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- All Subjects: Academic Achievement
- Creators: Valiente, Carlos
- Creators: Buss, Ray
Description
Researchers who have previously explored the relation of broad-based temperamental approach constructs, such as surgency/extraversion, exuberance, or behavioral approach sensitivity, to academic competence (AC) in early elementary school have often found conflicting results. Moreover, few researchers have examined the interaction between these approach reactivity constructs and effortful control (EC) in the prediction of AC. The goal of the current study was to examine the fine-tuned relations of different aspects of temperamental approach reactivity in early childhood (42 and 54 months; N=223), such as impulsivity, frustration, and positive affect, as well as EC, to AC during early elementary school (72 and 84 months). Examining the complex relations may clarify the literature using broad-based approach reactivity constructs. Temperament was observed in the laboratory when children were 54 months of age. Mothers and caregivers also reported on children's impulsivity at 42 and 54 months. School-related behavioral adjustment was reported by children, mothers, and teachers, and GPA was reported by teachers at 72 and 84 months. The results of the study indicated that positive affect, EC, and receptive language ability were the only unique direct predictors of school adjustment and/or GPA. Without EC in the model, only positive affect and vocabulary predicted AC. Frustration, positive affect, and impulsivity each interacted with EC to predict AC outcomes, such EC was only related to higher AC for children with high impulsivity or anger, or low positive affect. Additionally, positive affect and impulsivity interacted to predict GPA, such that impulsivity was positively related to GPA for children with high positive affect, but it was negatively, albeit nonsignificantly, associated with GPA for children with low positive affect. These results were found to be similar for boys and girls. Finding are discussed in terms of the developmental importance of early EC for academic competence for children who have high approach reactivity, as well as the interactive effects of dimensions of approach reactivity on academic achievement.
ContributorsVanSchyndel, Sarah (Author) / Eisenberg, Nancy (Thesis advisor) / Spinrad, Tracy L. (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
Description
The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, help with schoolwork, home learning and language materials. Latent Growth Curve Models were used to test whether there was growth in the parent involvement variables and whether growth in the parent involvement variables predicted growth in academic achievement. The intercept for parental expectations was the only intercept to predict the intercept of academic achievement. Rates of growth in parental expectations, parental help with schoolwork, and home learning materials predicted rates of growth in academic achievement.
ContributorsSeeley, Bridget Granville (Author) / Valiente, Carlos (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Arzubiaga, Angela (Committee member) / Eggum, Natalie D (Committee member) / Arizona State University (Publisher)
Created2012
Description
I examined the role of children's or teacher's effortful control (EC) in children's academic functioning in early elementary school in two separate studies. In Study 1, I tested longitudinal relations between parents' reactions to children's displays of negative emotions in kindergarten, children's EC in first grade, and children's reading or math achievement in second grade (N = 291). In the fall of each school year, parents reported their positive or negative reactions and parents and teachers reported on children's EC. Standardized achievement tests assessed achievement each spring. Results from autoregressive panel mediation models demonstrated that constructs exhibited consistency across study years. In addition, first-grade EC mediated relations between parents' reactions (i.e., a difference composite of positive minus negative reactions) at kindergarten and second-grade math, but not reading, achievement. Findings suggest that one method of promoting math achievement in early school is through the socialization of children's EC. In Study 2, I examined relations between teachers' EC, teachers' reactions to children's negative emotions, the student-teacher relationship (STR), and children's externalizing behaviors or achievement among 289 second-graders and their 116 teachers. Results from mixed-model regressions showed that negative reactions and teacher-reported STR mediated relations between teachers' EC and math achievement. In addition, teacher-reported STR mediated links between teachers' EC and externalizing problems across reporters and between teachers' EC and reading achievement. Tests of moderated mediation indicated that a high-quality STR was negatively associated with externalizing problems and high levels of teachers' negative reactions were negatively related to math achievement only for students low in EC. In tests of moderation by social competence, teachers' reports of high-quality STRs tended to be negatively associated with externalizing problems, but relations were strongest for students not high in social competence. For students low in social competence only, children's reports of a high-quality STR was related to lower reading achievement. These results highlight the utility of considering whether and how teachers' own intrinsic characteristics influence classroom dynamics and students' academic functioning outcomes.
ContributorsSwanson, Jodi Michelle (Author) / Valiente, Carlos (Thesis advisor) / Bradley, Robert H (Thesis advisor) / Kochenderfer-Ladd, Becky (Committee member) / Lemery-Chalfant, Kathryn (Committee member) / Arizona State University (Publisher)
Created2011
Description
This paper addresses a local problem of practice at Arizona State University regarding the support for potentially underprepared students. The overarching goal of this study was to better understand the role rapport plays in student achievement. This study examines how the LEAD Project (Learn, Explore, Advance, Design), in particular student relationships with instructors and their peers, may or may not influence student achievement. LEAD students complete three courses as a group – Introduction to Human Communication (COM 100), Critical Reading and Thinking (UNI 110), and The LEAD Project (ASU 150). The innovation was designed to give students the opportunity to build relationships with their instructors and with each other, so class sizes are limited to 40 students. Additionally, instructors work together outside of class to develop curriculum, instructional plans, and how to best support individual students.
