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The Influence Of Community-Based Summer Programs On Ethnically Diverse, Low-Income Chicago Youth, Amy Governale
The Influence Of Community-Based Summer Programs On Ethnically Diverse, Low-Income Chicago Youth, Amy Governale
Master's Theses
How youth spend their time has become an increasingly important factor in studying adolescent development. During the summer months, longer periods of unsupervised time have been associated with a loss of academic skills and lower social-emotional skills. One support for at-risk youth and adolescents might be summer programs housed in community-based organizations. Using a pre-post test design over an 11-week period, the present study examines the linkages among participation in summer programs, individual characteristics, and youth outcomes among ethnically diverse, low-income Chicago youth. Analyses revealed ethnicity was related to math skills at the end of the summer, although the strongest …
Student Motivation: Teacher Perceptions, Beliefs And Practices, Teresa M. D'Elisa
Student Motivation: Teacher Perceptions, Beliefs And Practices, Teresa M. D'Elisa
PCOM Psychology Dissertations
The purpose of this study was to examine teachers' beliefs, perceptions and practices related to student motivation. Two-hundred-and-six teachers from 13 states completed an on-line survey containing the Perception of Student Motivation questionnaire (PSM), Motivating Strategies Questionnaire (MSQ), and researcher-devised questions examining theoretical beliefs and practices. Results reveal that teachers consider motivation to be an important part of their teaching. Teachers' reporting feeling efficacious for diagnosing and intervening for student motivation and believing in the malleability of motivation was found to correlate with motivational strategy use. This finding was consistent with previous research. However, their endorsement of theoretical beliefs and …
Identity Compatibility, Career Adaptability, And Adaptive Coping As Predictors Of College Women's Commitment In Stem Majors, Michelle Murray
Identity Compatibility, Career Adaptability, And Adaptive Coping As Predictors Of College Women's Commitment In Stem Majors, Michelle Murray
Legacy Theses & Dissertations (2009 - 2024)
The ‘leaky pipeline’ is a metaphor often used to describe the progressive and persistent phenomenon that occurs when women who have initially planned on pursuing STEM careers drop out before a career is established (Cronin & Roger, 1999). Women pursuing STEM occupations often receive messages that they do not belong or are not expected to succeed in the field, which can negatively impact one’s academic performance, increase psychological stress, and influence one’s persistence within a field of study (Steele & Aronson, 1995; London, Downey, Bolger & Velilla, 2005). Using career construction theory (Savickas, 2013) as a framework, the current study …
The Relationship Of Disability Status On Attendance, Behavior, And Achievement Indicators For Students Receiving Intensive School-Based Mental Health Counseling, Meghan Morris Deyoe
The Relationship Of Disability Status On Attendance, Behavior, And Achievement Indicators For Students Receiving Intensive School-Based Mental Health Counseling, Meghan Morris Deyoe
Legacy Theses & Dissertations (2009 - 2024)
This causal comparative study investigated the relationship of an identified disability (IDEA declared vs. non-declared) on success outcomes for sixth through twelfth grade at-risk students enrolled in a school-based mental health program. Outcome variables included: selected attendance, behavior, and achievement indicators for students who were enrolled in and received intensive school-based counseling.
Work And School Experiences Of Employed Students, So Jung Kim
Work And School Experiences Of Employed Students, So Jung Kim
Legacy Theses & Dissertations (2009 - 2024)
Based on role theory (Katz & Kahn, 1978) and conservation of resources theory (Hobfoll, 1989), work-school domain conflicts – both work-school conflict (WSC) and school-work conflict (SWC) – among employed students were studied. Job supervisor and instructor interactional justice and various role demands (i.e., surface acting and academic demands) were examined as antecedents of work-school domain conflicts, whereas GPA and task performance were examined as consequences. Participants were 109 college students who were working at least 10 hours per week. The results suggest that only academic demands were an antecedent of SWC and task performance was the only consequence of …