAMM during computation was considerably larger than the amount of time spent by HLM. Accuracy of DIF detection evaluated by means of Type I error rate for Non-DIF items and by power for DIF item. In general, Type I error rates of the PQL and Laplace methods were below or at the expected nominal alpha level (0.05), but the Laplace algorithm always provided smaller Type I error rates than the PQL algorithm across all conditions. The power of the PQL and Laplace methods in detecting DIF was inadequate (below 0.80) in many simulation conditions except the larger cluster size and the number of clusters, and when the magnitude of DIF was small. The PQL method in detecting DIF was more powerful than the Laplace method. On the other hand, power improved very quickly for both estimation methods depending on the increase in the number of units at student and school levels, suggesting that the larger cluster size and number of clusters would provide the required accuracy. In this study, the ratio of a variance estimate to its standard error was referred to as hit rate and this ratio was used in order to evaluate the point estimates of the random parameter estimates. Hit rates for the variance of student and school abilities level were always satisfactory (over 0.80) in all conditions. However, hit rates for the variance of DIF across school units were different depending on the magnitude of DIF variance. Once the magnitude of DIF variance was small, hit rates were always inadequate across all conditions. Once the magnitude of DIF variance was large, hit rates were satisfactory only in a few simulation conditions, but hit rates increased as the number of units at student and school levels increased. This suggests that larger number of units at level-2 and level-3 would provide satisfactory hit rates or the more stable estimates of the random DIF over group units.
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Date Issued: 2007
Identifier: FSU_migr_etd-3755
Format: Thesis

Title: The Development and Formative Evaluation of a Human Performance Intervention Evaluation Model.
Creator: Gordon, Doretta E., Reiser, Robert A., Kacmar, Michelle, Dick, Walter, Driscoll, Marcy P., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This paper describes the development and formative evaluation of a model for evaluating the effectiveness of interventions designed to reduce a specified performance gap within an organization. The model is based upon the human performance technology (HPT) process of problem solving, which is a five-step process to (a) identify a performance problem, (b) identify its causes, (c) identify potential solutions, (d) implement the selected solution, and (e) evaluate the resulting performances....
Show moreThis paper describes the development and formative evaluation of a model for evaluating the effectiveness of interventions designed to reduce a specified performance gap within an organization. The model is based upon the human performance technology (HPT) process of problem solving, which is a five-step process to (a) identify a performance problem, (b) identify its causes, (c) identify potential solutions, (d) implement the selected solution, and (e) evaluate the resulting performances. While several models exist to guide practitioners in the early steps of the HPT process, few models are available related to evaluation. The development of the initial model was based on current evaluation practices and known barriers to evaluation conduct. Two panel reviews were conducted, with revisions to the model following each review. The model was then utilized in two case studies in organizations to ascertain the effectiveness, efficiency, and usefulness of the model. Findings from the panel reviews indicated that early drafts of the model relied too heavily on the conduct of a rigorous front-end analysis and that the purpose of the model required further clarification. The panel indicated that too much analysis time was spent upfront prior to creation and implementation of the evaluation plan, and that the level of detail would need to be modified for a novice evaluator. Findings from use of the model in two case studies indicated that additional guidance was required in identification of direct versus indirect measures, determination of appropriate timing of the evaluation, and presentation of limitations in data collection. In light of these findings, the tasks from the negotiation step were subsumed into the preparation step, and linkage between initial data collection and creation of the evaluation plan was improved. While further research is required to determine the efficiency of the model, based on reviews and employment of the model, it was determined that the model was effective and useful in guiding a novice evaluator through the stages of evaluation. The model provides a standard, systematic process for conducting summative evaluation of performance interventions.
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Date Issued: 2003
Identifier: FSU_migr_etd-4135
Format: Thesis

