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Description
The Student Performance Accomplishments Questionnaire (SPAQ) was developed and validated in two studies with two normative samples totaling 315 college students, including a subsample of undocumented students. This instrument assesses academic performance accomplishments in the context of students' academic, extracurricular, and advocacy roles. Performance accomplishments are theorized to be one

The Student Performance Accomplishments Questionnaire (SPAQ) was developed and validated in two studies with two normative samples totaling 315 college students, including a subsample of undocumented students. This instrument assesses academic performance accomplishments in the context of students' academic, extracurricular, and advocacy roles. Performance accomplishments are theorized to be one of four sources of efficacy (Bandura, 1977, 1986). Study 2 tested part of the Social Cognitive Career Theory model (Lent et al., 1994) in a sample of 154 student advocates. By conventional standards, the results yielded no support for the SCCT model and suggested the need for an alternative model. Results showed that student performance accomplishments in advocacy are highly related to students' academic outcomes, particularly choice actions. Choice actions were subsequently related to career goals and academic performance. No significant differences were found between documented and undocumented students on any of the variables studied. It was found that student advocates were significantly higher in performance accomplishments in advocacy, academic self-efficacy, choice action, and academic performance in comparison to student non-advocates. Clinical and research implications of these results for the field of counseling psychology were discussed.
ContributorsCadenas, German (Author) / Bernstein, Bianca L. (Thesis advisor) / Kurpius, Sharon E. (Committee member) / Arciniega, Guillermo M. (Committee member) / Arizona State University (Publisher)
Created2013
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Description
Undeclared undergraduates participated in an experimental study designed to explore the impact of an Internet-delivered "growth mindset" training on indicators of women's engagement in science, engineering, technology, and mathematics ("STEM") disciplines. This intervention was hypothesized to increase STEM self-efficacy and intentions to pursue STEM by strengthening beliefs in intelligence

Undeclared undergraduates participated in an experimental study designed to explore the impact of an Internet-delivered "growth mindset" training on indicators of women's engagement in science, engineering, technology, and mathematics ("STEM") disciplines. This intervention was hypothesized to increase STEM self-efficacy and intentions to pursue STEM by strengthening beliefs in intelligence as malleable ("IQ attitude") and discrediting gender-math stereotypes (strengthening "stereotype disbelief"). Hypothesized relationships between these outcome variables were specified in a path model. The intervention was also hypothesized to bolster academic achievement. Participants consisted of 298 women and 191 men, the majority of whom were self-identified as White (62%) and 18 years old (85%) at the time of the study. Comparison group participants received training on persuasive writing styles and control group participants received no training. Participants were randomly assigned to treatment, comparison, or control groups. At posttest, treatment group scores on measures of IQ attitude, stereotype disbelief, and academic achievement were highest; the effects of group condition on these three outcomes were statistically significant as assessed by analysis of variance. Results of pairwise comparisons indicated that treatment group IQ attitude scores were significantly higher than the average IQ attitude scores of both comparison and control groups. Treatment group scores on stereotype disbelief were significantly higher than those of the comparison group but not those of the control group. GPAs of treatment group participants were significantly higher than those of control group participants but not those of comparison group participants. The effects of group condition on STEM self-efficacy or intentions to pursue STEM were not significant. Results of path analysis indicated that the hypothesized model of the relationships between variables fit to an acceptable degree. However, a model with gender-specific paths from IQ attitude and stereotype disbelief to STEM self-efficacy was found to be superior to the hypothesized model. IQ attitude and stereotype disbelief were positively related; IQ attitude was positively related to men's STEM self-efficacy; stereotype disbelief was positively related to women's STEM self-efficacy, and STEM self-efficacy was positively related to intentions to pursue STEM. Implications and study limitations are discussed, and directions for future research are proposed.
ContributorsFabert, Natalie Shay (Author) / Bernstein, Bianca L. (Thesis advisor) / Kinnier, Richard (Committee member) / Dawes, Mary (Committee member) / Bekki, Jennifer (Committee member) / Arizona State University (Publisher)
Created2014
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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

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.
ContributorsVawter, Katherine (Author) / Kulinna, Pamela (Thesis advisor) / Buss, Ray (Committee member) / Potts, Shelly (Committee member) / Arizona State University (Publisher)
Created2018
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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

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.
ContributorsSmith, Steven M. (Author) / Buss, Ray (Thesis advisor) / Zambo, Debby (Committee member) / Donlan, Tom (Committee member) / Arizona State University (Publisher)
Created2017
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Description

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

ContributorsScheller, Sara Matheson (Co-author) / Johnson, Benjamin (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

ContributorsJohnson, Benjamin Howard (Co-author) / Scheller, Sara (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Department of Psychology (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05