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- Genre: Doctoral Dissertation
Description
This study explored several training variables that may contribute to counseling trainees' multicultural counseling self-efficacy and multicultural case conceptualization ability. Specifically, this study aimed to examine the cognitive processes that contribute to multicultural counseling competence (MCC) outcome variables. Clinical experience, multicultural knowledge, and multicultural awareness are assumed to provide the foundation for the development of these outcome variables. The role of how a counselor trainee utilizes this knowledge and awareness in working with diverse populations has not been explored. Diversity cognitive complexity (DCC) quantifies the process by which a counselor thinks about different elements of diversity in a multidimensional manner. The current study examined the role of DCC on the relationship between training variables of direct clinical experience with diverse populations, multicultural knowledge, and multicultural awareness and the two training outcomes (multicultural counseling self-efficacy and multicultural case conceptualization ability). A total of one hundred and sixty-one graduate trainees participated in the study. A series of hypotheses were tested to examine the impact of DCC on the relationship between MCC predictors (multicultural knowledge, multicultural awareness, and direct contact hours with diverse clinical populations) and two MCC outcomes: multicultural counseling self-efficacy and multicultural case conceptualization ability. Hierarchical regression analyses were utilized to test whether DCC mediated or moderated the relationship between the predictors and the outcome variables. Multicultural knowledge and clinical hours with diverse populations were significant predictors of multicultural counseling self-efficacy. Multicultural awareness was a significant predictor of multicultural case conceptualization ability. Diversity cognitive complexity was not a significantly related to any predictor or outcome variable, thus all hypotheses tested were rejected. The results of the current study support graduate programs emphasizing counselor trainees gaining multicultural knowledge and awareness as well as direct clinical experience with diverse clinical populations in an effort to foster MCC. Although diversity cognitive complexity was not significantly related to the predictor or outcome variables in this study, further research is warranted to determine the validity of the measure used to assess DCC. The findings in this study support the need for further research exploring training variables that contribute to multicultural counseling outcomes.
ContributorsRigali-Oiler, Marybeth (Author) / Robinson Kurpius, Sharon E (Thesis advisor) / Arciniega, Guillermo M (Committee member) / Nakagawa, Kathryn (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
School bullying is a serious problem for children and adolescents, associated with a multitude of psychological and behavioral problems. Interventions at the individual level have primarily been social skills training for victims of bullying. However, investigators have had mixed results; finding little change in victimization rates. It has been suggested victims of school bullying have the social skills necessary to be effective in a bullying situation; however they experience intense emotional arousal and negative thoughts leading to an inability to use social skills. One intervention that has been getting increasing acknowledgement for its utility in the intervention literature in psychology is mindfulness. However, there has been no research conducted examining the effects of mindfulness meditation on victims of bullying. Therefore, the purpose of this study was to develop an online intervention for victims of bullying that utilizes the cutting-edge technique of mindfulness and to determine the efficacy of this intervention in the context of bullying victimization. Participants were 32 adolescents ages 11 to 14 identified by their school facilitators as victims of bullying. Repeated measures ANOVAs were used to assess the efficacy of the NMT program versus a treatment as usual (TAU) social skills program. Results revealed significant decreases in victimization and increases in mindfulness among both treatment groups from pre-test to follow-up and post-test to follow-up assessments. There were no differences found between the two treatment groups for mean victimization or mindfulness scores. Overall, the NMT program appears to be a promising online intervention for bullied teens. Directions for future research and limitations of this study were also discussed.
ContributorsYabko, Brandon (Author) / Tracey, Terence J. G. (Thesis advisor) / Homer, Judith (Committee member) / Sebren, Ann (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT The phenomenon of cyberbullying has captured the attention of educators and researchers alike as it has been associated with multiple aversive outcomes including suicide. Young people today have easy access to computer mediated communication (CMC) and frequently use it to harass one another -- a practice that many researchers have equated to cyberbullying. However, there is great disagreement among researchers whether intentional harmful actions carried out by way of CMC constitute cyberbullying, and some authors have argued that "cyber-aggression" is a more accurate term to describe this phenomenon. Disagreement in terms of cyberbullying's definition and methodological inconsistencies including choice of questionnaire items has resulted in highly variable results across cyberbullying studies. Researchers are in agreement however, that cyber and traditional forms of aggression are closely related phenomena, and have suggested that they may be extensions of one another. This research developed a comprehensive set of items to span cyber-aggression's content domain in order to 1) fully address all types of cyber-aggression, and 2) assess the interrelated nature of cyber and traditional aggression. These items were administered to 553 middle school students located in a central Illinois school district. Results from confirmatory factor analyses suggested that cyber-aggression is best conceptualized as integrated with traditional aggression, and that cyber and traditional aggression share two dimensions: direct-verbal and relational aggression. Additionally, results indicated that all forms of aggression are a function of general aggressive tendencies. This research identified two synthesized models combining cyber and traditional aggression into a shared framework that demonstrated excellent fit to the item data.
