Search results

Title: Ethical Issues Associated with Information and Communication Technology in Counseling and Guidance.
Creator: Sampson, James P., Makela, Julia Panke
Abstract/Description: For more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals' efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article...
Show moreFor more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals' efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article concludes with a call for additional standards development, training resources, and research to shape the use of rapidly changing technologies in ways that ethically and effectively enhance client services., This article reviewed the literature on information and communication technology and how it is used in counseling and guidance practice. Issues were organized in terms of social equity, resources, and services. The authors discussed these issues in relation to ethical, credential, and accreditation standards. Finally, the authors pointed out the need for additional standards, training, and research on rapidly changing technologies and how they can be used ethically and effectively to enhance client services.
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Date Issued: 2014
Identifier: FSU_migr_edpsy_faculty_publications-0008, 10.1007/s10775-013-9258-7
Format: Citation

Title: The Impact of Multiple Endpoint Dependency on Q and I^2 in Meta-analysis.
Creator: Becker, Betsy Jane, Thompson, Christopher
Abstract/Description: A common assumption in meta-analysis is that effect sizes are independent. When correlated effect sizes are analyzed using traditional univariate techniques, this assumption is violated. This research assesses the impact of dependence arising from treatment-control studies with multiple endpoints on homogeneity measures Q and I^2 in scenarios using the unbiased standardized-mean-difference effect size. Univariate and multivariate meta-analysis methods are examined. Conditions included...
Show moreA common assumption in meta-analysis is that effect sizes are independent. When correlated effect sizes are analyzed using traditional univariate techniques, this assumption is violated. This research assesses the impact of dependence arising from treatment-control studies with multiple endpoints on homogeneity measures Q and I^2 in scenarios using the unbiased standardized-mean-difference effect size. Univariate and multivariate meta-analysis methods are examined. Conditions included different overall outcome effects, study sample sizes, numbers of studies, between-outcomes correlations, dependency structures, and ways of computing the correlation. The univariate approach used typical fixed-effects analyses whereas the multivariate approach used generalized least squares (GLS) estimates of a fixed-effects model, weighted by the inverse variance-covariance matrix. Increased dependence among effect sizes led to increased Type I error rates from univariate models. When effect sizes were strongly dependent, error rates were drastically higher than nominal levels regardless of study sample size and number of studies. In contrast, using GLS estimation to account for multiple-endpoint dependency maintained error rates within nominal levels. Conversely, mean I^2 values were not greatly affected by increased amounts of dependency. Last, we point out that the between-outcomes correlation should be estimated as a pooled within-groups correlation rather than using a full-sample estimator which does not consider treatment/control group membership.
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Date Issued: 2014
Identifier: FSU_migr_edpsy_faculty_publications-0006, 10.1002/jrsm.1110
Format: Citation

Title: A Guide to Quantitative and Qualitative Dissertation Research.
Creator: Sampson, James P.
Abstract/Description: This book begins with an explanation of the nature and characteristics of successful dissertation research. An approach to organizing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript is then described. The specific elements of the dissertation are described in detail. The book continues with an example of dissertation headings for a specific research question. The book ends with a dissertation research bibliography and four...
Show moreThis book begins with an explanation of the nature and characteristics of successful dissertation research. An approach to organizing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript is then described. The specific elements of the dissertation are described in detail. The book continues with an example of dissertation headings for a specific research question. The book ends with a dissertation research bibliography and four checklists for completing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript.
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Date Issued: 2012
Identifier: FSU_migr_edpsy_faculty_publications-0001-c
Format: Set of related objects

