Matching Items (1,436)
Filtering by
- All Subjects: psychology
- All Subjects: engineering
Description
Thirty percent of engineering students suffer from extremely severe stress, which is associated with poor academic performance, decreased motivation, and poor mental health. As a result, new, effective techniques must be developed to improve student outcomes. A potential technique that could be valuable in the classroom is persuasion techniques. There are six primary persuasion techniques: reciprocity, liking, social proof, scarcity, commitment, and authority (coercive and expert). Persuasion has been studied exhaustively with respect to altering behavior (e.g., sales, compliance), but has only briefly been studied in education. Studies show that positive student-teacher relationships can improve grades, positive peer relationships can improve mental health, and coercive power can increase stress. No studies have examined all persuasion techniques with respect to student outcomes, and this study aims to fill that gap. The objective of this study is to evaluate the use of persuasion techniques in the classroom to improve mental health and enhance academic outcomes.
I hypothesized that methods that enhance community and improve sense of belonging (reciprocity, commitment, liking, social proof) will lead to better academic and mental health outcomes, and methods associated with negative professor attitudes (coercive authority) will lead to poor academic and mental health outcomes. To evaluate these hypotheses, a sample of 336 university students were surveyed to see which persuasion techniques they perceived their professors to use and examine the effects of these on academic outcomes (grades, attendance, assignments) and mental health outcomes (engagement, positive impact, stress, well-being, executive function).
The data partially supports the hypotheses, with various student academic and mental health outcomes significantly improving with higher use of liking, social proof, commitment, and expert authority, and worsening with higher use of coercive authority. In conclusion, by teaching professors to use liking, social proof, expert authority, and commitment in their classrooms while decreasing coercive techniques, professors can effectively improve student grades and mental health.
ContributorsPautz, Daniella Joy (Author) / Honeycutt, Claire F (Thesis advisor) / Smith, Barbara S (Committee member) / Middleton, James A (Committee member) / Krause, Stephen (Committee member) / Arizona State University (Publisher)
Created2023
Description
Research on self-regulatory variables like mindfulness and effortful control proposes strong links with physical and mental health outcomes across the lifespan, from childhood and adolescence to adulthood and old age. One pathway by which self-regulation may confer health benefits is through individual differences in reports of and emotional responses to daily negative and positive events. Mindfulness is broadly defined as non-reactivity to inner experiences, while effortful control is broadly defined as attentional and behavioral regulation. Mindfulness and effortful control have both been conceptualized to exert their beneficial effects on development through their influence on exposure/engagement and emotional reactivity/responsiveness to both negative and positive events, yet few empirical studies have tested this claim using daily-diary designs, a research methodology that permits for examining this process. With a sample of community-dwelling adults (n=191), this thesis examined whether dispositional mindfulness (i.e., non-reactivity of inner experience) and effortful control (i.e., attention and behavioral regulation) modulate reports of and affective reactivity/responsiveness to daily negative and positive events across 30 days. Results showed that mindfulness and effortful control were each associated with reduced exposure to daily stressors but not positive events. They also showed that mindfulness and effortful control, respectively, predicted smaller decreases in negative affect and smaller increases in positive affect on days that positive events occurred. Overall, these findings offer insight into how these self-regulatory factors operate in the context of middle-aged adults’ everyday life.
ContributorsCastro, Saul (Author) / Infurna, Frank (Thesis advisor) / Doane, Leah (Committee member) / Davis, Mary (Committee member) / Arizona State University (Publisher)
Created2018
Description
The world faces significant environmental and social challenges due to high economic development, population growth, industrialization, rapid urbanization, and unsustainable consumption. Global communities are taking the necessary measures to confront these international challenges and applying sustainable development principles across all sectors. Construction is a critical driving instrument of economic activity, and to achieve sustainable development, it is vital to transform conventional construction into a more sustainable model. The research investigated sustainable construction perceptions in Kuwait, a rapidly growing country with a high volume of construction activities. Kuwait has ambitious plans to transition into a more sustainable economic development model, and the construction industry needs to align with these plans. This research aims to identify the characteristics of sustainable construction applications in the Kuwaiti construction market, such as awareness, current perceptions, drivers and barriers, and the construction regulations' impact. The research utilized a qualitative approach to answer research questions and deliver research objectives by conducting eleven Semi-structured interviews with experienced professionals in the Kuwaiti construction market to collect rich data that reflects insights and understandings of the Kuwaiti construction industry. The Thematic analysis of the data resulted in six themes and one sub-theme that presented reflections, insights, and perspectives on sustainable construction perceptions in the Kuwaiti construction market. The research findings reflected poor sustainable construction awareness and poor environmental and social application in the construction industry, the determinant role of construction regulations in promoting sustainable construction. and barriers and drivers to sustainable construction applications. The research concluded with answers to research questions, delivery of research objectives, and an explanation of sustainable construction perceptions in the Kuwaiti construction market.
