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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

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
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Description
Built upon Control Value Theory, this dissertation consists of two studies that examine university students’ future-oriented motivation, socio-emotional regulation, and diurnal cortisol patterns in understanding students’ well-being in the academic-context. Study 1 examined the roles that Learning-related Hopelessness and Future Time Perspective Connectedness play in predicting students’ diurnal cortisol patterns,

Built upon Control Value Theory, this dissertation consists of two studies that examine university students’ future-oriented motivation, socio-emotional regulation, and diurnal cortisol patterns in understanding students’ well-being in the academic-context. Study 1 examined the roles that Learning-related Hopelessness and Future Time Perspective Connectedness play in predicting students’ diurnal cortisol patterns, diurnal cortisol slope (DS) and cortisol awakening response (CAR). Self-reported surveys were collected (N = 60), and diurnal cortisol samples were provided over two waves, the week before a mid-term examination (n = 46), and the week during students’ mid-term (n = 40). Using multi-nomial logistic regression, results showed that Learning-related Hopelessness was not predictive of diurnal cortisol pattern change after adjusting for key covariates; and that Future Time Perspective Connectedness predicted higher likelihood for students to have low CAR across both waves of data collection. Study 2 examined students’ future-oriented motivation (Future Time Perspective Value) and socio-emotional regulation (Effortful Control and Social Support) in predicting diurnal cortisol patterns over the course of a semester. Self-reported surveys were collected (N = 67), and diurnal cortisol samples were provided over three waves of data collection, at the beginning of the semester (n = 63), during a stressful academic period (n = 47), and during a relaxation phase near the end of the semester (n = 43). Results from RM ANCOVA showed that Non-academic Social Support was negatively associated with CAR at the beginning of the semester. Multi-nomial logistics regression results indicated that Future Time Perspective Value and Academic Social Support jointly predicted CAR pattern change. Specifically, the interaction term marginally predicted a higher likelihood of students switching from having high CAR at the beginning or stressful times in the semester to having low CAR at the end the semester, compared to those who had low CAR over all three waves. The two studies have major limits in sample size, which restricted the full inclusion of all hypothesized covariates in statistical models, and compromised interpretability of the data. However, the methodology and theoretical implications are unique, providing contributions to educational research, specifically with regard to post-secondary students’ academic experience and well-being.
ContributorsCheng, Katherine C (Author) / Husman, Jenefer (Thesis advisor) / Lemery-Chalfant, Kathryn (Committee member) / Granger, Douglas (Committee member) / Eggum-Wilkens, Natalie D (Committee member) / Pekrun, Reinhard (Committee member) / Arizona State University (Publisher)
Created2017
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Description
The primary objective of this study was to revise a measure of exogenous instrumentality, part of a larger scale known as the Perceptions of Instrumentality Scale (Husman, Derryberry, Crowson, & Lomax, 2004) used to measure future oriented student value for course content. Study 1 piloted the revised items, explored the

The primary objective of this study was to revise a measure of exogenous instrumentality, part of a larger scale known as the Perceptions of Instrumentality Scale (Husman, Derryberry, Crowson, & Lomax, 2004) used to measure future oriented student value for course content. Study 1 piloted the revised items, explored the factor structure, and provided initial evidence for the reliability and validity of the revised scale. Study 2 provided additional reliability evidence but a factor analysis with the original and revised scale items revealed that the revised scale was measuring a distinct and separate construct that was not exogenous instrumentality. Here this new construct is called extrinsic instrumentality for grade. This study revealed that those that endorse a high utility value for grade report lower levels of connectedness (Husman & Shell, 2008) and significantly less use of knowledge building strategies (Shell, et al., 2005). These findings suggest that there are additional types of future oriented extrinsic motivation that should be considered when constructing interventions for students, specifically non-major students. This study also provided additional evidence that there are types of extrinsic motivation that are adaptive and have positive relationships with knowledge building strategies and connectedness to the future. Implications for the measurement of future time perspective (FTP) and its relationship to these three proximal, future oriented, course specific measures of value are also discussed.
ContributorsPuruhito, Krista (Author) / Husman, Jenefer (Thesis advisor) / Glenberg, Arthur (Committee member) / Lindstron-Johnson, Sarah (Committee member) / Levy, Roy (Committee member) / Arizona State University (Publisher)
Created2017
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Description
Background: Cancer impacts the lives of millions of patients, families and caregivers annually
leading to chronic stress, a sense of powerlessness, and decreased autonomy. Social support may improve health empowerment and lead to increased perception of well-being.

Purpose: The purpose of this project was to evaluate the effectiveness of social support provided

Background: Cancer impacts the lives of millions of patients, families and caregivers annually
leading to chronic stress, a sense of powerlessness, and decreased autonomy. Social support may improve health empowerment and lead to increased perception of well-being.

Purpose: The purpose of this project was to evaluate the effectiveness of social support provided by a cancer support agency on health empowerment and perceived well-being in adults impacted by cancer.

Conceptual Framework: The Health Empowerment Theory maintains that perceived wellbeing is the desired outcome; mediated by health empowerment through social support, personal growth, and purposeful participation in active goal attainment.

Methods: Twelve adults impacted by cancer agreed to complete online questionnaires at
baseline and at 12 weeks after beginning participation in social support programs provided by a cancer support agency.
Instruments included: Patient Empowerment Scale, The Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), and The Office of National Statistics (ONS) Subjective Well-Being Questions.

Results: Four participants completed pre and post surveys. An increase was seen in
empowerment scores (pre M = 1.78, SD = 0.35 and post M = 3.05, SD = 0.42). There was no
increase in perceived well-being: SWEMWBS pre (M= 3.71, SD= 0.76), post (M= 3.57, SD=
0.65); ONS pre (M= 7.69, SD= 1.36), post (M= 6.59, SD= 1.52).

Implications: The data showed an increase in health empowerment scores after utilizing social support programs, lending support to the agency’s support strategies. It is recommended that the measures be included in surveys routinely conducted by the agency to continue to assess the impact of programming on health empowerment, and perceived well-being.
ContributorsO'Rourke, Suzanne (Author) / Velasquez, Donna (Thesis advisor)
Created2017-05-03