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Description
This study tested the effects of two kinds of cognitive, domain-based preparation tasks on learning outcomes after engaging in a collaborative activity with a partner. The collaborative learning method of interest was termed "preparing-to-interact," and is supported in theory by the Preparation for Future Learning (PFL) paradigm and the Interactive-Constructive-Active-Passive (ICAP) framework. The current work combined these two cognitive-based approaches to design collaborative learning activities that can serve as alternatives to existing methods, which carry limitations and challenges. The "preparing-to-interact" method avoids the need for training students in specific collaboration skills or guiding/scripting their dialogic behaviors, while providing the opportunity for students to acquire the necessary prior knowledge for maximizing their discussions towards learning. The study used a 2x2 experimental design, investigating the factors of Preparation (No Prep and Prep) and Type of Activity (Active and Constructive) on deep and shallow learning. The sample was community college students in introductory psychology classes; the domain tested was "memory," in particular, concepts related to the process of remembering/forgetting information. Results showed that Preparation was a significant factor affecting deep learning, while shallow learning was not affected differently by the interventions. Essentially, equalizing time-on-task and content across all conditions, time spent individually preparing by working on the task alone and then discussing the content with a partner produced deeper learning than engaging in the task jointly for the duration of the learning period. Type of Task was not a significant factor in learning outcomes, however, exploratory analyses showed evidence of Constructive-type behaviors leading to deeper learning of the content. Additionally, a novel method of multilevel analysis (MLA) was used to examine the data to account for the dependency between partners within dyads. This work showed that "preparing-to-interact" is a way to maximize the benefits of collaborative learning. When students are first cognitively prepared, they seem to make the most efficient use of discussion towards learning, engage more deeply in the content during learning, leading to deeper knowledge of the content. Additionally, in using MLA to account for subject nonindependency, this work introduces new questions about the validity of statistical analyses for dyadic data.
ContributorsLam, Rachel Jane (Author) / Nakagawa, Kathryn (Thesis advisor) / Green, Samuel (Committee member) / Stamm, Jill (Committee member) / Arizona State University (Publisher)
Created2013
Description
This multiple case study examined Mexican mothers' beliefs on social and moral development in light of their adaptation to the United States. Super and Harkness' (1986, 2002) ecocultural framework and more specifically, the concept of the developmental niche, guided the analysis. Participants were five Mexican immigrant mothers living in the Phoenix metropolitan area with children between three and four years old. Using participant observation, mothers were shadowed during the day for a period of nine months and were interviewed four times. Additionally, a Q-sort activity on cultural values and a vignette activity were conducted. Evidence of continuity in the importance given to traditional beliefs such as being "bien educado" (proper demeanor) and showing "respeto" (respect) was found. However, the continuity on the teaching of cultural values was accompanied by changes in beliefs and practices. The traditional construct of a "chipil child" (a needy, whiny child) was connected to the idea that mothers somehow need to restrict how much affection, time and gifts they give to their children. This concern was in turn related to the higher access to consumption goods in the United States. It is argued that acculturation is lived differently by mothers, according to their educational attainment, use of expert advice and contact and knowledge with American mainstream culture.
ContributorsFuster, Delia Tamara (Author) / Arzubiaga, Angela (Thesis advisor) / Tobin, Joseph (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2012
Description
The field of developmental psychology often underrepresents Latinx individuals within their corpus of published scholarship. In the area of lifespan identity development this is particularly evident from the scarcity of Latinx life story narratives. In addition, Latinx family parenting styles is an underdeveloped area of scholarship. At the same time, a robust literature base demonstrates that for youth from non-dominant culture families, ethnic racial identity increases measures of adaptive well-being and academic achievement. Because academic achievement for Latinx students does not proportionately reach levels of educational success as compared to whites, research investigating foundations of ethnic racial identity within Latinx families is warranted. This investigation extends parenting style literature within the field of developmental psychology by exploring inter-generational practices of Latinx families. Participants within this study include mothers of Mexican descent who have earned at least one Master's degree, a level of high academic achievement attained by only 10 percent of adults within the U.S. Each Latina mother, ranging in age from 36 to 63 years, participated in two or more semi-structured interviews. Protocols were based on McAdams's life story interview; McAdams's life story narrative analysis, based upon Erikson's lifespan theory of identity development, provided a model of analysis. In addition, transcripts of participant interviews, totaling more than twelve hours, were analyzed according to themes of parenting styles and family socialization practices. Familial ethnic socialization was embedded within routines and practices of mothers' families of orientation. Mothers employed a concerted cultivation parenting style within their families of procreation. In alignment with McAdams's framework, mothers narrated life stories in a redemptive manner. In other words, a negative life event was conveyed as having a positive outcome. Implications from my study inform scholars and can offer usable information for parent and teacher education by means of contextualized family activities and parental practices gleaned from participants' life story narratives.
ContributorsMulligan, Anne (Author) / Nakagawa, Kathryn (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Moore, Elsie (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2018
Description
During the global COVID-19 pandemic in 2020, many universities shifted their focus to hosting classes and events online for their student population in order to keep them engaged. The present study investigated whether an association exists between student engagement (an individual’s engagement with class and campus) and resilience. A single-shot survey was administered to 200 participants currently enrolled as undergraduate students at Arizona State University. A multiple regression analysis and Pearson correlations were calculated. A moderate, significant correlation was found between student engagement (total score) and resilience. A significant correlation was found between cognitive engagement (student’s approach and understanding of his learning) and resilience and between valuing and resilience. Contrary to expectations, participation was not associated with resilience. Potential explanations for these results were explored and practical applications for the university were discussed.
ContributorsEmmanuelli, Michelle (Author) / Jimenez Arista, Laura (Thesis director) / Sever, Amy (Committee member) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
We attempted to apply a novel approach to stock market predictions. The Logistic Regression machine learning algorithm (Joseph Berkson) was applied to analyze news article headlines as represented by a bag-of-words (tri-gram and single-gram) representation in an attempt to predict the trends of stock prices based on the Dow Jones Industrial Average. The results showed that a tri-gram bag led to a 49% trend accuracy, a 1% increase when compared to the single-gram representation’s accuracy of 48%.
ContributorsBarolli, Adeiron (Author) / Jimenez Arista, Laura (Thesis director) / Wilson, Jeffrey (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05