Title: The Nature of Elementary Preservice Teachers' Reflection during an Early Field Experience.
Creator: Arrastia, Meagan, Rawls, Erik, Brinkerhoff, Elizabeth H., Roehrig, Alysia D.
Abstract/Description: Teacher education assumes that the more time observing practicing teachers, the better, but the value of observation (guided or unguided) in early field experiences is unknown. In this mixed-methods study, we examined the levels of reflection, use of future-oriented reflection, and changes in the reflective writing of 90 preservice elementary education teachers enrolled in two sections of an early field experience course (one of which received guided observation) at a large university in the...
Show moreTeacher education assumes that the more time observing practicing teachers, the better, but the value of observation (guided or unguided) in early field experiences is unknown. In this mixed-methods study, we examined the levels of reflection, use of future-oriented reflection, and changes in the reflective writing of 90 preservice elementary education teachers enrolled in two sections of an early field experience course (one of which received guided observation) at a large university in the United States While the level of reflection in the writing of 35% of the preservice teachers (PTs) increased in complexity over the span of a semester, only 10% of the PTs ever demonstrated the deepest level of reflection in their writing. Future-oriented reflection accounted for 6% of the language in the assignments with a majority of the instances documenting what PTs planned to do in their future classrooms. PTs in the guided observation group demonstrated a significantly higher level of reflection than those in the unguided group. With these findings in mind, we present implications for teacher-education field experiences and future research, such as providing scaffolding for futureoriented reflection.
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Date Issued: 2014
Identifier: FSU_migr_edpsy_faculty_publications-0007, 10.1080/14623943.2014.900018
Format: Set of related objects

Title: Challenges in Effectively Designing and Using ICT in Career Guidance.
Creator: Sampson, James P.
Abstract/Description: Information and communication technology (ICT) has provided unparalleled access to assessments, information, and instruction for individuals seeking to make career decisions. However, problems with the design and use of this technology can limit the effectiveness of career resources and services delivered via the Internet. The resulting challenges are described below.
Date Issued: 2006
Identifier: FSU_migr_edpsy_faculty_publications-0004X
Format: Citation

Title: Variables Affecting Readiness to Benefit from Career interventions.
Creator: Sampson, James P., McClain, Mary-Catherine, Musch, Elisabeth, Reardon, Robert C.
Abstract/Description: This article identifies and briefly describes the broad range of variables that may influence clients' readiness to benefit from career interventions. The article also discusses consequences of low readiness for effective use of career interventions and addresses implications for practice as well as for future research. Variables contributing to low readiness for effective use of career interventions include personal characteristics and circumstances; knowledge of self, options, and decision...
Show moreThis article identifies and briefly describes the broad range of variables that may influence clients' readiness to benefit from career interventions. The article also discusses consequences of low readiness for effective use of career interventions and addresses implications for practice as well as for future research. Variables contributing to low readiness for effective use of career interventions include personal characteristics and circumstances; knowledge of self, options, and decision making; and prior experience with career interventions. Consequences of low readiness for using career interventions include premature disengagement, negative perception of skills and interests, selective acquisition of incomplete information, premature choice foreclosure, protracted exploration, dependent decision-making style, and poor evaluation of options.
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Date Issued: 2013
Identifier: FSU_migr_edpsy_faculty_publications-0002, 10.1002/j.2161-0045.2013.00040.x
Format: Citation

Title: The effect of olfactory ovulation cues on males' attention allocation and perception of exertion.
Creator: Basevitch, Itay, Razon, Selen, Filho, Edson, Boiangin, Nataniel, Gutierrez, Oscar, Braun, Robyn, Arsal, Guler, Tenenbaum, Gershon
Abstract/Description: The purpose of the present study was to examine the effect of olfactory ovulation cues (i.e., female body odors) on a range of psychological, physiological, and behavioral indices in males during an exertive motor task. Eighty-eight male participants performed a handgrip squeezing task at 20% of maximum squeezing capacity to volitional fatigue. There were three conditions to the study: control, placebo, and ovulation. Researchers recoded participants' rate of perceived exertion (RPE),...
Show moreThe purpose of the present study was to examine the effect of olfactory ovulation cues (i.e., female body odors) on a range of psychological, physiological, and behavioral indices in males during an exertive motor task. Eighty-eight male participants performed a handgrip squeezing task at 20% of maximum squeezing capacity to volitional fatigue. There were three conditions to the study: control, placebo, and ovulation. Researchers recoded participants' rate of perceived exertion (RPE), attention allocation, heart rate (HR), and skin conductance response (SCR). Multivariate analysis did not reveal significant differences among the groups. However, as task duration increased, small to large effect sizes (Cohen's d; d = .13 - .60) emerged between the ovulation and both the control and placebo groups for HR, SCR, and attention allocation. Effect size magnitude suggests female ovulation cues may have a delayed effect on males' attention and RPE during an exertive task. Future research should focus on alternative methods of collection and distribution of olfactory ovulation cues. To increase ecological validity, research also needs to test these effects by means of diverse tasks and settings (aerobic tasks, team tasks).
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Date Issued: 2013
Identifier: FSU_migr_edpsy_faculty_publications-0004
Format: Citation