Guiding literature for this study included Self-Determination Theory (SDT) as well as related studies (Deci & Flaste, 1995). This theory describes human motivation as a factor of the extent to which one feels autonomy, competence, and relatedness. Though relevant in many contexts, past researchers used SDT as a tool for understanding students’ motivation to learn (Black & Deci, 2000; Freiberger, Steinmayr, & Spinath, 2012; Reeve & Jang, 2006).
The study used a concurrent mixed-method action research design including interviews, questionnaires, and institutional data. Over 400 first-year students participated in the study. Students shared their perceptions of their rapport with their instructors and peers, and their perceived learning in each of the three LEAD courses.
Data were analyzed using correlation and linear regression approaches. Significant relations occurred between many instructor-student rapport scales, peer rapport, perceived learning, and course grades. Additionally, instructor-student rapport scales significantly predicted perceived learning.
Qualitative and quantitative findings were aligned with each other, and were consistent with previous studies. This study advances the body of knowledge about instructor-student rapport by extending the findings around its role in student achievement. Results also suggested the need to further explore the role of peer rapport and its influence on student achievement. Results from the study show instructor-student rapport was mediators of student achievement.
Guiding literature for this study included Self-Determination Theory (SDT) as well as related studies (Deci & Flaste, 1995). This theory describes human motivation as a factor of the extent to which one feels autonomy, competence, and relatedness. Though relevant in many contexts, past researchers used SDT as a tool for understanding students’ motivation to learn (Black & Deci, 2000; Freiberger, Steinmayr, & Spinath, 2012; Reeve & Jang, 2006).
The study used a concurrent mixed-method action research design including interviews, questionnaires, and institutional data. Over 400 first-year students participated in the study. Students shared their perceptions of their rapport with their instructors and peers, and their perceived learning in each of the three LEAD courses.
Data were analyzed using correlation and linear regression approaches. Significant relations occurred between many instructor-student rapport scales, peer rapport, perceived learning, and course grades. Additionally, instructor-student rapport scales significantly predicted perceived learning.
Qualitative and quantitative findings were aligned with each other, and were consistent with previous studies. This study advances the body of knowledge about instructor-student rapport by extending the findings around its role in student achievement. Results also suggested the need to further explore the role of peer rapport and its influence on student achievement. Results from the study show instructor-student rapport was mediators of student achievement.
ContributorsVawter, Katherine (Author) / Kulinna, Pamela (Thesis advisor) / Buss, Ray (Committee member) / Potts, Shelly (Committee member) / Arizona State University (Publisher)
Created2018
Description
Honors colleges have offered an academically rigorous option for growing numbers of diverse students. This study took place at a large, public university that required undergraduate students to complete a thesis to graduate from the honors college. In 2017, 97% of students who began the honors thesis prior to senior year completed it. Thus, the aim of this study was to help more students begin the honors thesis process early.
Thesis Launch was a six-week intervention that was designed to provide support for students in the critical early steps of thesis work such as brainstorming topics, examining professors’ research interests, reaching out to professors, preparing for meetings with potential thesis committee members, and writing a thesis prospectus. Thesis Launch offered web-based resources, weekly emails and text message reminders, and was supplemented by in-person advising options.
A mixed methods action research study was conducted to examine: (a) students’ perceptions of barriers that prevented beginning thesis work; (b) self-efficacy towards thesis work; (c) how to scale the intervention using technology; and (d) whether participants began the thesis early. Quantitative data was collected via pre- and post-intervention surveys, journals, and prospectus submissions. Qualitative data came from student interviews, journals, and open-ended questions on the surveys.
Quantitative data showed that after students participated in Thesis Launch, they had higher self-efficacy to work with professors, perceived fewer barriers to thesis work, and greater proportions of students began thesis work early. The qualitative data were complementary and showed that participants overcame barriers to thesis initiation, built self-efficacy, preferred an online intervention, and began thesis work early. Findings also showed that a primarily technology-based intervention was preferred by students and showed promise for scaling to a larger audience.
Thesis Launch provided a framework for students to begin work on the honors thesis and have mastery experiences to build self-efficacy. Strategies that fostered “small wins” and reflective efforts also assisted in this aim. Participants accomplished tasks tied to thesis work and customized their personal thesis timelines based on work begun during Thesis Launch. Finally, a discussion of limitations, implications for practice and research, and personal reflection was included.
Thesis Launch was a six-week intervention that was designed to provide support for students in the critical early steps of thesis work such as brainstorming topics, examining professors’ research interests, reaching out to professors, preparing for meetings with potential thesis committee members, and writing a thesis prospectus. Thesis Launch offered web-based resources, weekly emails and text message reminders, and was supplemented by in-person advising options.
A mixed methods action research study was conducted to examine: (a) students’ perceptions of barriers that prevented beginning thesis work; (b) self-efficacy towards thesis work; (c) how to scale the intervention using technology; and (d) whether participants began the thesis early. Quantitative data was collected via pre- and post-intervention surveys, journals, and prospectus submissions. Qualitative data came from student interviews, journals, and open-ended questions on the surveys.
