ETDs

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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Investigating the Effect of Technology Readiness on Self Efficacy and Learning in Computer-Supported Learning Environments

Description
This research aimed to analyze and ultimately understand the relationship between the four dimensions of the Technology Readiness Index (TRI) 2.0 (optimism, innovation, discomfort, and insecurity) when compared to self-efficacy and learning. The experiment design was a one-group pretest-posttest where a participant’s TRI 2.0 acted as a subject variable. This…

This research aimed to analyze and ultimately understand the relationship between the four dimensions of the Technology Readiness Index (TRI) 2.0 (optimism, innovation, discomfort, and insecurity) when compared to self-efficacy and learning. The experiment design was a one-group pretest-posttest where a participant’s TRI 2.0 acted as a subject variable. This information was then correlated to changes in self-efficacy and content mastery (learning) from pre-/post-test scores pertaining to Google Sheets functions for introductory statistics. In-between the pre- and post-tests, a learning activity was presented which asked participants to analyze quantitative statistics using Google Sheets. Findings of this research demonstrated a statistically insignificant relationship between technology readiness and self-efficacy or learning. Alternatively, significance was observed in changes from pre- to post-test scores for both learning and self-efficacy where a relationship was found between the degree to which participants’ content mastery and self-efficacy change before and after a computer-supported learning activity is assigned. These findings directly contribute to current understanding of how and why individuals can effectively learn and perform in computer-supported learning environments.
ContributorsCervantes Villa, Sabrina Marie (Author) / Craig, Scotty D. (Thesis advisor) / Donner, Jodie (Committee member) / Roscoe, Rod (Committee member) / Wylie, Ruth (Committee member) / Arizona State University (Publisher)
Created2022
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Explaining Parental Perspectives of Social Emotional Learning

Description
Education in the United States is highly influenced by local perceptions, wants, and needs. Parents of children in school are a large portion of the voting block for local political candidates. Social Emotional Learning (SEL) is an educational concept that has gained traction over the past 60 years but has…

Education in the United States is highly influenced by local perceptions, wants, and needs. Parents of children in school are a large portion of the voting block for local political candidates. Social Emotional Learning (SEL) is an educational concept that has gained traction over the past 60 years but has undergone much scrutiny in recent years due to political polarization and media coverage. The purpose of this study is to determine whether parents have differing opinions of SEL which may be evidenced by which type of school they enroll their children in: public, public charter, or private. This information may be beneficial for interested parties such as policymakers, educators, advocates, et cetera. Data from this research, which includes quantitative and qualitative information from parents with children in public, public charter, and private schools, indicates that parents overwhelmingly approve of SEL and consider it a priority in their child(ren)’s education.
ContributorsArmstrong, Megan (Author) / DaCOSTA, LAVERNE (Thesis advisor) / Thomas, Kathy (Thesis advisor) / ALOZIE, Nick (Committee member) / Arizona State University (Publisher)
Created2023