Title: States' Expressed vs. Assessed Education Goals in the Era of Accountability: Implications for Positive Education.
Creator: Hanley, Adam, Roehrig, Alysia D., Canto, Angela
Abstract/Description: This article addresses the shifting educational priorities in the accountability era by examining states' expressed and assessed educational goals in relationship to those goals enjoying historical and popular support. We argue that curricular restriction in response to federally influenced educational priorities limits individual and social growth, concluding that the 2014 NCLB ultimatum provides a ready catalyst for reorienting educational priorities to address more holistic aims grounded...
Show moreThis article addresses the shifting educational priorities in the accountability era by examining states' expressed and assessed educational goals in relationship to those goals enjoying historical and popular support. We argue that curricular restriction in response to federally influenced educational priorities limits individual and social growth, concluding that the 2014 NCLB ultimatum provides a ready catalyst for reorienting educational priorities to address more holistic aims grounded in research from positive psychology., An examination of how state and federal educational goals, particularly in terms of accountability, might have counterproductive effects on students and teachers by hindering individual and social growth., This paper argues that changing educational priorities coming from state and federal policies (such as the No Child Left Behind) often results in stakeholders’ (e.g. teachers) beliefs about the purposes of education being at odds with states’ expected student outcomes, limiting individual and social growth. The authors also discussed what other educational goals, beyond accountability, should be part of a 21st century education.
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Date Issued: 2012
Identifier: FSU_migr_edpsy_faculty_publications-0005, 10.1080/00131725.2015.1004208
Format: Citation

Title: Who Needs Guidance.
Creator: Sampson, James P., Palmer, Martin, Watts, A.
Abstract/Description: Identifying client need is an important issue in all career guidance provision. It is important that interventions should start where the client is, should be responsive to clients' expressed needs, but where appropriate should provide opportunities for exploration of underlying needs. In addition, where guidance services are publicly funded and cost-limited, there may be policy pressures to target these resources to clients who are regarded as needing them most.
Date Issued: 1999
Identifier: FSU_migr_edlp_faculty_publications-0005
Format: Citation

Title: Degree of Alignment between Beginning Teachers' Practices and Beliefs about Effective.
Creator: Roehrig, Alysia D., Turner, Jeannine, Grove, Crissie Mae, Schneider, Naomi, Liu, Zhu
Abstract/Description: Six beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned...
Show moreSix beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned practices and beliefs, there may be potential for improving practices with experience. A testable model emerged depicting a metacognitive feedback loop for teachers who are aware of their shortcomings and place responsibility for students' behaviors and learning on themselves.
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Date Issued: 2009
Identifier: FSU_migr_edpsy_faculty_publications-0003, 10.1080/08878730902951445
Format: Citation

Title: Career Services: Technology and the Future.
Creator: Sampson, James P., Offer, Marcus, Watts, A.
Date Issued: 2001
Identifier: FSU_migr_edpsy_faculty_publications-0007X
Format: Citation

Title: The Effects of College Career Courses on Learner Outputs and Outcomes: Technical Report No. 53.
Creator: Reardon, Robert C., Folsom, Bryan, Lee, Donghyuck, Clark, Jennifer
Abstract/Description: This review of career course literature in 147 documents traces the history of career courses in colleges and universities and reviews 74 reports or articles of the effectiveness of the various career courses offered in institutions of higher education, primarily in the U.S. More than 21,829 participants were involved in these studies from 1976 to 2011. This review of 82 results or findings has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 61...
Show moreThis review of career course literature in 147 documents traces the history of career courses in colleges and universities and reviews 74 reports or articles of the effectiveness of the various career courses offered in institutions of higher education, primarily in the U.S. More than 21,829 participants were involved in these studies from 1976 to 2011. This review of 82 results or findings has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 61 results of career course outputs, such as career thoughts, career decision-making skills, career decidedness, and vocational identity, which are theoretically related to outcomes of career interventions, such as persistence (retention) in college, and job satisfaction or satisfaction with field of study. In this analysis, we found 55 (90%) reporting positive gains in measured output variables, and 6 (10%) reporting no changes in output variables. We reviewed 21 results or findings of career course outcomes and found 19 (91%) reporting positive gains in measured outcome variables, and two (9%) reporting no changes in outcome variables. These findings are similar to the studies regarding output variables and the effects of career courses. The paper concludes with an analysis of this body of research and implications for further research in this area.
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Date Issued: 2011
Identifier: FSU_migr_techcenter_publications-0001
Format: Citation

