ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
This thesis explores the extent to which entrepreneurship is possible for women in Saudi Arabia, and it's potential to increase Saudi women's socio-cultural autonomy, financial independence, and overall well-being. The study uses interviews and an online surveys to gather information from recognized female entrepreneurs, those officially registered with the Women's Business Center in Alkhober, Saudi Arabia, about how they founded their businesses, the challenges they have experienced, and the effects of business ownership. These women are interesting because their experience seems to run counter to Saudi society, which generally restricts women's activities. The study's findings show that despite their successes, Arab traditions still hinder the success of Alkhober female entrepreneurs, for instance, by requiring male guardianship and prohibiting travel unaccompanied by a man. From an institutional perspective, administrative and legal requirement can prevent women from fully realizing their potential as businesswomen. The existing women's rights legislation lacks authority because political opportunities for Alkhober women are still limited. For Saudi women entrepreneurship remains an alternative to joblessness and dissatisfaction derived from other employment sources. The challenges women entrepreneurs experience while starting businesses are lack of support from the executive branch of government, lack of quality education, and lack of available financial resources, in addition to the cultural barriers caused by Arab traditions restricting the activities of women. However, a key finding from this study is that the women interviewed all showed a high level of resourcefulness and creativity that helped them to circumvent such obstacles. This study recommends that the government provide financial services, or training programs to aspiring female entrepreneurs and offer incentives for women to register their businesses. This will benefit not just Saudi women but for the Saudi economy overall.
ContributorsAlhabidi, Mariam (Author) / C. Parmentier, Mary Jane C. Parmentier Jane (Thesis advisor) / Grossman, Gary M. (Committee member) / Crewe, Katherine (Committee member) / Arizona State University (Publisher)
Created2013
Description
Fibromyalgia (FM) is a chronic pain condition characterized by debilitating fatigue. This study examined the dynamic relation between interpersonal enjoyment and fatigue in 102 partnered and 74 unpartnered women with FM. Participants provided three daily ratings for 21 days. They rated their fatigue in late morning and at the end of the day. Both partnered and unpartnered participants reported their interpersonal enjoyment in the combined familial, friendship, and work domains (COMBINED domain) in the afternoon. Additionally, partnered participants reported their interpersonal enjoyment in the spousal domain. The study was guided by three hypotheses at the within-person level, based on daily diaries: (1) elevated late morning fatigue would predict diminished afternoon interpersonal enjoyment; (2) diminished interpersonal enjoyment would predict elevated end-of-day fatigue; (3) interpersonal enjoyment would mediate the late morning to end-of-day fatigue relationship. In cross-level models, the study explored whether individual differences (between-person) in late morning fatigue and afternoon interpersonal enjoyment would moderate within-person relations from late morning fatigue to afternoon interpersonal enjoyment, and from afternoon interpersonal enjoyment to end-of-day fatigue. Furthermore, it explored whether the hypothesized relationships at the within-person level would also emerge at the between-person level (between-person mediation models). Multilevel structural equation modeling and multilevel modeling were employed for model testing, separately for partnered and unpartnered participants. Within-person mediation models supported that on high fatigue mornings, afternoon interpersonal enjoyment was dampened in the spousal and combined domains in partnered and unpartnered samples. Moreover, low afternoon interpersonal enjoyment in both the spousal and combined domains predicted elevated end-of-day fatigue. Afternoon interpersonal enjoyment mediated the relationship of late morning to end-of-day fatigue in the combined domain but in not the spousal domain. Cross-level moderation analyses showed that individual differences in afternoon spousal enjoyment moderated the day-to-day relation between afternoon spousal enjoyment and end-of-day fatigue. Finally, the mediational chain was not observed at the between-person level. These findings suggest that preserving interpersonal enjoyment in non-spousal relations limits within-day increases in FM fatigue. They highlight the importance of examining domain-specificity in interpersonal enjoyment when studying fatigue, and suggest that targeting enjoyment in social relations may improve the efficacy of existing treatments.