ContributorsLerner, David (Author) / Green, Samuel B (Thesis advisor) / Caterino, Linda (Committee member) / Atkinson, Robert (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2013
Description
Concerted efforts have been made within teacher preparation programs to integrate teaching with technology into the curriculum. Unfortunately, these efforts continue to fall short as teachers' application of educational technology is unsophisticated and not well integrated. The most prevalent approaches to integrating technology tend to ignore pedagogy and content and assume that the technology integration knowledge for all contexts is the same. One theoretical framework that does acknowledge content, pedagogy, and context in conjunction with technology is Technological Pedagogical Content Knowledge (TPACK) and was the lens through which teacher development was measured and interpreted in this study. The purpose of this study was to investigate graduate teacher education students' knowledge and practice of teaching with technology as well as how that knowledge and practice changes after participation in an educational technology course. This study used a mixed-methods sequential explanatory research design in which both quantitative and qualitative data were gathered from 82 participants. TPACK pre- and postcourse surveys were administered to a treatment group enrolled in an educational technology course and to a nonequivalent control group enrolled in a learning theories course. Additionally, pre- and postcourse lesson plans were collected from the treatment group. Select treatment group participants also participated in phone interviews. Analyses compared pre- and post-course survey response differences within and between the treatment and control groups. Pre- and postlesson plan rubric score differences were compared within the treatment group. Quantitative text analyses were performed on the collected lesson plans. Open and axial coding procedures were followed to analyze interview transcripts. The results of the study revealed five significant findings: 1) graduate students entering an educational technology course reported lower ability in constructs related to teaching with technology than in constructs related to teaching in a traditional setting; 2) TPACK was malleable and TPACK instruments were sensitive to that malleability; 3) significant gains in reported and demonstrated TPACK constructs were found after participating in an educational technology course; 4) TPACK construct ability levels vary significantly by participant characteristics; and 5) influences on teaching knowledge and practice range from internet resources, to mentor teachers, and to standardized curriculum packages.
ContributorsSabo, Kent (Author) / Atkinson, Robert (Thesis advisor) / Archambault, Leanna (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this survey study was to collect data from pre-K-12 educators in the U.S. regarding their perceptions of the purpose, conceptions, use, impact, and results of educational research. The survey tool was based on existing questionnaires and case studies in the literature, as well as newly developed items. 3,908 educators in a database developed over 10+ years at the world's largest education company were sent a recruiting email; 400 elementary and secondary teachers in the final sample completed the online survey containing 48 questions over a three-week deployment period in the spring of 2013. Results indicated that overall teachers believe educational research is important, that the most important purpose of research is to increase effectiveness of classroom practice, yet research is not frequently sought out during the course of practice. Teachers perceive results in research journals as the most trustworthy yet also perceive research journals the most difficult to access (relying second-most often for research via in-service trainings). These findings have implications for teachers, administrators, policy-makers, and researchers. Educational researchers should seek to address both the theoretical and the applied aspects of learning. Professional development must make explicit links between research findings and classroom strategies and tactics, and research must be made more readily available to those who are not currently seeking additional credentialing, and therefore do not individually have access to scholarly literature. Further research is needed to expand the survey sample and refine the survey instrument. Similar research with administrators in pre-K-20 settings as well as in-depth interviews would serve to investigate the "why" of many findings.