Title: Reading Across the Content Areas Course: A Case Study of Two Secondary Preservice Teachers.
Creator: Arrastia, Meagan, Jakiel, Laura, Rawls, Erik
Abstract/Description: This study explored the knowledge and beliefs held by two secondary undergraduate preservice teachers' (PTs) about implementing content area reading instruction in their practice. In examining the development of these beliefs, the PTs revealed a number of perceived barriers impeding the application of content area strategies hence reducing the likelihood of implementing them as student teachers or in their future classrooms. Data sources included interviews with the PTs, classroom...
Show moreThis study explored the knowledge and beliefs held by two secondary undergraduate preservice teachers' (PTs) about implementing content area reading instruction in their practice. In examining the development of these beliefs, the PTs revealed a number of perceived barriers impeding the application of content area strategies hence reducing the likelihood of implementing them as student teachers or in their future classrooms. Data sources included interviews with the PTs, classroom observations of a content area reading course, and the PTs final exams which included written reflections. Data were analyzed and themes were triangulated across sources. The PTs recalled two main strategies from the course that they intended to implement: snapshots and discussions. In terms of barriers, lack of interaction during class time, as well as a lack of emphasis on the content areas (i.e., relevance to the PTs future content areas) were identified as the most detrimental factors to understanding and implementing the strategies. These discoveries imply that instruction in this area of teacher education must be highly explicit and situated in the context of teaching within a content area.
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Date Issued: 2014
Identifier: FSU_migr_edpsy_faculty_publications-0009
Format: Citation

Title: Promoting Continuous Improvement in Delivering Career Resources and Services.
Creator: Sampson, James P.
Abstract/Description: The aim of this paper is to examine factors that influence continuous improvement in the design and delivery of career resources and services for young people and adults. I base this examination on my understanding of the literature on organizational change, as well as my experience as a consultant to organizations seeking to improve the delivery of career resources and services. I will begin by briefly describing my experience as a consultant to provide a context for understanding my point...
Show moreThe aim of this paper is to examine factors that influence continuous improvement in the design and delivery of career resources and services for young people and adults. I base this examination on my understanding of the literature on organizational change, as well as my experience as a consultant to organizations seeking to improve the delivery of career resources and services. I will begin by briefly describing my experience as a consultant to provide a context for understanding my point of view. I will then present my analysis of the factors that contribute to and detract from continuous improvement. I will conclude with a few thoughts about the challenges we face and a possible future.
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Date Issued: 2006
Identifier: FSU_migr_edpsy_faculty_publications-0006X
Format: Citation

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Title: Public Forum Doctrine in Higher Education: Student Rights and Institutional Prerogatives.
Creator: Alexander, Laurence B., Beckham, Joseph, Rayburn, Jay, Brooks, Jeffrey, Schwartz, Robert A., Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: Historically, public colleges and universities have been thought of as places where free speech and free inquiry abound. Institutional policy makers, however, have occasionally placed restrictions on student expression. When students have challenged these restrictions, courts have used public forum analysis to delineate the balance of student rights to free speech and the institution's right to self-governance. Using legal-historical research methods, this study traced the development of the...
Show moreHistorically, public colleges and universities have been thought of as places where free speech and free inquiry abound. Institutional policy makers, however, have occasionally placed restrictions on student expression. When students have challenged these restrictions, courts have used public forum analysis to delineate the balance of student rights to free speech and the institution's right to self-governance. Using legal-historical research methods, this study traced the development of the public forum doctrine in the case law and its application to students in higher education. Employing Edward H. Levi's three-stage evolutionary theory on the development of a legal concept, the study concluded that the public forum doctrine had completed the first two stages, which involved creation, development and classification. The doctrine, however, has not lost its viability, which is Levi's final stage. Other conclusions of the study: 1) Institutions have broad authority to make regulations that are consistent with their missions. 2) Despite this authority, policy makers are constrained by First Amendment principles. 3) Forum analysis enables administrators to designate areas for student speech. 4) The protection of student speech on campus is influenced by the context of the speech. 5) Administrators may exercise the greatest control over campus areas characterized as closed fora. 6) Although, the distinction between designated and limited fora remains ambiguous, courts have begun to suggest differences. 7) Content-based and viewpoint-based regulations on public forum speech are disfavored. 8) Regulations on public forum speech must be narrowly tailored to achieve a compelling government interest. 9) The judicial characterization of student publications as limited fora is undergoing legal challenge. 10) The conflict between the students' right to free expression and the public institutions' right to govern is dynamic and ongoing.
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Date Issued: 2007
Identifier: FSU_migr_etd-0165
Format: Thesis

