Matching Items (4)
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- All Subjects: Self-efficacy
- Creators: Henriksen, Danah
- Status: Published
Description
With organizations’ rising interest in creativity as one of the most sought out skill sets for graduates, it has become crucial to infuse creativity training in academic programs. This study evaluated freshmen business students’ perceptions about their personal, everyday creativity and examined the influence of infusing creativity training in their freshmen seminar course.
This action research study drew upon the intersection of three creative self-belief theories from management and education psychology literature: Jaussi, et al (2007) Creative Identity Theory; Karwowski (2014) Creative Mindset Theory; and Tierney & Farmer (2002) Creative Self-efficacy Theory. These theories arguably stemmed from Burke (1991) Identity Theory; Dweck (2006) Mindset Theory; and Bandura (1977, 1997) Self-efficacy Theory, respectively. This approach was used to understand what factors influenced students’ perceptions about their personal, everyday creativity.
Freshmen business students participated in the study. A concurrent mixed methods approach was used to gather data from the students. Quantitative data came from a post- and retrospective pre-intervention survey that assessed four constructs: creative identity, creative self-efficacy, growth mindset, and fixed mindset. The data also came from the quantitative section of a post-workshop feedback survey asking to rate the effectiveness of each workshop. Qualitative data were gathered in several ways. Student interviews focused on asking how they defined creativity, shared reasons that motivated or inhibited them to practice creativity, and explained to what extent the workshops influenced them. Additional qualitative data came from student reflection essays and the qualitative section of a post-workshop feedback survey.
Research results suggested students gained an increased understanding in the importance of adopting a growth mindset, designating ‘creative’ as a critical identity and building confidence in their creative endeavors. The students’ interview and reflection essay data were consistent with the survey data. Finally, research results from the study highlighted the benefit of creativity training as a crucial, complementary, and iterative form of study in an academic setting allowing students to know themselves better and to prioritize their creative performances as part of their program learning outcomes.
This action research study drew upon the intersection of three creative self-belief theories from management and education psychology literature: Jaussi, et al (2007) Creative Identity Theory; Karwowski (2014) Creative Mindset Theory; and Tierney & Farmer (2002) Creative Self-efficacy Theory. These theories arguably stemmed from Burke (1991) Identity Theory; Dweck (2006) Mindset Theory; and Bandura (1977, 1997) Self-efficacy Theory, respectively. This approach was used to understand what factors influenced students’ perceptions about their personal, everyday creativity.
Freshmen business students participated in the study. A concurrent mixed methods approach was used to gather data from the students. Quantitative data came from a post- and retrospective pre-intervention survey that assessed four constructs: creative identity, creative self-efficacy, growth mindset, and fixed mindset. The data also came from the quantitative section of a post-workshop feedback survey asking to rate the effectiveness of each workshop. Qualitative data were gathered in several ways. Student interviews focused on asking how they defined creativity, shared reasons that motivated or inhibited them to practice creativity, and explained to what extent the workshops influenced them. Additional qualitative data came from student reflection essays and the qualitative section of a post-workshop feedback survey.
Research results suggested students gained an increased understanding in the importance of adopting a growth mindset, designating ‘creative’ as a critical identity and building confidence in their creative endeavors. The students’ interview and reflection essay data were consistent with the survey data. Finally, research results from the study highlighted the benefit of creativity training as a crucial, complementary, and iterative form of study in an academic setting allowing students to know themselves better and to prioritize their creative performances as part of their program learning outcomes.
ContributorsHomayoun, Sogol (Author) / Buss, Ray (Thesis advisor) / Henriksen, Danah (Committee member) / Underiner, Tamara (Committee member) / Arizona State University (Publisher)
Created2019
Description
Birds have unusually high plasma glucose concentrations compared to mammals of similar size despite their high metabolic rate. While birds use lipids as their main source of energy, it is still unclear how and why they maintain high plasma glucose concentrations. To investigate a potential underlying mechanism, this study looks at the role of lipolysis in glucose homeostasis. The purpose of this study is to examine the effects of decreased glycerol availability (through inhibition of lipolysis) on plasma glucose concentrations in mourning doves. The hypothesis is that decreased availability of glycerol will result in decreased production of glucose through gluconeogenesis leading to reduced plasma glucose concentrations. In the morning of each experiment, mourning doves were collected at the Arizona State University Tempe campus, and randomized into either a control group (0.9% saline) or experimental group (acipimox, 50mg/kg BM). Blood samples were collected prior to treatment, and at 1, 2, and 3 hours post-treatment. At 3 hours, doves were euthanized, and tissue samples were collected for analysis. Acipimox treatment resulted in significant increases in blood glucose concentrations at 1 and 2 hours post- treatment as well as renal triglyceride concentrations at 3 hours post-treatment. Change in plasma free glycerol between 0h and 3h followed an increasing trend for the acipimox treated animals, and a decreasing trend in the saline treated animals. These results do not support the hypothesis that inhibition of lipolysis should decrease blood glycerol and blood glucose levels. Rather, the effects of acipimox in glucose homeostasis appear to differ significantly between birds and mammals suggesting differing mechanisms for glucose homeostasis.
