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- Creators: Arizona State University
- Member of: ASU Electronic Theses and Dissertations
Description
The purpose of this quantitative study is to test the validity of a behavioral theory, value-belief-norm theory (Stern, 2000), in the context of environmental hotel management. The lack of theoretical consideration in previous studies on environmental attitudes of hotel/resort managers warrants an investigation of a theory with the potential to better explain behaviors that support the goals of environment management systems. The goal of this research was to document the values, beliefs, personal norms, and environmental management support behaviors of managers in a hospitality setting. Data were collected from a sample of hotel and resort managers in the Phoenix metropolitan area by using a survey of well-documented items from previous research on the theory. Results suggest the value-belief-norm theory is successful in explaining environmental management support behaviors. Implications for practitioners as well as researchers are discussed.
ContributorsRubin, Simon (Simon David) (Author) / White, Dave D (Thesis advisor) / Lee, Woojin (Committee member) / Basile, George (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT This multi-case study research, using qualitative and quantitative methods, examines, compares, and validates the traits, behaviors, and formulas for success utilized by four experienced, long-term, exemplary executives who lead nonprofit organizations (NPOs) that serve homeless and "at risk" populations. Service longevity is a measure of success in this study and each leader subject must have served a minimum of five years at their NPO to participate, though most have been leading their respective NPOs far longer. An NPO leader affects not only an organization but individual constituents and the entire community. Each leader subject is considered successful by numerous constituents and the community. Anyone is at risk for homelessness and its effects on the entire community are boundless. Traits and formulas for success are measured using three surveys: Kouzes & Posner's 360 LPI and Most Admired Characteristics surveys and Cialdini's Influence IQ Test. Additional data sources are personal interviews, organizational 990s, annual reports, and other financial and programmatic data. The instruments for data analysis are a Likert 7 Point Importance Scale used for the program and organizational evaluations by NPO professional outside raters and the Strategic Plan. Analytic tools are the Pearson Product Moment Correlations, the organization's 990s, a 3 year annual report comparison, and participant observation. This study measures the leaders against the ideal. One common theme among all the leaders is consistency, one of Cialdini's Six Principles of Influence; ii
ContributorsOstrom, Martha (Author) / Cayer, N. Joseph (Thesis advisor) / Cialdini, Robert B. (Committee member) / Schlacter, John L (Committee member) / Arizona State University (Publisher)
Created2011
Description
As of 2018, 61% of all jobs in Arizona require additional training/education beyond the high school diploma. With only 35% of Arizona’s population holding a post-secondary degree, there is high demand and need for more Arizonans to complete degrees or certificates in the coming years. As the largest minority population in the state and one-third of the college-aged population, Latinx students are not successfully attaining these degrees. While Latinx degree attainment has increased, this increase was due primarily to higher rates of high school and degree completion of Latinas. Of those Latino males that continue to post-secondary education, the majority (71%) will enroll at the community college level. However, the road to academic success at community college is dim. Despite their high enrollment rates at community college, 13% will leave after their first year, 35.2% after their second, and 56.7% after six years (Urias & Wood, 2015).
Research on Latino males in higher education has been primarily focused on access, persistence, and retention at the university level. Further, research has been centered on identity, critical race theory, language behaviors, and engagement of Latino males in higher education. Little to no research has been done to identify the factors, characteristics, or the internal will that propels a Latino male community college student to complete their degree. This research is intended to contribute to this void in research, utilizing a human behavioral theoretical approach to address the phenomena of Latino male attrition.
This exploratory mixed method research approach incorporated both qualitative and quantitative instruments to test the validity of the Theory of Planned Behavior as a plausible model to assess intention of Latino males to graduate from community college. The research examined whether intention to graduate could be assessed on the behavioral beliefs associated with a Latino male’s attitude, perceived norms, and their perceived behavioral controls towards completing a degree. Further, the research sought to determine that if the theory could accurately assess intention, could the model assess differences in intention for first-year versus second-year students, and currently enrolled students versus those who have dropped out. The premise was that if the theory is an acceptable model to predict intention, the study could also model behavioral interventions to support Latino male student persistence and completion.
