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Description
The purpose of this study was to research the effects of a student-staff mentoring relationship on high school students’ locus of control, life/school satisfaction and ultimately their academics as determined by their grades. Participants consisted of a small cohort of 10th grade high school students at a public charter, college preparatory high school in inner city Phoenix, Arizona. Frederickson’s broaden-and-build theory of positive emotions and Bandura’s social cognitive theory provide the models of behavior to improve school satisfaction, motivation and overall well being. A mixed method, action research design was used to study how a 9-week mentoring program facilitated by the dean of students impacted the students’ locus of control, satisfaction, and academic achievement. Participants completed pre and post test measures using a modified Trice College Success Survey that measured external-internal locus of control and the Multidimensional Students’ Life Satisfaction Scale (MSLSS) used to measure life satisfaction and sub-constructs of satisfaction including family, friends, school, living environment and self. Post intervention a smaller sample of students were interviewed, field notes were also compiled and analyzed using a social constructionist point of view to gather insight on how students create their own knowledge and how that connects to their behaviors and attitudes that affect their success. Among the key findings was that students indicated a preference for the type of individualized attention that the mentoring program introduced to support them academically. Quantitative analyses of the survey data did not indicate a significant shift from external to internal locus of control or an improvement in life or school satisfaction, however further research should be conducted to implement a longer intervention period with similar intervention components.
ContributorsAlvarado Hernandez, Ruby Rebecca (Author) / Ott, Molly (Thesis advisor) / Hartley, Adam (Committee member) / Schauer, David (Committee member) / Arizona State University (Publisher)
Created2019
Description
Factors that Contribute to a Student's College Choice Decision: College Characteristic \u2014 Geographic Location, is a review of the literature that analyzes and presents the central characteristics found within the four preexisting student college choice models. Over the past couple of decades, multiple different student college choice models have been created in order to define the process in which a student decides specifically on a college. The combined models that are analyzed within this study are: Chapman model (1981), Jackson model (1982), Hanson and Litten model (1989) and Hossler and Gallagher Model (1987). The focus on combined models in this literature review, ensures that all the models incorporate the rational assumptions seen in economic models and also analyze the components of status attainment models (Jackson, 1982). The four combined models will present various influences and factors that play a part within the student decision to overall attend college and then go on to define how a student chooses a specific college. Multiple different models analyzed within this study discuss how particular college characteristics play an ample role in the college student choice process. One of the biggest college characteristics seen within all four models, is the influence of college location on the decision making process. With location playing a vital role within the college choice decision, the factor of an institution's geographic location (in-state vs. out-of-state) will be analyzed in relation to these preexisting models.
ContributorsAtkinson, Allyson Marie (Author) / Ott, Molly (Thesis director) / Shapiro, Cory (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
With social technology on the rise, it is no surprise that young students are at the forefront of its use and impact, particularly in the realm of education. Due to greater accessibility to technology, media multitasking and task-switching are becoming increasingly prominent in learning environments. While technology can have numerous benefits, current literature, though somewhat limited in this scope, overwhelmingly shows it can also be detrimental for academic performance and learning when used improperly. While much of the existing literature regarding the impact of technology on multitasking and task-switching in learning environments is limited to self-report data, it presents important findings and potential applications for modernizing educational institutions in the wake of technological dependence. This literature review summarizes and analyzes the studies in this area to date in an effort to provide a better understanding of the impact of social technology on student learning. Future areas of research and potential strategies to adapt to rising technological dependency are also discussed, such as using a brief "technology break" between periods of study. As of yet, the majority of findings in this research area suggest the following: multitasking while studying lengthens the time required for completion; multitasking during lectures can affect memory encoding and comprehension; excessive multitasking and academic performance are negatively correlated; metacognitive strategies for studying have potential for reducing the harmful effects of multitasking; and the most likely reason students engage in media-multitasking at the cost of learning is the immediate emotional gratification. Further research is still needed to fill in gaps in literature, as well as develop other potential perspectives relevant to multitasking in academic environments.
ContributorsKhanna, Sanjana (Author) / Roberts, Nicole (Thesis director) / Burleson, Mary (Committee member) / Barrett, The Honors College (Contributor)
Created2016-12