Matching Items (5)
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- All Subjects: Multicultural education
- Creators: Tracey, Terence
- Creators: Husman, Jenefer
Description
This work analyzed the role of interpersonal problems in interaction with ethnicity to predict psychotherapy outcome. A total of 262 individuals, who underwent psychotherapy at a counseling training facility, completed the Outcome Questionnaire-45 (OQ-45) and the reduced version of the Inventory of Interpersonal Problems (IIP-32). This study posited the following research question: Is the magnitude of the effect of ethnicity on treatment outcome conditional on certain IP dimensions (dominance or affiliation)? The purpose of this research was to determine whether or not ethnicity, represented by 3 ethnic groups (Whites, Hispanics, and Asians), was related to treatment outcome, and if this relationship was moderated by two interpersonal distress dimensions: dominance and affiliation. The results of the hierarchical regression analyses indicated that ethnicity did not predict post-treatment outcome gain, and neither affiliation nor dominance was a moderator of the relationship between outcome and ethnicity.
ContributorsJimenez Arista, Laura E (Thesis advisor) / Tracey, Terence (Committee member) / Kinnier, Richard (Committee member) / Claiborn, Charles (Committee member) / Arizona State University (Publisher)
Created2011
Description
The high rate of teacher turnover in the United States has prompted a number of studies into why teachers leave as well as why they stay. The present study aims to add to that knowledge specifically regarding why teachers choose to stay at urban schools. Several reasons teachers in general choose to stay have been identified in previous studies including faith in their students, continuing hope and sense of responsibility, and love among others. The importance of such a study is the possibility of designing programs that reinforce teacher success through understanding the personal and professional reasons teachers choose to stay. Getting teachers to stay is important to the nation's goal of providing equity in science education to all children. Important to this research is an understanding of motivational theories. Already a challenge in the over-busy modern world, the ability to self-motivate and motivate others is of particular importance to teachers in urban schools as well as teachers struggling against restrictive budgets. Studies have shown teachers extrinsically motivated will need external rewards to encourage them while teachers who are intrinsically motivated will have their own internal reasons such as satisfaction in contributing to the future, self-actualization, or the joy of accomplishment. Some studies have suggested that teachers who decide to remain teaching tend to be intrinsic motivators. Unfortunately, the environment in most Western country educational systems presents a challenge to achieving these intrinsic goals. As a result, self-determination theory should play a significant role in shaping educational programs. The following study examined the perspectives of secondary school science teachers, specifically regarding why they opted to remain within the classroom in urban districts. It was conducted utilizing interviews and surveys of teachers working within urban school districts in Arizona and California. The sample consisted of 94 science teachers. More than half of the participants were White females and 36 percent of them had been teaching for more than 15 years. Participation in the study was based on self-selected volunteerism. Survey questions were based on self-determination theory and used Likert scale responses. Follow-up audiotaped interview requested information regarding identity and their social interaction within the urban settings. The survey responses were analyzed using SPSS for descriptive statistics, one-way ANOVA, and linear regression. The results of this study provide insight on what works to motivate science teachers to continue teaching in less than ideal school settings and with such high bureaucratic impediments as standardized testing and school rating systems. It demonstrates that science teachers do seem to be intrinsically motivated and suggests some areas in which this motivation can be fostered. Such results could help in the development of teacher support groups, professional development programs, or other programs designed to assist teachers struggling to deal with the specific problems and needs of inner city school students.
ContributorsAlhashem, Fatimah (Author) / Baker, Dale (Thesis advisor) / Margolis, Eric (Committee member) / Husman, Jenefer (Committee member) / Arizona State University (Publisher)
Created2012
Description
In 2012, there were an estimated 43.7 million adults in the United States that had a diagnosable mental, behavioral, or emotional disorder (US Department of Health and Human Services [HHS], 2013). Given the large frequency of disorders, it is beneficial to learn about what factors influence psychological distress. One construct that has been increasingly examined in association with mental disorders is time perspective. The current study will investigate whether or not time perspective, as measured by the Zimbardo Time Perspective Inventory (ZTPI), has a unique contribution to the prediction of psychological distress. Studies have shown that time perspective has been related to psychological symptomology. Also, previous studies have shown that time perspective has been related to the constructs of neuroticism and negative affect, which have also been shown to be related to psychological distress. I also included the deviation from an optimal time perspective (DOTP) as a predictor separate from the ZTPI scales. So, I investigated whether or not time perspective has a unique influence on psychological distress when controlling for the previously mentioned related constructs. I also controlled for gender and age by including them as covariates in the regression analyses. I found that the past positive sub-scale and DOTP were significant predictors of psychological distress. Implications of these findings are discussed.
