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Motivation, Performance, and Gender in General Chemistry

Description
Understanding the relationships between chemistry students' motivation, performance, and gender can help identify and inform ways in which chemistry education might be improved. Students from four CHM 101 classes with two different instructors were surveyed using an adapted Science Motivation Questionnaire II, and motivation data was analyzed with respect to…

Understanding the relationships between chemistry students' motivation, performance, and gender can help identify and inform ways in which chemistry education might be improved. Students from four CHM 101 classes with two different instructors were surveyed using an adapted Science Motivation Questionnaire II, and motivation data was analyzed with respect to final course performance. Gender data was available for two of these classes, and motivation results analyzed by gender for these classes. Exam scores and gender data was obtained from one of the instructors for CHM 101 courses taught over the past five years and were also analyzed. The motivational study involved small sample sizes, especially in the motivation by gender study. Career motivation, grade motivation, self-efficacy, and total motivation declined over the course of the semester in the four classes combined. Self-efficacy and career motivation were found to predict final course performance only at the end of the semester. Self-efficacy strongly predicted performance, and career motivation was negatively correlated with performance. Female students had higher grade motivation at the end of the semester and lost more self-efficacy over the course of the semester than male students. Gender-performance analysis showed that male students scored slightly higher on exams on average, but that female students received a higher percentage of "A"s and a lower percentage of "D"s, "E"s, and "W"s in the majority of the semesters.
ContributorsJohnson, Walter Gregory (Author) / Gould, Ian (Thesis director) / Wolf, George (Committee member) / Austin, Ara (Committee member) / Barrett, The Honors College (Contributor) / Department of Chemistry and Biochemistry (Contributor) / School of Life Sciences (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2015-05
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Adolescent Predictors of Marijuana Cessation and Motivations for Quitting Marijuana in a Racially Balanced Adult Non-Treatment Sample

Description
Marijuana is currently the mostly widely used illicit drug in the U.S., and has been for multiple decades (Johnston et. al., 2016). Despite a growing belief that marijuana use is not harmful, over 4 million Americans have met criteria for marijuana use disorders in the past year alone (CBHSQ, 2015).…

Marijuana is currently the mostly widely used illicit drug in the U.S., and has been for multiple decades (Johnston et. al., 2016). Despite a growing belief that marijuana use is not harmful, over 4 million Americans have met criteria for marijuana use disorders in the past year alone (CBHSQ, 2015). According to marijuana trajectory studies, about a third of marijuana users will end up quitting later in life, but some \u2014 such as those who meet criteria for dependence \u2014 have a much greater difficultly quitting. Therefore, by looking at marijuana users who were successful in quitting, and comparing them to ongoing adult marijuana users, factors that may assist in helping an individual quit \u2014 such as certain motivations for quitting \u2014 may be identified. To study these issues, data was collected from 507 participants from the Pittsburgh Youth Study. It was found that adolescents who used marijuana weekly for at least one year were likely to be ongoing marijuana users in adulthood and that adolescents who had a warm relationship with their primary caretaker were likely to have quit marijuana by adulthood. It was also found that Black participants were more likely to have legal, monetary, and religious reasons for quitting than were White participants. Furthermore, participants who used regularly in adolescence were likely to list legal reasons, as well as a concern that marijuana use was needed to feel normal. Finally, it was found that not a single motivation for quitting marijuana was associated with a shorter period of abstinence. The implications of these findings for motivations to quit marijuana are the focus of the discussion.
ContributorsGomez, Kira Elise (Author) / Pardini, Dustin (Thesis director) / Glenberg, Arthur (Committee member) / Meier, Madeline (Committee member) / Department of Psychology (Contributor) / School of Art (Contributor) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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Suppressive and Enhancing Effects of Nicotine on Food-Seeking Behavior

Description
The present study examined how systemic low doses of nicotine affect the microstructure of food-reinforced behavior in rats. Rats were given an acute saline or nicotine treatment (0.1-0.6 mg/kg, resting at least 48 h between injections), and a chronic saline or nicotine treatment (0.3 mg/kg for 10 consecutive days). Immediately…

The present study examined how systemic low doses of nicotine affect the microstructure of food-reinforced behavior in rats. Rats were given an acute saline or nicotine treatment (0.1-0.6 mg/kg, resting at least 48 h between injections), and a chronic saline or nicotine treatment (0.3 mg/kg for 10 consecutive days). Immediately after treatment, rats were required to press a lever to obtain food, whose availability was unpredictable, but programmed at a constant rate (on average every 80 s). Acute nicotine dose-dependently suppressed behavior prior to the delivery of the first reinforcer, but enhanced food-reinforced behavior afterwards. This effect was primarily observed in the time it took rats to initiate food-seeking behavior, and not in the food-seeking behavior itself. A pre-feeding control procedure suggests that these effects cannot be explained only by changes in appetite. Over the course of chronic nicotine exposure, tolerance developed to the suppressive, but not to the enhancing effects of nicotine on food-seeking behavior. These results suggest that ostensive sensitization effects of nicotine on behavior may instead reflect a tolerance for its suppressive effects on behavior.
ContributorsRomero, Korinna Estela (Author) / Sanabria, Federico (Thesis director) / Gipson-Reichardt, Cassandra (Committee member) / Bevins, Rick (Committee member) / Department of Psychology (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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Correlational Analysis of Intelligence Mindset, Motivation Backgrounds, and Significance of Gender Identity

Description
The goal of this investigation was to perform a correlational analysis of the intelligence mindsets, motivational background, and significance of gender identity as factors driving student success. 42 students enrolled in Computer Science and Engineering (CSE) 110: Principles of Programming with Java completed a modified Scientific Measurement Questionnaire (SMQ), a…