The results indicate that the Theory of Planned Behavior is an acceptable model to assess and predict behavioral beliefs that drive Latino male intention to graduate from community college. Latino male students’ attitudes toward degree attainment is the most significant factor in predicting their intention to graduate. Additionally, behavioral beliefs of enrolled students are significantly different than their peers who dropped out. However, there is no significant difference in the behavioral beliefs of students in their first-year of enrollment versus those in their second-year of enrollment.
Using the theory’s behavioral intervention implementation strategy, the research provided implications for practice that support Latino male student recruitment, retention, and completion measures for community colleges. Additionally, the research provides implications for future research that supports more studies on Latino male community college degree attainment, and for preparing more Latino men for the workforce needs of Arizona.
Research on Latino males in higher education has been primarily focused on access, persistence, and retention at the university level. Further, research has been centered on identity, critical race theory, language behaviors, and engagement of Latino males in higher education. Little to no research has been done to identify the factors, characteristics, or the internal will that propels a Latino male community college student to complete their degree. This research is intended to contribute to this void in research, utilizing a human behavioral theoretical approach to address the phenomena of Latino male attrition.
This exploratory mixed method research approach incorporated both qualitative and quantitative instruments to test the validity of the Theory of Planned Behavior as a plausible model to assess intention of Latino males to graduate from community college. The research examined whether intention to graduate could be assessed on the behavioral beliefs associated with a Latino male’s attitude, perceived norms, and their perceived behavioral controls towards completing a degree. Further, the research sought to determine that if the theory could accurately assess intention, could the model assess differences in intention for first-year versus second-year students, and currently enrolled students versus those who have dropped out. The premise was that if the theory is an acceptable model to predict intention, the study could also model behavioral interventions to support Latino male student persistence and completion.
The results indicate that the Theory of Planned Behavior is an acceptable model to assess and predict behavioral beliefs that drive Latino male intention to graduate from community college. Latino male students’ attitudes toward degree attainment is the most significant factor in predicting their intention to graduate. Additionally, behavioral beliefs of enrolled students are significantly different than their peers who dropped out. However, there is no significant difference in the behavioral beliefs of students in their first-year of enrollment versus those in their second-year of enrollment.
Using the theory’s behavioral intervention implementation strategy, the research provided implications for practice that support Latino male student recruitment, retention, and completion measures for community colleges. Additionally, the research provides implications for future research that supports more studies on Latino male community college degree attainment, and for preparing more Latino men for the workforce needs of Arizona.
ContributorsGanther, Felicia Lorraine (Author) / Knopf, Richard (Thesis advisor) / Gonzales, Steven (Committee member) / Denby-Brinson, Ramona (Committee member) / Larsen, Dale (Committee member) / Arizona State University (Publisher)
Created2020
Description
ABSTRACT
Adolescence is a period marked by significant physical, developmental, cognitive, and social changes, all of which contribute to health concerns for teens. A steady rise in life expectancy over the past two centuries is potentially diminishing due to the increase in prevalence, severity, and consequences of obesity in children and adolescents related to unhealthy lifestyle behaviors. Health behaviors are often established during childhood and adolescence that continue into adulthood. The development and integration of healthy lifestyle behaviors are vital through adolescence. Self-determination theory (SDT) offers a theoretical framework for attempting to understand individual differences in motivation and behavior. Recent studies have primarily focused on how adolescents make choices related to eating behaviors, physical activity, and self-care habits, and how the resultant behaviors are measured. Participants in this study were 63 healthy adolescents enrolled in 9th grade health class. All participants provided baseline data at Time 1 and again following the five-week pretest posttest intervention study at Time 2. This study examined the utility of SDT in the development of the Adolescent Intrinsic Motivation, a healthy lifestyle behavior intervention, using the tenets of SDT to explain healthy lifestyle motivational beliefs in adolescents, along with healthy lifestyle behaviors and knowledge. The AIM intervention study introduced basic health recommendations to adolescents in an autonomy-supportive environment, which has been shown to encourage the adolescent to make healthy behavior choices based on their own interest and enjoyment. Preliminary effects of the study indicated that participants receiving the AIM intervention demonstrated significant differences in motivational beliefs, healthy lifestyle knowledge, as well as healthy lifestyle behaviors from Time 1 (baseline) to Time 2 (post-intervention). Results of this study provide support for the use of SDT to address the competence, relatedness, and autonomy of adolescents in the development of health education material. Testing this intervention in a larger, random sampling of schools within the state, or even in more than one state, with a three- or six-month follow-up would be useful in determining the longer-term effects of the intervention.
