Matching Items (137)
Description
Learning analytics application is evolving into a student-facing solution. Student-facing learning analytics dashboards (SFLADs), as one popular application, occupies a pivotal position in online learning. However, the application of SFLADs faces challenges due to teacher-centered and researcher-centered approaches. The majority of SFLADs report student learning data to teachers, administrators, and researchers without direct student involvement in the design of SFLADs. The primary design criteria of SFLADs is developing interactive and user-friendly interfaces or sophisticated algorithms that analyze the collected data about students’ learning activities in various online environments. However, if students are not using these tools, then analytics about students are not useful. In response to this challenge, this study focuses on investigating student perceptions regarding the design of SFLADs aimed at providing ownership over learning. The study adopts an approach to design-based research (DBR; Barab, 2014) called the Integrative Learning Design Framework (ILDF; Bannan-Ritland, 2003). The theoretical conjectures and the definition of student ownership are both framed by Self-determination theory (SDT), including four concepts of academic motivation. There are two parts of the design in this study, including prototypes design and intervention design. They are guided by a general theory-based inference which is student ownership will improve student perceptions of learning in an autonomy-supportive SFLAD context. A semi-structured interview is used to gather student perceptions regarding the design of SFLADs aimed at providing ownership over learning.
ContributorsLi, Siyuan (Author) / Zuiker, Steven (Thesis advisor) / Cunningham, James (Committee member) / Lande, Micah (Committee member) / Arizona State University (Publisher)
Created2019
Description
Social-emotional competence (SEC), or effectiveness of social interaction, plays a central role in children’s health and well-being. The three goals of the current study were to describe the development of SEC during a preschool year; identify an appropriate factor structure for observed teacher-child interactions; and predict SEC growth from children’s characteristics (emotional competence, language risk, gender, and race/ethnicity), teacher-child relationship quality, and classroom characteristics (relational climate, observed teacher-child interaction quality, and curriculum). Children’s social competence, anger/aggression, effortful control, and emotion knowledge (N =822) was assessed at three time points during a preschool year via teachers’ reports and behavioral assessments. In the fall, teachers reported the quality of their relationships with children and teacher-child interactions were observed in classrooms. Aim 1 results indicated that children exhibited linear increases in effortful control and social competence and stability in anger/aggression, although social competence was the only construct where linear change varied among children. Due to a lack of longitudinal measurement invariance, growth in latent emotion knowledge could not be evaluated. Several gender and racial/ethnic differences were identified in SEC intercepts, but not the social competence slope. Language risk and impulsivity were consistent predictors of SEC intercepts. Aim 2 results indicated that teacher-child interaction quality was primarily unidimensional. Finally, results from aim 3 indicated that children’s emotional competence at the beginning of the year and classroom relational climate were predictive of growth in social competence. End-of-year social competence levels were associated with supportive teacher-child relationship quality (particularly among girls), high emotional competence, low language risk, and supportive classroom relational climate; girls had higher social competence than boys. Although not directly associated with social competence, observed teacher-child interaction quality was conditionally predictive of the social competence in the context of supportive teacher-child relationships. Further, when observed teacher-child interaction quality was average or high, children with low emotional competence exhibited greater growth in social competence than children with high emotional competence. The results inform our understanding of SEC development, the nature of teacher-child interactions in preschool classrooms serving high-risk populations, and potential school-based mechanisms for promoting social competence.
ContributorsJohns, Sarah Katherine (Author) / Eisenberg, Nancy (Thesis advisor) / Spinrad, Tracy L. (Committee member) / Bradley, Robert H. (Committee member) / Grimm, Kevin J. (Committee member) / Arizona State University (Publisher)
Created2020
Description
This study examined the effects of different constructed response prompts and text types on students’ revision of misconceptions, comprehension, and causal reasoning. The participants were randomly assigned to prompt (self-explain, think-aloud) and text type (refutational, non-refutational) in a 2x2, between-subjects design. While reading, the students were prompted to write responses at regular intervals in the text. After reading, students were administered the conceptual inventory of natural selection (CINS), for which a higher score indicates fewer misconceptions of natural selection. Finally, students were given text comprehension questions, and reading skill and prior knowledge measures. Linear mixed effects (LME) models showed that students with better reading skill and more prior knowledge had a higher CINS score and better comprehension compared to less skilled students, but there were no effects of text type or prompt. Linguistic analysis of students’ responses demonstrated a relationship of prompt, text, and reading skill on students’ causal reasoning. Less skilled students exhibited greater causal reasoning when self-explaining a non-refutational text compared to less skilled students prompted to think-aloud, and less skilled students who read the refutational text. The results of this study demonstrate a relationship between reading skill and misconceptions in natural selections. Furthermore, the linguistic analyses suggest that less skilled students’ causal reasoning improves when prompted to self-explain.
