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Mediational effects of feedback style on the relation between teachers' depressive symptoms and classroom quality in 3rd grade

Description
Described is a study investigating the feasibility and predictive value of the Teacher Feedback Coding System, a novel observational measure of teachers’ feedback provided to students in third grade classrooms. This measure assessed individual feedback events across three domains: feedback type, level of specificity and affect of the teacher.…

Described is a study investigating the feasibility and predictive value of the Teacher Feedback Coding System, a novel observational measure of teachers’ feedback provided to students in third grade classrooms. This measure assessed individual feedback events across three domains: feedback type, level of specificity and affect of the teacher. Exploratory and confirmatory factor analysis revealed five factors indicating separate types of feedback: positive and negative academic-informative feedback, positive and negative behavioral-informative feedback, and an overall factor representing supportive feedback. Multilevel models revealed direct relations between teachers’ negative academic-informative feedback and students’ spring math achievement, as well as between teachers’ negative behavioral-informative feedback and students’ behavior patterns. Additionally, a fall math-by-feedback interaction was detected in the case of teachers’ positive academic-informative feedback; students who began the year struggling in math benefitted from more of this type of feedback. Finally, teachers’ feedback was investigated as a potential mediator in a previously established relation between teachers’ self-reported depressive symptoms and the observed quality of the classroom environment. Partial mediation was detected in the case of teachers’ positive academic-informative feedback, such that this type of feedback was accountable for a portion of the variance observed in the relation between teachers’ depressive symptoms and the quality of the classroom environment.
ContributorsMcLean, Leigh Ellen (Author) / Connor, Carol M. (Thesis advisor) / Lemery, Kathryn (Committee member) / Doane, Leah (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2015
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The Influence of Extracurricular Activities on Self-Regulation in Childhood

Description
The purpose of this study was to determine the relationship between extracurricular activities and self-regulation in 400 five year old twin children. Extracurricular activities were assessed using the Health and Behavior Questionnaire, and self-regulation was assessed using the Children's Behavior Questionnaire. While there initially was a significant correlation between extracurricular…

The purpose of this study was to determine the relationship between extracurricular activities and self-regulation in 400 five year old twin children. Extracurricular activities were assessed using the Health and Behavior Questionnaire, and self-regulation was assessed using the Children's Behavior Questionnaire. While there initially was a significant correlation between extracurricular activities and self-regulation, that correlation became non-significant when controlling for SES and sex in a mixed model regression model. Nearly all of the children who did not participate in extracurricular activities came from lower SES families, leading to a lack of a "control group" for the high SES families. When only taking into account the lower SES half of the sample, the correlation between extracurricular activities and self-regulation became stronger and the correlation between SES and self-regulation became non-significant. Extracurricular activities do appear to promote self-regulation in children coming from low SES families, yet their effects on children coming from high SES families is still unknown.
ContributorsMcdonald, Lauren Nicole (Author) / Lemery-Chalfant, Kathryn (Thesis director) / Doane, Leah (Committee member) / Chemical Engineering Program (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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Web-Based Programming Grading Assistant: An Investigation of the Role of Students Reviewing Behavior

Description
Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool…

Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool that connects paper-based assessments to digital space. I designed a classroom study and collected data from ASU computer science classes. I tracked and modeled students' reviewing and reflecting behaviors based on the use of WPGA. I analyzed students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances. Results showed that students put extra emphasis in reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance or for attendance. In addition, all students paid more attention on reviewing quizzes and exams toward the end of semester.
ContributorsHuang, Po-Kai (Author) / Hsiao, I-Han (Thesis advisor) / Nelson, Brian (Committee member) / VanLehn, Kurt (Committee member) / Arizona State University (Publisher)
Created2017

Effect of Peer Feedback Presence on Working Memory Performance

Description

Students in academic environments receive near-constant feedback about both their own abilities as well as the performance of their peers which could significantly alter their cognitive and learning outcomes. This research investigates whether this social feedback concerning peer ability would improve students’ cognitive performance as measured by a visual working…

Students in academic environments receive near-constant feedback about both their own abilities as well as the performance of their peers which could significantly alter their cognitive and learning outcomes. This research investigates whether this social feedback concerning peer ability would improve students’ cognitive performance as measured by a visual working memory (VWM) task. Specifically, the present study provides either positive or negative feedback by means of peers’ performance to test for changes in the quality (memory precision) and the memorability (memory failure rate) of visual working memory representations. The effect of feedback on individual confidence was also examined, as feedback might impact subjective confidence instead of object task performance. Memory precision, participant guess rate, and confidence were compared across both halves of the experiment to determine potential time differences. Participants (N=105) were each administered a 300-trial Delayed Estimation Task to assess visual working memory ability. Participants were asked to rate their confidence in their task response after each trial and were all informed of their own response accuracy after every block of 30 trials. Along with personal feedback after each block, individuals were randomly assigned to view feedback ranking their performance as more or less accurate than other students. Results indicate a nonsignificant effect of peer feedback type on individual memory precision, guess rate, and confidence, which ran contrary to experimental hypotheses. These trends could have occurred due to the presence of participant-based moderating factors that could impact how certain individuals respond to feedback. Additionally, significant increases in both the precision of participants’ memory representations and the rate at which they guessed on the Delayed Estimation Task were observed across time. Together, these findings highlight the need for further research on the nuanced effects of social feedback on neural processing in order to improve student cognition over time.
ContributorsWeiss, Samantha (Author) / Bae, Gi-Yeul (Thesis director, Committee member) / Doane, Leah (Committee member) / Brewer, Gene (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2022-12
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Do Physiological Stress and Internalizing Alone and in Combination Predict Child Chronic Pain One Year Later?

Description
Chronic or recurrent pain in childhood is a common and costly health problem, and increases the likelihood of experiencing chronic pain in adulthood. Existing evidence suggests that internalizing symptoms are a risk factor for the development of chronic pain in children and adults. Findings from a small body of…

Chronic or recurrent pain in childhood is a common and costly health problem, and increases the likelihood of experiencing chronic pain in adulthood. Existing evidence suggests that internalizing symptoms are a risk factor for the development of chronic pain in children and adults. Findings from a small body of research also points to a flattened diurnal cortisol profile, alone and in combination with internalizing symptoms, as a risk factor for future chronic pain among adults. The present study aimed to evaluate whether internalizing, a flattened diurnal cortisol profile, and their combination prospectively predict chronic pain in middle childhood. It was hypothesized that: 1) both internalizing and a flattened diurnal cortisol profile at age 8 would independently predict acquisition of chronic pain at age 9, controlling for age 8 pain; and 2) the combination of high internalizing and a flattened diurnal cortisol rhythm would predict greater risk of increased pain over time. Multilevel models of longitudinal data collected from a sample of 748 twin children revealed that internalizing symptoms and a flattened cortisol slope independently acted as prospective risk factors for increased chronic pain in childhood one year later. However, the interaction between internalizing and diurnal cortisol did not predict future increases in pain. Exploratory analyses evaluating symptoms of overanxiousness demonstrated that the interaction between overanxiousness and a flattened cortisol profile emerged as a marginally significant predictor of future pain. The current findings point to the role of psychological and physiological risk factors for the development of chronic pediatric pain, and may help to identify early targets for prevention efforts.
ContributorsEltze, Lara Malin (Author) / Davis, Mary (Thesis director) / Doane, Leah (Committee member) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12