Contributorsalsalem, mohammad salem (Author) / Duran, Melanie (Thesis advisor) / Chong, Oswald (Committee member) / Sullivan, Kenneth (Committee member) / Grau, David (Committee member) / Arizona State University (Publisher)
Created2023
Description
Users of psychedelic drugs frequently report various types of healing effects after the experience has completed. How these substances actually do the healing work is still being understood. I argue that the phenomenology of the psychedelic experience is relevant to and doing at least some of the healing work. This occurs in part via the phenomenon of transformative experiences. Psychedelic experiences provide insight into first and second order desires of an individual. They alter an individual’s self-narrative and provide an ideal to aim for in addition to the motivation to achieve that ideal. Additionally, psychedelic experiences foster feelings of connection to other people and nature. This heals through altering an individual’s in-group/out-group perceptions and provide a sense of oneness which increases accurate perspective taking. The experience of ego-dissolution had under psychedelics can be compared to the ultimate transformative experience—death—which facilitates the healing process. These experiences promote social healing and serve as a reopening of previously closed possibilities due to trauma or mental illness.
ContributorsCriddle, Alex (Author) / Phillips, Ben (Thesis advisor) / Priest, Maura (Committee member) / Saint, Michelle (Committee member) / Arizona State University (Publisher)
Created2020
Description
Social curiosity, a desire to learn about others, may play an important role in socio-cognitive development in early childhood. However, we poorly understand whether and how social curiosity is elicited. In this study, we examined the malleability of social curiosity in young children by developing a “Social Uncertainty Paradigm.” Children aged 5 to 8 (30 collected, target N = 105) were randomly assigned to one of three conditions (Social Curiosity (SC), General Curiosity (GC), or No Curiosity (NC)) and introduced two learning objectives: the new person (Sam) and new object (Apple House). Participants had 10 chances to gather information about either Sam and the Apple House. In SC, participants obtained 4 times more facts about Sam than the Apple House. The reverse was true for GC. To maximize uncertainty (a lack of information), the experimenter remarked about the difference in the amount of information they gathered. In NC, participants obtained the same amount of facts about Sam the Apple House. Next, participants’ social curiosity were measured with two tasks: Choice Task measuring their preference for learning between Sam and the Apple House and Rating Task measuring the degree to which they want to learn more about both Sam and the Apple House (5-point Likert scale). Preliminary results suggest that creating uncertainty in social information elicits social curiosity and is associated with more active information seeking behaviors to fill the knowledge gap. The current study will provide practical information that could be used for creating social curiosity-promoting environments.
ContributorsIslam, Anika (Author) / Lucca, Kesley (Thesis director) / Lee, Nayen (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2023-05
Description
Through a research essay, I broke down the psychological reactions viewers experience in the horror genre through a Freudian framework. Utilizing this research, I wrote the first act of a screenplay and a summary of the remaining acts.