ContributorsWatanabe, Micah (Author) / McNamara, Danielle S. (Thesis advisor) / Brewer, Gene (Committee member) / Firetto, Carla (Committee member) / Arizona State University (Publisher)
Created2020
Description
The National Center for Educational Statistics (2018) reported that only 59% of first time college students will retain from their first to second year. The institutional effects of retention are wide ranging and nationwide colleges and universities are seeking effective methods of improving the retention of first year students. Isaak, Graves, & Mayers (2007) identified both emotional intelligence and resilience as important factors contributing to student retention. According to Daniel Goleman (1995), emotional intelligence is integral to success in life, and a significant relationship has been found with grades and successful acclimation to the college environment (Ciarrochi, Deane, & Anderson, 2002; Liff, 2003; and Pekrun, 2006). This study explored the impact of an emotional intelligence (EI) intervention within a First Year Experience course on students’ emotional intelligence, resilience, and academic success. Forty four students at a small, private, liberal arts institution in the southeastern United States participated in the EI intervention and were measured for EI and resilience utilizing the EQ-i 2.0 and the 5x5RS measures as pre and posttests. Based on the results of this study, the EI intervention may have positive implications on EI, resilience and academic success. Institutions and researchers should continue to explore EI as a mechanism to improve resilience and academic success among first year students.
ContributorsDavis, Alexander M (Author) / Wylie, Ruth (Thesis advisor) / Correa, Kevin (Committee member) / Duncan, Tisha (Committee member) / Arizona State University (Publisher)
Created2020
Description
Given the post 9/11 influx of veteran students in higher education and the importance of early career decision-making for establishment of a post-graduation careers, understanding factors that help and hinder the college success and career decision-making of student veterans is needed. The purpose of this study was to explore the experiences of veterans in higher education in relation to career decision-making difficulties. Thus, the influence of variables related to campus environment (mentoring and cultural congruity), experiences of post-traumatic stress symptoms (PTSS) and college stress, and resilience as evidenced by sense of coherence (SOC) was investigated.
A sample of 239 United States Armed Forces veterans (171 male, 67 female, 1 nonbinary) enrolled in institutions of higher education across the United States was recruited through an online program. In addition to a demographic sheet, participants completed self-report measures assessing cultural congruity, sense of coherence, post-traumatic stress symptoms, mentoring, college stress, and career decision-making difficulties.
Hierarchical multiple regressions revealed that of the two constructs comprising campus environment, only cultural congruity was a significant and negative predictor of college stress. Mentoring was not a significant predictor. Post-traumatic stress symptoms predicted college stress above and beyond the variance predicted by college environment. The greater student veterans’ post-traumatic stress symptoms, the more college stress they reported experiencing. A moderated hierarchical regression revealed that college environment did not moderate the relation between post-traumatic stress symptoms and college stress. College stress was found to be a positive predictor of career decision-making difficulties. Sense of coherence did not moderate the relation between college stress and career decision-making difficulties.
Findings are discussed in the context of Schlossberg’s transition model, which posits that individuals will navigate the transition process based on their perceptions of the transition and their personal assets and liabilities, factors that influence coping ability. Limitations and clinical implications for working with student veterans are presented. The importance of early intervention to enhance cultural congruity and address post-traumatic stress symptoms and career decision-making difficulties among student veterans is discussed.
A sample of 239 United States Armed Forces veterans (171 male, 67 female, 1 nonbinary) enrolled in institutions of higher education across the United States was recruited through an online program. In addition to a demographic sheet, participants completed self-report measures assessing cultural congruity, sense of coherence, post-traumatic stress symptoms, mentoring, college stress, and career decision-making difficulties.