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

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

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

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

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

Title: The Effect of 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: An experiment to compare the effectiveness of instruction versus discovery in generalizing the strategy of a simple game.
Creator: Page, Robert Leroy, Nichols, Eugene Douglas, Florida State University
Abstract/Description: "The purpose of the study was to determine whether there is a difference in the ability of two equally capable groups of subjects to generalize the winning strategy of a simple game when one group learns the perfect strategy for one form of the game by the discovery method and the other group learns it by reading an explanation of the strategy"--Introduction.
Date Issued: 1970
Identifier: FSU_ahk1593
Format: Thesis

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

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

Title: An investigation into the emotion of fear and its effect on learning.
Creator: Reynolds, Lala M., Black, Marian, Florida State University
Abstract/Description: "This paper reports the results of an investigation into the relation of the emotion of fear and learning. Purposes of the investigation were: 1. To bring together some of the literature in education and psychology that deals with fear and learning. 2. To study the fears of elementary school pupils. 3. To make recommendations on the basis of purpose one and purpose two that might be useful to school teachers"--Introduction.
Date Issued: 1956
Identifier: FSU_akp4993
Format: Thesis

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

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

Title: Robustness of Hierarchical Linear Model Parameter Estimates under Violations of Second-Level Residual Homoskedasticity and Independence Assumptions.
Creator: Darandari, Eqbal Z., Tate, Richard L., Kelley, Colleen, Oosterhof, Albert, Kamata, Akihito, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: This study applied Monte Carlo simulations to investigate the robustness of parameter estimates for a two-level Hierarchical Linear Model (HLM) to the violations of the second-level residual homoskedasticity and independence assumptions. It considered these violations in the context of a typical HLM model with random intercepts as outcomes, a model that has been commonly used in value-added analysis for school settings. The study had a factorial design with unbalanced data, where five factors...
Show moreThis study applied Monte Carlo simulations to investigate the robustness of parameter estimates for a two-level Hierarchical Linear Model (HLM) to the violations of the second-level residual homoskedasticity and independence assumptions. It considered these violations in the context of a typical HLM model with random intercepts as outcomes, a model that has been commonly used in value-added analysis for school settings. The study had a factorial design with unbalanced data, where five factors were considered in the simulations. The first two represented variance and independence assumption violations, while the other three were conditional. The baseline values for the model specifications and sample size reflected results obtained from HLM analysis conducted on an actual school data system. Variations of these values were considered in representing the five study factors. The first factor represented three homoskedasticity levels of the residuals at the second level of the model: no assumption violation, moderate violation, and an extreme violation. The second factor represented three independence levels for the residuals at the second level of the model: no assumption violation, a violation by misspecifing a second-level predictor having a medium-positive effect size, and a violation by misspecifing a second-level predictor having a small-negative effect size. The other three factors in the study included three levels of collinearity among second-level predictors; two sample sizes at the second level; and two average sample sizes at the first level. The five factors manipulated in this study produced 108 conditions, and 100 replications were used for each condition. The robustness of the HLM parameter estimates was evaluated through the absolute and relative bias, the mean square error, and the absolute and relative inaccuracy of their apparent standard errors. In addition, a five-way factorial ANOVA was used to identify significant and relatively important main and interaction effects of the study factors on the bias of the estimates for each parameter. In addition, graphs were utilized mainly to show variations in the accuracy of the apparent precision of the estimates for each parameter under the study conditions. The study results showed that the HLM parameter estimates and their apparent precision were robust to moderate and severe differences in second-level residual variances. However, they relied heavily on having independent second-level residuals, resulting from a correctly specified model. When the independence assumption of the second-level residuals was violated, the HLM parameter estimates of the second-level predictors and variance were biased and the accuracy of the apparent precision of all HLM second-level parameter estimates decreased. The effect of this violation became more evident as sample size was decreased, particularly at the second level. This effect depended also on the parameter of interest, the correlation of the misspecified predictor with other predictors included in the model, in addition to the effect size and sign of this misspecified predictor. When the assumption violation factors interacted with the conditional factors, collinearity level and sample sizes, the pattern of their effects on bias and accuracy of apparent precision differed from their pattern when they were considered separately. More specifically, the pattern of interaction was considerable for the independence assumption violations. The results also showed that the apparent standard errors produced by HLM had a tendency to be larger than the actual standard errors for all parameters, particularly with small sample sizes. This could be partially attributed to the correlation among the predictors at the different levels of the model and centering-related issues.
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Date Issued: 2004
Identifier: FSU_migr_etd-0850
Format: Thesis

