Matching Items (26)
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- All Subjects: Educational Psychology
- All Subjects: Well-being
- Creators: Nakagawa, Kathryn
- Creators: Mathur, Sarup
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
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
The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' Life Story Interview (McAdams, 2005) to explore the journeys of these high achieving minority women and how achievement is conceptualized in their stories. Particular emphasis is placed on their critical events, challenges, and alternative futures. Seven separate themes (parental support and advocacy in early education, improved experiences among other African American students, perseverance through struggles/experiences led to purpose, poor department support, family support, impact of spirituality, and relocation and desire to give back) emerged that address three main research questions. Implications for findings and suggestions for future research are offered.
ContributorsManning, Linda (Author) / Nakagawa, Kathryn (Thesis advisor) / Moore, Elsie (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as "bullies" experience different types of emotional reactions than those identified as "victims." Findings revealed that children who identified as self-reported victims tended to report higher levels of internalizing feelings. However, contradictory to what was hypothesized, the victim group also reported higher levels of being mad. Specific patterns arose between the types of attributions that victimized and non-victimized children made, where the children who identified more frequently as being victims tended to report that they believed bullying took place due to reasons that were more personal in nature and more stable. Lastly, findings also revealed similarities in the ways victimized children coped with bullying.
ContributorsRandall, Megan (Author) / Caterino, Linda C (Thesis advisor) / Nakagawa, Kathryn (Committee member) / McCoy, Kathleen (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT The phenomenon of cyberbullying has captured the attention of educators and researchers alike as it has been associated with multiple aversive outcomes including suicide. Young people today have easy access to computer mediated communication (CMC) and frequently use it to harass one another -- a practice that many researchers have equated to cyberbullying. However, there is great disagreement among researchers whether intentional harmful actions carried out by way of CMC constitute cyberbullying, and some authors have argued that "cyber-aggression" is a more accurate term to describe this phenomenon. Disagreement in terms of cyberbullying's definition and methodological inconsistencies including choice of questionnaire items has resulted in highly variable results across cyberbullying studies. Researchers are in agreement however, that cyber and traditional forms of aggression are closely related phenomena, and have suggested that they may be extensions of one another. This research developed a comprehensive set of items to span cyber-aggression's content domain in order to 1) fully address all types of cyber-aggression, and 2) assess the interrelated nature of cyber and traditional aggression. These items were administered to 553 middle school students located in a central Illinois school district. Results from confirmatory factor analyses suggested that cyber-aggression is best conceptualized as integrated with traditional aggression, and that cyber and traditional aggression share two dimensions: direct-verbal and relational aggression. Additionally, results indicated that all forms of aggression are a function of general aggressive tendencies. This research identified two synthesized models combining cyber and traditional aggression into a shared framework that demonstrated excellent fit to the item data.
ContributorsLerner, David (Author) / Green, Samuel B (Thesis advisor) / Caterino, Linda (Committee member) / Atkinson, Robert (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2013
Description
The presence of certain chromosomal disorders is not always immediately apparent at birth. Children with relatively high-incidence, but non-heritable disorders may receive delayed identification due to the sometimes subtle manifestation of their disorder. Delayed identification may result in various undesirable outcomes for affected children and their families. In addition to parents, teachers can be valuable participants in the identification process. Chromosomal disorders are associated with generally predictable physical and behavioral characteristics, known as phenotype. In the present study, the influence of phenotype on teachers' student-related concerns was examined. Teachers looked at a photo and read a vignette about a fictional elementary-age student who, although not identified, showed varying degrees of the Turner syndrome phenotype. A follow-up questionnaire indicated significantly greater concerns when a student showed many versus few characteristics of behavioral phenotype. However, the effect of morphological phenotype on teacher responses was not significant. The implications for identification of chromosomal disorders are discussed.
