Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Confirmatory factor analysis (2)
- Accountability testing (1)
- Adolescent (1)
- Attachment (1)
- Attitude measurement (1)
-
- Awareness of others (1)
- Children (1)
- College student development (1)
- Cost (1)
- Culture (1)
- Curiosity (1)
- Dialectical behavior (1)
- Education (1)
- Emotion (1)
- Evidence-based (1)
- Existentialism (1)
- Expectancy (1)
- Facebook (1)
- Group psychotherapy (1)
- Higher education assessment (1)
- Implementation (1)
- Inpatient (1)
- Intervention (1)
- Leader development (1)
- Leader identity (1)
- Leadership (1)
- Leadership capacity (1)
- Leadership self identity (1)
- Leadership self-efficacy (1)
- Longitudinal measurement invariance (1)
Articles 1 - 9 of 9
Full-Text Articles in Social and Behavioral Sciences
Emotion Regulation In European American And Hong Kong Chinese Middle School Children, Kayan Phoebe Wan
Emotion Regulation In European American And Hong Kong Chinese Middle School Children, Kayan Phoebe Wan
Dissertations, 2014-2019
This study explored emotion regulation strategies in middle school European American (N = 54) and Hong Kong Chinese (N =89) children. Based on Gross’s theory (1998), the Survey of Emotion Regulation Strategies was designed to study children’s perceived effectiveness of emotion regulation strategies (deep breathing, thinking positively, situation avoidance, talking and suppression) in three fictitious scenarios associated with sadness, anger, and fear. Five mixed ANOVAs were conducted to evaluate the effect of culture, gender and the type of emotion on each emotion regulation strategy. The results demonstrated that American children considered deep breathing more effective in dealing with anger than …
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 …
Wired To Bond: The Influence Of Computer-Mediated Communication On Relationships, Jennifer Lynn Cline
Wired To Bond: The Influence Of Computer-Mediated Communication On Relationships, Jennifer Lynn Cline
Dissertations, 2014-2019
The purpose of this study was to examine young adults’ use of social media, qualities of their interpersonal relationships, and the intersection of the two. This primarily qualitative research study set out to investigate the qualities of relationships under the theoretical umbrellas of attachment, existentialism, and neuroscience. In particular, this grounded theory study examined how relationships might differ in on-line and face-to-face interactions, and answered the broad question, “What is the impact of increased engagement with others through computer-mediated communication, which involves less sharing of physical space and real time, on one’s perception of others and self?” The research design …
Effects Of Negative Keying And Wording In Attitude Measures: A Mixed-Methods Study, Chris M. Coleman
Effects Of Negative Keying And Wording In Attitude Measures: A Mixed-Methods Study, Chris M. Coleman
Dissertations, 2014-2019
Researchers often collect data on attitudes using “balanced” measurement scales—that is, scales with comparable numbers of positive and negative (i.e., reverse-scored) items. Many previous measurement studies have found the inclusion of negative items to be detrimental to scale reliability and validity. However, these studies have rarely distinguished among negatively-worded items, negatively-keyed items, and items with negative wording and keying. The purpose of the current study was to make those distinctions and investigate why the psychometric properties of balanced scales tend to be worse than those of scales with uniformly positive wording/keying. A mixed-methods approach was employed. In Study 1 (quantitative), …
Students’ Attitudes Toward Institutional Accountability Testing In Higher Education: Implications For The Validity Of Test Scores, Anna Zilberberg
Students’ Attitudes Toward Institutional Accountability Testing In Higher Education: Implications For The Validity Of Test Scores, Anna Zilberberg
Dissertations, 2014-2019
Recent calls for an increase in educational accountability in K-16 resulted in an uptick of low-stakes testing and, consequently, an increased need for ensuring that students’ test scores are reliable and valid representations of their true ability. Focusing on accountability testing in higher education, the current program of research was comprised of two stages: (1) collecting validity evidence for a self-report measure; (2) investigating the relationship between students’ attitudes and other related constructs. The analyses subsumed under the first stage yielded a revised psychometrically sound self-report measure of students’ attitudes toward accountability testing in higher education (SAIAT-HE-revised) consisting of three …
The Effects Of Item And Respondent Characteristics On Midpoint Response Option Endorsement: A Mixed-Methods Study, Kimberly Rebecca Marsh
The Effects Of Item And Respondent Characteristics On Midpoint Response Option Endorsement: A Mixed-Methods Study, Kimberly Rebecca Marsh
Dissertations, 2014-2019
As the demand for accountability and transparency in higher education has increased, so too has the call for direct assessment of student learning outcomes. Accompanying this increase of knowledge-based, cognitive assessments administered in a higher education context is an increased emphasis on assessing various noncognitive aspects of student growth and development over the course of their college career. Noncognitive outcomes are most often evaluated via self-report instruments associated with Likert-type response scales, posing unique challenges for researchers and assessment practitioners hoping to draw valid conclusions based upon this data. One long-debated characteristic of such assessments is the midpoint response option. …
A Unified Approach To Well-Being: The Development And Impact Of An Undergraduate Course, Kimbelry Erica Kleinman
A Unified Approach To Well-Being: The Development And Impact Of An Undergraduate Course, Kimbelry Erica Kleinman
Dissertations, 2014-2019
With the rise of positive psychology, there has been a burgeoning literature on the construct of well-being. Unfortunately, as is the case with much psychological research, the literature is not assimilated and integrated into a broad model for understanding psychology and human nature writ large. Connecting such research to a deep theoretical and philosophical model is particularly important with a construct like well-being because it both is a complicated and central construct for the field. There were two main objectives to the study. First, the goal was to develop a college student course on well-being that was conceptually grounded in …
Implementing Dialectical Behavior Therapy For Adolescents In An Acute Inpatient Psychiatric Setting, Thomas Andrew Field
Implementing Dialectical Behavior Therapy For Adolescents In An Acute Inpatient Psychiatric Setting, Thomas Andrew Field
Dissertations, 2014-2019
Although evidence-based practices (EBPs) have been identified in the literature, insufficient information exists about how to successfully implement them. As a result, implementation efforts have been met with failures. Little is currently known about what affects the success of implementation efforts for best practices such as Dialectical Behavior Therapy for adolescents (DBT-A) in an acute inpatient psychiatric setting (AIPS). A longitudinal multiphase mixed methods case study examined an implementation effort to provide DBT-A in an AIPS over a 24-month period. The process of implementation was investigated through in-depth interviews, a focus group, and field observations. Six categories were identified that …
Changes In Leadership Self-Efficacy, Leader Identity, Capacity For Socially Responsible Leadership, And Curiosity Due To A Structured Leader Development Program, Lori K. Pyle
Dissertations, 2014-2019
As the study of leadership evolves, it is vital to consider adult development; specifically student leadership development. This study examined changes over time in undergraduate students’ leadership self-efficacy, leader identity, and socially responsible leadership capacity. As a component of motivation to learn, curiosity breadth and depth were included to explore how the “positive approach to new information” relates to individual leader growth. This research helps explain how leader identity fits into a student leader development model as an outcome and as a contributor to future leader identity growth and engagement with leadership tasks. A combination of longitudinal and cross-sectional designs …