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- Creators: Division of Teacher Preparation
Description
Despite the societal importance of activism, the understanding of activist intentions remained limited (Liebert, Leve, & Hu, 2011; Klar & Kasser, 2009). The current study used the Theory of Planned Behavior (TPB) to examine two structural models of low-risk activist intentions and high-risk activist intentions (Ajzen, 1991). The traditional TPB model was tested against a hybrid commitment model that also assessed past activist behaviors and activist identity. Participants (N = 383) were recruited through social media, professional list-serves, and word of mouth. Results indicated a good model fit for both the traditional TPB model (CFI = .98; RMSEA = .05; SRMR = .03; χ2(120) = 3760.62, p < .01) and the commitment model (CFI = .97; RMSEA = .05; SRMR = .04; χ2(325) = 7848.07, p < .01). The commitment model accounted for notably more variance in both low-risk activist intentions (78.9% in comparison to 26.5% for the traditional TPB model) and high-risk activist intentions (58.9% in comparison to 11.2% for the traditional TPB model). Despite this, the traditional TPB model was deemed the better model as the higher variance explained in the commitment model was almost entirely due to the inclusion of past low-risk activist behaviors and past high-risk activist behaviors. A post-hoc analysis that incorporated sexual orientation and religious affiliation as covariates into the traditional model also led to a good-fitting model (CFI = .98; RMSEA = .04; SRMR = .04; χ2(127) = 217.18, p < .01) and accounted for increased variance in low-risk activist intentions (29.7%) and high-risk activist intentions (18.7%) compared to the traditional model. The merits of each of the structural models and the practical implications for practice and research were discussed
ContributorsJew, Gilbert (Author) / Tran, Alisia (Thesis advisor) / Tracey, Terence (Committee member) / Capielo Rosario, Cristalís (Committee member) / Arizona State University (Publisher)
Created2019
Description
With an increase in the discussion around mental health in general, there needs to be research geared toward how educational professionals may assist a student who struggles with anxiety symptoms or disorders. This study aimed to determine how students with anxiety and anxiety disorders are impacted by teachers' responses to their anxiety manifestations, both positive and negative, in terms of their school experience. This study also investigated students' suggestions for how teachers may effectively assist a student who struggles with anxiety. This study used self-reported data from students from an honors college via a survey and focus groups in order to investigate these topics. The results found that students value student-teacher relationships and communication, flexibility (accommodations), and empathy from the teacher. Results suggest it is important for teachers to get to know a student and understand his or her challenges before making judgments.
ContributorsWalsh, Sydney Justine (Author) / Oakes, Wendy (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Anxiety is currently the most prevalent mental disorder in America with over 4 million people struggling with it every day. I am one of those millions. This book explores the multitude of coping mechanisms that I have learned and developed through my time with anxiety, covering everything from humor to finding the motivation to change. It is a creative non-fiction autobiography that depicts detailed moments from my own life that provide advice and tools for managing anxiety that are made accessible to people who may have completely different experiences from my own. While anxiety has always played a huge roll in my life, it wasn't until I got to college that I decided to finally begin taking the steps I needed to in order to see the changes that I wanted to see. I am a teacher, and every day I see many of my students battling with the exact pains and stresses that I always have. This book is for all of my future students as well as all the adolescents out there who feel like nobody really understands; the ones who all they need is a little direction and the confidence to know they're not alone.
ContributorsSwendig, Laura Ashley (Author) / Blasingame, James (Thesis director) / Griffith, Jason (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The levels of student-perceived anxiety and attention in the Italian language classroom were evaluated. The central evaluation focused on the differences between how students experience anxiety and attention between Italian language and non-language courses. First-year Italian language students were surveyed using a self-report measure to identify individual levels of anxiety and attention during Elementary Italian I (ITA 101) courses compared to their experiences in non-language 100-level courses. A total of 65 responses were collected from the ITA 101 students of four different professors at Arizona State University. It was hypothesized that students experience more anxiety and pay greater attention during language courses in comparison to non-language courses. However, the differences between how students experienced both attention and anxiety across language and non-language course types was not significant. Using the demographic and supplementary questions from the survey, the differing experiences of students with or without previous language experience were examined. The results suggest a significant relationship between students with language experience and how they experience attention in Italian language courses. Additionally, statistical analysis suggests that students experience anxiety differently in Italian language courses dependent on previous second language experience. Implications for language course prerequisites were identified and suggest that it is beneficial for students to have prior second language experience before enrolling in Italian courses. Suggestions for future research were made, including a suggestion for additional research to explore how anxiety and attention may differ in higher-level language courses in addition to a suggestion for creating a more reliable and valid survey for testing classroom anxiety and attention levels.
ContributorsHoren, Sophia Louise (Author) / Dal Martello, Chiara (Thesis director) / Dell'Anna, Antonella (Committee member) / School of Social Work (Contributor) / Division of Teacher Preparation (Contributor) / School of International Letters and Cultures (Contributor) / School of Public Affairs (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Bitcoin is a form of virtual currency that can be used as a medium of exchange for goods or services. Different from other forms of virtual payment, bitcoin is de-centralized and puts all of the power in the hands of the user, rather than a banking institution. However, bitcoin's ability to develop as a renowned medium of exchange has been impeded, potentially due to a lack of knowledge, active bitcoin platforms, and support. In this paper, I conduct a survey to understand factors that affect households' adoption of bitcoin. In particular, I focus on factors that capture the potential benefit and cost of adopting bitcoin. Through a public survey, participants are asked a series of questions on their willingness to adopt bitcoin. I found significant results stating that subjects were more inclined toward bitcoin contingent upon the number of platforms accepting it, the number of acquaintances using bitcoin, and the degree of personal knowledge participants have about bitcoin. These findings suggest that perceived benefit captured by network effect and convenience of use, as well as the potential cost captured by uncertainty help shape the adoption of bitcoin.
ContributorsMorrissey, Michael Joshua (Author) / Wang, Jessie (Thesis director) / Ray, Colter (Committee member) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The current study used a Solomon four-group, experimental design to investigate the influence racist hate speech has on college students' anxiety, affective state, and attentional functioning. This study also examined if racist hate speech has differential impacts between students of color (i.e. targets of racist hate speech) and White students (i.e., non-targets of racist hate speech). Participants included 591 undergraduate students predominantly from Arizona (n = 553, 93.57%). Participants were randomly assigned to one of four groups (i.e., pretest experimental, pretest control, posttest only experimental, and posttest only control). Participants assigned to the experimental condition read a vignette containing a classroom incident of racist hate speech, while participants assigned to the control condition read a vignette containing a classroom incident of speech remarking on a university’s football team. Repeated measures, within-between interaction analyses of variance as well as Spearman's bivariate correlations were conducted. Findings revealed that exposure to racist hate speech in a classroom setting can raise state anxiety for students of color and White students. Unexpectedly, exposure to racist hate speech reduced positive affect among White students, and previous experiences witnessing racist hate speech was associated with greater anxiety and attentional difficulty for White students; however, students of color did not experience changes in affective outcomes following exposure to racist hate speech, and previous experiences with racist hate speech were not associated with affective or attentional outcomes for students of color. The present study and future research on this topic can help to inform university policies and campus initiatives to support students impacted by racist discourse and create a more inclusive learning environment for all students.
ContributorsCruz, Samantha Nicole (Author) / Spanierman, Lisa B (Thesis advisor) / Capielo Rosario, Cristalís (Committee member) / Bebout, Lee (Committee member) / Arizona State University (Publisher)
Created2021