Title: Psychological Predictors of Career Maturity in College Student-Athletes.
Creator: Heller, Tracy L. (Tracy Lauren), Tenenbaum, Gershon, Pfeiffer, Steven, Rudd, Andrew, Kelly, F. Donald, Department of Educational Psychology and Learning Systems, Florida State...
Show moreHeller, Tracy L. (Tracy Lauren), Tenenbaum, Gershon, Pfeiffer, Steven, Rudd, Andrew, Kelly, F. Donald, Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The purpose of the current study was to test a model that considered factors impacting the career maturity of student-athletes, particularly the relationship between role conflict, athletic identity, and career-related distress, and their effect on career maturity. The participants were 200 National Collegiate Athletic Association Division I (NCAA) student-athletes from two universities. Participants were asked to complete a consent form, demographic questionnaire, Part II of the Student...
Show moreThe purpose of the current study was to test a model that considered factors impacting the career maturity of student-athletes, particularly the relationship between role conflict, athletic identity, and career-related distress, and their effect on career maturity. The participants were 200 National Collegiate Athletic Association Division I (NCAA) student-athletes from two universities. Participants were asked to complete a consent form, demographic questionnaire, Part II of the Student-Athlete Questionnaire (Perrin, 1988), Athletic Identity Measurement Scale (Brewer, Van Raalte, & Linder, 1993), Career Thoughts Inventory (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996), and Vocational Identity (VI) scale from My Vocational Situation (Holland, Daiger, & Power, 1980a). Results indicated that there is a weak positive correlation between role conflict and career-related distress which means that increases in role conflict correspond to increases in career-related distress. In addition, there was a very weak positive correlation between role conflict and athletic identity, as well as role conflict and career-related distress. In the proposed model, 55% of the variance of career maturity was accounted for by role conflict, athletic identity, and career-related distress; however, career-related distress was the only variable that significantly predicted career maturity. The current study found that females reported higher levels of role conflict; however the findings did not find support for gender differences in athletic identity or career-related distress. No significant differences were found across the four years of undergraduate study for role conflict, athletic identity, and career-related distress. In addition, differences did not emerge on role conflict, athletic identity, and career-related distress between student-athletes participating in revenue and non-revenue producing sports. Future research could focus on other factors influencing the career development of student-athletes compared with the experiences of other college students, career development within different sports, and opportunities for creative interventions with the student-athlete population.
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Date Issued: 2008
Identifier: FSU_migr_etd-4133
Format: Thesis

Title: The Impact of a Work-Related Interpersonal Communication Skills Curriculum on the Work- and Social-Relationships of Ninth-Grades.
Creator: Gomez-Estefan, Carlos Camilo, Peterson, Gary, Menchetti, Bruce, Proctor, Briley, Sampson, James, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The present study evaluated the impact of a work-related interpersonal skills curriculum on the classroom behavior of 114 ninth-graders at a charter school affiliated with a large southeastern university. This seven-week curriculum taught the work-related interpersonal communication skills of self-awareness and corrective feedback, empathic support, assertive responding, and conflict management. The evaluation component of this study addressed the curriculum in terms of three standards: (a)...
Show moreThe present study evaluated the impact of a work-related interpersonal skills curriculum on the classroom behavior of 114 ninth-graders at a charter school affiliated with a large southeastern university. This seven-week curriculum taught the work-related interpersonal communication skills of self-awareness and corrective feedback, empathic support, assertive responding, and conflict management. The evaluation component of this study addressed the curriculum in terms of three standards: (a) improvement in performance on critical incidents; (b) degree to which participants report having achieved the learning competencies; and (c) participant satisfaction with instruction. The result was a direct relationship between students who completed the curriculum assignments and significant (p < 0.01, B = 0.23) improvement from the pretest to the posttest on the quality of written responses to critical incidents. Seventy percent (70%) of the participants also reported achieving at least thirteen out of the fifteen learning goals and seventy-three percent (73%) reported that they felt satisfied with the instruction. The research component of this study measured changes of the in-class collegial workgroup peer ratings and out-of-class collegial socializing peer ratings over time (baseline, pretest, posttest, and follow-up periods). The changes in means of both peer ratings over time were measured with a within-subjects repeated measures analysis of variance (ANOVA). The results revealed that both peer ratings declined over time. Post-hoc analyses indicated a significant (p < 0.001; d = 0.4) mean change between the pretest and the posttest for in-class collegial workgroup peer ratings. There was also a significant (p < 0.01; d = 0.27) mean change between the baseline and the pretest, as well as a significant (p < 0.001; d = 0.26) mean change between pretest and posttest. In terms of transfer of learning into interpersonal relationships, 63% of the participants reported that the curriculum helped them improve their relationships with their friends; however, less than half reported that the curriculum helped them improve other relationships. Fifty-nine percent (59%) of the participants endorsed the whole intervention as having been worth their time. The implications of these findings are discussed in terms of directions for future research and improving and implementing the curriculum.
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Date Issued: 2004
Identifier: FSU_migr_etd-4149
Format: Thesis