Title: Differentiating Two Types of Juvenile Sex Offenders: Generalists versus Specialists.
Creator: Wolf, Amanda L., Kelly, Donald, Mullis, Ann, Pfeiffer, Steven, Phillips, Beth, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of the present study is to explore various risk factors which may potentially be used to predict and distinguish two subtypes of juvenile sexual offenders (JSOs): (1) juvenile sexual offenders with a history of antisocial behavior (JSO- generalists) and (2) juvenile sexual offenders without a history of antisocial behavior (JSO-specialists). The overall goal of this study was to fill a gap in the research by providing empirical support for two different developmental pathways that...
Show moreThe purpose of the present study is to explore various risk factors which may potentially be used to predict and distinguish two subtypes of juvenile sexual offenders (JSOs): (1) juvenile sexual offenders with a history of antisocial behavior (JSO- generalists) and (2) juvenile sexual offenders without a history of antisocial behavior (JSO-specialists). The overall goal of this study was to fill a gap in the research by providing empirical support for two different developmental pathways that may lead to juvenile sexual problem behaviors. Although several theories have been proposed, the etiology and developmental pathways of sexual offending behavior in juveniles remains unclear (Parks & Bard, 2006). Consequently, predictive factors and differences among subgroups of juvenile sexual offenders remain inconclusive. Logistic Regression was used to examine the relationship between the categorical dependent variable of history of antisocial behavior (present or absent) and several risk factors associated with sexual recidivism. Potential covariates were screened and entered into the model, if significant. Descriptive statistics were also used to describe background characteristics. The developmental model of sexual aggression proposed by Seto and Barbaree (1997) describes at least two types of sex offenders; the first type described as persistently antisocial with the second type being described as less antisocial, but more likely to demonstrate deviant sexual interests. In addition to providing empirical support for different developmental pathways of sexual aggression, identifying different risk factors among these two types of offenders will provide significant implications for the treatment and assessment of juvenile sexual offenders. The current study sought to answer the following research questions: 1) Is there an overall relationship between the outcome variable--group membership based on history of antisocial behavior (JSO-specialist vs. JSO-generalist) and the predictor variables: single-parent home, use of physical force or threats, child victim, male victim, sexual victimization history, exposure or experience of domestic violence, lack of empathy, and lack of remorse, after controlling for history of ADHD, failed/held back status, and ESE/SLD class enrollment? 2) Which predictor variable(s) predict group membership based on history of antisocial behavior? If significant, how does the predictor variable(s) affect group membership? Based on a review of the literature, it was predicted the risk factors: use of threats or force during the offense, lack of empathy, lack of remorse, exposure or experience of domestic violence, and single-parent home would be significant predictors of JSO-generalist group membership. Where as, it was predicted that the risk factors of sexual victimization history, having a male victim, and having a child victim, would be significant predictors of JSO-specialist group membership. History of ADHD (Attention Deficit Hyperactivity Disorder), held back/failed status, and enrollment in ESE or SLD classes were screened as potential confounds based on prior research linking ADHD and academic difficulties with antisocial behavior (e.g., Lahey & Loeber, 1997). In addition, it was suspected that group differences in intellectual ability could potentially impact the variables of lack of empathy and lack of remorse due to differences in stages of moral development. The omnibus model was a significant predictor of group membership (JSO-specialist vs. JSO-generalist). However, there was not a significant increase in the effect size from model 1 to model 2. In other words, the predictors were unable to significantly increase the prediction beyond what was already accounted for by the covariates. Looking at the individual impact of each of the predictors, the coefficients indicate that lack of empathy was a significant positive predictor of history of antisocial behavior after controlling for ADHD, ever held back/failed status and enrollment in ESE/SLD classes.
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Date Issued: 2008
Identifier: FSU_migr_etd-0881
Format: Thesis