ContributorsMahoney, Shawn (Author) / Savenye, Wilhelmina (Thesis advisor) / Nelson, Brian (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
With the unveiling of the National Educational Technology Plan 2010, both preservice and inservice K12 teachers in the United States are expected to create a classroom environment that fosters the creation of digital citizens. However, it is unclear whether or not teacher education programs build this direct instruction, or any other method of introducing students to the National Education Technology Standards (NETS), "a standard of excellence and best practices in learning, teaching and leading with technology in education," into their curriculum (International Society for Technology in Education, 2012). As with most teaching skills, the NETS and standards-based technology integration must be learned through exposure during the teacher preparation curriculum, either through modeling, direct instruction or assignments constructed to encourage standards-based technology integration. This study attempted to determine the extent to which preservice teachers at Arizona State University (ASU) enrolled in the Mary Lou Fulton Teachers College (MLFTC) can recognize the National Education Technology Standards (NETS) published by the International Society for Technology in Education (ISTE) and to what extent preservice teachers are exposed to technology integration in accordance with the NETS-T standards in their preparation curriculum in order to answer the questions of whether or not teacher education curriculum provides students an opportunity to learn and apply the NETS-T and if preservice teachers in core teacher preparation program courses that include objectives that integrate technology are more likely to be able to identify NETS-T standards than those in courses that do not include these elements In order to answer these questions, a mixed-method design study was utilized to gather data from an electronic survey, one-on-one interviews with students, faculty, and administrators, and document analysis of core course objectives and curriculum goals in the teacher certification program at ASU. The data was analyzed in order to determine the relationship between the preservice teachers, the NETS-T standards, and the role technology plays in the curriculum of the teacher preparation program. Results of the analysis indicate that preservice teachers have a minimum NETS-T awareness at the Literacy level, indicating that they can use technology skills when prompted and explore technology independently.
ContributorsLewis, Carrie L (Author) / Nelson, Brian (Thesis advisor) / Archambault, Leanna (Thesis advisor) / Savenye, Wilhelmenia (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
Recent legislation allowing educational agencies to use Response to Intervention (RTI) in determining whether a child has a specific learning disability, coupled with a focus on large-scale testing and accountability resulted in the increasing use of curriculum based measurement (CBM) as a tool for understanding students' progress towards state standards, particularly in reading through the use of oral reading fluency measures. Extensive evidence of oral reading fluency's predictability of reading comprehension exists, but little research on differential effects across racial, gender, and socioeconomic subgroups is available. This study investigated racial, gender, and socioeconomic bias in DIBELS Oral Reading Fluency (DIBELS ORF) probes predictive and concurrent relationship with MAP reading comprehension scores for African American and Caucasian students. Participants were 834 second through fifth grade students in a school district located in a southeastern US state. The dataset consisted of student fall and spring DIBELS ORF scores and spring MAP reading comprehension scores. Concurrent correlation results between spring DIBELS ORF and MAP reading comprehension scores were moderate to large and statistically significant across all grades and demographic groups; however, correlations between fall DIBELS ORF and MAP reading comprehension scores were generally weak. Stepwise multiple regression analyses were used to examine the best variable, or combination of variables, in predicting MAP reading comprehension scores. Models differed for each grade level; however, spring DIBELS ORF scores were always included, whether alone or in combination with demographic variables, in the best prediction model. Potthoff's procedure was used to simultaneously test for slope and intercept differences among regression equations to determine if DIBELS ORF scores from fall and spring differentially predicted MAP reading comprehension scores across demographic groups. Nine of 24 simultaneous contrasts demonstrated a significant effect; seven were related to race, one was related to gender, and one was related to socioeconomic status. Racial bias in predicting MAP reading comprehension performance from spring DIBELS ORF was found. Differential prediction among gender and SES groups was not consistent indicating little to no practical significance. Results are discussed in the context of practical implications of differential validity, both predictive and concurrent, and potential impact on disproportionality.
ContributorsAdkins, Jill (Author) / Caterino, Linda C. (Thesis advisor) / Atkinson, Robert (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2013
Description
Generativity was first described by Erikson (1963) as an adult's concern for and commitment to promoting the welfare and development of future generations. Generativity is juxtaposed by stagnation in Erikson's stage of midlife (35-65 years old). The developmental hurdle faced at this point in the developmental cycle is whether a person will produce something of real value, both in the present and impacting future generations. Generative adults seek to give something back to society, generally behaving in a way to make the world a better place for others with no personal gain attached. The goal of the current study was to assess differences in levels of generativity at the final stage of adult life, and the potential functions that generativity can serve individuals. Results suggest that lowly generative individuals in older adult life tend to experience doubts about the impact they have had on the world and the lack of legacy they are leaving behind. Themes of highly generative participants included having felt they lived a purposeful and meaningful life, along with feeling fortunate and lucky in their lives. Also highly generative participants seemed to feel confident in the legacy they will leave behind after death. Results are discussed in light of the theories and findings of Erikson and McAdams.
ContributorsHauser, David (Author) / Kinnier, Richard T. (Thesis advisor) / Homer, Judith (Committee member) / Arciniega, Guillermo M. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Academic achievement among Asians has been widely recognized in the literature, but the costs of this success may be tied to significant mental health consequences. Three samples of undergraduate students in India were recruited from cities such as Chennai, Kerala, and Delhi totaling 608 (303 male, 301 females). Both online and in class recruitment occurred.
