Education Commons^™

Alcohol Expectancies Among Students In The City Of Pokhara, Nepal, Niran Tamrakar

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Alcohol plays a vital role in various aspects of Nepalese society. It also presents public health risks. Though adolescents in Nepal are at high risk for negative consequences from alcohol use, there is limited information available on their alcohol behaviors and beliefs. The present study aims to describe alcohol expectancies among a sample of secondary students in Nepal to identify and understand motivations underlying their alcohol-related behaviors. A self-report survey was administered to 591 students from different Englishmedium schools in the city of Pokhara. This study began with the Chinese Adolescent Alcohol Expectancy Questionnaire (CAAEQ), then used qualitative methods to …

The Development Of A Situational Judgment Test To Assess Collegiate Judgment: A Pilot Study, Jared Stevens

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Traditionally, colleges and universities have focused primarily on cognitive predictors (e.g., ACT/SAT scores, high school GPA), and have struggled to find an accurate and objective way of measuring non-cognitive skills, often resorting to personality measures or interviews, or deciding not to measure them at all. Recently, there has been a push for alternative forms of student selection that result in less adverse impact and do not ignore important skills and traits that are necessary to be successful in college (Peeters & Lievens, 2005; Atkinson, 2001).

Growing evidence suggests Situational Judgment Tests (SJTs) may be one way to achieve this goal. …

A Mixed Methods Study Exploring The Relationship Of Cognitive And Motivational Factors To Sonography Student Performance, Renee Hathaway

College of Education and Human Sciences: Dissertations, Theses, and Student Research

The purpose of this mixed methods study was to examine relationships between sonography students’ levels of self-regulation and self-efficacy and their performance in a 16-week introductory vascular sonography skills laboratory course. Measures for the study were designed to yield qualitative and quantitative data related to student goals, strategies, and course performance, and were generated by both students and faculty. Qualitative data from the study included student self-reports of self-regulatory strategies and instructor evaluations of student performance, while quantitative data were provided by instructor and student ratings of performance, student self-efficacy ratings, and student reports on their use of deliberate practice. …

Exploring The Moderating Effects Of Racial/Ethnic Socialization, Academic Motivation And African American Racial Identity On The Relation Between Microaggressions And Mattering Of African American Students At Predominantly White Institutions, Lawrence Chatters

College of Education and Human Sciences: Dissertations, Theses, and Student Research

African Americans remain underrepresented in higher education (Thompson, Gorin, & Chen, 2006) and experience subtle forms of racism called microaggressions (Sue et. al, 2007). The impact of microaggressions in post-secondary institutions may manifest in the achievement gaps that exist between African American and White people; moreover, they may influence the inequitable treatment of African American students by staff, teaching assistants and faculty (Ancis, Sedlacek, & Mohr, 2000; Becker & Luther, 2002). 108 African American undergraduate students at three Predominantly White Institutions (PWIs) participated. The current study employed an online survey to explore relationships of microaggressions, racial/ethnic socialization, African American racial …

The Influence Of Context On Metacognition And Its Measurement, Markeya S. Peteranetz

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Metacognition enhances students’ efforts to effectively self-regulate their learning. It is a multifaceted construct that includes metacognitive knowledge, metacognitive regulation, and metacognitive experiences. Metacognition theory clearly indicates that metacognitive regulation should be impacted by the context in which the learning takes place, but little empirical research has attempted to show this effect of context on metacognitive regulation. The purpose dissertation of this was to investigate how context influences undergraduate students’ use of metacognitive regulation. To this end, an instrument (the Metacognition Inventory for Post-Secondary Students; MIPSS) that assesses metacognitive knowledge globally and metacognitive regulation as a context-dependent construct was created …