ContributorsYeung, Wan (Author) / Aiken, Leona S. (Thesis advisor) / Davis, Mary C. (Thesis advisor) / Mackinnon, David P (Committee member) / Zautra, Alex J (Committee member) / Arizona State University (Publisher)
Created2013
Description
The connection between Hollywood costume design and the films of the 007/James Bond franchise, especially in regards to the changing perspective of the “Bond Girl”, is an intricate relationship that has previously been little researched. In the most recent Bond films, in particular, the female characters have become more powerful than the early characters and their roles within the narratives have changed with their characters taking on stronger and more integral roles. This thesis seeks to examine the films of the 007/James Bond franchise and how the rhetoric of the franchise’s costume design affects the representation of femininity and power in regards to the Bond Girls. After an overview of Bond history and costume theory, two films are analyzed as case studies: Dr. No (1962) which marks the beginning of the film franchise and Casino Royale (2006), which marks the more recent turn the films have taken. This thesis examines how the representations of Bond Girls and the use of costume design for their characters have changed over the course of the franchise from the days of Sean Connery to the recent reboot of the franchise with Daniel Craig as 007 James Bond. In addition to an examination of Bond Girl costume design, this thesis considers the role and influence of the costume designers. A designer’s vision of a character is derived from both the writing and the physical features of the actresses before them. Here this thesis considers how the rhetorical choices made by designers have contributed to an understanding of the relationship between femininity and power. Finally it shows how the costumes effect the power of the female characters and how the Bond Girls of today (Casino Royale) compare and/or contrast to Bond Girls of the past (Dr. No). This thesis combines the areas of feminist film theory and costume theory to provide an original rhetorical analysis of the Bond series in relation to costume design and examines the rhetorical statements made by the costume designers in their designs for the characters and how those statements influence the representations of the characters.
ContributorsSeverson, Andrea (Author) / Goggin, Maureen (Thesis advisor) / Ore, Ersula (Committee member) / Lamp, Kathleen (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study tested the effects of two kinds of cognitive, domain-based preparation tasks on learning outcomes after engaging in a collaborative activity with a partner. The collaborative learning method of interest was termed "preparing-to-interact," and is supported in theory by the Preparation for Future Learning (PFL) paradigm and the Interactive-Constructive-Active-Passive (ICAP) framework. The current work combined these two cognitive-based approaches to design collaborative learning activities that can serve as alternatives to existing methods, which carry limitations and challenges. The "preparing-to-interact" method avoids the need for training students in specific collaboration skills or guiding/scripting their dialogic behaviors, while providing the opportunity for students to acquire the necessary prior knowledge for maximizing their discussions towards learning. The study used a 2x2 experimental design, investigating the factors of Preparation (No Prep and Prep) and Type of Activity (Active and Constructive) on deep and shallow learning. The sample was community college students in introductory psychology classes; the domain tested was "memory," in particular, concepts related to the process of remembering/forgetting information. Results showed that Preparation was a significant factor affecting deep learning, while shallow learning was not affected differently by the interventions. Essentially, equalizing time-on-task and content across all conditions, time spent individually preparing by working on the task alone and then discussing the content with a partner produced deeper learning than engaging in the task jointly for the duration of the learning period. Type of Task was not a significant factor in learning outcomes, however, exploratory analyses showed evidence of Constructive-type behaviors leading to deeper learning of the content. Additionally, a novel method of multilevel analysis (MLA) was used to examine the data to account for the dependency between partners within dyads. This work showed that "preparing-to-interact" is a way to maximize the benefits of collaborative learning. When students are first cognitively prepared, they seem to make the most efficient use of discussion towards learning, engage more deeply in the content during learning, leading to deeper knowledge of the content. Additionally, in using MLA to account for subject nonindependency, this work introduces new questions about the validity of statistical analyses for dyadic data.
ContributorsLam, Rachel Jane (Author) / Nakagawa, Kathryn (Thesis advisor) / Green, Samuel (Committee member) / Stamm, Jill (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester. A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills. The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems.
ContributorsBarrus, Angela (Author) / Atkinson, Robert K (Thesis advisor) / Van de Sande, Carla (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
In a conscious effort to combat the low enrollment of women in construction management, a program was created to retain women through a mentorship program - Advancing Women in Construction. A qualitative analysis, facilitated through a grounded theory approach, sought to understand if the program was indeed successful, and what value did the students derive from the programs and participating in the mentoring process.
ContributorsEicher, Matthew (Author) / Wilkinson, Christine Kajikawa (Thesis advisor) / Calleroz-White, Mistalene (Committee member) / Gibson, Jr., G. Edward (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the relations between cognitive ability, socioemotional competency (SEC), and achievement in gifted children. Data were collected on children between the ages of 8 and 15 years (n = 124). Children were assessed via teacher reports of SEC, standardized cognitive assessment, and standardized achievement assessment. Composite achievement significantly correlated with all areas of SEC on the Devereux Student Strengths Assessment (DESSA). Cognitive ability significantly correlated with all areas of SEC as well. Composite cognitive ability significantly correlated with all composite achievement, as well as with achievement in all subject areas assessed. Achievement scores tended to be higher in older age groups in comparison to younger age groups. When gender differences were found (in some areas of SEC and in language achievement), they tended to be higher in females. Gender moderated the relation between SEC and composite achievement. The areas of SEC that best predicted achievement, over-and-above other SEC scales, were Optimistic Thinking, Self-Awareness, and Relationship Skills. While cognitive scores did not significantly predict achievement when controlling for SEC, SEC did significantly predict achievement over-and-above cognitive ability scores. Overall findings suggest that SEC may be important in children's school achievement; thus it is important for schools and families to promote the development of SEC in gifted children, especially in the areas of optimism and self-awareness.
