Matching Items (21)
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- All Subjects: Educational Psychology
- All Subjects: Academic Achievement
- Creators: Caterino, Linda
- Resource Type: Text
- Status: Published
Description
ABSTRACT Cyberbullying has emerged as one of educators' and researchers' chief concerns as the use of computer mediated communication (CMC) has become ubiquitous among young people. Many undesirable outcomes have been identified as being linked to both traditional and cyberbullying, including depression,truancy, and suicide. America and Japan have both been identified as nations whose youth engage frequently in the use of CMC, and may be at a potentially higher risk to be involved in cyberbullying. Time spent using CMC has been linked to involvement in cyberbullying, and gender and age have, in turn, been linked to CMC use - these may play significant roles in determining who is at risk. In order to assess the effects of nationality, gender, and age on cyberbullying involvement among Japanese and American middle school students, a survey exploring these factors was developed and carried out with 590 American and Japanese middles school students (Japan: n = 433 and America: n = 157). MANOVA results indicated that that Americans tend to both use CMC more and be more involved in cyberbullying. In addition, Japanese involvement increased with age, while American involvement did not. There were minimal differences between Americans and Japanese with regards to traditional bullying.
ContributorsLerner, David (Author) / Nakagawa, Kathryn (Thesis advisor) / Caterino, Linda (Thesis advisor) / Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2011
Description
The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at an increased risk for special educational evaluation. This study is the first to investigate the structural validity of the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) with a Native American sample. The structural validity of the WISC-IV was investigated using the core subtest scores of 176, six-to-sixteen-year-old Native American children referred for a psychoeducational evaluation. The exploratory factor analysis procedures reported in the WISC-IV technical manual were replicated with the current sample. Congruence coefficients were used to measure the similarity between the derived factor structure and the normative factor structure. The Schmid-Leiman orthogonalization procedure was used to study the role of the higher-order general ability factor. Results support the structural validity of the first-order and higher-order factors of the WISC-IV within this sample. The normative first-order factor structure was replicated in this sample, and the Schmid-Leiman procedure identified a higher-order general ability factor that accounted for the greatest amount of common variance (70%) and total variance (37%). The results support the structural validity of the WISC-IV within a referred Native American sample. The outcome also suggests that interpretation of the WISC-IV scores should focus on the global ability factor.
ContributorsNakano, Selena (Author) / Watkins, Marley (Thesis advisor) / Caterino, Linda (Committee member) / Cohen, Sylvia (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study investigated the link between the cognitive clusters from the Woodcock–Johnson III Tests of Cognitive Ability (WJ III COG) and Broad Math, Math Calculation Skills, and Math Reasoning clusters of the Woodcock–Johnson III Tests of Achievement (WJ III ACH) using data collected over seven years by a large elementary school district in the Southwest. The students in this study were all diagnosed with math learning disabilities. Multiple regression analyses were used to predict performance on the Broad Math, Math Calculation Skills, and Math Reasoning clusters from the WJ III ACH. Fluid Reasoning (Gf), Comprehension–Knowledge (Gc), Short–Term Memory (Gsm), and Long–term Retrieval (Glr) demonstrated strong relations with Broad Math and moderate relations with Math Calculation Skills. Auditory Processing (Ga) and Processing Speed (Gs) demonstrated moderate relations with Broad Math and Math Calculation Skills. Visual–Spatial Thinking (Gv) and Processing Speed (Gs) demonstrated moderate to strong relations with the mathematics clusters. The results indicate that the specific cognitive abilities of students with math learning disabilities may differ from their peers.
ContributorsBacal, Emily (Author) / Caterino, Linda (Thesis advisor) / Stamm, Jill (Committee member) / Sullivan, Amanda (Committee member) / Arizona State University (Publisher)
Created2010
Description
ABSTRACT The present study examined the relationship between the experience of trauma during childhood (ages birth -12 years) and life satisfaction in adulthood (ages of 30-45) in a sample of convenience consisting of eight (8) adults, six (6) women and two (2) men, who volunteered to participate in this qualitative study, and self-identified as having experienced trauma between birth and age 12 years. Participants were asked to describe the trauma(s) they experienced in childhood and to discuss their thoughts and feelings about present circumstances in their lives, and how their lives have been impacted by the trauma they experienced. Data were collected via in-person interviews that were audio-taped and transcribed. The data were analyzed using a process of thematic coding. Nine (9) emotional themes were identified: aggression, anger, fear, frustration, helplessness, insecurity, irritability, loneliness and sadness. Participants reported a variety of traumas experienced, and their responses to difficult experiences were varied. Participants reported being impacted differently in eight domains of life that were examined in the study: mood related problems, self-care, social support, primary partner relationship, career, decision to have children, parenting and adult life satisfaction. All participants stated they had been impacted by early life trauma, and all stated that early-experienced trauma(s) had an impact on their life satisfaction in adulthood. Inter-coder reliability for emotional thematic codes and domains of life impacted by early trauma was .82.
