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Articles 1 - 9 of 9
Full-Text Articles in Psychology
The Impact Of Covid-19 On Para-Athletes: A Case Study On Motivation And Psychological Training For The 2020 Paralympic Games, Irina Perfilova
The Impact Of Covid-19 On Para-Athletes: A Case Study On Motivation And Psychological Training For The 2020 Paralympic Games, Irina Perfilova
Masters Theses, 2020-current
In the 61-year history of the Paralympic Games, the Games have never been canceled for any public health reasons. In order to participate in the Paralympic Games, the preparation process for professional athletes is planned at least four years in advance. Interruptions to this schedule can present significant challenges for elite athletes. Such was the case in 2020 with widespread cancellations of many athletic events due to the COVID-19 pandemic. The impact of in-home isolation can potentially cause athletes to experience different psychological conditions, including depression and anxiety as well as losing motivation. The purpose of this study was to …
Double Dosing: Investigating The Utility Of Multiple Priming Questions On Test-Taking Motivation, Mara Mcfadden
Double Dosing: Investigating The Utility Of Multiple Priming Questions On Test-Taking Motivation, Mara Mcfadden
Masters Theses, 2020-current
Priming examinees with questions about intended effort prior to testing has been shown to significantly increase examinee expended effort via self-reported effort and response-time effort. However, this question-behavior effect seems to wear off later in a testing session, specifically when a test is given second in the session. I examined whether administering a second “dose” of the question-behavior effect could combat the decrease in examinee effort later in a testing session. To evaluate whether “double dosing” could increase examinee effort later in a testing session, I randomly assigned examinees to one of three question conditions prior to completing two low-stakes …
Differential Motivation In Remote Educational Assessment: Person-Based Filtering Versus Response-Based Filtering, Sarah Alahmadi, Christine E. Demars
Differential Motivation In Remote Educational Assessment: Person-Based Filtering Versus Response-Based Filtering, Sarah Alahmadi, Christine E. Demars
Department of Graduate Psychology - Faculty Scholarship
Large-scale educational assessments are often considered low-stakes, increasing the possibility of confounding true performance level with low motivation. These concerns are amplified in remote testing conditions. To remove the effects of low effort levels in responses observed in remote low-stakes testing, several motivation filtering methods can be used to purify the data. We estimated scores from assessment data collected remotely in Spring 2021 six ways, applying examinee-based filtering methods (filtering examinees based on total time) and response-based filtering methods (filtering responses using the effort-moderated IRT model), varying the thresholds selected to separate solution behavior (SB) responses from rapid-guessing behavior (RGB). …
The Psychology Of Performance In Elite Youth Soccer Players, Matthew Best
The Psychology Of Performance In Elite Youth Soccer Players, Matthew Best
Senior Honors Projects, 2010-2019
This study is a holistic assessment of psychological mindsets, which are one’s attitudes, beliefs, and perceptions, in elite youth male soccer players between the ages of 13 and 18 and the exploration of the relationships between these mindsets and performance outcomes. The mindsets that were assessed were expectancy, growth mindset, value, goals, belongingness, grit, and self-regulation, and the performance outcomes were minutes played, goals scored, and goals allowed. The mindsets were selected through a review of research in education and sport. I conducted Exploratory Factor Analyses (EFA) and Cronbach’s alpha coefficient analyses to assess the validity and reliability of the …
Retrospective Versus Prospective Measurement Of Examinee Motivation In Low-Stakes Testing Contexts: A Moderated Mediation Model, Aaron J. Myers
Retrospective Versus Prospective Measurement Of Examinee Motivation In Low-Stakes Testing Contexts: A Moderated Mediation Model, Aaron J. Myers
Masters Theses, 2010-2019
Expectancy-value theory applied to examinee motivation suggests examinees’ perceived value of a test indirectly affects test performance via examinee effort. This empirically supported indirect effect, however, is often modeled using importance and effort scores measured after test completion, which does not align with their theoretically specified temporal order. Retrospectively measured importance and effort scores may be influenced by examinees’ test performance, impacting the estimate of the indirect effect. To investigate the effect of timing of measurement, first-year college students were randomly assigned to one of three conditions where (1) importance and effort were measured retrospectively; (2) importance was measured prospectively; …
Applying Solution Behavior Thresholds To A Noncognitive Measure To Identify Rapid Responders: An Empirical Investigation, Mary M. Johnston
Applying Solution Behavior Thresholds To A Noncognitive Measure To Identify Rapid Responders: An Empirical Investigation, Mary M. Johnston
Dissertations, 2014-2019
Noncognitive measures are increasingly being used for accountability purposes in higher education (e.g., O. L. Liu, Frankel, & Roohr, 2014). Because these measures are often collected under low-stakes conditions, there is a concern students do not put forth their best effort when responding, which is problematic given previous research has found noneffortful responding can negatively impact the validity of results (e.g., Barry & Finney, 2009; Meade & Craig, 2012; Swerdzewski, Harmes, & Finney, 2011). Subsequently, there is a need to identify students displaying low effort on low-stakes noncognitive measures. One method, which is based on response time and can discreetly …
Extending An Irt Mixture Model To Detect Random Responders On Non-Cognitive Polytomously Scored Assessments, Mandalyn R. Swanson
Extending An Irt Mixture Model To Detect Random Responders On Non-Cognitive Polytomously Scored Assessments, Mandalyn R. Swanson
Dissertations, 2014-2019
This study represents an attempt to distinguish two classes of examinees – random responders and valid responders – on non-cognitive assessments in low-stakes testing. The majority of existing literature regarding the detection of random responders in low-stakes settings exists in regard to cognitive tests that are dichotomously scored. However, evidence suggests that random responding occurs on non-cognitive assessments, and as with cognitive measures, the data derived from such measures are used to inform practice. Thus, a threat to test score validity exists if examinees’ response selections do not accurately reflect their underlying level on the construct being assessed. As with …
Measuring Motivation For Coursework Across The Academic Career: A Longitudinal Invariance Study, Makayla Grays
Measuring Motivation For Coursework Across The Academic Career: A Longitudinal Invariance Study, Makayla Grays
Dissertations, 2014-2019
Students must be sufficiently motivated in order to achieve the intended learning outcomes of their college courses. Research in education and psychology has found motivation to be context-dependent. Therefore, students’ motivation is likely to differ from one semester to the next according to which courses students are taking. However, there are also instances in which motivation levels may not change over time. In order to determine whether motivation for coursework changes across the academic career (and, if so, what variables may be related to that change), it is imperative to use a measure of motivation that is theoretically and psychometrically …
Assessing Intervention Fidelity In A Randomized Field Experiment: Illuminating The Black Box, Jeff John Kosovich
Assessing Intervention Fidelity In A Randomized Field Experiment: Illuminating The Black Box, Jeff John Kosovich
Masters Theses, 2010-2019
The inner workings of an intervention can be thought of as a black box when they are not investigated directly. Typically researchers do not fully illuminate the black box and make assumptions about the presence of underlying processes instead. The current study utilizes an adapted five-step framework for the systematic intervention fidelity assessment of a motivation-based field experiment. The five-step framework is applied to a previously implemented study of student motivation in an introductory psychology course. Data irregularities necessitated the introduction of a new method for calculating differences in achieved relative strength indices. The intervention was found to be implemented …