ContributorsKong, Tiffany (Author) / Caterino, Linda (Thesis advisor) / Naglieri, Jack (Committee member) / Brulles, Dina (Committee member) / Arizona State University (Publisher)
Created2013
Description
Current emphasis on adequate academic progress monitored by standardized assessments has increased focus on student acquisition of required skills. Reading ability can be assessed through student achievement on Oral Reading Fluency (ORF) measures. This study investigated the effectiveness of using ORF measures to predict achievement on high stakes tests. Study participants included 312 students across four Title 1 elementary schools in a Southwestern United States school district utilizing the Response to Intervention (RTI) model. Participants' ORF scores from first through third grade years and their third grade standardized achievement test scores were collected. In addition, information regarding reading interventions was obtained. Pearson product-moment correlations were used to determine how ORF scores and specific reading skills were related. Correlations were also used to assess whether the ORF scores from the fall, winter, or spring were most related to high stakes test scores. Additionally, the difference between computer-based versus instructor-led interventions on predicting high stakes test scores was assessed. Results indicated that correlation coefficients were larger between ORF and reading comprehension scores than between ORF and basic reading skills. ORF scores from spring were more highly related to high stakes tests than other times of the year. Students' ORF scores were more strongly related to high stakes tests when in computer-based interventions compared to instructor-led interventions. In predicting third grade high stakes test scores, first grade ORF scores had the most variance for the non-intervention sample, while third grade ORF scores had the most variance for the intervention sample.
ContributorsDevena, Sarah (Author) / Caterino, Linda (Thesis advisor) / Balles, John (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the effects of an intensive remedial program, Wilson Reading System (WRS), on 43 struggling readers from second to twelfth grade. The students, who attended a large southwestern urban school district, were all at least two grade levels below their peers in reading. Participants received 20 hours of WRS instruction over the course of one month as part of a WRS teacher certification course. Using the Woodcock-Johnson III Tests of Achievement, students were evaluated prior to and following their participation in the intensive summer program using five subtests (Letter-Word Identification, Reading Fluency, Spelling, Word Attack, and Spelling of Sounds) and two clusters (Basic Reading and Phoneme/Grapheme Knowledge) to assess gains in students' reading achievement. Since the intervention was delivered for such a brief period, this study was designed to provide a snapshot measure of initial reading skill gains. While a failure to perform significantly better was observed on the Letter-Word Identification, Reading Fluency, and Spelling subtests, students demonstrated significant improvement on Word Attack and Spelling of Sounds subtests following WRS instruction. Furthermore, students significantly improved on the Basic Reading and Phoneme/Grapheme Knowledge clusters. Study limitations and implications for future research and practice are discussed.
ContributorsAshby, Kristina (Author) / Caterino Kulhavy, Linda (Thesis advisor) / Gatt, Jennifer T (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study was done in collaboration with the Kino Border Initiative. The Kino Border Initiative is a Catholic, bi-national organization run by Missionary Sisters of the Eucharist, Jesuit priests and lay people. The organization is dedicated to providing services to recently deported migrants and migrants-in-transit through their soup kitchen, women's shelter and first aid station in Nogales, Sonora. Based on their experiences in the women's shelter, the Missionary Sisters of the Eucharist and researcher sought out to further understand migrant women's experiences of gender-based violence prior to migration. Using data collected by the Sisters, it was decided to use an analysis rooted in testimonio, and, in this way, use the women's words as a foundational basis for understanding the migration of women. The analysis is based on 62 testimonies related to women's histories of violence and their migration experiences, and the information from 74 intake questionnaires that were all analyzed retroactively. The analysis of data and testimonios has led to the realization that violence suffered by migrant women is not limited to the journey itself, and that 71% of women report having suffered some sort of violence either prior to or during migration. Often times, the first experiences of violence originated in their homes when they were children and continue to repeat itself throughout their lifetimes in varied forms. Their stories reveal how the decision to migrate is a consequence to the transnational and structural violence that pushes women to seek out ways to survive and provide for their families.
ContributorsConrad, Marla (Author) / Elenes, C. Alejandra (Thesis advisor) / Simmons, William P. (Committee member) / Téllez, Michelle (Committee member) / Arizona State University (Publisher)
Created2013