ContributorsKeegan, Tierney (Author) / Scott, Jason (Thesis director) / Bernstein, Gregory (Committee member) / Barrett, The Honors College (Contributor) / The Sidney Poitier New American Film School (Contributor)
Created2023-05
Description
Delamination of solar module interfaces often occurs in field-tested solar modules after decades of service due to environmental stressors such as humidity. In the presence of water, the interfaces between the encapsulant and the cell, glass, and backsheet all experience losses of adhesion, exposing the module to accelerated degradation. Understanding the relation between interfacial adhesion and water content inside photovoltaic modules can help mitigate detrimental power losses. Water content measurements via water reflectometry detection combined with 180° peel tests were used to study adhesion of module materials exposed to damp heat and dry heat conditions. The effect of temperature, cumulative water dose, and water content on interfacial adhesion between ethylene vinyl acetate and (1) glass, (2) front of the cell, and (3) backsheet was studied. Temperature and time decreased adhesion at all these interfaces. Water content in the sample during the measurement showed significant decreases in adhesion for the Backsheet/Ethylene vinyl acetate interface. Water dose showed little effect for the Glass/ Ethylene vinyl acetate and Backsheet/ Ethylene vinyl acetate interfaces, but there was significant adhesion loss with water dose at the front cell busbar/encapsulant interface. Initial tensile test results to monitor the effects of the mechanical properties ethylene vinyl acetate and backsheet showed water content increasing the strength of ethylene vinyl acetate during plastic deformation but no change in the strength of the backsheet properties. This mechanical property change is likely inducing variation along the peel interface to possibly convolute the adhesion measurements conducted or to explain the variation seen for the water saturated and dried peel test sample types.
ContributorsTheut, Nicholas (Author) / Bertoni, Mariana (Thesis advisor) / Holman, Zachary (Committee member) / Chan, Candace (Committee member) / Arizona State University (Publisher)
Created2020
Description
Statistical word learning (SWL) has been proposed and tested as a powerful mechanism for word learning under referential ambiguity. Learners are adept at resolving word-referent ambiguity by calculating the co-occurrences between words and referents across ambiguous scenes. Despite the generalizability of such capacity, it is less clear which underlying factors may play a role in SWL, such as learners’ language experience and individual differences of working memory. The current study therefore asked two questions: 1) How do learners of different language experience (monolinguals and bilinguals) approach SWL of different mapping types–when each referent has one name (1:1 mapping) or two names (2:1 mapping)? and 2) How do working memory capacities (spatial and phonological) play a role in SWL by mapping type? In this pre-registered study (OSF: https://osf.io/mte8s/), 69 English monolinguals and 88 bilinguals completed two SWL tasks (1:1 and 2:1 mapping), a symmetry span task indexing spatial working memory, and a listening span task indexing phonological working memory. Results showed no differences between monolinguals and bilinguals in SWL of both mapping types. However, spatial and phonological working memory positively predicted SWL regardless of language experience, but only in 1:1 mapping. The findings show a dissociation of working memory’s role in SWL of different mapping types. The study proposes a novel insight into a theoretical debate underlying statistical learning mechanisms: learners may adopt more explicit processes (i.e. hypothesis-testing) during 1:1 mapping but implicit processes (i.e. associative learning) during 2:1 mapping. Future studies can locate memory-related brain areas during SWL to test out the proposal.
ContributorsLi, Ye (Author) / Benitez, Viridiana (Thesis advisor) / Goldinger, Stephen (Committee member) / Brewer, Gene (Committee member) / Arizona State University (Publisher)
Created2022
Description
Electrical nerve stimulation is a promising drug-free technology that could treat a variety of ailments and disorders. Methods like Vagus Nerve Stimulation have been used for decades to treat disorders like epilepsy, and research with non-invasive vagus nerve stimulation has shown similar effects as its invasive counterpart. Non-invasive nerve stimulation methods like vagus nerve stimulation could help millions of people treat and manage various disorders.
This study observed the effects of three different non-invasive nerve stimulation paradigms in human participants. The first study analyzed the safety and efficacy of transcutaneous auricular vagal nerve stimulation in healthy humans using a bilateral stimulation protocol with uniquely designed dry-hydrogel electrodes. Results demonstrate bilateral auricular vagal nerve stimulation has significant effects on specific parameters of autonomic activity and is safe and well tolerated. The second study analyzed the effects of non-invasive electrical stimulation of a region on the side of the neck that contains the Great Auricular Nerve and the Auricular Branch of the Vagus Nerve called the tympanomastoid fissure on golf hitting performance in healthy golfers. Results did not show significant effects on hitting performance or physiological activity, but the nerve stimulation had significant effects on reducing state-anxiety and improving the quality of feel of each shot. The third study analyzed the effects of non-invasive nerve stimulation of cervical nerves on the back of the neck on putting performance of yips-affected golfers. Results demonstrated that cervical nerve stimulation had significant effects on improving putting performance but did not have significant effects on physiological activity. Data from these studies show there are potential applications for non-invasive electrical nerve stimulation for healthy and athletic populations. Future research should also examine the effects of these stimulation methods in clinical populations.