Title: An Investigation into the Temporal Patterning of Performance Affectivity and Coping in the Performing Arts.
Creator: Kane, Kristen Leigh, Tenenbaum, Gershon, Eklund, Robert, Roehrig, Alysia, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Emotions, cognitive appraisals, and coping processes were investigated during a solo and ensemble performance time line. Seven musicians within the age range of 20 - 34 participated in this study. They completed the Competitive State Anxiety Inventory (CSAI-2), one week and one day prior to both performances. The Affect Grid was utilized one week, one day, one hour, and 5 minutes prior to both performances. It was utilized again immediately after both performances along with a Perceived...
Show moreEmotions, cognitive appraisals, and coping processes were investigated during a solo and ensemble performance time line. Seven musicians within the age range of 20 - 34 participated in this study. They completed the Competitive State Anxiety Inventory (CSAI-2), one week and one day prior to both performances. The Affect Grid was utilized one week, one day, one hour, and 5 minutes prior to both performances. It was utilized again immediately after both performances along with a Perceived Performance Survey (PPS). Retrospective reports were conducted no more than one week following the musician's last performance. The Affect Grid and the PPS were again utilized during the retrospective report at the researchers discretion. Performers were found to experience the most anxiety prior to solo performance. However, anxiety and self-confidence were only at moderate levels. Performers also experienced more arousal prior to solo performance accompanied by negative emotions. However, pleasantness remained stable at moderate levels. Prior to solo performance, more negative emotions were experienced than prior to ensemble performance. High experienced performers (HEP) and low experienced performers (LEP) coped with these negative emotions prior to performance by utilizing emotion-focused and problem-focused coping methods. HEP reported utilizing emotion-focused and problem-focused coping strategies more than their LEP counterparts. During performance, HEP and LEP levels of arousal and pleasantness continued to increase until the end of performance. Similarly, they experienced positive emotions. HEP and LEP thoughts were directed towards the audience, although their perceptions differed. LEP reported utilizing emotion-focused and problem-focused coping strategies more than their HEP counterparts. After both performances, HEP and LEP experienced the highest levels of arousal and pleasantness accompanied by positive emotions. HEP perceived their performances as higher than LEP, although perceptions were at moderate levels. Gender was found to play an important role in the coping process. Females utilized emotion-focused coping strategies more than males both prior to and during performance. Males utilized slightly more problem-focused coping strategies than women. Previous research on emotional affectivity and the coping process has been extremely limited in the performing arts, and this study was further able to support the potential importance and impact of performance setting, experience, and gender.
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Date Issued: 2005
Identifier: FSU_migr_etd-3357
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: The Effect of Audio Narration in Computer Mediated Instruction on Procedural Fluency by Students of Varying Reading Levels.
Creator: Solomon, Howard M., Wager, Walter W., Douglas, Ian, Baylor, Amy L., Jeong, Allan, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study compares the effect of text-based and narration-based multimedia presentation modalities on the accuracy and efficiency of procedural performance, a combination that the introduction to the New Standards for Elementary, Middle, Secondary, and Continuing Education of the New York State Education Department uses as the definition of "procedural fluency" (New York State Education Department, 2005). In addition, this study also examines the influence of reading skill on both procedural...
Show moreThis study compares the effect of text-based and narration-based multimedia presentation modalities on the accuracy and efficiency of procedural performance, a combination that the introduction to the New Standards for Elementary, Middle, Secondary, and Continuing Education of the New York State Education Department uses as the definition of "procedural fluency" (New York State Education Department, 2005). In addition, this study also examines the influence of reading skill on both procedural fluency resulting from and student choices of presentation modalities. By studying community college students with low computerized placement test scores, a wide range of reading skill levels was sampled. The independent variable, was the mode of presentation (text only, narration only, and learner's choice) in instruction to teach a new computer procedure. While results showed no overall advantage for any of the treatment conditions in procedural fluency, improvement was seen in the amount of time it took for students to complete the tutorial lesson when they were allowed to choose their preferred mode for receiving the lesson. The results showed that a disproportionately large portion of those students who failed to complete the procedure at all had been placed into the mode where reading was chosen for them. It was recommended that unless other factors dictate that the use of spoken presentations is counter-productive to the learning at hand, narration be included as an alternative presentation modality. This was recommended to increase the accessibility of the instructional product, to reduce the amount of time spent going through the lesson, and to increase the likelihood that learning of the procedure will take place.
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Date Issued: 2005
Identifier: FSU_migr_etd-1644
Format: Set of related objects