ContributorsZoloto, Alexander (Author) / Tracey, Terence (Thesis advisor) / Kemer, Gulsah (Committee member) / Randall, Ashley (Committee member) / Arizona State University (Publisher)
Created2015
Description
Possible selves research has focused primarily on academic achievement and student learning, for at-risk, adolescent or college aged students. The research has not examined an occupation possible self, nor the implications of how time is considered by incarcerated populations. This study was designed to expand the Possible Selves Questionaire (PSQ) designed by Oyserman for an occupational achievement code and explore any unique codes present for incarcerated young adult males, aged 18-22. Additionally, this study was designed to compare two distinct time horizons for incarcerated young adults, a more proximal one-year event which would represent continued incarceration and a post-release distal time horizon.
A pilot study was conducted to establish the occupation and population codes, coding system, member checks and review processes that were then applied to interview 126 incarcerated young adult males between the ages of 18 and 22 in Arizona correctional facilities. The study produced not only an occupational achievement code, but also refined codes for interpersonal relationships requiring the addition of a spiritual/social code to account for church activities, religion, and spiritual groups, while narrowing the existing interpersonal relationships code to focus on family, children, a spouse or partner. Analysis demonstrated that incarcerated young adults create fewer identified strategies and have fewer aligned strategies to achieve post-release goals. Time served and expected sentences were determined to be significantly associated with the identification of goals, strategies, and development of aligned strategies. The impact of the different time horizon events of during and post incarceration were significant as well, participants identified five times as many goals one year from now in comparison to post-release, and on average 1.5 more strategies to achieve identified goals.
The study demonstrated that the participants expected sentence was a significantly associated covariate to the number of Future Possible Selves’(FPS) defined, number of strategies defined to achieve those FPS goals, and number of aligned strategies to FPS goals across time horizons of 1 year and post release. However, time served was only found to be a statistically significant covariate for both goal identification and strategy identification, not strategy alignment.
A pilot study was conducted to establish the occupation and population codes, coding system, member checks and review processes that were then applied to interview 126 incarcerated young adult males between the ages of 18 and 22 in Arizona correctional facilities. The study produced not only an occupational achievement code, but also refined codes for interpersonal relationships requiring the addition of a spiritual/social code to account for church activities, religion, and spiritual groups, while narrowing the existing interpersonal relationships code to focus on family, children, a spouse or partner. Analysis demonstrated that incarcerated young adults create fewer identified strategies and have fewer aligned strategies to achieve post-release goals. Time served and expected sentences were determined to be significantly associated with the identification of goals, strategies, and development of aligned strategies. The impact of the different time horizon events of during and post incarceration were significant as well, participants identified five times as many goals one year from now in comparison to post-release, and on average 1.5 more strategies to achieve identified goals.
The study demonstrated that the participants expected sentence was a significantly associated covariate to the number of Future Possible Selves’(FPS) defined, number of strategies defined to achieve those FPS goals, and number of aligned strategies to FPS goals across time horizons of 1 year and post release. However, time served was only found to be a statistically significant covariate for both goal identification and strategy identification, not strategy alignment.
ContributorsO'Neill, Edward (Author) / Husman, Jenefer (Thesis advisor) / Mathur, Sarup (Committee member) / Platt, Derrick (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this investigation was to develop a testable integrative social cognitive model of critical consciousness (Freire, 1973) that explains the relationship between critical consciousness and intent to persist in college among underserved students, such as undocumented immigrants known as DREAMers. Three constructs based on theory (i.e., critical reflection, critical action, and political efficacy) as well as a new one (i.e., political outcome expectations) were conceptualized and tested through a framework inspired by Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994; Lent & Brown, 2013). A total of 638 college students participated in this study and reflected a spectrum of disadvantage and educational attainment, which included 120 DREAMers, 124 Latina/o students, 117 non-Latina/o minorities, and 277 non-Latina/o Whites. Goodness of fit tests showed support for the adequacy of using the new model with this diverse sample of students. Tests of structural invariance indicated that 10 relational paths in the model were invariant across student cultural groups, while 7 paths were differentiated. Most of the differences involved DREAMers and non-Latina/o White students. For DREAMers, critical action was positively related to intent to persist, while that relationship was negative for non-Latina/o Whites with legal status. Findings provide support to the structure of critical consciousness across cultural groups, highlight the key role that students’ supporters (i.e., important people in their life) play in their sociopolitical engagement and intent to persist, and suggest that political outcome expectations are related to higher persistence intention across all students.
ContributorsCadenas, German Andres (Author) / Bernstein, Bianca L (Thesis advisor) / Tracey, Terence (Committee member) / Spanierman, Lisa B (Committee member) / Arizona State University (Publisher)
Created2017