ContributorsKouteib, Soukaina (Author) / Sweazea, Karen (Thesis director) / Deviche, Pierre (Committee member) / Chandler, Douglas (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
Supplemental Instruction (SI) is a well-known non-remedial academic support program for high-risk courses, not students. The program offers regular SI study sessions open to all students, and attendance is voluntary. SI has been shown to decrease the number of failure and withdrawals and to increase students' grades by one half to a full letter grade. A recent study has shown that SI bridges the gap in achievement between students who enrolled in college with low prior achievement and students with high prior achievement. Another study has shown that students of different academic abilities can all benefit from SI. It is well established in the education literature that perceived self-efficacy is an accurate predictor of academic performance and retention in college. Many of these studies have defined perceived self-efficacy as the belief in one's ability to excel in a task or achieve a goal. While many studies tackle the effectiveness of SI and its benefits to SI attendees and SI leaders, no prior study has examined the role of SI in fostering self-efficacy. The purpose of the study is to examine the relationship between perceived self-efficacy, attendance to SI sessions and academic performance. The hypothesis of this study is that attendance to SI sessions will increase students' self-efficacy. The SI participants in the high attendance group had marginally significant changes in self-efficacy while the SI participants in the low attendance group and the non-SI participants did not have significant changes in self-efficacy. The results from this study showed promising outlook that SI might be fostering self-efficacy and enhancing students' academic achievement. Additional studies are required to provide deeper insights into the role of supplemental instruction in fostering self-efficacy.
ContributorsKouteib, Soukaina (Author) / Vanmali, Binaben (Thesis director) / Giannetto, Michael (Committee member) / Van de Sande, Carla (Committee member) / Barrett, The Honors College (Contributor)
Created2015-05
Description
To address national technology standards for PK-12 educators and accreditation requirements, Mary Lou Fulton Teachers College has developed an approach to preparing its teacher candidates by infusing technological learning experiences in its preparation programs. Faculty members have been expected to teach with technology, model various levels of technology integration, and provide their students with appropriate learning to develop their digital pedagogy skills. Part-time faculty members have been responsible for teaching courses with these requirements but often lacked access to professional development opportunities and support. The lead technology strategist in the college determined these part-time instructors needed improved strategies for knowledge development, support, and networking. Thus, an online community of practice was created as a potential solution to this problem of practice. This mixed methods study examined how part-time instructors participated in an online community of practice (OCoP) housed in two digital platforms, Canvas and Slack. Elements of the OCoP included learning sessions and resources based upon the Teacher Educator Technology Competencies (TETCs), the Technological Pedagogical Content (TPACK) framework, and elements integral to communities of practice. The investigation included measuring the influence of the OCoP on participants’ technology knowledge, technology skills, technology use, and technological self-efficacy. Participants were part-time faculty members responsible for teaching courses in various teacher preparation programs in the college. Data from the study included survey data, Canvas and Slack analytics describing use, lesson analyses and observational notes, and interviews. Results suggested the OCoP was an effective intervention for the purpose of providing digital connections for part-time faculty to develop professionally with respect to teaching with technology. Participants displayed an increase in TPACK, TETC, and self-efficacy construct scores and demonstrated development in technology knowledge, technology skills, technology use, and technological self-efficacy. The discussion focused on describing the complementarity of the quantitative and qualitative data, explaining the findings in relation to the literature, and presenting limitations, implications for practice and research, lessons learned, and conclusions.
ContributorsDonner, Jodie (Author) / Buss, Ray R (Thesis advisor) / Henriksen, Danah (Committee member) / Lindsey, LeeAnn (Committee member) / Arizona State University (Publisher)
Created2021