Matching Items (6)
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- All Subjects: Endogenous instrumentality
- All Subjects: Time perspective
- All Subjects: Well-being
- Creators: Husman, Jenefer
- Status: Published
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
Description
In 2012, there were an estimated 43.7 million adults in the United States that had a diagnosable mental, behavioral, or emotional disorder (US Department of Health and Human Services [HHS], 2013). Given the large frequency of disorders, it is beneficial to learn about what factors influence psychological distress. One construct that has been increasingly examined in association with mental disorders is time perspective. The current study will investigate whether or not time perspective, as measured by the Zimbardo Time Perspective Inventory (ZTPI), has a unique contribution to the prediction of psychological distress. Studies have shown that time perspective has been related to psychological symptomology. Also, previous studies have shown that time perspective has been related to the constructs of neuroticism and negative affect, which have also been shown to be related to psychological distress. I also included the deviation from an optimal time perspective (DOTP) as a predictor separate from the ZTPI scales. So, I investigated whether or not time perspective has a unique influence on psychological distress when controlling for the previously mentioned related constructs. I also controlled for gender and age by including them as covariates in the regression analyses. I found that the past positive sub-scale and DOTP were significant predictors of psychological distress. Implications of these findings are discussed.
ContributorsZoloto, Alexander (Author) / Tracey, Terence (Thesis advisor) / Kemer, Gulsah (Committee member) / Randall, Ashley (Committee member) / Arizona State University (Publisher)
Created2015
Description
Possible selves research has focused primarily on academic achievement and student learning, for at-risk, adolescent or college aged students. The research has not examined an occupation possible self, nor the implications of how time is considered by incarcerated populations. This study was designed to expand the Possible Selves Questionaire (PSQ) designed by Oyserman for an occupational achievement code and explore any unique codes present for incarcerated young adult males, aged 18-22. Additionally, this study was designed to compare two distinct time horizons for incarcerated young adults, a more proximal one-year event which would represent continued incarceration and a post-release distal time horizon.
A pilot study was conducted to establish the occupation and population codes, coding system, member checks and review processes that were then applied to interview 126 incarcerated young adult males between the ages of 18 and 22 in Arizona correctional facilities. The study produced not only an occupational achievement code, but also refined codes for interpersonal relationships requiring the addition of a spiritual/social code to account for church activities, religion, and spiritual groups, while narrowing the existing interpersonal relationships code to focus on family, children, a spouse or partner. Analysis demonstrated that incarcerated young adults create fewer identified strategies and have fewer aligned strategies to achieve post-release goals. Time served and expected sentences were determined to be significantly associated with the identification of goals, strategies, and development of aligned strategies. The impact of the different time horizon events of during and post incarceration were significant as well, participants identified five times as many goals one year from now in comparison to post-release, and on average 1.5 more strategies to achieve identified goals.
The study demonstrated that the participants expected sentence was a significantly associated covariate to the number of Future Possible Selves’(FPS) defined, number of strategies defined to achieve those FPS goals, and number of aligned strategies to FPS goals across time horizons of 1 year and post release. However, time served was only found to be a statistically significant covariate for both goal identification and strategy identification, not strategy alignment.
A pilot study was conducted to establish the occupation and population codes, coding system, member checks and review processes that were then applied to interview 126 incarcerated young adult males between the ages of 18 and 22 in Arizona correctional facilities. The study produced not only an occupational achievement code, but also refined codes for interpersonal relationships requiring the addition of a spiritual/social code to account for church activities, religion, and spiritual groups, while narrowing the existing interpersonal relationships code to focus on family, children, a spouse or partner. Analysis demonstrated that incarcerated young adults create fewer identified strategies and have fewer aligned strategies to achieve post-release goals. Time served and expected sentences were determined to be significantly associated with the identification of goals, strategies, and development of aligned strategies. The impact of the different time horizon events of during and post incarceration were significant as well, participants identified five times as many goals one year from now in comparison to post-release, and on average 1.5 more strategies to achieve identified goals.
The study demonstrated that the participants expected sentence was a significantly associated covariate to the number of Future Possible Selves’(FPS) defined, number of strategies defined to achieve those FPS goals, and number of aligned strategies to FPS goals across time horizons of 1 year and post release. However, time served was only found to be a statistically significant covariate for both goal identification and strategy identification, not strategy alignment.
ContributorsO'Neill, Edward (Author) / Husman, Jenefer (Thesis advisor) / Mathur, Sarup (Committee member) / Platt, Derrick (Committee member) / Arizona State University (Publisher)
Created2016
Description
Instrumentality is an important motivational construct that empathizes the connection between a present task and a future goal. Instrumentality is conceptualized as a task-specific variable. Reflecting context-dependent characteristics, two different types of instrumentality are distinguished: endogenous and exogenous instrumentality. Endogenous instrumentality is the perception that learning in a present task is useful to achieving valued future goals and exogenous instrumentality is the perception that outcome in a present task is instrumental to achieving valued future goals. This study investigated the differential relationships among each instrumentality type, academic achievements, and motivational variables. Three studies were conducted to investigate the relationship between each type of instrumentality and students’ achievement and motivational variables such as achievement goals, situational interests, and pressure and the moderating role of self-efficacy on the relationship. Study 1 investigated how endogenous and exogenous instrumentality was related to students’ achievement respectively. In addition, it was examined whether self-efficacy moderated in the relationship between each instrumentality and achievement. Study 2 was conducted to find that how each instrumentality was related to three different types of achievement goals, which were mastery, performance-approach, and performance-avoidance goals. Interaction between each type of instrumentality and self-efficacy was examined to find a moderating effect by self-efficacy on accounting for the relationship between instrumentality and achievement goals. Study 3 examined the role of each instrumentality on situational interest, pressure and achievement. The results showed that endogenous instrumentality predicted grade positively regardless students’ self-efficacy level, whereas exogenous instrumentality positively predicted grade of students with high self-efficacy and negatively predicted grade of students with low-self-efficacy. In addition, endogenous instrumentality predicted mastery goals positively and performance-avoidance goals negatively, whereas exogenous instrumentality predicted both performance-approach and performance avoidance goals positively. Moreover, students with high self-efficacy were less likely to adopt performance-avoidance goals when they perceived more endogenous instrumentality. It was also found that endogenous instrumentality was a positive predictor of situational interest and a negative predictor of pressure, whereas exogenous instrumentality was a negative predictor of situational interest and as a positive predictor of pressure. There was a mediating effect of pressure on the relationship between each instrumentality and grade.
ContributorsKim, Wonsik (Author) / Husman, Jenefer (Thesis advisor) / Thompson, Marilyn (Committee member) / Bong, Mimi (Committee member) / Arizona State University (Publisher)
Created2016
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, 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
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 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