The goal of this investigation was to perform a correlational analysis of the intelligence mindsets, motivational background, and significance of gender identity as factors driving student success. 42 students enrolled in Computer Science and Engineering (CSE) 110: Principles of Programming with Java completed a modified Scientific Measurement Questionnaire (SMQ), a survey instrument designed to study the previously mentioned factors. This survey was modeled on a similar survey administered by Dr. Ian Gould to students enrolled in his Organic Chemistry course at Arizona State University. Following the development of a scoring system to generate quantifiable data, it was determined that students in this course displayed a greater inclination towards beliefs in malleable intelligence and in an intrinsic locus of control as opposed to a belief in static intelligence and an external locus of control. Students exhibited a multi-faceted approach in responding to the questions in the motivational background section, indicating that there were no distinctively dominating factors driving student motivation. Instead, it was observed that students generally derived motivation from these factors in a synergistic fashion. Responses to questions regarding gender indicated that while students believed that the way they were perceived by others was significantly influenced by their gender, the notion of gender identity played little to no role in their overall personal identity and self-schema. As the study was designed to offer insight into the role of gender identity and the population discrepancies within the course, it is important to note that the findings suggest gender identity is not a primary factor of concern with regard to student performance. While the data acquired suggested potential trends in student mindsets, a notable limitation of the scope of the project was the undersized sample population.
ContributorsLevinthal, Ryan (Co-author) / Santos, Cedric (Co-author) / Gould, Ian (Thesis director) / Redding, Kevin (Committee member) / School of Molecular Sciences (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05

Hybrid Schedule Preferences and its Impact on Undergraduate Learning

Description
Hybrid schedules have become a popular mode of learning during the last decade as new classroom technologies have emerged. Universities have utilized online learning as a format to include more accessibility, especially after the COVID-19 pandemic. College students are often given the option of choosing different learning modalities when scheduling…

Hybrid schedules have become a popular mode of learning during the last decade as new classroom technologies have emerged. Universities have utilized online learning as a format to include more accessibility, especially after the COVID-19 pandemic. College students are often given the option of choosing different learning modalities when scheduling courses. The objective of this study is to determine how multi-modal schedules impact preference, motivation, and learning. Fifty undergraduate students at Arizona State University were asked several questions pertaining to their academics. These included the types of courses they have taken in the past year, their motivation to learn in these modalities, and how they think they retained the information from their courses. Participants showed much higher motivation and learning within in-person classes, but an overall higher satisfaction for multi-modal schedules. These results show that Arizona State University should make an effort to increase student motivation for online and asynchronous classes, in addition to adding a variety of learning modes that best accommodate undergraduate students and their needs.
ContributorsUnderwood, Brooke (Author) / Greer, Ashley (Co-author) / Kappes, Janelle (Thesis director) / Lewis, Stephen (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / Department of Psychology (Contributor)
Created2024-05
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On the Importance of Peer-to-Peer Interaction

Description

Due to the elimination of the established instructional methods from the impact of COVID-19, the implementation of mass synchronous learning created a new strain of educational experiences for students that took a toll on social interaction. In the Spring 2022 semester, a survey was conducted of students that were previously…

Due to the elimination of the established instructional methods from the impact of COVID-19, the implementation of mass synchronous learning created a new strain of educational experiences for students that took a toll on social interaction. In the Spring 2022 semester, a survey was conducted of students that were previously or currently enrolled in the principal undergraduate biological sciences course, BIO 340: General Genetics, to assess both the prevalence of social interaction in the lives of the students and the potential ways this information could be molded to improve student’s educational and motivational experience. The results of this survey indicated that there was a considerable lack of social interaction and motivation among students that have taken or are taking BIO 340. Through a process of collecting qualitative data of students by 1-on-1 interviews, the majority of students requested that professors communicate with each other to learn more about ways they can incorporate social interaction as external technological applications and tools have been developed. Students brought up many external tools that professors in other biological sciences courses have been utilizing to engage student-to-student interaction and found these resources to increase their level of understanding and motivation. The driving interest behind this creative project is to understand the importance of peer-to-peer learning that may help guide professors that are new to synchronous teaching so that they may increase their level of understanding and comfortability of accessing resources that students themselves have shown to increase their educational experiences. The mixed-method design served as a means to understand what types of social interaction enhance students’ education and motivation.
ContributorsMisra, Radhika (Author) / Hartwell, Leland (Thesis director) / Pate, Amy (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2022-05

The Price of Winning: Understanding the Mindset & Motivation of Successful Individuals

Description

In today's society, success is often associated with conventional norms and expectations. The pressure to conform to these norms can be daunting, especially for those who are aiming to succeed in highly competitive fields such as entrepreneurship or the healthcare field. However, to truly achieve success, it is important to…

In today's society, success is often associated with conventional norms and expectations. The pressure to conform to these norms can be daunting, especially for those who are aiming to succeed in highly competitive fields such as entrepreneurship or the healthcare field. However, to truly achieve success, it is important to think outside the box and push past one's comfort zone. Success in any career requires a combination of learning from others, embracing a growth mindset, developing discipline, harnessing the power of manifestation and visualization, and effectively handling negative criticism. This thesis and two podcast episodes linked at the end of the document will explore these topics in-depth, drawing upon personal experiences and anecdotes to illustrate the significance of these concepts. The thesis will also discuss the Dunning-Kruger effect and the Law of Attraction to provide a comprehensive understanding of the challenges and opportunities on the path to success.
ContributorsGalande, Aditi (Author) / Bonfiglio, Thomas (Thesis director) / Carradini, Stephen (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor)
Created2023-05