Title: Motivational Orientation of Risk Sport Participants: Does Planning-Related Behavior Affect Participation?.
Creator: Young, Patrick R., Eklund, Robert C., Glueckauf, Robert, Tenenbaum, Gershon, Eccles, David W., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Within the last decade, risk sports and activities have received a great deal of attention within the psychological arena. With this attention, risk sport participants have been identified as registering high in the sensation-seeking personality trait, displaying an enhanced degree of self-efficacy, and reflecting a paratelic metamotivational state dominance. Recently, research within this domain has provided evidence that risk sport participants actively engage in a degree of deliberate and...
Show moreWithin the last decade, risk sports and activities have received a great deal of attention within the psychological arena. With this attention, risk sport participants have been identified as registering high in the sensation-seeking personality trait, displaying an enhanced degree of self-efficacy, and reflecting a paratelic metamotivational state dominance. Recently, research within this domain has provided evidence that risk sport participants actively engage in a degree of deliberate and purposeful preparatory behavior, which is contrary to the impulsive and spontaneous generalizations that often characterize these sport participants. Preparatory behavior is often engaged in by risk sport participants in an attempt to positively influence the appraisal of their risk sport environment. Through the use of preparatory behavior such as rehearsing task-specific motor movements, checking weather reports, and establishing contingency plans, risk sport participants attempt to increase their perception of control over task-relevant and environmental stimuli. As a result of this planning-related behavior, participants can successfully enhance their perceptual control over their sport environment. Consequently, risk sport participants often obtain an increased degree of motivational desire to participate, and risk sport performance is often enhanced. The current investigation sought to empirically test the effect of manipulating risk sport participants' cognitive resources prior to engaging in a risk sport task. Inexperienced and experienced climbing participants (N =72) were either prompted or unprompted to engage in preparatory behavior, or were cognitively interfered with via completion of several mental puzzles (i.e., verbal responses to mathematical equations, etc.) prior to engaging in a timed top-roping (i.e., vertical) task. This manipulation was done in an attempt to influence climbing participants' degree of planning, their perceptual control over the risk sport environment, their degree of motivation to complete the climbing task, and their overall risk sport performance (i.e., time to complete the climb). Participants' degree of climbing experience was also investigated to determine the degree to which climbing experience moderated the effect of the manipulation in regards to planning, perceptions of control, motivation, and performance. Results of the current investigation support previous research that risk sport participants do actively engage in preparatory behavior. Specifically, the manipulation of cognitive resources was found to significantly affect climbing participants' planning-related behavior. Furthermore, participant climbing experience was found to significantly affect participants' degree of planning, perceptual control, and risk sport performance. Climbing participants who were either instructed to plan or afforded a time interval to plan if they so chose to, reported significantly higher degrees of planning than participants' who were cognitively interfered with. Climbing participants who reported higher degrees of planning tended to report descriptively higher perceptions of control, a higher degree of motivation, and recorded faster climbing times. Discussion concerns the influence of preparatory behavior on perceptual control, motivation, and performance within risk sports and activities. Preparatory behavior, which is contrary to the tenants of the paratelic metamotivational state dominance characteristic of risk sport participants, is also addressed. Future research in regards to the role of preparatory behavior within risk sport activity should address a diverse selection of sports and activities. Furthermore an attempt to further examine the relationship between preparatory behavior and perceptual control is warranted.
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Date Issued: 2010
Identifier: FSU_migr_etd-0885
Format: Thesis

Theses and Dissertations (328)	+ -
Department of Educational Psychology and Learning Systems (12)	+ -
Center for the Study of Technology in Counseling and Career Development (3)	+ -
Digitized Theses and Dissertations (2)	+ -
Department of Educational Leadership and Policy Studies (1)	+ -

Education (29)	+ -
Psychology (9)	+ -
Educational tests and measurements (8)	+ -
Educational evaluation (6)	+ -
Educational technology (6)	+ -

Research (5)	+ -
Study and teaching (5)	+ -
Education, Higher (4)	+ -
Counseling psychology (3)	+ -
Cognitive psychology (2)	+ -
Design (2)	+ -
Gender expression (2)	+ -
Gender identity (2)	+ -
Instructional systems (2)	+ -
Mathematics (2)	+ -
Sex (Psychology) (2)	+ -
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