Adolescence is a period marked by significant physical, developmental, cognitive, and social changes, all of which contribute to health concerns for teens. A steady rise in life expectancy over the past two centuries is potentially diminishing due to the increase in prevalence, severity, and consequences of obesity in children and adolescents related to unhealthy lifestyle behaviors. Health behaviors are often established during childhood and adolescence that continue into adulthood. The development and integration of healthy lifestyle behaviors are vital through adolescence. Self-determination theory (SDT) offers a theoretical framework for attempting to understand individual differences in motivation and behavior. Recent studies have primarily focused on how adolescents make choices related to eating behaviors, physical activity, and self-care habits, and how the resultant behaviors are measured. Participants in this study were 63 healthy adolescents enrolled in 9th grade health class. All participants provided baseline data at Time 1 and again following the five-week pretest posttest intervention study at Time 2. This study examined the utility of SDT in the development of the Adolescent Intrinsic Motivation, a healthy lifestyle behavior intervention, using the tenets of SDT to explain healthy lifestyle motivational beliefs in adolescents, along with healthy lifestyle behaviors and knowledge. The AIM intervention study introduced basic health recommendations to adolescents in an autonomy-supportive environment, which has been shown to encourage the adolescent to make healthy behavior choices based on their own interest and enjoyment. Preliminary effects of the study indicated that participants receiving the AIM intervention demonstrated significant differences in motivational beliefs, healthy lifestyle knowledge, as well as healthy lifestyle behaviors from Time 1 (baseline) to Time 2 (post-intervention). Results of this study provide support for the use of SDT to address the competence, relatedness, and autonomy of adolescents in the development of health education material. Testing this intervention in a larger, random sampling of schools within the state, or even in more than one state, with a three- or six-month follow-up would be useful in determining the longer-term effects of the intervention.
ContributorsRoland, Catherine (Author) / Jacobson, Diana (Thesis advisor) / Reifsnider, Elizabeth G. (Thesis advisor) / McClain, Darya (Committee member) / Arizona State University (Publisher)
Created2015
Description
Nicotine and tobacco use, whether it be through cigarette smoking or other devices, creates negative health conditions in pilots. The literature that was reviewed pertained to nicotine withdrawal symptoms and their negative impact on pilot performance. There have been studies conducted in order to explore how these symptoms impact pilot performance using cigarettes as the only nicotine device and does not specify the nicotine levels or the frequency of use. This thesis extends this work to examine the relationship between the nicotine withdrawal symptoms and the nicotine behaviors of pilots. It was hypothesized that the extent of withdrawal symptoms may differ by device and by nicotine levels and frequency of use, with higher levels and more frequent use being associated with more severe withdrawal symptoms. These behaviors included the device they use to take nicotine whether it be cigarettes, vaporizers, e-cigarettes, or smokeless tobacco. The behaviors also included exploration of how nicotine levels relate to withdrawal symptoms whether the nicotine level is as low as 3mg or high as 36mg. The last relationship that was explored was that between the withdrawal symptoms presented in pilots and how often they used nicotine, whether it be often as every day or less frequent as 1-2 times a year. It was found that there is no statistical relationship between nicotine withdrawal symptoms and the nicotine habits such as device used, nicotine level used, and frequency of use.
ContributorsBartlowe, Halie Marie (Author) / Cooke, Nancy J. (Thesis advisor) / Nullmeyer, Robert (Committee member) / Wende, Anthony (Committee member) / Arizona State University (Publisher)
Created2019