Title: Determinants of Social Physique Anxiety in Collegiate Female Athletes.
Creator: Cortese, Jessica, Eklund, Robert, Tenenbaum, Gershon, Eccles, David, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Concerns about self-presentation affect many athletes. Oftentimes, athletes who struggle to control the way they present themselves develop Social Physique Anxiety. Ample research has been completed providing evidence of negative outcomes associated with Social Physique Anxiety. These adverse consequences make it necessary to understand the particular environment in which social physique anxiety and self-presentational concerns are fostered with the goal of eliminating its source. Female...
Show moreConcerns about self-presentation affect many athletes. Oftentimes, athletes who struggle to control the way they present themselves develop Social Physique Anxiety. Ample research has been completed providing evidence of negative outcomes associated with Social Physique Anxiety. These adverse consequences make it necessary to understand the particular environment in which social physique anxiety and self-presentational concerns are fostered with the goal of eliminating its source. Female collegiate volleyball players (n=156) participated in the study. Ages ranged from 18-23 years old. There were 8 respondents from Division I programs, 53 respondents from Division II programs, 91 respondents from Division III programs, and 5 respondents from the National Association of Intercollegiate Athletics (NAIA). Each participant initially completed the trait portion of the Trait Anxiety Inventory to ensure equal trait anxiety across conditions. Participants were randomly assigned to the control condition, practice condition, intersquad scrimmage condition, or heavy spectator condition. Scores for social physique anxiety were collected using the Social Physique Anxiety Scale and scores for self-presentation concerns were collected using the Self-Presentation in Sport Questionnaire. Results indicated that there were no significant differences across conditions for self-presentation concerns, but that the intersquad scrimmage condition experienced significantly less physique anxiety than the control condition.
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Date Issued: 2008
Identifier: FSU_migr_etd-3369
Format: Thesis

Title: Pre-Service Teachers' Beliefs Regarding Student Mistakes during Informal Assessments.
Creator: Christensen, Eric, Roehrig, Alysia, Phillips, Beth Michelle, Turner, Jeannine, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The goal of this study was to develop a valid and reliable questionnaire to assess pre-service teachers' beliefs about how to handle student mistakes, specifically examining its factor structure, test-retest reliability, concurrent validity, and exploring possible relationships between certain teacher characteristics and scores on the Mistake-Handling Questionnaire. Data from 328 students enrolled in at least one of the following required teacher education courses in the teacher education...
Show moreThe goal of this study was to develop a valid and reliable questionnaire to assess pre-service teachers' beliefs about how to handle student mistakes, specifically examining its factor structure, test-retest reliability, concurrent validity, and exploring possible relationships between certain teacher characteristics and scores on the Mistake-Handling Questionnaire. Data from 328 students enrolled in at least one of the following required teacher education courses in the teacher education track were used: Educational Psychology, Classroom Assessment, and Introduction to Educational Technology. A reliable one factor structure representing a pro-incorporating mistakes perspective was found. The resulting questionnaire was found to have relatively high internal reliability (α = .767), including for the holdout sample (α = .675), and high test-retest reliability (r = .775, p
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Date Issued: 2010
Identifier: FSU_migr_etd-3627
Format: Thesis

Educational psychology (291)	+ -
Education (49)	+ -
Psychology (49)	+ -
Educational technology (15)	+ -
Counseling psychology (12)	+ -

Educational tests and measurements (12)	+ -
Design (10)	+ -
Instructional systems (10)	+ -
Statistics (7)	+ -
Cognitive psychology (6)	+ -
Study and teaching (5)	+ -
Social psychology (4)	+ -
Developmental psychology (3)	+ -
Mental health (3)	+ -
Computer science (2)	+ -
Education, Higher (2)	+ -
Education, elementary (2)	+ -
Educational evaluation (2)	+ -
English language (2)	+ -
Foreign speakers (2)	+ -
Mathematics (2)	+ -
Psychometrics (2)	+ -
Quantitative research (2)	+ -
Sports sciences (2)	+ -
Teachers (2)	+ -
Training of (2)	+ -
Administration (1)	+ -
Arts (1)	+ -
Child psychology (1)	+ -
Children (1)	+ -

text (406)	+ -
doctoral thesis (32)	+ -
master thesis (9)	+ -

Florida State University (406)	+ -
College of Education (111)	+ -
Tenenbaum, Gershon (106)	+ -
Eklund, Robert (44)	+ -
Yang, Yanyun (44)	+ -

Becker, Betsy Jane (33)	+ -
Kamata, Akihito (32)	+ -
Eccles, David (31)	+ -
Paek, Insu (31)	+ -
Turner, Jeannine (30)	+ -
Prevatt, Frances (28)	+ -
Roehrig, Alysia D. (27)	+ -
Sampson, James P. (27)	+ -
Dennen, Vanessa P. (26)	+ -
Roehrig, Alysia (26)	+ -
Peterson, Gary (23)	+ -
Klein, James D. (20)	+ -
Canto, Angela I. (17)	+ -
Peterson, Gary W. (17)	+ -
Sampson, James (17)	+ -
Almond, Russell G. (16)	+ -
Turner, Jeannine E. (Jeannine Ellen) (16)	+ -
Chow, Graig Michael (15)	+ -
Ebener, Deborah J. (15)	+ -
Eklund, Robert C. (15)	+ -
Osborn, Debra S. (14)	+ -
Pfeiffer, Steven I. (14)	+ -
Phillips, Beth M. (14)	+ -
Dennen, Vanessa (13)	+ -

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