There were three main purposes of this study: 1) to construct a quantitative measure of parental pressure, 2) to evaluate whether self-esteem was a potential buffer of the negative impacts of parental pressure and academic stress, and 3) to understand better the factors impacting suicidality among adolescents in India by testing a path model of possible predictors suggested by the literature. Prevalence data of suicidal ideation and attempt history were also collected. Reporting on their experience over the past six months, 14.5% (n = 82) of the participants endorsed suicidal ideation and 12.3% (n = 69) of the participants admitted to having deliberately attempted to hurt or kill themselves.
Five constructs were explored in this study: parental pressure, academic stress, depression, suicidality, and self-esteem. The Parental Pressure for Success Scale, designed for this study, was used to measure parental pressure. The Educational Stress Scale-Adolescents was used to measure academic stress. The Center for Epidemiological Studies-Depression scale was used to measure depressive symptomology. Two items from the Youth Self-Report Checklist were used as a measure of suicidality in the past six months. The Rosenberg Self-esteem Scale was used to measure global self-esteem.
Preliminary support for the reliability and validity of the Parental Pressure for Success Scale was found. While self-esteem was not a significant moderator in this study, it was a predictor of both stress and depression. Results of the path analysis indicated that parental pressure predicted academic stress, stress predicted depression, and depression predicted suicidality. Parental pressure indirectly predicted suicidality through academic stress and depression. Results were discussed in the context of cultural influences on study findings such as the central role of parents in the family unit, the impact of cultural valuing of education, collectivistic society, and the Hindu concept of dharma, or duty.
There were three main purposes of this study: 1) to construct a quantitative measure of parental pressure, 2) to evaluate whether self-esteem was a potential buffer of the negative impacts of parental pressure and academic stress, and 3) to understand better the factors impacting suicidality among adolescents in India by testing a path model of possible predictors suggested by the literature. Prevalence data of suicidal ideation and attempt history were also collected. Reporting on their experience over the past six months, 14.5% (n = 82) of the participants endorsed suicidal ideation and 12.3% (n = 69) of the participants admitted to having deliberately attempted to hurt or kill themselves.
Five constructs were explored in this study: parental pressure, academic stress, depression, suicidality, and self-esteem. The Parental Pressure for Success Scale, designed for this study, was used to measure parental pressure. The Educational Stress Scale-Adolescents was used to measure academic stress. The Center for Epidemiological Studies-Depression scale was used to measure depressive symptomology. Two items from the Youth Self-Report Checklist were used as a measure of suicidality in the past six months. The Rosenberg Self-esteem Scale was used to measure global self-esteem.
Preliminary support for the reliability and validity of the Parental Pressure for Success Scale was found. While self-esteem was not a significant moderator in this study, it was a predictor of both stress and depression. Results of the path analysis indicated that parental pressure predicted academic stress, stress predicted depression, and depression predicted suicidality. Parental pressure indirectly predicted suicidality through academic stress and depression. Results were discussed in the context of cultural influences on study findings such as the central role of parents in the family unit, the impact of cultural valuing of education, collectivistic society, and the Hindu concept of dharma, or duty.
ContributorsSarma, Arti (Author) / Robinson-Kurpius, Sharon (Thesis advisor) / Kinnier, Richard (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study aims to uncover whether English Central, an online English as a Second Language tool, improves speaking proficiency for undergraduate students with developing English skills. Eighty-three advanced English language learners from the American English and Culture Program at Arizona State University were randomly assigned to one of three conditions: the use of English Central with a learner-control, shared-control, and a no-treatment condition. The two treatment groups were assigned approximately 14.7 hours of online instruction. The relative impact of each of the three conditions was assessed using two measures. First, the Pearson Versant Test (www.versanttest.com), a well-established English-as-a-second-language speaking test, was administered to all of the participants as a pre- and post-test measure. Second, students were given a post-treatment questionnaire that measured their motivation in using online instruction in general, and English Central specifically. Since a significant teacher effect was found, teachers involved in this study were also interviewed in order to ascertain their attitude toward English Central as a homework tool. Learner outcomes were significantly different between the shared and learner conditions. Student motivation was predictive of learning outcomes. Subjects in the shared condition outperformed those in the learner condition. Furthermore, those in the shared condition scored higher than the control condition; however, this result did not reach statistical significance. Results of the follow-up teacher survey revealed that while a teacher's view of the tool (positive or negative), was not a predictor of student success, teacher presentation of the tool may lead to a significant impact on student learning outcomes.
ContributorsDixon, Shane Y. (Shane Yahlu) (Author) / Atkinson, Robert (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Nelson, Brian (Committee member) / Arizona State University (Publisher)
Created2015