Hierarchical multiple regressions revealed that of the two constructs comprising campus environment, only cultural congruity was a significant and negative predictor of college stress. Mentoring was not a significant predictor. Post-traumatic stress symptoms predicted college stress above and beyond the variance predicted by college environment. The greater student veterans’ post-traumatic stress symptoms, the more college stress they reported experiencing. A moderated hierarchical regression revealed that college environment did not moderate the relation between post-traumatic stress symptoms and college stress. College stress was found to be a positive predictor of career decision-making difficulties. Sense of coherence did not moderate the relation between college stress and career decision-making difficulties.
Findings are discussed in the context of Schlossberg’s transition model, which posits that individuals will navigate the transition process based on their perceptions of the transition and their personal assets and liabilities, factors that influence coping ability. Limitations and clinical implications for working with student veterans are presented. The importance of early intervention to enhance cultural congruity and address post-traumatic stress symptoms and career decision-making difficulties among student veterans is discussed.
ContributorsBorenstein-Mauss, Kimberly Caroline (Author) / Robinson Kurpius, Sharon E (Thesis advisor) / Kinnier, Richard T (Committee member) / Dawes, Mary E (Committee member) / Arizona State University (Publisher)
Created2020
Description
In this three-article dissertation, I explore how ten Palestinian fifth and sixth-grade students perceive and engage with science, technology, engineering, mathematics, and art (STEAM) activities within an out-of-school context. I collaborated with a local organization, Al-Roward for Science and Technology which developed the programming for the four-day program (about 2 hours each day). Each day of the program students completed a hands-on science activity that integrated technology, engineering, mathematics, and art. Under a sociocultural and political lens, I study learners’ perceptions of their engagement with transdisciplinary STEAM, examine shifts in learners’ self-efficacy, and analyze moment-to-moment interactions of learners as they engage in the learning setting.Across each chapter I used a different method to examine students’ perceptions and engagement. In the first chapter I examine students’ perceptions using an interview instrument to understand ways students conceptualize their experiences with STEAM. Findings show that students have varied ways of describing their perceptions, such as normative views about STEAM and values that shape their experience. In the second chapter, I use a mixed-methods design to explore if and how students’ self-efficacy shifts as an outcome of participating in the program. The findings demonstrated that students’ conceptualization of science varied between instruments. In the third chapter, focusing on the case of one learner, I examine moment-to-moment interactions with peers, educators, and materials as the student navigates his learning trajectory during the third day of the program. Findings show varied ways in which the learner enacted self-determination across the learning activities to assert his positionalities, engage with others, interact with the educators, and use materials.
In doing this analysis of students' experiences in transdisciplinary STEAM, this dissertation contributes to the ongoing research of sociocultural and political dimensions of learning, examining learning as a complex phenomenon. In addition, this work contributes to critical STEAM education that examines science learning and practices while taking into consideration that learning is a relational and ethical process. Implications for future research on learning, methodological approaches in the learning sciences, and critical STEAM pedagogy are considered.
ContributorsMawasi, Areej (Author) / Wylie, Ruth R (Thesis advisor) / Gee, Elisabeth E (Thesis advisor) / Roscoe, Rod R (Committee member) / Vossoughi, Shirin S (Committee member) / Arizona State University (Publisher)
Created2021
Description
The shift across developmental education from prerequisite to corequisite remediation has left students underprepared for college-level mathematics in need of additional support. Typically, this support takes the form of content remediation, but what happens when this extra help is reframed in terms of student learning skills and confidence? Taking place across four sections of College Algebra at a large community college in Texas, this mixed methods, quasi-experiment examined the academic and affective outcomes between students given the usual, content-centered remediation versus an intervention grounded in the theories of self-regulated learning and growth mindset. This intervention included explicit instruction on cognitive and metacognitive learning strategies and growth mindset principles, weekly reflective student learning journal writing prompts, and a reworking of formative assessments. No statistically significant differences were found between the two groups, but higher exam scores by the intervention group indicate possible practical significance. Qualitative differences also emerged between the two groups with the intervention group self-reporting a wider variety and more frequent use of metacognitive learning strategies, demonstrating a higher degree of self-experimentation and strategic planning, and experiencing greater increases in external locus of control and self-confidence. Although many interesting avenues remain to be studied the incorporation of self-regulated learning and growth mindset principles may help students enrolled in corequisite algebra-based courses become more effective learners.