ContributorsCrawford, Sarah (Author) / Moore, Elsie (Thesis advisor) / Stamm, Jill (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2013
Description
The presence of certain chromosomal disorders is not always immediately apparent at birth. Children with relatively high-incidence, but non-heritable disorders may receive delayed identification due to the sometimes subtle manifestation of their disorder. Delayed identification may result in various undesirable outcomes for affected children and their families. In addition to parents, teachers can be valuable participants in the identification process. Chromosomal disorders are associated with generally predictable physical and behavioral characteristics, known as phenotype. In the present study, the influence of phenotype on teachers' student-related concerns was examined. Teachers looked at a photo and read a vignette about a fictional elementary-age student who, although not identified, showed varying degrees of the Turner syndrome phenotype. A follow-up questionnaire indicated significantly greater concerns when a student showed many versus few characteristics of behavioral phenotype. However, the effect of morphological phenotype on teacher responses was not significant. The implications for identification of chromosomal disorders are discussed.
ContributorsMahoney, Joseph M (Author) / Caterino, Linda (Thesis advisor) / Mathur, Sarup (Committee member) / Stamm, Jill (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester. A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills. The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems.
ContributorsBarrus, Angela (Author) / Atkinson, Robert K (Thesis advisor) / Van de Sande, Carla (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the relations between cognitive ability, socioemotional competency (SEC), and achievement in gifted children. Data were collected on children between the ages of 8 and 15 years (n = 124). Children were assessed via teacher reports of SEC, standardized cognitive assessment, and standardized achievement assessment. Composite achievement significantly correlated with all areas of SEC on the Devereux Student Strengths Assessment (DESSA). Cognitive ability significantly correlated with all areas of SEC as well. Composite cognitive ability significantly correlated with all composite achievement, as well as with achievement in all subject areas assessed. Achievement scores tended to be higher in older age groups in comparison to younger age groups. When gender differences were found (in some areas of SEC and in language achievement), they tended to be higher in females. Gender moderated the relation between SEC and composite achievement. The areas of SEC that best predicted achievement, over-and-above other SEC scales, were Optimistic Thinking, Self-Awareness, and Relationship Skills. While cognitive scores did not significantly predict achievement when controlling for SEC, SEC did significantly predict achievement over-and-above cognitive ability scores. Overall findings suggest that SEC may be important in children's school achievement; thus it is important for schools and families to promote the development of SEC in gifted children, especially in the areas of optimism and self-awareness.
ContributorsKong, Tiffany (Author) / Caterino, Linda (Thesis advisor) / Naglieri, Jack (Committee member) / Brulles, Dina (Committee member) / Arizona State University (Publisher)
Created2013
Description
Current emphasis on adequate academic progress monitored by standardized assessments has increased focus on student acquisition of required skills. Reading ability can be assessed through student achievement on Oral Reading Fluency (ORF) measures. This study investigated the effectiveness of using ORF measures to predict achievement on high stakes tests. Study participants included 312 students across four Title 1 elementary schools in a Southwestern United States school district utilizing the Response to Intervention (RTI) model. Participants' ORF scores from first through third grade years and their third grade standardized achievement test scores were collected. In addition, information regarding reading interventions was obtained. Pearson product-moment correlations were used to determine how ORF scores and specific reading skills were related. Correlations were also used to assess whether the ORF scores from the fall, winter, or spring were most related to high stakes test scores. Additionally, the difference between computer-based versus instructor-led interventions on predicting high stakes test scores was assessed. Results indicated that correlation coefficients were larger between ORF and reading comprehension scores than between ORF and basic reading skills. ORF scores from spring were more highly related to high stakes tests than other times of the year. Students' ORF scores were more strongly related to high stakes tests when in computer-based interventions compared to instructor-led interventions. In predicting third grade high stakes test scores, first grade ORF scores had the most variance for the non-intervention sample, while third grade ORF scores had the most variance for the intervention sample.
ContributorsDevena, Sarah (Author) / Caterino, Linda (Thesis advisor) / Balles, John (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT The phenomenon of cyberbullying has captured the attention of educators and researchers alike as it has been associated with multiple aversive outcomes including suicide. Young people today have easy access to computer mediated communication (CMC) and frequently use it to harass one another -- a practice that many researchers have equated to cyberbullying. However, there is great disagreement among researchers whether intentional harmful actions carried out by way of CMC constitute cyberbullying, and some authors have argued that "cyber-aggression" is a more accurate term to describe this phenomenon. Disagreement in terms of cyberbullying's definition and methodological inconsistencies including choice of questionnaire items has resulted in highly variable results across cyberbullying studies. Researchers are in agreement however, that cyber and traditional forms of aggression are closely related phenomena, and have suggested that they may be extensions of one another. This research developed a comprehensive set of items to span cyber-aggression's content domain in order to 1) fully address all types of cyber-aggression, and 2) assess the interrelated nature of cyber and traditional aggression. These items were administered to 553 middle school students located in a central Illinois school district. Results from confirmatory factor analyses suggested that cyber-aggression is best conceptualized as integrated with traditional aggression, and that cyber and traditional aggression share two dimensions: direct-verbal and relational aggression. Additionally, results indicated that all forms of aggression are a function of general aggressive tendencies. This research identified two synthesized models combining cyber and traditional aggression into a shared framework that demonstrated excellent fit to the item data.
ContributorsLerner, David (Author) / Green, Samuel B (Thesis advisor) / Caterino, Linda (Committee member) / Atkinson, Robert (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2013
Description
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.
ContributorsFoshee, Cecile Mary (Author) / Atkinson, Robert K (Thesis advisor) / Elliott, Stephen N. (Committee member) / Horan, John (Committee member) / Arizona State University (Publisher)
Created2013