ContributorsMahoney, Joseph M (Author) / Caterino, Linda (Thesis advisor) / Mathur, Sarup (Committee member) / Stamm, Jill (Committee member) / Arizona State University (Publisher)
Created2013
Description
Recent legislation allowing educational agencies to use Response to Intervention (RTI) in determining whether a child has a specific learning disability, coupled with a focus on large-scale testing and accountability resulted in the increasing use of curriculum based measurement (CBM) as a tool for understanding students' progress towards state standards, particularly in reading through the use of oral reading fluency measures. Extensive evidence of oral reading fluency's predictability of reading comprehension exists, but little research on differential effects across racial, gender, and socioeconomic subgroups is available. This study investigated racial, gender, and socioeconomic bias in DIBELS Oral Reading Fluency (DIBELS ORF) probes predictive and concurrent relationship with MAP reading comprehension scores for African American and Caucasian students. Participants were 834 second through fifth grade students in a school district located in a southeastern US state. The dataset consisted of student fall and spring DIBELS ORF scores and spring MAP reading comprehension scores. Concurrent correlation results between spring DIBELS ORF and MAP reading comprehension scores were moderate to large and statistically significant across all grades and demographic groups; however, correlations between fall DIBELS ORF and MAP reading comprehension scores were generally weak. Stepwise multiple regression analyses were used to examine the best variable, or combination of variables, in predicting MAP reading comprehension scores. Models differed for each grade level; however, spring DIBELS ORF scores were always included, whether alone or in combination with demographic variables, in the best prediction model. Potthoff's procedure was used to simultaneously test for slope and intercept differences among regression equations to determine if DIBELS ORF scores from fall and spring differentially predicted MAP reading comprehension scores across demographic groups. Nine of 24 simultaneous contrasts demonstrated a significant effect; seven were related to race, one was related to gender, and one was related to socioeconomic status. Racial bias in predicting MAP reading comprehension performance from spring DIBELS ORF was found. Differential prediction among gender and SES groups was not consistent indicating little to no practical significance. Results are discussed in the context of practical implications of differential validity, both predictive and concurrent, and potential impact on disproportionality.
ContributorsAdkins, Jill (Author) / Caterino, Linda C. (Thesis advisor) / Atkinson, Robert (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the mediating role of children's self-reported appraisals in the relation between interparental conflict intensity and child adjustment. Both parent-reported and child-reported conflict intensity were used as predictor variables. Findings suggested that children's total appraisals mediated the relationship between child-reported conflict intensity and all four outcome variables (conduct disorder, depression, anxiety, and total adjustment). Additionally, children's appraisals of negative evaluation by others mediated the relationship between child-reported conflict intensity and depression, and both rejection and negative evaluation by others mediated the relationship between child-reported conflict intensity and anxiety. Only one mediational relationship was established when assessing conflict intensity through parent report, with children's appraisals of harm to others mediating the relationship between parent-reported conflict intensity and anxiety. Findings from this study outline the importance of assessing conflict and appraisals from the child's perspective as results indicated a higher level of mediating effects of child appraisals in the relation between conflict and child outcomes when assessing conflict from the child's perspective.
ContributorsBeard, Rachelle (Author) / Miller, Paul A. (Thesis advisor) / Caterino, Linda C (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2014
Description
The primary objective of this study was to develop the Perceived Control of the Attribution Process Scale (PCAPS), a measure of metacognitive beliefs of causality, or a perceived control of the attribution process. The PCAPS included two subscales: perceived control of attributions (PCA), and awareness of the motivational consequences of attributions (AMC). Study 1 (a pilot study) generated scale items, explored suitable measurement formats, and provided initial evidence for the validity of an event-specific version of the scale. Study 2 achieved several outcomes; Study 2a provided strong evidence for the validity and reliability of the PCA and AMC subscales, and showed that they represent separate constructs. Study 2b demonstrated the predictive validity of the scale and provided support for the perceived control of the attribution process model. This study revealed that those who adopt these beliefs are significantly more likely to experience autonomy and well-being. Study 2c revealed that these constructs are influenced by context, yet they lead to adaptive outcomes regardless of this contextual-specificity. These findings suggest that there are individual differences in metacognitive beliefs of causality and that these differences have measurable motivational implications.
ContributorsFishman, Evan Jacob (Author) / Nakagawa, Kathryn (Committee member) / Husman, Jenefer (Committee member) / Graham, Steve (Committee member) / Moore, Elsie (Committee member) / Arizona State University (Publisher)
Created2014