Matching Items (3)
Filtering by
- Member of: ASU Electronic Theses and Dissertations
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 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
Description
In college, students are continuously learning and maturing, prompting transitions, as they grow to enhance their academic, vocational, and personal development. As such, institutions of higher education must also consider how to support students in these transitions. At the Teachers College at Southwestern University, 59% (N=86) of students in Educational Studies, a non-certification major, transitioned from teacher certification majors. In an ecology that centralizes students pursuing teacher certification, students majoring in Educational Studies do not receive the adequate support, particularly in addressing their concerns and curiosities regarding their future career trajectories.
This qualitative study drew on Bronfenbrenner’s ecological models of human development and Moos’ ecology model as the theoretical underpinnings to examine how students cultivated adaptability amidst the transition of changing majors. On the forefront of support as students change majors, this study utilized academic advising to highlight a career advising program designed with an ecological approach to reimagine academic advising support in proactive and responsive ways.
Findings from a grounded theory approach suggested students adapted through a network of support, network of information, and network of self-concept. The career advising program designed to draw upon multiple systems in one’s ecology capitalized on the reciprocal dynamic between an individual and their ecology. Cultivating adaptability addresses economical, societal, and personal goals and needs, economical, societal, and personal needs.
This qualitative study drew on Bronfenbrenner’s ecological models of human development and Moos’ ecology model as the theoretical underpinnings to examine how students cultivated adaptability amidst the transition of changing majors. On the forefront of support as students change majors, this study utilized academic advising to highlight a career advising program designed with an ecological approach to reimagine academic advising support in proactive and responsive ways.
Findings from a grounded theory approach suggested students adapted through a network of support, network of information, and network of self-concept. The career advising program designed to draw upon multiple systems in one’s ecology capitalized on the reciprocal dynamic between an individual and their ecology. Cultivating adaptability addresses economical, societal, and personal goals and needs, economical, societal, and personal needs.
ContributorsFong, Raquel (Author) / Liou, Daniel Dinn-You (Thesis advisor) / Koro-Ljungberg, Mirka (Committee member) / Dawes, Mary (Committee member) / Arizona State University (Publisher)
Created2018
Career decision ambiguity tolerance: a longitudinal examination of its relation to career indecision
Description
The current study investigated the dynamic interplay of career decision ambiguity tolerance and career indecision over three assessment times in a sample of college students (n=583). While the previous research has repeatedly shown an association of career decision ambiguity tolerance with career indecision, the direction of this association has not been adequately assessed with longitudinal investigation. It was hypothesized in this study that there is a reciprocal pattern of career decision ambiguity tolerance leading to subsequent career indecision and career indecision leading to subsequent career decision ambiguity tolerance. Using a cross-lagged panel design, this study found support for the reciprocal pattern that aversion with ambiguity led to increased negative experience, choice anxiety, and lack of readiness in career decision making, while negative experience, choice anxiety, and lack of readiness led to increased aversion with ambiguity as well. Additionally, this study revealed that choice anxiety and readiness for career decision making led to increased interests in new information. The key findings were discussed with respect to the theoretical and clinical implications for career counseling along with limitations and suggestions for future research.
ContributorsXu, Hui, Ph.D (Author) / Tracey, Terence J. G. (Thesis advisor) / Bernstein, Bianca (Committee member) / Dawes, Mary (Committee member) / Arizona State University (Publisher)
Created2017