ContributorsCollins Montalbano, Amy (Author) / Henriksen, Danah (Thesis advisor) / Firetto, Carla M (Committee member) / Simpson, Nancy (Committee member) / Arizona State University (Publisher)
Created2021
Description
The purpose of the PhotoStory Professional Development (PPD) action researchstudy was to explore the relationship between dialogical narrative analysis and reducing
compassion fatigue in teachers working in a trauma-informed behavior management
program. The PPD was designed to elicit conversations related to the psychological
effects of compassion fatigue which were identified in previous cycles of action research.
Through the iterative process, teachers identified they needed administrative support and
mitigation strategies for stress reduction related to working in a trauma-informed context.
As a result, the PPD was developed to provide opportunity for disclosure, discussion, and
reflection regarding experiences with compassion fatigue related to the school context.
The study was grounded in a constructivist framework, and aspects of trauma theory,
connection, and storytelling were explored. The literature review includes studies
centered on professional development for teachers working in trauma-informed
programs, and psychological effects and mitigations strategies related to compassion
fatigue. The PPD study participants included six kindergarten through eighth grade
educators. Participants completed a presurvey, attended three workshops over the course
of four weeks, and completed a postsurvey. Each workshop provided an opportunity for
participants to create and present a PhotoStory collage, participate in a Talking Circle
discussion, and write journal reflections. All six participants completed a 30-minute
individual mid-study interview. The results of the study indicated that providing
participants with an opportunity to engage in dialogue regarding compassion fatigue
reduced the negative psychological effects associated with their roles as trauma-informed
educators.
ContributorsEcheverria, Lushanya (Author) / Giorgis, Cyndi (Thesis advisor) / Anoyke, Duku (Thesis advisor) / Cecena, Aracele (Committee member) / Arizona State University (Publisher)
Created2021
Description
Serious or educational games have been a subject of research for a long time. They usually have game mechanics, game content, and content assessment all tied together to make a specialized game intended to impart learning of the associated content to its players. While this approach is good for developing games for teaching highly specific topics, it consumes a lot of time and money. Being able to re-use the same mechanics and assessment for creating games that teach different contents would lead to a lot of savings in terms of time and money. The Content Agnostic Game Engineering (CAGE) Architecture mitigates the problem by disengaging the content from game mechanics. Moreover, the content assessment in games is often quite explicit in the way that it disturbs the flow of the players and thus hampers the learning process, as it is not integrated into the game flow. Stealth assessment helps to alleviate this problem by keeping the player engagement intact while assessing them at the same time. Integrating stealth assessment into the CAGE framework in a content-agnostic way will increase its usability and further decrease in game and assessment development time and cost. This research presents an evaluation of the learning outcomes in content-agnostic game-based assessment developed using the CAGE framework.
ContributorsVerma, Vipin (Author) / Craig, Scotty D (Thesis advisor) / Bansal, Ajay (Thesis advisor) / Amresh, Ashish (Committee member) / Baron, Tyler (Committee member) / Levy, Roy (Committee member) / Arizona State University (Publisher)
Created2021
Description
This study investigated the relationship between social emotional competency (SEC) and academic placement in gifted students. Data were collected on children between the ages of 5 and 12 years old (n=206) in three academic placement types - self-contained, cluster and content replacement. Social emotional skills were assessed by teacher report using the Devereux Student Strengths Assessment. Regardless of placements, the gifted students in this study were rated as having higher social emotional competencies than the standardization group of the DESSA. Gifted students in the cluster and self-contained settings demonstrated significantly higher scores in the area of Self-Awareness, which measures students' capacity to understand their personal strengths and weaknesses. When analyzed by gender, no significant differences were discovered between males; however, girls demonstrated significantly higher scores in the areas of Optimism and Self-Awareness in the self-contained and cluster settings. The results of the study have import for the development of gifted programs, especially for gifted girls.
ContributorsBacal, Emily (Author) / Caterino, Linda (Thesis advisor) / Brulles, Dina (Committee member) / DiGangi, Samuel (Committee member) / Arizona State University (Publisher)
Created2015