School Psychology Commons^™

The Healing Landscapes Of Usu: Discovering Spaces Of Potential Mental Restorativeness: A Geospatial Analysis Of Usu Campus, Amelia H. Wilcken

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This project focuses on understanding an alternative resource that can be intentionally improved upon to help address the mental health crisis on university campuses. With ample research showing how nature and being outside can help improve, or be restorative for, the mental state of individuals, this project developed an analytical method for understanding the restorative potential within the campus landscape as a whole and within districts. The analysis uses nine separate elements that make up the campus landscape: (1) trees, (2) landscape plantings (grass, planters, etc.), (3) art pieces, (4) benches, (5) water features, (6) sidewalks, (7) roads, (8) parking …

Moderating Effects Of School Ethnic Composition On The Associations Between Cultural Variables And Academic Outcomes Among Latinx Youth, Juan Estrada

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Cultural factors such as acculturative stress, discrimination and ethnic identity have been shown to relate to Latinx students’ academic outcomes, with the first two being risk factors, while the last one primarily plays a protective role. Factors that modify or change these relationships have been studied by both psychological and educational researchers, in efforts to inform interventions. One area of interest is school ethnic contexts, specifically school ethnic representation (number of same-ethnic peers) and school ethnic diversity (proportion of different ethnic groups in student body). This study investigated whether these two school ethnic variables changed or influenced the relationship between …

Self-Regulated Learning In A Pandemic: Implementing The See Framework In An Online Teaching Environment, Haley Hand

Undergraduate Honors Capstone Projects

Self-regulated learning (SRL) is a cyclical process that motivates students and facilitates achievement in a variety of domains (Wang, 2013). It entails several processes, such as planning, setting goals, using learning strategies, self-monitoring, reflecting, and holding adaptive motivational beliefs. Moreover, SRL can be developed through interventions and classroom practices. However, there is a shortage of trained interventionists. Teachers can also use a variety of classroom practices to develop students’ SRL skills. A framework of practices, known as the Settings, Events, and Exchanges (SEE) framework, was developed to organize these classroom practices for teachers (Callan et al., 2020).

The practices in …