This study observed the effects of three different non-invasive nerve stimulation paradigms in human participants. The first study analyzed the safety and efficacy of transcutaneous auricular vagal nerve stimulation in healthy humans using a bilateral stimulation protocol with uniquely designed dry-hydrogel electrodes. Results demonstrate bilateral auricular vagal nerve stimulation has significant effects on specific parameters of autonomic activity and is safe and well tolerated. The second study analyzed the effects of non-invasive electrical stimulation of a region on the side of the neck that contains the Great Auricular Nerve and the Auricular Branch of the Vagus Nerve called the tympanomastoid fissure on golf hitting performance in healthy golfers. Results did not show significant effects on hitting performance or physiological activity, but the nerve stimulation had significant effects on reducing state-anxiety and improving the quality of feel of each shot. The third study analyzed the effects of non-invasive nerve stimulation of cervical nerves on the back of the neck on putting performance of yips-affected golfers. Results demonstrated that cervical nerve stimulation had significant effects on improving putting performance but did not have significant effects on physiological activity. Data from these studies show there are potential applications for non-invasive electrical nerve stimulation for healthy and athletic populations. Future research should also examine the effects of these stimulation methods in clinical populations.
ContributorsHool, Nicholas (Author) / Tyler, William J (Thesis advisor) / Crews, Debbie (Committee member) / Muthuswamy, Jitendran (Committee member) / Helms Tillery, Stephen (Committee member) / Sebold, Brent (Committee member) / Arizona State University (Publisher)
Created2020
Description
Attending college is like embarking on a journey of self-discovery and transformation. Education as a heroic journey transforms students in such a way that it will invite them to re-examine their conceptual structures, as well as internalized cultural norms. While heroes make their way through their journey, they are often viewed as drawing upon different archetypes. By recognizing the strengths and weaknesses of each archetype, the Hero can consciously rely on the most beneficial attribute of this transformative journey. Despite the essential role of universal archetypes in students’ educational journey, they have been overlooked and replaced by a more functional approach in which personal development is neglected. Therefore, calling for a transformative educational approach in higher education has been advocated to push against the boundaries imposed by the functional approach and to help students transcend their personal boundaries. The purpose of this study is to discover the dominant Shadow archetypes of first-year college students and to explore the influence of archetypal unconscious traits on students’ self-efficacy. To investigate students’ archetypal personalities, two questionnaires: Pearson-Marr Archetypal Indicator (PMAI) and Sherer’s General Self-Efficacy Scale (SGSES), were applied. To investigate students’ perceptions on the influence of their Shadow archetypes, semi-structured online based interviews through Zoom were conducted. For the quantitative data analysis, statistical analysis was carried out using SPSS; and for the qualitative data analysis, deductive thematic analysis was used to analyze the interview protocols. It was revealed from the findings that the most active archetypes among first year college students are the Seeker, Jester, and Caregiver archetypes. The most common Shadow archetypes that are active among first year college students are the Idealist, Ruler, and the Warrior archetypes. The statistical analysis indicated that there is a linear relationship between the Shadow archetypes and students’ self-efficacy. The thematic analysis of semi-structured interviews revealed that first year college students’ academic self-efficacy is influenced by the traits of their Shadow archetypes in various ways. Some of these influences are lack of motivation, procrastination, inability to set goals, irresponsibility, and negative self-evaluation. Keywords: Shadow, Self-Knowledge, Archetypes, Self-efficacy, Transformative Education.
ContributorsAlqadi, Mona (Author) / Van Gelderen, Elly (Thesis advisor) / James, Mark (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2022