Search Content

Maximizing the benefits of collaborative learning in the college classroom

Description

This study tested the effects of two kinds of cognitive, domain-based preparation tasks on learning outcomes after engaging in a collaborative activity with a partner. The collaborative learning method of interest was termed "preparing-to-interact," and is supported in theory by the Preparation for Future Learning (PFL) paradigm and the Interactive-Constructive-Active-Passive…

This study tested the effects of two kinds of cognitive, domain-based preparation tasks on learning outcomes after engaging in a collaborative activity with a partner. The collaborative learning method of interest was termed "preparing-to-interact," and is supported in theory by the Preparation for Future Learning (PFL) paradigm and the Interactive-Constructive-Active-Passive (ICAP) framework. The current work combined these two cognitive-based approaches to design collaborative learning activities that can serve as alternatives to existing methods, which carry limitations and challenges. The "preparing-to-interact" method avoids the need for training students in specific collaboration skills or guiding/scripting their dialogic behaviors, while providing the opportunity for students to acquire the necessary prior knowledge for maximizing their discussions towards learning. The study used a 2x2 experimental design, investigating the factors of Preparation (No Prep and Prep) and Type of Activity (Active and Constructive) on deep and shallow learning. The sample was community college students in introductory psychology classes; the domain tested was "memory," in particular, concepts related to the process of remembering/forgetting information. Results showed that Preparation was a significant factor affecting deep learning, while shallow learning was not affected differently by the interventions. Essentially, equalizing time-on-task and content across all conditions, time spent individually preparing by working on the task alone and then discussing the content with a partner produced deeper learning than engaging in the task jointly for the duration of the learning period. Type of Task was not a significant factor in learning outcomes, however, exploratory analyses showed evidence of Constructive-type behaviors leading to deeper learning of the content. Additionally, a novel method of multilevel analysis (MLA) was used to examine the data to account for the dependency between partners within dyads. This work showed that "preparing-to-interact" is a way to maximize the benefits of collaborative learning. When students are first cognitively prepared, they seem to make the most efficient use of discussion towards learning, engage more deeply in the content during learning, leading to deeper knowledge of the content. Additionally, in using MLA to account for subject nonindependency, this work introduces new questions about the validity of statistical analyses for dyadic data.

ContributorsLam, Rachel Jane (Author) / Nakagawa, Kathryn (Thesis advisor) / Green, Samuel (Committee member) / Stamm, Jill (Committee member) / Arizona State University (Publisher)

Created2013

Response thresholds predict domestic labor conflict and labor allocation in marital dyads

Description

Guided by Alberts, Tracy and Trethewey's (2011) integrated theory of the division of domestic labor, this dissertation examined the influence of domestic labor response threshold (i.e., the point at which one is sufficiently disturbed by a task undone so as to feel compelled to attend to it) on domestic labor…

Guided by Alberts, Tracy and Trethewey's (2011) integrated theory of the division of domestic labor, this dissertation examined the influence of domestic labor response threshold (i.e., the point at which one is sufficiently disturbed by a task undone so as to feel compelled to attend to it) on domestic labor performance and domestic labor conflict. Three-hundred-ten heterosexual participants (155 marital dyads; average marriage length of 20 years) completed an online questionnaire about their performance of household labor, household labor conflict, and response thresholds. Response thresholds were assessed using traditional verbal measures as well as two visual (i.e., photographic) measures developed for this investigation. The data were analyzed using three methods of dyadic data analysis: structural equation modeling, repeated measures multivariate analysis of variance (MANOVA), and actor-partner interdependence models using multilevel modeling. Results indicate that the lower one's response threshold, and the higher one's partner's response threshold, the greater one's contributions to household tasks. Additionally, the lower one's response threshold, and the higher one's partner's response thresholds, the more likely the demand-withdrawal pattern is to emerge in domestic labor conflicts. Finally, mutual avoidance is more likely when one partner perceives that it is less costly to complete domestic work than to engage in conflict about it, or when one partner perceives that domestic labor is not a worthwhile or appropriate conflict topic. Contributions of this investigation include support for the integrated theory of the division of domestic labor, increased understanding of how individual differences (working in concert with actor sex) contribute to domestic labor allocation and conflict, a more sensitive measure of response threshold, and preliminary evidence of the "logics" of avoidance of domestic labor conflict.

ContributorsKnight, Kendra Rebecca (Author) / Alberts, Janet K (Thesis advisor) / Guerrero, Laura K. (Committee member) / Christopher, F. Scott (Committee member) / Arizona State University (Publisher)

Created2012

Emerging adults and their helicopter parents: communication quality as mediator between affect and stress

Description

With the establishment of the emerging adult developmental period and the rise of helicopter parents, attachment theory provides foundation for conceptualizing the continued involvement of helicopter parents in their emerging adults’ emotion regulation processes. This study utilized dyadic data from 66 emerging adult children and their helicopter parents to…

With the establishment of the emerging adult developmental period and the rise of helicopter parents, attachment theory provides foundation for conceptualizing the continued involvement of helicopter parents in their emerging adults’ emotion regulation processes. This study utilized dyadic data from 66 emerging adult children and their helicopter parents to examine the association of helicopter parent-emerging adult communication in mitigating the associations between experiences of affect and stress. Specifically, the purpose of the present study was to use dyadic data to examine how communication within the helicopter parent-emerging adult relationship associates with emerging adults’ ability to regulate experiences of negative and positive affect. Both associations within the emerging adult and helicopter parent individually (actor effects) and how helicopter parents impact construct associations for emerging adults’ (partner effects) were considered.

Two multilevel mediation models using Actor-Partner Interdependence Models were conducted to assess the relations between affect, stress, and helicopter parent-emerging adult communication quality for negative and positive affect separately. The positive direct effect between negative affect and stress was statistically significant for emerging adults, but not for helicopter parents, suggesting that, for emerging adults, higher perceptions of negative affect were associated with higher levels of stress. The direct and indirect effects for the mediation model examining actor and partner effects between negative affect, communication quality, and stress were non-significant for both emerging adults and helicopter parents. The direct effect between positive affect and stress was statistically significant for helicopter parents but not for emerging adults; however, the directionality of the significant association was positive and not as hypothesized. Finally, the direct and indirect effects for the mediation model examining actor and partner effects between positive affect, communication quality, and stress were non-significant for emerging adults and helicopter parents. Considerations for future studies examining aspects of attachment within emotion regulation for the helicopter parent-emerging adult relationship and the importance of considering relationship characteristics, such the relational characteristics of social support and conflict, are discussed.

ContributorsWalsh, Kelsey J (Author) / Robinson Kurpius, Sharon E. (Thesis advisor) / Randall, Ashley K. (Thesis advisor) / Pereira, Jennifer K. (Committee member) / Arizona State University (Publisher)

Created2017