Quantitative data showed that after students participated in Thesis Launch, they had higher self-efficacy to work with professors, perceived fewer barriers to thesis work, and greater proportions of students began thesis work early. The qualitative data were complementary and showed that participants overcame barriers to thesis initiation, built self-efficacy, preferred an online intervention, and began thesis work early. Findings also showed that a primarily technology-based intervention was preferred by students and showed promise for scaling to a larger audience.
Thesis Launch provided a framework for students to begin work on the honors thesis and have mastery experiences to build self-efficacy. Strategies that fostered “small wins” and reflective efforts also assisted in this aim. Participants accomplished tasks tied to thesis work and customized their personal thesis timelines based on work begun during Thesis Launch. Finally, a discussion of limitations, implications for practice and research, and personal reflection was included.
ContributorsEardley, Trisha Lynn (Author) / Buss, Ray (Thesis advisor) / Henderson, Mark (Committee member) / Johnson, Melissa (Committee member) / Arizona State University (Publisher)
Created2019
Description
The present study tested 1) whether children’s bedtimes, wake times, and sleep
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
ContributorsBerger, Rebecca Hilary (Author) / Valiente, Carlos (Thesis advisor) / Eisenberg, Nancy (Committee member) / Doane, Leah (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT
As a ninth-grade English teacher at Brophy College Preparatory Academy, I always looked toward the end of the school year with a certain amount of anticipation and trepidation. The anticipation celebrated students who had successfully completed their freshman year; whereas the trepidation resulted from the end-of-year memo indicating which students had chosen not to return to Brophy next year. Unfortunately, the latter group included a disproportionate number of Hispanic students from low-SES backgrounds. Given Brophy valued diversity and the terrific abilities of these students, an innovation was devised to foster development of ‘school-navigation’ skills to assist students in adapting to the social and academic demands of the school.
The intervention was rooted in several theoretical frameworks including Bourdieu’s (1977) Cultural Capital Perspective, McMillan and Chavis’ (1986) Sense of Community Theory, and Duckworth’s (2007) Grit Framework. Sixteen freshmen and four 12th-grade mentors participated in the study. The 12-week innovation incorporated four topics—transitioning to high school, learning about strategies for academic success, becoming involved in school culture and community, and working more effectively with teachers. Each topic was considered in a 3-week cycle. During week 1, students participated in a large group discussion about the topic led by the researcher. Subsequently, they wrote in journals to reflect on the topic. During week 2, four small groups of four freshmen and one senior, mentor met to consider the topics. Mentors led discussions and also shared how they had coped with the topic. Again, freshmen wrote in journals. In week 3, freshmen met in a large group with the researcher and shared their reflections and their experiences. In this context, the freshmen learned from each other and realized they were all experiencing similar challenges that could be overcome with grit and a community to support them.
Qualitative results indicated freshmen developed a sense of community, learned to respond in positive ways to failure, and developed academic and social school-navigation skills. Freshmen and mentors became tightly knit communities, texting each other with questions coming from freshmen and responses from mentors. The discussion focused on how the theoretical frameworks were useful in understanding the results.
As a ninth-grade English teacher at Brophy College Preparatory Academy, I always looked toward the end of the school year with a certain amount of anticipation and trepidation. The anticipation celebrated students who had successfully completed their freshman year; whereas the trepidation resulted from the end-of-year memo indicating which students had chosen not to return to Brophy next year. Unfortunately, the latter group included a disproportionate number of Hispanic students from low-SES backgrounds. Given Brophy valued diversity and the terrific abilities of these students, an innovation was devised to foster development of ‘school-navigation’ skills to assist students in adapting to the social and academic demands of the school.
The intervention was rooted in several theoretical frameworks including Bourdieu’s (1977) Cultural Capital Perspective, McMillan and Chavis’ (1986) Sense of Community Theory, and Duckworth’s (2007) Grit Framework. Sixteen freshmen and four 12th-grade mentors participated in the study. The 12-week innovation incorporated four topics—transitioning to high school, learning about strategies for academic success, becoming involved in school culture and community, and working more effectively with teachers. Each topic was considered in a 3-week cycle. During week 1, students participated in a large group discussion about the topic led by the researcher. Subsequently, they wrote in journals to reflect on the topic. During week 2, four small groups of four freshmen and one senior, mentor met to consider the topics. Mentors led discussions and also shared how they had coped with the topic. Again, freshmen wrote in journals. In week 3, freshmen met in a large group with the researcher and shared their reflections and their experiences. In this context, the freshmen learned from each other and realized they were all experiencing similar challenges that could be overcome with grit and a community to support them.
Qualitative results indicated freshmen developed a sense of community, learned to respond in positive ways to failure, and developed academic and social school-navigation skills. Freshmen and mentors became tightly knit communities, texting each other with questions coming from freshmen and responses from mentors. The discussion focused on how the theoretical frameworks were useful in understanding the results.
ContributorsSmith, Steven M. (Author) / Buss, Ray (Thesis advisor) / Zambo, Debby (Committee member) / Donlan, Tom (Committee member) / Arizona State University (Publisher)
Created2017