Education Commons^™

The Experience Of Students With Attention-Deficit/Hyperactivity Disorder During The Transition To Middle School, Hannah M. Berry

UNLV Theses, Dissertations, Professional Papers, and Capstones

The transition to the middle school setting from elementary school has been the subject of research for decades as data shows a decline in academic success, socio-emotional health and motivation for students. There is a lack of research based transitional programs to support the needs of students at this time, specifically those with special needs. Though the name and specific criteria for students with ADHD has shifted, the impact this neurological disability has on students and learning is comprehensive. Symptoms of this disorder reach and affect each part of the student and their school experience, as well as those around …

The Effects Of A Retrieval Practice Intervention On Undergraduates’ Monitoring And Control Processes Using Performance Feedback In A College Classroom, Meganclaire Cogliano

UNLV Theses, Dissertations, Professional Papers, and Capstones

The present study examined the effects of a classroom intervention on students’ metacognitive monitoring of retrieval practice performance feedback and metacognitive control of future study decisions. The sample included 103 undergraduate students enrolled in five sections of an introductory educational psychology course. A true experimental design was used to randomly assign students to trained (n=49) and control (n=54) conditions within each section.

During the semester, students completed a pre- and post- metacognitive awareness inventory (MAI), 10 practice-tests, 10 feedback monitoring assignments, and a cumulative final examination. The feedback assignments required students to identify areas of mastery (i.e., well-learned topics) and …

Comparing The Effects Of Two Utility Value Interventions On Graduate Students' Interest, Performance, And Perceptions Of Utility Value, Ivan Vladimirov Ivanov

UNLV Theses, Dissertations, Professional Papers, and Capstones

The present study compares the immediate and delayed effects of teacher- vs. student-generated utility value interventions on students' interest, performance, and perceptions of utility value. In addition, it examines whether sense of autonomy mediates the relationship between type of utility value intervention and performance. The study is grounded in self-determination theory and expectancy-value theory and adopts a 3x3 mixed model design, with random assignment of participants to two relevance instruction conditions and a control condition.

Findings suggest that the teacher-generated utility value intervention was more effective than the student-generated utility value intervention and the control condition in terms of increased …