Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
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- All Subjects: socialization
Description
Early adolescence is a pivotal stage of social and emotional development. Socialization traditionally occurs in person, but social interactions via technology (e.g., social media, video games) have grown in popularity. However, little research has been conducted on how early adolescents interact with technology and how these interactions relate to their socialization as well as other factors such as reading habits or academic achievement. Seventh and eighth grade students (n = 719) completed a survey that captured information about their technology use, their academic habits and performance, and extracurricular involvement. It was hypothesized that those involved in more extracurricular activities would use the internet more socially and that internet use would be negatively correlated to both academic performance and recreational reading. Responses indicated that a majority of students have access to technology (e.g. internet, computers, television, gaming consoles, and tablets) in their homes. Social media use differed drastically between platforms. Analyses indicated a relation between amount of extracurricular activities on social television watching and social internet use, but not on social gaming. A significant negative correlation was found between recreational reading and time spent socializing online, but there was no significant effect of these factors on academic performance. Thus, hypotheses were partially supported by the relation between amount of extracurriculars and social internet use and the negative correlation between time spent socializing online and recreational reading.
ContributorsHorner, Kate Elizabeth (Author) / McNamara, Danielle (Thesis director) / McCarthy, Kathryn (Committee member) / Davis, Mary (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Interprofessional educators increasingly recognize the importance of establishing graduated interprofessional learning strategies to socialize and prepare learners to work in collaborative care environments. Interprofessional socialization (IPS) is the process of bringing students together from different disciplines to learn from, with, and about each other. However, education programs struggle to systematically integrate evidence-based interprofessional learning. Community-engaged learning, a pedagogical tool adaptable to diverse circumstances, offers an opportunity to expand IPS. The purpose of this mixed methods action research dissertation study was to explore the factors that contribute to IPS through participation in a community-engaged learning course and how IPS evolves among early learners. In this study, I explored several factors, including theoretically-grounded and contextually relevant teaching and learning strategies pivotal to IPS. Specifically, I created and facilitated an innovative pilot Interprofessional Education and Community Health course, guided by experiential learning theory, asset-based and critical pedagogy and flow theory. I found that these theoretically guided instructional techniques nurtured the benefits of team-based experiential learning, inspired a community of confident learners through praxis, and promoted optimal engagement in challenging and meaningful health promotion activities. The learner’s diverse backgrounds, meaningful community-engagement, and challenging collaborative assignments contributed to IPS. The shared novel real-world experiences ignited emotional reactions that nurtured their relationships; facilitating their ability to address conflicts. They sustained motivation to participate in community-engaged learning and maintained a consistent strong belief in the importance of working as a team. Whereas, their understanding of interprofessional teamwork, comfort and preference working on interprofessional teams grew over time. Four pedagogical strategies pivotal to interprofessional socialization emerged for use with community-engaged interprofessional education: 1) purposeful community partnerships, 2) structured collaborative written assignments, 3) intentional conversations, and 4) welcoming cultural assets.
ContributorsRamella, Kelly Johnson (Author) / Sampson, Carrie (Thesis advisor) / Ross, Allison (Committee member) / Yañez-Fox, Lisa (Committee member) / Arizona State University (Publisher)
Created2021